Lesson Plan - PC\|MACimages.pcmac.org/SiSFiles/Schools/GA/WilkinsonCountySchools... · Web viewThe teacher will display Sing with Me chart 2B. The teacher will tell the children

$Page 1: Lesson Plan - PC\|MACimages.pcmac.org/SiSFiles/Schools/GA/WilkinsonCountySchools... · Web viewThe teacher will display Sing with Me chart 2B. The teacher will tell the children$
DAY: 7

Read Aloud Trade Book: Fix-It Duck

Subject: Reading/Letter Recognition/Setting/Vocabulary/Syllables

Grade: Kindergarten Date:

Teachers: Bedard, Bellflower, Brooks, Chatman, Edmond, Larisy, Overton, Sealy

Standard(s) for the day: ELACCKSL1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. ELACCKRL4: Ask and answer questions about unknown words in a text.ELACCKRL1: With prompting and support, ask and answer questions about key details in a text.ELACCKRL3: With prompting and support, identify characters, settings, and major events in a story.) ELACCKRF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).ELACCKRF3: Know and apply grade-level phonics and word analysis skills in decoding words. ELACCKRF1: Demonstrate understanding of the organization and basic features of print.ELACCKRI5: Identify the front cover, back cover, and the title page of a book. ELACC KRL10: Actively engage in group reading activities with purpose and understanding. WIDA’s ELP Standard 1: Social and Instructional Language. WIDA’s ELP Standard 2: The language of Language Arts. Warm-up: Morning routines: breakfast, bathroom, unpacking, announcements, morning work, and or reading books Lesson Activities:

The teacher will ask students the question of the week, How do people help each other?, and discuss with students. (ELACCKSL1a: Follow agreed –upon rules for discussions (e.g., listening to others and taking turns taking turns speaking about the topics and texts under discussion. ELACCKSL1b: Continue a conversation through multiple exchanges.)

The teacher will display Talk With Me Chart 2A and say let’s talk about these pictures. I see a girl in a puddle. The teacher will ask the children, what else do you see in these pictures? The teacher will tell the children that we are going to learn six new words. Listen as I say the words. You may know some of them: repair, shed, puddles, leak, steep, and ladder. (ELACCKRL4: Ask and answer questions about unknown words in a text. ELACCKRL4: With prompting and support, ask and answer questions about unknown words in a text.)

The teacher will display Sing with Me chart 2B. The teacher will tell the children that they are going to listen to a song about things friends do for each other. The teacher will read the title of the song “That’s What Friends Do,” and describe the pictures. The song will be song several times to the tune of “The Farmer in the Dell.” The teacher will tell the children to listen as I say the first line of the song again. How many words are in this line? (six) Continue with other lines in the song. (ELACCKSL1b: Continue a conversation through multiple exchanges).

The teacher will display Fix-It Duck. The teacher will ask the children to look at the

cover and tell me what you see? The teacher will say I see a duck with a toolbox. The duck is holding a hammer in his hand. The teacher will tell the children that the title of the book is Fix-It Duck. The teacher will ask, Who do you think is on the cover? What do you think the story is about? Do you think this story is about a duck who likes to fix things? The teacher will show the children the back cover of the book and ask the children, “What do we call this part of the book?” Let’s read and find out. The teacher will read the story with expression and enjoyment. When the teacher finishes reading the story, she will ask questions about the story. The teacher will ask the students: What did you think the story would be about? What did Fix-It Duck try to fix? Did Duck ever really fix anything in the story? What happened when Duck tried to fix Sheep’s window? What happened when Duck tried to move Sheep’s house into Goat’s shed? (ELACCKRI5: Identify the front cover, back cover, and the title page of a book. ELACC KRL10: Actively engage in group reading activities with purpose and understanding).

The teacher will introduce and define the skill: Setting. The teacher will display the big book The Little School Bus. The teacher will help the children recall and describe the places in the story. Setting (ELACCKRL3: With prompting and support, identify characters, settings, and major events in a story.)

