GCU College of Education

LESSON PLAN TEMPLATE

03/2014

Teacher Candidate: Linda Blakley

Grade Level: Kindergarten
Date: March 26, 2018
Unit/Subject: Unit 6 Cycle 2 Day 1/ RELA
Instructional Plan Title What happens in different kinds of weather? Day 1

I. PLANNING
Lesson In whole group instruction, students begin examining text related to different kinds of weather and while
summary employing the visualization reading strategy to help ensure comprehension. Students will also begin
and focus: learning that the initial /k/ sound is produced by the letter k- in many words while the final /k/ sound in
some words may be produced by -ck. Introduction to this week’s sight words, she and was, will also
occur. For grammar, students will quickly identify plural nouns within given sentences and the /s/ sound
associated with plurals.
Classroom  Three students reading DRA level 2-3, five students reading at level 3-4, nine students reading at
and levels 4-6 per assessment in January. One male student is an English Language Learner who is
student reading at a level 2 due to his lack of English vocabulary; this student receives ESOL support
factors: services and needs support in the production of phonemes. This class is composed of more girls
than boys. Three girls and one boy receive support from the Early Learning Center for social and
emotional development.
 Due to the young age of the students, brain breaks are included in planning and may also be
implemented as needed when students get restless or appear to lose focus.
 Each of these must be taken into account regarding story vocabulary, high-frequency word
recognition/identification in the morning message, and comprehension of a harder text. The ELL
student requires some additional support for the production of certain blends phonemes.
 Additionally, a pre-kindergarten student has recently been assessed at a high reading level and
now sometimes joins the kindergarten class for RELA instruction, whole class and small group
guided reading.
National Maryland Common Core Standards:
/ State SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly
Learning L.K.5.c Identify real-life connections between words and their use (e.g., note places at school that are
Standard colorful).
s: L.K.2.c Write a letter or letters for most consonant and short-vowel sounds (phonemes).
RF.K.3.c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
L.K.1.c Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

Source:
http://mdk12.msde.maryland.gov/instruction/curriculum/reading/includes/AdditionalFiles/MCCRS%20Ele
m%20School%20(PK-K).pdf
Specific learning target(s) / Teaching notes:
objectives: This is the first day of the second week of the sixth unit. The first week involved
1. Students will verbally examination of seasons and the differences between seasons. This week will focus
share their own weather on how weather can change and the differences between specific kinds of weather.
experiences and connect
those weather
experiences with the
day’s vocabulary and the
topic of the text.
2. Students will be able to
decode words, thinking
about the location of the
/k/ sound, and connect
them with an image
associated with the word.
 3. Students will display an
understanding of the
meaning of two new
sight words, she and was,
by reading them in given
sentences and making up
their own sentences
using these words.
4. Students will identify
and/or form plural nouns
through the addition of
/s/ or /es/.
Agenda: Formative assessment:
1. Morning Message 1. Teacher observations during lessons for phonemic awareness, phonics, and
2. Brain Break grammar lessons
3. Intro guiding question 2. Teacher observations of turn-and-talk in relation to questions about the text
4. Smart Board Presentation for indicating student understanding and text-to-self connections
Phonemes/Phonics and sight 3. Student independent work for phonics (at the conclusion of the lesson plan)
word sentences
5. Brain Break
6. Read Rain and model
visualizing
7. Students receive instructions
for a center activity and begin
small group rotations.
Academic Key vocabulary: Function: Form:
Language: predict The use of the key vocabulary is intended to
temperature support comprehension of the text, Rain. Students
visualize should understand that meteorologists predict the
weather. Students should be able to identify rain as
a kind of weather. They should also understand
that we measure the temperature of the air to
determine if it is hot or cold each day. Each of
these terms is terms related to weather.

