Rhodes 1

Teacher Candidate: Randi Rhodes

Subject/Grade: ELA/Kindergarten

Lesson # 5
Date and Time of Lesson: 11-13-14 10:00 AM

Learning Objective:
After discussion and a shared reading, students will be able to identify basic features of print, such as left to
right, top to bottom, page by page, space between words, upper- and lowercase letters and the format of
spoken words.
Alignment with Standards:

Reading Standards: Foundational Skills (K-5)

Print Concept:
1. Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page-to-page.
b. Recognize that spoken words are represented in written language by specific sequences of
letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name upper- and lowercase letters of the alphabet.

Developmental Appropriateness or Cross-curricular connections:

Students have been working with sentence structure and word and letter recognition since the beginning of
school. This is be the first time that students will work as a class to work through basic concepts of print with a
book. This objective is the basic foundation for reading so it is important for students to learn where to start
reading and where to end, what the uppercase letters indicate, and that space is needed between words in a
sentence. If students have a strong understanding of the concept of print than it is setting them up for success
in reading.
Assessment(s) of the Objectives:
Lesson Objective(s)

Assessment(s) of the
Objective(s)

Use of Formative
Assessment

After discussion and a

shared reading, students
will be able to identify basic
features of print, such as
left to right, top to bottom,
page by page, space
between words, upper- and
lowercase letters and the
format of spoken words.

Pre I will ask the students

what the first thing they do
when they pick up a new book.
This will generate discussions
about what they see and where
they look for information about
the book. I will also ask if the
students can verbally tell me
where they would start reading
on any book. I will call on a few
students to answer the
questions.
During On each page of the
book I will call on a few
students to show me where
they start reading, where they
stop reading, how did they

The pre-assessment will

tell me how advanced
some students are in this
subject area and what
students will need extra
help throughout the
lesson. The duringassessment will allow me
to adjust or repeat any
strategies I may have used
so far in the lesson. The
post-assessment will
determine what students I
need to work one on one
with and maybe use a
different style of teaching
with them.

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know, show me a letter on the

page, show me a sentence,
show me a word, and etc. I will
take notes of which students
can accurately show me the
things that I ask.
Post The students will have a
worksheet to complete. They
will have to color the different
box the appropriate color. For
example, color all of the
sentences green, color all of
the single letters blue, and
color the words red.

Accommodations:
The lesson will mainly be whole group instruction therefore the fast pace learners will get a chance to express their
knowledge by showing examples or answering questions. For the post-assessment activity, students that finish early will
complete another worksheet that will require them to color code numbers and letters. If those students finish both of
the sheets before the others finish than they will be instructed to turn their paper over and write the letters in
uppercase and then lowercase. For my low performing and one resource student, I will allow each one of them to come
up and answer a question so that they are actively participating in the lesson and are engaged in the learning. They will
also have the guidance of peers in whole group discussion. I will frequently check on their progress with the postassessment activity. Auditory learners will benefit from the whole group discussion and shared reading we will conduct.
The visual and kinesthetic learners will benefit from getting up and actually showing me in the book where the answer
is.

Materials:
Clouds by Brian and Jillian Cutting
Concepts of Print Activities by Jennifer Tilton
Pointer
Crayons
Procedures:
Probing Question: Why do we need to know these things about print?
1. I will call the students to the carpet and instruct the students to get to where they can see the big
book.
2. I will begin by asking the students what is the first thing that they do when they pick up a new book. I will allow
three students to answer.
3. Based on their answers, I will generate a discussion about how I would look at the cover and read the title and
why I would do that.
4. I will ask the students to verbally tell me where they would start reading at in any book and why. I will also ask
where they would stop reading and why.
5. After I allow two students to answer, I will explain that I will be reading this big book to them. After I read it the
first time, the students will help me read it again and I will be stopping on each page to ask questions.
6. I will read the book fluently and all the way through the first time.
7. Next, I will instruct the students to read with me and I will begin reading again.
8. On each page I will be instructing students to show me where to begin reading, where to stop, show me a letter,
show me a word, show me a uppercase letter, show me a lowercase letter, circle a sentence, and more.
9. When I get through the whole book, I will ask the students why they think it is important to know the things that

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we discussed in this book. I will call on four students to answer

10. I will show the students the worksheet that they have at their tables and explain what they are expected to do.
11. The students will go back to their tables and begin the worksheet.
12. If students finish early, I will show them what to do on the next worksheet and they will complete that one.
13. After the class, or majority of the class, is finished, I will call times and I will collect the sheets.
Lesson Closure: As I am taking up the papers, I will ask the students to think about how they can use what we learned
today during readers workshop.

Activity Analysis:
1. The first activity is the shared reading big book. I will use direct instruction with this activity because I will be
asking students specific questions that have limited answers. The questions will be designed to get the students
engaged in the lesson by having them participate in finding the answers. This activity will be in whole group
instruction so that the students will benefit from hearing each others answers and having the whole class agree
or disagree. Since we will be talking and looking at the book this will be helpful to the auditory and visual
learners. I will have the students get up one by one to come show me the answer in the book so that it will help
students stay active. I will not be using technology during this activity because the students are benefiting from
an actual visual that they are flip pages to read. The rest of the activity we will be verbally discussing the
concepts we point out.
2. The second activity will be the color-coding activity. During this activity, I will be using indirect instructional by
having the students read for meaning. The students will be identifying where each box is a letter, word, or
sentence and then coloring them the appropriate color. The students will be doing this activity independently so
they will be discovering and practicing the concepts of print. I will be walking around to check the progress of all
students and especially the low performing students. This activity provides practice and visual aid for the
students. I will not be using technology during this lesson because the students will work independently with the
worksheet. The students will be using crayons during this activity and there is no apparent use for technology.

References:
Tilton, J. Concepts of print activities. Teachers pay teachers. Retrieved from
http://www.teacherspayteachers.com/Product/Concepts-of-Print-Activities-306699
Cutting, B. & Cutting, J. (1988). Clouds. McGraw Hill.