Spelling Lesson Plan for Kindergarten
LESSON PLAN
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 Education, 2009).
Lesson Objective(s):
Given an already made beaded string, each student will copy the arrangement of beads and make their own. Each student will do this five times with ninety percent accuracy.
Given a big card with a word stuck on it, another big but ‘empty’ card and other small cards each bearing a letter for the word stuck on one of the two big cards, the student will arrange the small cards on the ‘empty’ one to spell the word duck on the other card for each of the four words with at least 75 percent accuracy (at least missing only one letter).

MATERIALS AND RESOURCES |

Instructional Materials: * Beads of different color, shapes and Strings * Four cards for each learner bearing their name * Letter for each word to be spelt. * A big card bearing one of the words to be spelt stuck on its surface for all the four words. * Another empty card of the same size as the one with stuck words.
Resource:
McGill-Franzen, A. (2006). Kindergarten Literacy: Matching assessment and instruction. New York: Scholastic.

INSTRUCTIONAL PLAN |

Sequence of Instructional Procedures/Activities/Events: 1. Identification of Student Prerequisite Skills Needed for Lesson [5] minutes]
The teacher will remind students about colors and shapes they had learned in the previous lesson. 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 the students have mastered it.
The second main step involves actual spelling. Having made the beads, the students will be able to use similar skills to those used in making the beaded string to spell words. The step is in line with the fourth level (“Words”) of the rubric proposed by McGill-Franzen (2006, p. 90). The learning activities in this section will be basically two. These are typing and use of flash cards.
Use of flash cards: The words to be spelled will be ‘duck’, ‘lock’ and ‘sock’. First, the teacher gives each student two big cards –one bearing their name and with the word to be spelled stuck on it and another one bearing their name but without anything on its surface. Then the teacher gives them four cards with letters that form the word on the already given card. The four cards will not be given at once to avoid confusing the learners. The teacher will give each student four sets of cards; each set at a time depending on the word to be spelled. Each set will be consisting of letters for each word. The teacher will first help the students read the words. Then, the teacher will lead the learners in spelling the words phonetically. After this, the teacher will guide the learners in arranging the cards to spell the word. The process will be repeated for all the words. 4. Independent Student Practice [20 minutes] To find out whether the students have understood, the teacher will ask students to remove the beads from the string where they had put them to form their beaded string and make another one. This process will be repeated five times. Second, the teacher will ask the students to disarrange the cards and rearrange them to form each word. After rearranging the words, the teacher will ask the learners to spell what they have formed phonetically. The last step will include the students reading each of the words.
Once the students have arranged the words correctly, the teacher will ask each of the students to write in their exercise books the words they have formed. Next, the teacher will ask the students to type each word on the computer. Each of the words should be typed four times. The teacher will closely monitor these activities. 5. Culminating or Closing Procedure/Activity/Event [5 minutes] To conclude the lesson, the teacher will read the words that the students will have learned and ask students to repeat them. The teacher will also be keen to spell the words phonetically. Additionally, the teacher will give the learners a chance to ask a question or ask them a question or questions to be sure they have understood. The teacher will also connect the lesson with the next one by constructing a short, simple sentence using one of the words. The next lesson should involve teaching spellings using ‘sentences’ (McGill-Franzen, 2006, p. 90).
Pedagogical Strategy (or Strategies):
The lesson will be direct instruction. The teacher will be concerned with ensuring that each student is individually able to spell the words to be taught. The direct approach will enable the teacher reach every student individually.
Differentiated Instruction:
For special groups, the teacher will repeat each of the activities severally so that the slow learners can understand. Additionally, the teacher will constantly move around the class targeting the students who will be having difficulties to assist them in some of the activities such as making beaded strings, arranging cards and typing. The presence of the teaching assistant or aid will particularly be useful for these students. The teaching assistant will move around the class assisting special learners. To ensure that the gifted learners are busy, there will always be something for them to do to ensure that they are not left idle. For instance, if they finish any activity before the others, they will be asked to repeat it as many times as possible and each time reinforced so that they do not become bored.
Student Assessment/Rubrics:
The students will be given a formative assessment. Here, the teacher will ask each student to go home with their beads, their strings, and their cards. They will then be required to report the following school day with their own beaded strings similar to the sample provided and a card with each word correctly spelt and stuck on the big card.

Reference
McGill-Franzen, A. (2006). Kindergarten Literacy: Matching assessment and instruction. New York: Scholastic.