Intern Name: Emma Lewis
Lesson Title (Subject/Topic): Small Group Short A Sounds
Grade: Kindergarten
Length of Lesson: 15-20 minutes
Date Taught: 3/6/20 & 3/10/20
LESSON PLAN TEMPLATE
In this lesson… Students will learn to identify pictures and recognize the short
Overview A sounds.
Standards of ELA.K.10.2: Match consonant, short vowel and initial consonant digraph
sounds to appropriate letters.
Learning
How can I use the sounds of the letters to help write the word?
Essential Questions How will I be able to correctly recognize
Students will be able to… Recognize the short A sounds within a 3 letter word.
Objectives
Learning Target I can… identify and recognize the short A sound within each word.
Necessary Prior -Writing ABC’s
-Recognizing the correct letters
Knowledge
-Short A Sounds Booklet
Materials -Markers
-Gems
Look at pictures of three lettered words and recognize how they are similar. For
Introduction/Hook example, cat,mat,sat. Those all have short A sounds.
1. Students in the small group will grab a booklet and 3 gems. They will
place the 3 gems on the bottom 3 boxes. Students will recognize the
picture and as a group will sound out each letter of the picture. For
example, CAT. C, A, T. 2-3 mins
Instructional 2. Then, students will grab a marker and write out the letters on the table.
Activities & 2-3 mins
Strategies 3. After success or some confusion, the teacher will refer to the word wall
if a student needs help on correcting their writing of a letter or using a
different letter.
4. Flip the booklet to another page or let the student pick one so they feel
engaged and continue steps 1-3 until the booklet is completed.
Key Vocabulary or -ABC’s
-Short A sounds
Concepts -Vowels
No assessment. This lesson plan works to prepare these students for their grade
Assessments level assessments with Ms. Houlihan or Mrs. Zimmer.
Show Ms. Houlihan their progress. She will sit with us and watch how
Closure Activity successful the students are!
Accommodations N/A.
Resources Ms. Houlihan’s materials.
Reflection on a Lesson Plan Taught
Virginia Teachers for Tomorrow
Intern Name: Emma Lewis
Lesson Title (Subecjt/Topc): Small Group Short A Sounds
Date of Lesson Taught: 3/6 & 3/10
Cooperating Teacher & School: Ms. Houlihan at Linkhorn Park Elementary School
Grade: Kindergarten
Time of Day: AM
1. What steps did you go through to create this lesson? With whom did you talk, discuss, or
edit your lesson?
Ms. Houlihan and I spoke about which small group I should work with. She wanted me to work
with these specific students because they were falling behind and wanted me to work closely
with them. Ms. Houlihan provided me with all the materials and also the SOL objectives for this
quarter.
2. How did the SOLs and Objectives help focus your instruction?
The SOL objectives pointed me toward what the students needed to learn during quarter 3.
These certain objectives were the ones that this small group needed to work on to be able to
receive a passing grade, so I wanted to be able to give them as much preparation as possible.
3. What parts of the instructional plan worked as you anticipated?
I loved this lesson plan. It was hands on and really engaged the students. The small group did a
great job on each picture and sounding them out. I feel like everything worked really well
regarding the lesson itself.
4. What, if any, adjustments needed to be made once you began?
The classroom was a bit loud with lots of activities going on, so the extra reminders for students
to stay focused were more constant than usual. The students wanted to listen or watch what
their fellow students were doing sometimes.
5. How well did you anticipate the materials needed?
Good! If I needed another Short A Sound booklet, I would just go over the basket and grab
another. One of my small group students wasn’t in school the day I did my lesson, so I only
worked with the two for my video.
6. How effective was the assessment you chose to use? (If no assessment was used, what will
the future assessment be and how will you gauge its effectiveness?)
No assessment. I was helping students reach their grade level and practice before Ms. Houlihan
or Mrs. Zimmer tested them.
7. To what degree do you feel that this lesson was a success? What evidence do you have for
the success of the lesson? (Hint: Student learning is the key to a lesson’s success!)
I do feel like this lesson was a success. With all the distractions in the classroom that day, my
small group stayed focused with reminders and were mostly successful during their classwork. I
wish I had more time at the end for the closure activity, but students had to head off to PE.
8. How did the time spent preparing for your lesson contribute to its success?
I spent most of my time trying to figure out the best way to help my small group sound out the
words. Some words have similar sounds and can be confusing. I am still learning ways to help
them, but this lesson was a start!
9. If you could do this lesson again with the same students, would you do anything differently?
If so, what?
Since usually there are three students who I would have worked with, I would take them out into
the hall and work there. Many teachers take students out into the hall for an activity if they know
their class is somewhat rowdy that day or the classwork involves lots of communication with
others.
10. Any last comments/reflections about your lesson?
I always love working with this small group. Over my time working with these students, I have
seen huge improvements in writing their letters and getting to know each of the sounds the
letters have.
