Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Miss Jenny

Date Lesson 1 Subject/ Topic/ Theme Phonics/Transportation Grade: Kindergarten

I. Objectives
How does this lesson connect to the unit plan?
This unit is learning about transportation and continued practice of the alphabet/phonics concept. This book introduces new language or amazing words about
emergency transportation and deals with the /ks/ sound of the letter x at the end of words. There are several other short activities that are intended to increase
students understanding of cause/effect and details in texts which connects to the Kindergarten common core standards. .
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
Remember and repeat amazing words of the week (rescue, pilot, yacht, sailor, mechanic,shimmering) R
Discriminate the words with a /ks/ sound at the end and repeat the /ks/ sound An
Participate in a phonemic awareness conversation surrounding a picture with several /ks/ things in it U/Ap X X
(fix,fox, box,) Ap
Demonstrate close reading skills E
define and describe cause and effect

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.SL.K.1.A
Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the
topics and texts under discussion).
CCSS.ELA-LITERACY.SL.K.6
Speak audibly and express thoughts, feelings, and ideas clearly.
CCSS.ELA-LITERACY.RI.K.3
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in
a text.
CCSS.ELA-LITERACY.RF.K.2.E
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
CCSS.ELA-LITERACY.RF.K.3.A
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound
or many of the most frequent sounds for each consonant.
CCSS.ELA-LITERACY.SL.K.1
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with
peers and adults in small and larger groups.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite What each letter in the alphabet looks like (capital and lowercase), and the sounds they make on a
knowledge and skills. fairly basic level--identify between ending k and x sounds.

Pre-assessment (for learning):

Picture Sort (K,X)
Formative (for learning):
Outline assessment Discriminating sounds of /ks/ with several suggested words
activities Formative (as learning):
(applicable to this lesson)
Summative (of learning):

What barriers might this Provide Multiple Means of Provide Multiple Means of Action Provide Multiple Means of
Representation and Expression Engagement

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lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Provide options for perception- Provide options for physical action- Provide options for recruiting
making information perceptible increase options for interaction interest- choice, relevance, value,
Difficulty staying in one space on authenticity, minimize threats
Video about emergency the carpet--make picture find Intro video explaining emergency
transportation, find-it picture, physically interactive by allowing vehicles, possible visit from a fire
picture cards, time for them to do the circling. truck or walk to the corner and see
questions/comment, tracking, if we can see any emergency
having students come up and circle vehicles (later in the week).
their idea/findings
Stations allow learning through https://www.youtube.com/watch?
multiple senses and abilities v=HGqswCYlco0&t=241s
Provide options for language, Provide options for expression and Provide options for sustaining
mathematical expressions, and communication- increase medium effort and persistence- optimize
symbols- clarify & connect of expression challenge, collaboration, mastery-
language Turn to a neighbor polls by oriented feedback
When teaching the letter x and putting a thumbs up/down Use Reading Street tools for
the sound it makes, use words advanced students, on-track
that all students are familiar students and below level
with, or make sure to explain
new words to them.
Provide options for comprehension- Provide options for executive Provide options for self-regulation-
activate, apply & highlight functions- coordinate short & long expectations, personal skills and
Answer why does this term goals, monitor progress, and strategies, self-assessment &
matter? Emergency modify strategies reflection
Transportation helps us Use Reading Street guides if A number of summative
because the letter x is in students can(t) then see assessments at the end of the
many words that we use on a pg/activity unit that achieve/test the same
regular basis, cause and effect things (students have a choice).
happen all the time
No student materials are needed for this lesson. If there is time in stations, the classroom nooks could
be loaded with my vehicles game
https://www.youtube.com/watch?v=HGqswCYlco0&t=241s
Reading Street--DAY 1 notes
https://www.teacherspayteachers.com/Product/Mayday-Mayday-SmartBoard-Companion-
Kindergarten-595646 (smart-board slides?)

How will your classroom
be set up for this lesson?
Start students on the rug for large group reading, practice with the letter x, phonetic comprehension
and learning the basics of emergency vehicles/cause and effect.
At the end of this lesson, or for the rest of the short unit, there should be more opportunities for
students to divde by table groups and work on various activites (some listed above) in station groups.

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.

