Missy Doylida

Overview
My four lessons are done with my reading group each day. I have kindergarteners and I love working with them and watching
them learn. They are enthusiastic and have an answer for everything, even if it doesnt make sense with what we are talking about. The
lessons work on different skills that all have to do with reading, but they dont really build on each other. We do different things each day,
but all the Monday skills build on each other and Tuesday skills build on each other and so forth to keep the lessons more interesting for
the children.
I have a higher level reading group, but since no two students are exactly alike, even within my higher reading group I have
different levels of students and some of them need work in different areas than others. I try to accommodate all of them, but I am
learning how to think on my feet better and ask questions that will challenge all the students.
In my reading group we read books and talk about the parts of the book such as the author and illustrator, and we try to talk about
why the author and illustrator made the choices they did about the book. That is something new we are introducing so we can prepare
the students to start writing their own stories. We also are talking about reading and punctuation/recognizing it in our books. That way
the books will be read with more expression, make more sense, and they can start to understand and use a variety of punctuation in their
writing.
Unfortunately at my school we do a lot of worksheets, and for literacy thats the same, but for the reading groups I have we dont
do worksheets. Instead, we read books and try to help each other with reading. Because of that, I dont have any artifacts from my
lessons.




Small Group Lesson Plan

Grade Level: Kindergarten
Number of Students: 16 students
Instructional Location: My classroom
Days: Lesson 1
Materials: Read Aloud Anthology book that contains the poem Bear in There by Shel Silverstein

Standard Addressed:
RF.K.1

Content Objectives: Language Objectives:

Be able to pick out rhyming words
Be able to explain why the polar bear likes the cold

Say the words that rhyme out loud
Can articulate the polar bear likes the refrigerator because it is cold
like the climate it likes to live in
Prerequisite Skills:
Have some understanding of rhyming words
Can listen to a story and remember it
Know what a polar bear is
Know where a polar bear lives/it likes the cold
Enduring Understandings (Big Idea):
Even though there may be a line in between the rhyming words they can still identify them
Polar bears like the cold which is why it stayed by the refrigerator instead another part of the house
Essential Questions:
Which two words rhyme? Give me examples
Why is the polar bear in the refrigerator instead of a different part of the house? How do you know?

Title: Bear in There
Author: Shel
Silverstein
Genre: Fiction
Theme(s):
Rhyming
Polar bears
(animals)
Focus:
Identifying rhymes
Listening skills
Vocabulary:
Rhyme
Polar bear
Refrigerator
Poem
Before:
Today we are going to read this poem together
I want you to close your eyes and first just listen to the poem
We are going to practice rhyming words, so then I want you to listen the second time for all the words that rhyme
After I am going to ask you what the rhyming words are
First, who can tell give me an example of a rhyming word?
During:
Now close your eyes and listen to the story
Now listen to the story again and tell me the rhyming words you hear, make sure you raise your hands
One example I found was bear and there
Also, why is the polar bear in the refrigerator?
Why does he like it in there?
Why isnt he in another part of the house?
How do you know?
After:
Today we picked out the rhyming words
If you are reading a rhyming book and you dont hear any rhyming words then you are reading the words wrong
And we also talked about why the polar bear likes the refrigerator
What other animals like the cold?
Assessment:
I will ask students questions to see if they are understanding what is being read
All the students should raise their hand and if they dont they might not understand
Extension:
Talk about other animals that like the cold
Talk about other foods found in the fridge/food groups
Differentiated Instruction:
Use words that are easier to tell if they are rhyming (smaller words)
Read the poem over many days so they can hear the words more times
Modify and Changes to Plan:
I will read a little slower
I will stop in the middle of the poem to identify rhymes instead of just at the end

Reflection:
I did the lesson today and overall I think it went well. The students were listening well and thought the story was fun to hear. The lesson
went as planned, and some of the students identified the rhymes in the poem. The students who recognized the rhymes were mostly the higher
students and some of the middle students. I like to have the students teach students by example so some of the lower students were listening
intently and trying to catch on. The students of all academic level were eager to talk about the polar bear and why it was in the refrigerator
instead of a different part of the house. One child said, The polar bear likes the cold because it doesnt like to sweat so it lives in Antarctica.
Other answers varied along those lines. Based on their responses I learned that rhyming needs to be worked on, but they are very interested in
animals so I think I will pursue that further. I also noticed I read a little fast for some of the students to recognize the rhymes, and other students
wanted to answer once a few of the smarter students answered.