Introduce syllables. The teacher will explain that words have parts called syllables. The teacher will say duck and clap once. The teacher will tell the children that Duck has one syllable. The teacher will say hammer, clapping once for each syllable. The teacher will ask, How many syllables are in ladder? Clap with me. The teacher and students will repeat with the words: sheep, puddle, goat, repair, and leak. The teacher will invite a child to stand up. The teacher will ask the class to say the child’s name and clap the number of syllables in the name. The teacher will repeat with several different children’s names. The teacher will say ladder and explain that the word ladder has two syllables: lad- and –der. I am going to blend the syllables together to make the word ladder. Lad-, -der, ladder. The teacher will repeat with puddle. Next, the teacher will say the syllables and ask the children to help her blend the syllables to say a word. The teacher will use the following words: repair, borrow, and rattle. (ELACCKRF2b: Count, pronounce, blend, and segment syllables in spoken words).

The teacher will reteach the high frequency words I and am. The teacher will use words cards and the word wall to reteach the words. (ELACCKRF3c: Read common high-frequency words by sight.)

The teacher will introduce the letters Ff and Gg by displaying the alphabet cards. The teacher will review letters Aa to Ee using the alphabet cards and having children recall the letter names. (ELACCKRF1d: Recognize and name all uppercase and lowercase letters of the alphabet.)

Essential Questions: How does saying the parts in words help you count the syllables? Why do we need to know the names of the letters of the alphabet? How will knowing some words help us learn more words? How can knowing where a story takes place and when it takes place help us understand it? How do we know that a word is the name of a person?

Small GroupsRemedial/EmergentThe teacher will read, and discuss, and have the

Acceleration/On-LevelThe teacher will read, and discuss, and have the children

Enrichment/Independent The teacher will read and discuss, and have the children

children read the book, How Many?, and the following books: Apply Phonics Readers:Am I?/Decodable Reader Am I?/Phonics Story(small group reading)

read the book, Work Together and the following books: Apply Phonics Readers:Am I?/Decodable ReaderAm I?/Phonics Story(small group reading)

read the book, Pam , and the following books: Apply Phonics Readers:Am I?/Decodable ReaderAm I?/Phonics Reader(small group reading)

Teacher TalkAlphabet Knowledge 1 (letter recognition, sounds, beginning sounds, sight words.) Alphabet Knowledge 2 (letter recognition, sounds, beginning sounds, sight words).

Say-It-Move-It (sounding and blending 3 letter words, sight words) Letter Patterns (word families, spelling and sounding 3 letter words, sight words) Blends and Digraphs (sounding and blending, sight words, whisper read, and partner/choral reading)

R-Controlled (sounding and blending, sight words, whisper reading, and partner/choral reading) Vowel Consonant E (teaching letter patterns, sight words, whisper reading, and partner/choral reading) Vowel Teams (decoding by analogy, sight words, whisper reading, and partner/choral reading)

CentersComputer Center: Starfall PBSKids ABCya Reading Eggs

Reading/La. Center: Library Hot Dots Card Master Tag Reader Skill Activities Story Sequence Cards DVD Player

Listening Center: Story of the week: Listen Draw Write

Closure: Today we read about a duck who likes to use tools to fix things. What kinds of tools do you like to use?

Assessment: The teacher will check recognition of the upper and lower case alphabets, and high

frequency words, by listening to children respond orally. The teacher will check setting and reading comprehension by asking questions from the

listed stories, songs and charts in the lesson. The teacher will provide appropriate feedback to student’s responses.

