Kate Freeman Professor Hendricks, Cooperating Teacher: Mrs.

Hopke 11:00 AM-12 PM, November 15th, 2013 Mott Elementary School ELE 301-02 1. Title or Topic of the Lesson and Grade Level /S/ sounds and Helping Tools, Kindergarten 2. Lesson Essential Question(s):

Can students identify the initial /s/ consonant phoneme in CVC words? Can students use the vocabulary words acquired through this informational read aloud? 3. Standards: 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/.) CCSS.ELA-Literacy.L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
4. A. Learning Objectives and Assessments: B. Assessments: Learning Objectives Students will be able to isolate and reproduce the /s/ sound when it is an initial consonant of a CVC word. Students will be able to define the following terms: help, invention, utensil, tool, aid, and purpose Assessments Successful completion of the /s/ initial consonant card game. Student oral answers to questions before and after the reading of the big book and successful completion of a drawing, and corresponding word of a tool or utensil.

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Materials: Standards/Objectives written on Sentence Strips Initial Consonant Cards (sail, mop, soap, sun, jump, sink, sand, seed, book, seal, start, hair, sky, sit, nap, lion, sock, and sick) Pocket Chart Teacher-made Helping Words poster (with the vocabulary from the big book including: invention, utensil, tool, aid, and purpose) Pointer

Big Book: The Handiest Things in the World Thirty Papers (with room for drawing) 8 Crayon/Pencil Baskets Highlighter 6 . Pre-lesson assignments and/or prior knowledge: Prior to this lesson I have conducted an initial consonant sound game with different consonant sounds with students. Our cooperating teacher has also conducted the same game that I taught with various consonant sounds. This lesson will focus on the initial /s/ sound, and students are currently learning about a character called Sammy Seal to facilitate a focus on s sounds when it is the initial, middle, or end sound of a word. This is the fifth day in the sequence of Kindergarten lessons in Lesson 5, so students have already read The Handiest Thing in the World and are focusing on initial s sounds. Today we will be focusing on vocabulary mentioned in this book (including invention, utensil, tool, aid, and purpose). Students have also been practicing their letters, and writing words with invented spellings (often that correspond to a picture), so they should be able to draw and write utensil/tool words with guidance. 7. Lesson Beginning: I will remind students of appropriate behavior (and will ask them to stay focused on the lesson, not to talk, and to raise their hands before answering questions). Then, I will begin to play the initial consonant game with the class. We will focus on what the /s/ sound sounds like, and differentiating between words that do and do not start with the /s/ sound. I will sort these words into two columns on the board at the front of the room. (Words that do and do not start with the s sound) I will model each match in the following manner: we will say words aloud as a class, we will isolate and say the initial consonant sound, and we will do thumbs up if the consonant sounds are the /s/ sound and thumbs down if the consonant sounds are different than the /s/ sound. I will then put the word cards in the pocket chart in two columns (Initial /s/ consonant sound words and other words), and we will repeat the words again. 8. Instructional Plan: I will begin my lesson by asking students to come to the carpet, and sit in their rows criss-cross applesauce with their hands in their laps. I will state my objectives for the lesson to students; today we will be playing an initial consonant game beginning with words that start with the /s/ sound, and will also learn about helping words (invention, utensil, tool, aid, and purpose). I will read two examples for students: sail and mop. I will ask students to repeat these words as a class. I will hold up cards with these words on them and ask students, Which of these words begin with a /s/ sound? Which of these words does not begin with the /s/ sound? We will isolate and repeat the initial consonant sounds as a class, and will do thumbs up for the /s/ consonant sound and thumbs down for different consonant sounds. I will read the following list of words to students: soap, sun, jump, sink, sandwich, seed, book, seal, start, hair, sky, sit, nap, lion, sock, and sick. We will follow the original words for all of these words. I will put the Helping Words poster in the front of the room. I will follow the title with the pointer (Helping Words).

I will ask students What does the word help mean? We will discuss how things or people that help one another make it easier to do a task or action. We will go through each of the definitions provided by the Big Book, which I have rewritten on the poster. Invention: a useful new tool, Utensil: a simple tool usually used in the kitchen, Aid: to help, and Purpose: the reason why something is done or used. I will follow each of these definitions with the pointer. After we have discussed the vocabulary, I will read the Big Book The Handiest Things in the World. We will highlight vocabulary mentioned in the story (I will point to the words and remind students of their definitions.) After reading, we will make a list as a class of tools and utensils that students know of or that were mentioned in the big book. I will then explain the activity students will complete at their tables. (They will write their names, draw a picture of a tool/utensil, and will write its name and if it is a tool or utensil underneath it. Afterwards I will make a class booklet) I will then dismiss students to their tables by row. (Materials will already be distributed) Students will complete the individual activity at their tables. I will then walk around the room, and will check student work. I will write words in highlighter for students who are struggling to write the name of their tool or utensil, and will instruct them to trace these words. I will check that all student work has been completed accurately. When students work has been checked, I will dismiss them to the carpet. Students will share their work and will explain what they drew and why. When this is done, I will dismiss them to get independent reading books.

The following elements also need to be considered. o Differentiation: If students are struggling to write tool/utensil names I will write words for them to trace in highlighter. Students who complete the activity quickly will be allowed to get an independent reading book.

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o Questions: o Which of these words begin with a /s/ sound? o Which of these words does not begin with the /s/ sound? o What does the word help mean? o What are tools? o What are utensils? o What is an invention? o What does aid mean? o What does the word purpose mean? Classroom Management: To regroup students, get the class attention, or quiet them down, the teacher will clap out a rhythm that the students know to repeat and quiet down when they hear. (*clap-clap-clapclapclap*) Students will be reminded to not disrupt the flow of the story/lesson by talking amongst themselves.

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The teacher will distribute materials before the lesson so that students will not be disrupted by the distribution of materials. Transitions: First transition: Students will be asked to come and sit on the carpet criss-cross apple sauce for the start of the lesson. The teacher will explain behavioral expectations (students are expected to be quiet/listen to the lesson silently). Second transition: The teacher will complete the /s/ sound game. Third transition: The teacher will ask students what the word help means, and will go over key vocabulary in The Handiest Things in the World. Fourth transition: The teacher will read the book to students, and then will explain the individual activity. Fifth transition: Students will complete the individual activity. When finished, the teacher will check student work and dismiss students to the carpet where they will share their work. Their work will be collected, and they will then be dismissed to read independently.

9. Closure: I will check student work, and will make sure that they have attempted (via invented spelling and the letters that they have been practicing), and will help students to fix any errors that they have made. I will then ask students to return to the carpet. I will ask students to explain what they drew and why and share their work with their peers. I will then collect student work. Later, I will put student work together in a book for the class which I will give to my cooperating teacher.