Download Unit 1 - Princeton ISD

:
Campus: Lacy
Author(s): Trina Perkins
Date Created / Revised: July 11, 2016
Six Weeks Period: 1st
Grade Level & Course: Kindergarten Language Arts
Timeline: 24 days
Unit Title: Sharing Ideas and Messages
Stated Objectives:
TEK # and SE
Lesson # 1
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the
State Board of Education, which are required by Texas law. Any standard that has a strikethrough indicates that portion of the standard is taught in a previous or subsequent unit.
K.1
Reading/Beginning Reading Skills/Print Awareness. Students understand how English
is written and printed. Students are expected to:
K.1A
Recognize that spoken words can be represented by print for communication.
K.1B
Identify upper- and lower-case letters.
K.1C
Demonstrate the one-to-one correspondence between a spoken word and a printed
word in text.
K.1D
Recognize the difference between a letter and a printed word.
K.1E
Recognize that sentences are comprised of words separated by spaces and
demonstrate the awareness of word boundaries (e.g., through kinesthetic or tactile
actions such as clapping and jumping);
K.1F
Hold a book right side up, turn its pages correctly, and know that reading moves from
top to bottom and left to right.
K.1G
Identify different parts of a book (e.g., front and back covers, title page).
K.2
Reading/Beginning Reading Skills/Phonological Awareness. Students display
phonological awareness. Students are expected to:
K.2A
Identify a sentence made up of a group of words.
K.2C
Orally generate rhymes in response to spoken words (e.g., "What rhymes with hat?").
K.2D
Distinguish orally presented rhyming pairs of words from non-rhyming pairs.
K.3
Reading/Beginning Reading Skills/Phonics. Students use the relationships between
letters and sounds, spelling patterns, and morphological analysis to decode written
English. Students are expected to:
K.3A
Identify the common sounds that letters represent.
K.4
Reading/Beginning Reading/Strategies. Students comprehend a variety of texts
drawing on useful strategies as needed. Students are expected to:
K.4B
Ask and Respond to questions about texts read aloud.
K.5
Reading/Vocabulary Development. Students understand new vocabulary and use it
correctly when reading and writing. Students are expected to:
K.5B
Recognize that compound words are made up of shorter words.
K.5C
Identify and sort pictures of objects into conceptual categories (e.g., colors, shapes,
textures)
K.7
Reading/Comprehension of Literary Text/Poetry. Students understand, make
inferences and draw conclusions about the structure and elements of poetry and
provide evidence from text to support their understanding. Students are expected to:
K.7A
Respond to rhythm and rhyme in poetry through identifying a regular beat and
similarities in word sounds.
K.8
Reading/Comprehension of Literary Text/Fiction. Students understand, make
inferences and draw conclusions about the structure and elements of fiction and
provide evidence from text to support their understanding. Students are expected to:
K.8A
Retell a main event from a story read aloud.
K.12
Reading/Media Literacy. Students use comprehension skills to analyze how words,
images, graphics, and sounds work together in various forms to impact meaning.
K.12A
K.13
K.13A
K.13E
K.14
K.14A
K.16
K.16A
K.16A.ii
K.16A.v
K.16B
K.17
K.17A
K.18
K.18C
K.21
K.21A
K.22
K.22A
K.23
K.23A
K.Fig19
K.Fig19B
K.Fig19E
Students will continue to apply earlier standards with greater depth in increasingly
more complex texts. Students are expected to:
Identify different forms of media (e.g., advertisements, newspapers, radio programs
with adult assistance).
Writing/Writing Process. Students use elements of the writing process (planning,
drafting, revising, editing, and publishing) to compose text. Students are expected to:
Plan a first draft by generating ideas for writing through class discussion (with adult
assistance).
Share writing with others (with adult assistance).
Writing/Literary Texts. Students write literary texts to express their ideas and feelings
about real or imagined people, events, and ideas. Students are expected to:
Dictate or write sentences to tell a story and put the sentences in chronological
sequence.
Oral and Written Conventions/Conventions. Students understand the function of and
use the conventions of academic language when speaking and writing. Students will
continue to apply earlier standards with greater complexity. Students are expected to:
Understand and use the following parts of speech in the context of reading, writing,
and speaking (with adult assistance):
nouns (singular/plural).
pronouns (e.g., I, me).
Speak in complete sentences to communicate.
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students
write legibly and use appropriate capitalization and punctuation conventions in their
compositions. Students are expected to:
Form upper- and lower-case letters legibly using the basic conventions of print (left-toright and top-to-bottom progression).
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected
to:
Write one's own name.
Listening and Speaking/Listening. Students use comprehension skills to listen
attentively to others in formal and informal settings. Students will continue to apply
earlier standards with greater complexity. Students are expected to:
Listen attentively by facing speakers and asking questions to clarify information.
Listening and Speaking/Speaking. Students speak clearly and to the point, using the
conventions of language. Students will continue to apply earlier standards with greater
complexity. Students are expected to:
Share information and ideas by speaking audibly and clearly using the conventions of
language.
Listening and Speaking/Teamwork. Students work productively with others in teams.
Students will continue to apply earlier standards with greater complexity. Students are
expected to:
Follow agreed-upon rules for discussion, including taking turns and speaking one at a
time.
Reading/Comprehension Skills. Students use a flexible range of metacognitive reading
skills in both assigned and independent reading to understand an author’s message.
Students will continue to apply earlier standards with greater depth in increasingly
more complex texts as they become self-directed, critical readers. The student is
expected to:
Ask and respond to questions about texts.
Retell or act out important events in stories.
ELPS http://www.teksresourcesystem.net/module/content/search/item/1834/viewdetail.ashx
See Instructional Focus Document (IFD) for TEK Specificity
Key
Understandings
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Misconceptions
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Key Vocabulary
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Understanding that print is associated with spoken language supports the development of
reading and writing.
Awareness of sound patterns of spoken words supports the development of word
reading.
Effective listeners respond to spoken messages.
Writers develop ideas about what they know.
Effective oral conventions enhance interpretation of the message.
Awareness of sound patterns of spoken words supports the development of word
reading.
Effective listeners respond to spoken messages.
Readers understand that some larger words are made up of smaller words that can help
give meaning to text.
An extensive vocabulary supports the development of oral and written communication.
Letters and letter combinations represent words.
Writers develop ideas about what they know.
Effective oral conventions enhance interpretation of the message.
It is not unusual for students to confuse words that rhyme with pairs of words that begin
with the same initial sound. Continuous instruction and practice will lead to eventual
understanding.
Compound words can generally be split to help create meaning, but students need to be
aware that not all compound words can be split for meaning. (e.g., butterfly)
Alphabet
Letter
Word
Number
Listen
Independent
Read
Idea
Writing
Noun
Rhythm
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Top
Bottom
Left
Right
Space
Sentence
Compound
Word
Uppercase
Lowercase
Rhyme
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Book
Front cover
Back cover
Author
Illustrator
Title page
Page
Turn
Gently
Print
Listening
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Sequence
Order of
events
Important
event
Main Event
Speaking
Discussion
Taking turns
Share
Suggested Day
5E Model
Instructional Procedures
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)
Materials, Resources, Notes
Day 1- Engage
Activity 1 Word Study
Place sentence strips with student names in the pocket chart.
Ask: What have I written on the cards? (names). Guide
students to recognize that each sentence strip contains a
student's first name written with letters. Explain that names are
made up of special combinations of letters. Take a name from
the pocket chart and model with a sentence stem like: This
name is ____. It starts with the letter __. Have students echo
by saying: Hello, ____ (name). Hand the card to the student
whose name you read. Quickly repeat with all cards. Ask: What
do we know about our names? Discuss responses (e.g.,
names are made up of letters).
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Learning the
Alphabet A-M
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Pocket Chart
Name card for each
student
Sentence Strips
Book, Chicka Chicka
Boom Boom
United Streaming Video“Chicka Chicka Boom
Boom”
(P:\Share\!!Video\Element
ary-Intermed)
Sight Word Cards: I, am
Activity 2 Phonemic Awareness
The teacher will introduce the children to the book, Chicka
Chicka Boom Boom. Read once through and then have the
children read along with you. Discuss what is happening in the
story. Discuss the letters of the alphabet. Ask students to sit in
front of the computer or at their desks. On the computer, pull
up the web site http://www.starfall.com/n/levelk/index/load.htm?fClick on the “ABC’s” icon. Show the
students how to work the program. Click on the letters A and
the letter B on the program. As a class, do the activities for
each of these letters. Make a list of words that begin with /a/, a
list of words that begin with /b/, and a list of words that begin
with /c/. After discussing the story, lead the students in saying
The Alphabet Song. Identify the letters Aa, Bb, and Cc. Have
students repeat the letter names. Find each letter in the poem.
Using the alphabet cards, display the letter “A”. Ask: Does
anyone’s name start with A? Students whose names begin with
“A” bring their name card to the pocket chart. As they place
their name card in the pocket chart, each student completes
the following sentence stems: My name is _______. My name
starts with the letter __. Continue with the letters Bb and Cc.
Attach these names to the class word wall.
Activity 3 Reading
Provide directions and modeling as you explain your classroom
procedures for Independent Reading (e.g., location of books,
reading spots, behavior, duration, returning books). With
student participation, model what a reader looks like during
Independent Reading. Include modeling proper book handling.
Read the words: I, am. Show picture cards for: ant, dog, cat,
bear. Discuss the right way to hold a book. Discuss the cover,
the pages, etc. Display our sight word cards: I, am. Have
children read Decodable Story 1 on p. 5-6 in Reader’s and
Writer’s Notebook.
Activity 4 Writing
Explain to students that they write each day. Ask: Where do
writers get ideas to write about? Explain that is easiest to write
about ideas you know a lot about. Explain that in Kindergarten,
students will use the following steps when writing:
• Think (think about ideas to write about)
• Tell (talk about your ideas)
• Draw (sketch pictures to tell about your ideas)
• Write (label your drawings with letters or words; write words
and sentences when ready)
To generate ideas for writing, facilitate a discussion using the
following questions or similar questions that are easily
answered by students:
• What is your favorite food?
• What is your favorite place to visit?
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Decodable Story 1 on p.
5-6 in Pearson Reader’s
and Writer’s Notebook
Pencils
Crayons
Worksheet entitled, “My
First Day of School”
• Who is in your family?
• What do you like about school?
Encourage a discussion of the questions to promote oral
language fluency. Remind students to use their listening skills
during the discussion. Encourage students to elaborate on their
contributions. Explain that talking is one way to share ideas.
