You are on page 1of 11

Differentiated Instruction Unit

Kindergarten: Short a Word Family Study


Name Emilee Escue
Date September 19, 2014
Lesson 1 of 5

Grade/Subject Kindergarten: English Language Arts

TN CURRICULUM STANDARDS ADDRESSED BY GOALS AND OBJECTIVES:


RF.K2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowelconsonant, or CVC) words
RF.K2a Blend and segment onsets and rimes of single-syllable spoken words
L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
GOAL(S): TSW understand word families and how to apply these to reading strategies
OBJECTIVES AND ASSESSMENT:
Learning Objectives
(stated behaviorally)

Assessment (formative/summative)

TSW demonstrate what constitutes a


word family
TSW recognize short a words
TSW compare and contrast words
that belong in a short a word family

Formative
Formative
Formative

Level of Thinking (Blooms


Taxonomy OR Webbs Depth
of Knowledge)
Application
Knowledge
Analyze

INSTRUCTION:

Lesson Opener
o Hook: Begin with reading The Fat Cat Sat on the Mat fluency poem. This poem will be written on chart
paper. Ask students to identify the similarities in a majority of the words in the poem. (They all have the short
a sound)
o Bridge: This week we will be completing word studies on short a word families. Its important to learn word
families so that they can be read effortlessly in books. This helps us become better readers

Development of concepts and/or skills (include monitoring and assessments of student learning integrated
throughout instruction related directly to objectives, description of classroom structure [groups, centers,
etc.], and strategies for pre-comprehension, comprehension, and post-comprehension)

In this lesson, students will explore the at word family. Using the activboard flipchart with moveable letters, create the at word
chunk. Have students create at word family words by dragging consonants in front of the word family. Students will blend the
onset and rime to read the new words created.

Practice

Students will participate in the following learning centers:


Center 1: (for auditory learners) TSW listen to at word poems on CD and will rainbow write the words they heard
Center 2: (for kinesthetic learners) TSW hunt for words in the acorn sensory table and record words in their writing journals
Center 3: (for visual learners) TSW write the room by searching for at words placed around the room
Center 4: Guided Practice with teacher support: TSW read CVC words and feed only at family words into the Munchy
Mouth trash can

Lesson Closure
Gather student back as a whole group. End by having students give examples of words that they created or heard
that contain the at word chunk at the end.

Alternative and/or supplemental activities for additional practice


o Create at house in students interactive notebook.

Adaptations for individual learners with disabilities (include adaptations from at least three of the following
strategies: size, time, level of support, input, difficulty, output, participation, alternate, substitute curriculum)
Handicapping Condition

Type of Adaptation.

Low Cognition

Time

Learning Disabilities

Difficulty

Behavioral Differences

Alternate

Adaptation specific to this lesson

This student will be given additional time to complete the work within small group
centers
This student will illustrate the words in his/her writing journal as opposed to writing
the words
This student will have picture cards that clue desirable behaviors within centers

FUTURE ASSESSMENT TO DETERMINE RETENTION OF CONCEPT(S):


Students will participate in a summative assessment after all lessons have been taught. Each lesson contains
formative assessments that contain teacher observations and quick checks as a whole group and within teacher
guided reading groups.
MATERIALS AND TECHNOLOGY NEEDED FOR THE LESSON:
Activboard with letter flipchart
Big Book of Word Family Poems
Markers
CD player with CD of word family poems
Sensory table with acorns
Writing journals
Picture cards
Munchy Mouth trash can
EMERGING TECHNOLOGIES THAT WOULD BE USED WERE THEY AVAILABLE AND A DESCRIPTION OF USE:
Classroom management strategies to be used:
Preventative: X
Greet, seat, complete
X
Active learning/MI LPs
X
Cl Mgmt Plan: Rules/consequences/routines/procedures
Parents contacted
Supportive:
X
Directions given
X
Students redirected
X
Positive learning behaviors recognized
X
Proximity control used
X
Individuals/small groups monitored
X
Appropriate learning behavior cued
X
Lesson pace considered
X
Teacher withitness achieved
X
Classroom management plan implemented
(routines/consequences/routines/procedures)
Corrective:
X
Procedures and rules cued
X
Individual behavior observed
X
Individual behavior described
X
Correction for individual behavior planned
X
Plan executed

