GCU College of Education

LESSON PLAN TEMPLATE

03/2014

Teacher Candidate: Linda Blakley

Grade Level: Kindergarten
Date: March 7, 2018
Unit/Subject: Unit 5 Reading
Instructional Plan Title Cycle 3 Day 4
I. PLANNING
Lesson This lesson involves encouraging recognition of the sight words with and he, phoneme addition
summary and and blending, as well as pronoun use which will be covered in the Morning Message. Reading a
focus: story in the big book will encourage the rereading strategy for comprehension and identification of
the main idea. The students will recall a detail about the main idea in their independent writing.
This lesson plan does not include the small group instruction planning.

Classroom and Three students reading DRA level 2-3, five students reading at level 3-4, nine students reading at
student factors: levels 4-6 per assessment in January. One male student is an English Language Learner who is
reading at a level 2 due to his lack of English vocabulary; this student receives ESOL support
services and needs support in the production of phonemes. This class is composed of more girls
than boys. Two girls and one boy receive support from the Early Learning Center for social and
emotional development. One student who more recently joined the class appears to be able to
benefit from this support but does not yet have parental consent to participate.
Each of these must be taken into account regarding story vocabulary, high-frequency word
recognition/identification in the morning message, and comprehension of a harder text. The ELL
student requires some additional support for the production of certain blends phonemes.

National / State Common Core Standards:

Learning RI.K.4: With prompting and support, ask and answer questions about unknown words in a text.
Standards: RI.K.2: With prompting and support, identify the main topic and retell key details of a text.
RI.K.9: With prompting and support, identify basic similarities in and differences between two
texts on the same topic (e.g., in illustrations, descriptions, or procedures).
RF.K.2e: Add or substitute individual sounds (phonemes) in simple, one-syllable words to make
new words.
RF.K.3d: Distinguish between similarly spelled words by identifying the sounds of the letters that
differ.
Specific learning target(s) / objectives: Teaching notes:
1. Students will practice identifying the week’s This is the fourth day of the third week in this unit. The
sight words, with and he, to ensure they Essential Question for the unit is “What kind of things can
recognize this during their monthly sight you find in nature?”. This week’s guiding question is “What
word recognition assessment with 100% kind of things grow on a farm?”.
accuracy.
2. Students will be able to identify the initial
phonemes of particular words to match /f/
and /r/ with prompting and guidance.
3. Students will decode unknown words and
given words through the recognition of
phonemes that are added to a base, such as -
it and -ad.
4. Students will respond to questions containing
interrogatives while reading the day’s story
and morning message in a manner that
indicates they understand the meaning of the
interrogative.

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 5. Students will use the reread strategy to
comprehend information that was not read
the first time it was read.
6. Students will identify the similarities
between this week’s texts, so the information
can be connected to their real life displayed
in their independent seat work writing.
Agenda:
1. Morning Message (High-Frequency
Words/Sight Words, Blending & Pronouns
included)
2. Phonemic Addition and Phoneme Blending
3. Big Book Reading with strategy use and
determining main idea
4. Independent Seat Work during small group
rotations
Academic Key vocabulary:
Language: fruit
vegetables
farmer
farmers’ market
list
Formative assessments:
 Independent Seat Work for this lesson plan includes a
connection between the text and self in which the
students also demonstrate comprehension of the text.
 Another day this week will include an activity in which
students identify words beginning with the phonemes /f/
and /r/
 The homework assignment involves the use of the sight
words with and he in sentences demonstrating
understanding of their use and meaning.
 Center productions of lists throughout the week of foods
grown on farms and found in farmers’ markets
 Details provided by students during questioning while
reading Big Book Farmers’ Market
Function: Form:
Students will be able to use
sight words, vocabulary
words, food names, and the
concepts of food growing at a
farm and being shipped to a
farmers’ market for sale in
order to write about foods
they would like to get at the
farmers’ market in the
writing center and the foods
they would look around for at
a farmers’ market and why in
their independent seat work
writing.

Instructional 1. Carpeted area for the Whole Group Instruction

Materials, 2. Whiteboard, markers, and eraser
Equipment and 3. Morning message
Technology: 4. Magnetic letters
5. Displayed on reading focus chalkboard area: sight words with and he, letters and sounds F and
R cards, reading strategy card
6. Equity Sticks and container in which they can sit
7. Big Book Farmers’ Market
8. Student writing paper for centers
9. Writing Center: list writing (students will write a grocery list using vocabulary cards)
10. Computer Center: Students will spend time on the Waterford Reading application or I-Station
Reading application
11. Library Center: Students visit the classroom library, read books, and play word/sight word
games.
12. Student writing paper with space for an image for independent seat work

Grouping:  During the examination of the Morning Message, the sight words chosen for identification are
assigned to students in certain reading groupings.