Share that writing (drawing a meaningful picture) is another
way to share ideas. Inform students that writers can draw
pictures of their ideas. Writers are careful to include details in
the picture so that they can remember their ideas.
Explain that today's journal writing will be a picture of
themselves on the first day of school. They will also be writing
their name on the paper the best that they can. Hand each
child the worksheet entitled, “My First Day of School”. The
students will draw a picture of themselves and attempt to write
their name. **These will be kept by the teacher in a folder and
will be used in the spring with an additional activity.
Day 2 -Explore
Activity 1 Word Study
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Ask: What did we learn yesterday about our names? Discuss
responses. Put 3-4 magnetic letters on one side of the
magnetic board and ask: What do these have in common?
Discuss responses. Put 3-4 magnetic numbers on the other
side of the board. Ask: What do these have in common?
Discuss responses. Discuss the difference between letters and
numbers with students. Explain that letters are used to read
and write. Numbers are used to count and solve math
problems. Remove the letters and numbers from the board.
Draw a T-Chart on the board. Label the left column with
"Letters (A)" and the right column with "Numbers (1)." The
symbols serve as examples to assist non-readers. Inform the
students that they will help sort the letters and numbers into the
correct columns. Review each letter before they are mixed
together with the numbers. Solicit student assistance to name
each letter and ask students to echo. Put 10 letters and 10
numbers in a cup or tub and mix them. Explain that the "sort"
involves placing the letters and the numbers in separate
columns. Students take turns reaching into the cup or tub, and
placing the letter or number in the correct column. Provide
assistance to those students unfamiliar with letters and
numbers. As individual students take turns, involve the other
students by having them signal with a "thumbs up" or "thumbs
down" to show if they are in agreement or disagreement with
the placement of each item. Distribute Handout: T-Chart
(Letters (A) / Numbers (1)) and the set of (5) plastic letters and
(5) plastic numbers to each student. Allow time for students to
sort. Ask: How are letters different from numbers? Discuss
responses (e.g., letters are used to read and write and
numbers are used to count and solve math problems).
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Activity 2 Phonemic Awareness
Read the poem “The Monkey’s Alphabet” (Big Book of Phonics
p. 4). Students should retell the story of the poem. Identify the
letters Dd, Ee, and Ff. Have students repeat the letter names.
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Magnet Letters- enough
for 5 per student.
Magnet Numbers- enough
for 5 per student.
Magnetic Board
Chart Tablet
Marker
T-chart
Cup
Handout: T-Chart (Letters
(A) / Numbers (1))
Poem “The Monkey’s
Alphabet” (Big Book of
Phonics p. 4)
United Streaming Video
entitled: “Phonics In
Context: ABC Animals”
Website
http://www.starfall.com/n/l
evel-k/index/load.htm?f
Pearson My Skills Buddy,
p. 18-25
Paper, pencil, and
crayons for each student.
Find each letter in the poem and decide if they know an animal
that begins with that letter. Ask if anyone in the class has a
name beginning with the letter D, the letter E, or the letter F. If
so, write their names on an index card and add it to the word
wall. Watch the United Streaming Video entitled: “Phonics In
Context: ABC Animals”. Ask students to sit in front of the
computer or at their desks. On the computer, pull up the web
site http://www.starfall.com/n/level-k/index/load.htm?f. Click on
the “ABC’s” icon. Show the students how to work the program.
Click on the letters D, E, and F on the program. Make a list of
words that begin with /d/, a list of words that begin with /e/, and
a list of words that begin with /f/. Using the alphabet cards,
display the letter “D”. Ask: Does anyone’s name start with D?
Students whose names begin with “D” bring their name card to
the pocket chart. As they place their name card in the pocket
chart, each student completes the following sentence stems:
My name is _______. My name starts with the letter __.
Continue with the letters E and F. Attach these names to the
class word wall.
Activity 3 Independent Reading
Model holding a book. Ask students to give you thumbs up if
you are holding it correctly or thumbs down if you are holding it
incorrectly. Use several books and hold the books several
different ways (correct, upside down, sideways, with the cover
facing you/pages out, etc.). Follow this Shared Reading
Routine. Teacher Edition p. 40-41: Decodable Reader 1.
Review words: I, am. Use My Skills Buddy, p. 18-25. Write Ann
on the board. Say, “This is Ann.” Continue with all the names in
the book. Help children read the book. Have children point to
the words as you read it. Let children make a book. Each child
will make a page for the book called, “I am _________.” Bind
the book for library station.
Activity 4 Writing
Review that writing is a way to share ideas with others. Display
the following list of words: I, me, my. Title the list “Word Bank”.
Explain that these words are pronouns or special words that
can be used when talking about yourself. Share that writers tell
their stories in complete sentences and that today students will
use pronouns and complete sentences to talk about their
drawings. Provide examples and non-examples of complete
sentences when talking about the teacher drawing. Think Aloud
while modeling speaking in complete sentences and using
pronouns to talk about the drawing. Journal writing: Let
children make a book. Each child will make a page for the class
book called, “I am _________.” They will fill in the blank with
their name and draw a picture of themselves. Bind the book for
library station.
Day 3 -Explain
Activity 1 Word Study
Remind students that they have been learning about the
alphabet. Explain that the 26 letters of the alphabet are in a
special order called ABC order, or alphabetical order. Sing the
traditional alphabet song to the tune of “Twinkle, Twinkle, Little
Star.” Show students the alphabet chart or banner. Ask: What
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Alphabet Chart “Twinkle,
Twinkle, Little Star”
Name puzzle for each
student
Poem “The Monkey’s
Alphabet” (Big Book of
do you see on the chart? Discuss responses. Chant the letters
together in a rhythmic fashion, touching each letter with the
small pointer. Play the selected alphabet song for students and
sing along together several times. Allow different students to
take turns using the pointer on the alphabet chart as you sing.
Explain that when we write our names or other words, we use
the letters of the alphabet in a special order, not ABC order.
Using one student’s Name Puzzle, model the following
procedure on the pocket chart for students: Find the name strip
that has the complete name written on it and place it at the top
of the pocket chart. Place the other letters in random order in
the middle of the pocket chart. Name and touch the first letter
of the name. Find that letter in the middle and place it directly
under the name strip. Repeat with the other letters. Read the
name. Distribute the Name Puzzles. Guide students through
the steps listed above. Allow time for students to practice
independently. Monitor and provide assistance. Collect the
Name Puzzle bags for use in future daily lessons.
Activity 2 Phonemic Awareness
Read the poem “The Monkey’s Alphabet” (Big Book of Phonics
p. 4). Students should retell the story of the poem. Identify the
letters Gg, Hh, and Ii. Have students repeat the letter names.
Find each letter in the poem and decide if they know an animal
that begins with that letter. Ask if anyone in the class has a
name beginning with the letters G, H, or I. If so, write their
names on an index card and add it to the word wall. Watch the
United Streaming Video entitled: “Phonics In Context: ABC
Animals”. Ask students to sit in front of the computer or at their
desks. On the computer, pull up the web site
http://www.starfall.com/n/level-k/index/load.htm?f. Click on the
“ABC’s” icon. Show the students how to work the program.
Click on the letters G, H, and I on the program. Make a list of
words that begin with /g/, a list of words that begin with /h/, and
a list of words that begin with /i/. Using the alphabet cards,
display the letter “G”. Ask: Does anyone’s name start with G?
Students whose names begin with “G” bring their name card to
the pocket chart. As they place their name card in the pocket
chart, each student completes the following sentence stems:
My name is _______. My name starts with the letter __.
Continue with the letters H and I. Attach these names to the
class word wall.
Activity 3 Reading
Ask: What is a discussion? Discuss responses, (e.g., taking
turns talking about a certain topic or having a conversation).
With four students, model a discussion on a common topic.
Ask: What are some rules we will need to follow when we have
discussions? Discuss responses. Teach children the following
hand signals for discussion rules:
Raise your hand to speak. (Put hand in air.)
Listen to the speaker. (Put hand by ear.)
No interruptions. (Make an x with two fingers and hold it over
mouth.)
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Phonics p. 4)
Index Cards
United Streaming Video
entitled: “Phonics In
Context: ABC Animals”
Website
http://www.starfall.com/n/l
evel-k/index/load.htm?f
Kindergarten Student
Reader K.1.1, Cat and
Dog at School
Journals
Frog Street Press Books
Red and Blue
Speak one a time. (Hold up one finger.)
Follow the Shared Reading Routine. Use Teacher Edition p.
56-57: Decodable Reader- Show p. 2 of Kindergarten Student
Reader K.1.1. Point to the title, Cat and Dog at School. Take a
picture walk through the story. Use the reading decodable
books routine to read the reader (p. 56). Ask students to
verbally respond using the following sentence stem: My favorite
part of the book was ___.
Activity 4 Writing
Begin by holding up a box of 16 crayons. Ask the children to
raise their hands if they think they can identify all of the crayons
in the box. The teacher will pull out a crayon and the children
will identify each color. Focus on the color red and blue. Sing
Frog Street Press color songs. Brainstorm things that we see
everyday that are red and blue. Make a list. Journal: Write the
words “red and blue” at the top of the page. Draw three things
in our world that are these colors. Teacher will help label each
picture.
Day 4 –Engage
Elaborate
Activity 1 Word Study
Review the alphabet chart and selected alphabet song from
Daily Lesson 3. Call on different students to use the pointer to
touch letters on the alphabet chart or alphabet banner while the
class chants and/or sings. Distribute name cards from Daily 1
to students. Hold up the note card with the letter “A”. Explain
that the name of this letter is “A” and when “A” is written this
way it is the uppercase “A”. Explain that “A” can be written a
different way. Show the card with the lowercase “a”. Ask
students to name the letter. Explain that when “a” is written this
way it is the lowercase “a”. Instruct students to look at their
name card for the letter “a”. If they find it, instruct them to stand
up and put their finger on the letter “a”. Call on several students
to show the letter “a” on their name card to the class. Repeat
steps 3-5 with the letters b, c, and d.
Activity 2 Phonemic Awareness
Read the poem “The Monkey’s Alphabet” (Big Book of Phonics
p. 4). Students should retell the story of the poem. Identify the
letters Jj and Kk. Have students repeat the letter names. Find
each letter in the poem and decide if they know an animal that
begins with that letter. Ask if anyone in the class has a name
beginning with the letter J or the letter K. If so, write their
names on an index card and add it to the word wall. Watch the
United Streaming Video entitled: “Phonics In Context: ABC
Animals”. Ask students to sit in front of the computer or at their
desks. On the computer, pull up the web site
http://www.starfall.com/n/level-k/index/load.htm?f. Click on the
“ABC’s” icon. Show the students how to work the program.
