Librarian: Serena Ramirez

Grade: Kindergarten (ICT Kindergarten)

Lesson Plan: Onset Letter Manipulation

Rationale/Background: A kindergarten teacher is working on decoding with her

learners. Although they have most of their letter sounds they are still having difficulty with
emergent reading. The kindergarten teacher wants to use both the relationship the students have
with me (the librarian) as well as the librarian as a learning center to help reinforce literacy.

Standards:
AASL:
I.INQUIRE: Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies
for solving problems. Learners display curiosity and initiative by: 2. Recalling prior and background knowledge as
context for new meaning

I. INCLUDE Demonstrate an understanding of and commitment to inclusiveness and respect for diversity in the
learning community: Learners contribute a balanced perspective when participating in a learning community by: 1.
Articulating an awareness of the contributions of a range of learners.

Phonological Awareness:
CCSS.ELA-LITERACY.RF.K.2.A: Recognize and produce rhyming words.

CCSS.ELA-LITERACY.RF.K.2.C: Blend and segment onsets and rimes of single-syllable spoken words.

CCSS.ELA-LITERACY.RF.K.2.E: Add or substitute individual sounds (phonemes) in simple, one-syllable

words to make new words.

Phonics:

Demonstrate basic knowledge of one-to-one letter-sound correspondences

CCSS.ELA-LITERACY.RF.K.3.A
by producing the primary sound or many of the most frequent sounds for each consonant.

Reading Literature: Key Ideas and Details:

CCSS.ELA-LITERACY.RL.K.2 With prompting and support, retell familiar stories, including key details.

Library Objectives:
SWBAT locate early decodable readers in the library.
SWBAT decode cvc words in their chosen decodable text.

Objectives:
SWBAT decode CVC when changing the onset letter with the same rhyme.
SWBAT create CVC words when an initial sound is removed and replaced with a new consonant sound.
SWBAT write CVC words with the same rhyme.
SWBAT to recall 3 events from the book The Monster Who Lost His Mean.

Resources:
Read Aloud: Book: The Monster Who Lost His Mean By: Tiffany Strelitz Haber (Audio & Spanish
Version)
Centers Hyper Doc
https://docs.google.com/drawings/d/1n2BGDXhvg8T4Hm-S6wjKJhGbfpMHlnUbSqxfEU1D_3Q/edit?usp=sharing
Decodable CVC Text: (listed in independent practice: chart)

Prerequisite Skills:
-Letter sound recognition both auditory and visual
-Phonemic awareness of rimes
-Letter symbol and sound recognition
-letter written formation

Introduction/Motivation:

L will welcome Ss to the library. L will open the lesson with a temperature check question “Looking at
the mood meter I want to see how you are all feeling today. Please put your thumb up if you are on Red?
Yikes… Let’s see by the end of my lesson we can help you feel yellow or green! Pat your head if you are
on Blue. Oh, no we really need to bring out the happies! If you are on Green show me a great big smile!
Awesome and If you are on yellow, give yourself a big hug. Great!”.

CT will explain to the students why they are visiting the library today by reminding the students what
they have been learning with phonemic awareness and how to manipulate words.

L will then say “ Your teacher told me that you are the best word masters in the school? Is this correct?”
Students will say “yes”. L will then do a phonemic word manipulation activity using short a, i and o.

Warm Up:
Students will use their left hand as the onset sound and right hand as the rime.
L: LH: P RH: AT What word does that make? Ss: PAT
L:If I Change the /P/ sound and replace it with /b/. What word does that make? Ss: Bat

L: LH: S RH: AM What word does that make? Ss: Sam

L: If I change the /S/ sound and replace it with /H/. What sound does that make? Sst: Ham

L: LH: P RH: AM What word does that make? Ss: Pin

L: If I change the /P/ sound and replace it with /T/. What sound does that make? Ss: Tin

L: LH: C RH: OP What word does that make? Ss: cop

If I change the /c/ sound and replace it with /st/. What word does that make? Ss: Stop

Librarian will commend students on a job well done and ask the student to spell 3 words with her using
tapping.

L will say the word (Ham). She will tap out each sound in the word. H-A-M.
What letter do you hear first? H What letter do you hear next? A What word did you hear last? M

Teacher will follow this pattern for the words pat and cop.

