KTIP Lesson Plan Format

Lesson Plan Format

 

Name:_Jackie Mattingly__ Date:_07/14/2004_____ Age/Grade Level:___K-1_____

 Subject:_Language Arts__ # of Students: _20-25___ # of IEP Students:_________

 Major content:_Phonics__  Unit Title: __Gingerbread Phonics___________

 

 Goals and Objectives-

Students will

• Participate in a shared reading of the story, The Gingerbread Man
• Be able to name words from the story
• Be able to identify the sounds of the letters in words from the story
• Complete an online interactive reviewing of the skill using Picture Match

 Connections-

1 – Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment.  Among these texts are fiction and nonfiction, classic and contemporary works.

3 – Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.  They draw on their prior experience, their interaction with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

Context-

In this lesson, early readers in grades K-1 use familiar words from a traditional story to learn letter-sound correspondence.  The teacher conducts a shared reading of The Gingerbread Man with the whole class.  Students then use words from the story to practice letter-sound correspondence using the Picture Match website game.

 Resources-

• The Gingerbread Man (any version)
• Computers with Internet access
• Interactive Picture Match
• Sentence Strips
• Black Marker

 Procedures-

1. On the first day of this unit read the story The Gingerbread Man to the class.  Allow students to respond to the events in the story.  Encourage them to chime in during the refrain.
2. On the next day, read the story aloud again, encouraging students to read along with you.  Then post the prepared sentence strips in a pocket chart.  Read the story again, pointing to each word in the refrain as you read.  Allow students to take turns pointing to the words in the refrain as they are being read.
3. Review the story one more time on the third day.  Ask students to choose their favorite words from the story.  Using a black marker, write each word on a separate piece of sentence strip while students are watching.  As you print each word, draw attention to the beginning letter and the sound it makes.  For example, when writing the word man and this letter says, “m”.  Trace the beginning letter with a marker to draw attention to it.  Post these words on the wall or in pocket chart.
4. To further reinforce letter-sound relationships, take students to the computer lab and have them access the online interactive Picture Match and click “beginning letter sounds.”  In this activity, students match the beginning sound of a picture to a letter at the bottom of the screen.  Make sure that they remember to print their picture matches when they are finished.

 

 Student Assessment-

• Evaluate students’ progress by observing participation during the shared reading activities.
• Check students’ ability to identify letter-sound correspondence by reviewing the printouts from the interactive Picture Match activity.
• Students will also be assessed on their behavior and ability to stay on task during the circle time.

 

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