Lesson Plan

Lesson Plan
SPED 435
Topic: /t/, see
Standards: RF.K.1.d Isolate and pronounce the initial, medial, vowel, and final sounds in
three-phoneme words.
RL.K.1 With prompting and support, ask and answer questions about key details in a
text.
RL.K.6 With prompting and support, name the author and illustrator of a story and
define the role of each in telling the story.
Objective: Students will be able to identify the sound /t/ at the beginning of a word.
Students will be able to answer comprehension questions about a text with support.
Student-Friendly Objective:
You will be able to tell me if a word starts with the sound /s/.
You will answer some questions about the story we read in class together.
Assessment Plan: I will be monitoring for understanding by giving students response

cards. I will be able to see who is responding, rather than listening to 18 children at
once. I will have children stand on different words and be able to see who is standing on
what, and what they do (stand or sit) when I call out the word. I will ask the students
comprehension questions throughout the book. If not many children raise their hands to
answer, I will ask if someone from a certain row can tell me the answer. Students will do
handwriting worksheets independently for completion. I will be able to check for
competency by seeing their work.
Materials Needed: Book “Amelia’s Show and Tell Fiesta”, Pot and food items,
PowerPoint for T hunt, 18 sight word papers, sight word cards, handwriting workbooks.
Key Vocabulary:
Show and tell- when you get up and show a group of people an item and then tell them
about it.
Fiesta- the Spanish word for party
Recipe: instructions about amounts of ingredients to add to make food.
Anticipatory Set
• T Hunt
• I will start the slideshow and tell the students that today we are going on a T hunt,
just like how we went on an A hunt last week.
• We will take pictures of somethings, and climb over, swim through, or go down
different obstacles.
Instructional Inputs:
• I will remind students that we raise our hands to answer questions, and the only
person that should be talking is the person that raised their hand.
o I will mention that students that are participating and sitting appropriately
will be called on to participate.
• I will thank students that are sitting appropriately, raising their hands, and
transitioning smoothly.
o I will ask students to sit correctly, or I will have them sit in their chairs.
• Today we are going to be talking about the sound /t/ at the beginning of words.
The sound /t/ is shown by T. We are working on these so that we can learn to read.
Modeling and Guided Practice:

• I will introduce the Tiggy Tiger letter, sound, and motion. We will sing the song
and pick words from it that start with T.
• I will then bring out a pot and spoon and tell the children that I am going to make
some tomato soup for my lunch after class. I will tell them this is special tomato
soup and only things that start with t can go in the soup. Examples will be:
teaspoons of taco seasoning, tortellini, tomato, thyme, tuna, tabasco, turmeric,
turnip, and toast. Non-examples will start with the letters A, M, and S: salt,
apples, mandarin oranges, macaroni, avocado, mayo…
• Students will be given answering cards to vote if the food starts with a T or not.

• I will introduce the new sight word, “We”
• I will have 18 pieces of papers with the sight words “the, and, we, see, like”. I will
have each child stand on a paper. I will then pick a sight word out of a bowl and
ask the students who are on that word to sit at their desks. I will do this until
one sight word remains. I will then ask what word is left to the people standing
on it. We will write it on the board, read it, then spell it.
o To help children that aren’t familiar with the sight words: If it starts with
L then the word starts with /L/. Which word starts with the sound /L/? I
will then list the words.

• I will introduce the book, “Amelia’s Show and Tell Fiesta” and ask
comprehension questions throughout the story.
o Amelia uses Spanish, what do you think this tells us about her?
o What do you think this Spanish word could mean?
o Why is she closing her eyes in this picture? What do you think she’s
doing?
o Why did she wake up so early?
o The book says it’s like corn, how is it like corn?
o Why is she sad now, when she was excited this morning?
o How do you think that makes her feel?
o She was sad and now she’s happy again, why?
Closure:
• I will ask the students “What did we see today that starts with T?

• I will show the students an example of how to write the letters for handwriting.
We will do it together in the air and on the floor.
Independent Practice:
• Students will sit at their desks and do handwriting pages.
Differentiation
• BBBB has a para that assists her in group time, and with assignments.
• DDDD will need to be redirected throughout the lesson. Give him lots of positive
feedback.
• AAAA may need to be moved if him and CCCC continue to bother each other.
Give him lots of positive feedback.
• During whole group instruction, I will be able to check for understanding by
calling on smaller groups of students at a time. For those that don’t understand
the question, I will review the rules and have a student that understands explain
it to them. During independent practice, I will make it around to every student
with the help of Mrs. Kinghorn to check for understanding. If they don’t, we will
review it with them.
• Early finishers will be able to read a book if they are finished.
Transition:
• At 9:20 I will have the students stack up their workbooks and sit at their
intervention tables.

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Lesson Plan

Topic: /t/, see

Assessment Plan: I will be monitoring for understanding by giving students response

Modeling and Guided Practice:

Modeling and Guided Practice:

Modeling and Guided Practice:

Modeling and Guided Practice:

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