Color, Letter and Number of the Week Lesson Plan

Letter, number and color of the week Lesson Plan

Author: Annie Pruitt

Grade Level: Preschool

IEP Classifications: Autism, physically impaired, speech impaired, behavioral

Arkansas Curriculum Frameworks standard: 

- Arkansas Curriculum Framework Mathematics

Grade-Course:  Kindergarten/Preschool

Strand:  Number and Operations

Content Standard:  Standard 1 - Number Sense: Students shall understand numbers, ways of representing numbers, relationships among numbers and number systems.

Language Arts (by Strand)

Strand: Oral and Visual Communications

Standard:

Standard 2: Listening Students shall demonstrate effective listening skills in formal and informal settings to facilitate communication.

Organizer:

Listening for information and understanding

Grade: Kindergarten

Expectation:

OV.2.K.1 Demonstrate active listening behaviors (i.e., facing the speaker, making eye contact, and maintaining attention

Expectation:

OV.2.K.2 Listen for a purpose

Expectation:

OV.2.K.3 Follow one-step oral directions

• Lesson Materials: 2 books: Yellow color book and There is a nightmare in my closet (letter C)- Markers/ crayons, Tablet (technology) playdough, letter C and Number 2 handout, Assessment handout

Instructional Lesson Methods and Assessment:

Anticipatory Set: During this time student will be on the rug. I will begin by reviewing the concepts they have been learning this week. The number 2, the letter C and the color yellow. We will explore and talk about this and assess prior knowledge.

 I will talk about what sound the letter C makes. I will talk about the names in the class that begin with C. I will then read a book about the letter C, There’s a nightmare in my closet. I will have the students raise/wave their hands every time they hear the letter C.

Next we will talk about yellow. I will have the students name things that are yellow, inside and outside. We will then read the yellow book.

We will then discuss the number two, we will practice writing what it looks like and looking at 2 objects.  We will then do a short review of what we learned.

The assessment will be a handout, the students will identify the color, letter and number of the week.

Handout for Play dough activity

Letter C Book (closet and other C words) The nightmare in my closet 

Yellow Color book

 

Introduce and Model New Knowledge:

To introduce the concept of the lesson, I would assess prior knowledge. This is a skill they have been working on this week. Some children will need extra review because of missing days this week.

Guided Practice:

 The students will go back to their tables to do a hands on activity. For the activity they will have a number/ letter sheet. They will make their numbers and letters out of play dough. I will demonstrate this before we start, before going to tables. Each student will have a handout and a bag of play dough to do the activity.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
Activate Background Knowledge- I will do this by reviewing the concepts. We would review the letter, C, number 2, and the color yellow. If I notice some students need more help, I would help them and review more one on one.	Provide varied ways to Respond- students would be able to respond in a variety of ways- they could use their state their response verbally or give examples they see in the classroom. Each student will know what is expected of them and what is expected during the table activity.	Vary Levels of Challenge and Support- The students will be given the opportunity to have help from a teacher or peer if they do not understand the assignment/lesson. The students would be encouraged to work at their own pace and encouraged to do accurate work.
Define Vocabulary and symbols: We will talk about the 3 parts of the lesson, C,2, and yellow.	Integrate assistive technology- The students be able to use technology if necessary- they can watch a YouTube video about colors, letters or numbers if necessary.	Foster Collaboration and Communication- students will be able to work in table and small groups. They will also communicate with the teacher and have help when needed.

Wrap Up:

We would come together as a class. Back to the rug. We would review and the students would have an opportunity to ask questions.

We would then watch a song about the color yellow and letter C on YouTube.

https://www.youtube.com/watch?v=nHGYLqvfygE, Color Yellow

Letter C https://www.youtube.com/watch?v=LnDxp5QNxmA

Assessment:

For the assessment, I will have a checklist to be sure the students are understanding the assignment. The student would point to the appropriate picture/ letter

Adaptations and Modifications:

This lesson could be modified in many ways. Some children will need more help than others. This is a preschool classroom for children with special needs. Some students may not understand the lesson, but I will do my best to work with them individually. If some of the children have behavioral problems they could work individually more and there will be other teachers in the room that may be able to assist the child.

The Little Engine that could Lesson Plan blog

Author: Annie Pruitt

Grade Level: Preschool

IEP Classifications: Autism, physically impaired, speech impaired, behavioral

Arkansas Curriculum Frameworks standard: 

- Arkansas Curriculum Frameworks

Strand: Reading

Content Standard 9: Comprehension: Students shall apply a variety of strategies to read and comprehend printed material.

Area: Using connections to make meaning

Student Learning Expectations R.9.K.2: Make connections from text to self during read aloud

Lesson Goals: Students will recognize a text to self-connection. This lesson is designed to help students to gain confidence in themselves.

