Lesson One: Phonics Lesson Using Technology

Grade: Pre-K/Kindergarten

Time: 30 minutes

Standards:
Nevada Academic Content Standards (NVACS) English Language Arts for
Kindergarteners

Foundational Standard CCSS 2: Demonstrate understanding of spoken

words, syllables, and sounds (phonemes). a. Recognize and produce rhyming
words. c. Blend and segment onsets and rimes of single-syllable spoken
words. d. Isolate and pronounce the initial, medial vowel, and final sounds
(phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.
(This does not include CVCs ending with /l/, /r/, or /x/.) e. Add or substitute
individual sounds (phonemes) in simple, one-syllable words to make new
words.
Foundational Standard CCSS 3: Know and apply grade-level phonics and
word analysis skills in decoding words. a. Demonstrate basic knowledge of
one-to-one letter-sound correspondences by producing the primary sound or
many of the most frequent sounds for each consonant. c. Read common highfrequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Objective: Student will:

Recognize the sound of the letter /Aa/.
Verbally repeat the sound of the letter /Aa/ to the teacher.
Distinguish between objects that begin with the letter Aa and those that
do not begin with the letter Aa.

Independently circle items that begin with the letter Aa.

Trace and write the uppercase and lowercase letter Aa on a whiteboard
and independently on a worksheet.

Materials:
Computer, projector, keyboard, access to an interactive whiteboard.
Copy of the Short Lesson Aa interactive whiteboard found in the
Downloadable/Printable tab on the website.
Copy of the Action Alphabet whiteboard lesson found in the
Downloadable/Printable tab on the website.
Tangible objects that begin with the letter Aa, such as an apple, a small

model airplane, a small alligator, and an anchor.

Copies of the Letter Aa Workseet for each student to work
independently. This worksheet can be found on page 58 and in the
Downloadable/Printable tab on the website.
Copies of the Independent Rubric Worksheet. This rubric can be found on
page 53 and in the Downloadable/Printable tab on the website.

Procedures:
1. Students will gather in a large group on the carpet in front of the interactive
whiteboard.
2. Use the Action Alphabet interactive whiteboard to review the letters and
sounds of the alphabet. Have students review the beginning sounds of each
letter. Moving through each interactive whiteboard say: The letter is
_______ the sound is _________. This interactive whiteboard activity
can be downloaded from the Interactive Whiteboard
Downloadable/Printables tab on the website on jzahnow.com. Here is an
example of what the interactive whiteboard activity looks like; the students
and teachers will say together. The pictures in this activity are taken from
abcteach.com.
The letter is A the
sound is /a/ /a/ /a/.
As you say this you
will pretend that
you are
eating an apple.

The letter is C the

sound is /c/ /c/ /c/.
As you say this you
will pretend that
you have whiskers
coming from your
nose

The letter is B the

sound is /b/ /b/ /b/.
As you say this you
will pretend that
you are
holding a book.

The letter is D the

sound is /d/ /d/ /d/.
As you say this you
will pretend that
you are a duck and
flap your arms.

3. Students will take turns moving the objects on each learning slide about the
letter Aa in the interactive whiteboard activity. This interactive whiteboard
activity can be downloaded from the Interactive Whiteboard
Downloadable/Printable tab on the website on jzahnow.com. This activity
consists of eight slides that will provide a differentiated learning experience
for students. As students move the objects in this interactive whiteboard
activity, they are using the sense of touch to help them learn about the sound
of the letter Aa.
4. Slide One: Guess the Letter. Students will erase the box to reveal the letter.
This slide is used as an attention getter for the lesson. As a student erases
the shaded box, the letter that will be taught is revealed. This slide is adapted
from abcteach.com.

5. Show students the tangible objects that begin with the letter Aa. For each
object ask students to say the name of the object out loud. This will help
students connect the letter Aa to tangible objects that are found in the world.
By having the student repeat or state the object the educator is able to
observe whether the students understand. It is important to note which
students might need more practice at a later time. At this age, students need
to be shown tangle objects in order to fully understand a concept.

6. Slide Two: Action Alphabet. Review with students the letter and the
sound of Aa.

7. Slide Three: Have seven students take turns coming to the interactive
whiteboard and name the pictures. As the students naming the images, the rest
of the class will be listening to the names of each object. If students struggle
with this have a student call on a classmate for help.

8. Slide Four: Word Sort. For this activity select a picture and the students, as a
whole group, will share their thoughts as to which column the objects belong in.
Manipulate the objects.

9. Slide Five: Write the Letter Aa. Model writing the letter for students. Have
individual students come to the interactive whiteboard to practice writing the
letter Aa. This exercise will prepare students for independent practice.

10. Slide Six: Matching Game. Select students find the same pictures that begin
with the letter Aa. This activity is an adapted version of a concentration game.
This activity will help students, not only remember where objects are, but
provide one-on-one letter correspondence.

