Sunteți pe pagina 1din 4

Jessica Evans

Unit Lesson
October 25, 2016
Unit Plan Six: 25 minutes
Direct Instruction
Standards: RL.K.10 Actively engage in group reading activities with
purpose and understanding.
RF.K.1a Follow words from left to right, top to bottom, and
page-by-page.
RL.K.5 Recognize common types of texts.
SL.K.1a Follow agreed-upon rules for discussions.
RF.K.2d Isolate and pronounce the initial, medial vowel, and
final sounds of three-phoneme words.
Blooms: Comprehend/ Understand
DOK: Cite, Explain,
Name
Objective: Students will be able to actively engage in group reading,
follow words on a page, recognize types of texts, isolate
beginnings sounds in words, and follow rules while
participating in a class discussion with limited verbal prompts.
Materials needed: pointer, letter cards, large flip chart, Kite Flying
book, S words document on Ipad, Ipad, Marker
Key vocabulary: High frequency word- most commonly used words
Realistic Fiction- fiction that could happen in real life
Attach- tie or connect
Blowing- pushing air
Noisemaker- something used to make noise
Whiskers- long hairs on the face
Compound word- 2 small words used to make one big word
Expectations: Remind students to raise their hands when they would
like to talk, and that when someone is speaking they should
be listening instead of talking. Remind students to be
respectful of others space by not touching others. I will
actively teach students by being excited about the material
as well asking them questions and promoting students
involvement.

Anticipatory Set: Boys and girls, I am going to say three words, and
by raising your hand, you will tell me which two words have
the same sounds at the beginning. Wish, gas, gift. Which of
those words have the same sounds at the beginning?
Correct! What sound is the same in all the words? By raising
your hands, what are some other words that start with the /g/
sound? Repeat this process with tope, yet, yell; send, rich,
sack; box, bill, king; fat, hen, fix.
Instructional Inputs: Introduce the high-frequency word. This week
we are reviewing like. Today we are reviewing some of our
words! Point to the words on the wall. Spell the words with
the children, and then sing each of their songs.
Modeling: Here is our Alpha Friend, Sammy Seal. What sound does
Sammy Seal make? Im going to say a long sentence, and
each time you hear a word with the /s/ sound, you can clap!
Sammy Seal swims in the sea with Silly Slimy Snake. Ok, we
have our words, and now Im going to pull sticks to have you
come and underline where the /s/ is. Sad, sip, sub, set.
I will say some words. If you hear /s/ at the beginning of the
word do the alpha friend sign, but if you hear /m/ at the
beginning you can do the alpha friend sign for m. Soap, sun,
melt, song, mix, soup, mop, and man.
Guided Practice: Display the flip chart. Talk about the pictures, and
pull sticks to have children come and identify if the picture on
the kite begins with a /m/ or /s/ sound.
Closure: Who has ever flown a kite, or seen one being flown? Ask
children what they know about kites. Today, we will read a
story called Kite Flying. This story is called realistic fiction.
Realistic fiction is a story made up by an author, but the story
never happened in real life. The people in the story seem real,
and the things that happen could actually happen in real life.
That is why this kind of story is called realistic fiction. As we

are reading, lets identify our yellow words together. As we


read our story, lets also pay attention to the order in which
things happen. I think about what happens first, next and last
in the story. This helps me to understand it better. It helps me
understand a story better if I ask myself questions about what
I am reading. Ill ask this question about this book, what kind
of kite will the family make? Then Ill keep reading to see if I
can answer the question. So as I am reading, I will stop and
ask you all questions, so be listening closely. Before I begin
reading I will read the authors name, and we will discuss the
front cover. Ok, so what happens first in the story? Who is the
story about? Where does the story take place? Remember,
good readers ask questions as they read. So my question is,
why are the joining the stick together? As I read, hopefully my
question will be answered! Do you see any capital letters on
the page? All of our sentences begin with a capital letter, so
the first word of each sentence is a capital letter! So we have
someone gluing, and someone cutting whiskers, how do we
know that the people are helpful in the family? Ok, what
happens next in the story? What kind of kite are they making?
Since weve been reading about the steps to make a kite,
what do you think they will do next? Lets keep reading to find
out. After reading p.15, A compound word is made up of two
smaller words. Did we hear any compound words on this
page? Which one? How many words make up this word? What
will happen next in the story? As I read p.18, these sentences
have exclamation points at the end! This means we read them
with lots of feeling. What happens at the end of the story?
Does anyone have any questions about our story today? Lets
review the order of what happened. What happened first in
the story? What happened next? What happened at the end of

the story? Use the Flip Chart to retell the story with the
children.
Independent Practice/Application: My teachers does a rotating
train through centers, and today I will be doing a phonemic
awareness game where the children match the letter with the
beginning sounds of words.

S-ar putea să vă placă și