Date: 11.16.
23
Time: 1:00-1:20
Reflection from prior lesson (Were prior objectives met? Were students engaged?
How will you remediate any problems?)
● The students enjoyed working with their lowercase letters. It was fun to hear
them talking in the classroom and calling me over to look at their letters and
show me how well they wrote the letters. It is always fun to see what they have
learned in a small group and then watch them apply it in the classroom.
Lesson Goal(s) / Standards
● 0.8.1.1 Participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in smaller and larger groups.
○ D. Follow basic oral directions.
● 0.1.1.0 demonstrates understanding of the basic features of print.
○ B. recognize and nall all upper and lowercase letters of the alphabet.
● 0.2.1.2 Demonstrate one-to-one letter-sound correspondence.
Lesson Objective(s)
● By the end of the lesson, the students will be able to identify the letter that is
shown on the card and be able to use the visual phonics to help with the sounds
the letter makes.
● The students will be able to follow basic directions and be able to follow along
during bingo.
Materials Needed
● Bingo Cards
● Chips
Contextual Factors/ Learner Characteristics (Eg. How many boys vs. girls, students
on IEPs, ELLs (English Language Learners), students on behavior plans,
characteristics of the class such as talkative, high-poverty, etc.)
● 1 boy.
● 3 girls.
● 3 in RTI.
● 1 on the RTI watchlist.
● 1 varies on how many letters she knows.
● Very low letter recognition in two of the students.
Connection(s) to Research & Theory (what learning theory or research-based
method supports your chosen methodologie or assessment?)
● Activate Prior Knowledge
○ I will tell the students that this is the last time that we are meeting for a
small group. I appreciate all of the hard work that you have put into
learning your letters. You all have been working so hard! I will also tell
them that we are going to play bingo and talk about all of the letters that
we have been learning.
● Provide Meaningful Context
○ I think that it is important for the students to have fun while they are
learning. I have been telling the students since the beginning of our small
groups that if they work hard, on the last day, we will play bingo so they
can see all of the hard work that they have done. This will also help with
students' speed of being able to identify the letters as well.
● Formative Assessment
○ For the formative assessment, we will be playing alphabet bingo. The
students will have to identify the letter, name the letter, as well as tell me
the sound that each letter we draw makes. I will be keeping a note of what
letters they struggle with as a group.
● Scaffolding
○ I decided to do this lesson because it is fun to play a game while the
students are still learning. We are working on naming the letters and that
is what the students will be doing during bingo. They have to be able to
identify the letter to be able to cover it on their boards. I will have each
student have a different board to see what each student truly knows.
A. The Lesson
● Introduction (include time allotment) 2 minutes
○ getting attention: When the students are coming back to the classroom from
lunch, I will tell the four students that we are going to go to the carpet area. I
will tell the students that they do not have to grab anything this time.
○ relating to past experience and/or knowledge: I will ask the students what
we have been working on over the last couple times we have met. We will talk
about how proud I am of them for working hard and showing me everything
that they know.
○ creating a need to know: We need to know our letters so it makes reading
and spelling easier for us when we get older.
○ sharing objective, in general terms: We are going to play bingo to work on
our letter names and letter sounds.
● Content Delivery (include time allotment & instructional methodologies) 15
minutes.
○ The students will wait by the door for me to get all of the other students back
in the classroom.
○ We will then walk out to the carpet area and we will talk about what we are
going to do today.
○ I will tell the students that we are going to play bingo and continue to work on
our letters.
○ I will remind the students that we need to stay quiet. I know we are going to
get excited but we have to keep our voices quiet since we are in the hallway.
○ I will then have the students pick out a card that they want for bingo.
○ Once everyone has a card, I will then tell the students that we are going to fill
all of the spaces on the board before they can say they have a bingo. There is
also no free space on this card but that is okay.
○ When all of your spaces are filled, you will say you have a bingo. I will look
over your card. If it is good bingo, then we will clear our cards and start again.
○ Each student will get a chance to pick out a letter and call it out for us to
cover.
○ You will not have each letter on your paper and that is okay. We are only
going to cover the letters that are on our board.
○ If you need more chips, you may get some more out of the bucket.
○ Are you ready to play?
● Closure (include time allotment) 2 minutes.
○ I will tell the students that this is the last round of bingo before we have to go
back into the classroom.
○ When we are done, I want you to pick up your chips and put them back in the
bucket.
○ When we go back to the classroom, we need to make sure that our voices are
off and we are quiet so we do not disrupt the class.
B. Assessments Used
●
C. Differentiated Instruction
● Adaptations for students with special needs or not meeting expectations
○ For the students who are not meeting expectations I will help them along
during the game and try to come up with a way that they will be able to
remember the letters.
● Adaptations for those exceeding expectations
○ For the students who are exceeding expectations, I will have them try to
tell me a word that starts with the letter that they are working with.
● Language Support (IF you have ELLs (English Language Learners))
○ No ELL Students
