Bistawordstudylessonplan
Bistawordstudylessonplan
Word Study
Teacher Candidate: Ayasha Bista
Easel
Handouts for students
Communication device
Visual alphabet card set for students who need to use it
Use of Technology:
For students who may have a difficult time in creating the sound, they can be provided with a communication device with recorded
sounds that they can use in order to show their understanding of the sound and letter combination. This can be used for whole group as
well to go over the sounds of the alphabets using the smart board as the students sound it out as well.
Differentiation:
Higher Students will be asked to sound out and spell words that are not part of the lesson, during small group activity along with the
three-letter word. These students will work on familiar words that are part of the word wall, which may be longer than the three letter
words they practiced during the whole group lesson. They can work on not only identifying beginning and ending sound of their
names but other names in the classroom as well.
Across Students will be working in smaller groups of eight with one teacher who will read a word that they will then sound out and
write the letters down to spell the words. They will also sound out the letters, mainly focusing on the beginning and last letters, and
spelling out their own names.
Lower Students will be provided with only the three letter words discussed during the whole group lesson. The words will be
separated for the students in order for them to hear the sounds individually. Instead of the word, the teacher will sound out the letters of
the word. The students who have difficulty writing can use visual cards to show the alphabet when they hear the sound. They can also
work on each alphabet rather than combining and making the words.
Seating Configuration/Use of Physical Space:
In the whole group lesson, the students will be seated at the rug in rows of 6 with four students in each row. The children will be seated
at different tables in three different groups. They will each be working at individual desks in the group. The teacher in each group will
be rotating in order to work with all the students. When children are done with their activities, they will return to the rug for closure
and a whole group share.
Teaching roles and collaboration:
The head teacher will be part of the whole group lesson. During small group time, the head teacher will work with one group, the
special education teacher in a different group and the assistant teacher will lead the third group.
Classroom Management:
1. At the rug, the students will be reminded of the rules that are placed on the rug. These include right posture; back straight,
hands on lap, raising hands, eyes on the teacher who is speaking and listening ears. The rug consists the chart that displays rug
behavior where the students can see the visuals while the teacher reviews them.
2. Students in different groups will be placed away from others who may initiate behavioral problems.
3. The teachers will also walk around within the group to make sure everyone is on task.
Engagement of students/anticipatory set/Motivation:
The head teacher will introduce the lesson as a game on the rug where the students will have to guess the letters after hearing the
sounds. Their job will be to listen and see if they can guess the sounds and then the words. Students also enjoy talking and learning
about themselves, which will get them excited about sounding out the letters in their names.
Connection to Previous lesson/Prior Knowledge:
The students will have gone over the sounds of each letters without combining them together. The students will also have been talking
about their names and others during various Chrysanthemum lessons.
Lesson Presentation:
Estimated Time: 35 minutes
1. The students will meet on the rug as a whole class activity.
2. The teacher will ask the students what they remember from the book, Chrysanthemum. The questions will include; what was
the name of the main character? Does she have a long name or a short name? What does beginning mean? What does middle
mean? What does end mean?
3. The teacher will ask the students to now listen to the words that were being said and then raise their hand if you can guess the
beginning sound. The first word will be bat, which will be repeated three times before the teacher picks on a student who has
their hands raised. The students should respond with /b/.
4. The students will then be asked what the middle sound in bat is. THE response should be /a/.
5. This will continue on till the ending sound in bat. The response is /t/.
6. The word will then be repeated with individual sounds - /b/, /a/, /t/. Finally chanting the three sounds and then the word bat.
7. The teacher will repeat the procedure for many words; tree, sun, tie, back, rip, rag and take.
8. The teacher will write down Chrysanthemums name at the easel by the rug. The students and teacher willgo over the