Instruction 1. Easel, dry erase markers, dry erase eraser and teacher’s pointer
al 2. Equity sticks
Materials, 3. Unit 6 Big Book for guiding question introduction pages (p. 20-21)
Equipment 4. Smart Board, projector, computer, Smart Notebook presentation (for phonics and sight words
and activities;)
Technolog **The Smart Board is mostly functional, but alignment attempts have not yet been successful
y: resulting in a misalignment of the pen and cursor. **
5. Unit 6 Big Book for Rain text and teacher’s pointer
6. Independent Seat Work: Worksheet forming words ending in -ck, illustrating these words indicating
comprehension after decoding and early finishers may use the words in sentences on the back of the
paper.
7. Centers: Writing center: “growing a flower” with sight word recognition/usage or /k/ sound words
and usage; Library center: students may read from the classroom library or use many of the reading-
based materials located in the center; Dramatic play center, computers, or listening center (based on
cooperating teacher’s rotations)
8. Homework instructions in the student’s homework journals (Use the new sight words, she and was,
in written and illustrated sentences later in the week.)
Grouping:  During the examination of the Morning Message, the sight words chosen for identification are
assigned to students in certain homogeneous reading groupings.
 Students will use the turn-and-talk with a partner strategy in which groups are heterogeneous during
the reading of the big book text and discussion.
 Student independent seatwork activities also have students grouped homogeneously as they rotate
seatwork/centers/guided reading in homogeneous groupings.
 II. INSTRUCTION
A. Opening
Prior Students gather on the carpet and read the morning message independently. Students will fluently
knowledge identify the previously introduced sight words or high-frequency words. Particular students are called
connection: based on the selection of their equity stick or to redirect students. The class reads the morning message
together with the teacher’s guidance on difficult or unknown words using reading strategies.
Anticipatory Students are asked to share their experiences with weather, during the morning message question and
set: the introduction to the guiding question. Students will access their background knowledge on the subject
and orally relate it to their peers.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do Students Do Differentiation
1. The teacher guides the students 1. Students walk down the stairs,
down the stairs from breakfast and unpack, and bring their necessary
instructs them to unpack, bringing items into the classroom. They also
their folder and necessary materials unstack chairs at their tables and
into the classroom. The teacher organize their tables quickly before
praises and rewards students who they follow of a daily routine of going
are meeting or exceeding to the carpet and sitting down. Once
expectations. seated, students begin reading the
Morning Message, written on the
easel, to themselves.

2. After ample time for all students to
engage with reading the morning
message, the teacher selects
students to identify sight words
(words are selected based on the
reading group and student
weaknesses daily). Students may
also offer to identify chunks or
unfamiliar words.
3. The teacher instructs the students
that it is time to read the morning
message together and guides the
students using the pointer. The
teacher pauses at any questions and
provides some students the
opportunity to share their
responses willingly by raising their
hands or through the selection of
equity sticks.
2. Students who are called upon will use
the known color coding used by their
teacher for identifying sight words or
chunks. Students sit patiently awaiting
their peers to complete the requests as
well as paying attention,
reading/looking to identify the sight
words, etc. to be prepared to assist
their peers. Students may be selected
by the students who are struggling for
support.
3. Students read the morning message
with the teacher using decoding
strategies and comprehension
strategies. Students are also allowed to
respond to questions in the text of the
morning message.
 Students are assigned the
identification of sight
words based on their
individual
needs/weaknesses or
homogeneous reading
groupings.
 Students who lose focus
will be refocused, verbally
or nonverbally, or selected
to participate.
 Students receive Class
Dojo points awarded by the
teacher for appropriate
actions and meeting
expectations as well as
verbal and nonverbal
praise.

4. The teacher leads the students to 4. At the conclusion of the morning

the conclusion of the morning message, students will have a brain
message in a brain break. break.

5. At the conclusion of the morning
message, the teacher leads the
students in the observation of p.
20-21 in the Big Book involving a
picture of a girl in the rain. The
5. Students observe the Big Book pages
and share what they see. They then
turn-and-talk to their neighbor in
response to the “Talk About It”
question. Students quickly share their
 teacher reads the “Talk About It” ideas with the whole class as selected
question at the bottom of p. 21 by the teacher.
aloud and asks the students to turn
and talk to their neighbor. The
teacher observes this conversation
and keeps it short. The teacher
selects the students to share their
responses.

