Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Katie Wollschlager

Grade Level: Kindergarten
Subject: Reading
Date: 3/15/2021
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.

RF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words.

List the Rationale (cite theories or theorists):

According to Piaget, in the preoperational stage of life children form symbolic thought. This stage suggests
that repetition helps students learn the best. Reading a story over and over again for students at the
Kindergarten age/stage helps the students grasp the sounds words make and they are able to recognize
high-frequency words. Each day, we will be reading a story with the new high-frequency words everyday of
this week.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”

Students will be able to identify and read common high-frequency words by sight and learn two new high-
frequency sight words. (have, for)

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

Students need to recognize and read high-frequency words because from Kindergarten on students are
expected to read on their own. Kindergarten is the base for recognizing and being able to read high-
frequency words.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).

Whole Class: My Group:

11 boys 2- Asian
12 girls 2 - White
1 – high level reader (chapter books)
1 - on an IEP
1 – Hispanic
1 – Native American
1 – Alaskan Native White
15 – White
4 – Asian
1 – African American
Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).

There are 2 students in my group who received ESL services, but it does not affect their reading ability.

List the materials/resources you will need to teach the lesson.

5 Wonder books Unit 7; The story A Pup and a Cub

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.

I used my IPAD for recording the lesson.

Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *

I assisted as needed with sounding out words.

Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

The words are listed in the book. I will ask each student in the small reading group if they know the sight
words. I will record yes, they know it or no, they do not.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)

Student 1 - Yes
Student 2 - Yes
Student 3 - Yes
Student 4 - Yes

Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.

I will use prompting and cues to keep students on task. Students will point to what they are reading to
show me they are following along.
 Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.

Class we will be transitioning to reading club. If I call your name, please come with me to the library.
[Teacher calls 4 names and walks to library] (I Do) Please turn to page 5. What letter are we learning this
week? The letter U. What starts with the letter U? [Teacher asks each student what starts with U] Our new
sight words are have and for. Can you say them with me please? [Teacher and students say the new sight
words together] Great job! Now read the sight words on page 6 first silently to yourself. [These are
previously learned words so students should know them] [Teacher waits for all students to finish] Now
let’s read them together. (We Do) Turn to our story and let’s do a picture walk. [Teacher calls on each
student on each page asking what is happening in this illustration. [Teacher asks follow-up questions if
students aren’t clear.] (I Do) Now I am going to read the story and you will follow along by pointing to the
words. [Teacher reads through the story.] (You Do) Now I want you to read silently to yourself twice
through the story. [Teacher waits for students to be done reading.] Let’s read the story aloud together. I
want you to read until you see a period. [Teacher calls on a student to start reading until they see a period.
Once they are done the next student reads until they see a period. Round Robin Reading until story is
finished.] Great job reading today boys and girls! (Lesson Closing) Who can tell me what the two new sight
words we learn today? [Have, for] Awesome job! Now let’s head back to the room!

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).

See Above

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?

See Above

Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).

Today we learned two new sight words. What where the new sight words? Have & for. Awsome job
reading today! Who can tell me what was the story about? The story was about a baby wolf called a pup.
Great job! You may line up and go back to the room.

Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.
I will ask each of the students again what the new sight words we learned and record. The students all
already knew the sight words in the pre-assessment, so this is just a refresher.

Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

Students were able to recognize the new sight words in the story. All of the students in my group already
knew the sight words in the pre-assessment. In the post assessment I ask the students again the sight
words just to have a refresher of what words we learned. The students achieved the learning goal and
objective. They were able to read through the story with little to no help sounding out high frequency
words.

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.

In conclusion I felt the lesson went very well and smooth. The students knew what to do and understood
my directions. I thought the picture walk went well. I felt the students were able to accurate conclusions
and I was able to explain some of the vocabulary words like cub and den. A couple things I would change in
the future is when a student is struggling to read a sentence out loud, I will make sure other students don’t
help him or her. If they need help, I will assist them but make sure the other students are not saying
anything. During my lesson one student was struggling with the word “lot”. Another student blurted out
the “lot” word instead of letting the other child sound it out and figure it out on their own. Another thing I
would change is the order I did things in the beginning. In my written-out lesson I first asked what letter we
are learning then went onto the new sight words. After that I had the students read previous sight words
to themselves and then we read them together. In the actual taught lesson, I started with having the
students read the previous learned sight words silently and then we read them together. However, I next
time we will read them together out loud first and then have them read silently to themselves.