Modalities Lesson Plan

Name: Kendra French Date:
Subject: Reading Topic: Reading

Grade: Kindergarten Length of Lesson: 1 hour
The Big Idea: What can help you go from here to there?
Strand: Oral Language, Reading, and Writing
Standard: SOL K.1 (a-e), K.2 (a-g) K.3 (a-h), K.4 (a-c), K.5 (a-e), K.6 (a-d), K.7.a-d, K.8 (a-
b) K.9 (a- g), K.11 (a-b)
Specific Objective:
The student will demonstrate mastery of the lesson’s standard by being able to spell CVC
words with 75% accuracy as measured by the scavenger hunt.
Method(s):
Whole group, explicit instruction, technology, modeling.
Materials/Equipment/Technology/Community Resources:
Pencil, wonders workbook, Big Book, photo cards, white boards, dry erase markers, YouTube,
Elmo, Projector.
Direct Instruction/Warm-Up Activity/Presentation/Model Lesson/Make Connections:

Phoneme Blending: The teacher will say, “Listen to the sounds in a word: /j/ /o/ /b/. I can blend
those sounds to make the word: /jooob/, job. Listen as I say more sounds and blend them to make
words. Model phoneme blending with the following.
/j/ /u/ /g/ jug
/j /e//t/ jet
Phonics:
The teacher will show the students the jump Sound-Spelling Card. The teacher will say, “This is
the jump card. The letter j can stand for /j/, as in the word jump.
Syllable Addition:
The teacher will say, “Listen as I say a word: ball. When I add the word base to ball, I make the
word baseball. Ball has one syllable and baseball has two syllables. Clap the syllables as you say
baseball.
Sight words: The teacher will play a sight word song for the word here.
(https://youtu.be/PBKcCx8JrDM?si=Kqcec195erDHJPfg)
Category Words:
The teacher will use the Big Book When Daddy's Truck Picks Me Up to discuss vehicle words.
Explain that a truck is a type of vehicle.
The teacher will say, “Listen to these words and tell me what you notice: truck, helicopter, boat,
train. What do all these things do? What kind of vehicle did you ride into school today?”
Big Book: Audio play the Big Book, When Daddy’s Truck Picks Me Up.
Guided Practice:
Alphabet: The students will say letters and sounds with the teacher.
Phoneme Blending: The teacher will say, “Listen to the sounds in a different word: /j/ /ā/ /k/.
Let's blend the sounds and say the word together: /j/ /a//k/, /jaaak/ Jake.” The teacher will tell the
students to listen to the sounds in words, repeat the sounds, and then blend them to say the word.
/j/ /a/ /m/ jam
/j/ /o/ /b/ job
/j/ /i/ /m/ Jim
Phonics:
The teacher will show the students the jump Sound-Spelling Card and point to the letter Jj. Have
children say the letter name and sound with you. The teacher will have children listen as you say
some words. Ask them to raise their hand when they hear the sound /j/.
job, quiz, jeep, quick, jump, quack, jolt
Syllable Addition:
The teacher will say, “Let's do some together!
What word do you have if you add grand to mother? (grandmother)
What word do you have if you add space to ship? (spaceship)
What word do you have if you add rain to drop? (raindrop)
What word do you have if you add sun to light? (sunlight)”
Category Words:
The teacher will say, “I am going to say some words, some of the words will be the names of
vehicles and some will not. I want you to raise your hand if the word is a vehicle.
Airplane, car, crayon, ship, camera, jet, pen, van, train, bus”
Vocabulary:
Review the words transportation and vehicle. Ask the students the definition and to use it in a
sentence. Guide them if they are stuck.
Wonders book: pp. 12-15 refer to attached workbook pages.
Independent Practice:
The students will use white boards to spell CVC words. The teacher will say the sounds and the
students will write the words.
Differentiation:(You need to address in your differentiation of the lesson how you will meet
the needs of the 3 Tiers. Be specific!)
Tier 1 Learners:
These students will likely not need extra help and will understand all information from
the lesson. They will likely work ahead on the guided practice and not have any
questions.
Tier 2 Learners:
These students will need extra help with the guided practice, they will be paired with
students from tier one. These students will benefit from extra help during learning centers
to master concepts and skills.
Tier 3 Learners:
These students will require the most help from the teacher. These students will benefit
from one-on-one assistance during the lesson and learning centers. These students will be
recommended for some type of remediation like after school tutoring.
Evaluation/Assessment:
Summative: Question of the day
Formative: White board activity
Wrap-Up(Lesson Closure) /Concluding Activity:

The teacher will display a picture of a cat and the letters at. The students will write the full word
on a piece of paper.

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Name: Kendra French Date:

Subject: Reading Topic: Reading

Direct Instruction/Warm-Up Activity/Presentation/Model Lesson/Make Connections:

Wrap-Up(Lesson Closure) /Concluding Activity:

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