Mrs.

Clayton
Kindergarten Phonics

Standards:
CCSS.ELA-LITERACY.RF.K.1.D
Recognize and name all upper- and lowercase letters of the alphabet.
CCSS.ELA-LITERACY.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 consonant.
CCSS.ELA-LITERACY.RF.K.3.C
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do,
does).

Objectives:
SWBAT identify the letter O.
SWBAT produce /o/.
SWBAT read their sight words.

Three Part Drill

Visual (circle the letters that you will display from your card deck)
Rug spots:
a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, v, w, x, y, z
-also continue to display the previous cards we have used.
-Go through the letter cards and have them say the letter & sound at rug spots

Auditory/Kinesthetic (using finger, students will practice air-writing, drawing in sand,

drawing on carpet as you call out sounds only, no visuals)
Table spots: Tracing on bumpy pads

Review

Words to review: (pulled from previous day/week lessons)

I
Can
The
 Phonemic Awareness

T: sandwich, snake; do they have the same BEGINNING sound?

T: Night, net; do they have the same beginning sound?

New Skill

Introduce new skill:

Focus on the new letter cards for the week

T: O
Play video:
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact
=8&ved=0ahUKEwjD-Mms9JHWAhXhgVQKHQKYDHEQuAIIKTAA&url=https%3A%2
F%2Fwww.youtube.com%2Fwatch%3Fv%3D-EgEt0aru90&usg=AFQjCNEwkidolGL6
44wqok1MInceY-_zdg

Sight Words

Introduce new sight word: (students will tap and spell out word from shoulder to hand,
one tap per letter, three times)
New words to practice/read: (Add words to word wall)
Write words on dry erase board so they can reference the word while breaking the
word down on their arms.

New sight word:

We

Review sight words:

I
Can
The

Anytime there is some extra time you can play this.. Scholars love it!
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=video&cd=3&cad=rja&ua
ct=8&ved=0ahUKEwiC0s7a9JHWAhXqzVQKHTc4DxQQuAIINTAC&url=https%3A%2
F%2Fwww.youtube.com%2Fwatch%3Fv%3D1rmYfo84hyg&usg=AFQjCNGkSGaR-5
s1SI8pWWwFrRVXQNt6CQ

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=video&cd=1&cad=rja&ua
ct=8&ved=0ahUKEwiC0s7a9JHWAhXqzVQKHTc4DxQQuAIIKTAA&url=https%3A%2
F%2Fwww.youtube.com%2Fwatch%3Fv%3DidexNu0SZpU&usg=AFQjCNECO68W_
eEqqhXUW-56Vj-OzFDbvQ

Dictation

Students will practice writing sounds as teacher calls. Teacher calls sound 3 times
(pick only sounds that have been introduced so far)

1. __________________ Sight words: (Review all letters, past sight

words, and then the new sight word for the day.)

2. __________________

3. __________________

4. __________________

5. __________________

6. __________________

7. __________________

8. __________________

9. __________________

10. __________________

Observations:
Comprehension

Standards
L.K.5.a Sort common objects into categories (e.g., shapes, foods) to gain a sense of
the concepts the categories represent.
L.K.6 Use words and phrases acquired through conversations, reading and being
read to, and responding to texts.
RI.K.6 Name the author and illustrator of a text and define the role of each in
presenting the ideas or information in a text.
RI.K.10 Actively engage in group reading activities with purpose and understanding.

Objectives
SWABT sort items based on senses.
SWBAT respond to text.
SWBAT name the author and illustrator.
TABLE SPOTS:

How can your senses help you learn?

Remind children that this week they are finding out how their senses can help them
learn. Guide children in recalling that the five senses help them learn about how
things look, sound, feel, smell, and taste. Ask: How can touching something help you
learn details about it? (Possible answers: I can tell if it is hard or soft. I can tell if it is
smooth or bumpy.)

Review oral vocabulary & visual glossary

Use the Big Book Senses at the Seashore to point out sense words: see, page 6;
taste, page 10; smell, page 8; touch, page 9; hear, page 7.
Explain that we have five senses: smell, taste, touch, sight, and hearing. Point out the
photographs that represent each sense word. What can you see, smell, touch, hear,
or taste at the seashore? (Possible answers: boat, fish, warm sand, seashell,
sandwich)
Use classroom objects, such as crayons, books, snacks, etc. to demonstrate sense
words. For example, show a crayon. I can feel that it is smooth. My sense of touch
tells me this. I can see that it is long and round.

Guided Practice/Practice Distribute objects to groups of children. Have them work

together to use their senses to describe their object. Ask questions about the objects
and then ask which sense they used to figure it out.
For example:
How does it feel when you touch it? Is it cold, smooth, soft, slimy?
What do you see? Describe what it looks like.
Does it smell? What does it smell like?
Does it make a noise? What do you hear if it is dropped?
Is it something you want to taste? Describe how you think it will taste.

Tell children you will say pairs of words. Have students name the sense word that
goes with each word pair, such as hear, smell, touch, taste, and see.
wet water (touch) stinky trash (smell) barking dog (hear)
blue sky (see) sour lemon (taste)
RUG SPOTS:

Introduce Big book:

Concepts of Print
Book Handling and Directionality Display the Big Book and identify the front cover and
the back cover. Then remind children that we read the left page before we move to
the right page. Provide an example by reading pages 6 and 7. Then ask: What do you
notice about the first word on page 6 and page 7? (These words are bigger than the
rest of the words on the page.) Point out that these big words tell us which sense the
child is using.

Review what the author and the illustrator does.

Model Senses at the Seashore is an informational text. Share these characteristics of

informational text with children:
Informational text gives information about real things.
Informational text often includes photographs that offer more information.
Story Words Preview these words before reading:
bloom: the flower part of a plant
surface: the outside or top part of something

Table Spots:

After reading, discuss how the children in the book used their senses. What
information did the photographs add? What did the children learn about the
seashore? Discuss what questions children asked themselves as they listened. Tell
children to draw a picture of themselves at the seashore using their favorite sense.
Guide them to talk about why it is their favorite sense. (front of the page)

back of the page--- Write About It Have children write examples of what the children
learn about the seashore through each of the five senses.

Materials: Wonders Unit 1 Week 3 Day 2, big book