11. Slide Eight: Starfall. Have students interact with the link to www.starfall.com.
Starfall is an interactive website curriculum which helps educators reinforce
student learning. By the end of the school year, teachers and school
administrators believed that their kindergarteners had improved their reading
skills, motivation to learn, engagement and interest in school and overall;
academic achievement because of their exposure to the Starfall curriculum
(Starfall, 2014). Several senses are used to reinforce the letter sound. Here
are examples of a few of the screen shots that students will encounter as they
use Starfall.

12. Slide Nine: Sign Language. Have students use their hands to repeat the sign for
the letter Aa. This activity slide will challenge students to who seem to have a
good understanding of the letter Aa already. This slide will also provide student
with another sense to help them learn the letters of the alphabet.

13. At the end of the lesson, explain that students will practice writing the
uppercase and lowercase letter Aa and circle objects that begin with the letter
Aa on the worksheet.
Independent Practice: Students will independently complete the Letter Aa
Worksheet found on page 58. Students will write the uppercase and lowercase
letter Aa and circle the pictures that begin with the letter Aa.
Name: _________________________________________
Circle the pictures that begin with the letter Aa.
Write the uppercase and lowercase letters.

Letter

Aa

Student Assessment: Each student will complete the Letter Aa Worksheet and
the teacher will complete the Independent Practice Rubric Worksheet Letter Aa
found on page 51 for each student.

Closure: Students will tell the teacher a word that begins with the letter Aa as an
exit ticket.

Lesson Two: Guided Reading Instruction with Technology

Grade: Pre-K/Kindergarten

Time: 30 minutes

Standards:
Nevada Academic Content Standards (NVACS) English Language Arts for
Kindergarteners

Foundational Standard CCSS 2: Demonstrate understanding of spoken

words, syllables, and sounds (phonemes). a. Recognize and produce rhyming
words. c. Blend and segment onsets and rimes of single-syllable spoken
words. d. Isolate and pronounce the initial, medial vowel, and final sounds
(phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.
(This does not include CVCs ending with /l/, /r/, or /x/.) e. Add or substitute
individual sounds (phonemes) in simple, one-syllable words to make new
words.
Foundational Standard CCSS 3: Know and apply grade-level phonics and
word analysis skills in decoding words. a. Demonstrate basic knowledge of
one-to-one letter-sound correspondences by producing the primary sound or
many of the most frequent sounds for each consonant. c. Read common highfrequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Objectives: Students will

Recognize the word family at.
Recognize at words and onset rhyming words.
Choral read out loud.
Practice high frequency words with assistance from the teacher.
Be able to sort words in the at and -ap families.
Materials
Computer, projector and/or tablet for use with the whiteboard lesson.
Interactive whiteboard lesson called Rhyming Words.
A copy of the book Nats Cat by Wayne Miller for each student. This book
comes from www.readinga-z.com.
A copy of the Word Sort Worksheet for each student found on page 59 and
60.
A copy of the Word Sort Rubric for each student found on page 54.
A copy of the interactive whiteboard called Sight Words.

Procedures:
1. Call a group of four to five students to a table for guided reading time.
2. Begin by reviewing the following high-frequency vocabulary with students:
at, bat, sat, cat, rat, fat, pat, mat, and hat. Use a tablet or have students
gather around the interactive whiteboard. Using the interactive whiteboard,
explain that all of these words belong in the at family. Saying: all of these
words belong in the same family because they have the same ending as they
look at how words are formed.
3. Use the interactive whiteboard to show how these words are related. Show
students the following activities. Students move the different letters in
front of the at to create words. Students will then say each word together.

4. Before reading Nats Cat, the teacher will ask the students to produce
examples of at words they have just learned. By writing words on a
whiteboard. This will serve as a review and a quick assessment to see if
students understood what was just taught.
5. Hand out a copy of Nats Cat to each of the students. Students will be given
an at book according to their reading ability. An example of such a book can
be found below and is from www.readinga-z.com. This website requires a
subscription. This book can also be projected on a tablet, whiteboard, or
computer for students. Here is an example of the book from the website.

www.readinga-z.com

6. Have students look at the pictures in the book.

7. Have students identify what they see in the book.
8. Have students discuss what the book might be about.
9. As a group, discuss the title of the book, author, and the illustrator with
students. Have students point to each of these items on the book. This will
serve as a quick assessment to check for understanding.
10. Students will begin choral reading the at book. Choral reading is having
each student take a turn reading a page.
11. While reading orally review the at words with students.
12. Before students begin independently working on the Word Sort worksheet,
orally review at and ap words with students. The teacher will also review
the rubric found on page 54 with students.
13. The teacher will review previously introduced ap family words with
students (map, cap, gap, sap, tap, lap). These words were introduced in the
lesson the day before.

