STAGE 4: SEQUENCING AND SCAFFOLDING OBJECTIVES ON A CALENDAR
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PRE-K WORKING WITH WORDS BLOCK LESSON PLAN129
WORD STUDY PLAN (~35 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.Sounds-3b); write the letter B and b
When students begin to connect letters with their sounds, they will be 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 student work samples from the independent practice
For “SWBAT write the letter B and B”: review student work
KEY POINTS: TARGETED LETTERS.
What letter(s) will you emphasize?
Bb
“Bb” makes the /b/ sound.
When we say /b/ we put our lips together and blow out a little air, almost like we’re going to say /p/. But feel your throat when you say /b/. You can feel a vibration that you can’t feel when you say /p/.
You can tell which letter a word sounds with by listening to the sound at the beginning.
Words that start with “Bb” start with a /b/ sound.
To write a capital B, start at the top and go straight down. Then come up and put two bubbles on the B, to the right of the stick part.
To write a lowercase b, start at the top and go straight down, but then only put one little bubble on the bottom!
LESSON CYLCE: GO
OPENING. (3 min.)
MATERIALS.
Teacher calls students to the rug. Set behavior expectations. Friends, I am so excited to talk to you today about some more letters. Letters are so important to us. We use them every 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 in singing the ABC song. Enunciate each letter name, especially in the LMNOP part of the song. Refer to posted alphabet while singing each letter (later in the weeks you can have a student point). Now we’re going to review the letters we already know! Hold up index cards one at a time 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 us learn what words start with “Bb”!
Alphabet posted in the room.
Index cards with letters and key pictures
WHOLE GROUP INTRODUCTION OF NEW MATERIAL. (5 min.)
MATERIALS
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. Lead practice 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 in the air. Lead practice in air.
B says /b/. When we say /b/ we put our lips together and blow out a little air, almost like we’re going to say /p/. But feel your throat when you say /b/. You can feel a vibration that you can’t feel when you say /p/. Let’s try it together: /b/ /b/ /b/. Do you feel that on your neck? Try saying /p/- you can’t feel it! Practice with me: /b/ /b/ /b/.
Chart paper & markers or whiteboard & markers or chalkboard & chalk
WHOLE GROUP GUIDED PRACTICE. (3 min.)
MATERIALS
Let’s practice saying the sound /b/. To practice, we’re going to change our names so they begin with the sound /b/. Everyone will get a chance to change their name. I’ll go first. My name is Miss /h/ Harris. My new name is going to be Miss /b/ Barris. Everyone repeat after me. “ /b/ Barris” Allow each student the opportunity to change his/her name. Have the class repeat the /b/ sound and the changed name after each student. Make sure each student says the /b/ sound.
WHOLE GROUP INTRODUCTION OF NEW MATERIAL. (5 min.)
MATERIALS
Now for the B pictures. What sound does B make? That’s right, /b/. I have some cards here, and each one has a picture of something that starts with B. Repeat after me (hold up cards one by one, and say names of items on picture cards, having students repeat each 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…do you 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/
We know that letters make different sounds. We can tell which letter a word begins with by 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 the carpet. Can ____ demonstrate how to be a good learner on the carpet? Shuffle the picture cards, and hold them up one by one. Exaggerate the beginning sound when you say each picture. Ask: Does this start with B? Students should respond with “yes” or “no,” and you should separate the cards into two groups. Tape them on the board 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 one does not. Tell me which one starts with B, and which one does not. You should separate the cards into two groups based on the students’ response and tape 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 makes that 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 Remediation: If the students seem to be having trouble, have them sit with you during the Independent Practice for further guidance.
Make sure to keep your eyes on you own paper, and keep quiet. When you are done, raise your hand. ____ please show the class how smart scholars work quietly by themselves so that they become good readers.
Objective: SWBAT write the letter B and b.
Activity: Students use letter tracing paper to practice writing upper- and lower-case letter B.
Materials: Alphabet Letter Tracing worksheet
“B” picture cards and equal number of “non-B” picture cards
Group One: Students in Small Group First (Catrina, Toi, Marvin, Anthony, Gabrielle)
Group Two: Students in Centers First (Johnny, Carmen, Etion, Sylvia, Terrence, Stan)
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?
MATERIALS
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 name of each picture to yourself, and decide if it starts with B or with something else. If it starts with 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 are done, 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/ example using a blank worksheet. Send students to their seats, and use managers to pass out papers and crayons. While students are working, monitor their progress.
Remediation: If they seem to be 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/?”
Enrichment: Look around the classroom for things that start with B, and draw them on the back of their worksheet.
One copy of Blackline master for each student with 5 questions, 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 the objective?
Why will students be engaged/interested?
MATERIALS
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? B says /b/. What does a B look like? Lead students in call and response through the deck of picture cards.
Picture cards for B (could be same as before, taken off board)
REINFORCEMENT
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 these on the Bb bulletin board.
CAPITOL COLLEGIATE WEEKLY SYLLABUS130
Foundations Academy Week of:
Subject:
Teacher:
CA Learning Standards/Performance Skills: By the end of the week, students will be able to:
Monday
Tuesday
Wednesday
Thursday
Friday
Objective:
Students will be able to:
Agenda:
Homework:
CAPITOL COLLEGIATE WEEKLY SYLLABUS
Futures Academy Week of:
Course Title:
Unit Title:
Teacher:
CA Learning Standards/Performance Skills: By the end of the week, students will be able to:
