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Casie Billmire

Lesson #7 (February 22, 2016)

Sight Words (Many, into, how)
C.C. & State Standards:
RF.K.3.C - Read common high-frequency words by sight (e.g., the, of, to, you, she,
my, is, are, do, does).
SWBAT read and verbalize the sight words many, into, and how.
Student Friendly Objective:
I can read the words many, into, and how.
Key Vocabulary:


Anticipatory Set:
Activate Prior Knowledge:
Introduce the words many, into, and how. Have them say the word, spell it, and then
say it again.
Teach the words on the bus by reminding them of wheels on the bus. Show the
poster then show them the buses including other sight words and sing the song as
review of them.
For the last ones, have the children do words on the bus with the words many, into,
and how.
Independent Practice:
The students will complete a worksheet where they will put sight words into the
appropriate sentences.
Differentiated Instruction/Accommodations:

Casie Billmire
Reading (Letter I & Dear Mr. Blueberry)
C.C. & State Standards:
RI.K.4 - With prompting and support, ask and answer questions about unknown
words in a text.
RI.K.1 - With prompting and support, ask and answer questions about key details in
a text.
RF.K.3.A - Demonstrate basic knowledge of one-to-one letter-sound correspondences
by producing the primary sound or many of the most frequent sounds for each
SWBAT identify the sound of /i/ and name the letter when seen.
SWBAT identify vocabulary words in the text and define it using context clues.
Student Friendly Objective:
I can sound out the letter I
I can define vocabulary words through context clues.
Students will complete a handwriting worksheet on the letter I after completing
the lesson. They will also answer questions about the vocabulary words during and
after Dear Mr. Blueberry is being read to them.
Key Vocabulary:


Anticipatory Set:
Review the letter I and what sound it makes by doing the alpha friends chant.
Activate Prior Knowledge:

Bring out the letter monster. This monster only eats pictures of words that begin
with the letter I so the students have to help feed the monster so he doesnt get
hungry. Pull out the pictures and one by one have the students let you know
whether the monster gets to eat it or not and let them feed it to him otherwise
throw it on the ground cause the monster wont eat anything that begins with
another letter.
If the students need a quick break, have them stand up shake their wiggles out and
sit back down before reading Dear Mr. Blueberry. Let them know that there are
some words in the book that we want to look out for. These words are information,
spurt, pond, pleased, perhaps, and travel. (Can make the connection that
information starts with the letter I if needed.) Then begin reading the book. Ask
them questions about what is happening, who they think Mr. Blueberry is, what they
think Emily is seeing and about the vocabulary words and what they think they
mean from the context clues. Also talk about how Emily tests the ideas that her and
Mr. Blueberry come up with.
Check for Understanding/Guided Practice:
Discuss the different viewpoints that Emily and Mr. Blueberry had. How was Mr.
Blueberry able to help when he didnt see what Emily saw?
Bring out the alphabet monster and remind them about the letter I then send
them to their seats by having them waddle like penguins.
Independent Practice:
Students will complete a handwriting worksheet to show their proficiency in writing
capital and lowercase I.
Differentiated Instruction/Accommodations:

Math (Solid Shapes)

C.C. & State Standards:
K.G.A.1 - Describe objects in the environment using names of shapes, and describe
the relative positions of these objects using terms such as above, below, beside, in
front of, behind, and next to.
K.G.A.2 - Correctly name shapes regardless of their orientations or overall size.
K.G.A.3 - Identify shapes as two-dimensional (lying in a plane, "flat") or threedimensional ("solid").

SWBAT identify shapes by their characteristics within the environment.

Student Friendly Objective:
I can identify shapes in my environment.
Students will complete worksheets in their math books where they will color the
shapes according to the key on the bottom. They will do another page where they
will identify the shapes that are made up of circles, squares, rectangles, and
Key Vocabulary:


Rectangular prism

Anticipatory Set:

Take all of the solid shapes and stack them to create an object/shape. Point to
one at a time and have the children name them for you. While doing this
remind them that these are the solid shapes.

Activate Prior Knowledge:

Look around the room and find a circle, take a 3-4 hands and let them share.
Then continue this with triangle, square, and rectangle. Make sure to remind
them that these are the flat shapes so that they know the difference.


Introduce the solid shapes again. Talk about the edges, faces, and corners
beginning with the cube. Count how many edges and corners it has and then
the faces. Then have them look at the face and identify the flat shape that it
is made of (Show this by tracing the face on the board for them to see)
Continue this for the cylinder, sphere, and pyramid so that they can see it is
made of flat shapes.

Check for Understanding/Guided Practice:

Choose a student to come up they are to pick a shape out of flashcards and
put it on their headband. I will provide the students with questions to answer
so that the student in the front can guess what she shape is whether it is flat
or solid.

Is the shape flat or solid?

If solid, what flat shape is it made up of?
Name something that is this shape.

Do this with 3-4 students for review.


Bring out the poster of the poem about 3D/solid shapes. Read one line at a
time and have them repeat it. Here is the poem.

Solid shapes are fat not flat.

A cone is like a party hat.

A sphere is like a bouncy ball.

A prism is like a building tall.

A cylinder is like a can of pop.

A cube I like the dice you drop.

Solid shapes are here and there,

Solid shapes are everywhere!

Independent Practice:

Students will be sent to get their math books and back to their seats by
tiptoeing. They will then complete the page where they color the solid shapes
according to the key. Then complete the page where they identify the flat
shapes in the solid shapes.

Differentiated Instruction/Accommodations: