Teacher: Corissa Rosa

School: WAIS Grade Level: Kindergarten Content Area: Literacy Small Group

Title: Introducing –ing sound Lesson #:_1_ of _4_

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Content Area: Reading, Writing, and Communicating

3. Vocal sounds produce words and meaning to create early knowledge of phonemic awareness

 Identify and create rhyming words

 Identify words orally according to shared beginning or ending sounds
 g. Identify the initial, medial, and final phoneme (speech sound) of spoken words

Empower:

Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue
to the meaning of an unknown word. (CAS: K.2.3.c.ii) (CCSS: L.K.4b) (TSG 9a.8) (LI.00.K23.12.04) (DOK
1, RE)

Understandings: (Big Ideas)

 i-n-g says ing

 ing is found in words like sing, ring, and king but can also be added to words as a suffix like in
running, jumping, playing

Evidence Outcomes: (Learning Targets)

 I can identify the sound i-n-g makes when found together

 I can give examples of ing in a word and ing as a suffix

Every student will be able to:

Identify all the letters that sound out ing and use them to spell simple sound words like ring, sing,
thing, and king with 90% accuracy.

List of Assessments: (Write the number of the learning target associated with each assessment)

Recording of letter/sound identification on paper can be used for formal assessment, and group
participation and in song, rhyme, and answering can be used as authentic assessment.

Planned Lesson Activities

Name and Purpose of Lesson Name: The Sound -ing

Should be a creative title for you and Purpose: To understand that –ing makes its own unique sound to
the students to associate with the create words like ring and sing and can be added to verbs as a suffix.
activity. Think of the purpose as the
mini-rationale for what you are
trying to accomplish through this
lesson.
Approx. Time and Materials
How long do you expect the activity
to last and what materials will you
need?
Anticipatory Set
The “hook” to grab students’
attention. These are actions and
statements by the teacher to relate
the experiences of the students to
the objectives of the lesson, To put
students into a receptive frame of
mind.
 To focus student attention
on the lesson.
 To create an organizing
framework for the ideas,
principles, or information
that is to follow (advanced
organizers)
An anticipatory set is used any time
a different activity or new concept is
to be introduced.
Procedures
(Include a play-by-play account of
what students and teacher will do
from the minute they arrive to the
minute they leave your classroom.
Indicate the length of each segment
of the lesson. List actual minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other
Small group introduction 15 mins each.
Materials needed:
 Gus the plus manipulatives
 Magnet trays
 magnet letters –ing, s, k, r, th, p, etc.
 Pictures of activities like running, playing, jumping, etc.
The students will begin by identifying the letters I N and G. We will
then put the sounds together and see that they do not say I,n,g. Then
we get to learn a new song.
I-N-G does not say i,n,g
When you have I-N-G you have a new sound
Like in ring, sing, and king too
The letters I-N-G say -ing its true
Teacher Actions Student Actions
- The teacher will begin by - students will identify the letters and
having students identify sounds of I,n,g
the letters I, N and G they
will then discuss how -students will participate in the singing of
when the letters are a new song to help learn the sound ing
together they say –ing. actually makes
-Students will learn a new
song to help understand -students will create words using
the new sound magnetic letters and Gus the plus
-After students will build
words like ring, sing, king -students will engage in rhyming with the
and thing to help
new ending sound
understand the word
using the math -students will learn that –ing can be added
manipulative Gus the plus
to verbs and will practice doing so
-They will practice this by
thinking of words that
rhyme too
-Once the students have
the understanding of
 simple words we will add
ing to verbs like run,
jump, and play to
understand that there are
many ways to use –ing.

Differentiation To modify: I will begin with letter and sound identification of the letters
To modify: If the activity is too I,n, and g. If I notice this is challenging for a group I will spend more
advanced for a child, how will you time with them on the identification of the letters before moving on to
modify it so that they can be the new sound. If students are having a hard time with the simple –ing
successful? words like ring, sing, and king we will continue to work on those only.
To extend: If the activity is too easy
for a child, how will you extend it to To extend: I will extend the activity by having students use one of the
develop their emerging skills? What new verbs in a sentence like, I am running or I like playing with you.
observational assessment data did
you collect to support differentiated
instruction?
Assessment The teacher will observe to see if a child participates in the small group
How will you know if students met introduction and if they are able to build new words using the sound -
the learning targets? Write a ing.
description of what you were looking
for in each assessment. How do you
anticipate assessment data will
inform your instruction?

Things to look for:

 Transitions between small groups

 Differentiation throughout groups
 Time Management
 Effectiveness of lesson
 Participation