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  Students will use the turn-and-talk with a partner strategy in which groups are heterogenous
during the reading of the big book text and discussion.
 Students will also participate in small group instruction in which they are grouped
homogeneously at the conclusion of the whole group lesson.

II. INSTRUCTION
A. Opening
Prior Morning Message is a daily practice in which students find familiar sight words and search for the
knowledge newer sight words, with and he. Words for blending phonemes will be included in the Morning
connection: Message text, including those for previously introduced letters and blends.

When preparing to read the big book Farmer’s Market, we will speak about the other book for this
week, An Orange in January and what it was about.
Anticipatory Students will understand how their sight words are used in conversation and sentences. Students will
set: also gain an understanding of the process of growing to selling/buying the fruit and vegetables they
know well.
B. Learning and Teaching Activities (Teaching and Guided Practice):
I Do Students Do Differentiation
1. The teacher instructs the 1. Students sit on the carpet within a  In the process of locating
students to follow traditional square with their legs crossed and sight/high frequency words,
routine and sit on the carpet to hands in their lap. They focus on certain words will be chosen
read the morning message to reading the morning message using for members of certain
themselves. the strategies they have already been reading groups as they know
instructed to use (reinforcement of different numbers of
reading strategies). Students also kindergarten sight words
locate words that they cannot identify and have encountered
as this is a routine experience. different sight words in
small group instruction.
2. The teacher asks students to 2. Students raise their hand to indicate
point out certain words they are which word is troubling them and  Differentiation can occur
struggling with reading. The chose, with guidance, a strategy to while leading students in
teacher guides the students in try to resolve the problem. step 3 as different groups
selecting an appropriate reading may find one strategy more
strategy to use in determining appealing and require
the word’s name. guidance in another
strategy. Different students
3. After providing students ample 3. Students who are called upon hold can be selected for different
time to read the words, the the marker and search for the stated activities based on their
teacher pulls equity sticks and word. If they struggle, they can ask needs.
calls on students to locate and for help from a classmate. Students
certain sight words within the circle these words. Students may also  Students may be called with
Morning Message. This includes use the marker to locate blends and identification of letters
the week’s sight words with and place a squiggly line under it. The belonging to certain
he. Students also locate words words beginning with the initial phonemes, identification of
beginning with the initial sound sound will also be circled, perhaps in blends, or silent e words,
for the letters of the week, F and another color. etc. based on the skill they
R. Students may be asked to need to practice.
locate “blends” or silent e/long
vowel combinations.
 Differentiation during small
group instruction, not
detailed here.
4. The teacher and students start 4. Students and the teacher read the
reading the morning message morning message together. Students  Accommodations: For the
chorally. When the teacher will blend phonemes to determine the ELL learner, identification
knows there is a word that is not identity of unknown words using of all visual images in the
understood by students or modeled strategies. Students will text are clear. Additionally,

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 expects students to not be
familiar with the word, the
reading strategies are modeled,
including phoneme blending
with student participation.
5. While reading, the Morning
Message, the teacher will
identify the pronouns and
determine who those pronouns
represent.
6. At the conclusion of reading the
Morning Message, the teacher
will present a CVC word with
which phoneme addition can be
done (fit, sit, hit, bit, slit; bad,
sad, mad, tad, dad, brad; etc.).
The teacher writes the base of
the word (rime) on the white
board and then she will have
students decode and identify the
word with support and then the
initial sound is covered with a
magnetic letter to form a new
word in the same word family.
Students will repeat the process
of identification through
decoding and blending of the
phonemes.
7. At the conclusion of this
activity, the teacher reminds
students of the book they read
earlier this week, An Orange in
January, and the story from
yesterday, Farms Around the
World. The teacher instructs
students to think about what they
learned or what they remember
from the story. She then pairs
them again to share with their
peers. Finally, the teacher selects
students to share.
8. The teacher turns to Farmers’
Market in the Big Book. The
teacher tells students that this is
an informational text, so it
identify blends, silent e long vowels, due to his speech
and vowel digraph combinations that difficulties, clear
state the name of the first vowel. enunciation and attention is
Student routine: called to the difference.
 Draw a squiggly blue line
underneath blends;  Early finishers: double
 Underline in red silent e and check their writing for
point an arrow back to the adequate details in the
initial vowel sound in the sentences and images. The
word to enable the initial next step is taking a book
vowel to state its name; out of their table’s book
 Circle in another color bins to read a story of their
words with initial phonemes choice.
based on the letters of the
week).
5. Students will think about the
information provided earlier in the
sentence or prior sentence to infer the
meaning of the pronouns.
6. Students decode and blend phonemes
to identify the initial sound in the
new word. As the letter changes, the
students will not be afraid of
decoding the new word by blending
the new initial phoneme and the rime
at the end of each word.
7. Students will take a minute to
quickly recall the stories of the week.
Students will group with their
partners and share with them.
Selected students will retell a story
quickly or state some important
information they recall.
8. Students listen to the teacher
introduce the text. They visually and
participate in the picture walk with
turn-and-talk opportunities at the
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 provides real information and conclusion of the picture walk.
photographs. The teacher invites Students will be picked with equity
students to participate in the sticks to share their thoughts.
picture walk visually. Students
are instructed to partner and
share their thoughts. She then
picks students using equity
sticks to help share what they
believe is happening in the story
or what it is about.