Click on the letters J and the letter K on the program. Make a
list of words that begin with /j/ and a list of words that begin
with /k/. Using the alphabet cards, display the letter “J”. Ask:
Does anyone’s name start with J? Students whose names
begin with “J” bring their name card to the pocket chart. As they
place their name card in the pocket chart, each student
completes the following sentence stems: My name is _______.
My name starts with the letter __. Continue with the letter K.
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Name cards from Day 1
Poem “The Monkey’s
Alphabet” (Big Book of
Phonics p. 4)
Index Cards
United Streaming Video
entitled: “Phonics In
Context: ABC Animals”
Website
http://www.starfall.com/n/l
evel-k/index/load.htm?f
Decodable Story 2 Am I?
on p.15-16 in Reader’s
and Writer’s Notebook
Student Book Bags
Sight Word Cards: I, am
Frog Street Press Books
Green and Orange
Attach these names to the class word wall.
Activity 3 Reading
Provide directions and modeling as you explain your classroom
procedures for Independent Reading (e.g., location of books,
reading spots, behavior, duration, returning books). With
student participation, model what a reader looks like during
Independent Reading. Include modeling proper book handling.
Read the words: I, am. Discuss the right way to hold a book.
Discuss the cover, the pages, etc. Display our sight word
cards: I, am. Have children read Decodable Story 2 on p.15-16
in Reader’s and Writer’s Notebook. The students will make a
student book. With teacher modeling, the students will read
their own mini book. Students will place it in their “Book Bag”.
Activity 4 Writing
Begin by holding up a box of 16 crayons. Ask the children to
raise their hands if they think they can identify all of the crayons
in the box. The teacher will pull out a crayon and the children
will identify each color. Focus on the colors green and orange.
Sing Frog Street Press color song “green and orange”.
Brainstorm things that we see everyday that are green and
orange. Make a list. Journal: Write the words “green and
orange” at the top of the page. Draw three things in our world
that are these colors. Teacher will help label each picture.
Day 5 -Elaborate
Activity 1 Word Study
Distribute the uppercase large letter cards to 8 students (A, B,
C, D, E, F, G, H, I, J, K). Model how to wear the card correctly.
Inform students that the letters we are using right now are
called uppercase letters or capital letters. Ask: Which letter
comes first? The student with the letter card “A” stands in front
of the class. Ask: Which letter comes next? Students say “B”
and the student with the “B” letter card stands next to “A” in
order. Echo and repeat the letters in order: A, B Repeat step 4
until all of the letters through H are in order. Select 11 other
students and give them the lowercase cards to wear. Ask them
to remain seated until you call their letter name. Say the letter
“a”. Ask students to point to the person who is wearing the
lowercase “a” large letter card. Ask that student to stand next
the student with the uppercase “A”. Repeat with all the
remaining 11 letters in order.
Activity 2 Phonemic Awareness
Read the poem “The Monkey’s Alphabet” (Big Book of Phonics
p. 4). Students should retell the story of the poem. Identify the
letters Ll, Mm, and Nn. Have students repeat the letter names.
Find each letter in the poem and decide if they know an animal
that begins with that letter. Ask if anyone in the class has a
name beginning with the letter L, the letter M, or the letter N. If
so, write their names on an index card and add it to the word
wall. Watch the United Streaming Video entitled: “Phonics In
Context: ABC Animals”. Ask students to sit in front of the
computer or at their desks. On the computer, pull up the web
site http://www.starfall.com/n/level-k/index/load.htm?f. Click on
the “ABC’s” icon. Show the students how to work the program.
Click on the letters L, M and N on the program. Make a list of
words that begin with /l/, a list of words that begin with /m/, and
a list of words that begin with /n/. Using the alphabet cards,
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Uppercase and
Lowercase large letter
cards for the letters:
A,a,B,b,C,c,D,d,E,e,F,f,
G,g,H,h,I,i,J,j,K,k
Poem “The Monkey’s
Alphabet” (Big Book of
Phonics p. 4)
United Streaming Video
entitled: “Phonics In
Context: ABC Animals”
Website
http://www.starfall.com/n/l
evel-k/index/load.htm?f
Worksheet “L, M, N”
Anchor Chart: Nouns
Sticky Notes
Student Book Bags
Sight Word Care
display the letter “L”. Ask: Does anyone’s name start with L?
Students whose names begin with “L” bring their name card to
the pocket chart. As they place their name card in the pocket
chart, each student completes the following sentence stems:
My name is _______. My name starts with the letter __.
Continue with the letters M and N. Attach these names to the
class word wall. Do worksheet “L, M, N”.
Activity 3 Reading
Provide directions and modeling as you explain your classroom
procedures for Independent Reading (e.g., location of books,
reading spots, behavior, duration, returning books). With
student participation, model what a reader looks like during
Independent Reading. Include modeling proper book handling.
Read the words: I, am. Discuss the right way to hold a book.
Discuss the cover, the pages, etc. Display our sight word
cards: I, am. Pass out each students book bags for sustained
15 minute independent reading.
Activity 4 Writing
Review the following steps:
Think (think about ideas to write about)
Tell (talk about your ideas)
Draw (sketch pictures to tell about your ideas)
Write when ready (label your drawings with letters or words;
write words and sentences when ready).
Explain that writers get ideas for writing by thinking about their
lives. Explain that writers use words that name people, places
and things when thinking about and writing about their lives.
Inform students that these words are called nouns. Instruct
students to echo the word noun. Display Anchor Chart: Nouns.
Discuss the chart and involve students in identifying 2-3
examples of each type of noun. Record nouns on the chart in
the appropriate columns. Provide each student with three large
sticky notes. Instruct the students to think of examples of nouns
from their own lives. Direct students to sketch an example of
each type of noun. Invite students individually to take turns
placing their sticky notes in the corresponding column on the
board. Write the corresponding word under each sticky note.
Read the lists aloud. Explain that the words are all nouns and
that a noun is a word that names a person, place, or thing. Ask:
How can thinking of nouns (people, places, and things) from
your life help you as a writer? Discuss responses. Journal:
Draw a person, a place, and a thing. The teacher will help
label each item.
Day 6 –Engage /
Explain
Learning the
Alphabet N-Z
Activity 1 Word Study
Review the alphabet chant and selected alphabet song from
Daily Lesson 3. Call on different students to use the pointer to
touch letters on the alphabet chart or alphabet banner while the
class chants and/or sings. Provide each student with the two
strips corresponding to their name. Tell students to look at the
two strips and determine which one is their name with the
letters in the correct order. Remind students that a name, just
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Name cards for each
student.
Name cards for each
student with the letters out
of order, not spelled right.
Poem “Alphabet Name
Game” (Big Book of
Phonics, p. 5)
as any other word, is made up of a special combination of
letters, in a special order.
Activity 2 Phonemic Awareness
Read “Alphabet Name Game” (Big Book of Phonics, p. 5).
Have children join in on the letters. Reread it and have
children act out the parts that identify the beginning letter of
their name. Identify the letters Oo, Pp, and Qq. Have students
repeat the letter names. Find each letter in the poem and
decide if they know an animal that begins with that letter. Make
a list of words that begin with /o/, a list of words that begin with
/p/, and a list of words that begin with /q/. Using the alphabet
cards, display the letter “O”. Ask: Does anyone’s name start
with O? Students whose names begin with “O” bring their name
card to the pocket chart. As they place their name card in the
pocket chart, each student completes the following sentence
stems: My name is _______. My name starts with the letter __.
Continue with the letters P and Q. Attach these names to the
class word wall. Do worksheet “O, P, Q”.
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Index Cards
Worksheet “O, P, Q”
Sight Word Cards: I, am,
the, little
Small whiteboard or chart
tablet
Decodable Story 3, Little
Me! P. 27-28 in Reader’s
and Writer’s Notebook
Frog Street Press Books
Purple and Yellow
Activity 3 Reading
Review the rules for being a good reader. Display sight word
cards: I, am. Introduce the words: the, little. Review the words
I and am by having children read the words as you point to
them on the word wall. Write the word “otter” on the board. This
is the word “otter”. Name the letters with me: o, t, t, e, r, otter.
What word is this? Continue with: seal, rabbit, quail, and pig.
Look for these words in our story today. There will be a picture
above the word to help you read it. Display Decodable Story 3,
Little Me! P. 27-28 in Reader’s and Writer’s Notebook.
Activity 4 Writing
Begin by holding up a box of 16 crayons. Ask the children to
raise their hands if they think they can identify all of the crayons
in the box. The teacher will pull out a crayon and the children
will identify each color. Focus on the color purple and yellow.
Sing Frog Street Press color song “Purple and Yellow”.
Brainstorm things that we see everyday that are purple and
yellow. Make a list. Journal: Write the word “purple and
yellow” at the top of the page. Draw three things in our world
that are purple and three things that are yellow. Teacher will
help label each picture.
Day 7 – Explore /
Explain
Activity 1 Word Study
Call on a student and ask: What is your name? Write the
student’s name so everyone can see it. Explain that every word
we say can be written down. Repeat with several more names.
Show students different product labels (e.g., cereal box, milk
cartoon, tissue box) Ask: How do we know what is in this box?
Discuss responses (e.g., the box has a label, it has words on
it). Explain that the words on products we use in our lives give
us information. Show students things around the classroom
that are labeled (e.g., computer, table, classroom library, word
wall). Explain that we communicate with words; words we
speak and words we write. Model saying a word and writing a
word. Inform students that if you have a message to share, you
can either say it out loud or write it down. Say a message orally
(for example: “I have a dog.”), then write it down. Explain that
the words are the same as the message you spoke. Ask: How
are spoken words and printed words the same and different?
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Different product labels
(e.g., cereal box, milk
cartoon, tissue box)
Labels for classroom
things (e.g., computer,
table, classroom library,
word wall)
Chart Tablet
Poem “Alphabet Name
Game” (Big Book of
Phonics, p. 5)
Index Cards
Worksheet “R, S, T”
Sight Word Cards: I, am,
the, little
Small whiteboard or chart
tablet
Discuss responses. Reinforce the understanding that spoken
words are represented by print. Ask: Where are places we
find printed words? Reinforce that printed words can be found
in books, on products we use in our daily lives, and in many
places in the world around us. Ask the students to look for
words when they are in other places in the school and when
they are at home.
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
Decodable Story 3, The
Little Toys, on p. 58 of My
Skills Buddy
Frog Street Press Books
Pink and Gray
Activity 2 Phonemic Awareness
Read “Alphabet Name Game” (Big Book of Phonics, p. 5).
