Primary: Kindergarten Language Lessons

Here is an example of my lesson plans for Kindergarten Language Lessons

Lesson Plan

Lesson Title: Teaching How To Write A Letter Grade: FDK Date: December 3 2015

Subject/Strand: Language Unit: 1 Location: Lions Oval Public School

Time: (length in minutes): 20-25 mins

Additional 10-15 minutes ( for consolidation which is completed after lunch)

Total lesson: 40 minutes

Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)

Students will listen to TC read the story the, The Jolly Postman or Other People’s Letters, by Janet & Allan Ahlberg. After reading the story, students will be learning how to write a letter. Students will watch as the TC models a letter, and using language such as To or Dear someone, Love/ From someone. Students have the opportunity to write their own letter and share it with the class.

CURRICULUM CONNECTIONS

Ontario Curricular Overall Expectations (numbers from documents and details)

4:Communicate in writing, using strategies that are appropriate for beginners

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3), have expectations that match assessment

4.3- Write simple messages (e.g., a grocery list on unlined paper, a greeting card made on a computer; labels for a block or sand construction), using a combination of pictures, symbols, knowledge of the correspondence between letters and sounds (phonics), and familiar words

4.4- Begin to use classroom resources to support their writing (e.g., a classroom word wall that is made up of children’s names, words from simple patterned texts, and words used repeatedly in shared or interactive writing experiences; signs or charts in the classroom; picture dictionaries; alphabet cards; books)

4.5- Experiment with a variety of simple writing forms for different purposes and in a variety of contexts

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language that students can readily understand.)

Today I will learn…

  • Today I will learn how to write a letter

  • Today I will learn that when I write a letter, I must use the words like: To, Dear, From/Love

  • Today I will learn that letters can be written for many different reasons

ASSESSMENT and EVALUATION

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning, as well as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand).

I can: understand how to write a letter

I can: use words such as To, Dear, From/ Love, when I write a letter

I can: understand that letters are written for many different reasons

Assessment – How will I know students have learned what I intended?

Achievement Chart Categories (highlight/circle the ones that apply):

Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Circle One) (Describe way(s) you and/or your students will assess.)

Assessment Mode
Written, Oral, Performance
(Write, Say, Do)

Assessment Strategy and Task for Students- What are the students doing to show their learning? e.g. turn and talk, role play/individual, cooperative, etc.

Assessment Tool – Instrument used to assess task and record learning e.g., rubric, checklist, observation sheet, turn/talk, role play etc.

Students will write a letter to somebody they chose.

Students will be working individually during this activity. Students will be a writing letter, using the proper language and structure, the TC has taught them. Students will be able to share their letters with their classmates, once they have finished writing them.

TC will be assessing the students work using a checklist. The checklist will consist of: did student use To, or Dear, when starting their letter, did student write something in their letter (was it detailed), did student use pictures in their letters, and did student use From/Love and their name at end their letter. Also were students able to read their letter, or did they struggle to read their own writing?

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have

* Students will understand some of the reasons for writing a letter

* Students will have written for many different purposes

* Students will have read a letter from Santa Clause

Differentiation: Content, Process, Product, Environment, Assessment/Accommodations, Modifications

  • Max will work with Mrs. Clayton on individual work. If possible he will draw a picture

  • Ayaan will draw a picture instead of writing a letter. Ayaan will sit beside Mrs. Crawford

 

  • Mia and Anna will be asked to provide more detail in their letters

Learning Skills/Work Habits Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)

Letter

Postman

Postcard

subpoena

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.

  • The Jolly Postman or Other People’s Letters, by Janet & Allan Ahlberg.

  • Graph paper

  • Marker

  • Writing paper

  • Pencils

  • Crayons

Learning Environment (grouping; transitions; physical set up)

Students will remain on the carpet as TC reads the story, and also while TC models letter writing. When students are working on their letters, students will be sitting at their desks. During the consolidation students will be sitting at the carpet, and one at a time TC will call students up to read their letter to the class.

Cross Curricular Links

Drama: Students will use their letter writing when they are playing at the Post Office centre.

Three Part Lesson

Identify what the students are expected to think about or do. Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.

What Teachers Do:

What Students do:

Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.

Time: 10 mins (Indicate time breakdown of instructional elements)

TC will greet students on the carpet

Good afternoon boys and girls, today we are going to begin by reading the book, The Jolly Postman or Other People’s Letters, by Janet & Allan Ahlberg.

TC begins to read the book- Looking at the cover of the book

What is a postman boys and girls?”

Excellent answers boy and girls. Yes the postman does all of things.

TC opens book reads first page, and reads the letter to baby bear from Goldilocks

Boys and girls Goldilocks uses her letter writing words in her letter to baby bear. She also uses pictures in her letters to add more detail”

Let’s read the next page and see if there is another letter.

TC reads second page and the advertisement

Boys and girls there is quite a lot going on in this letter. But this time it isn’t a letter, it is an advertisement page. It is meant for goblins and tell the goblins in the story what is being sold”

Let’s read the next page and see if there is another letter.

