This document discusses strategies for teaching word work and writing in kindergarten. It describes using a morning message as an authentic way to work with high frequency words. The teacher models writing the message, spelling words aloud and explaining punctuation. Later, students interactively write the message. Predictable charts are also discussed, where the teacher dictates sentences over multiple days before students build their own. Interactive writing and charts are suggested to reinforce letter identification and other concepts.
This presentation looks at ways to use learner-generated texts, repeated readings, and muli-level activities to engage language learners and build skills in multiple modalities.
This presentation looks at ways to use learner-generated texts, repeated readings, and muli-level activities to engage language learners and build skills in multiple modalities.
Confused about the summer reading assignment? Podcast #1 gives you details on the directions, why we complete summer reading, how to pick a book and how to read for the assignment.
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Confused about the summer reading assignment? Podcast #1 gives you details on the directions, why we complete summer reading, how to pick a book and how to read for the assignment.
Half day session to review writing process, beliefs and practices about writing, and prepare to scan our classes and start to consider an inquiry question regarding writing. Grades 2-11, classroom and support teachers.
Day 2, K-7, Professional Learning Network - Effective Learning in Inclusive Classes. Focus today on supporting vulnerable learners, no round reading in guided reading groups, spelling, sequences built from word strategies to meaning and writing, a global issues sequence: connect, process, transform.
GCU College of EducationLESSON PLAN TEMPLATESight Words Guid.docxlianaalbee2qly
GCU College of Education
LESSON PLAN TEMPLATE
Sight Words Guided Reading Lesson Plan
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Kindergarten
Date:
March 1, 2018
Unit/Subject:
ELA
Instructional Plan Title:
Dr. Seuss
Lesson Summary and Focus:
Students will easily read high frequency words: am, it, and the –at family.
Classroom and Student Factors/Grouping:
There are 21 students total with 3 students with IEPs. The three students with IEPs have the support of the inclusion model. The special education teacher co-teaches during the 55-minute ELA block in the general education classroom.
National/State Learning Standards:
RF.K.3.C Read common high frequency words by sight.
RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
Specific Learning Target(s)/Objectives:
Review: I can read the sight words am and it with 90% accuracy.
Review: I can write the sight words am and it with 90% accuracy.
Lesson Target: I can identify words from the –at family in my reading and writing with 80% accuracy.
Academic Language
Key vocabulary:
Word Family - The patterns in words help you read and write them. Today we are going to look at the pattern -at.
Function:
Students will demonstrate understanding by reading am, it, and –at family words within print in texts and around the room. Students will also show understanding by writing those same words.
Form:
Students will be given think time to demonstrate knowledge in classroom discussions. Students will also be able to demonstrate understanding through their writing.
Resources, Materials, Equipment, and Technology:
Easel, sentence strips, markers, picture cards, pocket chart, reading books, magnet letters, pens, paper, ABC chart, individual books
Section 2: Instructional Planning
Anticipatory Set
· This lesson builds on the introduction of the –at family. Students are aware they can make additional words using –at.
· Students will be excited to sing and rhyme identifying –at family words.
Time Needed
10 mins
Multiple Means of Representation
Small Group:
· Focus: High Frequency Word Fluency
· Word Work: Students will be given the letters a, t, i, and s. Then they will be asked to spell the words it, is, and at.
· Next we will see how we can take the word hat and change the first letter to make new words in the –at family.
Book Intro Cat in the Hat:
· Have you ever had a really silly friend?
· Have you ever made a big mess in your house?
· What are some rules you should follow when you visit someone’s house?
· Do a book walk and identify the H sound in hat//has. Also look for –at sounds like in cat and hat.
· Children will then read independently with teacher listening on in a round robin format.
· After reading: What was the Cat in the Hat like? What color was his hat? What was your favorite part?
· Writing task for second half of guided reading group (This may occur on the next day.) If you c.
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1. Word Work in
Kdg
Authentic use of high frequency words
Belton
September 2014
Amanda Arens, amanda@arensconsulting.com
2. Morning Message
Dear class,
September 9,
2014
Today is Thursday.
We are going on a walking field trip.
Love,
Mrs. Arens
3. Writing For: Morning Message
The teacher, with or without students, makes decisions about content
The teacher talks implicitly about the writing
During the modeling, the teacher:
Spells words aloud while writing
Explains use of punctuation
Describes formation of letters
Rereads as he or she writes
Uses one-to-one pointing as he or she reads
Teacher counts the sentences
Teacher counts the words in each sentence
Teacher counts the letters in each sentence
6. Writing For: Morning Message
Teacher asks “What do you notice?”
accepts the children’s responses
helps children find words that begin alike
helps children find words that rhyme
Teacher asks children to find words they know
Lesson lasts as long as the childr
7. Writing With: Morning Message
• As children become more proficient,
morning message becomes
Interactive writing
8. Writing With: Interactive Writing
• Teacher and student share the pen.
• Message is decided by the class and teacher together.
• Students write portions of the message – anything they are
capable of writing
• Can be used for labeling, reviewing, or summarizing learning
• Interactive writing can be used throughout the day
• Revisit the written text for instruction
letter identification
number of letters in words, words in sentences, etc
capital vs. lower case
9. Writing With: Predictable Charts
• Day 1 &2: Dictation of the sentences
• Day 3: Touch reading their sentences then build
individual sentences
• Day 4: Sentence builders as a class
• Day 5: Making a class book
15. Sentence starters
• I can
• I will
• We saw
• It is
• That is
• There is
• I want
16. Interactive Charts
• Shared Reading for Kindergarten
• Write a song, poem, etc on sentence strips – one sentence per
strip
• Place strips in a pocket chart
• Choose a part of the sentence to manipulate
• Read the sentences to children, then let them be your echo
• Call on children to manipulate the parts and let students read
sentences by themselves
• Place the chart in the reading center!
17. Oh a Hunting We Will Go
Oh, a-hunting we will go.
A-hunting we will go.
We’ll catch a fox
And put it in a box
And then we’ll let it go.
fox
box
dog
bog
Interactive charts
