IntroductiontoSyllablesandRhyming Fall2014

Theobjectivesforthestudentstounderstandistheabilitytounderstandkeyconcepts.Afterthey
havecompletedthelesson,studentswillhave:(1)demonstratedtheabilitytoseparatesyllables2)
Exploredthebasicformatofbooks(3)displayedtheirunderstandingofonesyllableandtwo
syllablewords(4)haveabriefunderstandingofwordsthatrhyme
CommonCoreStandardsAddressed
EnglishLanguageArtsStandardsReading:FoundationalSkillsKindergarten
PrintConcepts:

Demonstrateunderstandingoftheorganizationandbasicfeaturesofprint.
CCSS.ELALITERACY.RF.K.1.A

PhonologicalAwareness:
Demonstrateunderstandingofspokenwords,syllables,andsounds(phonemes).
CCSS.ELALITERACY.RF.K.2
Recognizeandproducerhymingwords.
CCSS.ELA.LITERACY.RF.K.2.A
Count,pronounce,blendandsegmentsyllablesinspokenwords.
CCSS.ELA.LITERACY.RF.K.2.B
Blendandsegmentonsetsandrimesofsinglesyllablespokenwords.
CCSS.ELA.LITERACY.RF.K.2.C
EnglishLanguageArtsStandardsReading:LiteratureKindergarten
RangeofReadingandLevelofTextComplexity:
Activelyengageingroupreadingactivitieswithpurposeandunderstanding.
CCSS.ELALITERACY.RL.K.10
SuggestedMaterials,Technology,andResources

MissMaryMackbyMaryAnnHoberman
Eightwordsonpaperthatdisplayonesyllableandtwosyllablewords
TheMuffinManSongwithLyrics
ComputerPaperwithKeyTermMuffin
Instrumentsforthestudents

LessonProcedures
Introductions:Introduceourselvesandouractivity.Todaywearegoingtolearnaboutwhat
syllablesare.
AnticipatorySet:Afterstudentshavebecomeengaged,beginthelessonbyaccessingstudents
previousknowledgeaboutprintand/orintroducingbasicideas.Oncestudentshavesharedtheir
LSLA,Fall2014

IntroductiontoSyllablesandRhyming Fall2014

favoritebooksintroducetheideathatallofthesebookshavecertainthingsincommon.Thenprompt
studentstodiscoveredwhatthesesimilaritiesare
Whocantellmehowwereadabook?Dowestartfromthefrontortheback?(backcoveror
frontcover)Whereonthepagedowestart?Dowestartatthiswordorinthemiddleofthis
sentence?(LefttoRight)
Possiblyallowastudenttoholdthebookandshowyou.
Discusstheideathatthisisnotauniversalruleandthatsomecountriesreadbooksin
otherfashionsHasanyoneeverreadabookthatopenstheotherway?
Whoknowswhatwecallthispartofthebook?(Cover,TitlePage)
IfchildrenneedhelpfindingthewordsFrontCoverandBackCovertryandallowthem
togettothewordthemselves,offerclues/prompts.Ifchildrenarereallystrugglinggive
themthewordsbutpresenttheideathatthehardpartofthebookcoversupthepages
ofthestory.
NowwhatarethesebigwordsrighthereontheFrontCover?(Title)Whocantellmehow
manywordsarewrittenhere?(3)Howdidyouknowthattherewerethreewordshere?(If
childneedspromptingaskthemistheresomethinginbetweenthem?Whatisthatcalled?)
goovertheideathatspacesseparateallwordsandthatthisistrueforalltext.
Nowthatweknoweveryoneknowsaboutwordswhocantellmewhatthesewordsare?
(AuthorandIllustrator)
Introducethenamesoftheauthorandillustrator
Askstudentsiftheyknowwhatthesepeopledo?
ReadingtheBook:Aftertheinitialoverviewofthebookslayout,introducethefeltboardandpieces.
Passoutthefeltmanipulativesothateachstudenthasonepiece.Explainthatasyoureadthestory
studentswillbeabletocomeandplacetheirpieceinorderonthefeltboard.
Thenbeginthestory.
Whilereadingthebookencouragestudentspredictwhatisgoingtohappennext.
Makesuretostopanddiscusssomeofthehardervocabularywords.
Whenunexpectedeventhappenaskthestudentswhytheythinkthishappened?Discuss
moralsetc.
StudentSummativeAssessment
RetellingKeyDetails:Whenthestoryisoveraskthestudentsallowstudentstomakequick
commentsaboutthebookandthentransitiontothenextactivity,tryandmakesurethatthestudents
arestillengagedandlistening.
Whatwasyourfavoritepartofthebook?Greatbecausewehaveoneactivityleft,Iamexcited
forit,howaboutyou,areyouexcited?Perfect.
Directthestudentsattentiontothefeltboard.Remindthestudentsthattheyhavesummarizedthe
storyonthisboard.Givethem5secondstolookattheboard
Okayeveryoneletslookatthefeltboardandtryandrememberthestory.Caneveryonefocus
reallyhardontheboardandletstakeamentalpictureclickokay,doeseveryonehavetheir
mentalpicture?GreatbecausenowIamgoingtocloseuptheboardandwearegoingto
LSLA,Fall2014

IntroductiontoSyllablesandRhyming Fall2014

retellthestory.
Handoutthepicturestothestudentsandintroducetheideaofastoryboard.Explaintothestudents
thatasaclasstheyaregoingtorecreatethestorywithpictures.
Providethefirstpictureasanexampleandthenhavethestudentsraisetheirhandswhenthey
thinktheirpicturecomesnext.
ifmorethanonestudentraisestheirhandhavetheclassdecidewhattheythinkcomes
next.
Ifthecorrectstudentdoesnotraisetheirhandaskstudentswhatcamenextthisor
thisandthenaskifwhohasthepicturesthatshowthecorrectoption.

Differentiation/Accommodations
Insteadofrequiringonlyverbalanswers,allowstudentstopointormanipulatethebook.
Whenworkingwithfeltpiecesandpicturesallowstudentstoholduptheirpicture/feltpiecein
responsetoaquestions.
Insteadofverballychoosingapicturestudentscanbegivenoptionstochoosefromi.e.didthisone
happenfirstordidthisone?

KeyVocabulary
Muffin
References
Standardscanbefoundatthefollowingwebsite:
http://www.corestandards.org/ELALiteracy/RI/K/
BelowisaLinktothePicturesofthebook:
http://www.slideshare.net/bookers/paperbagprincess
http://lessonplanspage.com/lathepaperbagprincesstranslateideasoutline12htm/
Thefollowingsitesprovideinformationandworksheetsregardingthebook,includingsomeideasfor
alternativelessons:
http://readingcomprehensionlessons.com/wpcontent/uploads/2013/07/ThePaperBagPrincess
CommonCoreStandardsAlignment.pdf
http://www.teachyourchildrenwell.com.au/english/bigbooks/Stage%201%20Language%20Unit%20
%20The%20Paper%20Bag%20Princess%20%20WHOLE%20DOCUMENT.pdf
LSLA,Fall2014

IntroductiontoSyllablesandRhyming Fall2014

Hereisalinkstothebookonline,andvideo/audioofthebook:
http://mrkwon.weebly.com/uploads/1/3/2/1/13216665/the_paper_bag_princess1.pdf
http://community.eflclassroom.com/video/thepaperbagprincess

LSLA,Fall2014