lesson plan 1 udl
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Des Moines Area Community College *
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Feb 20, 2024
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Please address all the items in each category thoroughly; elaborate and add details and examples. For additional support, descriptions, and examples see the Lesson Plan Support Document
.
UIU Student Name: Paige Gwyin Subject Area: Reading/phonics UIU Supervisor (if applicable):
NA – professor – Ashley Dodd
Cooperating Teacher (if
applicable):
NA
Grade Level:
Kindergarten Lesson Title:
1-1 Letter sounds Date:
11-19-2021
Content Standards: Cite specific content standards from the Iowa Core Standards/Iowa Academic Standards K-12 and/ or National Standards addressed in this lesson.
RF.K.3
Know and apply grade-level phonics and word analysis in decoding words
Adapted by Upper Iowa University from the RAPIL program
Updated July 2021
Lesson Plan
I CAN statement(s): Write the standard in student-friendly terms. I CAN show one-to-one letter sounds. Focusing on the letter p /p/.
Essential Question(s): Pose open-ended, thought-provoking questions (with no right answer) to engage students and deepen understanding
.
Why do I need to know the sounds each letter makes?
Why do I need to know letter names?
Learning Outcome(s):
Determine what broad understanding students will develop. In order to identify letters and their correct sounds when reading and writing words.
Objective(s): Identify important concepts, ideas, or skills students will understand and apply by the end of your lesson.
(this lesson focuses on New letter of week letter P /p/.)
Students will be able to identify pictures whose names begin with /p/. Students will be able to identify previously learned letters and sounds as they are incorporated into lesson engagement. Students will be able to identify correct letter sounds as they identify the letter name and correspondence Students will be able to apply one-to-one letter sounds to assist in decoding sight words
Blooms/DOK: Determine the Blooms and DOK level for this lesson and describe how it fits into the lesson progression for your unit. SKIP - Assessment(s): Determine how you will gather pre-assessment data. Also, determine what will be learned in this lesson that will be part of the summative assessment. Summative only for this LP- (assessment at the end) – I will assess the understanding of my students by having them turn and talk to partner and listening to conversations. Having one partner share out after partner sharing is completed is a second way. I will also assess the mastery of the content in whole group by showing Alphafriend letter cards and having them say the name and sound when asked/prompted. In small groups assessing and checking off each student’s mastery of one-to-one letter sounds using the most common name for letters that have “special rules”.
Resources Used for Planning:
Identify the resources used and/or created for planning this lesson. Houghton Mifflin Reading Teacher’s Edition (Theme 5) “Lets Count” instruction manual. Alphafriend cards, Alphafriend video for specific letter,
List of every letter to mark off the sound and name to keep a running record of progress for students (one for each student) Interactive board or white board and white board markers for writing a letter or CVC word and utilizing whole group time, computer for interactive/engaging videos
Adapted by Upper Iowa University from the RAPIL program
Updated July 2021
Contextual Factors: Briefly describe how this lesson will meet the needs of all students. Consider student needs regarding prior knowledge, culture, family background, environment, gender, religion, SES, etc.
Copy sample class - Class 2. This is a class of 20. Your students include 15 students without IEPs, 1 student with a 504 plan due to ADHD, and 4 students with IEPs. Of the 4 students with IEPs, 2 have learning disabilities and have reading goals to bring them closer to grade level comprehension. One has autism and currently has reading comprehension goals and social skills goals. One is identified as a gifted learner and has an IEP goal to increase complexity
of sentence structure and depth of thought. Of the students without IEPs or a 504 plan, 2 are learning academic English and are bilingual Spanish speakers. 6 are on grade level in reading and math, 4 are below grade level in both areas, and 3 are above grade level in both reading and math. One third of the class lives in a rural area experiencing economic distress.