Learning behavior rethought

Name Emilee Escue


Date September 19, 2014
Lesson 2 of 5

Grade/Subject Kindergarten: English Language Arts

TN CURRICULUM STANDARDS ADDRESSED BY GOALS AND OBJECTIVES:


RF.K2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowelconsonant, or CVC) words
RF.K2a Blend and segment onsets and rimes of single-syllable spoken words
L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
GOAL(S): TLW understand word families and how to apply these to reading strategies
OBJECTIVES AND ASSESSMENT:
Learning Objectives
(stated behaviorally)

Assessment (formative/summative)

TSW demonstrate what constitutes a


word family
TSW recognize short a words
TSW create words that belong in a
short a word family

Formative
Formative
Formative

Level of Thinking (Blooms


Taxonomy OR Webbs Depth
of Knowledge)
Application
Knowledge
Create

INSTRUCTION:

Lesson Opener
o Hook: Begin by reading the story Duck Duck Moose by Dave Horowitz. After the story has been read, ask
students how the duck and moose knew where to go when they were traveling south (generate ideas until a
student says that they may have used a map)
o

Bridge: Explain to students that today we will continue our short a word family study, but will learning words
that belong in the ap word family.

Development of concepts and/or skills (include monitoring and assessments of student learning integrated
throughout instruction related directly to objectives, description of classroom structure [groups, centers,
etc.], and strategies for pre-comprehension, comprehension, and post-comprehension)

Students will generate words that end in the ap chunk. As they do, students will use placards to build these words as a whole
group. After students have built a word that belongs in the word family, record this word on the anchor chart labeled with the
ap house.

Practice (if appropriate)

Students will participate in the following learning centers:


Center 1: (for kinesthetic learners) TSW build ap words with play-doh by using the strategy (Say it, Make it, Write it)
Center 2: (for kinesthetic learners) TSW build ap words with letter beads by using the strategy (Say it, Make it, Write it)
Center 3: (for visual learners) TSW will write ap words on paint samples using dry erase markers
Center 4: Guided Practice with teacher support: TSW read ap words and match the words to the correct picture

Lesson Closure
Gather students back as a whole group once centers are completed. Ask student to explain their level of thinking by
giving either a 1,2,3 when it comes to their ability to recognize and produce words in the ap family. End by
explaining to students that tomorrow we will continue our study on the short a words.

Alternative and/or supplemental activities for additional practice

Read and sort word family words versus words not in the short a word families. TSW feed the sound muncher frog laundry
basket short a words

Adaptations for individual learners with disabilities (include adaptations from at least three of the following
strategies: size, time, level of support, input, difficulty, output, participation, alternate, substitute curriculum)

Handicapping Condition

Type of Adaptation.

Visual Impairment

Participation

High Cognition

Difficulty

Behavioral Differences

Alternate

Adaptation specific to this lesson

This student will be seated close to the teacher in order to see the activboard and
easel during the whole group activities
This student will asked to create words that do not belong in the word family that
is being taught. These will be recorded in his/her journal. Student will provide an
explanation as to why these words do not belong in the word family
This student will have picture cards that clue desirable behaviors within centers

FUTURE ASSESSMENT TO DETERMINE RETENTION OF CONCEPT(S):


Students will participate in a summative assessment after all lessons have been taught. Each lesson contains
formative assessments that contain teacher observations and quick checks as a whole group and within teacher
guided reading groups.
MATERIALS AND TECHNOLOGY NEEDED FOR THE LESSON:
Duck Duck Moose
Chart paper
Letter placards
Play Doh
Letter beads
Pipe cleaners
Paint samples
Dry-erase markers
Pocket chart
Picture cards
Classroom management strategies to be used:
Preventative: X
Greet, seat, complete
X
Active learning/MI LPs
X
Cl Mgmt Plan: Rules/consequences/routines/procedures
Parents contacted
Supportive:
X
Directions given
X
Students redirected
X
Positive learning behaviors recognized
X
Proximity control used
X
Individuals/small groups monitored
X
Appropriate learning behavior cued
X
Lesson pace considered
X
Teacher withitness achieved
X
Classroom management plan implemented
(routines/consequences/routines/procedures)
Corrective:
X
Procedures and rules cued
X
Individual behavior observed
X
Individual behavior described

X
X
X

Correction for individual behavior planned


Plan executed
Learning behavior rethought

Name Emilee Escue


Date September 19, 2014
Lesson 3 of 5

Grade/Subject Kindergarten: English Language Arts

TN CURRICULUM STANDARDS ADDRESSED BY GOALS AND OBJECTIVES:


RF.K2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowelconsonant, or CVC) words
RF.K2a Blend and segment onsets and rimes of single-syllable spoken words
L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
GOAL(S): TLW understand word families and how to apply these to reading strategies
OBJECTIVES AND ASSESSMENT:
Learning Objectives
(stated behaviorally)

Assessment (formative/summative)

TSW demonstrate what constitutes a


word family
TSW recognize short a words
TSW formulate sentences that
contain short a words.

