Name:‌‌Kiana‌‌Robinson‌ 

‌
Grade‌‌level:‌‌Kindergarten‌  ‌
Standard(s):‌‌RF.K.2‌‌Demonstrate‌‌understanding‌‌of‌‌spoken‌‌words,‌‌syllables,‌‌and‌‌phonemes‌‌ 
(sounds).‌‌RF.K.3‌‌Know‌‌and‌‌apply‌‌grade-level‌‌phonics‌‌and‌‌word‌‌analysis‌‌skills‌‌in‌‌decoding‌‌  
words.‌‌Demonstrate‌‌basic‌‌knowledge‌‌of‌‌one-to-one‌‌grapheme‌‌(letter)-sound‌‌correspondences‌‌by‌‌  
producing‌‌the‌‌primary‌‌sound‌‌or‌‌many‌‌of‌‌the‌‌most‌‌frequent‌‌sounds‌‌for‌‌each‌‌consonant.‌ 
Essential,‌‌Assessing‌‌Question(s):‌C ‌ an‌‌students‌‌identify‌‌real-life‌‌objects‌‌that‌‌contain‌‌sounds‌‌  
they‌‌have‌‌been‌‌covering‌‌in‌‌the‌‌first‌‌half‌‌of‌‌Kindergarten?‌‌   ‌
Central‌‌Focus/concept/Topic‌‌of‌‌Inquiry:‌M ‌ m,‌‌Tt,‌‌Aa,‌‌Ss,‌‌Pp,‌‌Cc,‌‌Ii,‌‌Nn,‌‌Bb,‌‌Rr,‌‌-an,‌‌-at,‌‌-in,‌‌
 
-ip,‌‌Dd,‌‌Kk,‌‌Oo,‌‌Ff,‌‌Hh,‌‌Ll,‌‌Gg,‌‌Ww,‌‌Yy,‌‌Ee,‌‌-op,‌‌-ot,‌‌-en,‌‌-et,‌‌/ch/‌‌
   ‌
OUTCOMES‌‌AND‌‌GOALS‌  ‌

I‌‌can‌‌see‌‌everyday‌‌grocery‌‌store‌‌items‌‌and‌‌sort‌‌them‌‌according‌‌to‌‌their‌‌beginning‌‌sound,‌‌ 
ending‌‌sound,‌‌and‌‌blends.‌  ‌

I‌‌am‌‌on‌‌track‌‌for‌‌the‌‌second‌‌half‌‌of‌‌kindergarten.‌‌
   ‌

Skills‌‌   ‌
Letter‌‌recognition,‌‌beginning‌‌phonemes,‌‌suffixes,‌‌counting‌‌money‌‌(counting‌‌by‌‌ones)‌  ‌
 ‌

 ‌

ASSESSMENT‌‌AND‌‌EVIDENCE‌  ‌

Assessment‌‌of‌‌Learning‌‌(Summative‌‌Assessment)‌‌    ‌
Students‌‌will‌‌check‌‌out‌‌with‌‌me,‌‌they‌‌will‌‌tell‌‌me‌‌which‌‌items‌‌they‌‌have‌‌purchased‌‌and‌‌I ‌‌
will‌‌check‌‌them‌‌off‌‌of‌‌their‌‌receipt.‌ ‌Each‌‌item‌‌is‌‌priced‌‌at‌‌1‌‌dollar,‌‌so‌‌they‌‌will‌‌have‌‌to‌‌ 
tell‌‌me‌‌their‌‌total‌‌and‌‌give‌‌me‌‌the‌‌correct‌‌amount‌‌of‌‌money.‌   ‌ ‌

Assessment‌‌for‌‌learning‌‌(formative‌‌assessment):‌A ‌ s‌‌I‌‌guide‌‌students‌‌during‌‌their‌ 
shopping‌‌trips‌‌I‌‌will‌‌be‌‌continuously‌‌checking‌‌that‌‌they‌‌can‌‌identify‌‌the‌‌objects,‌‌their‌‌ 
corresponding‌‌letter,‌‌and‌‌the‌‌sound‌‌that‌‌the‌‌letter‌‌produces.‌   ‌ ‌

