Pre-K Word Study

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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. What will your students be able to do? CONNECTION TO THE SUMMER ACHIEVEMENT GOAL. How does the objective connect to the summer achievement goal? SWBAT: say the sound “Bb,” identify words/objects that start with that sound, say that the words start with “B” (PK.WordStudy.Sounds3b) When students begin to connect letters
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  Corps Member:CMA:Lesson Plan Date:Rough? Final? PRE-K WORKING WITH WORDS BLOCK LESSON PLAN PRE-K WORD STUDY LESSON PLAN (~28 min.)     P   R   E  -   P   L   A   N   N   I   N   G  :   K   N   O   W ,   S   O ,   S   H   O   W OBJECTIVE. What will your students be able to do?  CONNECTION TO THE SUMMER ACHIEVEMENT GOAL. How does the objective connect to the summer achievement goal?  SWBAT: say the sound “Bb,” identifywords/objects that start with that sound, say thatthe words start with “B” (PK.WordStudy.Sounds-3b) When students begin to connect letters with their sounds, they willbe taking a step towards learning to read. 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 s tudent worksamples from the independent practice KEY POINTS: TARGETED LETTERS. What letter(s) will you emphasize?  Bb ã “Bb” makes the /b/ sound. ã When we say /b/ we put our lips together and blow out a little air, almost like we’re going to say /p/. But feelyour throat when you say /b/. You can feel a vibration that you can’t feel when you say /p/. ã You can tell which letter a word sounds with by listening to the sound at the beginning. ã Words that start with “Bb” start with a /b/ sound.    L   E   S   S   O   N   C   Y   L   C   E  :   G   O OPENING. (3 min.) 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?  MATERIALS. Teacher calls students to the rug. Set behavior expectations. Friends, I am so excited totalk to you today about some more letters. Letters are so important to us. We use themevery 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 insinging the ABC song. Enunciate each letter name, especially in the LMNOP part of thesong. Refer to posted alphabet while singing each letter (later in the weeks you can havea student point).  Now we’re going to review the letters we already know!  Hold up index cards one at atime with the letters P, S, A, and T printed in capitals, and a key picture. Say the name of 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 uslearn what words start with “Bb”!Alphabet posted inthe room.Index cards withletters and keypictures  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 write capital B and lowercase b on the board. I’m going to write capital B first. I start at the top and go straight down. Then I come up and put two bubbles on the B, to the right of the stick part- that’s capital B. Let’s practice with our magic pencils in the air. Leadpractice 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 inthe air. Lead practice in air. B says /b/. When we say /b/ we put our lips together and blow out a little air, almost likewe’re going to say /p/. But feel your throat when you say /b/. You can feel a vibrationthat you can’t feel when you say /p/. Let’s try it together: /b/ /b/ /b/. Do you feel that onyour neck? Try saying /p/- you can’t feel it! Practice with me: /b/ /b/ /b/.Now for the B pictures. What sound does B make? That’s right, /b/. I have some cardshere, and each one has a picture of something that starts with B. Repeat after me (holdup cards one by one, and say names of items on picture cards, having students repeateach 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…doyou hear the /b/ sound?  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/  Chart paper &markers or whiteboard & markersor chalkboard & chalk“B” picture cards (ex:bear, boy, box, bee,ball, bat).Bb key card 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, andsound?  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 withby listening to the sound at the beginning. I’m going to mix up my picture cards, and say them one by one. When I say the name of the thing in the picture, I want you to tell me if you think it starts with a B, or a different letter. Remember to be a good learner on thecarpet. Can ____ demonstrate how to be a good learner on the carpet?   Shuffle the picture cards, and hold them up one by one. Exaggerate the beginningsound when you say each picture. Ask: Does this start with B?  Students should respondwith “yes” or “no,” and you should separate the cards into two groups. Tape them on theboard 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 onedoes not. Tell me which one starts with B, and which one does not.Y  ou should separate the cards into two groups based on the students response andtape 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 makesthat 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. “B” picture cards andequal number of “non-B” picture cards 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 pictures of things that start with either B, or a different letter. Your job is to say the nameof each picture to yourself, and decide if it starts with B or with something else. If it startswith B, /b/, you can color it. If it starts with a different letter, you will cross it out with an X. Make sure to keep your eyes on you own paper, and keep quiet. When you aredone, raise your hand. ____ please show the class how smart scholars work quietly by themselves so that they become good readers. Model one /b/ and one non-/b/ exampleusing a blank worksheet. Send students to their seats, and use managers to pass outpapers and crayons. While students are working, monitor their progress. If they seem tobe 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.One copy of Blacklinemaster for eachstudent with 5questions, crayons,completed activity for model,  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 theobjective?  Why will students be engaged/interested?  Teacher calls students back to the rug. So today friends, we learned a new letter, Bb.We’ll be seeing Bb a lot, so let’s practice the sounds one last time. What does B say? Bsays /b/. What does a B look like?  Lead students in call and response through the deckof picture cards.Picture cards for B(could ame as before,taken off board)    R   E   I   N   F   O   R   C   E   M   E   N   T 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 theseon the Bb bulletin board.
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