DAY: 8


Subject: Reading/Letter Recognition/Setting/Vocabulary/Comprehension



Standard(s) for the day: ELACCKSL1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. ELACCKRL4: Ask and answer questions about unknown words in a text. ELACCKRI5: Identify the front cover, back cover, and the title page of a book. ELACC KRL10: Actively engage in group reading activities with purpose and understanding. ELACCKRL3: With prompting and support, identify characters, settings, and major events in a story. ELACCKRF3: Know and apply grade-level phonics and word analysis skills in decoding words.WIDA’s ELP Standard 1: Social and Instructional Language. WIDA’s ELP Standard 2: The language of Language Arts. Warm-up: Morning routines: breakfast, bathroom, unpacking, announcements, morning work, and or reading books Lesson Activities:

The teacher will ask students the question of the day, How am I going to help my family?, and discuss with students. (ELACCKSL1a: Follow agreed –upon rules for discussions (e.g., listening to others and taking turns taking turns speaking about the topics and texts under discussion. ELACCKSL1b: Continue a conversation through multiple exchanges.)

The teacher will display Talk With Me Chart 2A and point to the photograph of the leak. The teacher will tell the students that this is a leak and water is coming out where it is not supposed to. The teacher will ask the children the following questions:, Have you ever seen water coming out where it is not supposed to? Can you find a picture of someone trying to fix something? What is the person doing? The teacher will tell the children that another word for fix is repair. The teacher will tell the students the definition for the vocabulary words repair and leak. The teacher will ask: Which word means to fix something? Repair or leak Which word means a hole in something? Repair or Leak. The teacher will have several children use repair and leak in complete sentences. (ELACCKRL4: Ask and answer questions about unknown words in a text. ELACCKRL4: With prompting and support, ask and answer questions about unknown words in a text.)

The teacher will display Sing with Me chart 2B. The teacher will tell the children that they are going to listen to a song about things friends do for each other. The teacher will read the title of the song “That’s What Friends Do,” and tell the students that the words repair and leak are in the song. The teacher will ask the students to listen for the words as they sing the song several times to the tune of “The Farmer in the Dell.” (ELACCKSL1b: Continue a conversation through multiple exchanges).

The teacher will display Fix-It Duck and using the pictures as prompt, invite the children

to retell the story. The teacher will display the front and back of the book Fix-It Duck. The teacher will ask the students where is the front of the book? Back of book? Title page? The teacher will read the story with expression and enjoyment. When the teacher finishes reading the story, she will ask questions about the story. The teacher will ask the students the following questions: Why does Duck think there is a leak? What does Duck decide to do? Why can’t Duck fix the leak? Duck can’t fix the leak because the roof is too steep. What does he decide to do? What happens when Duck reaches Sheep’s house? What goes “rattle, creak, and squeak” at sheep’s house? What happened when Duck tried to fix Sheep’s window? He broke the window with his hammer. Is a hammer a good tool to use to fix a window? Where are Duck and Sheep going to take Sheep’s house? What happens when they try to hitch Sheep’s house to Duck’s Jeep? What does Duck use to hook Sheep’s house to the truck? What would be a better tool to use to tow Sheep’s house? How s Duck driving? What happened to Sheep’s house after it came unhooked from Duck’s truck? What happens when Duck gets to Goat’s house? What does Frog tell Sheep and Goat about the water dripping from Duck’s ceiling earlier in the day? (ELACCKRI5: Identify the front cover, back cover, and the title page of a book. ELACC KRL10: Actively engage in group reading activities with purpose and understanding).

The teacher will introduce and define the skill: Setting. The teacher will display the book Fix-It Duck. The teacher will help the children recall and describe the places in the story. Setting (ELACCKRL3: With prompting and support, identify characters, settings, and major events in a story.)


The teacher will introduce the letters Hh and Ii by displaying the alphabet cards. The teacher will review letters Aa to Gg using the alphabet cards and having children recall the letter names. (ELACCKRF1d: Recognize and name all uppercase and lowercase letters of the alphabet.)