14. Show student how to use Rhyming Words interactive whiteboard activity.
In this activity students will move the group of words to the correct circle.
If the words are correct the circle will make the words disappear. If the
student is wrong the words will automatically go back to its original place.
Once students are done they will hit the reset button at the bottom of the
activity.

15. The teacher will split the small group in half and have one group work on two
interactive whiteboard activities together. The other group will work on a
word sort worksheet independently. The groups will switch places after 10
minutes.

The first interactive whiteboard activity is a word sort as seen below.

Students will work in small groups of four or five to complete a word sort.
An example of this activity is as follows:

The second activity that students will work on, is What Rhymes With
Students will tap on the spinner, once the spinner stops, the students will
have to state a rhyming word for that picture. For example, if the spinner
lands on cat, then the students will have to come up with hat, bat, and mat.
Students are able to work as a group as the come up with rhyming words.

Independent Practice: Students will independently complete a word sort

worksheet.

Student Assessment: Completion of the Word Sort worksheet and student

participation in class activity. The teacher will complete the grading rubric with
students. This assessment can be found on page 54.
Word Sort Rubric Worksheet (Lesson 2)
Excellent

Needs Improvement

I sorted all of the words

correctly.

I sorted 5 - 9 words
correctly.

I sorted less than 5 words

correctly.

Comments: ____________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Closure: Students will orally identify an example of at or ap word families as

they leave the classroom.

Lesson Three: Model Oral Reading Using Technology

Grade: Pre-K/Kindergarten

Time: 30 minutes

Standards:
Nevada Academic Content Standards (NVACS) English Language Arts for
Kindergarteners

Foundational Standard CCSS 2: Demonstrate understanding of spoken

words, syllables, and sounds (phonemes). a. Recognize and produce rhyming
words. c. Blend and segment onsets and rimes of single-syllable spoken
words. d. Isolate and pronounce the initial, medial vowel, and final sounds
(phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.
(This does not include CVCs ending with /l/, /r/, or /x/.) e. Add or substitute
individual sounds (phonemes) in simple, one-syllable words to make new
words.
Foundational Standard CCSS 3: Know and apply grade-level phonics and
word analysis skills in decoding words. a. Demonstrate basic knowledge of
one-to-one letter-sound correspondences by producing the primary sound or
many of the most frequent sounds for each consonant. c. Read common highfrequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Objective: Students will

Answer who, what, where, when, why questions about the story.
Create a storyboard of the beginning, middle, and end of the story using
pictures and words.
Materials:
Make copies of rubric for grading found on page 55.
The use of Bookflix from Scholastic or similar program (a program that
highlights the spoken word as it is read with expression). To use this
resource a subscription is required.
http://teacher.scholoatic.com/products/bookflixfreetrial/indext.htm
A computer and projector.
A Read a-loud book.
A black copy of the storyboard worksheet for students to fill in after the
reading found on page 61.
Have crayons, colored pencils, or markers ready for students to use.

Procedures:
1. Start by going on the Internet and typing in
http://teacher.scholastic.com/products/bookflixfreetrial/. This will be
the first screen to open.

2. Login to access the books. For this lesson, select the book Click, Clack,
Moo by Doreen Cronin. The teacher will notice that two books appear, one
fiction and nonfiction.

3. Once the story begins, notice the words appear at the bottom of the
screen and they are highlighted as the story is read to students. As
students see the highlighted words they are able to follow along with
story. Using this read aloud book in the classroom develops reading
fluency, vocabulary, and reading comprehension.

4. Students will listen to Click, Clack, Moo. When the story is complete ask
students the following questions:
a. Who are some of the characters in the story?
b. What did the characters do in the story?
c. Where did the story take place?
d. When did the story take place?
e. What was the problem in the story?
f. How did the characters solve the problem?

5. Ask students what happened at the beginning, middle, and end of the
story. Students will share their ideas with a partner. Student will come
together in a large group and share their ideas. Give students time to
respond orally a large group. If students are missing some of the
important events that have taken place in the story the teacher will
remind them. This will ensure that students understand what is happening
in the story and fill in any gaps that students have missed.
6. The teacher will model how to complete the Storyboard Worksheet
found below and on page 61 with students. Use both words and drawing to
help students understand directions.
Independent Practice: Students will complete a storyboard using both words and
pictures to retell the story.

Student Assessment: Assess the Storyboard Worksheet using the Storyboard

Assessment Rubric with students. This assessment can be found on page 55.

