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Lesson designer: Christina Martin Subject area of lesson:Reading

Standard(s) for this lessons objective(s): For ELA use CCSSStrand: Phonics and Word recognition Code: Boxed Sub-heading: 3.Know and apply grade level phonics and word analysis in decoding words a. Standard: Demonstrate basic knowledge of one-to-one letter sound correspondences by producing the primary or many o the most frequent sounds for each consonant. c. Read common high frequency words by sight ( e.g the, of, to, you, she, my, is, are, do, does)

Course lesson designed for: Student teaching Grade level of lesson: Kindergarten

Date: 9/23/13

Topic, Lesson title: Head to Toe Objective (s): The children will learn the sound of the letter C. They will learn how to write the letter C. The children will learn what the role of the author is, and begin reading their SFA book My Brain . Advanced preparation: I will have hand write the concept of print book on sentence strips and have them in the pocket chart with the pictures next to them. I will have the SFA materials ready on the computer. Instructional Resources used: Success For All reading program Connection to Student Background Knowledge: The children will be able to make a connection with the letter C and what they know to begin with that letter. Differentiated Instruction: Model(s) of instruction used: Level of understanding(e.g Blooms Taxonomy) Materials: Computer, My Brain concepts of print book for kindergarten. Success For All partner practice boo

Instructional Plan Opening: - I will have the children gather on the carpet, calling them by table. - I will introduce the book Parts by Tedd Arnold - I will ask the children what this person did to get his name on the cover of the book. - We will discuss what the job of the author is. -I will begin to read the book to them asking them if the scenerios from the book could be real. We will get to the end of the book and talk about all the weird things that our bodies do and how it is normal. - I will remind them of the vocabulary from the previous lesson( brain, control) I will ask them if they can use these words in a sentence. -I will display the word control on the dry-erase board and ask them what sound they hear in the beginning of the word. They will say kuh kuh kuh. Instruction: -I will then introduce the new letter sound of the day. - I will turn to slide #48 where there is a mnemonic picture of the /c/. - I will introduce the alliteration phrase for /c/ and ask them to repeat after me. The curly caterpillar crawls -We will talk about the first sound of the words and how they say kuh - I will then walk over to the wall frieze (alphabet on the wall) and review the sounds. - I will then show them the video from SFA on slide #49 to help them remember the sound. Practice: -I will ask the children if they can come up with words that start with a /c/ and then show them some items I will have in a basket. - I will have a candy cane, cone, cake all from the learning lab section of the classroom.

- I will then have the student return to their desk with their peanut butter, jelly partner. Peanut butter will stand in the front and jelly will practice writing the letter /c/ on the back of their partner. The child writing will have practice writing and the other child will feel it done on their back. -The children will return to their seats. -I will show then the 2 making words videos on slides #52 and #53 of the SFA. The videos sound out the words cap and cat which contain all letter sounds they have already learned. This video will help them learn to blend sounds. They will be allowed to repeat sounds and engage with the video. - I will then pull the pocket chart to the middle of the carpet. - I will begin by reading each sentence to the class and then having them repeat me while I point to the words. -I will continue doing so for each sentence and then I will ask them if they see a pattern. The story says Here comes a , My brain tells me to . On every alternating sentence. - Whenever we come across a sight word we will circle it. Closing: - I will ask them to go to their special ( assigned) spots with their peanut butter, jelly partner and begin partner reading. -The child who is peanut butter will begin by reading the title. - The children will complete the first 2 pages of their SFA practice books. They will take turns reading the sounds that they have learned all year and then blend 2 words. They will also practice writing their /c/ in the booklet.

After Assessment: