1. Topic-
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Text Comprehension, Collaboration
Alphabet Fluency
Print Awareness
Sight and Grade Level Vocabulary Phonemic Awareness |
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2. Content-
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The lesson will teach students text comprehension and print awareness.
The letters of the alphabet and the sounds of those letters as well
as sight and vocabulary words. Cooperative Learning Structure will
be employed in this lesson plan. The students will be in pairs in
an effort to make them feel more at ease to give an answer. Pairing
the students up will help them to help each other out when they are
stuck.
Uses Common kindergarten sight word chart on chalkboard:
-a -is
-at -it
-an -like
-and -look
-am -me
-are -my
-can -no
-do -play
-for -said
-go -see
-has -she
-have -so
-he -the
-here -to
-in -up
-I -we
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3. Goals: Aims/Outcomes-
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1. Identify the sounds making up words in the song "The Wheels on
the bus"
Students will learn the basic foundation in phonemic awareness and
phonics by demonstrating the ability to link sounds to letters and
to use these to construct words).
2. Comprehend and understand text
(Students will demonstrate knowledge through recalling the story through
drawings).
3. Identify common vocabulary and sight words at kindergarten level.
(Student will demonstrate the ability to read basic high frequency
words). |
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4. Objectives-
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1. The students will be able to name the letters of the alphabet
when the letters are written or sounded out to them.
2. The students will be able to name sight words when shown to them.
3. Students will demonstrate text comprehension by telling the story
through drawings and by using repetitive sight and vocabulary words.
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5. Materials and Aids-
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“Pete the Cat: The Wheels on the Bus” Book
Promethean Board to show You Tube Video of Pete the Cat's Song The
Wheels on the Bus
Common kindergarten sight word on flash cards
Chart group points on chalkboard:
Example pf sight words and vocabulary words.
-a -is
-at -it
-an -like
-and -look
-am -me
-are -my
-can -no
-do -play
-for -said
-go -see
-has -she
-have -so
-he -the
-here -to
-in -up
-I -we
Written words and sounds from the song (see words below) written on
Flash Cards for each group
Shh, Shh, Shh, Beep, Beep, Beep, Meow, Meow, Meow, Waa, Waa, Waa,
(Phonemic Awareness)
Plain white 8x10 paper and crayons for each student.
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6. Procedures/Methods-
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A. Introduction-
1. Gather the students to the carpet and have them sit in a circle
or at a common table.
2. Tell them that they will be playing a game in which they will need
to use their minds.
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B. Development-
1. Tell the students the rules of the game:
2. Teacher will read a story to them and show them a video of the same
story but in a song version.
3. After the story is read and the video is over, the students will
be split up into pairs.
4. Each pair will get a 8x10 piece of paper, crayons, and set of flash
cards.
5. Have students stand about 3 feet apart from one another.
6. One player must either show an alphabet letter, sight word, or
a sound from the story and/or song (these letters, sounds, and sight
words will be on Flashcards that will be given to the groups).
7. Then the other student must name the letters, sounds, and sight
words. Make the sound the letter or sounds makes or name the sight
word.
8. If the other student names the letter sounds it out or reads the
word correctly, they get a point and then it is their turn to quiz
their partner.
9. For every answer the student gets right, he or she will get a point.
Students will get only one attempt each time to get the answer right,
and then they will have to quiz their partner and will not get a point.
10. Have the students write out the letters or sight words that they
have trouble with on the 8x10 paper. A
11. After explaining the rules call a student up to the front of the
room and show the students how to play the game.
12. After the game have the group flip the paper over draw a picture
of the story that best retells the text and add sight words to the
picture.
13. Post the pictures on the wall for display so all students can see
each other's work.
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C. Practice-
Play the game as a whole class.
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D. Independent Practice-
1. Give each student a chance to quiz and be quizzed
2. Watch the students to make sure that they understand the game and
follow the rules correctly.
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E. Accommodations (Differentiated Instruction)-
1. Mix students into pairs of different learning levels.
2. If this is not successful, have a group of students who is having
trouble come work with you so that you can help them improve their
letter fluency/sight word recognition.
3. Go over the alphabet sounds and letters with these students in a
small group and help them to identify the sight words. Have them practice
writing and sounding out letters and sight words.
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F. Checking for understanding-
1. Walk around the room as the students play the game and be sure
to observe each pair for a few attempts to see if the students know
the correct answers to the sight words and alphabet sounds/letters
they are shown.
2. Go over the letters and sight words that the students are struggling
on with each pair. Join each pair and quiz the students on a few flash
cards that they had trouble with as well as ones they hadn't gotten
to yet.
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G. Closure-
1. Bring the class back together onto the carpet or at the table
and play one more round of the game, giving every student a chance
to answer.
2. Next ask the students how they felt about the game and how they
did. To end the lesson, talk about how practice can really help them
to know their sight words, sounds, and alphabet and that practice
can be fun.
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7. Evaluation-
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1. Jot down your observations for each individual child on a notebook
and be sure to write which letters/sight words each child has trouble
with.
2. Check the scores on the chalk boards to see how many answers each
group got correct.
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8. Teacher Reflection-
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| For students who have been having trouble with sight words, the
alphabet letters or sounds, give them 2 extra chances to guess the
correct answer. Help them out when they ask for help and pair students
who have trouble with a peer who knows the alphabet and sight words
so that the peer can help them and give them hints on what the letter,
sound or sight word is. Give the students who are having trouble two
hints when they become frustrated, such as a letter sound and showing
them the letter, then have them guess what the word is. |
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