1. Overview: Jump!

; Rhyming/Concepts of Print/Gross Motor Skills, Kayla Harrison

2. Objectives/Justification/Standards
a) ESSENTIAL QUESTIONS / KEY IDEAS
1. I will be working students in a small group that
promotes socialization between the students and myself.
2. I will be working on concepts of print,
comprehension of a story, and key details of a story.
3. I will be engaging students in gross motor
movement during the reading of the story.
4. I will be working with the students on rhyming
words.
5. Students will focus attention on tasks and
experiences.
6. The uniqueness of each family will be discussed
and respected by the students.
b) OBJECTIVE (NJ Standards1):
1. Students will be able to engage in a group
discussion about the animals featured in the story, after a book walk. (NJ
Standard 0.1.3 Actively engage in activities and interactions with
teachers and peers.) (NJ Standard SL.PK.1,a,b Participate in
conversations and interactions with peers individually and in small and
large groups.)
2. Students will be able to identify the role of the
author and illustrator in Jump! by Scott M. Fischer. (NJ Standard
RL.PK.6 With prompting and support, identify the role of author and
illustrator in telling the story.)
3. Students will be able to participate in a read aloud,
and ask and answer questions about unfamiliar words in Jump!. (NJ
Standard RL.PK.10 Actively participate in read aloud experiences using
age appropriate literature in individual, small and large groups.) (NJ
Standard RL.PK.4 With prompting and support, ask and answer
questions about unfamiliar words in a story or poem read aloud.)
4. Students will be able to make predictions about the
story, and what will happen next. (NJ Standard 9.3.3 Predict what will
happen next based on prior experience and knowledge and test the
prediction for accuracy.) (NJ Standard RL.PK.10 Actively participate in
read aloud experiences using age appropriate literature in individual,
small and large groups.)
1 Preschool Teaching and Learning Standards. (2014, January 1). Retrieved March 31, 2015, from
http://www.nj.gov/education/ece/guide/standards.pdf

5. Students will be able to develop and refine motor

skills through a gross-motor activity during the reading of the story. (NJ
Standard 2.4.2 Develop and refine gross-motor skills (e.g., hopping,
galloping, jumping, running, and marching).)
6. Students will be able to identify rhyming words in
Jump!, and identify them in a picture sort. (NJ Standard 0.4.1 Engage
appropriately with peers and teachers in classroom activities.) (NJ
Standard RF.PK.2,a Demonstrate understanding of spoken words and
begin to understand syllables and sounds (phonemes). a. Recognize and
produce simple rhyming words.)
7. Students will be able to focus attention on the task
at hand and complete the teacher-directed rhyming sort. (NJ Standard
9.1.3 Focus attention on tasks and experiences, despite interruptions or
distractions.) (NJ Standard 9.1.5 Bring a teacher-directed or selfinitiated task, activity, or project to completion (e.g., showing the teacher,
Look!-I finished it all by myself!)).
8. Students will be able to describe familiar people,
places, and events through a dramatic play production of the story Jump!
by Scott M. Fischer. (NJ Standard SL.PK.4 Begin to describe familiar
people, places, things, and events, and sometimes with detail.) (NJ
Standard RL.PK.3 With prompting and support, identify characters,
settings, and major events in a familiar story.)
9. Students will be able to role play characters from a
familiar story, along with their peers. (NJ Standard 1.3.2 Use memory,
imagination, creativity, and language to make up new roles and act them
out.) (NJ Standard 1.3.3 Participate with others in dramatic play,
negotiating roles and setting up scenarios using costumes and props.)
(NJ Standard 0.5.4 Take turns.) (NJ Standard 0.5.1 Play independently
and cooperatively in pairs and small groups.) (NJ Standard 9.2.2 Use
the imagination to solve problems, use materials, role play, write stories,
move the body, or create works of art (e.g., create pretend spinach out of
torn green construction paper to serve for dinner).)
10. Students will be able to express individuality and
cultural diversity when engaging in the dramatic play production of
Jump! for the families. (NJ Standard 6.1.3 Express individuality and
cultural diversity.)
11. Students will be able to demonstrate appropriate
audience behavior, and participate in the roleplaying performance. (NJ
Standard 1.3.8 Begin to demonstrate appropriate audience skills during
storytelling and performances.) (NJ Standard 1.3.6 Participate in and

listen to stories and dramatic performances from a variety of cultures and

times.)
c) Justification:
a. The cooperating teacher has been working with the
students on rhyming words because March is Dr. Seuss month. Since theyve
been working on rhyming, I thought it would be a good idea to continue
practicing rhyming words through a read-aloud and a rhyming picture sort.
b. I have noticed, through observations, that the children love
reading stories about animals, and love to play with the animal toys during
free choice. I felt that exploring their interests in animals would make the
lesson more fit and appropriate for this group.
3. Assessment
c) Pre-Assessment
a. Through observation (informal), I will assess the students
abilities to work in a small group and participate in discussions, while
focusing attention on the task in the group.
b. Students are learning about rhyming words in the
classroom with the cooperating teacher, therefore, the teacher has kept track
of their achievements (formal), and no additional pre-assessment is necessary.
c. Through conversation with the cooperating teacher
(informal), I will gain knowledge of the gross-motor abilities of the students.
d. Through observation (informal), I will assess students
knowledge about print concepts, and the role of an author and illustrator of a
book.
e. Through observation (informal), I will assess students
strategies when being confronted with unfamiliar words in a text.
f. Through observation (informal), I will observe students
understanding of role playing at the dramatic play center during free choice.
g. Before reading the story, I will ask students to discuss
animals they saw on the pages during the book walk. This will assess their
ability to describe familiar situations and places or things.
h. Through observation (informal), I will assess students
audience behavior during a read-aloud, or dramatic play performance.
d) Checking for understanding
a. I will check the students comprehension of the story and
concepts about print by asking questions such as Where is the front cover?,
Where is the back of the book?, What animal is this?, and What do you
think will happen next?
b. I will ask students if they know what certain words mean,
that I know are unfamiliar to most of them. This will assess what strategies
they use to learn new words.
c. I will check for understanding of rhyming words by asking

the students questions throughout the story such as Do any of these words
sound similar? and Why do the words frog and log sound similar?
d. I will check the students gross-motor skills by having
them jump up every time the text says JUMP!
e. I will check students role playing abilities by having them
take turns imitating the animal on the page. This gives them an opportunity
to use their imagination and creativity to create a role.
f. I will check for understanding of appropriate audience
behavior by observing during the read-aloud.
e) Post-Assessment
a. Students will engage in a rhyme picture sorting activity
after reading the story, which will allow me to informally assess their
knowledge of rhyming words.
b. Students will be asked questions, after the book is read,
about some of the animals they saw, which will assess their ability to describe
familiar things.
c. Students will be informally observed throughout the day to
assess their understanding of working in a small group, participating in
discussions, and exhibiting appropriate audience behavior.
d. Students will engage in a dramatic play performance where
they will choose which animal they want to be, and they will act out the story
we read in class. This will assess their ability to role-play, their
understanding of taking turns, and their gross-motor skills when they need to
jump.
e. Students will perform this dramatic play for families,
which I will observe, which will assess students understanding that every
family is unique and should be respected.
4. Learning Experience
a) Brief description/table/or visual of learning experiences
a. I will engage the students in a book walk of Jump! by Scott
M. Fischer.
b. The students will share about some of the animals they saw
during the book walk. This may include experiences theyve had with the
animal, or if they own the animal as a pet.
c. I will re-read the title and the author, then we will read
Jump! by Scott M. Fischer. During the reading, I will prompt students with
questions that will assess their comprehension of the story. The students will
be standing during this read-aloud. Every time the story says, JUMP!, the
students will jump in the air once.
d. During the reading, I will also ask the students about
words that rhyme in the passage, unfamiliar words, and about some of the
animals.

e. The students will engage in a rhyming sort activity. This is

a picture sort, which means the students will match the pictures that rhyme.
The pictures correspond to the story plot. For example, I may have a picture
of a frog, a cat, a log, and a mat. The students would be expected to match
the frog with the log, and the cat with the mat, because they rhyme. Before
the sort takes place, I will make sure the students know what each picture
represents by reading them aloud.
f. We will re-read Jump! by Scott M. Fischer for the purpose
of getting the students familiar with it.
g. Students will choose an animal from the story that they
would like to role play.
h. Students will put on a dramatic play production for the
class, and their families. This allows the students to retell a story, role play,
and connect with families.
b) Plan a connected learning experience: The lesson will be taught in a small
group, with about 5-6 students. The students will participate in a role-playing
experience, that pertains to the book read in class, with their families watching. This
experience provides a home and school connection because the production is done in
front of the families. Families and students will get to connect through this
production, and conversation. Families and students will recognize differences in
one another.
c) Address the following important considerations for diverse learners
(developmental variations, contextual factors, culturally responsive practices).
1. The lesson instruction includes literacy, and dramatic play.
These experiences are built upon the students interests and will create an
integrated learning environment.
2. The students will participate in a rhyme sorting activity
that will be featured in a center during free choice. The students will be able
access it and practice their rhyming/phonological skills through a fun activity.
I will guide the students through the activity during the small group session, if
they show difficulty with the task.
3. The story we will read requires the students to think at a
higher level. The students will be required to think behind the words on the
pages. They will need to recall familiar situations and events to make a
prediction as to what each animal might do next. Students will develop selfregulation through the use of play during the role-play production. They will
be able to pretend play as the animals, and then put on a production for their
families.
4. The students will be able to listen to the story, as well as
view the illustrations that correspond with the text. The students will also be
experiencing role-playing, which is a Kinesthetic and Visual experience. The
students will engage in a rhyme sorting activity that involves using their

phonological skills. All of these components of the lesson make the lesson a
multi-modal, multi-sensory experience.
5. The activities and small group experiences support
childrens approaches to learning. The discussion before the story allows
children to engage in conversation (initiative, engagement, and persistence).
Listening to the story and answering questions about it promotes thinking at a
higher level and engaging in discussion (initiative, engagement, and
persistence). The rhyming activity allows children to apply what they have
learned in the classroom, and if they have difficulty, they will be guided until
they can perform the task individually (Children apply what they have
learned to new situations; initiative, engagement, and persistence). The
family production allows the students to be creative, and retell a familiar
story (creativity and imagination).