This lesson will meet the needs of all of my students by using previous knowledge on prior letters learned in past lessons and preschool (if they went). It will allow my students to gain a more in depth understanding to letter names and letter sounds moving into reading and writing CVC words and more as they progress through their grade level. I will scaffold where it is needed and utilize supports of paras as well as assessing multiple times and using UDL to allow students to have a choice of how they show content mastery before the summative assessment or by the end of the whole standard. Utilizing movement and music to display the learning as well as teaching the lesson in front of the students and moving in to having them practice the skills learned. Keeping in mind language barriers, accommodations and modifications the teaching and or re-teaching may vary. I will teach the lesson in a whole group setting then move into centers for them to use/show the learning from the lesson. I will pull my lower students in groups and re-teach if needed so that they can fully understand the lesson. Looking at the specific needs of my students with IEP’s and my student with a 504 Plan I will re-teach or scaffold the lesson to best fit their needs based off of the accommodations or modifications specified within their plans. Displaying the alphabet with pictures that start with the letter name/sound for my visual learners and also as a reference similar to the use of an anchor chart.
Plan for Multi-Tiered System of Support (MTSS): A
spects of the lesson to be adapted for student needs. – (COPY ACCOMMODATIONS)
Adapted by Upper Iowa University from the RAPIL program
Updated July 2021
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Instructional Sequence
Academic Language/New Terms: List and define all new academic language students will encounter in this lesson. Add or subtract rows as needed.
(No more than 1-2) 1. Consonant – letters in our alphabet EXCEPT our vowels (A,E,I,O,U)
2. Letter sound correspondence – Identifying the letter sound associated with the letter & or letter combinations
Introduction/Motivation: Specifically describe how you will begin your lesson to motivate and engage the students in the topic. I will begin my lesson with an interactive video either an Alphafriend video, Leapfrog letter sounds visual or another video on the specific letter of the day/week
Representation – the lesson will be represented in multiple ways to meet the needs of all of my learners. Using the white board easel to have the Alphafriend card displayed. Present the letter name and sound to the students. Video of letter name/sounds. White board and WB markers at carpet Engagement - By using a video on the letter name/sound we are working on, partner talk and share at carpet squares throughout the lesson, writing previous letters learned as they are asked and saying the name when I count 1,2,3 – repeat for letter sound of same letter wrote down. After lesson is taught students will move into literacy centers Expression - Students will verbally say letter names and sounds out loud as cards are presented for example (A says ….) (B says …) for letters we have learned previously. Draw letter in the air (on our imaginary paper) then Write the correct letter on their boards as I say the sound, turn and show your boards. Asking questions and calling on students to share content understanding. When in centers various activities to show what we learned and they will turn them in to the blue box for me to check understanding. Procedure: Step
APK, ANI,
APP,
GEN/
Time
Minutes
needed to
complete
activity
Activity
What instructional
strategy will be
used?
Teacher Actions
What are you as the
teacher doing?
What questions will you
ask?
Student Actions
What are students doing?
What technology will
students use?*
Formative
Assessment
How will you check
for understanding?
Classroom
Management
How will you manage
the learning
environment?
Adapted by Upper Iowa University from the RAPIL program
Updated July 2021
Individual Needs
List the adaptations and include the student initials (accommodation, modification, scaffolding,
individualized strategy, IEP goal to be addressed, etc.) IEPs
2 LD – Goal – reading & math to bring closer to grade level comprehension. *Accommodations include – 1:1 assistance when at table spot/desk, time extension on mastery of content. Shorter activities, Assistive device for student to point to answer (letter for name or sound). Quiet or separate work place if needed.
*Modifications include - Focusing on identification of letters using an assistive device while peers are decoding or reading writing CVC words.
Focusing on the reading goal – drilling letter sounds and names for next step of decoding and reading/writing words. Once students have general knowledge on sight words, CVC, and how to read them they then can generate an understanding of the text. Being read to and asking them guiding questions throughout to start thinking and go back and discuss after book is finished to work on general comprehension at first.
1 Autistic – Goal – reading comprehension & Social skills – Focusing on mastery of lesson and building on to that knowledge to deepen comprehension. *Accommodations include – more times for activities, shortened activities, 1:1 with para for additional support, a quiet work place in case of over stimulation/noises. Assistive device for reading and to show or tell what they comprehended from the lesson.
