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Concordia University Chicago College of Education

Teacher Candidate: Lorenda Kirby Subject: Language Arts Central Focus: (Content of the lesson) Rhyme Families Grade Level(s): Kindergarten/ First Grade

Lesson Plan Design 2014 adapted for EDUC1070


Date: 4/15/14 Course for which the Lesson is developed: Media In Tech Classroom Teacher: Time allotted:

Standard(s)/Benchmark(s) to be met in the Lesson: (ILS, Common Core, or Professional Learning Standards) Each standard should correspond to one or more objective.

Learning Objective(s): What are the students expected to know and/or do in the lesson? Write out each specific objective to be met by students in the lesson. Students will be able to -recognize vowel/ consonant sounds in rhyme endings -hear similar endings in 3 rhyming words. -sound out rhyming words. -Identify 3 rhyme families.

CCSS.ELA-Litearcy RFK.2a: Recognize and produce rhyming words.

CCSS.ELA-Literacy.RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.) Assessment (Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment is required in a lesson plan.) Diagnostic (Pre-): (Formal or Informal) Showing students cards of objects that rhymes (hat/ cat) and seeing if they can decide which pairs should be together. This will show evidence of whether or not students can hear that the ending sounds in rhyming words sound the same, and will provide evidence if students know that rhyming words sound the same. Formative: (Formal or Informal) Word Packet Activity: Students Will each have a pack of laminated CVC words (RAN, SUN). The teacher will use the smart board to students to see these also at the front of the room. Students will be told to make specific marks to the first sound, middle sound, and ending sound. The The teacher will collect these to see how many students understood the three separate sounds and could follow directions. Questions Reflective: (Formal or Informal) During the summative assessment, the students will be asked questions to allow them to reflect on the activities and rhyming families. What did you learn about rhyme families? How can you tell if word rhymes? Summative: (Formal or Informal) Students will be given several small objects within 3 rhyme families (sun, bun, pen, pan, man, can, ran, hen). There will be three plates on the ground, each marked with the ending sound (EN, UN, AN). Students will take the objects from the floor and place them on the corresponding
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2014 adapted for EDUC1070

plate. For example, the sun will be placed on UN plate. D uring this time the students will be asked questions about what they are doing (Informal Reflective).

List the Academic Language used in the Lesson. Include vocabulary, process terms, and syntax language. Word Families Ending Sound Vowel Consonants

Academic Language Explain how the Academic Language is scaffolded in the Lesson using Sensory, Graphic and/or Interactive supports. Word Families: Graphic: Image showing the separation of word families. Ending Sounds: Interactive: Given word packet and have them circle ending sound in green. Vowel: Sensory: Sing vowel song as a class. Interactive: Given word packet and have them underline the vowel in red. Consonant: Interactive: Given the word packet had have them underline the consonant in blue.

Describe the Evidence that Students know and use


Academic Language appropriately:

Word Families: Students will sort their rhyming words into familiesdictate their actions to a partner/ teacher. Ending Sound: Teacher will look at word packet and see if the ending sound was highlighted in green during final sorting activity teacher will ask questions In Pan, what is the ending sound Vowel: Teacher will look at word packet and see if the vowel is underlined in red during final sorting activity teacher will ask questions In Pan P-A-N, what is the vowel Consonants: Teacher will look at word packet and see if the consonant is underlined in blue during final sorting activity teacher will ask questions In Pan PA-N, what is the consonant in the ending sound.

Procedures: List in sequence the actions taken by teacher and students throughout the lesson. A. Engage Students: (Diagnostic/Pre-Assessment must be included here.) -Teacher will use smart board to show a Youtube song about rhyme. -Once the sound ends the teacher will say that we are going to be looking at rhyming words today. I want to see what you kno w about rhymes already. -Teacher will bring up several images ( in different rhyme families) on the Smartboard in a matching format. Teacher will go over what each image is with the students help. -Students will be asked to come up to the Smartboard and draw a line from rhyming image 1, to rhyming image 2. B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment stated for students to understand): You all did a great job helping me match these rhyming words. Today we are going to work more with rhyming words! You are going to looking at rhyming words and sounding them out to see what sounds they contain. Once you know the sounds they contain you will able to decide which rhymes go in the rhyme families. At the end of our lesson do a sorting activity where you sort rhyming objects into different word f amilies! C. Instructional Sequence: (include technology this is a technology class) 1. Teacher will use smart board to project one word at a time. (RAN). Teacher will sound out would and have students repeat. R-A-N, can you say those sounds with me? *repeat* Great job! We just sounded out our first word. Who can tell me what this would is? *student answers* You are correct, ran! We would use this word to sayour class ran a race. Now, how many letters do you see in this word? *3* If there are three letters that means we have 3 sounds. Today we are going to work on identifying which sound is which. First! Im g oing to pass out a
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2014 adapted for EDUC1070

