Bluefield State College

Daily Lesson Plan

Name: Molly Wickline Date: 3-21-17

Subject: Reading Topic: Reading

Grade: K Length of Lesson: 1 hr

Introduction (Essential Question): Build the Concept

What do good citizens do?
Remind children that this week they are learning ways to be a good citizen. Part of being a good
citizen means telling the truthand not repeating what you hear unless you are sure it is true.
Sing the song This Little Light of Mine with children.

Phonological Awareness
Generate Rhyme
Remind children that rhyming words have the same end
sound. These words from This Little Light of Mine have
the same end sound: mine/shine. Have children repeat:
mine/shine. Ask: Why are these rhyming words? (because
they have the same end sound) Explain: I can make my
own rhymes. I can add a new beginning sound. Listen:
mine/line. Have children echo. Repeat the routine with
make/take/lake/shake/bake. Then challenge children to
generate rhyme by changing the beginning sound of each
word below and saying the rhyming word:

light mop hen rose time pan wall

Review Oral Vocabulary

Use the Define/Example/Ask routine to review the oral vocabulary words citizen and respect.
Prompt children to use the words in sentences.

Standard:

ELA.K.1- With prompting and support, ask and answer questions about key details in a
literary text.
 ELA.K.3- With prompting and support, identify characters, settings, and major events in
a literary text.

ELA.K.II- Read common high-frequency words by sight.

Cluster:
Key Ideas and Details
Phonics and Word Recognition

Objective:
Ask and answer questions from a text that was read aloud to them.
Identify characters, settings, and major events from a text.
Read common high-frequency words by sight.

Specific Objective:
Students will ask and answer questions from Hen Hears Gossip.
Students will identify characters, settings, and major events from Hen Hears Gossip.
Students will read high-frequency words such as has and play by sight.

Method(s):
Rhyming
Review
Rereading

Materials:
Big Book: Hen Hears Gossip
Cause and Effect Graphic Organizer
Retelling Card 1
Response Boards
High-Frequency Word Cards: has, play

Direct Instruction: Reread Literature Big Book

Genre: Fantasy
Display Hen Hears Gossip. Remind children that fantasy books tell make-believe stories. They
include characters, such as talking animals, that do not exist in real life. How do you know that
Hen Hears Gossip is fiction? (The animals talk.) Have children point to evidence in the text and
pictures that show that the story is fantasy.

Strategy: Reread
Remind children that good readers can reread to better understand a story. How can rereading
help you understand? (Possible answer: You might understand a detail you did not notice the first
time you read.)

Skill: Plot: Cause and Effect

Remind children that the plot is the events that happen in a story. It is important to pay attention
to the cause and effect to understand a story. Cause is why something happens, and effect is what
does happen. Listen as I read the story aloud for evidence in the text that tell about causes and
effects in the plot. Use the prompts to fill out the cause and effect graphic organizer.

Plot: Cause and Effect

Review Skill
Remind children that when they read stories, they should pay attention to cause and effect, or
why things happen. Discuss cause and effect in Hen Hears Gossip using the completed graphic
organizer. Encourage children to give more examples.

Cause Effect

Hen loves gossip. Hen tries to listen to Pig and

Cow.

Hen learned she was wrong. Hen learned correct information.

Guided Reading
Tell children that they will use the Retelling Cards to retell the story.
Display Retelling Card 1.
Invite children to choose a favorite part of the book and act it out.

Phonics: Review Long i

Model Write five, hive, and dive in a list. Point to ive. The letters i and e act together to stand for
the sound /i/. The letters ive stand for the sound /iv/ as in the word five. Read the words with
children. When we see words with the letter i, then a consonant, and the letter e at then end, the
vowel sound is /i/ because the letters i and e act as a team to make the long i sound.

Guided Practice:
Have children listen as you say some words. Ask them to write the spelling i__e on their
Response Boards if the word has the sound /i/. Do the first two words with children.

mile Mike kit kite file fill hide like

Blend Words with Long i

Model Write the letters b, i, t on the board. Blend and read bit. Add e to make bite. Point to the b.
This letter is b. The letter b stands for /b/. Say /b/. Point to the letters i and e. Together they stand
for /i/, Say /i/. This is the letter t. The letter t stands for /t/. Say /t/. Listen as I blend the sounds
together: /biiiiiit/. Blend the sounds with me and read the word.

Guided Practice
Write the word hid on the board. Have children blend and read hid. Add e to make hide. Point to
the letter h and have children say the sound. Point to the letters i and e and have children say the
sound. Move your hand from left to right under the word and have children blend and read the
word hide.

High-Frequency Words
Guided Practice Display the High-Frequency Word Card play. Use the Read/Spell/Write
routine to teach the word. Ask children to close their eyes, picture the spelling of the word in
their minds, and then write it the way they see it. Have children self-correct by checking the
High-Frequency Word Card. Repeat the routine for the high-frequency word has.

Differentiation: Monitor and Differentiate: Quick Check

Can children blend phonemes to make words and match /i/ to words spelling i__e?
Can children recognize and read the high-frequency words?
If no Reteach pg. 144-149
If yes Review pg. 152-155

Lesson Closure:
Review the Essential Question and encourage students to discuss it, using the oral
vocabulary words. What do good citizens do?
Prompt children to share the skills they learned. How might they use those skills?

Independent Practice:
Practice High-Frequency Words Add the words to the cumulative word bank.
Have children create sentences using the words.
For each word, have children count the amount of letters, look at the letters in the word
and then write the word again.

Assessment:
Observation