Focusing on Rdg Comp Goal - . Being read to and asking them guiding questions throughout to start thinking and go back and discuss after book is finished to work on general comprehension at first. Assistive dev. Reading aloud story.
1 GT – Goal – increase complexity of sentence structure and depth of thought
*Modifications – student may begin working individually sooner on tasks similar, Read to self and writing what the took away from the story to re-tell the story. Work on building and writing sentences and the formation of sentences. Move into main idea, characters, etc. story traits and retelling with words or pictures while still identifying the letter sounds and names throughout their reading when identifying the words read and words they use in their sentences.
504
1 – ADHD – provide movement in lesson , allow breaks, visuals and checking in, going back over parts of lesson with student 1:1 if needed. Positive praise and keep the lesson as interactive as possible to keep their attention. Can sit at seat or carpet square they have a choice
English Language Learners
2 – Learning academic English & bilingual in Spanish – be very clear on my language as I teach the lesson, use visuals of the letters and include letters with picture to indicate the letter name/sound. El services from EL teacher – collaborate on lesson. More time. Write instructions on board, alphabet chart on desk
Scaffolds needed to reach
grade level standard
Implement regular lesson, use video and visual for different learning styles. White board at carpet with marker. Scaffolds needed to reach
beyond
grade level standard
Provide regular lesson. More in depth activities at centers for individual practice. Providing challenge problems and meeting small group to go further than the lesson. Apply the knowledge
SUM
What technology will
you use?*
APK
(5 min) 2 MINS.
2:30 MINS (length of video)
Teacher led discussion
Ask random letter name and sound to corresponding letter.
(We have already learned these letters)
Video of all letter names and sounds allows them to see, hear and move.
(Leapfrog - every letter makes a sound)
I will ask what does A say ? B says … What letter makes the s sound (saying sound not name)
(We have already learned these letters)
I am saying the letter names & sounds along with the video Class blurts letter sound to A Class blurts letter sound to B
Class blurts the letter name to the corresponding letter sound asked
(We have already learned these letters)
Students are moving to actions in song, singing along while saying the letter
name and sound as it displays in the video.
Asking letter names
to corresponding cards held up. Asking the sounds to the letters of cards displayed **(These are in a pile with a sticky note) ( we have learned these letters/sounds already)
I will say “Class Class” to gain attention, ask the question and hear the answer blurted back to me.
Within proximity of students on carpet, moving around and participating with them.
ANI
(10 min)
10 minutes Introduce new Alphafriend card.
Teacher speaks Show the riddle as I read for visual and auditory learners Teacher led discussion & interaction Using alphafriend
Introducing new
letter card is face down on board until clues/riddle is read.
I will say “Our new alphafriend’s sound is /P/. SAY
IT
This pudgy animal lives on a farm. She likes
to play in mud puddles. She has pink skin and oinks.
Ask students if they can guess what our new Alphafriend is? (Students will repeat riddle after you)
Students will say the letter sound /P/
Students will listen to the riddle and repeat after you sentence by sentence. Students will raise a quiet hand and wait to be called on by me. Students will name things start with the letter sound /P/ if they do not guess PIG right away more students called on to share out their Listening to students repeat letter sound after asked. Asking what the picture is that starts
with the letter sound /p/ and matches our riddle to see if they comprehended the hints
“class, class” students say “yes, yes” then its level 0 voice. Having class repeat after teacher to keep
lesson active/engaged Discussion between teacher and peers when done ring chime hands go to shoulders bubbles in mouth. Level 0 voice
Raise hand wait to be called on – praise behaviors at carpet spots/time.