Have children join in on the letters. Reread it and have
children act out the parts that identify the beginning letter of
their name. Identify the letters Rr, Ss, and Tt. Have students
repeat the letter names. Find each letter in the poem and
decide if they know an animal that begins with that letter. Make
a list of words that begin with /r/, a list of words that begin with
/s/, and a list of words that begin with /t/. Using the alphabet
cards, display the letter “R”. Ask: Does anyone’s name start
with R? Students whose names begin with “R” bring their name
card to the pocket chart. As they place their name card in the
pocket chart, each student completes the following sentence
stems: My name is _______. My name starts with the letter __.
Continue with the letters S and T. Attach these names to the
class word wall. Do worksheet “R, S, T”.
Activity 3 Reading
Review the words I, am, the, and little by having children read
the words as you point to them on the word wall. Have children
read each word as you point to it on the word wall. Write “robot”
on the board. This is the word “robot”. Say the letters with me:
r, o, b, o, t, robot. Continue with: puzzle, queen, octopus, train,
block, and spaceship. Look for these words in our book today.
There will be a picture above the word to help you read it. Have
children turn to Decodable Reader 3, The Little Toys, on p. 58
of My Skills Buddy. Discuss the title, author, and illustrator.
Activity 4 Writing
Begin by holding up a box of 16 crayons. Ask the children to
raise their hands if they think they can identify all of the crayons
in the box. The teacher will pull out a crayon and the children
will identify each color. Focus on the color pink and gray. Sing
Frog Street Press color song “Pink and Gray”. Brainstorm
things that we see everyday that are pink and gray. Make a
list. Journal: Write the word “pink and gray” at the top of the
page. Draw three things in our world that are pink and three
things that are gray. Teacher will help label each picture.
Day 8 – Engage /
Elaborate
Activity 1 Word Study
Play Alphabet Toss using a small ball. Stand in a circle. One
student starts by saying “A” and then gently tosses the ball to
another student. That student says “B” and tosses the ball.
Continue through the entire alphabet. (A similar game that
emphasizes speed is Alphabet Hot Potato. Using the ball, go
around the circle with each student naming one letter and
quickly passing it to the next person.) Distribute name cards
from Daily Lesson 1 to students. Hold up the alphabet card with
the letter “U”. Explain that the name of this letter is U and when
“U” is written this way is the uppercase “U”. Explain that it can
be written a different way. Show the card with the lowercase
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Small ball
Student Name Cards from
Day 1
Poem “Alphabet Name
Game” (Big Book of
Phonics, p. 5)
Index Cards
Worksheet “U, V, W”
Sight Word Cards: I, am,
the, little
Small whiteboard or chart
tablet
“u”. Ask students to name the letter. Explain that when it is
written this way it is the lowercase “u”. Instruct students to look
at their name card for the letter “u”. If they find it, instruct them
to stand up and put their finger on the letter “u” and show it to
the class. Repeat steps 3-4 with the letters v and w.

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Kindergarten Student
Reader K.1.3
Frog Street Press Books
Black and White
Journals
Activity 2 Phonemic Awareness
Read “Alphabet Name Game” (Big Book of Phonics, p. 5).
Have children join in on the letters. Reread it and have
children act out the parts that identify the beginning letter of
their name. Identify the letters Uu, Vv, and Ww. Have students
repeat the letter names. Find each letter in the poem and
decide if they know an animal that begins with that letter. Make
a list of words that begin with /u/, a list of words that begin with
/v/, and a list of words that begin with /w/. Using the alphabet
cards, display the letter “U”. Ask: Does anyone’s name start
with U? Students whose names begin with “U” bring their name
card to the pocket chart. As they place their name card in the
pocket chart, each student completes the following sentence
stems: My name is _______. My name starts with the letter __.
Continue with the letters V and W. Attach these names to the
class word wall. Do worksheet “U, V, W”.
Activity 3 Reading
Remind students that all books have parts in common (front
cover, back cover, author, illustrator, title page). Invite students
to point to these parts on the big book. Review how to hold a
book correctly. Turn the pages, and show that readers read top
to bottom, left to right. Use large movements and stretch hands
from top (reaching toward the ceiling) to bottom (touching the
floor). Practice several times moving from top to bottom,
emphasizing the vocabulary. Repeat the same concept moving
from left to right. Review the previously taught words. Have
children read each word as you point to it on the word wall.
Write “dad” on the board. This is the word “dad”. Say the letters
with me: d, a, d, dad. Continue with: cat, dog, running, jumping,
and happy. Look for these words in our book today. There will
be a picture above the word to help you read it. Display
Kindergarten Student Reader K.1.3. Today we are going to
read a new book. Remind children to hold their book right side
up and to turn the pages one at a time. Take a picture walk and
practice turning pages.
Activity 4 Writing
Begin by holding up a box of 16 crayons. Ask the children to
raise their hands if they think they can identify all of the crayons
in the box. The teacher will pull out a crayon and the children
will identify each color. Focus on the colors black and white.
Sing Frog Street Press color songs “Black” and “White”.
Brainstorm things that we see everyday that are black and/or
white. Make a list. Journal: Write the word “black” at the top of
page 1 and “white” at the top of page 2. Draw three things in
our world that are black and three things in our world that are
white. Teacher will help label each picture.
Day 9 – Engage /
Explore
Activity 1 Word Study
Distribute the uppercase large letter cards to students (A-Z).
Practice chanting the alphabet slowly. Students stand up when
their letter is named. They line up in alphabetical order. Repeat


Uppercase and
Lowercase large letter
cards for students (A-Z)
Poem “Alphabet Name
with the lowercase large letter cards. Play the “Alphabet Race”
game to practice rapid letter recognition. Divide students into 4
lines. Place each of the four sets of plastic letters about 10 feet
away from each line. The letters can either be placed in
alphabetical order or in a random pile. Call out a letter name.
The first student from each line races to their set of letters and
finds the letter that was named and takes it back to their group.
Continue until all letters have been called. Provide students
with a paper that has their name written in print that they can
trace. Monitor and provide assistance to individual students on
correct letter formation.
Activity 2 Phonemic Awareness
Read “Alphabet Name Game” (Big Book of Phonics, p. 5).
Have children join in on the letters. Reread it and have
children act out the parts that identify the beginning letter of
their name. Identify the letters Xx, Yy, and Zz. Have students
repeat the letter names. Find each letter in the poem and
decide if they know an animal that begins with that letter. Make
a list of words that begin with /x/, a list of words that begin with
/y/, and a list of words that begin with /z/. Using the alphabet
cards, display the letter “X”. Ask: Does anyone’s name start
with X? Students whose names begin with “X” bring their name
card to the pocket chart. As they place their name card in the
pocket chart, each student completes the following sentence
stems: My name is _______. My name starts with the letter __.
Continue with the letters Y and Z. Attach these names to the
class word wall. Do worksheet “X, Y, Z”.
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Game” (Big Book of
Phonics, p. 5)
Index Cards
Worksheet “X, Y, Z”
Sight Word Cards: I, am,
the, little
Small whiteboard or chart
tablet
Kindergarten Student
Reader K.1.4
Frog Street Press Books
Brown
Journals
Activity 3 Reading
Review the previously taught words. Have children read each
word as you point to it on the word wall. Write “bus” on the
board. This is the word “bus”. Say the letters with me: b, u, s,
bus. Continue with: library, school, music store, firefighter, vet,
happy. Look for these words in our book today. There will be a
picture above the word to help you read it. Display
Kindergarten Student Reader K.1.4. Today we are going to
read a new book. Take the children on a picture walk through
the book. Predict what will happen.
Activity 4 Writing
Begin by holding up a box of 16 crayons. Ask the children to
raise their hands if they think they can identify all of the crayons
in the box. The teacher will pull out a crayon and the children
will identify each color. Focus on the color brown. Sing Frog
Street Press color songs “Brown”. Brainstorm things that we
see everyday that are brown. Make a list. Journal: Write the
word “brown”. Draw three things in our world that are brown.
Teacher will help label each picture.
Day 10 – Engage
Rhyming Words
Activity 1 Word Study
Review the letters of the alphabet using an alphabet chant and
a selected alphabet song. Call on different students to use the
pointer to touch letters on the alphabet chart or alphabet
banner while the class chants and/or sings. Using one set of
letters, review that names are made of letters in a special
order. Demonstrate how to make a name using the letters and
then read the name. Call on students individually to
demonstrate proficiency with Performance Indicator: Using
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Alphabet chant or song
Uppercase and
Lowercase letter cards
Magnetic letters
Hey Diddle Diddle Poem
Hey Diddle Diddle
Sequencing cards
Sentence strips
Construction paper
plastic upper and lower case letters, students spell and read
their name aloud. Ask students to point to an uppercase letter
in their name and then point to a lowercase letter in their name.
Monitor and assess students’ knowledge of the letters in their
name. Ask: Why is it important to know how to spell, read, and
write your name? Discuss responses.
Activity 2 Phonemic Awareness
Read aloud “Hey Diddle Diddle to students. Say these words:
diddle, fiddle. Ask: What do you hear that is the same in these
words? Lead students to understand that the words both end
with “iddle”. Ask: What other words can we think of that have
“iddle” at the end? Either say them orally or write them on a list.
Explain that words that end with the same vowel part are called
rhyming words. Discuss how each nursery rhyme has a rhythm
to it and includes rhyming words. Explain that all stories,
including nursery rhymes, have events that happen in a certain
order, or sequence, to tell the story. Read back through the
nursery rhyme one section at a time and talk about what event
happened in that part. Ask students to explain the events in
their own words. Write each sentence of the poem on sentence
strips. Using the teacher made worksheet, cut the pictures
apart. Have children match the pictures to the correct
sentence strip. Put the poem in order. Now rearrange the
sentence strips and read the nursery rhyme in a mixed-up
order. Ask: Did that make sense? Why not? Discuss
responses. Have children match the pictures to the correct
sentence strip. Put the poem in order. Have children color and
cut out their own picture cards. Sequence them and glue them
in order onto construction paper. **This is also the SS lesson
for the day.
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Sight Word Cards: I, am,
the, little, a, to
Decodable Story 4, Little
Me!, on p. 39-40 in
Reader’s and Writer’s
Notebook
Box of markers
Journal
Teacher Notes:
UNDERDEVELOPED
CONCEPT: It is not unusual
for students to confuse words
that rhyme with pairs of words
that begin with the same initial
sound. Continuous instruction
and practice will lead to
eventual understanding.
Activity 3 Reading
Some words we have to learn by remembering the letters
rather than saying the sounds. We will say and spell the words
to help learn them. Write “a” on the board. This is the word “a”.
