KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

Teacher Candidate:

Tricia Lattanzio

Date: September 18, 2015

Cooperating Teacher: Mrs. Solinger

Coop. Initials

Group Size:

Grade Level Kindergarten

Whole Allotted Time 20-30 mins

Subject or Topic: Rhyming Twinkle Twinkle Little Star

Section

STANDARD:
1.6.K.A: Listen and respond appropriately to others in small and large group situations.
CC.1.1.K.C: Demonstrate understanding of spoken words, syllables, and sounds
(phonemes). Recognize and produce rhyming words.
I.

Performance Objectives (Learning Outcomes): Students will be able to identify

rhyming words in nursery rhymes by creating a craft using Twinkle Twinkle
Little Star.

II.

Instructional Materials
Twinkle Twinkle Little Star poster
T.T.L.S. Craft
Star
Lyric page
Scissors
Wet glue
Glitter

III.

Subject Matter/Content (prerequisite skills, key vocabulary, big idea)

A. Prerequisite Skills
a. Basic knowledge of rhyming
B. Key Vocabulary
a. Rhyme: words with similar ending sounds
C. Big Idea
a. Students will decorate their own twinkling star by cutting out a
star and using glitter and glue to decorate it.

IV.

Implementation
A. Introduction
a. Teacher will ask students to come to the carpet

b. Teacher will ask students what they know about rhyming words
c. Teacher will remind the students what rhyming words are
d. Teacher will ask students if they have ever heard of the nursery
rhyme, Twinkle Twinkle Little Star
e. Teacher will read Twinkle Twinkle Little Star aloud to the
students and encourage students to sing along if they know the
words.
B. Development
a. Teacher will pick out the words that rhyme
b. Teacher will remind students about the rhyming movements
learned at the beginning of the week
Star/Are
High/Sky
c. Teacher will ask the students to surround the table while he/she
introduces and models the craft they will be doing
d. Teacher will model how students should be using the scissors
and remind them they should work slowly
e. Teacher will also model how to decorate the star using wet glue
and gold glitter
f. Teacher will walk around while the students create their own star
and assist students if needed
g. If students are done early, they will be able to look at a book or
finish any incomplete work.
h. Teacher will ask the students to back to the carpet
i. Teacher will ask students to sing along when saying the nursery
rhyme learned that day
j. Teacher will ask students if they can pick out the two sets of
rhyming words in Twinkle Twinkle Little Star
k. Students will make the rhyming movements learned at the
beginning of the week
C. Closure
a. Teacher will ask students to bring out their white boards and dry
erase markers.
b. Teacher will administer the post-test by reading the sets of words
out loud.
c. Students will put check if they think it rhymes and an X if they
think the set of words doesnt rhyme.
d. Teacher will be recording results
D. Accommodations/Differentiation
a. Specific
Students one can sit near the teacher on the rug for
hearing loss.

Student two and three will have an available

paraprofessional for extra assistance if needed
Students two and three will be prompted to remain on
task
Students two and three will receive praise and
reinforcement

b. General
Teacher will give students more examples if theyre
having trouble coming up with rhyming words.
Students with behavior problems will not be able to
work in the same group and will be separated
E. Assessment/Evaluation Plan
a. Formative
Teacher will take a mental note of the students that can
or cannot create rhyming words
Teacher will be noting the student scores for the posttest
b. Summative
There is no summative assessment for this lesson
F. Reflective Response
a. Personal Reflection
How could I have improved my lesson?
o I think that this was the best lesson that I taught
through out my whole unit. After a week of
teaching the students rhyming words, I felt more
confident and I saw that the students really
understood the concept of rhyming. I think a way
I couldve improved this lesson, or rather
improved this whole unit was to use a different
nursery rhyme each day. My cooperating teacher
and I decided to use Twinkle Twinkle Little Star
for three days because in previous years, a nursery
rhyme unit only consisted for three rhymes. So I
followed what my cooperating teacher wanted me
to do and I had different activities for each day of
Twinkle Twinkle Little Star.
How engaged were the students?
o This was the students first time using glitter in
the classroom. When I was modeling, I was
careful to show step by step what to do with the
glitter. When I modeled for the students, I
decorated with my wet glue at my seat and

brought my craft over by the glitter station, I

covered my craft in glitter and shook the
remaining glitter in the box. When I lifted my
craft to show the students, they seemed amazed.
While I was walking around and observing the
students as they were decorating their craft, they
seemed to be having so much fun. I heard some
say, look at my swirly line! or Im going to
make polka dots.
How clear was my delivery of content?
o After three days of working on the same nursery
rhyme, the students could pick out the rhyming
words easily. While administering the post-test, I
could see that the students that were struggling at
the beginning of the week with rhyming words,
really understood the concept of rhyming so I
think that the delivery of my content was clear.

G. Resources
a. Theories
Gradual Release Scaffolded Instruction
o Teacher-Centered I do
a. Teacher models and gives instruction
o Whole class instruction We do
a. Interactive instruction and works with
students
o Independent Practice You do
a. Students work on their own to determine a
level of understanding
Behaviorism
o A learner starts off with a clean slate and behavior
is shaped by positive and negative reinforcement
o Reinforcement increases the possibility of an
event happening again
o Punishment decreases the possibility of an event
happening again
o Teachers break down the task into smaller steps

Rhyming Post-test
I am going to say 2 words, and you need to tell me if they rhyme. If I would
say map/rap you would say, yes because map and rap rhyme. Now its your
turn.
1. cat/hat
4. can/man
2. pig/wig
5. let/pen
3. box/lip
6. sun/run
AM Kindergarten

PM Kindergarten

Samantha Baranowski
Grace Blundetto
Lauren Bush
Kayden Covel
Gavin Gray
Hazel Henry
Kellen Hinton
James Kelly
Cobie King

/6
/6
/6
/6
/6
/6
/6
/6
/6

Peyton Knecht
Bethany Knitter
Logan Mirailh
Van Newman
Logan Purcell
Caleb Roman
Madden Roselli
Connor Serfass
Payton Shilady
Richard Shinski

/6
/6
/6
/6
/6
/6
/6
/6
/6
/6

Lucian Baptist
Ezra Berros
Kaylee Chambres
Josslyn Cleminson
Fiona Everett
Joseph Griswold
Ethan Hagerman
Carlos Hernandez
Kaiden JohnishMaltese
Kaia Jones
Keegan Merklin
Ariana Philipps
Bianca Ruiz
Luke Smith
Jessica Tartamella
Samuel Thrall
Elijah Tomasch
Aiden Yorke

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