Spelling Lesson Plan for Kindergarten
Name: V. Coy
WGU Task Objective Number: 602.4.13-06
GENERAL INFORMATION |
Subject(s): Spelling and Spelling Irregularities
Topic or Unit of Study: Short Vowel Rule: A vowel followed by a consonant is short
Irregular Spelling Rule: ck after a short vowel
dock duck lock
Grade/Level: 1st grade
Instructional Setting: 32 Learners
Venue: 2H classroom
Sitting Arrangement: Normal, in Pairs
STANDARDS AND OBJECTIVES |
Your State Core Curriculum/Student Achievement Standard(s):
1.8: Spell three- and four-letter short-vowel words and grade-level-appropriate sight words correctly (California Department of ...view middle of the document...
The teacher should rely on demonstrations of these colors and shapes on which they were painted and ask students to name them. The teacher can then tell students that today they will learn about spelling good words.
2. Presentation of New Information or Modeling [5 minutes]
The teacher demonstrates a beaded string to the students and asks them to name it. The teacher will ask students if they love it. The teacher will also ask students where people wear it. In this, the teacher can ask a student who seems to know to demonstrate to the rest how and where beaded strings can be worn. If the learners do not know, the teacher will demonstrate to the students on how and where the beaded string can be worn. Next, the teacher will tell the students that today they will learn how to make something like that, and that everyone will have to make theirs. The teacher then distributes the beads and the strings to each of the students. Additionally, each student will be given an already made beaded string as a sample.
3. Guided Practice [25 minutes]
The lesson will consist of two primary steps.
The first step will be aimed at achieving the first lesson objective, which is making a beaded string. The second one will be aimed at the making words on the empty card. The first step lays basis for the second.
The first step includes making a beaded string that resembles the one provided. In this step, the teacher will draw attention to each of the beads. The beads are of different colors and shapes. The shapes are of those things which are familiar to students while the colors are the familiar ones so that learners can easily identify with them. The shapes of the beads will be rectangular, oval, squire, and triangular. The colors will be the common ones such as red, black, white, and green. The teacher will ask students to put the beads on one end of their desks and hold the beaded string. The teacher then will take the learners through the beads in the beaded string. This will be the actual activity: The teacher will start with the first bead and ask the students what color it is. Next, the teacher will ask the students what shape it is. Having identified color and shape, the teacher then asks the learners to look at the group of beads on the desk. Then, the teacher will ask the students to identify the bead that looks like the one they are holding with their other hand on the beaded string. Having done that, the students will be asked to put it on another location on the desk. The steps are repeated for all the beads. The other beads should be put adjacent to each other in a line. After all the beads have been lined up, the teacher will ask students to put the beaded string on the desk. Next, they will be asked to collect the string on the desk. The teacher will then guide them to put the first bead on the string and then take them through the entire process for all the beads. The teacher will repeat the activity three or four times to be sure...