Remedial/EmergentThe teacher will read, and discuss, and have the children read the book, How Many?, and the following books: Apply Phonics Readers:Am I?/Decodable Reader Am I?/Phonics Story(small group reading)

Acceleration/On-LevelThe teacher will read, and discuss, and have the children read the book, Work Together and the following books: Apply Phonics Readers:Am I?/Decodable ReaderAm I?/Phonics Story(small group reading)

Enrichment/Independent The teacher will read and discuss, and have the children read the book, Pam , and the following books: Apply Phonics Readers:Am I?/Decodable ReaderAm I?/Phonics Reader(small group reading)

Teacher Talk

Alphabet Knowledge 1 (letter recognition, sounds, beginning sounds, sight words.) Alphabet Knowledge 2 (letter recognition, sounds, beginning sounds, sight words).






Closure: Today we read about a duck who likes to use tools to fix things. What kinds of tools did he use in the story and what did he use each tool for?Assessment:

The teacher will check recognition of the upper and lower case alphabets, and high frequency words, by listening to children respond orally.

The teacher will check setting and reading comprehension by asking questions from the listed stories, songs and charts in the lesson.

The teacher will provide appropriate feedback to student’s responses.

DAY: 9


Subject: Reading/Vocabulary/Characters/Setting/Syllables/Rhyming Words



Standard(s) for the day: ELACCKSL1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. ELACCKRL4: Ask and answer questions about unknown words in a text. ELACCKRI5: Identify the front cover, back cover, and the title page of a book. ELACC KRL10: Actively engage in group reading activities with purpose and understanding. ELACCKRL3: With prompting and support, identify characters, settings, and major events in a story. ELACCKL5: With guidance and support from adults, explore word relationships and nuances in word meanings. ELACCKRF3: Know and apply grade-level phonics and word analysis skills in decoding words. ELACCKRF1: Demonstrate understanding of the organization and basic features of print.ELACCKRF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes)WIDA’s ELP Standard 1: Social and Instructional Language. WIDA’s ELP Standard 2: The language of Language Arts. Warm-up: Morning routines: breakfast, bathroom, unpacking, announcements, morning work, and or reading books Lesson Activities:

The teacher will ask students the question of the day, How do you help your friends?,and discuss with students. (ELACCKSL1a: Follow agreed –upon rules for discussions (e.g., listening to others and taking turns taking turns speaking about the topics and texts under discussion. ELACCKSL1b: Continue a conversation through multiple exchanges.)

The teacher will display Talk With Me Chart 2A and tell the children that today we are going to talk about the words steep and ladder. The teacher will point to the picture of the roller coaster. The teacher will tell the students to look at how high this roller coaster is. Another word to tell about this high part of the roller coaster track is steep. The teacher will ask a child to find the picture of a ladder. The teacher will ask: Can a ladder help us get to somewhere steep? How? The teacher will tell the students the definition for the vocabulary words steep and ladder. The teacher will ask: Which word means almost straight up and down? Steep or ladder. Which word means a tool to help us reach something up high? Steep or Ladder. The teacher will have several children use steep and ladder in complete sentences.(ELACCKRL4: Ask and answer questions about unknown words in a text. ELACCKRL4: With prompting and support, ask and answer questions about unknown words in a text.)

The teacher will display Sing with Me chart 2B. The teacher will tell the children that they are going to listen to a song about things friends do for each other. The teacher will read the title of the song “That’s What Friends Do,” and tell the students that the words

steep and ladder are in the song. The teacher will ask the students to listen for the words as they sing the song several times to the tune of “The Farmer in the Dell.” (ELACCKSL1b: Continue a conversation through multiple exchanges).

The teacher will remind the children that the characters of a story are the people or animals who take part in the events of a story. The teacher will display the cover of Fix-It Duck. The teacher will ask the following questions: Which character from the story is on the cover of the book? (Duck) Tell me about Duck. Who are some of the other characters in the story? (Sheep, Goat, Frog). Where is the back of the book? Title page? (ELACCKRI5: Identify the front cover, back cover, and the title page of a book. ELACC KRL10: Actively engage in group reading activities with purpose and understanding. ELACCKRL3: With prompting and support, identify characters, settings, and major events in a story.)

