First Observation Lesson Plan

NAME: Zsara Joyce Abuyo

DATE: Oct 13, 2016

Lesson Name: The Letter R Grade Level (s): K

Common Core Content Standards:

RF.K.1 Demonstrate understanding of the organization and basic features of print.
RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
RF.K.3 Know and apply grade level phonics and word analysis skills in decoding
words.
L.K.1 Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
L.K.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.

Learning Objectives:
Content Objective
Students will be able to:
Recognize the letter R and its sounds.
Write 1 sentence, with 3-5 words about a picture that starts with the letter R
Use adjectives to describe the topic of their sentence.

Language Objective
Students will achieve the content objective by:
Using their prior knowledge of sight words (I, see, can, and, my, etc.) to form and
write sentences.
Using sound spelling to spell words that they are not familiar with.
English Language Development (ELD) Standards and Proficiency Levels
Collaborative - Interacting via English

Emerging - Collaborate with the teacher and peers on joint composing projects of short
informational and literary texts that include minimal writing (labeling with a few words),
using technology where appropriate for publishing, graphics, etc.
Expanding - Collaborate with the teacher and peers on joint composing projects of
informational and literary texts that include some writing (e.g., short sentences), using
technology where appropriate for publishing, graphics, etc.
Academic Language Requirements:
Specialized Vocabulary and/or Tier 2 Letter R
Words Sight words: I, see, we, can, like, a, the,
go, play, to, this, is, you, at, and, my

Formal and Informal Assessments:

Students will demonstrate they have met the lesson objectives by:
Being able to write 1+ sentences on their own, with at least 5 words in each
sentence.
Using their sight words to help form their sentence.
Read the sentence that they wrote.

Once the students are dismissed to do their independent work, I will walk around the
room to assist students, especially with our 8 ELD students. Once the student is finished
with their work, they will read a couple of sentences to me and I will grade it by giving a
star if completed.

Procedure-Instructional Strategies and Learning Tasks to Support

Student Learning:
ANTICIPATORY SET:
Before this lesson, I will be doing the morning routine. During the morning routine, the
students go over their sight words and the Star Student of the day forms a sentence for the
entire class to read (for example, I went to the ___). I will remind students to use an
adjective / words to describe the topic of the sentence. I will also remind students our
letter of the day and to think of words that begin with Rr.

I DO:
I will introduce the sentence packet to the students and give my instructions / reminders. I
will be showing the sentence packet on the board and model how to write sentences with
words that begin with Rr. I will go over each of the pictures with the students before
writing the sentence so the students know what words to expect. The first picture, a
rocket, is one that I will model first to show students an example for what I would like
them to do. I will write: I see a big rocket, and before I write I count and show the
students how many words there are. As I am writing, I am constantly reading the words
and using sound spelling. I will also remind students to begin each sentence with
Captain Capital and end with a period (or any punctuation mark).

WE ALL DO:
During the next words, I will choose students to make a sentence and guide them to meet
my objectives. If a student is missing an adjective, I will ask another student to help their
friend and provide a describing word. I will also ask students to help me sound spell
words that we are not familiar with. With my ELL students, I will ask them what the
word is and if needed, emphasize the letter Rr and/or the sound spelling of the word.
As I write the sentences, the students will count how many words we are writing and
what letters they hear as we sound spell.
YOU DO TOGETHER:
Before some of the sentences, I will ask students to turn to their partner and talk about
what sentence they would write about the picture. I will then call a student to share what
their partner said or what they shared to their partner.

YOU DO ALONE:
When students are dismissed to work on the packet, I will tell some students to go do
their Waterford Reading. The rest of the students will work on the packet and I will walk
around to see the students work and see if anyone needs help. When the students are
finished they will read to me the sentences they wrote.

I plan on sending students that typically struggle on the computer first so I can work one-
on-one or with a group (depending on if they finish at the same time or individually) with
them when they are done.

SOME DO:
To differentiate students that are having a difficult time, I would highlight sentences for
them to trace and write. I would have the students point and read the sentence with me.
For my ELD students, I will go over the words again with them individually so they are
able to connect the words to the picture.

CLOSURE:
The students will be able to review what they learned when I ask them what they wrote
for their sentences. For my ELL students, I will ask them during and after the guided
instruction what the word is and to emphasize the letter Rr.

This will be the third time the students have completed an assignment like this, so I hope
that the students are able to easily make sentences for the next letters.

Resources and Materials:

Sentence packets