Assessment‌‌as‌‌learning‌‌(self‌‌assessment):‌S ‌ tudents‌‌will‌‌be‌‌able‌‌to‌‌check‌‌themselves‌‌ 
with‌‌their‌‌shopping‌‌list‌‌provided.‌ ‌They‌‌can‌‌use‌‌any‌‌kind‌‌of‌‌writing‌‌utensil‌‌to‌‌do‌‌so.‌  ‌
They‌‌will‌‌question‌‌themselves‌‌when‌‌picking‌‌up‌‌each‌‌item‌‌and‌‌putting‌‌it‌‌into‌‌their‌ 
shopping‌‌bag.‌ ‌“What‌‌letter‌‌does‌‌this‌‌item‌‌start‌‌with?‌‌What‌‌sound‌‌does‌‌this‌‌letter‌‌make?‌‌ 
Does‌‌it‌‌match‌‌the‌‌letter‌‌I‌‌am‌‌looking‌‌for‌‌on‌‌my‌‌shopping‌‌list?”‌‌   ‌
 ‌

ENGAGE:‌  ‌

Do‌‌you‌‌go‌‌to‌‌the‌‌grocery‌‌store‌‌with‌‌anyone?‌  ‌ Students‌‌will‌‌learn‌‌about‌‌the‌‌grocery‌‌store‌‌and‌‌ 
Does‌‌anyone‌‌know‌‌how‌‌the‌‌checkout‌‌process‌‌   how‌‌to‌‌pay‌‌for‌‌items.‌ ‌They‌‌will‌‌follow‌‌along‌‌ 
goes‌‌and‌‌can‌‌explain‌‌it‌‌to‌‌me‌‌and‌‌the‌‌rest‌‌of‌‌   with‌‌me‌‌presenting‌‌each‌‌item‌‌and‌‌find‌‌it‌‌on‌‌  
the‌‌class?‌‌   ‌ their‌‌list‌‌and‌‌alphabet‌‌chart‌‌on‌‌their‌‌name‌‌tags.‌ 
I‌‌will‌‌explain‌‌activity‌‌and‌‌introduce‌‌the‌‌items‌‌   They‌‌will‌‌have‌‌the‌‌chance‌‌to‌‌ask‌‌questions‌‌ 
in‌‌the‌‌store‌‌and‌‌on‌‌their‌‌shopping‌‌list.‌ ‌I‌‌will‌‌  after‌‌my‌‌demonstration,‌‌then‌‌we‌‌will‌‌get‌‌  
ask‌‌students‌‌to‌‌follow‌‌along‌‌on‌‌their‌‌name‌‌   started.‌   ‌ ‌
tags‌‌and‌‌point‌‌to‌‌the‌‌letters‌‌that‌‌the‌‌item‌‌starts‌‌  
with.‌ ‌I‌‌will‌‌break‌‌students‌‌into‌‌3-5‌‌groups‌‌  
(depending‌‌on‌‌attendance).‌ ‌Each‌‌group‌‌will‌‌ 
take‌‌turns‌‌shopping‌‌around‌‌and‌‌filling‌‌their‌‌  
bags‌‌with‌‌the‌‌items‌‌on‌‌the‌‌list.‌‌I‌‌will‌‌model‌‌  
exactly‌‌what‌‌they‌‌should‌‌do‌‌when‌‌choosing‌‌ 
an‌‌item,‌‌look‌‌at‌‌the‌‌item,‌‌identify‌‌the‌‌item,‌‌ 
identify‌‌the‌‌letter‌‌or‌‌suffix‌‌or‌‌blend‌‌that‌‌
 
corresponds‌‌with‌‌their‌‌list,‌‌say‌‌the‌‌sound‌‌out‌‌  
loud,‌‌put‌‌it‌‌into‌‌their‌‌shopping‌‌bag,‌‌and‌‌then‌‌  
cross‌‌it‌‌off‌‌their‌‌list.‌   ‌ ‌