Lesson Four: Using Applications in Reading

Grade: Pre-K/Kindergarten

Time: 3 or 4 weeks

Standards:
Nevada Academic Content Standards (NVACS) English Language Arts for
Kindergarteners

Foundational Standard CCSS 2: Demonstrate understanding of spoken

words, syllables, and sounds (phonemes). a. Recognize and produce rhyming
words. c. Blend and segment onsets and rimes of single-syllable spoken
words. d. Isolate and pronounce the initial, medial vowel, and final sounds
(phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.
(This does not include CVCs ending with /l/, /r/, or /x/.) e. Add or substitute
individual sounds (phonemes) in simple, one-syllable words to make new
words.
Foundational Standard CCSS 3: Know and apply grade-level phonics and
word analysis skills in decoding words. a. Demonstrate basic knowledge of
one-to-one letter-sound correspondences by producing the primary sound or
many of the most frequent sounds for each consonant. c. Read common highfrequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Objective: Student will:

Be able to write 7 word sentences.
Be able to demonstrate one-to-one letter-sound correspondence.
Be able to make new simple one-syllable words.
Materials:
Computer, projector, keyboard, and a tablet
Application (App) Bookemon BookPress - Best Book
Creator to Make Your Own Print Books from iPad
by Bookemon, Inc. This application can be
purchased from the www.itunes.com

Procedures:
This lesson would be ideal for students who have already mastered the concept of
beginning, middle, and end of story. For students needing a challenge, this lesson
provides independent practice.
1. The teacher would begin by having students create a story. To help in this
process the teacher would provide the student with an App Storyboard
worksheet that contained three columns for beginning, middle, and end.
Student would then start writing simple 5 to 7 word sentences as they start
writing the story. This worksheet can be found on page 62.

2. The teacher and student would use the writing process as the story takes
shape. The writing process has already been taught to students.
3. Once the students have completed the writing process, the teacher would
have the student create their story using the Book Creator app on the iPad.
This lesson requires students to work independently.

4. Students would the start using the app to create his/her own iBook.
5. The final product will end up looking something like this:

Another apps that can be used for this lesson is: Book Creator for
iPad Create ebooks and pdfs, publish to iBooks by Red Jumper
Limited. This application can be purchased from the www.itune.com

Student Assessment: Student will use the iPad to create an iBook. The teacher
will use the Create A Book Assessment Rubric found on page 56

Lesson Five: Using Videos in Reading

Grade: Pre-K/Kindergarten

Time: 30 minutes

Standards:
Nevada Academic Content Standards (NVACS) English Language Arts for
Kindergarteners

Foundational Standard CCSS 2: Demonstrate understanding of spoken

words, syllables, and sounds (phonemes). a. Recognize and produce rhyming
words. c. Blend and segment onsets and rimes of single-syllable spoken
words. d. Isolate and pronounce the initial, medial vowel, and final sounds
(phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.
(This does not include CVCs ending with /l/, /r/, or /x/.) e. Add or substitute
individual sounds (phonemes) in simple, one-syllable words to make new
words.
Foundational Standard CCSS 3: Know and apply grade-level phonics and
word analysis skills in decoding words. a. Demonstrate basic knowledge of
one-to-one letter-sound correspondences by producing the primary sound or
many of the most frequent sounds for each consonant. c. Read common highfrequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Objective: Student will:

Recognize the simple sight word (out, in, at, the, can)
Recognize the letters of the alphabet and their sounds.
Materials:
Computer, projector, tablet or iPod touch.
Download the Phonics Song, Three Letter Blending, and More Basic
Sight Words from www.youtube.com or these resources can be found
at jzahnow.com under the Resource tab of the website.
Procedures:
This lesson is for those students who need extra help with one-to-one
correspondence, blending sounds, and sight word recognition. These three
activities are also designed for independent center work to reinforce skills.

1. Call a small group of four or five student to work on letter sounds and/or
sight words. For these three activities, three groups of four or five
students will work on each activity. When one group is done the students will
rotate through the activities.
2. Play the Phonics Song video for students
(approximately three minutes in length). When
the video is played for the first time students
will watch and listen. Play the video again and
ask students to begin singing with the video.
Playing the video several times to enable
students to learn the words. Once students
have learned the words, this activity can
become a learning center for reinforcement of
letter-sound recognition.
3. Play More Basic Sight Words for students
(approximately seven minutes in length). When
the video is played for the first time students
will watch and listen. Play the video again and
ask students to begin singing with the video.
Playing the video several times to enable
students to learn the words. Once students
have learned the words, this activity can
become a learning center for reinforcement of
sight word recognition.
4. Play Three Letter Blending for students
(approximately seven minutes in length).
When the video is played for the first time
students will watch and listen. Play the video
again and ask students to begin singing with
the video. Playing the video several times to
enable students to learn the words. Once
students have learned the words, this activity
can become a learning center for
reinforcement of beginning, middle, and
ending sounds.

Student Assessment: Student assessment will be measured by participation in

class activity and teacher observation.
Closure: Students will be asked what they have learned from one of the videos as
an exit ticket.