LESSON PLAN FORMAT

Intern: Ashley Blair

Date: 2/3/16

Objectives The objective of this lesson is to help students understand the knowledge
that they have gained from school for the last 100 days. Students are expected to use
their knowledge to create words that do and do not rhyme.
TEKS (1) Reading/Beginning Reading Skills/Print Awareness. Students understand
how English is written and printed. Students are expected to:(A) recognize that spoken
words can be represented by print for communication;(2) Reading/Beginning Reading
Skills/Phonological Awareness. Students display phonological awareness. Students are
expected to: (C) orally generate rhymes in response to spoken words (e.g., "What
rhymes with hat?"); (D) distinguish orally presented rhyming pairs of words from nonrhyming pairs;(F) blend spoken onsets and rimes to form simple words (e.g., onset/c/
and rime/at/ make cat);(G) blend spoken phonemes to form one-syllable words
(e.g.,/m/ /a/ /n/ says man);
(3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between
letters and sounds, spelling patterns, and morphological analysis to decode written
English. Students are expected to: (A) identify the common sounds that letters
represent; (B) use knowledge of letter-sound relationships to decode regular words in
text and independent of content (e.g., VC, CVC, CCVC, and CVCC words);
(C) recognize that new words are created when letters are changed, added, or deleted;
and (D) identify and read at least 25 high-frequency words from a commonly used list.
(18) Oral and Written Conventions/Spelling. Students spell correctly. Students are
expected to:(A) use phonological knowledge to match sounds to letters;(B) use lettersound correspondences to spell consonant-vowel-consonant (CVC) words (e.g., "cut");
and(C) write one's own name.
(21) Listening and Speaking/Listening. Students use comprehension skills to listen
attentively to others in formal and informal settings. Students continue to apply earlier
standards with greater complexity. Students are expected to:(A) listen attentively by
facing speakers and asking questions to clarify information; and(B) follow oral
directions that involve a short related sequence of actions.
(22) Listening and Speaking/Speaking. Students speak clearly and to the point, using
the conventions of language. Students continue to apply earlier standards with greater
complexity. Students are expected to share information and ideas by speaking audibly
and clearly using the conventions of language.

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(23) Listening and Speaking/Teamwork. Students work productively with others in

teams. Students continue to apply earlier standards with greater complexity. Students
are expected to follow agreed-upon rules for discussion, including taking turns and
speaking one at a time

ELPS (if applicable)

4. (A) learn relationships between sounds and letters of the English language and
decode (sound out) words using a combination of skills such as recognizing sound-letter
relationships and identifying cognates, affixes, roots, and base words;(B) recognize
directionality of English reading such as left to right and top to bottom;(C) develop basic
sight vocabulary, derive meaning of environmental print, and comprehend English
vocabulary and language structures used routinely in written classroom materials
5. (A) learn relationships between sounds and letters of the English language to
represent sounds when writing in English;(B) write using newly acquired basic
vocabulary and content-based grade-level vocabulary;(C) spell familiar English words
with increasing accuracy, and employ English spelling patterns and rules with increasing
accuracy as more English is acquired;
Focus/Anticipatory Set To get students focused, the teacher will show and sing a 100 th
Day Rap. She will explain to the students how amazing it is that they have been coming
to Kindergarten for 100 days. Then, she will review what a rhyming word is and how we
are going to practice rhyming words while celebrating the 100 th Day of School. The
teacher will show the YouTube video: Rhyme Time.
Relevancy In order to build students phonemic awareness and literacy skills students
need to be able to manipulate sounds to create rhyming and non-rhyming words.
Explanation/Teaching Strategies & Modeling Review with students some of the high
frequency words that they have learned so far along with one syllable words and words
that rhyme. The teacher will write a commonly used word on the 100 Words Smarter
anchor chart.
Teaching: Checking for Understanding Have students turn and talk to a partner and
come up with two words that rhyme. Once both students agree the teacher will call on
them. If the students give creditable words, then the teacher will write the words on the
anchor chart. If the students give words that do not rhyme the teacher will explain what
words sound like when they rhyme and ask them to try again.
Questioning strategies: How do we determine if words rhyme of not? How do we
know so many words? How do we put sounds together to create all these words?
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Guided Practice: The teacher will use the ELMO to go through the rhyming packet.
She will give students one to two examples for each rhyming word. She will display the
correct spelling with the students through the ELMO. Students will continue to work with
the teacher to give examples for each rhyming word. However, the teacher will leave a
few blanks empty for students to work on independently later on.
Closure I just want to remind all of you that are a 100 days smarter. You have been in
Kindergarten for 100 days and youve learned so much. Look at all the words that we
came up on our anchor chart. It is amazing how smart you are. Now, I want you to finish
your packet of rhyming words. You can use the anchor chart.
Independent Practice. Students will fill in the rest of their rhyming packet using
strategies talked about during the lesson and referencing the anchor chart.
Materials: Anchor chart, Youtube video: Rhyme Time, Rhyming packet, 100 days
smarter bookmark
Duration 45min 1hour

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