Direct Instruction: L will then present the picture book The Monster Who Lost His Mean By: Tiffany
Strelitz Haber. L will tell ss “ Tiffany Strelitz Haber’s book is very unique! Not only is it about a monster
who lost it’s mean, but many of the words sound alike! I need you to be extra careful word detectives,
listening to the rhymes throughout the story. I will stop and ask if you heard any words that have the same
rhyme. We are also going to stop and pay attention to our short a, o and I words and practice our decoding
when we come across these words.

L begins reading.
L will stop on various pages to point out similar sounding words prompting the word it might be, CVC
words students can decode and basic comprehension questions throughout the book.

Stopping Points are in the chart below:

Page 5 trace place (PA RhymeP Page 9 What does Monster have Page 20 21 van clan
to find? (Comp Question) “Van” (DECODE)
“Sob” (DECODE)

Page 6 end friends (PA Rhyme) Page 11 Monsterwood hood Page 26 wide and inside (PA)
● Why did monster lose (PA) Why do they call Monster
his friends? (Comp “Can” (DECODE) “onster?” (Comp Question)
Question)
I’m thinking of a 3 letter CVC
word that tells how Monster
felt? (Student’s response “sad”
 “mad”) (DECODE)

Page 7 There is a CVC short I Page16 swim him (PA) Page 28 pow bow (PA)
word in this sentence“sit” “Him” (DECODE) “pow” (DECODE)
(DECODE)

Page 8 “sad” (DECODE) Page 17 What do monsters

do?(Comp Question)

Guided Practice: “Ss you did a wonderful listening to our read aloud for the day. Not only were you great
word detectives but you really paid attention to the story!” L will then introduce today’s centers to support
the ss' learning.

On the projection screen the L will open the MonStars Centers google document. L will explain to the
students to help reinforce their reading skills they are going to take part in centers. Although there are 6
centers they will possibly participate in 3 today and the next time they visit they will take part in the other
3. (1 of those 10 minutes slots will be with the librarian)

Center 1: CVC letter dragging to create the word in the picture

Center 2: Word Family- letter created words
Center 3: Listening and spelling words by sounds
Center 4: Word Family Matching Game
Center 5: Reading Comprehension: Draw the beginning, the middle and ending (Book will be available
in English & Spanish)
Center 6: Librarian will introduce students to just right early reader decodable text in the library (that
reinforces CVC short a, o and i)

Independent Practice:
Centers:
https://docs.google.com/drawings/d/1n2BGDXhvg8T4Hm-S6wjKJhGbfpMHlnUbSqxfEU1D_3Q/edit?usp=sharing
Students will circulate 3 center stations. They have 10 minutes to work at each situation (an alarm will go
off to transition the students on to the next task). CT created the class groups based on students’ abilities
and classroom dynamics. Once ss are arranged in their groups, L will work with a small group at Center
6 guiding students to the early reader section of the library. In this small group the librarian will provide
students with friendly examples including:

Fiction Nonfiction

The Cat In The Hat Dr. Seuss Cats By: Julie Murray
 Jack At Back By: Mac Barnett & Gregg Pozolli Watch A Strawberry Grow: By: Kristen Chang

Big Egg By: Molly Coxe Community Helpers By: Carri Meister

The Fat Cat Sat On A Mat By: Nurit Karlin Pigs On The Farm: Bizzy Harris
Students will have the opportunity to check out a book from the early reading section.

Content Assessment:
When time is up L and CT will ask for Ss attention. Ss will complete a basic exit slip on the
individualized google doc. THIS ASSESSMENT CAN BE ONE OF THE CENTERS ASSIGNED SO
EACH CHILD CAN HAVE A COPY SAVE ON THEIR GOOGLE DRIVE. Or CT can decide if she
wants to use a 3 question exit slip to assess student mastery.

https://docs.google.com/document/d/1XEHG20k3E1fe8zR5oTO-oy564QXYc69SuC2O4lVa3aQ/edit?usp=sharing

Library Assessment:Students will be given a small photo of the library. The directions will read circle
where Ms. Ramirez keeps the early decodable readers.

When completed, the CT will line SS up and bring them to their designated classroom.