Motivation Go over amazing words and the theme for the week Students can move in their own spaces on the rug,
(opening/ (emergency vehicles and the letter x) sitting or standing and sing along if they want.
10 introduction/
min engagement) Share video about emergency transportation--at the
end, ask students to share one of the
vehicle/function that they learned about.

If this is too simple for them, ask them to include

an amazing word in the fact.
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 Actively engage and share ideas during these
Practice with picture cards-- identifying, activities (show what you know about x and cause
pronouncing, and practicing /ks/ sounds and effect).
20-30 Development Picture Find as a classfix fox etc
minut (the largest Blend words
es component or Cause and Effect--teacher read aloud
main body of
the lesson)

Closure
Review some facts about emergency vehicles--ask Recall and share one idea that you learned about
(conclusion,
students to share a highlight about a firetruck, emergency vehicles.
culmination,
introduce the book for the week/how the theme will
wrap-up)
5 continue in the coming days.
mins

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

Reflection--April 18, 2017

I was excited that I had Easter Monday off from classes so that I could go into RCS to teach my first lesson. Before the day
started, Mrs. Williams asked me what I expected of her during my lessons. I asked her to jump in if she saw something going wrong,
or if she felt I needed more direction. From there, students started coming in to start the day, we had assembly and good news, and
then I began with sight words.
During sight words time, about 15 students seemed to be engaged at one time. They had their eyes on the board, they said the
words loudly and clearly, and corrected themselves if they made a mistake. At some points, I called on individual students and had
them say the word aloud to ensure that they were staying with it. There were about 4 other students who were not saying the words,
and seemed to have their minds somewhere else or want to be moving more. Even though Ive been through sight words close to 25
times with these kids, it always feels like one of the more difficult tasks because it isnt easy to keep everyone engaged. I often wonder
how necessary it is to continue this pattern, but based on their ability to say the words individually during assessment time (many of
them can say 40-50 words but not all 70, some have 25 memorized), it seems that it is important to keep it in the daily schedule.
Through this unit, I want to work on my ability to see beyond just the few people sitting by me and look for people who are having a
hard time. I want to include them in a way that doesnt make them feel like they are in trouble, but rather like they are a valuable
member of the group and that I care about their learning, too. I want to use a positive expression and correct them in a non-hostile way
if they get answers wrong.
Another thing that I think I could work on (with the whole lesson, not just the phonics portion) is timing. After going through
sight words and introducing the letter x, I didnt realize that it had been almost an hour of sitting for the students. In the future, I
want to make sure I am giving them a couple of minutes to recharge with a brain break in between tasks so they are ready to come

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back to each one with more clear heads. Student engagment seemed good for the most part which is why I believe it didnt occur to
me to stop for a brain break. As the week goes on, this is something I work on and make time for so that student engagement can be
very good and they can learn about emergency transportation through reading and discussion.

Jenny Noel Koopmans

Professor Terpstra
Education 302-303
April 5, 2017

Peer Teach Parts 3 and 4

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 Peer teaching was an excellent way to get some practice under my belt and get feedback about how to

make the actual lessons go more smoothly and be more engaging. I presented lesson #1 to Maddie and Jackie

which introduces the emergency transportation unit, the /ks/ sound, and cause and effect.

To start the lesson, I showed my students a picture that shows types of emergency transportation and

introduced their amazing words for the week. I continued with a phonics lesson on the letter x (picture find)

and ended with a read-aloud that dealt with cause and effect.

Ultimately, I think the lesson went well. My main struggle as I have been planning the unit has been

trying to combine all three of the topics that the curriculum book addresses. As I gave the picture find I tried

to have them look for words with x and emergency vehicles. Maddie and Jackie mentioned that it is difficult

trying to put very different topics into one unit. I agree with them, and plan to change the activity so that I ask

about x first, and then switch gears into looking for emergency vehicles so that students arent having to juggle

too many concepts at a time.

My partners also said that they enjoyed the interactivity of the picture find. When I give the actual

lesson, I plan on keeping this in. The kids will be able to circle their answers on the whiteboard/smartboard

which gives an additional opportunity for engagement beyond saying their answers or simply looking at me

doing it.

With a better understanding of UDL after Mondays class, I also changed my lesson plan to fit the

representation, expression, and engagement categories more fully. These additions will help me aim my unit at

all students and their individual needs and interests so that they could learn more.

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