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Candidate: Stefania Cilloniz Subject: Reading

Grade Level: Kindergarten Date:04/20/2018


I. Standards
RI.K.3. Phonics and Word Read . ELD: S.L.K.2
b. Associate the long and short sounds with
the common spelling . Section 1: Part 1: Standard B5- Listening actively to
C. Read common high frequency words by spoken English in range of social academic context.
sight
S.L.K. 6 Speak audibly and express thoughts, feelings
R.F.K. 4- Read Emergent –reader texts with purpose and ideas clearly.
and understanding.

R.L.K.10a- Activate prior knowledge related to the


information and events in text.

R.L.K10b- Use illustrations and context to make


predictions about text.

II. Description of Content


Teacher will do a shared read with students . Students will be focusing on foundational skills by predicting
and choral reading with the teacher. Students will be focusing on comprehension of the story. They will be
finding text evidence to support their responses. In addition , students will focus on fluency by retelling the
story with their partner.
III. Learning Outcome
Objective(s) for Content: Objective(s) for ELD:
Given common high frequency words in a story Given common high frequency words in a story
students will be able to read text with purpose and students will be able to describe illustration with
understanding with 90% accuracy. purpose and understanding with 90% accuracy.

Unit Lesson: This lesson is part of the Wonders ELD/ELA program in Language Arts. This lesson provides
students with real-life connections between words and their use. In addition, this lesson provides students to
focus on comprehension and foundational skills used for reading.

Previous lesson: Students Learn how to use a combination of drawing, dictating, and writing narrate of a
single event or several loosely linked events .

Next Lesson : Students will be actively engaged in group reading activities with pumps and understanding.
Students will be participating in an interactive read at loud with the teacher.

V. Academic Language: Language Demands, Vocabulary, Key Genre


Key Genre:

Language Demands:
Receptive: Students will be listening to the teacher during close reading discussion. Teacher will guide
students in asking question. Students will be listening to peers justify their reasoning.

Productive: Students will be sharing ideas with their partners by speaking. Students will be answering
information presented orally and writing by asking questions about key details and requesting clarification .
Students will be using academic language in context when explaining their ideas to their peers.
Vocabulary:
 Predict
 Play
 has
VI. Materials

VII. Instruction
a. Engagement
Students are seated at the rug.
Prior Knowledge:
Essential question: What do good citizens do?
1. Teacher will have students collaborate with their partner and talk about ways to be a good citizen.
2. Teacher will call on students who have their hand raised. Students will share their responses.
3. Students will watch a video on “Good Citizens.”
4. Teacher will discuss the video with students.
Prior Knowledge:
5.Teacher – “ What spelling pattern are we learning about this week?” Who can give me a word with the
spelling pattern .
6. Students will respond – “We learned about e_i patterns . ex. A word with e_i pattern is bike.
7. Teacher will go over the phonics page in the big book before reading the story. Teacher will tell student to
look for i_e words in the story.
Engagement Scaffolding and Differentiation Strategies for Academic and
Literacy Development
 Teacher will reinforce vocabulary by displaying the high- frequency words cards play, has, here, they.
 Teacher will point to classroom objects
 Teacher will use the high –frequency words in sentences .
 Teacher will have students write a sentence using two high frequency words.

Engagement Assessment Strategies (task analysis/pre-assessment)


 Teacher uses thumbs up strategies
 Students are collaborating with their peers.

b. Instructional Sequence
Students will be choral reading with the teacher.
1. Teacher- “Let’s take a picture walk of the cover. What do you notice?
2. Students will be collaborating with their partners on what they notice on the cover.
3. Teacher will call on students with their hand raise. What did you notice?
4. Students will respond: Their riding their bikes, there are people having a picnic.
5. Teacher- Yes! Let us read the title together? Who can predict what the story will be about?
6. Students will respond.
7. Students will chorally read the story with the teacher.
8. Teacher will point to each word and help children sound out the decodable words and say sight
words.
9. Teacher will pause on specific pages to help student find text evidence to support their responses.
10. Teacher will pause to ask student question on i-e pattern words.
11. Students will blend out each i-e pattern word.
Instructional scaffolding and differentiating strategies for Academic and Literacy
Development
 Teacher will reinforce vocabulary by displaying the high- frequency words cards play, has, here, they.
 Teacher will point to classroom objects
 Teacher will use the high –frequency words in sentences.
 Teacher will have students write a sentence using two high frequency words.

Instructional Assessment Strategies (formative)


 Teacher uses thumbs up strategies.
 Teacher is asking question for specific students.
c. Application Activity
 Students will read with their A& B partner.
 After reading students will go on a word hunt to find i-e patterns words in the story.
 They will write each i-e pattern word in their journal.
Application Activity scaffolding and differentiating strategies for Academic and Literacy
Development
 Teacher will reinforce vocabulary by displaying the high- frequency words cards play, has, here, they.
 Teacher will use the high –frequency words in sentences.
 Teacher will have students write a sentence using two high frequency words.

Application Assessment (summative)


Teacher will use the students journal for a summative assessment.
VIII. Accommodations /Modifications
 Have students to reread the pages
IX. Home Connection
Write a story , 3 sentences and illustration, on what you like to play?