Formative
Formative
Formative

Level of Thinking (Blooms


Taxonomy OR Webbs Depth
of Knowledge)
Application
Knowledge
Create

INSTRUCTION:

Lesson Opener
o Hook: Begin by showing students the Word Wall app on the iPad. This app will read a poem for each word
family. Today the an word family poem will be read.
o Bridge: After students have listened to the poem read aloud explain that today we will continue our study of
short a word families. However, today we will be discussing the an word family.

Development of concepts and/or skills (include monitoring and assessments of student learning integrated
throughout instruction related directly to objectives, description of classroom structure [groups, centers,
etc.], and strategies for pre-comprehension, comprehension, and post-comprehension)

Students will be shown the word family poem referenced above on chart paper. However, this poem will be missing an family
words. The students will use rhyme and context clues to identify the missing words from the word family.
Practice (if appropriate)
Students will participate in the following learning centers:
Center 1: (for kinesthetic learners) TSW use letter stamps to stamp and create words in the an word family. These will be
recorded in students writing journals
Center 2: (for kinesthetic learners) TSW sort words in the an word family by using clothespins to pin the words that belong in
the family
Center 3: (for visual learners) TSW will highlight an words in the Big Book of Word Family Poems using highlighting tape
Center 4: Guided Practice with teacher support: TSW write complete words in the an word family. Students, as a group, will
create sentences using these words.

Lesson Closure

Gather students back on the carpet. Review the skills taught for today by having students participate in an I Spy game. The
teacher will describe a word as students guess the word being described. As the words are guessed, students will record this
word on the anchor chart labeled with the an house. Explain that tomorrow the study of short a word families will continue.

Alternative and/or supplemental activities for additional practice

Students will use Elkonin boxes to build short a word family words with Scrabble Cheez-its.

Adaptations for individual learners with disabilities (include adaptations from at least three of the following
strategies: size, time, level of support, input, difficulty, output, participation, alternate, substitute curriculum)

Handicapping Condition

Type of Adaptation.

Low Cognition

Time

Learning Disabilities

Level of Support

Physically Handicapped Alternate

Adaptation specific to this lesson

This student will be given additional time to complete the work within small group
centers
This student will complete center activities with his/her educational assistant in Tier
3 intervention.
This student will not rotate through centers, instead he/she will complete center
activities at a table where materials are easily accessible

FUTURE ASSESSMENT TO DETERMINE RETENTION OF CONCEPT(S):


Students will participate in a summative assessment after all lessons have been taught. Each lesson contains
formative assessments that contain teacher observations and quick checks as a whole group and within teacher
guided reading groups.
MATERIALS AND TECHNOLOGY NEEDED FOR THE LESSON:
iPad
Chart paper
Letter stamps
Writing journey
Clothespins
Picture cards
Big Book of Word Family Poems
White board
Markers
Classroom management strategies to be used:
Preventative: X
Greet, seat, complete
X
Active learning/MI LPs
X
Cl Mgmt Plan: Rules/consequences/routines/procedures
Parents contacted
Supportive:
X
Directions given
X
Students redirected
X
Positive learning behaviors recognized
X
Proximity control used
X
Individuals/small groups monitored
X
Appropriate learning behavior cued
X
Lesson pace considered
X
Teacher withitness achieved
X
Classroom management plan implemented
(routines/consequences/routines/procedures)
Corrective:
X
Procedures and rules cued

X
X
X
X
X

Individual behavior observed


Individual behavior described
Correction for individual behavior planned
Plan executed
Learning behavior rethought

Name Emilee Escue


Date September 19, 2014
Lesson 4 of 5

Grade/Subject Kindergarten: English Language Arts

TN CURRICULUM STANDARDS ADDRESSED BY GOALS AND OBJECTIVES:


RF.K2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowelconsonant, or CVC) words
RF.K2a Blend and segment onsets and rimes of single-syllable spoken words
L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
GOAL(S): TLW understand word families and how to apply these to reading strategies
OBJECTIVES AND ASSESSMENT:
Learning Objectives
(stated behaviorally)

Assessment (formative/summative)

TSW demonstrate what constitutes a


word family
TSW recognize short a words
TSW create words in a short a word
family

Formative
Formative
Formative

Level of Thinking (Blooms


Taxonomy OR Webbs Depth
of Knowledge)
Application
Knowledge
Create

INSTRUCTION:

Lesson Opener
o Hook: Begin by reading the Big Book About Feelings. Discuss the types of feelings that the children felt
throughout the book. Ask students to describe a time when they felt mad
o Bridge: After the book has been read, explain to students that today we will be learning how to sort, create,
and build words that belong in the ad word family.

Development of concepts and/or skills (include monitoring and assessments of student learning integrated
throughout instruction related directly to objectives, description of classroom structure [groups, centers,
etc.], and strategies for pre-comprehension, comprehension, and post-comprehension)

To develop the concepts being taught, students will be shown a pocket chart that contains words that end in the ad word
chunk. Behind one of the words is a family member who is sad. Students must read words in pocket chart to search for the
missing family member

Practice (if appropriate)

Students will participate in the following learning centers:


Center 1: (for auditory learners) TSW use classroom iPads to sort short a word family words using the Education City app.
These words will be read aloud to the students.
Center 2: (for kinesthetic learners) TSW will build ad words using magnets in Elkonin boxes using the strategy (Say it, Make it,
Write it)
Center 3: (for visual learners) TSW use a Magna Doodle to create words in the ad family. Picture cards will cue students on
what words to write
Center 4: Guided Practice with teacher support: TSW use Bingo dotters to dot words that are in the ad word family.

Lesson Closure
Gather students back as a large group. Students will participate in the following formative assessment: TSW will show
whether or not a word belongs in a short a word family by either showing thumbs up or thumbs down. Each student
will have a Popsicle stick that has both options. Teacher observation will determine mastery of the skill being taught.

Alternative and/or supplemental activities for additional practice


Students will play the game toss and write. In this game, students will use coffee cans that contain consonants dice. Students
will toss the dice and then record the word that was created by adding the consonant to a short a word family that makes
sense. Students will illustrate the word in their writing journals.

Adaptations for individual learners with disabilities (include adaptations from at least three of the following
strategies: size, time, level of support, input, difficulty, output, participation, alternate, substitute curriculum)

Handicapping Condition

Type of Adaptation.

Low Cognition

Time

Learning Disabilities

Difficulty

Behavioral Differences

Alternate

Adaptation specific to this lesson

This student will be given additional time to complete the work within small group
centers
This student will illustrate the words in his/her writing journal as opposed to writing
the words
This student will have picture cards that clue desirable behaviors within centers

FUTURE ASSESSMENT TO DETERMINE RETENTION OF CONCEPT(S):


Students will participate in a summative assessment after all lessons have been taught. Each lesson contains
formative assessments that contain teacher observations and quick checks as a whole group and within teacher
guided reading groups.
MATERIALS AND TECHNOLOGY NEEDED FOR THE LESSON:
Pocket chart
iPads
Magnets
Elkonin Boxes
Magna Doodles
Picture cards
Bingo cards
Bingo dotters
Popsicle sticks
Classroom management strategies to be used:
Preventative: X
Greet, seat, complete
X
Active learning/MI LPs
X
Cl Mgmt Plan: Rules/consequences/routines/procedures
Parents contacted
Supportive:
X
Directions given
X
Students redirected
X
Positive learning behaviors recognized
X
Proximity control used
X
Individuals/small groups monitored
X
Appropriate learning behavior cued
X
Lesson pace considered

Corrective:

X
Teacher withitness achieved
X
Classroom management plan implemented
(routines/consequences/routines/procedures)
X
Procedures and rules cued
X
Individual behavior observed
X
Individual behavior described
X
Correction for individual behavior planned
X
Plan executed
X
Learning behavior rethought

Name Emilee Escue


Date September 19, 2014
Lesson 5 of 5

Grade/Subject Kindergarten: English Language Arts

TN CURRICULUM STANDARDS ADDRESSED BY GOALS AND OBJECTIVES:


