Listening Comprehension Lesson Plan Outline by Keelie Potter

Standards​:

CCSS.ELA-LITERACY.RF.K.2

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Objective​:

Students will be able to listen to and correctly follow instructions given orally.

Assessment Plan:​ WHAT, HOW, WHEN, WHY

Materials required for teacher:

• Rainbow words map, green or lower (classroom)

• Sight words list

• Phone for music

• Chairs

• Pen

• I-Station worksheet

• My nametag

Gain Attention/Recall Prior Knowledge

Sight Word Musical Chairs (5 Minutes)-

Students will play musical chairs with a new educational twist. Students will move around the chairs
until I stop the music. When I do, they will all try to sit as quickly as possible. First to sit gets to pick their
first sight word to read and I cross it off. The second picks second and so on. No one gets out, but the
student without a chair has to pick last, therefore having fewer options.

Teach/Model:​ What key concepts or understandings need to be taught? How will you present this

information?

I will say the sentence “I put my pen on the table”. Using my pen I will show where my pen would be if I
said it was on the table, demonstrating listening and understanding what was said.

Guided Practice:

Then I will give the children a turn with my pen, showing me where the pen would be if it were by,
above, and below the table. After this exercise, we will look through the I-station story worksheet and
have students choose which picture represents the sentence said.

Independent Practice:
We will play “Mrs. Potter says...” (Simon says but with my name and nametag). I will go first to show
how the game works. Children who don’t follow the instructions correctly or do and action without
hearing “Mrs. Potter says...” have to pick two sight words to tell me from the list and cross them off as
they read them, then they can be back in the game. After a few examples I will choose the next child to
be “Ms. Johnson” and pinned by nametag to the bottom of their shirt. They will deliver a few
instructions while I follow along and observe the other children.

Differentiation​:

Fast finishers:​ We will continue playing “Mrs. Keelie says...” until our time is over.

Struggling learners​: For struggling learners I will have them face me while we play so I can model
listening and following the directions given in the game.

Behaviors:​ If students are behaving inappropriately I will first have them stand up and shake the wiggles
out for five seconds with me and then ask them to return to their task. If they refuse shake it out and/or
get back on task, I will give them the option of getting back on task in the next 30 seconds or going with
me to speak with my mentor teacher, who prefers that she be the one to discipline her students.

Closure​:

(Last 3-5 minutes)

Ask the students to come back to their desks. What did we do today?

Help students to understand that we listened, that we were using our “listening ears” (students can

demonstrate putting those one).