The teacher will display Fix-It Duck and using the pictures as prompt, invite the children to describe what they see in the pictures. The teacher will read the story with expression and enjoyment. When the teacher finishes reading the story, she will ask the children to use the vocabulary words to tell about their own experiences fixing things. (ELACCKL5c: Identify real-life connections between words and their uses).

Setting: The teacher will remind the children that when we read a story, we can think and ask ourselves questions about where a story happens and when it happens. The teacher will display the book Fix-It Duck. The teacher will help the children recall and describe the places in the story. The teacher will ask the following questions: Where does the story happen? Why is it important that the story happens in the country? How would the story have been different if it had happened in the city? Is the place where the story happened like the place where you live? (ELACCKRL3: With prompting and support, identify characters, settings, and major events in a story.)

Practice Syllables: The teacher will say ladder. The teacher will ask the children to repeat the word and clap the number of syllables. The teacher will ask: How many syllables are in the word ladder? Repeat for the words leak, repair, and steep. (ELACCKRF2b: Count, pronounce, blend, and segment syllables in spoken words).

Rhyming Words: The teacher will say steep and cheap. The teacher will ask: Do steep and cheap rhyme? (yes, steep and cheap have the same ending.) They both end with the sound –eep. The teacher will tell the children to listen to the words I say, if the words rhyme, clap your hands. The teacher will say the following pairs of words: frog, pool; ladder, tool; rain, train; repair, prepare; leak, peak; goat, boat; puddle, huddle; shed, bread. ( ELACCKRF2a: Recognize and produce rhyming words).


The teacher will introduce the letters Jj and Kk by displaying the alphabet cards. The teacher will review letters Aa to Hh using the alphabet cards and having children recall the letter names. (ELACCKRF1d: Recognize and name all uppercase and lowercase letters of the alphabet.)

The teacher will write the word cat on the board. The teacher will tell the students: This is the word cat. The teacher will ask the students say the letters with her: c,a,t, cat. The teacher and students will repeat the routine with the following words: dog, mom, hammering, painting, and happy. (ELACCKRF2b: Count, pronounce, blend, and segment

syllables in spoken words).


Small GroupsRemedial/EmergentThe teacher will read, and discuss, and have the children read the book, How Many?, and the following books: Apply Phonics Readers:Am I?/Decodable Reader Am I?/Phonics Story(small group reading)









Closure: Today we read about a duck who likes to use tools to fix things. Who were the characters in the story?Assessment:


The teacher will check settings and reading comprehension by asking questions from the

listed stories, songs and charts in the lesson. The teacher will provide appropriate feedback to student’s responses.

DAY: 10


Subject: Reading/Vocabulary/Comprehension/Setting/Syllables/Rhyming Words/High Frequency Words



Standard(s) for the day: ELACCKSL1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. ELACCKRL4: Ask and answer questions about unknown words in a text. ELACC KRL10: Actively engage in group reading activities with purpose and understanding. ELACCKRL3: With prompting and support, identify characters, settings, and major events in a story. ELACCKRF3: Know and apply grade-level phonics and word analysis skills in decoding wordsELACCKRF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).ELACCKRF1: Demonstrate understanding of the organization and basic features of print.WIDA’s ELP Standard 1: Social and Instructional Language. WIDA’s ELP Standard 2: The language of Language Arts. Warm-up: Morning routines: breakfast, bathroom, unpacking, announcements, morning work, and or reading books Lesson Activities:

The teacher will ask students the question of the day, How do your friends help you?,and discuss with students. (ELACCKSL1a: Follow agreed –upon rules for discussions (e.g., listening to others and taking turns taking turns speaking about the topics and texts under discussion. ELACCKSL1b: Continue a conversation through multiple exchanges.)