• Lesson Materials: Book, The Little Engine that Could, CD Player (confidence song), Materials and resources:
  The Book, The Little Engine That Could
  Large piece of white paper for each child
  Markers
  White board/ poster board/ large paper
  Pencils

Instructional Lesson Methods and Assessment:

Anticipatory Set: I will begin by asking the children about a time when they felt discouraged?

Have you ever felt like you cannot do something you really want to do?

Think of something, not something unsafe, but realistic. Is it realistic to think you can fly?

We would then talk about achievable goals, for example maybe someone has told you, and you cannot write your own name.

However, if you practice and work hard every day, you can. You just have to believe in yourself.

I would give the students time to respond.

I would then read the book, the Little Engine that Could, I would simplify the text of the book. There are many words in the book that preschool children may not understand. I will have a handout that simplifies the text. I will read this, while showing them the pictures in the book.

The Little Engine That could- Reduced-less complicated wording for preschoolers

Chug, Chug, Chug. Puff, puff, puff. Ding-dong, Ding-dong

The little train went over the tracks.

She was a happy little train. Her cars were filled with toys for good girls and boys.

She was carrying all the toys for the little boys and girls on the mountain.

She puffed along happily.

All of a sudden she stopped.

She simply could not move anymore, her wheels would not turn.

She saw a shiny New Engine, and asked him for help, but he said no. He says he is too good to help her.

The little train was sad.

A big Engine came along, she asked him for help.

The big Engine says No, he is too tough and strong to pull the little Engine.

Again the little Engine was sad.

Along came an old, rusty kind Engine,

Can you help us please, so we can take the toys up the mountain for the good boys and girls?

No, he says… I am just too tired. Off he went saying “I can not, I can not….

The little Train was very sad, she did not know what to do.

Then along came a little blue engine, He says I am not big enough to help.

The little Engine began to think about all the little boys and girls on the mountain. She began to say… I think I can, I think I can, I think I can…

Puff, puff, chug, chug… She began very slowly… I think I can, I think I can, I think I can

And she went up the mountain, Saying I thought I could, I thought I could, I thought I could.

Introduce and Model New Knowledge:

To introduce the concept of text to self-connections I would encourage the students to think about a time when they felt discouraged as I read the book. I could give them an example. When I was a little girl, I had some friends who said I could not jump rope as good as them. At first, they were much better than me. However, with much practice, I won a jump rope competition. At first I didn’t think it was possible, but I believed in myself.

We would then listen to a song on you-tube. The children could get up and dance while listening to the song. This would give them time to get their energy out.

https://www.youtube.com/watch?v=cyVzjoj96vs

After the song, we would sit back down on the carpet and discuss the next steps. (Transitioning)

I will then explain the next activity. We are going to draw a picture of a time we felt like we could not do something, maybe no one would help, like in the Little Engine Story. Do your best. I will come around and help you.

Guided Practice:

The students will go back to their tables. They will each have a blank sheet of paper. They will be given crayons/markers etc. to do their activity. I would walk around to each child and ask them what they are drawing. I would then write down, on their paper what they were drawing. They are in preschool, so many of them will need help with this. After this, we will come back together as a group to discuss our activity.

Recognition “What” Multiple means of Representation	Strategic “How” Multiple means of Action and Expression	Affective “Why” Multiple means of Engagement
Activate Background Knowledge- I will do this by asking students if they ever felt discouraged and overcame something in a preschool language they will understand. This activity would also help support memory and transfer because students have to make a text to self-connection.	Provide varied ways to Respond- students would be able to respond in a variety of ways- they could use their picture or state their response verbally. Each student will know and have a goal. To express themselves about how they can achieve their goal. For example, it could be learning how to ride a bike. The goal of the assignment would be to help encourage the students.	Vary Levels of Challenge and Support- The students will be given the opportunity to have help from a teacher or peer if they do not understand the assignment/lesson. The students would be encouraged to have their own goals, not their friend’s goals. This would increase individual choice.
Define Vocabulary and symbols: We will talk about what discouragement is and what confidence is.	Integrate assistive technology- The students be able to use technology if necessary- they can watch a YouTube video of the story if needed.	Foster Collaboration and Communication- students will be able to work in table and small groups. They will also communicate with the teacher and have help when needed.

Wrap Up:

We would come together as a class. Back to the rug. Each student would have the opportunity to share if they wish. Some of the students may not want to share. We will discuss the student’s goals and how we can achieve them. I will make a t-chart if time allows.

Assessment:

For the assessment, I will have a checklist to be sure the students are understanding the assignment.

Student Name:	Accomplished Goal	Needs Assistance	Did not accomplish goal	Comments:

Adaptations and Modifications:

This lesson could be modified in many ways. Some children will need more help than others. This is a preschool classroom for children with special needs. Some students may not understand the lesson, but I will do my best to work with them individually. If some of the children have behavioral problems they could work individually more and there will be other teachers in the room that may be able to assist the child.