Corps Member: CMA: Lesson Plan Date: Rough? Final?

PRE-K WORKING WITH WORDS BLOCK LESSON PLAN

PRE-K WORD STUDY LESSON PLAN (~28 min.)

PRE-PLANNING: KNOW, SO, SHOW

OBJECTIVE. CONNECTION TO THE SUMMER ACHIEVEMENT GOAL.

What will your students be able to do? How does the objective connect to the summer achievement goal?
SWBAT: say the sound “Bb,” identify When students begin to connect letters with their sounds, they will
words/objects that start with that sound, say that be taking a step towards learning to read.
the words start with “B” (PK.WordStudy.Sounds-
3b)
ASSESSMENT.
How will you know whether your students have made progress toward the objective? How and when will you assess mastery?
For “SWBAT say the sound ‘’Bb’,”: observe and students say “B” during the guided and independent practice.
For “SWBAT ,” identify words/objects that start with that sound, say that the words start with “B” : review student work
samples from the independent practice

KEY POINTS: TARGETED LETTERS.

What letter(s) will you emphasize?
Bb
• “Bb” makes the /b/ sound.
• When we say /b/ we put our lips together and blow out a little air, almost like we’re going to say /p/. But feel
your throat when you say /b/. You can feel a vibration that you can’t feel when you say /p/.
• You can tell which letter a word sounds with by listening to the sound at the beginning.
• Words that start with “Bb” start with a /b/ sound.

OPENING. (3 min.) MATERIALS.

LESSON CYLCE: GO

How will you communicate what is about to happen? How will you communicate how it will happen?
How will you communicate its importance? How will you communicate connections to previous lessons?
How will you engage students and capture their interest?
Teacher calls students to the rug. Set behavior expectations. Friends, I am so excited to Alphabet posted in
talk to you today about some more letters. Letters are so important to us. We use them the room.
every day to read and write words in the world. I bet you already know some letters, but
we’re going to learn some more letters here in summer school so that you can get smart
for kindergarten. Let’s sing our ABC song to get ready for our letters. Lead students in
singing the ABC song. Enunciate each letter name, especially in the LMNOP part of the
song. Refer to posted alphabet while singing each letter (later in the weeks you can have
a student point).
Index cards with
Now we’re going to review the letters we already know! Hold up index cards one at a letters and key
time with the letters P, S, A, and T printed in capitals, and a key picture. Say the name of pictures
the letter, the picture, and the sound: P-pig-/p/ and have students repeat each after you.

Today we are going to learn a new letter, “Bb.” We are going play a game that helps us
learn what words start with “Bb”!
INTRODUCTION OF NEW MATERIAL. (8 min.)
How will you introduce the targeted letter?
 What memory aids will you use to help students remember the letter?
 How will you visually represent the letter?
Which potential misunderstandings will you anticipate?
How will you ensure that students actively take-in information?
Why will students be engaged/interested?
I’m sure you all know lots of letters. Let’s look at our letter of the day, B. Watch me as I Chart paper &
write capital B and lowercase b on the board. I’m going to write capital B first. I start at markers or
the top and go straight down. Then I come up and put two bubbles on the B, to the right whiteboard & markers
of the stick part- that’s capital B. Let’s practice with our magic pencils in the air. Lead or chalkboard & chalk
practice in air. If I want to write a lowercase b I start at the top and go straight down, but
then I only put one little bubble on the bottom! Let’s practice with our magic pencils in
the air. Lead practice in air.

B says /b/. When we say /b/ we put our lips together and blow out a little air, almost like
we’re going to say /p/. But feel your throat when you say /b/. You can feel a vibration
that you can’t feel when you say /p/. Let’s try it together: /b/ /b/ /b/. Do you feel that on
your neck? Try saying /p/- you can’t feel it! Practice with me: /b/ /b/ /b/.
“B” picture cards (ex:
Now for the B pictures. What sound does B make? That’s right, /b/. I have some cards bear, boy, box, bee,
here, and each one has a picture of something that starts with B. Repeat after me (hold ball, bat).
up cards one by one, and say names of items on picture cards, having students repeat
each one; post in pocket chart or chalk ledge after students say names). These all start
with B, so we can hear the /b/ sound at the beginning of each word. /b/ /b/ /b/ bear…do
you hear the /b/ sound? Bb key card

Show students the Bb picture card (same as previous set- with letter and key picture)
with a ball on it. This is our Bb card. Let’s practice- b-ball-/b/- say it with me: b-ball-/b/
GUIDED PRACTICE. (8 min.)
How will you clearly state and model behavioral expectations?
How will you structure the guided practice so that all students practice connecting the letter name, symbol, and
sound?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged/interested?
We know that letters make different sounds. We can tell which letter a word begins with “B” picture cards and
by listening to the sound at the beginning. I’m going to mix up my picture cards, and say equal number of
them one by one. When I say the name of the thing in the picture, I want you to tell me if “non-B” picture cards
you think it starts with a B, or a different letter. Remember to be a good learner on the
carpet. Can ____ demonstrate how to be a good learner on the carpet?

Shuffle the picture cards, and hold them up one by one. Exaggerate the beginning
sound when you say each picture. Ask: Does this start with B? Students should respond
with “yes” or “no,” and you should separate the cards into two groups. Tape them on the
board or sort in pocket chart in a group for Bb, and a group of not Bb.

Now, I will hold up two different pictures at the same time. One starts with B and one
does not. Tell me which one starts with B, and which one does not.
You should separate the cards into two groups based on the students response and
tape them on the board or sort in pocket chart as above.

Look friends, we sorted the pictures by the sound that these things start with. When you
say the word, you can listen for the beginning sound and think about what letter makes
that sound. All of these pictures start with Bb- /b/ [say picture names]. We can hear
the /b/ sound at the beginning of each of these things’ names.

INDEPENDENT PRACTICE. (10 min.)

How will you clearly state and model behavioral expectations?
How will you structure the independent practice so that all students practice connecting the letter name,
symbol, and sound?
How will you provide opportunities for extension? (See “constructive phonics activities” on Elementary Literacy
pp.67-68.)
Why will students be engaged/interested?
Now we’re going to try this on our own. Each of you will get a piece of paper with some One copy of Blackline
pictures of things that start with either B, or a different letter. Your job is to say the name master for each
of each picture to yourself, and decide if it starts with B or with something else. If it starts student with 5
with B, /b/, you can color it. If it starts with a different letter, you will cross it out with an questions, crayons,
X. Make sure to keep your eyes on you own paper, and keep quiet. When you are completed activity for
done, raise your hand. ____ please show the class how smart scholars work quietly by model,
themselves so that they become good readers. Model one /b/ and one non-/b/ example
using a blank worksheet. Send students to their seats, and use managers to pass out
papers and crayons. While students are working, monitor their progress. If they seem to
be having trouble, say the name of the picture and have them repeat it back to you.
Then exaggerate the beginning sound and ask, “Does that start with B-/b/?”

As students who finish early to look around the classroom for things that start with B,
and draw them on the back of their worksheet.
 CLOSING/TRANSITION. (2 min.)
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of or progress toward the
objective?
Why will students be engaged/interested?
Teacher calls students back to the rug. So today friends, we learned a new letter, Bb. Picture cards for B
We’ll be seeing Bb a lot, so let’s practice the sounds one last time. What does B say? B (could ame as before,
says /b/. What does a B look like? Lead students in call and response through the deck taken off board)
of picture cards.
REINFORCEMENT

HOMEWORK (if appropriate). How will students practice what they learned?
Students should bring from home two objects that start with /b/ (like a box, ball, bean, balloon). We will post these
on the Bb bulletin board.