 ‌

EXPLORE‌   ‌ ‌

I‌‌will‌‌guide‌‌each‌‌group‌‌throughout‌‌our‌‌store‌‌   Students‌‌will‌‌look‌‌at‌‌the‌‌item,‌‌identify‌‌the‌‌  
and‌‌monitor‌‌them‌‌as‌‌they‌‌look‌‌for‌‌the‌‌items‌‌  item,‌‌identify‌‌the‌‌letter‌‌or‌‌suffix‌‌or‌‌blend‌‌that‌‌  
on‌‌their‌‌list.‌   ‌ ‌ corresponds‌‌with‌‌their‌‌list,‌‌say‌‌the‌‌sound‌‌out‌‌ 
loud,‌‌put‌‌it‌‌into‌‌their‌‌shopping‌‌bag,‌‌and‌‌then‌‌  
cross‌‌it‌‌off‌‌their‌‌list.‌ ‌Students‌‌can‌‌go‌‌in‌‌any‌‌ 
order,‌‌but‌‌should‌‌work‌‌collectively‌‌to‌‌ 
complete‌‌their‌‌lists.‌   ‌

 ‌

 ‌

 ‌
 EXPLAIN‌I‌ nstructional‌  ‌
‌phase‌‌of‌‌lesson/unit:‌‌What‌‌instructional‌‌methods‌‌do‌‌you‌‌need‌‌to‌‌consider‌‌to‌  ‌
‌help‌‌students‌‌synthesize‌‌the‌‌new‌‌knowledge/understanding/skills‌‌presented‌‌in‌  ‌
‌this‌‌lesson/unit‌‌and‌‌allow‌‌students‌‌to‌‌pose‌‌questions‌‌for‌‌further‌  ‌
‌clarification?‌ ‌Instruction‌‌should‌‌include‌‌allowing‌‌students‌‌to‌‌share‌  ‌
‌what‌‌they‌‌learned‌‌or‌‌think‌‌they‌‌learned‌‌in‌‌the‌‌explore‌‌phase‌‌in‌‌order‌‌to‌  ‌
‌check‌‌for‌‌conceptions‌‌and‌‌misconceptions‌‌that‌‌will‌‌need‌‌to‌‌be‌  ‌
‌addressed.‌ ‌Here‌‌additional‌‌resources‌‌can‌‌be‌‌used‌‌to‌‌support‌‌student‌  ‌
‌understanding‌‌such‌‌as‌‌technology,‌‌text‌‌support,‌‌direct‌‌instructional‌‌models,‌  ‌
‌teacher‌‌think‌‌aloud,‌‌etc.‌  ‌

What‌‌multimodal,‌  ‌ What‌‌will‌‌the‌  ‌
‌instructional‌‌methods‌‌will‌‌the‌‌teacher‌‌use?‌  ‌ ‌students‌‌do?‌  ‌
Additional‌‌materials,‌  ‌ (How‌‌will‌‌they‌‌be‌  ‌
‌resources‌  ‌ ‌actively‌‌engaged?)‌  ‌
(Consider‌‌UDL‌‌and‌  ‌
‌multiple‌‌ways‌‌of‌‌sharing‌‌content)‌  ‌

-‌  ‌ -‌  ‌

 ‌

 ‌

ELABORATE‌‌What‌  ‌
‌experiences‌‌will‌‌you‌‌plan‌‌to‌‌allow‌‌students‌‌to‌‌apply‌‌what‌‌they‌‌have‌‌learned‌  ‌
‌and‌‌help‌‌them‌‌deepen‌‌their‌‌understanding‌‌by‌m ‌ aking‌‌real‌‌world‌‌connections‌‌and‌‌
 
application‌‌of‌‌content.‌‌ ‌Consider‌‌additional‌‌investigations‌‌to‌  ‌
‌reinforce‌‌new‌‌skills,‌‌textual‌‌connections,‌‌create‌‌presentations,‌‌and‌‌other‌  ‌
‌experiences‌‌that‌‌allow‌‌students‌‌to‌‌cement‌‌their‌‌knowledge‌‌before‌‌evaluation.‌  ‌