Adapted by Upper Iowa University from the RAPIL program
Updated July 2021
card displayed on board as a visual and saying sound and letter name for my auditory learners Interactive modeling – think, share, show
Teacher Led - Partner sharing to keep engagement – verbally say answer
of sound. White boards to write letter P as asked.
direct to raise a quiet hand & call on quiet student. Call on students until they say PIG
Turn card over on white board & hang up w/ magnet. I will explain Pippa’s sound is /p/. say
her letter name while emphasizing the
/p/ sound slightly. Using hand gesture with sound like “pop”
Display Alphfolder P picture – I will say look at the picture. Can you
see anything that starts with the letter P? I will draw names
and if your name is called you will come up to the board to point or circle
what you see
I will ask students to share with elbow partner – Tell your partner
our new letter name & sound and then share things you know
guess
Students will echo letter sound and name after you. Students will say the /p/ sound. Students will then say this is the letter P while emphasizing the sound /p/ using hand gesture like “pop” Students will sit and wait for
their stick to be called – students will come to board when called. They will circle or point to what starts with the letter P. When finished they will sit down and a new
friend will repeat this until all pictures are pointed or circled (they can choose to just point or circle w/ dry erase marker)
Students will share with elbow partner – letter name and sound and then share things they know that start with the letter sound /p/
Listening for the correct letter sound when asked to share out. Listen for
emphasis on the sound /p/
Asking students questions – what do you notice about our picture? (They all start with the /p/ sound.
Check for the understanding as they come up and point or circle what they see starts with P
Asking interactive questions - Ask what is our alphafriends name? What Is her sound?
Whole group answering – gain attention by voices off in 3,2,1 bubble motion to mouth
Name sticks Name sticks and turn/talk giving time to talk to neighbor at
carpet – when time up voices off 3,2,1 bubble motion to mouth Adapted by Upper Iowa University from the RAPIL program
Updated July 2021
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that start with the letter sound /p/. APP
8 min (ish) w/ teacher at carpet
Centers after closure
below. This will be a way
to give a summative assessment Teacher led discussion – Going back to opening of lesson to
remind of letter Song/poem to get movement and verbal engagement Use provided resources – alphabet soup can with pictures and 3 letter cards – use them as a way for students to apply what they learned and then show when called on Interactive “game” (picture sort) Independent work tasks at center time, small groups pulled or walking the room checking
I will say remember our letter this week is P. P says /p/.
I will display a song/poem. I will ask students
to repeat the song and after ask individually to come up and find the letter P in our song
I will hold picture cards up
from Alphabet soup can of the week and I will help guide students to decide which goes where. Sort pictures by letter sounds. (NOTE- pics wont all start with /p/ sound, included is /n/ and /c/ Letter card pic and visuals.) *This will allow students to think and use prior knowledge of past letters while applying new knowledge with our new letter)
After closure Students will repeat name and sound once more for repetition purposes Students will repeat song and then when called on they will come up and point to a letter P they spotted in our poem (showing they can
apply what we just learned in whole group before going to centers)
Students will say letter sound of P, C & N as they are pulled from jar.
NEXT - Students will sort pictures in
the pocket chart with teacher instruction – placing
pictures in groups by first letter sound. /p/ (new letter and sound of week) & letter N /n/ & C /c/.
Students will be called on by
sticks – come up and sort picture to correct spot and identify letter sound. Whole class will then repeat the letter sound . Students will go to centers –
expressing what they Give reminder and ask once more name and sound. (repetition is important)
Listening for sounds
and identifying words/pictures that start with the letter P and sound /P/. Having students show they can identify first letter sounds and sort accordingly Identify sound out loud to show understanding Different activities will allow students to show me what they know and took Manage classroom by keeping lesson interactive and allowing all students to have a turn to move or come to board. Name sticks Class,class – yes, yes
if needed
Students will check which center they go
to – visual displayed on white board from projector. (timer in bottom corner so Adapted by Upper Iowa University from the RAPIL program
Updated July 2021
** (deepen understandi
ng and expression)
in at different centers w/ kids who need extra check in or assistance Meeting/pulling students who need general overview 1:1 below move into
centers.
I will then direct students to appropriate literacy centers for day.
learned in ways that best suits them.
Center examples – Pocket chart word sort by letter sounds ONLY consonants. rainbow writing letter P handwriting page
work work cut/paste letter p & words with P
Picture sort
Computers/Ipads – bookflix or phonics games away from the lesson. Activities will be turned into blue box for teacher
to look through.
they can see how long to switch.) After each center rotation is over ring chime – clean up, check board and transition to next center with adult direction *If applicable
Closure: Summarize or wrap up at the end of the lesson. Help students make connections to the Learning Outcomes/Objectives.