It has only one letter. Have children say and spell the word, first
with you and then without you. I can use the word “a” in lots of
sentences. Here is one sentence: I have a pen. Now you use
the word in a sentence. Repeat with the word “to”. Add “a” and
“to” to the Word Wall. Review the words I, am, little, a, and to
by having children read the words as you point to them on the
word wall. Write “turtle” on the board. This is the word “turtle”.
Say the letters with me: t, u, r, t, l, e, turtle. Continue with:
Zebra, van, and watermelon. Look for these words in our book
today. There will be a picture above the word to help you read
it. Display Decodable Story 4. Today we are going to read a
new book. Have children read Decodable Story 4 on p. 39-40
in Reader’s and Writer’s Notebook.
Activity 4 Writing
Recall all colors by holding up a box of markers. As the
teacher holds up a color, the students should say the name of
the color and also name several things that are that particular
color. Journal: Label the top of your paper with your favorite
color and draw something that is that color or you wearing that
color.
Day 11- Explain
Activity 1 Word Study
Using the words from the nursery rhymes of Day 10 and Day

Rhyming words and
picture cards
11, play a game of Do They Rhyme? Say two words from the
nursery rhyme or from the list and ask students to show
thumbs up if they rhyme or thumbs down if they do not rhyme.
For example: dock, one; clock, tock; mouse, ran; men, again.

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
Continue the game with other words or picture cards. Repeat
several times. Divide students into groups of 2-3. Give each
group a set of rhyming picture cards. Instruct students to name
the pictures and find the matching pairs. Instruct students to
switch sets and continue practicing.
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
Humpty Dumpty Poem
Humpty Dumpty cut out
worksheet
Various books for
students to read
independently
Chart tablet
Marker
Journals
Activity 2 Phonemic Awareness
Display and read aloud the nursery rhyme Humpty Dumpty,
then choral read together. Say these words: wall, fall. Ask:
What do you hear that is the same in these words? Lead
students to understand that the words both end with “all”. Ask:
What other words can we think of that have “all” at the end?
Either say them orally or write them on a list. Explain that
words that end with the same vowel part are called rhyming
words. Review the rhyming words in the poem once more.
Make an individual humpty dumpty to be displayed on the wall.
Activity 3 Reading
Discuss how to handle books and discovering what types of
books the students enjoy. Review that stories happen in a
certain order, or sequence, just like we do things in a certain
order. Display examples from a nursery rhyme or book
previously read and discuss the sequence of events from that
selection. Today will be Independent Reading day for 15
minutes. Explain to students that they have two choices for
Independent Reading. They may choose a new book or a
familiar book/nursery rhyme to read from the collection.
Remind students to hold the book correctly and to turn pages
gently.
Activity 4 Writing
Reread the familiar book or nursery rhyme, stopping to think
aloud about what is happening. Remind students that reading
can give us ideas to write about. Model using complete
sentences while telling about your favorite part of the familiar
story. Use the sentence stem: My favorite part of the story is
__________. Quickly sketch a simple drawing of your favorite
part of the story. Write a simple sentence to tell about the
picture. Journal: Instruct students to draw and label a picture
about their favorite part. Confer with students and assist them
in adding labels to their drawings. Support those who are ready
to write phrases or sentences.
Day 12- Explore
Activity 1 Word Study
Display and read together chorally a few of the nursery rhymes
and poems practiced in Daily Lessons 10-11. After reading
each one, say one of the words from the poem that is a
rhyming word in the poem. (For example: In Humpty Dumpty,
say “wall”.) Ask: What is a word in the poem that rhymes with
___? What other words can you think of that rhyme with ___?
Review that rhyming words sound the same at the end.
Display a rhyming word file folder game to the class. Call on
students to pull a game piece from the baggy. Help the
students match their game piece to the correct rhyming word
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Rhyming word file folder
games
Hickory Dickory Dock
Poem
Hickory Dickory Dock
sequence cards
Hickory Dickory Dock
Clock Pattern
Book of choice
13 various books for
students to read
on the game board.

Activity 2 Phonemic Awareness
Ask: What are some things we do in our classroom that we
always do in a certain order, or sequence? Examples might
include lining up for lunch, procedure for coming to the whole
group area/carpet, morning procedures for entering the
classroom. Review that every story happens in a certain order,
or sequence, just like we sometimes do things in a certain
order. Read aloud Hickory Dickory Dock. Talk about what
happened first, next, last. Show the Rhyme Sequencing Cards.
Call on students to come up and put the pictures in order and
retell the nursery rhyme in their own words. Repeat with other
nursery rhymes reinforcing the concepts of sequencing,
rhythm, and rhyme in each. Make a clock and retell the poem.

Name Tracing Worksheet
for each student/ teacher
4 boxes of map colors or
colored pencils
Activity 3 Reading
Hold up the book for read aloud. Before reading the book, open
to any page and ask: What do you see on the pages?
Responses might include pictures, letters, and words. Explain
that an author uses the 26 letters of the alphabet to write all of
the words in the book. Each word has a special way to be
written or spelled. Display one sentence from the book. Select
one student to point to each letter in a certain word. Select
another student to count the letters in the word. Choose a
student to name the letters in the word. Ask a student to point
to each word in the sentence. Explain that readers notice the
letters and words that authors use. Assign partners and
distribute a book to each pair. Explain that each student will
show a partner what they notice about letters and words. Direct
students to point to each word and show their partner. Ask
them to choose one word and touch and count each letter.
Instruct students to name each letter in the word. Repeat the
activity as time allows.
Activity 4 Writing
Today in writing we will practice writing our names. Review
how our names are spelled in a certain order with the letters in
a particular spot. Display to the class a copy of your name
written in dotted-line form. Show the students how to trace
each letter to connect the dots. Show that you always start at
the top and move downward. Next, point to the blank space
next to the dotted-line name. Explain that after you trace your
name, you will write it again on your own in the open space.
Hand out various map colors to each table. The students will
write in “Rainbow” style, tracing and writing in a different color
each time.
Day 13- Engage /
Elaborate
Activity 1 Word Study
Students sit in a circle to play the game “Roll the Ball”. To play,
show a rhyming picture card and ask students if they can think
of words that rhyme. Roll the ball to three different students.
After the three words have been given, all students repeat the
rhyming words aloud. Distribute one rhyming picture card to
each student. Instruct them to glue that picture on the left side
of a piece of construction or manila paper. Model for students
how to think of a rhyming word that matches the picture and
draw it on the right side. Allow time for students to complete
their picture. Write the word under the picture for each student.
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Rhyming picture cards
Small ball
Construction paper or
manilla paper
Glue
The Three Little Kittens
Poem
The Three Little Kittens
worksheet
Fictional Text of choice
Sentence Strips for each
student
Activity 2 Phonemic Awareness
Read the poem, “The Three Little Kittens”. Say the poem until
the children can say it with you. Say these words: kittens,
mittens. Ask: What do you hear that is the same in these
words? Lead students to understand that the words both end
with “ittens”. Explain that you can have both real and non-real
words that rhyme. Ask: What other words can we think of that
have “ittens” at the end? Either say them orally or write them
on a list. Explain that words that end with the same vowel part
are called rhyming words. Find the words that rhyme in the
poem. Make an individual rebus using the worksheets
provided.
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Paper or journals
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Rhyming picture cards for
each student
Construction or manila
paper
Little Miss Muffet Poem
Black construction paper
Yarn
Google eyes
Fictional text of choice
Sentence strips
Scissors for each student
Chart tablet
Markers
Activity 3 Reading
Select a fictional text for read aloud. Choose a book that has
short 3-5 word sentences. Write a sentence from the book on a
sentence strip. Prepare enough for each student to have one.
Read the first sentence of the selected book aloud without
showing the text. Ask: How many words are in the sentence?
Clap and count the words together. Display the sentence in the
book. Select a student to touch the words with a pointer while
the class repeats the sentence. Repeat this procedure with
other sentences, emphasizing one-to-one correspondence
between spoken and written words.
Activity 4 Writing
Explain that writers get ideas for writing by thinking about
things that are happening or have happened in their lives. Ask:
What have you done lately that you can draw a picture of?
Select 2-3 students to share with the class. Distribute paper to
each student. Each student draws a picture of a recent
experience. Confer with students and provide assistance as
needed. As they are able, students may label parts of their
pictures. Confer with students and offer guidance. Remind
students to Think, Tell, Draw, and Write.
Day 14- Explore /
Explain
Activity 1 Word Study
Review rhyming words and how they are identified. Distribute
one rhyming picture card to each student. Instruct them to glue
that picture on the left side of a piece of construction or manila
paper. Model for students how to think of a rhyming word that
matches the picture and draw it on the right side. Allow time for
students to complete their picture. Write the word under the
picture for each student.
Activity 2 Phonemic Awareness
Read the poem, “Little Miss Muffet”. Say the poem until the
children can say it with you. Review rhyming words and how
they are identified. Find the words that rhyme in the poem.
Either say them orally or write them on a list. Make an
individual spider using construction paper. Glue the poem in
the middle of the spider. Display on wall.
Activity 3 Reading
Conduct a book walk of a selected text. Conduct a read aloud
of the selected text, stopping periodically to reinforce that there
is one word in print for each spoken word. Distribute one
sentence strip to each student. Ask them to show one word
with their fingers. Ask: What do you notice between each
word? Discuss responses including that there is a space
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between each written word. With a partner, students count the
number of words in their sentence. Demonstrate how to cut the
sentence into words by cutting in the space between the words.
Ask students to cut their sentence into words. Demonstrate
how to use the words like a puzzle and put the sentence back
together. Allow time for students to practice. Encourage
students to take the sentence home and show someone how a
sentence is made with words.
Activity 4 Writing
Think aloud about a recent personal experience that can be
easily drawn and talked about. Talk about the idea then draw a
simple picture about the personal experience. Explain that
writers can label the important parts of a picture with words to
remember the story. Choose a part of the picture to label.
Model writing one label on the picture. Remind students that
words are made up of letters. Ask students to count and name
the letters in the word and say the whole word. Instruct
students to notice that the word is written in lower-case letters
because it is a label (if the label is a name, draw students’
attention to the first letter being upper-case and the rest lowercase.) Continue labeling the picture. Students echo the words
and count and name the letters. Distribute paper to each
student. Instruct each student to draw a picture of a recent
experience. Confer with students and provide assistance as
needed.
