Name: Erika Cleland School: Neal Wilkins

Grade Level: Kindergarten Date: 4/10/2012

Subject: Language/ Reading

STUDENTS

Girls: 12

Boys: 12

All of the students are very active in the classroom

Not all the students learn the same way

Not all the students are at the same level of reading or comprehension

INSTRUCTIONAL GOALS

Students will be able to:

Segment words into sounds

Recognize Y and y

Read high-frequency words

Identify characters in a story

Develop robust vocabulary through meaningful experiences

INSTRUCTION

Students will begin their lesson with a Jolly Phonics activity.

Place Jolly Phonics flashcards around the tables and have them gather around the

table.

Play “Marching Around the Alphabet” while the students walk around the tables.

Once the music stops, the students will pick up the card that is in front of them.

Students will demonstrate the action and the sound that is presented on the card

they picked up.

On the Smart Board, students will be learning how to segment words into sounds.

Work with students to break a word into its sounds.

As a class, practice segmenting several words together.

Ask: What sounds do you hear in tap? How many sounds are in tap?

o Now try:

Wig (/w/ /i/ /g/)

Pan ( /p/ /a/ /n/)

Have children segment each word, clearly producing the beginning, middle, and

final sounds.

Have them count how many sounds they hear.

Provide each student with a word so they each have a chance, individually to

practice segmenting words into sounds.

Sing to the class, “The Alphabet Song.”

Sing the song once, then sing it again for students to join and sing along.

Introduce the new Yy Sound/Spelling card to the students.

Point to the upper and lower case letter and ask:

o What is the name of this letter?

Once the letter Y is introduced I will read the Y poster to the class.

After reading it once, the class will then read along while pointing to each word.

Students will practice high frequency word in the form of a sentence such as:

o They are in the______.

Each student will practice reading the sentence individually.

Display My Teacher Can Teach… Anyone!

Remind the students that the characters in the story are the people or animals that

the story is about.

Read the title out loud to the students.

Begin reading the text on the first few pages and talk about the picture

Model how to name the story characters.

o Think aloud: “The words tell about a teacher. I look at the picture and see

a woman welcoming children to school. I think she is the teacher. I think

she will be the main character in this story.”

Have the students identify and point out the main character on the page using the

picture provided

Read aloud the next page and ask the students to identify the characters on the

page

o Who are the characters on this page?

Frequently ask questions throughout the reading to monitor comprehension

Ask questions about the characters and the roles that they each may play

o “I see the character on this page is an illustrator.”

What do you think an illustrator does?

What tools do you think the illustrator is going to need?

Introduce new vocabulary to the students.

Work on one vocabulary word at a time.

The meaning of the word ‘adore’ will be discussed along with a follow-up

question.

o Adore: To adore someone or something means to love that person or

thing a lot.

o Who is someone in your family you adore? Why?

The meaning of the word ‘appreciate’ will be discussed along with a follow-up

question(s).

o Appreciate: When you appreciate something, you understand how good

and special it is.

o If you were a baby, would you appreciate a toy rattle or a bicycle? Why?

o Who is someone at school that you appreciate? Why?

The meaning of the word ‘protecting’ will be discussed along with a follow-up

question(s).

o Protecting: When you are protecting something, you are keeping it safe.

o Name some workers in your neighborhood whose jobs are to protect

people.

o Which would be more likely to protect someone from mosquitoes,

shampoo or bug spray? Why?

Centers:

After each lesson, students will then head to an assigned center in the room.

Students will spend about 10 minutes at each center. After about 10 minutes I

will ring a bell for them to clean up their station and get ready for the next lesson.

Once their station is clean they will join me in front of the Smart Board to get

started on the next lesson. The centers will continue after each lesson in front of

the Smart Board.

o Listening Center: Little Rabbit Foo, Foo and Animals should definitely

not Wear Clothing

o Reading Center:

High Group: School in Colonial America, and It’s a Good

Thing There are Insects

Middle Group: Elephants Like To and I Help

Low Group: 1,2,3 in the Box and I Have Shapes

o Writing Journals: What did you do over the weekend? For Easter?

o Egg Center: Spelling words corresponding to the picture

o Matching Game: Match words that correspond to the picture

o Die Game: Students will be provided a laminated list of words along with

a die that includes the same list of words. Once the student rolls the die,

they will write on their laminated sheet the word they rolled.

MODIFICATIONS

For the group of students who have higher reading or comprehension levels, use

more challenging books for them to read.

For the group of students who have lower reading or comprehension levels, use

less challenging books for them to read.

CONTENT STANDARDS

RL.K.1. With prompting and support, ask and answer questions about key details

in a text.

RL.K.3. With prompting and support, identify characters, settings, and major

events in a story.

RL.K.7. With prompting and support, describe the relationship between

illustrations and the story in which they appear

RL.K.10. Actively engages in group reading activities with purpose and

understanding.

L.K.4. Determine or clarify the meaning of unknown and multiple-meaning words

and phrases based on kindergarten reading and content.

INSTRUCTIONAL MATERIALS/ RESOURCES

Smart board

Storytown Resources: Kindergarten

Big Book of Rhymes and Poems

Sound/Spelling Card Yy

High Frequency Word Cards: are, the, they, we

Photo Cards: barn, elevator, house, library, plane, van

Big Book: My Teacher Can Teach… Anyone!

Eaters eggs containing pictures and scrambled letters

Matching cards

Jolly Phonics cards

“Learning Basic Skills Through Music” CD

Audio tape with books

Writing Journals

Die game

ASSESSMENT

Observe how the students work together in their groups

Observe how well they are understanding each lesson being taught

Observe which students seem to be having a hard time comprehending the story

being read

Ask the students several questions throughout each lesson to make sure they are

understanding

Language/Reading Pre-K Lesson Reflection

I felt that my lesson was successful and improved from my first lesson that I taught. The

students knew when it was time to get started and were very good with cleaning up and patiently

waiting on their colored square to get started with the day. Every student did a great job with

participating in each lesson along with the different centers. The students were all active

engaged in each of the lessons that were being taught along with participating. The students are

all very respectful their peers along with the instructor which is what contributed to making the

lesson successful.

The objective that were achieved included segmenting words into sounds, recognizing Y

and y, reading high-frequency words, identifying characters in a story, and developing robust

vocabulary through meaningful experiences. The students were able to achieve each of these

one lesson at a time. After each lesson, the students would move to an assigned center for about

ten minutes. After the center, we would meet in front of the Smart Board to start the next lesson.

It is set up this way so the students won’t get easily distracted or bored if they are taught the

lessons continuously without a break in between. The centers are all instructional with a wide

variety of different activities. It is evident that these objectives were achieved because the

students were able to successfully raise their hand and answer the questions provided. I called

on students individually and provided them with a specific word that they had to segment into

the sounds and were very successful. Each student provided an answer for the robust vocabulary

questions.

If I were to repeat this lesson in order to make improvements, I would have made the

centers I provided self-checking. I didn’t take into account that the students would need a self-

checking list in order for them to check and make sure that they are correctly completing the

task. A self-checking center will also help me to know that they are learning from the center and

that it is instructional. I would have also eliminated some of the words I chose for one of the

stations. There were a few words that seemed too difficult for the students to work with.

As a teacher, I learned that the students seem to do better when they have a break from

the Smart Board and work at the different centers. The students really seem to enjoy the centers

as well, along with them being instructional. I realized that when teaching a new lesson on the

Smart Board (that requires students to participate) each student like to have their own turn. I

tried to incorporate this by providing each student with a word to segment and a chance to

individually read the high frequency words. The class as a whole seems to get along and work

well together and is willing to learn.