The teacher will display Talk With Me Chart 2A and tell the children that today we are going to talk about the words puddles and shed. The teacher will point to the picture of a girl. The teacher will say: This girl is playing in some water on the ground. This water on the ground is called a puddle. Have you ever played in a puddle? The teacher will point to the shed. The teacher will say: This small building is a shed. People use sheds to store things that don’t go in their houses, such as lawn mowers or snow shovels. The teacher will ask: Do you have a shed at your home? What do you keep in it? The teacher will tell the students the definition for the vocabulary words puddles and shed. The teacher will ask: Which word means pools of water? puddles or shed. Which word means a small building? puddles or shed. The teacher will have several children use puddles and shed in complete sentences.( ELACCKRL4: Ask and answer questions about unknown words in a text. ELACCKRL4: With prompting and support, ask and answer questions about unknown words in a text.)

The teacher will display Sing with Me chart 2B. The teacher will tell the children that they are going to listen to a song about things friends do for each other. The teacher will read the title of the song “That’s What Friends Do,” and tell the students that the words puddles and shed are in the song. The teacher will ask the students to listen for the words

as they sing the song several times to the tune of “The Farmer in the Dell.” (ELACCKSL1b: Continue a conversation through multiple exchanges).

Comprehension: The teacher will display The Little School Bus. The teacher will ask: Who remembers reading this story? What are some of the things you remember about this story? The teacher will reread the story, The Little School Bus, and show the illustrations as she reads. (ELACC KRF10: Actively engage in group reading activities with purpose and understanding).

Setting: After reading the book, the teacher will ask: Does this story happen in one place or more than one place? Where does the story take place? The teacher help the children understand that the story happens in the community in which all animals live, but much of the story happens on the bus. The teacher will show the children the first page of the story and have them describe the area where the story happens. The teacher will ask: Where is the bus? Are there houses in the community? Tell about them. The teacher will continue through the pages and have the children tell about things that describe the community. (ELACCKRL3: With prompting and support, identify characters, settings, and major events in a story.)

Practice Syllables: The teacher will say ladder. The teacher will ask the children to repeat the word and clap the number of syllables. The teacher will ask: How many syllables are in the word ladder? Repeat for the words leak, repair, and steep. (ELACCKRF2b: Count, pronounce, blend, and segment syllables in spoken words).

Rhyming Words: The teacher will say steep and cheap. The teacher will ask: Do steep and cheap rhyme? (yes, steep and cheap have the same ending.) They both end with the sound –eep. The teacher will tell the children to listen to the words I say, if the words rhyme, clap your hands. The teacher will say the following pairs of words: frog, pool; ladder, tool; rain, train; repair, prepare; leak, peak; goat, boat; puddle, huddle; shed, bread.(ELACCKRF2a: Recognize and produce rhyming words).


The teacher will introduce the letters Jj and Kk by displaying the alphabet cards. The teacher will review letters Aa to Hh using the alphabet cards and having children recall the letter names. (ELACCKRF1d: Recognize and name all uppercase and lowercase letters of the alphabet.)

The teacher will write the word cat on the board. The teacher will tell the students: This is the word cat. The teacher will ask the students say the letters with her: c,a,t, cat. The teacher and students will repeat the routine with the following words: dog, mom, hammering, painting, and happy. (ELACCKRF2b: Count, pronounce, blend, and segment syllables in spoken words).


Small GroupsRemedial/EmergentThe teacher will read, and

Acceleration/On-LevelThe teacher will read, and

Enrichment/Independent The teacher will read and

discuss, and have the children read the book, How Many?, and the following books: Apply Phonics Readers:Am I?/Decodable Reader Am I?/Phonics Story(small group reading)

discuss, and have the children read the book, Work Together and the following books: Apply Phonics Readers:Am I?/Decodable ReaderAm I?/Phonics Story(small group reading)

discuss, and have the children read the book, Pam , and the following books: Apply Phonics Readers:Am I?/Decodable ReaderAm I?/Phonics Reader(small group reading)









The teacher will check setting and reading comprehension by asking questions from the listed stories, songs and charts in the lesson.


