KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Kyle Moyer Date: 11/7/19

Cooperating Teacher: Mrs. Lausch Coop. Initials:
Group Size: 21 Allotted Time: 20 minutes each day Grade Level: Kindergarten
Subject or Topic: Reading/ Language Arts Section: 932

The Wheels on the Bike

I. STANDARD(s):
● CC.1.1.K.D Know and apply grade-level phonics and word analysis skills in decoding words
● CC.1.3.K.K Actively engage in group reading activities with purpose and understanding.

II. Performance Objectives:

● The students will know and apply grade-level phonics and word analysis skills by finding sight
words within the text.
● The students will actively engage in group reading activities with purpose and understanding by
reading along on the second read and incorporating movement into the reading.

III. Assessment/Evaluation plan:

● Formative
○ Anecdotal notes will be used to gain an understanding of students recognition of sight
words.
○ The teacher will take anecdotal notes after the reading on whether the students knew the
movements a read along with the text.

IV. Instructional Materials:

Teacher Materials
● The Wheels on the Bike
● Whiteboard
● Markers
● Sticky notes
● anecdotal notes

Student Materials

V. Subject Matter/ Content:

a. Prerequisite Skills
i. Know and read sight words
ii. Understand concepts of print
b. Key Vocabulary
i. Wheels: a circular object that revolves on an axle and is fixed below a vehicle or
other object to enable it to move easily over the ground.
ii. Pedals: a foot-operated throttle, brake, or clutch control in a motor vehicle.
iii. Horn: a device on an automobile for making a warning noise
c. Big Idea
i. Is it possible for animals to go places?
d. Content
i. The shared reading will be split between two days. The first day will focus more on
introducing the text and questioning the students during the reading. During the
second day the students will join the shared reading and add movements to the story.

VI. Implementation:
A. Introduction:
1. Day 1
 a. Gather students on the carpet
b. “Today we will be reading The Wheels on the Bike.”
c. “By looking at the cover can anyone make a prediction of what they think the story will be
about?”
i. Have students turn and talk then share with the class
d. “What do you notice about the picture? Does anything stand out to you as strange?”
e. “Since animals can not actually ride a bike, do you think this story is fiction or nonfiction?”
2. Day 2
a. Gather students on the carpet
b. “Can someone remind me what the book we read yesterday was about?”
i. show the book to the class
c. After reading the book once, did anyone make a connection to the book? Doesn’t it sound like
wheels on the bus.”
d. Sing the beginning to wheels on the bus with the class
e. “The author of this story decided to make their own version of the song using animals on a bike.”
f. “Today we will be reading this story again but this time as we read it we will add movement and
you can read along with me!”
g. “Each page will have their own movements but some might be repeated.”

B. Development:
1. Day 1
a. Begin reading text
i. Pg. 3: “Where do you think the animals are going?” Turn and talk with a neighbor to
share your thoughts.”
1. Teacher should take anecdotal notes while listening to the students
ii. Pg. 4: “Does anyone see any words they know on this page?”
iii. Pg. 8: “What are these called?”
1. point to the speech bubble on the picture
iv. Pg. 15: “After hearing most of the story, where do you think the animals are going now?”
1. return to anecdotal notes
b. “When I first read this story I was very surprised to find out they were going to the circus. What
are your thoughts right now on the story and its characters?”
2. Day 2
a. “Here are the movements for the story:
i. For round and round, I want you to make a circle with your finger in the air,
1. model
ii. for up and down, I want you to move your body up and down,
1. model
iii. for move on back, I want you to use your thumb and point over your shoulder,
1. model
iv. for beep, beep ,beep, pretend you are honk a horn,
1. model
v. for honk and quack, put your hand to your mouth like a bill,
1. model
b. “Now that we know our movements, let’s begin reading and be sure to read along with me.”
c. As the teacher reads the story, they will observe the students to see if they are reading along and
doing the movements

C. Closure:
● “Turn and talk with your neighbor and talk about the story. Give an explanation of what the story was
about.”
● “What makes this book fun to read together?”

D. Accommodations / Differentiation:
● Provide a copy of the book for students who struggle to see the big book or have trouble following along
● Use a pointer while you read

VII. Reflective Response:

 A. Report of Students’ Performance in Terms of States Objectives:
*Note this section is completed during field placements.

This lesson was meant to be more of a break for the students during the day while still getting informal
information about their prediction skills. There was no graded piece to this assignment but rather anecdotal
notes. All the students (except one) made predictions at the beginning of the story and at the end. There was
reason behind their answers as well. The students that got to share their reason were making educated
predictions based off their background knowledge and the picture.

B. Personal Reflection
1.Teacher-focused open-ended questions written before lesson is taught.
● Will this lesson provide information for the teacher?
● Will the movements get out of control?
● How can I improve my lesson?

2. Reflective narrative response to questions recorded after lesson is taught.

● Even though this lesson had no formal assessment, I was still able to gain knowledge of a skill the
students are working on building. The students all had predictions they thought of and were able to
provide a reason behind their prediction.
● At one point the movements did get out of control so I had to stop the lesson and use positive
reinforcement to bring them back. By doing this the students no longer got out of control and we
all had a lot of fun reading the story with movements.
● A way to improve this lesson would have been having the students use whiteboards to draw a
picture with their predictions. This would have helped with the students connecting to the story on
the first read.

Resources (APA Reference List (must include web addresses, title, author, publisher, dates, etc. for all items used to create
lesson; APA formatting guidelines may be found at: http://owl.english.purdue.edu/owl/resource/560/01/ )

References
Stribling, Anne. The Wheels on the Bike. 2018. Fountas and Pinnell Classroom. Portsmouth, NH.

Appendix
 Anecdotal Notes

Student Students thoughts on Students thoughts on Read along and

where the animals are where the animals are movements.
going at the going at the end of
beginning of the the story.
story.

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