9. The teacher begins to read pages 9. Students listen to the teacher begin to
34-35. The teacher does not read the text. Students note how the
understand the second sentence teacher rereads this sentence.
on p. 34 and notes that it is Students raise their hands to indicate
important to reread when you do a lack of understanding.
not understand. Sometimes
rereading makes it easier to
understand. The teacher rereads
this sentence and appears to
understand that it is referring to
farmers’ stands. The teacher
invites students to raise their
hands when they do not
understand so they can all
reread.

10. The teacher reads pages 34-35 10. Students identify the main idea for
and asks students to identify the pages 34-35 and 36-37 as well as two
main idea of the text. This is details for the latter set of pages.
repeated for p.36-37 with the
students asked to identify two
details supporting the main idea
on the second set of pages. The
teacher indicates what the
pictures represent to clear up
confusion. The teacher will also
reread when a student is unable
to identify the main idea or
details. (Main ideas: p.34-35:
farmers grow food for the
farmers’ markets; p.36-37: fruits
and vegetables grow in different
ways; Two details: peas on
vines, orange on trees, etc.)

11. The teacher reads p38-39 in the 11. After the teacher rereads, students
same text and notes how one turn-and-talk with their partner to
sentence says some farmers and identify the difference(s) between the
a different sentence says other two types of farmers. Selected
farmers. The teacher asks what students share with the whole group.
is different about this group of
farmers. Since she is unable to
answer, she rereads the text and
allows students to share how
these farmers can be different.
(selling food nearby vs. selling
food far away).

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 12. Students listen to the last page and
12. The teacher reads the text on figure out either where they have
p.40 and then notes the list on encountered a list or what they
the right side. The teacher reads believe it is truly needed.
the contents of the list. The
teacher asks what lists are used
for (keeping track of objects and
hat has already been collected).
13. Students respond to retelling
13. The teacher asks general questions.
comprehension questions, such
as “Where do carrots grow?”,
“How do foods from faraway
places get to farmers’ markets?”
14. Students recognize the connection
14. The teacher helps students make between the texts as they all speak
connections between the about food being raised on farms.
different texts.

15. Students will pay close attention to

15. The teacher thanks students for the teacher’s instructions for the
learning with her and begins to centers to meet expectations during
introduce the centers: Writing center rotations.
center (lists), Science center (life
cycles), and Library Center.
16. Students in the orange group begin
16. The teacher also introduces the their seatwork during small group
seat work: The students will rotations. The other two groups begin
write about what they would like after meeting with the teacher in
to look for at a farmers’ market small group. They will also receive
and why they are looking for their papers at the conclusion of the
those foods. Students will write small group meeting.
two sentences for the green and
yellow groups and three
sentences or more are assigned
to the orange group.

III. ASSESSMENT
Summative The summative assessment is the independent writing assignment. Differentiation:
Assessment: Students will compose sentences connecting their experience with The assessment being used for
the text Farmers’ Market. This assignment will be completed on showing comprehension of the
student handwriting paper. text involves a writing
assignment. The two reading
groups with DRA scores of 2-3
will be expected to write 2
sentences. The higher-level
group with DRA scores 4-6 will
be expected to write a minimum
of three sentences.
Closure: Students will return to the carpet and verbally speak with their partner sharing the information they
wrote for independent seat work.
Homework: Students will use the sight words with and he in two sentences each.

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Morning Message:

Wednesday, March 7, 2018

Good morning girls and boys!

Today is Wednesday. There are two more days we can be with our friends this week. I am very glad to be
here with you. We will read the story Farmers’ Market about a farmer. He grows fruits and vegetables.
Have you visited a farmers’ market before? What did you choose to get at the market? I really want to
know what your favorite vegetables and fruits are! We are going to share a great story.

Love,

Mrs. Blakley

Notes:

Bold=sight words

Italics=initial phoneme /f/ or /r/

Blends=fr (friends), gl (glad), th (with), er (farmers’ market), gr (grows), fr (fruits), -ing (going), sh (share), -ar
(farmer/farmers’)

Silent e/long vowel=share

Vowels: read, fruits, choose, really, great

Y at the end of a word sounding like long e: very, story, really

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