Small Group Lesson Plan

Grade Level: Kindergarten
Number of Students: 16 students
Instructional Location: My classroom
Days: Lesson 2
Materials: Read Aloud book called Giggle, Giggle Quack by Doreen Cronin

Standard Addressed:
RL.K.1-10

Content Objectives Language Objectives
The students will know what an author and illustrator do
The students will make predictions about the story based on
observations
Author
Illustrator
Prediction
Observation
Prerequisite Skills:
Know someone write the book and draws the picture
Knows what a guess is
Knows how to pay attention to the book and listen to the story
Enduring Understandings (Big Idea):
Know what the author and illustrator do
Know what a prediction is/how to make it based on an observation
Essential Questions:
What does an author/illustrator do for the book?
What is a prediction you can make?
Why do you say that? What do you see that makes you predict that?

Title: Giggle, Giggle
Quack
Author: Doreen
Cronin
Genre: Fiction
Theme(s):
Predictions
Observations
Creating a book
Focus:
Guessing based off
the story (making
predictions)
Say what the author
and illustrator do
Listening skills
Vocabulary:
Observations
Predictions
Author
Illustrators
Before:
Everyone sit down on the carpet and turn on your listening ears
This book is called Giggle Giggle Quack
The author is Doreen Cronin
What does author mean? What does the author do when creating a story?
The illustrator is Betsy Lewin
What does illustrator mean? What does the illustrator do when creating a story?
During:
Read the book
During the book ask predictions of what the students think the animal will want
Ask why they think that
Have the pictures let them to believe one thing or another?
Try to have them use the word predict (I predict ___ will happen because____)
After:
Were some of our predictions correct?
Were some of our predictions wrong?
Remember predictions are just guesses and it is ok if they are wrong
Remind me, what does the author/illustrator do?
Assessment:
See who raises their hands to answer questions and share predictions
See who is looking at the book and paying attention
Extension:
I would talk more about observations and how we predict things in our lives instead of just about the book
Differentiated Instruction:
I will pick more obvious books to predict for students struggling with the concept and books that are more abstract for those who are
understanding the concept
Modify and Changes to Plan:
I will move the book around more so everyone can see
I will try to call on other students to try to hear more voices


Reflection:
I did the lesson today and overall I think it went well. The students were listening enjoyed the story. The lesson went as planned, and the
majority of the students raised their hands to talk about the author and illustrator. Im not completely surprised because we have covered this
topic before and this was more of a reinforcement lesson. Talking about prediction was fairly newer of a concept, and all the students had their
hands raised to try to make predictions. I was very happy they were willing to try. The children said things like I think the pigs will want nicer
mud or I think the animals will want to be in the house instead of outside. Next time I want to give myself more time to do a story lesson
because there were more students with their hands raised than I could call on since we only had a specific amount of time. The children love to
say their opinions and share their thoughts. I learned about myself as a teacher in this lesson because I realized a lot of times I call on specific
children for answers, but with this lesson I called on other students I dont always call on and hearing their answers was very interesting and
informative.

Small Group Lesson Plan

Grade Level: Kindergarten
Number of Students: 16 students
Instructional Location: My classroom
Days: Lesson 3
Materials: Group Read decodable book Big Cat, Little Cat

Standard Addressed:
RF.K.3

Content Objectives: Language Objectives:
Be able to stretch and shrink the words on the page to read
the book
Understand the punctuation
Stretch and shrink words
Question mark, period, exclamation mark
Prerequisite Skills:
Know the sounds of the letters
Know sound combinations
Know punctuation symbols
Enduring Understandings (Big Idea):
Learning how to read the decodable books using sight words and stretching and shrinking words
Understanding how to read different punctuation
Essential Questions:
Can you read this book?
What does your voice do when you see a period, exclamation mark, or question mark?

Title: Big Cat, Little
Cat
Author: N/A-
Decodable books
Genre: Fiction
Theme(s):
Exclamation marks
Question marks
Periods
Reading
Focus:
Identifying
punctuation at the
end of a sentence
Stretch and shrink
words
Vocabulary:
Sentence
Stretch and shrink
Exclamation mark
Periods
Question mark
Words
Before:
We want to read this book
Lets stretch and shrink the key words in the story (most of the 3 letter words)
What is the title of the story?
Turn to the first page and put your finger on the first word
Ready? Read
During:
What is at the end of the sentence?
How can we read that sentence because of the punctuation?
When we see a question mark our voice goes up.
When we see an exclamation mark we read the sentence with an excited voice.
Next page, stretch and shrink the words you dont know. Ready? Read
After:
Now that we have read the book, what punctuation did we see?
Put the books into your homework folder and read them tonight with your families.
Assessment:
I watch the students read the book together
I notice which voices are louder and which voices carry the rest when they dont know a word
I see whose fingers are on the words they are reading/who is following along
Extension:
I could ask about the beginning, middle, and end of the story to check for comprehension
Differentiated Instruction:
I will have some try to read in their head
Some I will ask comprehension questions
I will have slightly harder books for the more advanced students
Modify and Changes to Plan:
I will stretch and shrink more of the names from the story because some of the students were having a hard time with those

