Phonemic Awareness

Topic: Phonemic Awareness, Letter Grade Level: Name: Veronica Madden

Sounds, and Sentences Kindergarten

Lesson Type: #_5__ in a series - Performance Level: Group Size:

New Material and Some Review On Whole

Standard/s:

CCSS.ELA-LITERACY.L.K.1.A
Print many upper- and lowercase letters.

CCSS.ELA-LITERACY.RL.K.2
With prompting and support, retell familiar stories, including key details.

ABCD Objective/s:

The students will be able to identify the correct letter to go with a specific picture by placing the correct
picture card next to the letter without any mistakes.

The students will be able to identify the correct letter and write it next to a specific picture without any
mistakes.

The students will be able to complete the simple sentence by writing in the appropriate missing word
without any mistakes.

*Kid-friendly Learning Target:

I can retell parts of a story.
I can write the letters d and z.
I can make sentences with the words for and have.

Assessment plan for each objective:

I will be having the students practice identifying sounds using pictures and placing the appropriate
picture card next to the letter that it starts with.

The students will complete sentences with the correct words.

The students will identify the correct letter that goes with a word with the letters d and z. They will write
the appropriate letter next to the picture.

Key vocabulary terms and definitions:

Beginning- the point in time or space at which something starts.

Middle- the point between the other sides or parts of the story.
End- a final part of something, especially a period of time, an activity, or a story.

Materials:
Book Higgelty Piggelty with Poem
Book: The Wheels on the Bus by Maryann Kovalski
Pocket Chart
Sentence Cards
Letters- d, z, and r
Picture cards
Letter cards for spelling the words for and have
Practice Pages 55 and 56
Valentines Bags Supplies for fast finishers

Differentiation/Accommodations:
Extend- Some of the students are able to understand sentences more clearly. These students will
likely be able to help point out what needs to change to make sentences correct. Other students can
too, and it is good for them to see it and learn it.
Support- Some of the students require assistance in knowing what the pictures are of during the
picture cards. I can tell them what the pictures are and help them make the first sound.
Some of the students also require assistance in writing letters correctly. I can tell them what needs to
change in order to make letters be written correctly.
Management Decisions
Behavioral Expectations: Think Transitions from place to place Fast Finishers
Champs: Conversation, help, or between activities: They will be starting to
activity, movement, participation, I will have a transition for the picture work on their Valentines
success. cards. I will have the students stand bags due to a lack in time
in line and then go back to the rug with the holiday.
I will ask the students to raise for the next part of the lesson.
their hand when they want to
answer a question. For the sentences I will have all of
the students turn around. I will have
I will have the students getting up then stand up and spin in a circle
throughout the lesson which and then sit down in their spot for the
allows them to move and wiggle a sentences.
little.
I will explain the practice pages, then
If they start to get a little restless ask the students to go back to their
we will have a wiggle activity seats and I will pass out the pages to
where we can stand and wiggle each table.
like a noodle and then sit back
down.

The students will be invited to

participate throughout each part
of the lesson through questions
and prompting.

Attention Signal (Regain Student Material Management Grouping

Focus)
I will have all of the materials Whole Group Lesson
1, 2, 3 Eyes on me. 1, 2, Eyes on prepared and near me in an
you! organized fashion in order to be able
to go from one part of the lesson to
the next.
Lesson Sequence
Time What the teacher is doing What the students are doing
10 Gain Attention/Activate prior knowledge: The students will answer if
min they remember what the
We will start by reading a poem. I will say, Today we are sounds of different letters
 going to read a poem. I will read the poem. I will say, Now make in words.
we are going to see who remembers what sounds different
letters make in words. I will say, Im going to think of a word When I share what a sound is,
from the poem we just read and have you guess the word. I the students will raise their
will say, Raise your hand if you know what the word is. I will hand if they know what the
say the sounds of each word. I will say, The sounds in the word is. I will then call on a
word are /i/ /z/ (is). I will ask, Who knows what the word is? I student and have them tell me
will then try different words from the poem such as hog, fat, what they think the word is.
and home.
The students will continue to
After the poem, I will read a book called The Wheels on the raise their hand and tell me
Bus by Maryann Kovalski. I will ask the students, Who what they think the words are.
remembers some of the things that a good reader does?
The students will share what
I will then say, Lets do what a good reader does while I read they have learned about that a
this book. good reader does.

I will start by talking about what is on the cover and ask, The students will share ideas
What do you think the story will be about by looking at the of what the story might be
cover and the title? about.

At the end of the book I will ask, What happened at the The students will give ideas of
beginning of the story? what happened throughout the
story with what happened in
I will then ask, What happened in the middle of the story? the beginning, middle, and
end.
I will then ask, What happened at the end of the story?

I will listen to the ideas, and make sure that we have talked
about all of the main points. I will bring up any main points if
they were missed and talk about them with the students.

5 min Input & Modeling (Sequential step-by-step instruction) The students will watch the
letters and the sounds that I
We will be reviewing the letters for d, z, and r. say.
I will talk about the sounds that each letter makes.
I will give an example with a picture for each letter. The students will say the
letters and sounds with me.
Later, we will review the words for and have.
I will spell for in the pocket chart and ask the students to The students will practice
count the sounds in for with me. We will count them out going counting the sounds in the
/f/ /o/ /r/. word for.

I will ask the students to spell the word for with me. The students will then help me
spell the word for.
I will then repeat the same steps for the word have.
The students will do the same
thing with the word have.

10 Guided practice: The students will get in line

min We will practice what we have learned about each of the behind a specific student.
letter sounds of d, z, and r. The letters will be set up at the
front in the pocket holders. The students will move forward
to get their card.
 I will instruct the students to line up behind a specific student.
Each student will put their
I will give each student a card with a picture on it that starts picture in the pocket that has
with the letter d, z, or r. the appropriate starting letter.

I will then have the students match their card with the specific The students will say the
letter. pictures with me and help me
decide if they start with the
Once they have finished, I will have the students sit back on correct letter.
the rug until everyone has finished.

We will then go through each letter on the pocket chart and The students will read the
check if they are correct. sentences with me.

Later, we will make sentences with the word for in them. We The students will help me
will be making five sentences. I will put the first sentence up. decide how to change the last
few sentences to make sense.
After going through the sentence and reading it all together We will read the last few
we will go to the next sentence. sentences together.

On the fourth and fifth sentence I will move some of the

words out of place. We will read the sentence. I will then ask,
Does that sentence make sense?

I will ask the students, What can we change so the sentence

makes sense?

I will keep asking the students until we have the sentences

and can practice reading them together a few times.

1 min Closure/Summary:
I will say, Now that we have practiced our d, r, and z sounds
and read our sentences with the word for, we are ready to try
it out on our own. I will continue on saying, Now you will be
able to do this paper by writing in the letters that go with the
pictures, and writing in the words to complete the sentence.

12 Independent practice: The students will tell me what

min The students will use a practice page to practice writing the they are supposed to be doing
letters d and z, and recognizing what pictures start with the with their paper. They will then
letters d and z. return to their seats and I will
pass out the papers. They will
I will then explain the paper at the rug. I will ask the students begin on the papers. Once
if they know what they are supposed to do. I will have at least they are done they will come to
two students explain what we are supposed to do until I know me and I will instruct them to
that each student knows what is expected. I will then tell the work on their Valentines bags
students that once they are finished they can come to me and and they can go start on that.
I will have them start on something else. The students will be
working on their Valentines bags per request of Mrs.
Christensen.
Items to be collected as a result of this lesson:

I will be collecting practice book page 55 and 56 which has the students practice using the letters d and
z by writing them next to matching pictures. It also has them complete sentences using the words for
and have which we have learned about.