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Grade: Kindergarten
Subject: Reading/Writing
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Class: Kindergarten, Early BirdsUnit: English Language Arts: Reading and Writing
Teacher: Miss Jill Coad
Date: January 23, 2007Objective: By creating a classroom book, students will demonstrate the knowledge, comprehension, and application of simple sight words.
Standards:
Reading 1.0 Students know about letters, words, and sounds. They apply this knowledge to read simple sentences.
Concepts About Print: 1.1 Identify the front cover, back cover, and title page of a
book.; 1.2 Follow words from left to right and from top to bottom on the printed
pagePhonemic Awareness: 1.11 Distinguish orally stated one-syllable words and
separate into beginning or ending sounds
Decoding and Word Recognition: 1.15 Read simple-one syllable and high-
frequency words (i.e. sight words)Writing Strategies 1.0 Students write words and brief sentences that are legible.
Organization and Focus: 1.3 Write by moving left to right and top to bottom
Listening and Speaking 1.0 Students listen and respond to oral communication. They speak in clear and coherent sentences.
Comprehension: 1.1 Understand and follow one- and two-step directions
Anticipatory Set: While all students are on the carpet, teacher will use questions to focus student attention on the lesson. "How many of you remember making a class book about things that we see during the Christmas season? How many of you liked reading that book in our classroom library after it was finished? Would any of you like to make another book to add to our library?" Students respond. "Well, today we will be making book using some of our sight words. I thought it might be fun to write a book about places that we like to go."
Teaching:Input-
1. Review previous weeks' sight words.
2. Introduce new sight words "go" and "the."
3. Students practice reading sight words in sentences. Use a pocket chart and a pointer to model pointing to each separate word while reading. Ask questions regarding capitals and punctuation [i.e. "How is one letter different from another (I, i)?" And, "Why is there a period at the end of this sentence?"].
4. Students provide sentences orally using "go" and other sight words.Modeling- "Now that we have practiced using these sight words, I think it is time for us to begin making our book."
1. Explain the process of making the book.
a) All students will be making a page for a book to be put in the class library.
b) Each page will have at least one sentence on the bottom and a picture about the sentence on the top. (Show example of page.)
c) The book is going to be about places that we like to go (as we have been exploring the word "go" this week in our classroom).
d) Show the partially pre-made front cover, back cover, and title page of the book about to be made. (Students will be chosen at random to illustrate each of these pages following the completion of the written portion of the book.)2. Create a word wall.
a) Show pictures and objects of popular places to go.
b) Allow students to provide examples of related words.
c) Write words and draw pictures on chart paper for kids to see.
d) Add these words to the larger word wall in the classroom following the lesson.3. Demonstrate example sentences to be used in the book.
a) Write sentences on white board.
b) Read sentences aloud with students. (When finished, leave "I like to go to the" but erase the added words to eliminate confusion during "Guided Practice."4. Model how to create a page for the book with a sentence and a picture. (Make visible for students to see.)
Check for Understanding-
1. Ask students what is expected of them in terms of assignment completion.
2. Remind students of where they can look and whom they can ask if they forget the directions.Guided Practice: Students will go to their seats to create pages for the classroom book. Teacher will monitor student progress while working in close proximity with necessary students (i.e. lower academic performance, beginning EL level, etc.).
*** When finished, students will bring their work up to the teacher to check. Students will make necessary corrections.
*** Early finishers may choose to read a book or construct designs with pattern blocks.
Closure: Students will come back to the carpet together when all of the pages for the class book are completed. Students will demonstrate an understanding of the chosen sight words by reading the finished classroom book together. Teacher will ask questions regarding concepts of print and phonemic awareness. Teacher will encourage students to evaluate their understanding of the sight words discussed in the lesson. As time permits, more advanced students will have the chance to read the book to the rest of the class.
Independent Practice: Students will read the classroom book individually and in groups during quiet reading time. Students will also continue to demonstrate an understanding of sight words in upcoming related lessons.
Differentiated Instruction:
ELD- teacher models correct usage of vocabulary and correct completion of assignment; students at close proximity to teacher; teacher incorporates use of "realia;" teacher allows for "wait time; directions are clear and may be repeated
Advanced Learners- teacher encourages students to provide inventive spelling for words used in class book; students will be able to write multiple sentences including the word "because" in order to add more detail; as time permits, students will have the opportunity to read the completed book to the class
Beginning Learners- teacher models correct completion of assignment; students at close proximity to teacher; teacher allows for "wait time;" directions are clear and may be repeated
Materials:
8 1/2 x 11" white paper for each student
chart paper
pencils, crayons, white board markers
front cover, back cover, and title page of book to be created
pictures and objects about places that we like to go
pocket chart
word and picture cards
pointer
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