Day 15- Engage
Letter Mm
Activity 1 Word Study
Review the letters of the alphabet using an alphabet chant and
a selected alphabet song. Call on different students to use the
pointer to touch letters on the alphabet chart or alphabet
banner while the class chants and/or sings. Using one set of
letters, review that names are made of letters in a special
order. Demonstrate how to make a name using the letters and
then read the name. Call on students individually to
demonstrate proficiency with Performance Indicator: Using
plastic upper and lower case letters, students spell and read
their name aloud. Ask students to point to an uppercase letter
in their name and then point to a lowercase letter in their name.
Monitor and assess students’ knowledge of the letters in their
name. Ask: Why is it important to know how to spell, read, and
write your name? Discuss responses.
Activity 2 Phonemic Awareness
The student will listen to the poem, “Mr. Malcolm Monkey”
(Phonics Songs and Rhymes Chart 5). Ask students we are
discussing in the poem. Display the Mm alphabet card. This is
a motorcycle. Motorcycle begins with /m/. What is the letter for
/m/? Write the word “mop” on the board. Point to ‘m’. What is
the sound for this letter? Say it with me: /m/ /m/ /m/. The
beginning sound in ‘mop” is /m/. Mop ends with ‘op’. When I
blend the beginning sound /m/ and the ending ‘op, I make the
word “mop”: /m/ -op, mop. Use “mop” in a sentence. Repeat
routine with the word “jam”, focusing on ending sound /m/.
Continue with the words: mad, mug, met, yam, rim, sum. The
student will be introduced to Marvin Monkey. Show the
students the Frog Street big book. Learn to sing the song.
Make a list of Mm words found in the book. Stress that all
words must begin with this sound in order to be on the list. Ask
the students what sound they hear at the beginning of each
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Alphabet chant or song
Uppercase and
Lowercase letter cards
Magnetic letters
Chart “Mr. Malcolm
Monkey” (Phonics Songs
and Rhymes Chart 5)
Frog Street Press Book
Marvin Monkey
Various picture cards of
things beginning with Mm
Worksheet for beginning
sound Mm
Sight Word Cards: I, am,
the, little, a, to
Decodable Story 5, Little
Mouse. P. 51-52 in
Reader’s and Writer’s
Notebook
Book: If You Give A
Mouse A Cookie
Sequencing Worksheet: If
You Give A Mouse a
Cookie
Journal
one of these words. Reread the poem and instruct the students
to rub their bellies and say “mmmmm” when they hear a word
beginning with /m/. Highlight all “m” words in the poem with
highlighting tape. Hand out worksheet to find words with the
beginning sound “M”.
Activity 3 Reading
Some words we have to learn by remembering the letters
rather than saying the sounds. We will say and spell the words
to help learn them. Write “a” on the board. This is the word “a”.
It has only one letter. Have children say and spell the word, first
with you and then without you. I can use the word “a” in lots of
sentences. Here is one sentence: I have a pen. Now you use
the word in a sentence. Repeat with the word “to”. Add “a” and
“to” to the Word Wall. Review the words I, am, little, a, and to
by having children read the words as you point to them on the
word wall. Write the word “mouse” on the board. This is the
word “mouse”. Name the letters with me: m, o, u, s, e, mouse.
What word is this? Continue with: walk, school, and moose.
Look for these words in our story today. There will be a picture
above the word to help you read it. Display Decodable Story 5,
Little Mouse. P. 51-52 in Reader’s and Writer’s Notebook.
Activity 4 Writing
Write the following words for all to see: character, setting, key
events, main event, and big idea. Review the meaning of each
through discussion and relevant examples. Read Book: If You
Give A Mouse A Cookie. Discuss the author and illustrator.
Authors use sensory details in writing to describe what is seen,
heard, smelled, tasted, or touched. Instruct students to listen
for sensory details that describe the characters, setting, and
events of the book. Take a picture walk through the book. Talk
about what is going on in the illustrations. Ask students to
name events in order. Hand out teacher made worksheet, If
You Give A Mouse a Cookie. Color pictures, cut apart, and
glue in the correct sequence according to the story. Review the
sequence and retell the story. Journal: Draw a picture of your
favorite part of the story. Dictate to your teacher.
Day 16- Explain
Activity 1 Word Study
Say the following words: cat, mat, fat, sat. Ask: What do you
hear that is the same in each word? /at/. Explain to students
that the word part "at" is part of many words and that
recognizing it quickly will help them to be better readers and
writers. Write the word “cat.” Model segmenting the word into
onset and rime and then blending to make the word. Direct
students to read the word. Ask: What other real or made-up
words can you think of that contain the word part "at"? Create a
2-column list. Label one column "Real" and the other "Not
Real". Solicit student input. Write the words or nonsense words
in their appropriate column.
Activity 2 Phonemic Awareness
The student will listen to the poem, “Where is Tim?” (Big Book
of Phonics, Rhymes, and Poems p. 34-35). The students will
be asked what sound they hear at the end of the word “Tim”.
Use highlighting tape to highlight each word with an ending /m/
sound. Say the word “Tim” again. Segment the final /m/ sound
and have students repeat with you. Display the “gum” picture
card. This is gum. Listen to the sounds in “gum”; /g/ /u/ /m/.
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Chart tablet
Poem, “Where is Tim?”
(Big Book of Phonics,
Rhymes, and Poems p.
34-35)
Various picture cards of
things ending with /m/
Reader’s and Writer’s
Notebook p. 55
Sight Word Cards: I, am,
the, little, a, to
Decodable Reader 5,
Animal Friends. P. 98 in
My Skills Buddy
Paper for each student
Chart tablet
Markers
How many sounds do you hear? Is /m/ the first sound in “gum”;
/g/ /u/ /m/? The /m/ is the last sound. Say a set of words, such
as ham, Jim, Tom, him, sum. I am going to say two words. I
want you to tell me which word ends with the same sound as
“gum”. Listen carefully: jet, gem. Does “jet” end with the same
sound as “gum”. Does “gem” end with the same sound as
“gum”? Continue the routine with these word pairs: bed, Sam;
dim, hop; rob, jam. Use Reader’s and Writer’s Notebook p. 55
for additional practice with /m/.
Activity 3 Reading
Review the words I, am, little, a, and to by having children read
the words as you point to them on the word wall. Write the
word “monkey” on the board. This is the word “monkey”. Name
the letters with me: m, o, n, k, e, y, monkey. What word is this?
Continue with: mule, mouse, minnow, moth, mole, and moose.
Look for these words in our story today. There will be a picture
above the word to help you read it. Display Decodable Reader
5, Animal Friends. P. 98 in My Skills Buddy. We will read lots of
words that begin with /m/ in this book.
Activity 4 Writing
Inform students that they will make a class book about things
that they like to eat. Remind students that books are made of
sentences, sentences are made of words, and words are made
of letters. Explain that each page will include one student’s
name and two things that student likes to eat. Display an
example with pictures and words: Mrs. Smith likes ice cream
and tacos. Read the sentence aloud as students echo and clap
each word. Point out that the words are separated by spaces.
Invite a student to point to each word. Choose a different
student to point to and count the letters in a word. Select
another student to identify the sentence by underlining it using
a finger. Review the following writing routine: think, tell, draw,
and write. Distribute plain paper. Students draw two favorite
foods at the top of the paper. Students label pictures with
letters and/or words. Confer with students and write dictated
sentences. Each student repeats the written sentence while
touching each word. Assemble the pages to construct a class
book.
Day 17- Explain /
Explore
Activity 1 Word Study
Display 8-10 compound word pictures. Name the pictures.
Explain that some words are made up of two smaller words
that are put together to make a new word. Say one of the
words and ask students to repeat the word. Next, ask students
to break the compound word into the two smaller words,
clapping for each word. Repeat this procedure with other
words. Draw a simple picture of a cow on the left of the board
and a simple picture of a boy on the right of the board and label
each picture. Explain that sometimes the smaller words help
you know what the compound word means. Repeat with other
examples. Tell students that sometimes the smaller words do
not help you to understand the meaning of the compound word.
(For example: butterfly). Play a game with the compound word
picture cards. Show a picture and instruct students to say the
whole word then break the word into two smaller words,
clapping for each word. Repeat this activity with all of the
picture cards.
http://resources.sparkleboxteacherresources.ltd.uk/sb2092.pdf
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Poem, “Mr. Malcolm
Monkey” (Phonics Songs
and Rhymes Chart 5)
Sight Word Cards: I, am,
the, little, a, to
Kindergarten Student
Reader K.1.5
Letter Mm handwriting
paper for each student
http://www.kizclub.com/Phonics/word/compound.pdf
http://www.carlscorner.us.com/Compounds.htm
Teacher Notes:
Activity 2 Phonemic Awareness
The student will listen to the poems read this week again.
Listen for initial /m/ and final /m/. Say several words. The
students will sort the words as either beginning with the /m/
sound or ending with the /m/ sound. Use Reader’s and Writer’s
Notebook p. 55 for additional practice with /m/.
UNDERDEVELOPED
CONCEPT: Compound words
can generally be split to help
create meaning, but students
need to be aware that not all
compound words can be split
for meaning. (e.g., butterfly)
Activity 3 Reading
Recall the previous high-frequency words I, am, the, little, a,
and to by having children read the words as you point to them
on the word wall. Write the word “mom” on the board. This is
the word “mom”. Name the letters with me: m, o, m, mom.
What word is this? Continue with: talking, mixing, muffins,
reading, mouse, eating, meatball, mopping, and mess. Look for
these words in our story today. There will be a picture above
the word to help you read it. Display Kindergarten Student
Reader K.1.5. We will read lots of words that begin with /m/ in
this book. Recall how to read a book.
Students are not expected to
be able to read compound
words. Instead, in
kindergarten students focus
on the phonological aspect of
compound words. Students
practice blending and
segmenting compound words
in order to hear the two
smaller words.
Activity 4 Writing
As you write the words on the chart tablet, describe the
formation of a capital M and a lowercase m. Model an example
or two of how NOT to make the letter. Students use their finger
and pretend write M and m on the back of a friend. Hand out
the Mm handwriting sheet to each student. The teacher will
model correct writing posture and procedures. Model how to
touch the lines on the paper correctly. As the students begin
writing the letters on their own, the teacher walks around the
room modeling and correcting as she/he goes.
Day 18- Elaborate
Activity 1 Word Study
Recall compound words. Display two word cards. (For
example: foot, ball) Explain that compound words are made up
of two smaller words that are put together to make a new word.
Tape the words together with no space between them so that
they look like one word. Explain that readers can read the two
smaller words to figure out the longer word. Repeat this activity
with the other word cards. Use the cards from Day 17 again.
This time say the two smaller words but do not show the
picture. Instruct students to repeat the two smaller words and
then blend them to make the compound word. Then show the
picture card. Brainstorm other words that are compound words.
