edTPA Lesson Plan Abigail Rayner

EDUC 318 partner Language Support(s) Have printout in Spanish and English for students who need both Have number and number lines in Spanish as well for ELL students Essential Vocabulary Letters of the alphabet and numbers 1-20 LU SOE S PECIFIC L ESSON R EQUIREMENTS Character Education Switching papers with a partner will allow student to get to know each others names and challenge them to be able to help each other out Materials Number line Alphabet chart Which letter? worksheet colors/writing utensils Technology Connection Using technology with a video in the beginning of the lesson allows students to get interested and review what they may already know and get them prepared for the lesson Allowing the smart board to be used in counting with the number line C ONSIDER THE F OLLOWING Q UESTION FOR THE NEXT SECTION OF THIS F ORM : How will you support students to meet your goals? Describe EXPLICITLY what you will do! List planned supports (instructional strategies, learning tasks and materials, and other resources deliberately designed to facilitate student learning of the central focus). Planned Supports Click or tap here to enter text. S UPPORTS : D IFFERENTIATION /E XTENSION How will you provide successful access to the key concepts by all the students at their ability levels? Exceptionalities (special needs [IEPs/504 plans], gifted and talented, accommodations, etc.) Students with IEPs/504 plans will have access to materials such a magnifying glass or headphones for those that need them G IFTED AND TALENTED STUDENTS WILL BE GIVEN A LIST OF CLASSMATES NAMES AND SIGHT WORDS MIXED THROUGHOUT TO COUNT AND BE ABLE TO SPELL OTHERS NAMES ELL There will be materials for this lesson in both English and Spanish for these students Learning Styles/Student Engagement In the beginning of the lesson, it helps student with physical movement get ready for the lesson as well as visual learners with the video as well as the worksheet/number line where they can see what they are counting Extension Students who have already mastered the skill will have Page 3 of 11

EDUC 318 Guided Practice Students outside of the small group will be completing a worksheet counting the letters in classmates names as well as well-known vocab words in groups STUDENTS IN THE SMALL GROUP WILL COUNT THE LETTERS IN THEIR NAME THAT IS ON THEIR NAME CARD OUT LOUD ONE BY ONE USING THEIR FINGER AS THEY GO TO EACH LETTER Independent Practice Students outside of the small group and in the small group will have bags of letters along with a worksheet full of different names and words that are known to them and will work on. They will work on finding the right letters that match the word and write on their paper how many letters it has. Teacher will walk around to make sure everyone is doing it correctly especially focusing on the small group E ND : C LOSURE How will you end the lesson in a way that promotes student learning and retention? We will end with each student in the small group getting to go around and count the number of letters in their name, and when they are counting all of the students in the small group count together E VIDENCE AND A SSESSMENT OF S TUDENT L EARNING How will you know whether your students are meeting your learning objective? What tools will you use to measure their progress? How will you provide feedback to promote student learning? Diagnostic/Pre-assessment(s) (could be prior to the lesson) Click or tap here to enter text. Formative Assessments/ Feedback to Learners (part of the activities in the lesson) Click or tap here to enter text. Summative Assessments (matches the objective) With the small group they will complete the which letter worksheet again to see if they have grasped a better understanding of counting letters. They will be able to use the alphabet chart to help them A CADEMIC L ANGUAGE D EMANDS Language Demand(s) Being able to count up to 26 Knowing letters to be able to identify what letters are in each word Language Support(s) There will be Spanish worksheets available Essential Vocabulary Counting up to 26, Letters of the alphabet LU SOE S PECIFIC L ESSON R EQUIREMENTS Character Education Working in a smaller group will help the student see that they are not the only one struggling and help them gain confidence in what we are learning Page 6 of 11

EDUC 318 D AILY L ESSON P LAN #3 P RELIMINARY I NFORMATION Candidate Name: A bby Rayner Grade Level: Kindergarten Candidate’s Endorsement: Elementary Education Central Focus: Counting the number of letters in names and vocabulary words Subject/Topic: Math/ counting letters in namew/words Learning Segment Theme: Different words have different amount of letters Where in the learning segment does this lesson occur? ☐ Beginning ☐ Middle ☒ End Lesson Structure or Grouping: ☒ Whole Class ☐ Small Group ☐ 1:1 Other (specify): Click or tap here to enter text. Student Assets (Knowledge of Students) Complete this section if you are in a practicum setting. If you are not in a practicum setting, please list N/A. Personal (Interests, family backgrounds, experiences, etc.) N/A Cultural (Traditions, dialects, worldview, literature, arts, etc.) N/A Community (Landmarks, community events, etc.) N/A Developmental (Cognitive, physical, social, and emotional) N/A C ONTENT S TANDARDS State Standards K.1 The student will a) tell how many are in a given set of 20 or fewer objects by counting orally National Standards Standard #2 Teachers know the subjects they teach and how to teach those subjects to students InTASC Standards Standard #1 Learner development L EARNING O BJECTIVE ( S ) These must be behavioral and measurable. Statements of what students will know, understand, and be able to do at the end of the lesson (consider all three domains). Include condition, performance, and criterion. After practicing as a class counting the number of letters in words and names the student will be able to correctly count the number of letters in a given word with getting 4/5 correct B EGINNING : L AUNCH /H OOK /A NTICIPATORY S ET How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to engage students? The class will gather at the front of the room on the floor and will have to work together to put the alphabet in the correct order and when they have it inn the right order then as a class we will count the number of letters together M IDDLE : I NSTRUCTIONAL S TRATEGIES TO F ACILITATE S TUDENT L EARNING For example: How will you engage students with ideas/texts to develop understanding? What questions will you ask? How will you promote question generation/discussion? What activities will you use to engage students in learning—for individuals, small groups, or the whole class? How will you incorporate technology? How will you address the academic language demands? Detail your plan. Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson—with the correct answers. Instruction/Modeling Just like we did with our first name we are adding in our last name I WILL GIVE THEM AN EXAMPLE WITH MY NAME AND USE Page 9 of 11