Literacy_Lesson_Plan

Literacy Lesson Plan Name University Instructor name Course Date Lesson Plan Subject: Language Arts Grade: Kindergarten Topic: Picture/ word indentification Duration: 30-45 minutes Goals/Objectives: | The children will be able to identify the connection between pictures, symbols, and print words. | Standards Covered: | Language Arts, State Goal 1: Reading with Understanding and fluency, Benchmark 1.A.K.a Understand that pictures and symbols have meaning and their message in print.Illinois Early Learning Standards for KindergartenIllinois State Board of Education: Division of Early Childhood Education | Materials: | Flashcards with pictures on them and an accompanying stack with the printed word corresponding to each picture flashcard, push pins, corkboard, coloring sheets, crayons and markers. | Introduction: | I will motivate the students to participate by conducting hands on, multi-sensory activities that will encourage the child to learn.This will be done through giving the children coloring sheets, having the child color the sheet with markers or crayons so that they get used to the image they are coloring, then have them trace the name of the object which will be printed below the image, then show the images in flashcards connecting the image on the coloring sheet and flash card to words. | Lesson Development: | The children will be given coloring sheets with pictures of objects. Underneath the pictures printed traceable words will be included for tracing. Then several flash cards of pictures will be placed on a corkboard next to the printed word of the object in the picture. The teacher and students will practice repeating the word and connecting the image to the word. This lesson will be taught through direct instruction. Children may be seated at desks /tables while coloring but on the carpet to see flash cards.For children with special need the lesson may be modified giving the instruction in clear precise steps, and asking the student to repeat the instruction to evaluate if the student understands. Pausing between each step to allow the child to catch up and understand and ask the child to try to visualize the lesson. | Practice/ Checking for Understanding: | I will check that the student’s color their worksheet and trace the name of objects and trace the name of objects such as cat, hat, ball etc. I will observe that the student’s understand the names of objects and can connect the image to the word. I will use records to identify: which students could identify objects, and connect them to the meaning of the object. | Closing: | I will ask this throughout the lesson. What is this' Point to picture and have child identify it. I will point to the picture and then to the word or name related to the picture during flashcard time and we will repeat the words out loud. | Reflection | I feel that this lesson will help the student’s learn the image of several objects, people, and animals and have them understand that these images are of objects that have names and that these names can be written. The amount of times needed to teach this lesson may need to be repeated to have children understand the concept behind the lesson and learn to give meaning to objects. | Bibliography Illinois State Board of Education. (n.a). Illinois Early Learning Standards. Retrieved from Illinois State Board of Education: http://www.isbe.state.il.us/earlychi/pdf/iel_standards.pdf William, R. H., & William, N. D. (n.a). Academic Diversity: Reading Instruction for Students with Special Needs. Retrieved from Western Michigan University: http://scholarworks.wmich.edu/cgi/viewcontent.cgi'article=1265&context=reading_horizons