Concordia University Nebraska Education Department Lesson Plan Format

Name: Ms. Taylor Roby Grade Level: Kindergarten

Topic/Central Focus Subject: Literacy

“H” Digraphs (CH, TH, WH, SH, PH)
Time Frame: 40 Minutes

Standard(s) to be met in the lesson:

LA 0.1.2-Phonological Awareness: Students will demonstrate phonological awareness through

oral activities.

LA 0.1.3-Word Analysis: Students will acquire phonetic knowledge as they learn to read and
write grade-level text.

Learning Objective: Assessment Tool(s) and Procedures:

When prompted with an “h” digraph and the This learning objective will be assessed
corresponding brother, the students will be able through a checklist during a brief 1-on-1
to recognize and correctly pronounce each of conference. The checklist will contain each
the five “h” digraphs with 80% accuracy. child’s name and each “h” digraph.

Research-Based Best Practice used in lesson and why it is appropriate/useful:

Facilitate meaningful discussions: Children share their thoughts with each other, thus
benefitting from each others ideas. This is appropriate because the students learn to
respect their peers ideas and useful for self reflection.

Pose purposeful questions: Students will be expected to reflect on and justify their
thinkings, not simply provide a one word answer. As a teacher, I will also make sure to ask
intentional questions that further guide thinking.

Action-based learning: Students will benefit from ‘based on the brain research’ that strongly
supports the link between movement and learning.

Dual Coding: Images will help students make the linguistic connections. This is appropriate
because it is a proven effective strategy for English Language Learners.
Student Engagement used throughout the lesson: Students will be engaged through
movement, collaboration, action-based learning, teamwork, sensory bins, images, and
interacting through a variety of different ways in centers.
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Key Vocabulary: It is important to note that this list is more about phonics than vocabulary.
The students will not study the meaning of these words, instead they will work on recognizing
and correctly pronouncing the “h” digraph sounds. The students will focus on the linguistic
sounds and physical properties of these words.

-Crazy Charlie
-Chair
-Cherry
-Cheese
-Chocolate
-Chimney
-Chicken
-Chain
-Cheeks
-Cheetah
-Impolite Theo
-Thermometer
-Think
-Thumb
-Three
-Thirteen
-Thirty
-Thorn
-Throne
-Thread
-Quiet Shawn
-Shark
-Sheep
-Shirt
-Shoe
-Shovel
-Shell
-Shower
-Ship
-Shampoo
-Shelf
-Musical Whit
-Whistle
-Whale
-Whisk
-Whisper
-Wheel
-Whip
-Wheat
-Wheelchair
-Wheelbarrow
-Talkative Phil
-Phone
-Photo
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Materials: Technology:

-Digraph Clip Chart Timer Projected on Screen

-Clothespins (https://www.online-stopwatch.com/
-Digraph Sorting Cards classroom-timers/)
-Masking Tape
-Sensory Bins
-Objects for Sensory Bins

Faith/Values Integration:

N/A

Assets:

Students will be able to recognize each letter and know their sounds, something they have
been working on throughout the year. Also, recognizing and decoding word parts enhances
reading and vocabulary development. Phonological awareness is the foundational skill needed
to build reading competency skills and texts of increasing complexity.

Differentiating Instruction
Identify the elements of the lesson that are differentiated (content, process, product).

Identify the student characteristic you will use to differentiate (readiness, interest, learning profile).

Explain how you differentiate (whole class, groups of students, individuals, or students with IEPs or 504 plans)
Two Students with Autism: During the songs/chants, these students will have the option of wearing headphones
due to their sensitivity to sound.
Student with Hearing Impairment: I will seat this student near the front when I am teaching the class.
One Student with ADHD: I will seat this student near the front when I am teaching the class. During the songs/
chants, this student will have the option of wearing headphones due to their sensitivity to sound.
Two ELL Students: I will show pictures and give examples for the key vocabulary used in the lesson.
Four Speech Students: I will talk through and model the motion of the mouth for the “h” digraphs.
Concordia University Nebraska Education Department Lesson Plan Format

Procedure with time allotments:

A) Hook/Engage/Pre-Assess Students

We will briefly review the 5 H brothers. We will talk about the characteristics and
sounds of each H brother.
B) Communicate the purpose of the lesson to students (objective/assessment)

We are going to learn how to read long and tricky words by using strategies, like the
“h” brothers, to decode the sounds.
C) Instructional Sequence:

The students will participate in exploring different centers. Beginning Digraph Clip
Cards: I will print off clip cards onto card stock and laminate for durability. The
students will name out loud the object on the card, emphasizing the beginning sound.
Then, they will uses clothespins to clip the digraph that identifies the sound. Beginning
Digraph Sorting: Pictures are provided for several different beginning “h” digraph
sounds. The students can use these pictures to work on sorting beginning “h” digraph
sounds into different columns labeled by the correct diagraph. Sensory Bins: I will find
different objects that start with the corresponding “h” dragraph.


D) Closure: To wrap up the unit, I will have the students try different h digraph tongue
twisters. CH: “Charles is a cheerful chicken-farmer. He chuckles at the chance. Of a
choice chicken to chew for his lunch.” TH: “Theodore Thrustle threw thirty-three
thimbles into a thicket of thistles.” SH: “She sells seashells by the seashore.The shells
she sells are surely seashells. So if she sells shells on the seashore, I'm sure she sells
seashore shells.”

Analyzing Teaching (Reflection):


Completed after the lesson is taught.

Give evidence that the lesson was successful for students meeting the learning
objective(s).

If you could teach this lesson to the same group of students again, what are two or three things you would do
differently to improve the learning of these students based on their varied developmental and academic needs and
characteristics? Consider missed opportunities and other aspects of planning, instruction, and/or assessment.
Explain in the table below.

Clearly state each change you would Explain why and how you would change
make. it.
Concordia University Nebraska Education Department Lesson Plan Format