Jana Emrich Thematic Unit

By By Jana JanaEmrich Emrich

Rhyming Rhyming With With Bear Bear

Theme
Rhymes and Sight Words in Bear Stories

Skills and Concepts Skills and Concepts Rhymes, Sight Words,

Rhymes, Sightand Words, Vocabulary, and Vocabulary Comprehension

Jana Emrich Thematic Unit

Bear Snores On
by Karma Wilson

Bear Wants More

by Karma Wilson
2

Jana Emrich Thematic Unit

Purpose
The purpose of this unit is to introduce Kindergarten students to rhyming words. They will learn to recognize words that rhyme within the story, as well as produce rhyming words by adding new onsets to existing rimes. This phonological skill can help students recognize common chunks within words and decode new words when reading and spell words when writing. (Onset/Rime Games) This unit will also help students recognize common sight words. The larger the stores of sight words readers have, the more rapidly and fluently they can read a selection (Roe & Smith, 2012,2009). Students will be introduced to new vocabulary words. Students learn new vocabulary words through either direct or vicarious experiences. Read alouds are a great way for them to have vicarious experiences; they are offered words that may not be found in their daily experiences. (Roe & Smith, 2012,2009) All of these work together to enhance fluency. By reading fluently, less time is spent on decoding words which can then aide comprehension. This unit also emphasizes comprehension as it asks students to consider the relationships between the characters. By discussing these relationships the students should then be able to see how they can relate this to their own lives. By sequencing, students are asked to pay attention to the events in a book and how they come together to form a story. Comprehension is vital to engage students in reading. Students will activate their current schema about bears and add to it as we watch several videos showing actual bears in the wild.

Objectives
1. 2. 3. 4. 5. Students will recognize and create rhymes. Students will identify common sight words within the text. Students will sequence events in the story. Students will learn new vocabulary words. Students will discuss what friendship means and what it takes to be a friend.

Jana Emrich Thematic Unit

Common Core Standards

RF.K.2a,b,e Reading Standards: Foundational Skills (K-5) Phonological Awareness 2. Demonstrates understanding of spoken words syllables and sounds. (phonemes). a. Recognize and produce rhyming words. b. Blend and segment onsets and rimes of single-syllable spoken words. e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. RF.K.3c Reading Standards: Foundational Skills (K-5) Phonics and Word Recognition 3. Know and apply grade-level phonics and word analysis skills in decoding words. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).nd rimes of single-syllable spoken words. RL.K.2 Reading Standards for Literature (K-5) Key Ideas and Details 2. With prompting and support, retell familiar stories, including key details W.K.2 Writing Standards (K-5) Text Type and Purposes 2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. SL.K.1a,b Speaking and Listening Standards (K-5) Comprehension and Collaboration 1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. SL.K.6 Speaking and Listening Standards (K-5) Text Type and Purposes 6. Speak audibly and express thoughts, feelings, and ideas clearly.

Jana Emrich Thematic Unit

Lesson Plan Day 1

GRADE LEVEL: Kindergarten TARGETED SKILL FOCUS: Rhyming words OBJECTIVES: Students will recognize rhyming words within a text read aloud. Students will use the rhyming pattern and beginning letters to aide in word recognition throughout the text. ELA Common Core STANDARDS): RF.K.2a,b,e Reading Standards: Foundational Skills (K-5) Phonological Awareness 2. Demonstrates understanding of spoken words syllables and sounds. (phonemes). a. Recognize and produce rhyming words. b. Blend and segment onsets and rimes of single-syllable spoken words. e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. --------------------------------------------------------------------------------------------------------------------(PRE-READING PHASE): 1. Ask students to come to the floor in front of white board and teachers chair. 2. Tell students that today we will learn about rhyming words. Explain the parts of a rhyme and model the difference between an onset and a rime, by writing the word cat on the board. Draw a web (see page 12), provide the first rhyme bat, and then have students help fill in the other branches. 3. Lets listen to a song about bears and see if we hear any rhyming words. Ask students what they know about bears. Where do they live? What do they eat? Has anyone ever seen a real bear? Lets watch this video, maybe it will answer some of these questions for us! Start The Barefoot Bear video, which uses simple rhymes. This video shows actual bears in their natural habitat which will help children recall what they already know, or their schema, about real bears as well as getting them ready to listen for rhyming words. http://www.youtube.com/watch?v=6WanMSXSge0&feature=related Transition: Now lets listen to a story about Bear and his friends and see if we can find any rhyming words --------------------------------------------------------------------------------------------------------------------(DURING READING PHASE) 1. Show students the front of the book and read the title. Discuss who the author and illustrator are and then help them predict what the story might be about.