rhyme book to each of you.you will have the same words that I have on the smart board. You are going to need to get out three markers your red, green, and purple. 2. Students will get out their supplies as teacher passes out rhyme booklet. 3. Once you have your rhyme booklet and your three markers out can you show me a thumbs up so I know you are ready to work. 4. When everyone is ready, the teacher will help the class identify the three sounds in RAN. 5. The first sound we hear is R because it is at the front of out word! To help us remember that R is the first sound, lets put a green square around it. Because green means keep going and we have more sounds to find! 6. The second sound iswhat? You are right A. This is also in the MIDDLE of our wordthis is our MIDDLE sound! Can you put a purple line under the A 7. Out last sound is the sound at the very endwhat sound do you hear at the end of RAN. You are right N! Put a red circle around N because red means stop and that is our last sound to identify! 8. Teacher will ask questions to students. what was the first sound we found, second, third. 9. Teacher will do this same process again with a new wordthis time allowing students one at a time to come to the smart board to perform tasks with the words(underlining, drawing circles, drawing squares). 10. The teacher will also begin to tie in rhyme families by given two words that belong in the same family, having students identify their sounds, and then discussing why they are family. 11. When the teacher has done 4-5 examples (depending on how the studetns are doing) the teacher will give them one final example to do on their own. 12. The teacher will ask students to put their markers away so they dont make any changes, and then go over the last word as a c lass. The teacher will then collect the books to look at and check for following directions and how well the student could identify sounds.

D. Explain: Remember, our three letters words have 3 sounds! Who can tell me the names of those sounds. (Beginning sound, middle sound, ending sound). We also are using our makers to help us learn this. What color do we give the beginning sound? (green). The sounds we hear in words help us read them! When we sound out a word to hear the different soundswe are beginning to read! E. Extend/Expand/Elaborate: ClassI gave you some three letter words on the smartboard. Would any of you like to tell me a three letter word for us to find the sounds? *There will be a poster in the class of CVC wordsstudents will most likely pick from this* As students give new wordsthe teacher will type them and we will perform the same process, identifying all three sounds. You have me some great wordsmy challenge to you is to look around the classroom throughout the day and see if you can find any more three letters words and see if you can figure out what three sounds they contain. F. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?) The teacher will provide all students with an opportunity to go and use the smartboard. The teacher will also use a song at the beginning of class to help students become excited about the lesson. The teacher will also be randomly asking questions to students throughout the lesson to keep them in check with the activities and information being covered.
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2014 adapted for EDUC1070

G. Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?) Students will be in groups at their tables for the whole activity. While they will not be working together to solve answers, I do encourage academic discussion about the activities. For kindergarteners this is a great way for them to process their learning, by talking about the activities at hand. H. Closure: Explain how the purpose of the Lesson is clearly restated by students & Evaluate (Objectives and Assessment include your summative assessment here) You all did an excellent job working with our rhyming words! I would like you all to quietly look at these books about rhyme while I call each of you up one at a time to do a final rhyming activity with me! We worked a lot the past few days about rhyme familiesand how rhyme families have the SAME ending sound. In the activity you do with me, you will be placing objects into their rhyme families! I will call you up one at a time for this activity Teacher will have three plates with AN written on the top of one, AT on another, and EN on another. The students will also have small objects Pen, pan, cat, can, man, men, hen, bat. They will have to put the object in the correct family. They will be given directions and guided through this process if need be. Each student will do the same taskonce everyone is done the teacher will speak to the class. Thank you to much for all of your hard work today! You got a lot done and we learned a lot about rhyming words. You learned how to identify sounds in rhyming words, and you also worked to decide which items belong in a family together! Be thinking about other objects in the classroom that could fit in the families.

Lesson Plan Details Instructional Materials: Smart Board, Youtube, word families, markers, small objects, plates

Use of Technology: Smart board (youtube video, students write on during lesson) http://www.youtube.com/watch?v=7YEAJ-vHyy4 Safety in the Physical Environment: The teacher will be walking around the classroom to monitor student behavior and to make sure they are using all of their materials correctly. There will be open doorways in case of an emergency.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education


0 Points Does not recognize vowel/ consonant sound in rhyme ending. Does not hear the similar ending in rhyming words. Cannot sound out any rhyming words. 1 Point Recognizes 1 vowel/ consonant sound.

Lesson Plan Design 2014 adapted for EDUC1070

5
Total

Rubric
We Can Sound Out Ending Sounds 2 Points Recognizes 2 vowel/ consonant sounds. 3Points Recognizes vowel/ consonant sounds in 3 rhyming endings. Hears the similar ending in all 3 rhyme words. Can sound out all 3 rhyming words.

Rhyming Words Sound the Same

Hears the similar ending in 1 rhyming words. Can sound out one rhyming word.

Hears the similar ending in 2 rhyming words. Can sound out 2 rhyming words.

We Can sound out Rhyming Words

There are Rhyme Families

Cannot identify rhyme families.

Can identify rhyme families.

Can identify 2 rhyme families.

Can identify all 3 rhyme families.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.