6. The teacher then asks the students 6. Students follow the teacher’s direction  The ELL student shall
to stand up, turn around, and sit to face the “screen”. The students receive further support
back down facing the SmartBoard listen to the words produced by the with regards to enunciation
“screen”. The teacher begins the teacher and repeat the names of the and proper mouth
presentation for phonemic images. Students shall restate the formation for the
awareness/phonemic isolation. The names of the items and isolate the /k/ production of the /k/
teacher displays images of a koala, sound. They can identify that the sound.
a key, a king, and a kite. The phoneme appears at the beginning of
teacher orally identifies each image the word.
with students repeating the name
of the image. The teacher tells the
students that each of the words has
the /k/ sound. The students are
invited to say the words with the
teacher isolating the initial /k/
sound.

7. The teacher then shows the
students images of a duck, lock,
clock, sick, and a truck. The
students are to repeat the names of
the objects after the teacher
identifies the objects. The teacher
then asks where the /k/ sound is.
7. The students will state the names of
the objects in the images and identify
that the /k/ sound is at the conclusion
of the word. The students restate the
names while isolating the /k/ sound.
 The ELL student shall
receive further support
with regards to enunciation
and proper mouth
formation for the
production of the /k/
sound.

8. The teacher then transitions in the 8. Students will decode the words and
next slide to the Phonics match them to the images per the
presentation. The students must teacher’s instructions.
decode /k/ sound words and draw a
line from an image to the word
indicating an understanding of the
sound /k/ and its placement within
the word. The words and images
used are the same as above.
Additionally, the teacher shall
point out that some words contain
the letter Kk and others contain -
ck. The teacher will help with
decoding as needed and guide the
students in drawing a line on the
Smart Board between the image
and the word.

9. The last portion of the presentation 9. Students help read the sentences in the
involves sentences for the students presentation and then share their own
and teacher to read together using individual sentences using these sight
the new sight words, she and was. words.
After reading each sentence, the
teacher invites a student to share
their own sentence using that sight
 word.

10. The teacher again leads the 10. The students participate in a quick
students through a second brain brain break.
break. The teacher then instructs
the students to sit back down so
they can see the big book.
 The use of visuals
11. The teacher will draw attention to 11. The students listen and receive the associated with vocabulary
the vocabulary cards hanging on information about the vocabulary help supports the ELL
the reading focus board. Prior to words predict and temperature. student.
reading the text, the teacher will
inform students about the meaning
of the vocabulary words, so they
comprehend the text. The
vocabulary, predict, means to think
about what will happen next and
what weather is happening next.
The other vocabulary term,
temperature, is how we determine
how hot or cold it is.

12. The teacher turns to the story Rain 12. Students listen to the statements from
in the big book. The teacher shares the teacher about the story to increase
that this story is a fantasy, so the comprehension.
characters, people, or animals are
not real and that there are events,
like animals talking that do not
happen in real life. The teacher
introduces the story by stating that
the story is about the rainy season
in Africa. The teacher tells the
students that she will visualize and
invite them to close their eyes and
visualize as well. The teacher
reminds the students that when you
visualize, you see what is
happening inside your head like it
is happening to you or you are
watching a movie.
13. The students close their eyes to
13. The teacher reads the text stopping
visualize as well.
on p. 4-5 to visualize. The teacher
closes her eyes for a moment and
invites the students to do the same.
The teacher notes that the red soil
is hot and dry in the bright, hot
sun. The teacher models
visualizing by saying she feels hot
and can feel the dry ground as well
as see the cracks in the ground.
The teacher states that visualizing
helps understand better the setting
of the story.

14. The teacher continues to model 14. Students listen/read along and
visualizing while reading the story visualize with the teacher.
with student participation as
 needed.

