Kate Freeman Professor Hendricks, Cooperating Teacher: Mrs.

Hopke 9:15 AM-10:30 AM, October 17th, 2013 Mott Elementary School ELE 301-02 1. Title or Topic of the Lesson and Grade Level Initial Consonants and R, Kindergarten

2. Lesson Essential Question(s): Can students identify the initial consonant phoneme in CVC words? Can students write the letter R in upper/lower case? 3. Standards: CCSS.ELA-Literacy.RF.K.2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.) CCSS.ELA-Literacy.L.K.1a Print many upper- and lowercase letters.
4. A. Learning Objectives and Assessments: B. Assessments: Learning Objectives Students will be able to repeat, and isolate the initial consonant sounds of various consonants. Students will be able to read, recognize, repeat, write, and hear the r sound/letter. 5. Materials: Standards/Objectives written on Sentence Strips Initial Consonant Cards (Boat, Box, Cat, Coat, Dog, Dig, Fan, Fire, Goat, Good, Home, Hippo, Jacks, Jump, Kite, King, Lion, Lake, Mouse, Moon, Nice, Nose, Pet, Prince, Quail, Quiet, Rat, Run)-These will have the word printed on them, and a picture of the noun or action Pocket Chart (To put cards in) Plastic Pointer Letter booklets Journeys Writers Notebook Booklets (26 copies-one per student) 10 baskets (filled with crayons, 2 per table) Thirty Pencils Three highlighters 6 . Pre-lesson assignments and/or prior knowledge: Assessments Successful completion of the initial consonant card-game. Successful completion of r/R activity in the Journeys Writers Notebook Booklet.

Students have been practicing their letters, in their Journeys Writers Notebooks, and have practiced how to read, write, and identify letters through the letter q. For this reason, and due to class size, my initial consonant activity will end at the letter r which students will practice writing in todays lesson. Students have also been practicing isolating the initial consonant sound in words. In this lesson I will use a list of CVC and CVC(e) (or silent e) words that have been provided to me by my cooperating teacher. Students have practiced the isolation of initial consonant sounds every day since they started writing letters, so I think that they will be successful up to the initial r sound. 7. Lesson Beginning: I will engage learners with the initial consonant game. I will do the first/second examples (depending on the amount of students present), and will explain that in order to find a match, students need to focus on the initial sound that they hear in each word. I will model how to make a match by sounding out the words boat and box, and matching them together because they both have the b sound. We will repeat the words, and the initial consonant sound b as a class, and I will place these cards in the pocket chart. I will conduct all future examples in the same manner. 8. Instructional Plan: I will begin my lesson by asking students to come to the carpet, and sit in their rows criss-cross applesauce with their hands in their laps. I will state my objectives for the lesson to students; today we will be learning about how to recognize initial consonant sounds and will learn how to read and write the letter R. I will ask the supply helper to hand out one matching card per student. I will explain the premise of the initial consonant game to students. Students must say each word aloud as a class, listen to and focus on the initial sound that words make, and match them together based on which words have the same original consonant sounds. I will provide students with an example by matching together boat and box. Depending on the number of students in class today I may also match cat and coat. I will instruct students to ignore the other sounds that they hear in the word, and to focus only on the initial sound of the word. I will say these words aloud slowly, and will model how to listen to the initial consonant sound. I will go through all student cards/matches, and will ask students What word starts with the same sound as your word? Students will be reminded to look at the picture and letter clues on their card. Each time that we find a match, I will have students say the word match out loud, and sound out the initial consonant sound. (For example they would repeat boat and box and the b sound after these two cards were matched). After each match is made, I will place the cards on the clear pocket chart at the front of the room. We will conclude the consonant game at the r sound, and I will then introduce the letter R to students. I will begin by saying the r sound, and instructing students to repeat it back to me. I will then show students how the r is written using the big book at the front of the room. I will read the r word examples aloud to students, and will instruct them to repeat these words back to me.

I will then explain the independent r activity students will do at their tables. I will go over what students must do in their individual booklets: circle the Rr combinations, write capital and lowercase rs, and circle all capital and lower case rs that they find. When students demonstrate that they are ready to return to their tables (folded hands, and sitting criss-cross applesauce on the carpet) I will dismiss them one by one to their tables. I will then walk around the room, and will survey student work. I will write capital and lowercase rs in highlighter for students who are struggling to write these letters in their booklets. I will check that all student work has been completed accurately. When students work has been checked, I will dismiss them to get independent reading books.

The following elements also need to be considered. o Differentiation: If students are struggling to write rs or make matches the teacher will prompt them/write rs in highlighter for students to trace. Once students have completed their work, I will allow them to get an independent reading book from the classroom library.

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o Questions: How do we write lower case and upper case rs? What word starts with the same sound as your word? What should we listen to in order to make matches in our initial consonant game? Classroom Management: To regroup students, get the class attention, or quiet them down, the teacher will clap out a rhythm that the students know to repeat and quiet down when they hear. (*clap-clap-clapclapclap*) The student letter books, crayon baskets, and pencils will be distributed at the students tables while they are sitting at the carpet so class time isnt wasted when the students are ready to work. The students will sit quietly with their hands folded when they are finished as opposed to raising their hand or shouting out Im done! When the teacher sees the student with their hands folded she will know they are finished working. Students will be reminded to not call out before questions are asked. Transitions: First transition: Students will be asked to come and sit on the carpet criss-cross apple sauce for the start of the lesson. Second transition: The student helper will hand out the initial consonant word cards to students who are sitting appropriately on the carpet. Third transition: The teacher will play the game with students, and then transition to teaching students how to write, read, and recognize the r sound. Fourth transition: Students sitting with their hands folded will be dismissed to their tables to do their independent work. Fifth transition: Students will work on the R activity at their tables. Students will sit with their hands folded to show they are finished their work. A teacher will come to look over their work and then dismiss the student to get an individual reading book until Math time.

9. Closure: The instructor will walk around, and observe student work. They will only do this once students have shown that they are ready to be observed. The instructor will check that all students have completed the r activity correctly. All capital and lower case rs should be circled, and there should be several examples of students practicing how to write r and R in their student booklets. If students are struggling I will assist them in completion of the activity by writing R or r in highlighter in their booklets for them to trace.