LEARNING MAP: PLANNING APPLICATION

Grade Level: Kindergarten

Common Core Standard:

CCSS.ELA-Literacy.RF.K.3. A: Demonstrate basic knowledge of one-to-one letter-sound

correspondences by producing the primary sound or many of the most frequent sounds for each

consonant.

CCSS.ELA-Literacy.RF.1.3. A: Know the spelling-sound correspondences for common

consonant digraphs.

ESSENTIAL QUESTION: Knowing the connection between spoken sounds and written letters

is important for children to be able to recognize words automatically.

Engagement Representation Action & Expression

Learner: Prior knowledge of Learner: The learner must Learner: For the very last

some of the items will be be able to physically use part of this lesson, the

needed. It also important to their hands for this. Since students will be given a chart

find items that the students this a group activity, a with a letter and a picture to
Planning

already have knowledge of student who cannot move identify the sound of the

or can figure out in their can still be able to produce letter. The students are

groups. Getting some items work because the group expected to draw or write or

that tap into the student’s members can move items for place the picture or word of

interest will also help with them. Students must be able items that fall into that sound

sorting out the items. When to collaborate and work in independently. Most of the
modeling for the students, it groups to discuss where words will be items that they

is important to pick out items are placed. Working had just worked with in their

items that the students will with 3 bins at a time is groups. Allowing the

be in engaged with. Most important because it makes children to write words,

likely items that are of the task manageable. It also bring in printed words and

interest to them or familiar takes away the question of placing them in chart,

will keep them engaged. having an object being called drawing objects, or bringing

Having manipulative, visual, more than one thing. For in pictures of objects already

tangible items that the items example, if one of the bins is printed is a form of

can hold will help the ELL’s a P, and the item is differentiating. The

and Special Education Bulbasaur (from the cartoon advanced students might

students. Pokémon). If there is no B prefer to spell out words and

bin in their group, they draw a picture to match the

should realize that the item words they write. A student

stands for Pokémon, rather who is more visual, might

than Bulbasaur. just want to draw the

pictures that make the same

sound as the one in the chart.

Some ELL or Special

Education students might

just benefit from having pre-

made pictures or words and

having them sort out the

 pictures and placing them on

the mat.

Target: I will be able to Target: I will be able to Target: I will be able to

correctly sort items that have correctly sort items that have correctly sort items that have

the same beginning sound. the same beginning sound. the same beginning sound.

Assessment: The reason for Assessment: The assessment Assessment: The chart itself

this lesson is to help the portion of this section will is a form of assessment that

students to be able to be watching the students the teacher can see and

produce primary sounds for during the sorting as well as analyze where every student

letters. An assessment for the final outcome of the is at. It is a tangible chart

this would be during the activity. that can be looked at and

guided section of the lesson, referred to. Unlike the

see if students are able to Instruction: activity with sorting the

help produce and match the You Do: items, it is difficult to see

beginning sounds of the  Each role will be every single student’s

items. explained thoroughly comprehension. With this

for the students to final activity, the teacher

Instruction: know what is will be able to see which

I do: expected of each of student needs more

them. intervention, or which ones

 Teacher will read the  Cues for stopping and need more enriching

objective to students beginning will be activities. It is also a good

and have students reviewed. indicator of the type of

chorally read the  Teacher will assign learners the students are.

objective back to the group leader to be in

teacher. Students charge of taking one Instruction:

will also partner-pair- item at a time and • Teacher: Pass out

share the objective to decide with group phonics sorting worksheet.

each other. what bin it belongs to. Instruct students to draw

 Teacher will go over  Students will be given pictures in each column that

key vocabulary 3 bins with different matches the letter symbol

(sorting, sound, etc.) letters. The bins will above.

 Teacher will model be rotated amongst • They will draw a

how to sort objects the groups in order picture for each column and

by showing the for the students to be then share with a partner

students an object. able to get in contact why they drew the object

The teacher will say with every sound. they drew.

the objects name, and  Teacher will say Conclusion:

then emphasize what ICEBERG. Student • Bring students back

the beginning sound cleaner will follow together and ask some

of that object is. prompts on cleaning students to share out loud

Example: The up and group leaders their examples.

teacher will hold the

 toy car up and say, will trade bins with • Discuss objective and

“This is a car. Car the other groups. ask students what they

starts with the sound  Teacher will then say learned about letters.

/c/.” MELT, and the

 The teacher will then students will again be Management:

show them the tub sorting the items into The main part of this is just

with the letter C on it their 3 bins. making sure that the teacher

and place the car in is walking around and

there. The teacher Management: making sure everyone is on

will then get another It is important to assign roles task. Proximity is important

object and do the and that the roles are and frequent circulation of

same procedure. reviewed. It is also essential the students.

Example: The that the teacher has some

teacher can get a cup type of phrase of signal that

and say, “This is a tells the students to stop

cup. Cup starts with what they are doing to keep

the sound /c/.” the rotations organized. I

 The teacher will like to say 1, 2, 3 and

explain how both car iceberg. I will yell iceberg.

and cup make the Students are expected to put

same sound, so they down whatever is in their

belong in the same hands and they put their

bin. hands up and put their

We do: fingers together making an

 Teacher will then ask iceberg (triangle) with their

students to help sort hands, and they freeze. A

another two objects. one will be for the cleaner

Teacher will show (one of the roles) to put their

the object to the hands down. A two will be

students and have to put the pieces bag in the

them identify what is. main container. A three will

 Students will pair- be for the group leader to

share to their take items to next groups.

neighbor what they Students cannot begin until I

think the object is. say: MELT. The students

 After students will bring their hands down

identify the object, and can begin sorting the

Teacher will ask the next group of items.

students what sound

and letter that object

starts with.

 Students will pair-

share what they think

the sound is the item

starts with.
  Teacher will ask

student what labeled

container the object

should be placed in.

 Students will pair-

share what bin they

think the item

belongs in.

 Teacher will do this

procedure with 2-3

objects.

Management:

During this time, it would be

important to have the

students sitting on the carpet

all together, so they can see

the objects, but it will be

easy for them to turn to their

partners to pair-share and for

the teacher to be able to hear

their answers. It is also

beneficial to have “talking

stick” or some sort of object

that is a signal for the

students to know who is

talking. The teacher will

hold the “talking stick”

during the I DO section of

the lesson. During the WE

DO section of the lesson, if

students are not giving the

answers, or is getting a

variety of answers, then the

teacher can choose some

volunteers and hand the

talking stick.