Using chart paper, make a list. Draw a small picture beside the
word as a cue for students. Students may need prompting by
providing the first word in the compound word.
Activity 2 Phonemic Awareness
The student will listen to the poems read this week again.
Listen for initial /m/ and final /m/. Say several words. The
students will sort the words as either beginning with the /m/
sound or ending with the /m/ sound. Explain that you can write
a real word using the two letter-sounds that have been
introduced. Say the sound /a/. Ask: What letter makes that
sound? The letter Aa makes the sound /a/. Demonstrate how
to write the letter “a” on the white board. Say the sound /m/.
Ask: What letter makes that sound? Demonstrate how to write
the letter “m” on the white board. Explain that when the sounds
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Picture cards that will form
a compound word
Tape
Chart tablet
Markers
Whiteboard per student
Whiteboard markers per
student
Familiar book of choice
Collection of books for
each student
Picture cards of life
experiences (e.g.: a park
scene, a beach scene,
etc.)
are blended together it makes the word “am”. Model isolating
the sounds and blending the sounds. Write the word again
several times and ask students to read it aloud. Add various
letters in front of "am" to make new words: s, p, h, b, j. Do
blending worksheet for "am" family.
Activity 3 Reading
Review that every story happens in a certain order, or
sequence, just like we do things in a certain order. Display a
familiar book, one previously read aloud. Point to a page in the
middle of the book and explain what event was happening at
that point in the story. Ask: What happens next? Discuss
responses. Explain that our brains are made to remember
things in order. The events of the book happen in a certain
order and that helps readers to remember them. Remind
students that they have two choices for Independent Reading.
They can choose a new book or retell a book or nursery rhyme
that has already been read to the class. Students choose a
book or a previously read nursery rhyme from the collection.
Students begin reading while practicing appropriate behaviors
and retelling important events in order. Monitor students and
provide assistance as needed. Ask students to retell 2-3 events
in order.
Activity 4 Writing
Remind students that writers can get ideas for writing by
thinking about things that are happening or have happened in
their life. Explain that looking at pictures can help us think
about events that have happened in our lives. Display several
picture cards. Think aloud while explaining how one of the
picture cards helps you think about a recent personal
experience that could be easily drawn and talked about. Draw
a simple picture about the personal experience. Explain
to students that writers write sentences to tell stories. Model
saying a complete sentence that tells about the picture. Repeat
the sentence slowly. Instruct students to repeat the sentence
and clap the number of words. Draw a line for each word in the
sentence under the picture. Ask: What was the first word in my
sentence? Write the first word on the first line. Explain
to students that sentences always start with an upper-case
letter. Then the rest of the letters are lower-case. Ask the
students to give the rest of the words in the sentence. Explain
to students that writers always reread their sentence to make
sure it is what they want to say. Reread and confirm that it’s the
correct message.
Day 19- Explain /
Elaborate
Activity 1 Word Study
Review that some words are made up of two smaller words put
together to make a new word. These are called compound
words. Play a game with the compound word picture cards
from Day 17. Display a picture and instruct students to say the
whole word and then break the word into two smaller words,
clapping for each word. Repeat this process with all picture
cards. Display two pictures of the smaller words. (For example,
a picture of a foot and a ball.) Display the first picture and Ask:
What does this picture show? Display the second picture and
Ask: What does this picture show? Ask: If I put these two
smaller words together, what compound word does it make?
Repeat the activity with 2-3 additional card sets.
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Compound word picture
cards from Day 17
Pictures of smaller words
(For example, a picture of
a foot and a ball.)
Poem, “Mr. Malcolm
Monkey” (Phonics Songs
and Rhymes Chart 5)
Mm alphabet card
Picture cards of words
beginning with /m/ and
ending with /m/
Sound worksheet for
beginning/ ending sound
Activity 2 Phonemic Awareness
The student will listen to the poem, “Mr. Malcolm Monkey”
(Phonics Songs and Rhymes Chart 5). Ask students we are
discussing in the poem. Display the Mm alphabet card. This is
a motorcycle. Motorcycle begins with /m/. What is the letter for
/m/? Write the word “mop” on the board. Point to ‘m’. What is
the sound for this letter? Say it with me: /m/ /m/ /m/. The
beginning sound in ‘mop” is /m/. Mop ends with ‘op’. When I
blend the beginning sound /m/ and the ending ‘op, I make the
word “mop”: /m/ -op, mop. Use “mop” in a sentence. Repeat
routine with the word “jam”, focusing on ending sound /m/.
Continue with the words: mad, mug, met, yam, rim, and sum.
Do a sound worksheet for beginning/ ending sound Mm.
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Mm
Sight word cards: I, am,
to, a, the, little, black,
purple
Get Set, Roll! Reader 5
Melvin and Max
Paper for each student
Activity 3 Reading
Recall the high-frequency words: I, am, to, and a. Have
children find each word on the word wall. Write the word
“Melvin” on the board. This is the word “Melvin”. Name the
letters with me: m, e, l, v, i, n, melvin. What word is this?
Continue with: pour, Max, zoom, mall, and splash. Look for
these words in our story today. There will be a picture above
the word to help you read it. Today we will read a story about
our friends Melvin and Max. Display Routines Flip Chart to read
Get Set, Roll! Reader 5. We will read lots of words that begin
with /m/ in this book.
Activity 4 Writing
Review Day 18’s writing lesson. Ask: Which picture card helps
you think of an experience you could write about? What was
that experience? Students share their ideas. Select 2-3
students to share with the class. Distribute paper and instruct
students to draw pictures of their recent experiences. Confer
with students and provide assistance as needed. When
students complete their picture, they dictate one sentence to an
adult. Instruct students to clap the number of words in their
sentence. The adult draws that number of lines. Ask: What was
the first word in your sentence? Write the word pointing out that
first words always start with an upper-case letter. Continue
asking the student what words are next in the sentence until
the sentence is complete. Instruct students to reread their
sentence and confirm it is the message they intended to share.
Assist students if necessary.
Day 20- Engage
Tt
Activity 1 Word Study
Choose a book to read that has compound words in it. After
reading the story, go back through the book and show students
the compound words. Write each word on chart paper using
different colors for each part. Discuss the meaning of the
compound word. Distribute a piece of drawing paper to each
student that has been pre-folded. Instruct students to choose a
compound word from the list. On the left outside flap, draw a
picture of that smaller word. On the right outside flap, draw a
picture of that smaller word. On the inside, draw a picture of the
compound word. (For example, left outside flap – pan, right
outside flap – cake, inside flap – pancake) Label the pictures
for each student.
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Activity 2 Phonemic Awareness
The student will be introduced to Tommy Tiger. Show the
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Familiar book containing
compound words
Chart tablet
Markers of different colors
Paper for each student
Frog Street big book
Tommy Tiger
Tt Alphabet Card
Picture cards of words
beginning with /t/
Poem, “Tick Tick Tock”
(Phonics Songs and
Rhymes Chart 6)
Worksheet with words
beginning with /t/
Sight word cards: I, am,
to, a, the, little, black,
students the Frog Street big book. Learn to sing the song.
Make a list of Tt words found in the book. Stress that all words
must begin with this sound in order to be on the list. Ask the
students what sound they hear at the beginning of each one of
these words. Display the Tt Alphabet Card. Point to the turtle.
Turtle begins with /t/. Say the words; with me, turtle. Write
“turtle” on the board and point to the ‘t’. The sound for this letter
is /t/. The names of these letters are uppercase T and
lowercase t. What is the sound for this letter? What are the
names of these letters? The student will listen to the poem,
“Tick Tick Tock” (Phonics Songs and Rhymes Chart 6). Play
the CD and sing the song several times. Ask specific questions
about the poem. Reread the poem and instruct the students to
tap their temple and say “tttttttttttt” when they hear a word
beginning with /t/. Highlight all “t” words in the poem. Hand out
worksheet that says to color all the Tt pictures. Do as a class.
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purple
Display Decodable Story
6, Tam! P. 63-64 in
Reader’s and Writer’s
Notebook
Picture cards of life
experiences (e.g.: a park
scene, a beach scene,
etc.)
Paper for each student
Activity 3 Reading
Some words we have to learn by remembering the letters
rather than saying the sounds. We will say and spell the words
to help learn them. Write “black” on the board. This is the word
“black”. It has 5 letters. Have children say and spell the word,
first with you and then without you. I can use the word “black”
in lots of sentences. Here is one sentence: I have a black
pencil. Now you use the word in a sentence. Repeat with the
word “purple”. Review the words I, am, a, and to by having
children read the words as you point to them on the word wall.
Write the word “Tam” on the board. This is the word “Tam”.
Name the letters with me: t, a, m, Tam. What word is this?
Continue with: turtle, walk, tent, turkey, and table. Look for
these words in our story today. There will be a picture above
the word to help you read it. Display Decodable Story 6, Tam!
P. 63-64 in Reader’s and Writer’s Notebook.
Activity 4 Writing
Review Day 18’s writing lesson. Ask: Which picture card helps
you think of an experience you could write about? What was
that experience? Students share their ideas. Select 2-3
students to share with the class. Distribute paper and instruct
students to draw pictures of their recent experiences. Confer
with students and provide assistance as needed. When
students complete their picture, they dictate one sentence to an
adult. Instruct students to clap the number of words in their
sentence. The adult draws that number of lines. Ask: What was
the first word in your sentence? Write the word pointing out that
first words always start with an upper-case letter. Continue
asking the student what words are next in the sentence until
the sentence is complete. Instruct students to reread their
sentence and confirm it is the message they intended to share.
Assist students if necessary.
Day 21- Explain
Activity 1 Word Study
The student will listen to the poem, “Cat’s Flat Hat” (Big Book
of Phonics, Rhymes, and Poems p. 50-51). Say the word “hat”.
Then, say the word “sat”. Point out that the words rhyme. Give
a hat to a child and ask the child to say another word that
rhymes with “hat”. Accept nonsense words, but encourage
children to think of real words. Children continue to pass the
hat and say a word that rhymes. Read the title of the poem and
emphasize the sound of /t/. Have children repeat the sound
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Poem, “Cat’s Flat Hat”
(Big Book of Phonics,
Rhymes, and Poems p.
50-51)
Highlighting tape
Picture word cards of
things ending with /t/
Worksheet with ending
sound /t/
back. Point out all of the words that end with /t/. Reread the
poem and use highlighting tape to highlight each word that
ends with /t/.
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Activity 2 Phonemic Awareness
Display the “bat” picture card. This is a bat. Listen to the
sounds in “bat”; /b/ /a/ /t/. How many sounds do you hear? Is /t/
the first sound in “bat”; /b/ /a /t/? The /t/ is the last sound. Say a
set of words, such as boat, cat, goat, hat, kite, and net. I am
going to say two words. I want you to tell me which word ends
with the same sound as “bat”. Listen carefully: drum, beat. I
hear the /t/ at the end of beat. Let’s try some other words. Have
children tell you which word ends in /t/. Continue the routine
with these word pairs: foot, hand; dog, cat; boat, car; goat,
horse; pot, pan; bug, ant. Hand out worksheet. Have children
find pictures that end with the /t/ sound.
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Sight word cards: I, am,
the, little, a, to, black,
purple
Decodable Reader 6,
Let’s Go. P. 118 in My
Skills Buddy
“Dig Dig Digging!” Big
Book
My Skills Buddy p. 126
Journals
Activity 3 Reading
Review the words I, am, the, little, a, to, black, and purple by
having children read the words as you point to them on the
word wall. Display Decodable Reader 6, Let’s Go. P. 118 in My
Skills Buddy. We will read lots of words that begin with /t/ in this
book. Today we will read about a boy who walks to many
different animals at the Wild Animal Park. Discuss title and
author.
Activity 4 Writing
Display “Dig Dig Digging!” Big Book. Discuss the cover, title,
and back of the book. What do you see on the cover? What will
it be about? Go on a picture walk. Read with expression for
enjoyment. Have children turn to p. 126 of My Skills Buddy.
Walk through the retelling boxes as children retell the story.
Let’s retell what happens in the first box- the beginning of the
story. Let’s retell what happens next. Continue with the rest of
the boxes. Journal: Have children draw a picture to retell a
favorite part of the story. Dictate a word or sentence to go with
their picture.
Day 22- Explore
Activity 1 Word Study
Distribute a white board to each student. Explain that you can
write a real word using the two letter-sounds that have been
introduced. Say the sound /a/. Ask: What letter makes that
sound? The letter Aa makes the sound /a/. Demonstrate how
to write the letter “a” on the white board. Say the sound /t/. Ask:
What letter makes that sound? Demonstrate how to write the
letter “t” on the white board. Explain that when the sounds are
blended together it makes the word “at”. Model isolating the
sounds and blending the sounds. Write the word again several
times and ask students to read it aloud. Add various letters in
front of "at" to make new words: s, p, h, c, m. Do blending
worksheet for "at" family.
Activity 2 Phonemic Awareness
The student will listen to the poems “Tick Tick Tock” and “Cat’s
Flat Hat.” Stress the /t/ sound in each poem. Using the chart
tablet, sort words as either beginning with /t/ or ending with /t/.
Write the sentence, Tim sat in Tom’s boat. Have volunteers
underline the “t” in each word. Use Reader’s and Writer’s
Notebook p. 71 for additional practice with /t/.
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Whiteboard per student
Whiteboard markers per
student
Chart tablet
Markers
Poems “Tick Tick Tock”
and “Cat’s Flat Hat”, Big
Book of Phonics
Reader’s and Writer’s
Notebook p. 71
Sight word cards: I, am,
the, little, a, to, black,
purple
Kindergarten Student
Reader K.1.6, At the Toy
Store
Handwriting worksheet for
the letter Tt
Activity 3 Reading
Recall the previous high-frequency words I, am, the, little, a, to,
black, and purple by having children read the words as you
point to them on the word wall. Write the word “tiger” on the
board. This is the word “tiger”. The word “tiger” is in the story
we will read today. What sound does tiger begin with? What
letter makes this sound? As we read, point to words that begin
with /t/ Tt. Display Kindergarten Student Reader K.1.6, At the
Toy Store. We will read lots of words that begin with /t/ in this
book. Recall how to read a book.
Activity 4 Writing
As you write the words on the chart tablet, describe the
formation of a capital T and a lowercase t. Model an example
or two of how NOT to make the letter. Students use their finger
and pretend write T and t on the back of a friend. Hand out the
Tt handwriting sheet to each student. The teacher will model
correct writing posture and procedures. Model how to touch
the lines on the paper correctly. As the students begin writing
the letters on their own, the teacher walks around the room
modeling and correcting as she/he goes.
Day23- Elaborate
Activity 1 Word Study
Say the following words: table, toy, turkey, towel, tire. Ask:
What do you hear at the beginning of each word? /t/ Say: The
letter “t” makes the sound: /t/. Watch my mouth. Say the letter
name followed by the letter sound. Ask students to notice what
their mouths and throats do as they echo the sound. Possible
prompts include: What are your lips, tongues, and throats
doing as you make this sound? Is your mouth opened or
closed? Does your throat wiggle? Is your voice on or off? Do
you feel air coming out of your mouth? Ask students to listen
and echo again. Explain to students how to play the “Stand Up,
Sit Down” game. Using the prepared word list, instruct students
to repeat each word that you say. If it starts with /t/, then stand
up. If it starts with another sound, then sit down. Using Teacher
Resource: Letter-Sound Deck, show the card for the letter “t”.
Explain that each Letter-Sound Card has a picture to help
remember the sound that the letter makes. The picture for “t” is
turtle. Instruct students to repeat after you in the following
pattern: letter name, picture, letter sound. Repeat process for
ending should /t/.
Activity 2 Phonemic Awareness
The student will listen to the poem, “Tick Tick Tock” (Phonics
Songs and Rhymes Chart 6). Ask students what we are
discussing in the poem. Display the Tt alphabet card. This is a
turtle. Turtle begins with /t/. What is the letter for /t/? Write the
word “tap” on the board. Point to ‘t’. What is the sound for this
letter? Say it with me: /t/ /t/ /t/. The beginning sound in ’tap” is
/t/. Tap ends with ‘ap’. When I blend the beginning sound /t/
and the ending -ap, I make the word “tap”: /t/ -ap, tap. Use “tap”
in a sentence. Repeat routine with the word “hat”, focusing on
ending sound /t/. Continue with the words: tell, Tom, tug, get,
sit, not.
Activity 3 Reading
Recall the high-frequency words: I, am, the, little, a, to, black,
and purple. Have children find each word on the word wall.
Recall the previous high frequency words: I, am, the, little, a,
to, black, purple. Hand children flashcards. When you read a
word, have children find that word and hold it up. Pair children
up with their flashcards. Have them play a memory game
finding matching sight words. Hand out their book bags and
have them read to each other in their pairs.
Activity 4 Writing
Review Day 18’s writing lesson. Ask: Which picture card helps
you think of an experience you could write about? What was
that experience? Students share their ideas. Select 2-3
students to share with the class. Distribute paper and instruct
students to draw pictures of their recent experiences. Confer
with students and provide assistance as needed. When
students complete their picture, they dictate one sentence to an
adult. Instruct students to clap the number of words in their
sentence. The adult draws that number of lines. Ask: What was
the first word in your sentence? Write the word pointing out that
first words always start with an upper-case letter. Continue
asking the student what words are next in the sentence until
the sentence is complete. Instruct students to reread their
sentence and confirm it is the message they intended to share.
Assist students if necessary.
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Teacher Resource: LetterSound Deck
Poem, “Tick Tick Tock”
(Phonics Songs and
Rhymes Chart 6)
Tt alphabet card
Whiteboard
Whiteboard marker
Sight word cards: I, am,
the, little, a, to, black,
purple
Flashcards of sight words
for each student pair
Student Book bags
Paper or journal for each
student
Day 24- Evaluate
Activity 1 Word Study
Review that some words are made up of two smaller words put
together to make a new word. These are called compound
words. Lay out 8-10 picture cards of the smaller words that can
be combined into compound words on each table. Monitor and
assess as you ask each student to pick two pictures that can
be combined to make a real word. (For example: Students put
a picture of a cup and a cake together to make the word
cupcake.) Ask the student to tell you the new compound word.
Write the word at the bottom of a piece of paper and ask the
student to draw a picture to match the new word.
Activity 2 Phonemic Awareness
Display the “taxi” picture card. What is the beginning sound in
“taxi”? Say the word with me: /t/ /t/ /t/ taxi. Continue to review
initial /t/ with the words: tack, turtle, tub, Tom. Display the “hat”
picture card. What is the last sound in “hat”? Say it again: hat,
/t/ /t/ /t/. The last sound in “hat” is /t/. Continue to review final /t/
with these words: what, wet, net, cat, boat. I am going to say
some /t/ words. If all the words have the same beginning
sound, put both hands on your head. If all the words have the
same ending sound, put both hands in your lap. Listen
carefully: cat, kit, fat; boat, base, boom; pot, hat, bit. Do
cut/paste worksheet sorting beginning and ending sound /t/
words.
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8-10 picture cards of
smaller words that can be
combined into compound
words for each table
group
Paper for each student
Picture cards of things
that begin and end with /t/
Cut/paste worksheet
sorting beginning and
ending sound /t/
Sight word cards: I, am,
the, little, a, to, black,
purple
Listen to Me Reader
K.1.6, Turtle’s Taxi
Paper or journal for each
student
Activity 3 Reading
Recall the high-frequency words: I, am, the, little, to, a, purple,
and black. Display the book: Listen to Me Reader K.1.6,
Turtle’s Taxi. Discuss the author and illustrator. Look at the
picture on the cover and predict what the book will be about.
Review children’s ideas. Point out that they will know more
about turtle and his taxi when they read the story. Turn to p. 2.
Point to the word. The word is “turtle”. Say the word with me.
Look at the picture and find turtle. Repeat this routine. Use
echo reading of Listen to Me Reader K.1.6 to model reading
fluently. Journal: draw turtle and his taxi and label your
pictures.
Activity 4 Writing
Instruct students to review the writing pieces they have
completed in Daily Lessons 18-21. They choose one to share
and practice reading the sentence. Select students one at a
time to sit in the Author’s Chair to share their piece by reading
the sentence and pointing to the words. Provide assistance as
necessary. After each student shares, Ask: How many words
are in your sentence? Instruct students to point to each word.
Ask: How many letters are in that word? Instruct students to
name each letter in the word. Provide assistance as necessary.
Ask: What have you learned about writing? Discuss responses.
Day 25- Evaluate
Performance Indicator: Monitor and assess the following
skills:
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Identifies and spells name
Identifies rhyming words
Produces rhyming words
Identifies Compound Words
Identifies uppercase and lowercase: Mm, Tt
Reads words: I, am, the, little, a, to, black, purple
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Various testing tools
and/or handouts
Accommodations
for Special
Populations
Accommodations for instruction will be provided as stated on each student’s (IEP)
Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.