15. The teacher says that they need to
examine some of the sentences in
the text because some of the words
are nouns (a person, a place, or a
thing) that indicate more than one,
or plural. The teacher refers to the
following sentences with an
examination of the bold words:
 I must tell the zebras.
 Lightning flashed.
 We must tell the baboons.
 Thunder boomed.
 A raindrop splashed.
15. The students responding by stating
that “zebras” indicates more than one
zebra, lightning is only one, baboons
indicate more than one, thunder is
only one sound, and that raindrop is
only one drop. The students should be
able to indicate that plurals end in /s/
and s or es.

16. The teacher briefly introduces the

new “grow a flower” center 16. Students observe the directions for the
activity located in the writing writing center activity of the week.
center. The students shall roll dice,
add the numbers together, and read
a word from one sheet of paper. If
they get the word right, they grow
the part of the flower
corresponding to that number and
continue, taking turns until a
flower is completely grown. The
students have the choice of a sight
words sheet or /k/ sound words
sheet. The students then write the
words on a dry erase board and
orally read them again. If time,
they play again with their
partner(s) using the other set of
words.

17. The teacher explains the day’s

independent seat work working
17. Students listen to the seat work  Extension: Early finishers
directions. When finished they begin of early independent seat
with the phonics lesson for the /k/
moving in the direction necessary for work are instructed to use
sound. When finished, the students
small group rotations. the words in sentences on
should turn the paper over and
write sentences using the words. the back of the worksheet.
She gives the sheets to the orange
group to begin seat work,  Most differentiation occurs
dismisses the yellow group to in the small group guided
centers, and asks the green group reading with the selection
to get their bag of books for small of books, selection of
group and move to the teacher’s reading strategies, etc.
table.
 III. ASSESSMENT
Summative Since this is the first day of this week’s instruction, the summativeDifferentiation:
Assessment: assessment is not useful at this time. Repetitive lessons will ensureWhen the Unit 6 assessment is
learning, practice, and retention to be observed with the Unit 6 given, a small group of students
assessment at the conclusion of the cycle. who need support academically or
behaviorally may be pulled for a
small group assessment
administration. The assessment
will not be shortened or
administered in different sections
as no student has demonstrated a
significant issue with remaining
focused for that period of time.
Closure: The teacher asks students to provide them one word that includes the /k/ sound.

Homework: The students receive a homework calendar in their homework journal. Their homework for tonight
practices a skill from last week as the students are able to complete independently. Toward the end of
this week, the students are asked to write a sentence for each of this week’s sight words and illustrate
these sentences.

Morning Message:

March 26, 2018

Dear class,

Today is Monday and we will begin talking about weather. Did you enjoy last week’s weather? We will read the new
story “Rain”. Later this morning the librarian will come to read to you. You also have Lending Library this afternoon.
Are you ready to have a fun day?

Love,

Mrs. Blakley

Sight words to identify: will, you, are, this, did, is, have, read, come (priority)

Blends for students to offer to identify: -ay (long a sound), -ing, ee (double vowel pair for long e sound), ea (vowel pair
for long e sound), -er (at the conclusion of a word; r-controlled vowel)

Independent seatwork:

(front is for -ck words; back is lined for writing sentences)

Name____________________________________________________ Date ________________________

-CK Words In each box, finish the word by putting “ck” in the blanks. Sound out the word and draw a
picture of what the word says.

tru ___ ___ lo ___ ___ clo ___ ___

du ___ ___ ne ___ ___ cra ___ ___

ba ___ ___ si ___ ___ sti ___ ___

Now, try using the words in sentences. Use your best handwriting and stay on the lines.
(Differentiated for Yellow Group)

Name____________________________________________________ Date ________________________

-CK Words In each box, finish the word by putting “ck” in the blanks. Sound out the word and draw a
picture of what the word says.

tru ___ ___ lo ___ ___

du ___ ___ ne ___ ___

 ba ___ ___ si ___ ___

Now, try using the words in sentences. Use your best handwriting and stay on the lines.
This portion of the page shows thumbnail images of the Smart Notebook presentation for phonemic awareness (phoneme isolation) and phonics: