This unit plan is designed for students of Kindergarten aged between 5 and 6. The lesson plan delineates the English course for Kindergarten, which would predominantly concentrate on the development of reading skills. The class includes 17 students. There are nine boys and eight girls in the class. The class has ten ESL learners and a boy with special needs. The students come from diverse cultural but similar socio-economic backgrounds. I have not identified any behavioral issues that can undermine the development of the children.
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The aim of the lesson plan is to teach the students to read and write by the end of the course. For this purpose, I will follow the grade-specific standards specified by CCSS (Common Core State Standards, 2010). The three main objectives that I have identified are improving the general reading fluency of the students, strategy used for the instructions, and response during instructions (Richards, Leafstedt, & Gerber, 2006). The lesson plan aims to improve the reading skills of the students. For this purpose, teaching phonological English is essential, as this will help the students to read (Giambo, 2004). Further, the lesson plan will also present the technology and other innovative measures that will be incorporated to enhance learning (Hsieh & Lee, 2008).
The aim of the unit plan is to provide phonemic awareness. Activities for the students will help them to recognize sounds in different words. The lesson plan will help students to identify the phonemes with the written letters.
This stage will also assess the learning of the students through continuous class evaluations through games, activities, worksheets, and oral assessments. No formal tests will be conducted, but as the class teacher, I will assess the amount of learning of the class, groups, and teams.
The final stage will assess the learning of the students with the help of worksheets and interactive games. This will evaluate the student’s learning outcome, the ability to apply the knowledge acquired, and improvement in reading skills.
The learning objective of day 1 will be to learn to orally blend words and identify rhyming words. This will cover 40 percent of the total lesson plan. The first class will introduce phonological awareness and sound-spelling. This will begin with the vowels and then move on to the consonants. The activities within the class will be segregated according to the following:
- The first task will be blending of the syllables and phonemes (example, c-at or car-pet). This task will help students to enhance their reading skills.
- Identification of the rhyming words is a task that enhances vocabulary and reading skills. This task will help students to rhyme words with given pictures, finding rhyming words, or identifying the odd rhyming word.
- I believe students in kindergarten need to chant the sounds and see the words that the sounds make. For this purpose, I will provide objects and models along with pictures in charts that will help the students identify the objects, the words, and their sounds.
- One activity might be telling a word aloud and asking the students which sound or letter, it begins and ends with.
The desired learning outcome of day 2 will be to teach the students to orally blend words. This will cover 30 percent of the total lesson plan. The aim of the class will be to orally understand the syllables, onset/rime, and phonemes.
For this class, I will initially gather the students in a circle and play a game. I will provide the students with previously prepared index cards with the beginning or the end sounds of words. I will ask a student to identify the students with the other pair of sounds that make the word.
By the end of the class, I will provide worksheets to the students that will gauge their understanding of the phonemes and syllables with bright colored pictures and match the following worksheets. I will not use any technology for this class.
The learning outcome of this lesson will be to orally segment the words and do phonemic manipulations. This covers 30 percent of the lesson plan. For this purpose, I will first give a word to the students and they have to identify the word at the beginning and the end of the word. Then in order to make the task a bit more challenging, I will ask the students to substitute the beginning and/or end word to form a new word (all these tasks will be done with simple three or four-letter words).
The third task will be to ask them to change the vowel and form a new word. For instance, for the word tap, the students have to substitute ‘a’ with ‘i’ or ‘o’ to for another word. This will help me to introduce sound spelling to the students. Throughout the task, I will informally monitor the students and select those who require intervention. At the end of the lesson, I will give the students worksheet to understand their learning outcome.
Common Core State Standards. (2010). Web.
Giambo, D. A. (2004). The Effects of a Phonological Awareness Intervention on the Oral English Proficiency of Spanish‐Speaking Kindergarten Children. TESOL Quarterly 38(1) , 95-117.
Hsieh, M.-C., & Lee, J.-S. (2008). AR Marker Capacity Increasing for Kindergarten English Learning. Proceedings of the International MultiConference of Engineers and Computer Scientists 2008 Vol I (pp. 19-21). Hong Kong: IMECS.
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Richards, C., Leafstedt, J. M., & Gerber, M. M. (2006). Qualitative and Quantitative Examination of Four Low-Performing Kindergarten English Learners Characteristics of Responsive and Nonresponsive Students. Remedial and Special Education 27(4) , 218-234.