Reflection:
I did the lesson today and overall I think it went well. The students were participating and the lesson went as planned. I saw all the
students had their books open to the right page and their finger was there to point to where we should be reading. Like the other lesson, Im not
completely surprised because we have done this before, but some of the students were having trouble with the names in the books. As a result,
next time I will go over those names a little bit beforehand because in the moment reading them was hard for some of the students. All of the
children knew the names of the punctuation in the book, but only a few knew with question marks you have to raise your voice at the end. I had
to give examples and model my voice a few times for them to hear a difference between a question and a statement. Once I modeled a few
times the children for the most part seemed to make their voice like that too. I saw more of a first-hand experience how effective modeling is in
this lesson. Most of what I have been doing with them isnt very new, so I dont need to do much modeling, but I see how important it is and
how much it helps the students understand.

Small Group Lesson Plan

Grade Level: Kindergarten
Number of Students: 16 students
Instructional Location: My classroom
Days: Lesson 4
Materials: Reading WIN- Kpals curriculum sheets, pointers, decodable books, sight word flashcards

Standard Addressed:
RI.K.10
RF.K.3a & 1d

Content Objectives Language Objectives
Be able to say the kindergarten and some first grade sight
words
Be able to read the Kpals sheets and decodable books on
Stretching and shrinking words to read the sentences
Say the sounds and sight words
their own
Be able to say and recognize sounds and letters
Prerequisite Skills:
Know the letters and sounds of the alphabet
Know how to stretch and shrink words
Know how to be good partners and who their partners are
Know the expectations of group time
Enduring Understandings (Big Idea):
Reading the Kpals sheets independently and books
Knowing sight words
Essential Questions:
Can the students go through the sheets by themselves?
Can the students say the letters and sounds of the alphabet?
Can the students read the sentences and decodable books after?
Can the students say the sight words on the flashcards?

Title: N/A
Author: N/A
Genre: N/A1
Theme(s):
Reading
Letter and sound
recognition
Focus:
Stretching and
shrinking words
Using partner work
to double check
each other
Vocabulary:
Stretch and shrink words
Letter sounds
Letter names
Sight words
Before:
Read he flashcards of sight words
Pass out the Kpals papers
Today we are going to read the sheet and then do it again with partners.
After we will read the books
During:
Everyone put your finger on the first letter.
We are going to say the letter name and the sound it makes.
Now put your finger on the first one.
Read the words in the first row, now the second row
Stretch and shrink the words in your head and say them out loud
Read the sentences below
Go off with your partner, grab a pointer, and read the paper to each other
After:
Come back and put your papers on the shelf
Take a book and sit down on the rug to read it
When time is up the books are put away and the students line up to go back to their rooms
Assessment:
I will watch the students as they read the Kpals sheet together to see who is talking and following along
I will listen to each partner group to see if they are reading correctly
I will have some students read to me and observe others while they read independently
Extension:
I could add more advanced sight words when the students master them
I could add blends to the sound and letter recognition part
Differentiated Instruction:
There are different levels of decodable books
Modify and Changes to Plan:
I will go faster through the sheet, the students seemed to be bored and were losing interest


Reflection:
I did the lesson today and overall I think it went well. The students were participating and the lesson went as planned. We are slowing
introducing new sight words, so some of the lower children didnt know those, but I think having them listen to others say the words was
beneficial and helped them start to learn them. All the students were saying their letters, sounds, and stretching and shrinking the words,
sentences, and books which I wasnt surprised about because they have been working on those skills since December. I do need to go through
the sheets faster because since the students have been working on this for a while, I was going too slow and some of the students were starting
to look around the room instead of paying attention. I think the students favorite part of the lesson was reading the books at the end. They
asked for specific books or if they could finish ones they already started, and they were proud when they could read it to me or they finished a
book on their own. I learned more about giving explicit instructions about partner work. Being kindergarteners they didnt always know how to
be a good partner and even though they have been working on it, reminding them of the expectations is always helpful.