How‌‌will‌‌the‌‌teacher‌  ‌ What‌‌will‌‌the‌  ‌
‌help‌‌students‌‌deepen‌‌their‌‌understanding‌‌and‌‌  ‌students‌‌do?‌  ‌
elaborate‌‌upon‌‌the‌‌concepts?‌  ‌ (how‌‌will‌‌they‌‌be‌  ‌
(Consider‌  ‌ ‌actively‌‌engaged?)‌  ‌
‌differentiation‌‌and‌‌student‌‌choice‌‌to‌‌represent‌‌
 
their‌‌learning‌‌and‌‌practice)‌  ‌

-‌  ‌ -‌  ‌
 ‌
 ‌

 ‌

 ‌

EVALUATE‌ H ‌ ow‌  ‌
‌will‌‌students‌‌self-evaluate,‌‌peer-evaluate‌‌and‌‌demonstrate‌‌understanding‌‌of‌  ‌
‌key‌‌concepts?‌‌How‌‌will‌‌you‌‌observe‌‌for‌‌and‌‌assess‌‌learners‌‌in‌‌order‌‌to‌‌see‌‌if‌  ‌
‌they‌‌have‌‌grasped‌‌the‌‌core‌‌concepts‌‌or‌‌still‌‌need‌‌more‌‌instructional‌  ‌
‌support?‌   ‌ ‌

How‌‌will‌‌the‌‌teacher‌  ‌ What‌‌will‌‌the‌  ‌
‌provide‌‌multiple‌‌contexts‌‌for‌‌evaluation‌‌of‌‌
  ‌students‌‌do?‌  ‌
learning‌‌experiences?‌  ‌ (How‌‌will‌‌they‌‌be‌  ‌
‌actively‌‌engaged?‌‌What‌‌are‌‌ways‌‌they‌‌can‌‌ 
self-reflect‌‌on‌‌their‌‌understanding?)‌  ‌

-‌  ‌ -‌  ‌

   ‌

RESOURCES‌‌AND‌  ‌
‌MATERIALS‌  ‌

Cashier‌‌board,‌‌cardboard‌‌items‌‌with‌‌pictures,‌‌real-life‌‌items‌‌(scissors,‌‌puffballs‌‌(Oreos),‌‌),‌‌ 
shopping‌‌bags,‌‌receipt‌‌papers,‌‌shopping‌‌lists.‌‌
   ‌

 ‌

   ‌
 Shopping‌‌List‌ Shopping‌‌List‌‌   ‌

Ee‌  ‌ Mm‌  ‌ Ee‌  ‌ Mm‌  ‌

-op‌  ‌ Tt‌  ‌ -op‌  ‌ Tt‌  ‌

-ot‌  ‌ Aa‌  ‌ -ot‌  ‌ Aa‌  ‌

-en‌  ‌ Scissors‌  ‌ -en‌  ‌ Scissors‌  ‌

-et‌  ‌ Pepsi‌  ‌ -et‌  ‌ Pepsi‌  ‌

Cheese-Itz‌  ‌ Candy‌‌Bar‌  ‌ Cheese-Itz‌  ‌ Candy‌‌Bar‌  ‌

Yy‌  ‌ Ice‌‌Cream‌  ‌ Yy‌  ‌ Ice‌‌Cream‌  ‌

Ww‌  ‌ Nn‌  ‌ Ww‌  ‌ Nn‌  ‌

Gg‌  ‌ Bb‌  ‌ Gg‌  ‌ Bb‌  ‌

Ll‌  ‌ Rr‌  ‌ Ll‌  ‌ Rr‌  ‌

Hh‌  ‌ -an‌  ‌ Hh‌  ‌ -an‌  ‌

Ff‌  ‌ -at‌  ‌ Ff‌  ‌ -at‌  ‌

Oreo‌  ‌ -in‌  ‌ Oreo‌  ‌ -in‌  ‌

Kk‌  ‌ -ip‌  ‌ Kk‌  ‌ -ip‌  ‌

 ‌ Dd‌  ‌  ‌ Dd‌  ‌

 ‌