We will recap our lesson together – Using our picture card with the letter P we will identify the letter and the sound out loud via whole group. We will do an interactive video on the letter P to move (this will help all learners with diff. learning styles, Visual, Auditory and my hands-on learners). We will hang up our alphafriend card with the others on our chart. We will make a quick anchor chart referring back to
the pocket chart picture short including only the letter P and writing a few CVC words that start with the letter sound /p/. Pig, Pan, Pot, Pop
– then draw visuals next to them and hang up SUMMATIVE ASSESSMENT – students will be pulled into small groups to show their mastery of the content. Groups pulled during center
time!
The summative assessment for all four groups are for students to identify the letter name and sound for the letter P. All groups are separated based off of needs, 1-2 are still working on identification and more practice. Groups 3-4 are working on identification but extending their knowledge and application using CVC words
.
~ Group 1 – (working on the letter sound) They can choose between play-do or the sand trays. My lower group will roll out play-do and make the letter P or if they chose sand the student will make the letter P in the sand. Then we will identify the sound as we run our finger down and around the letter. Students will then draw their finger down the letter saying the sound a few times. /p/ then we will discuss things that begin with the /p/ sound for example pig we’d then say /p/ Pig and students can make those with play-do or draw in the sand.
~ Group 2 – (working on isolating letter sounds and blending together) We will use the play-do and make 3 balls. I will then flip over CVC word cards and as we read each CVC word from the card together we will press each ball as we say each letter sound. EX- PIG - /p/ press ball while saying sounds /i/ press ball while saying sound /g/ press ball while saying sound – then we would blend it together running our finger under the word Pig. ~ Group 3 – I will say a CVC word – this group will make 3 balls like group 2. For example I would say Pig – the students would segment the sounds /p/ /i/ /g/ , then blend the word by running their finger underneath. Then we will write the word and check it together ~ Group 4 – We are working on writing CVC words in sentences and working on sound spelling. We will then take the play-do and use it to stretch our word out that we are given for example Pop – they would pull play-do slowly identifying /p/ /o/ /p/. Students will then write out Adapted by Upper Iowa University from the RAPIL program
Updated July 2021
the word we stretched out using play-do
This assessment is engaging and meets the needs of all learners by using differentiation between groups! Description of Materials Needed: Create a bulleted list of what is needed to teach this lesson. Include materials/equipment in the classroom, technology, resources, textbooks, support documents. Note the time needed to set up and organize materials.
Laptop
Curriculum book for reference IF needed
Dry erase board/marker (easel) & pointer Students small Whiteboard and dry erase markers
Pocket chart Alphafriend cards (Pippa pig, Nyle Noodle, Callie cat) Alphafriend video/song Alphafolder – Pippa Pig (used to circle or point to what starts with /p/
Picture cards in alphabet soup jar (C,N,P)
Phonics centers – multiple independent activities at centers, computer or ipad for listening or word work game, pocket chart picture sort of letter P with center group
Play-do
Sand tray/sand (2
nd
choice)
CVC word cards Re
flection
: If you taught the lesson, refer to the questions here
. If you did not teach the lesson, refer to the questions here.
Please respond to a minimum of 2 questions and/or refer to guidance provided by faculty. What content did you learn as you prepared this lesson? I learned the importance of multiple means of representation for student’s success. I learned the importance of identifying proper letter sounds and repetition of the letter sound being taught.
What are the next steps in the learning? The next steps in learning vary off of the students’ level and group. One would be to continue learning more letter names and sounds in depth as they are introduced. Then moving into using the letter names/sounds to begin forming more words and applying those words to their writing
Attach presentations, handouts, assessments, etc. created or adapted/modified for this lesson.
Video attached to show how students would do summative assessment- used the same assessment but differentiated it to meet the needs of all students.
Adapted by Upper Iowa University from the RAPIL program
Updated July 2021
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