Jana Emrich Thematic Unit 2. As the first page is read, stop after the first rhyming couplet and ask students if they heard any rhyming words. Read again to verify their answers. 3. The rhyming words on this page are bear and lair. Take a minute to discuss the meaning of the word lair to the students. Write these on the board. (page 13) 4. Continue with story, stop at each rhyme and discuss with students, call on a variety of students to be sure all are understanding and engaging. At some points have students identify rhyming words by discussing amongst themselves. 5. When story is complete, go back to the words lair, den and cave and add them as vocabulary words on the board. Tell the students that these two words are synonyms and that they are both words for Bears home. Create web showing Bears home in the center. (page 12) Transition: How many of you have ever gone on a bear hunt? Lets all stand up and go on a bear hunt to help find a bear! --------------------------------------------------------------------------------------------------------------------(POST-READING PHASE) 1. Upon completion of the story, students will stand and act out Going on a Bear Hunt as it plays on the white board. Students should be asked to space out so as not to hit each other during the hunt. http://www.youtube.com/watch?v=Y-hKr4qxUMI Transition: Now we are going to do some fun activities with Bear and his friends. I have 4 stations set up. I would like red table to go to station 1, green table to station 2, blue table to station 3, and yellow table to station 4. After that well have a Bear Snores On tea party!! INDEPENDENT/GUIDED PRACTICE: 1. Ask students move to their assigned stations, and to listen quietly as you describe the different activities. Each group will do two activities today. a. Matching rhyming words game on the white board. Have students help Belinda find rhyming words for her henhouse, by picking the apples. Model for the students, how to pick the rhyming words and move them to the hen house. http://roythezebra.com/reading-games/words-that-rhyme-with-ap.html b. Create rhyming words using laminated onsets and rimes. Use precut laminated onsets and rimes for the students to create words and word families. Hold up the cut outs for the word cat, show students how you can remove the c and add a b for a different word. (page 9) c. Give students worksheet to cut and categorize rhyming words. Using the images, have the students paste them into the column with the corresponding rime (See attached worksheet). Discuss what each picture is so they will be able to correctly rhyme the words. (page 10 & 11) d. Word search using rhyming words from Bear Snores On (See page 8) Show students how to use a different color to circle each pair of rhyming words. Formative Assessment(s) Used: 1. Observation of interaction during read aloud.

Jana Emrich Thematic Unit Rationale for Assessment: Be sure that all are participating by asking questions and having students help to predict the second part of a rhyming couplet using context clues and beginning letters. 2. Observation and review of worksheets. Rationale for Assessment: For those who are doing the white board game or laminated onsets and rimes as their activity, observation will be necessary for assessment. Walk the room to give one on one where needed. For those who completed worksheets, review of the worksheet will assess understanding.

CLOSURE: At the close of the activity, discuss once again what a rhyme is and have students give examples. Students will now have a tea party, as Bears new friends did in the story. They will have popcorn and black tea (apple cider).

MODIFICATIONS: The centers allow for practice with rhymes using several methods of learning. This allows for differentiation in practicing recognizing rhyming words. For ESL students, more observation and one on one needs to be readily available to be sure they are understanding the lesson. Throughout all activities, students are allowed to work together and help each other. By helping others they are able to get a better grasp of the concept themselves. Walk the room throughout the activity, pay close attention to those who might be struggling and guide when needed. For those who finish quickly, there are non-fiction books about bears and the other animals in the story that they can read. REFLECTION: For my reflection, I will first consider how engaged the students were throughout the lesson. Then, by observing their answers during the story and the activity, I can see if they are grasping the concept of rhyming and how it can help, along with context clues and beginning sounds, with word identification. With this age group, observation is key to knowing whether or not they understand what a rhyme is and then are able to identify them while listening to a story. I will keep a journal to consider what methods were received well and which ones were not. Daily assessment and adjustments of lessons will ensure we use our time effectively and will eliminate methods that are not reaching the students.