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Untitled (3)

  1. 1. A kindergarten class consisting of 11 girls and 9 boys.
  2. 2. My class of Kindergarteners will have mastered Phonemic Awareness by the end of the school year. Through singing, dancing, use of Elkonin boxes and tokens, activities to develop rhymes, oddity task activities, oral blending tasks, oral segmentation tasks, phonemic manipulation activities, and the use of books for: rhyming, alliteration, and phonemic manipulation. Their parents will have access to several different tools to help their children such as: facebook, twitter, pinterest, a blog, podcasts, and a webquest. I will observe the students daily on their progress and individual abilities. At the end of the year I will use an assessment that will test them on their skills in phonemic awareness and I will be looking for complete accuracy.
  3. 3.       A- Kindergarten S- Students will sing the song “Do You Know”, participate in the activity extend the rhyme (explained on next slide) and work together on the smartboard to match pictures with their rhyming words. S- Singing, game/activity, podcast, and blog. U- We will sing the song “Do You Know”, complete the activity extend the rhyme, the podcast will be a takehome read-aloud for the students, and the blog will be introduced for the parents to utilize throughout the school year. R- The students will be required to participate in our daily activity and in practicing our song. E- I will assess them individually during our whole group activity. I will do this through observation if they can answer with a rhyming word. While using the smartboard I will be able to tell which students are grasping the concept of rhyming.
  4. 4.    Begin our day with a read aloud of Hop on Pop by Dr. Seuss Sing the song "Do You Know?" to the tune of "Muffin Man", several times asking the students to suggest one syllable rhyming words to replace the words king and ring. (Continued on next slide) Quick activity of Extend the Rhyme: explain to students that you're going to say three rhyming words (ex. cat, bat, and hat) and then that you want them to listen carefully and continue the rhyme with different words. Such as mat, fat, pat, and sat. (Nonsense words are permitted)
  5. 5. Do you know two rhyming words, Two rhyming words, Two rhyming words? Oh, do you know two rhyming words? They sound a lot alike. King and ring are two rhyming words, Two rhyming words, Two rhyming words. King and ring are two rhyming words. They sound a lot alike.
  6. 6.  http://exchange.smarttech.com/details. html?id=c0bba886-a88b-4ed0-8be0d8dba59dce80
  7. 7. A- Kindergarten S- Students will participate in both of our whole group activities  S- Stand, Sit, and Turn Around, the class puppet, the qr, and twitter.  U- Using different activities to teach children is a better way to get positive results rather than just using a worksheet every day. I have created a twitter page full of links to more tasks to help parents with their children at home. The QR will send students to a song that I would like for them to use to learn all of their sounds.  R- I will expect full participation from all of the students during both of the oddity task activities I have prepared.  E- My assessment for today will be based off of observation of my students’ accuracy during both activities. I will ask the parents to communicate with me about their at home work.  
  8. 8. Distribute a set of picture cards to every child. Pull out a puppet and then explain to the children that he/she only likes things whose names begin with "m". Tell the children to hold up their picture cards if the item in the picture begins with "m", and then have them make the initial sound. Example: Puppet: I like marshmallows. Child: (holds up the mittens picture) M-m-mittens. Puppet: I see mittens. Mittens. M-m-mittens, /m/, just like mmmmmarshmallows.  Stand, Sit, and Turn Around is a fun activity to include children and their names. Say a sound, such as /b/. Have each student whose names begin with that sound must bounce like bunnies, or other movement that starts with the same sound as their name. (Continue until all students have done something) 
  9. 9.       A- Kindergarten S- Students will sing “Old McDonald Had a Box” and play the game “Guess It”. S- “Old McDonald” song, which will be displayed over the elmo (document camera) and the game “Guess it” U- Since I am teaching kindergarten I like to use songs and games because it’s a good way to get the students involved but to also better help them learn. Today I will introduce Pinterest to my parents where they can access different activities for their children to practice oddity tasks. The lyrics of our song will be displayed on the Elmo. R- I always require full participation from all students. If not, they will be disciplined accordingly. E- During the game Guess It, I will be able to assess each of my students based on their oral blending. After my assessment I will know whether I need to continue the lesson or if they have mastered this task.
  10. 10. Begin with the song "Old McDonald Had a Box", while singing it several times you will segment different onesyllable words for children to blend. (Continued on next slide)  Play a game called Guess It! Where you orally segment the name on an animal and have children guess the animals identity. Example: Teacher: I'm thinking of an animal. /p/...ig. What am I thinking of? Children: A pig! 
  11. 11. Old McDonald had a box, E-I-E-I-O And in the box he had a /k/....an, E-I-E-I-O With a can, can, here And a can, can, there, Here a can, there a can, Everywhere a can, can Old McDonald had a box, E-I-E-I-O
  12. 12.       A- Kindergarten S- Students will sing the song, What’s the Sound. After the song I will ask students to identify the sound that is similar in a series of words (explained more on next slide) S- Song, the lyrics will be displayed on Elmo. Whole group activity of oral segmentation. U- Another song for them to learn so that they can practice at home. I will ask my parents to like our class’ Facebook page so that they will be up to date with our class’ daily schedule and so that they can easily ask me questions. R- With the students being familiar with my procedures by this point, I know that they will participate in the song and other activity. E- If a student constantly responds with the incorrect sound then I will know that they need more practice with segmenting
  13. 13.   Start with a song called What's the Sound? And sing it to the tune of Old McDonald. Use map and money, leaf and lucky, ten and table. Explain to children that you're going to say three words, and you want them to listen closely and tell you what sound they hear that is the same in all the words. So, for example, if you say teeth, bean, and feet, children will respond with /ē/. Be sure to keep the target sound in the same position.
  14. 14. What's the sound that these words share? Listen to these words. Sad and silly are these two words. Tell me what you've heard, (ssssssssss) With a /s/, /s/ here, and a /s/, /s/ there, Here a /s/, there a /s/, everywhere a /s/, /s/. /s/ is the sound that these words share. We can hear that sound!
  15. 15.       A- Kindergarten S- Students will manipulate their own names with a different initial sound, they will manipulate other words during our game, and during their practice on the smartboard. S- We will use the smartboard for practice online, we will have a read-aloud which they will also have access to a podcast for at home (explained more on next slide). I will send home a letter with information about our class’ webquest. U- With the practice on the smartboard and the activity we will do in class the students should be able to manipulate the initial sounds in their names as well as the given words that I provide. R- The students will participate in the post, during, and after activities of the read aloud. They will practice together on the smartboard. The parents will be required to use the webquest if their child misses any regular school days. E- Based on my observation during today’s lesson I will evaluate and be able to adapt according to my students’ progress.
  16. 16.     Sound of the day, say you choose /l/, then Peter will be Leter and Bonnie will be Lonnie. It's simple and easy and will stick with the children. Do a read aloud with the book, There's a Wocket in my Pocket by Dr. Seuss. Explain to the children that you're going to play a game, they're going to be making new words by replacing the first sound in each word you say with /s/. For example, if you say the word hand, children are to say sand. Continue with the words: hit, well, funny, bun, mad, bend, rat, rope. (You will give them laminated cut out letters for this game) Have the children practice phonemic manipulation on the smartboard with the use of online games, such as Letter Lifter, Phonic Fighter, and Phoneme Pop.

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