Library Assessment:
Extension Activity: Students will each be given a copy of the decodable readers to place in their
book baggies to practice reading independently. Students will also have the MonStars Centers posted in
their google classroom to continue practicing the skills taught. **Centers will adjusted accordingly**

Opportunities for Differentiation: Tier 3 will have the opportunity to work with the CT for
one of the 10 minute intervals based on needs according to the CT. Since each center is created to meet
various modalities of student learning CT will choose the additional centers that would best benefit those
learners.
-Text will be available through audio if students need to rehear.
-Text will be available through audio translated in Spanish.
-Teacher led guided center based on students’ abilities
- Center’s reach various learning needs and styles
 Reflection:

As an elementary school teacher I have had plenty of opportunities for planning a literacy

focused lesson. Before I put pen to paper to create this specific lesson, I thought If I was the

classroom teacher seeking help from my librarian to best support my learners how would I best

benefit from the support? I had to look at my new definition of the collaborative relationship

between teacher and librarian as well as essential skills and supports my students would benefit

from. My students always saw our library circulation time as a special moment to be surrounded

by beautiful books of all genres and an opportunity to bring one home. My students have never

had the opportunity to really see the library as an amazing classroom nor have I had the

opportunity to truly learn from my librarian. So when I created this lesson I tried my best to

reflect the kind of librarian I hope to be.

In this lesson I chose a kindergarten classroom to focus on because it seems that our

Kindergarten teachers tend to seek help regarding collaborative based learning as well as

phonemic and phonetic learning. The goal of this lesson was to reinforce a skill they were having

trouble with in the classroom and provide an alternate teaching experience for them meeting the

needs of the diverse learners using different modalities of learning.

When creating this lesson I thought about the students with diverse needs, English

language learners as well as the general education population. I wanted all three groups to have

the same objectives but in some cases they needed different opportunities to achieve their learner

mastery. To reinforce the integration of technology into teaching I created each center to show

the classroom teacher that it is possible to create centers that you can save and use repeatedly

while reinforcing 21st century skills for our younger students. The lessons included dragging

letters, spelling by sounds and different dragging opportunities to create CVC short a, o and i
word families. Another opportunity students were provided with was audio, in which students

hear the world and make the letter (symbol) for each sound. Students were given the opportunity

to listen and recall the book they heard in class in multiple languages as well as multiple

opportunities to remember the beginning, middle and ending. Most importantly during this center

time groups of students will be able to work in small groups with me to learn a new section of

their school library. As well as learning about the early emergent decodable reader section

students will learn to pick books that reinforce the skill they learned. These opportunities provide

both traditional, tactile and auditory learners the opportunities to be successful all while

incorporating multisensory approaches.

This learning activity reinforces literacy skills both foundational and reading, not only is

it building on prior skills such as letter recognition and possible phonemic awareness and

decoding, the lesson provides the opportunity to help students hear the sounds in words

(especially similar sounds). The read aloud provides students with phonemic awareness and

reading comprehension providing students with opportunities to answer various questions

ranging from literal to inferential.

I think if I was to bring this center's activity to life, I would possibly add a hands on

multisensory center where the students could trace the letters in salt or sand. Also with any

center session, the first session the students do not get as much time because they need the

centers modelled for them so in the future I would expect to allow the students to have additional

time working together which would also help me determine which centers to swap out or

differentiate providing more rigor or use simpler activities because in some situations some

students may need additional letter sound or phonemic awareness practice.

 As for the story I chose to use as my read aloud, The Monster Who Lost His Mean By

Tiffany Strelitz Haber, I thought this book was engaging for my population, it reinforced

phonemic awareness regarding words that have the same sounds. The book also has great content

to ask questions and engage in conversation/discussion. I especially liked the message of the

book expressing it is okay to be yourself. I would’ve liked to use a book that covered Windows

and Mirrors but I could not find a story that had both the skill I was focusing on as well as the

student representation piece. To make up for the lack of student representation the decodable text

provides the opportunity to see characters that look like the students.

Reflecting on the success of my lesson. I would have to see the results of the assessment

and how the students interact and engage with the activities in the centers. Based on student

complete, student peer to peer interaction and speaking directly with the students I will be able to

tell if this is a positive opportunity for learning for the students. As for the assessment whether

the teacher chooses the exit ticket in paper or digital form or by assigning one of the centers as

an activity for students to submit independently we will be able to see the overall success of

student mastery or recognition of the skills taught. The assessment will definitely determine if

the centers were effective. Student interaction and behavior will determine if they are able to

work in centers and if they are able to hand the opportunity to have control of their learning

during these brief rotations.

Overall this experience was very eye opening. This summer I have been trying to mold
my expectation of the librarian I want to be and this lesson definitely gave me the opportunity to
plan to be a beneficial resource for a kindergarten teacher as well as plan to help create my
library into an environment for learning that the children can take with them wherever they go.