RF.K2d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowelconsonant, or CVC) words
RF.K2a Blend and segment onsets and rimes of single-syllable spoken words
L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
GOAL(S): TLW understand word families and how to apply these to reading strategies
OBJECTIVES AND ASSESSMENT:
Learning Objectives
(stated behaviorally)

Assessment (formative/summative)

TSW demonstrate what constitutes a


word family
TSW recognize short a words
TSW create words in a short a word
family

Formative
Formative
Summative

Level of Thinking (Blooms


Taxonomy OR Webbs Depth
of Knowledge)
Application
Knowledge
Create

INSTRUCTION:

Lesson Opener
o Hook: Begin by showing students a shopping bag. Ask students to describe what the bag is used for while
thinking about the contents of the word bag. Inside the bag, the teacher will have a flag, tag, and rag. As the
contents are revealed ask students to determine the ending sound in all of the items.
o Bridge: Explain to students that today we will conclude our study of short a word family words. The last
short a word family that we will be discussing in the ag word family.

Development of concepts and/or skills (include monitoring and assessments of student learning integrated
throughout instruction related directly to objectives, description of classroom structure [groups, centers,
etc.], and strategies for pre-comprehension, comprehension, and post-comprehension)

TSW create words in the ag family. Create chit-chat anchor chart during a shared writing lesson. On this anchor chart,
students will read short sentences. These sentences will contain pictures that end in the ag word chunk. Individual students
will be asked to write the words using the pictures clues while receiving support from piers.

Practice (if appropriate)

Students will participate in the following learning centers:


Center 1: (for auditory learners) TSW play shake a word game. In this game, students roll letter cubes with consonants to
create ag words.

Center 2: (for visual learners) TSW use word family sliders to create words in the short a word families. These will be recorded
in students writing journals
Center 3: (for kinesthetic learners) TSW use picture scramble puzzles to build words in the ag family
Center 4: Guided Practice with teacher support: Students will create ag book where students write the correct word to match
the illustration

Lesson Closure
Summative Assessment: TSW create a flipbook that will require each student to create three words in a short a word
family. Students will illustrate their word to determine students understanding of the word. Before students create a
book, they will be provided example of strong and poor work. This will ensure students understand what is expected.

Alternative and/or supplemental activities for additional practice


Word family slam game

Adaptations for individual learners with disabilities (include adaptations from at least three of the following
strategies: size, time, level of support, input, difficulty, output, participation, alternate, substitute curriculum)

Handicapping Condition

Type of Adaptation.

High Cognition

Size

Learning Disabilities

Difficulty

Behavioral Differences

Alternate

Adaptation specific to this lesson

This student will be able to use an iPad to create a poem that uses words in the
short a word family
This student will illustrate the words in his/her writing journal as opposed to writing
the words
This student will receive a tally for each rotation that exhibits desirable behavior.
Extended recess will be given for every 5 tallies received

FUTURE ASSESSMENT TO DETERMINE RETENTION OF CONCEPT(S):


After the summative assessment has been given, the teacher will determine students retention of concepts. The skill
will be retaught through Tier 2 pullouts in a small group setting.
MATERIALS AND TECHNOLOGY NEEDED FOR THE LESSON:
Anchor chart
Coffee cans with letter cubes
Writing journals
Word family puzzles
Short a interactive books
Construction paper
Scissors
EMERGING TECHNOLOGIES THAT WOULD BE USED WERE THEY AVAILABLE AND A DESCRIPTION OF USE:
Within this unit, I would love to have a classroom set of iPads. If this were possible, I could utilize several apps that
would assist my students in learning word families. These apps could keep track of students progress as well as
differentiate their level of readiness as we advanced through the word families. Having this technology readily
accessible would open up a world of possibilities that could be incorporated into my reading instruction.
Classroom management strategies to be used:
Preventative: X
Greet, seat, complete
X
Active learning/MI LPs
X
Cl Mgmt Plan: Rules/consequences/routines/procedures
Parents contacted
Supportive:
X
Directions given

Corrective:

X
Students redirected
X
Positive learning behaviors recognized
X
Proximity control used
X
Individuals/small groups monitored
X
Appropriate learning behavior cued
X
Lesson pace considered
X
Teacher withitness achieved
X
Classroom management plan implemented
(routines/consequences/routines/procedures)
X
Procedures and rules cued
X
Individual behavior observed
X
Individual behavior described
X
Correction for individual behavior planned
X
Plan executed
X
Learning behavior rethought