DAY: 11


Subject: Reading/



Standard(s) for the day: ELACCKSL1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. ELACCKRL4: Ask and answer questions about unknown words in a text. ELACCKRL3: With prompting and support, identify characters, settings, and major events in a story. ELACCKRF3: Know and apply grade-level phonics and word analysis skills in decoding words.ELACCKRF1: Demonstrate understanding of the organization and basic features of print.ELACCKRF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).WIDA’s ELP Standard 1: Social and Instructional Language. WIDA’s ELP Standard 2: The language of Language Arts. Warm-up: Morning routines: breakfast, bathroom, unpacking, announcements, morning work, and or reading books Lesson Activities:

The teacher will ask students the question of the day, How do people help each other?,and discuss with students. (ELACCKSL1a: Follow agreed –upon rules for discussions (e.g., listening to others and taking turns taking turns speaking about the topics and texts under discussion. ELACCKSL1b: Continue a conversation through multiple exchanges.)

The teacher will display Talk With Me Chart 2A and tell the children that today we are going to talk about the words puddles and shed. The teacher will point to each picture. The children will say the oral vocabulary word represented by each picture. If necessary, the teacher will offer prompts. (ELACCKRL4: Ask and answer questions about unknown words in a text.)

The teacher will display Sing with Me chart 2B. The teacher will tell the children that they are going to listen to a song about things friends do for each other. The teacher will read the title of the song “That’s What Friends Do,” and tell the students that the words repair, leak, shed, steep, puddles, and ladder are in the song. The teacher will ask the students to listen for the words as they sing the song several times to the tune of “The Farmer in the Dell.” (ELACCKSL1b: Continue a conversation through multiple exchanges).

Comprehension: The teacher will tell the children that she is going to read a story called “Mr. Spuffington Fixes It Himself.” The teacher will ask the children to listen carefully for where the story happens. (ELACCKRL3: With prompting and support, identify characters, settings, and major events in a story.)

Setting: After reading the story, the teacher will ask the children where the story happens. The teacher might need to reread sections of the story to help children. The

teacher will ask: Where does the story take place? What clues in the story tell you this? The teacher will use the blackline master found on page 122. The children will color the picture that shows where “Mr. Spuffington Fixes It Himself” takes place. (ELACCKRL3: With prompting and support, identify characters, settings, and major events in a story.)

Practice Syllables: The teacher will ask how many syllables are in the word banana? The teacher will ask the students to clap once for each syllable to find out. There are three syllables: ba-na-na. The teacher will review clapping syllables with the following words: flower, chair, house, salamander, monkey, television, butter, cup. (ELACCKRF2b: Count, pronounce, blend, and segment syllables in spoken words).


The teacher will introduce the letter Nn by displaying the alphabet card. The teacher will ask: What letter is this? The teacher will write the word banana on the board. The teacher will ask the children, Who can find the letter n in this word? How many n’s are in the word banana? The teacher will repeat with the words cannon, Nancy, and noun. The teacher will review letters Aa to Mm using the alphabet cards and having children recall the letter names. (ELACCKRF1d: Recognize and name all uppercase and lowercase letters of the alphabet.)


Small GroupsRemedial/EmergentThe teacher will read, and discuss, and have the children read the book, How Many?, and the following books: Apply Phonics Readers:Am I?/Decodable Reader Am I?/Phonics Story(small group reading)




Say-It-Move-It (sounding and blending 3 letter words, sight words) Letter Patterns (word families, spelling and sounding 3 letter words, sight words) Blends and Digraphs (sounding and blending, sight words, whisper read, and

R-Controlled (sounding and blending, sight words, whisper reading, and partner/choral reading) Vowel Consonant E (teaching letter patterns, sight words, whisper reading, and partner/choral reading) Vowel Teams (decoding by analogy, sight

partner/choral reading) words, whisper reading, and partner/choral reading)






The teacher will check setting by reading the story, Mr. Spuffington Fixes It Himself” and asking the children to color the picture on page 122, that shows the setting of the story.


Documents

Lesson Plan - PC\|MACimages.pcmac.org/SiSFiles/Schools/GA/WilkinsonCountySchools... · Web viewThe teacher will display Sing with Me chart 2B. The teacher will tell the children