TC reads third page and the postcard

Boys and girls, this time it a postcard. A postcard is like a letter because you write who it is for and who is from”

Let’s read the next page and see if there is another letter.

TC reads fourth page

Oh look here boys and girls, this time it is a letter that tells Cinderella, that there has been a book written about her, and her story and she must approve the story before it can be published”

Let’s read the next page and see if there is another

letter

TC reads fifth page

Boys and girls there is another letter but this time it is telling the big bad wolf that he is being sued. This letter is called a subpoena. I know this is a strange word but it basically means that you are in trouble for doing something bad.”

TC reads sixth page

Boys and girls there is another letter but this time it is a birthday card from baby bear. Again boys and girls they use the words To Goldilock, love/ From Baby Bear.”

See boys and girls, we use letter writing in many different ways. Now we are going to learn how to write a letter. This will be very helpful because, we have our post office open now, and you need to know how to write letters, so you can play there and have fun

TC sets up to model letter writing

Boys and girls when you write a letter you always want to begin with a word such as To or Dear. This shows who you are writing to.

  1. First you decide who you are writing to

I am going to write to Santa Clause, so boys and girls my letter will start with;

Dear Santa Clause,

  1. You must think of something you want to tell, or say to the person you are writing to.

What could I tell, or say to Santa Clause in my letter.

Okay, boy and girls so I will say,

Dear Santa Clause,

I am being very nice to all of my friends.

This Christmas I would like a doll.

  1. You have to end you letter. You can say these words. From Miss Vienneau. Love Miss Vienneau or you can say both which say in the story we just read.

This is what my letter would look like boys and girls.

Dear Santa Clause,

I am being very nice to all of my friend. This Christmas I would like a doll.

Love Miss Vienneau

Boys and girls today you will be writing your very own letter, to someone you choose. You will have to use the words that I just taught you, and wrote on the board. Once you have finished your letter, you may draw a picture as well. I will be calling your name, and then you may come and get a piece of paper.”

Remember boys and girls, you should be looking at the board where I have written the words you must use, when writing a letter”

When I call your name come up and get a piece of paper and go back to your seat” (quietly)

TC dismisses students by name to work on their letter

Students sit on carpet and are greeted by TC

Student get ready for TC to begin to read the book The Jolly Postman or Other People’s Letters, by Janet & Allan Ahlberg

Students listen as TC begins to read the book

The postman brings mail to my house”// “The postman brings letters to people”

Student listens as TC reads first page and letter from Goldilocks

Student listens as TC reads second page and advertisement

Student listens as TC reads third page and the postcard

Student listens as TC reads fourth page

Student listens as TC reads fifth page

Students learn the word subpoena

Student listens as TC reads sixth page

Students understand that they are going to learn how to write a letter

Students watch and listen as TC explains how to write a letter

You should say Santa I am being nice to all my friends”// “You should say I want a doll for Christmas”

Students finish learning how to write a letter

Students understand that they will be writing a letter

Student understand that they must look at the board, so they remember to use the words that must be include in a letter

One at a time, students go to their seat to work on their letter

Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning.

Time: 10 -15mins (Indicate time breakdown of instructional elements)

TC has handed out paper

TC walks around and assists students

TC observes students working

TC looks at students work and decides if it completed

TC allow students to draw on the back of their letter

10-15 minutes later

HANDS ON TOP THAT MEANS STOP”

Boys and girls we are going to start to clean up now, and after lunch you can read, your letters to the class. Please hand in your letter to me”

Excellent work this afternoon boys and girls”

Students are working independently at their desk

Students ask TC questions, while they work on their letters

Students use the resources TC has provided to write their letter

When students are done their letter, they show it to TC. If students have completed their letter, students may draw something on the back, of their letter

Students stop and listen

Students clean up

Students understand that they will read their letter to the class after lunch. Students hand in their letters

Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.

Time: 10-15 mins (Indicate time breakdown of instructional elements)

TC greets students on carpet after lunch- Students do yoga and then get to read their letters to the class

TC calls students up one at a time to read their letters

TC observes if students can read their letters. TC may ask students to rewrite particular words in order to improve their writing.

If students forget to start with To or Dear, TC will have students add this to their work.

Once TC has had most students read their letters, students

Excellent work boys and girls. Now that we have opened the post office you can start to write letter that this centre.”

TC dismisses students to go to a play centre that is open

You may go to a play centre that is open. Who would like to go to the post office, who would like to go to lego, who would like to go to the big blocks etc”

Students participate in yoga before they read their letters to the class

Students share their letters with the class- students may write things like:

To mom,

I love you.

Love Anna”

To dad,

You are nice.

Love Ethan”

Students understand that they will be writing letters at the post office play centre

Students go to a play centre that is open

Extension Activities/Next Steps (where will this lesson lead to next)

Students will be able to write letters in the post office centre. Students will also, be able to write letters to Santa Clause, which the TC will send to the North Pole.

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)

The Lesson:

The Teacher: