Name: Kendra French Date:

Subject: Reading Topic: Reading

Grade: Kindergarten Length of Lesson: 1 hour

The Big Idea: What can help you go from here to there?
Strand: Oral Language, Reading, and Writing

Standard: SOL K.1 (a-e), K.2 (a-g) K.3 (a-h), K.4 (a-c), K.5 (a-e), K.6 (a-d), K.7.a-d, K.8 (a-
b) K.9 (a- g), K.11 (a-b)

Specific Objective:
The student will demonstrate mastery of the lesson’s standard by being able to spell CVC
words with 75% accuracy as measured by the scavenger hunt.

Method(s):
Whole group, explicit instruction, technology, modeling.

Materials/Equipment/Technology/Community Resources:
Pencil, wonders workbook, Big Book, photo cards, boomcards, YouTube, Elmo, Projector.

Direct Instruction/Warm-Up Activity/Presentation/Model Lesson/Make Connections:

Phoneme Isolation: The teacher will display the photocard for jump. The teacher will say,
“Listen for the sound at the beginning of jump. Jump has the /j/ sound at the beginning. Say the
sound with me: /j/. Jet, juice, job all has the /j/ sound.”
Phonics: The teacher will display the word jump. The teacher will say, “The sound is /j/. The
sound /j/ is spelled with the letter j. Say it with me: /j/. This sound is at the beginning of the word
jump. /j/, /j/, /j/, jump.” Read Everybody Jump.
Handwriting: Display the letter Jj and air write the letter. Say the chant for each letter as you
write.
J- Straight down, curl back, then stop. Straight across the top line.
j- Straight down past the bottom line. Curl back, then stop, dot above.
Sight words: Play a YouTube video for sight word here. (https://youtu.be/PBKcCx8JrDM?
si=Kqcec195erDHJPfg)

Vocabulary: Define and give examples for the words transportation and vehicle.
Big book: Read the big book When Daddy’s Truck Picks Me Up. Ask the following questions.
pp. 4-5 “What thing does the boy so that could happen in real life?”
pp. 6-7 “What is Daddy saying?”
pp. 8-9 “Who are the characters? What is the setting? How do you know?
pp. 14-15 “What is Daddy doing during this part of the story? What is the boy doing?”
pp. 18-19 “What is happening now?”
pp. 22-23 “How is Daddy feeling? How do you know? How is the boy feeling? How do you
know?”
pp. 30-31 “How do both characters feel at the end?”
pp. 32 “What happens at the end of the story?”

Guided Practice:
Alphabet: The students will say letters and sounds with the teacher.
Phoneme Isolation: The teacher will display photo cards for jar, jet, juice. The teacher will say,
“Say each picture name with me. Tell me the sound you hear at the beginning of each word.”
Phonics: Read Everybody Jump. Have students raise their hand every time they hear the sound
/j/.
Handwriting: Have the students air write with you and do the chants for each letter.
Sight words: Echo read the fluency worksheet for the week.
Vocabulary: Ask the students the following questions:
“What kind of transportation do you use the most?”
“What is your favorite type of vehicle? Why?”
Wonders: pp. 8-11 refer to attached workbook pages.

Independent Practice:
The students will use Boomcards to practice CVC words. (https://wow.boomlearning.com)

Differentiation:(You need to address in your differentiation of the lesson how you will meet
the needs of the 3 Tiers. Be specific!)

Tier 1 Learners:
These students will likely not need extra help and will understand all information from
the lesson. They will likely work ahead on the guided practice and not have any
questions.

Tier 2 Learners:
These students will need extra help with the guided practice, they will be paired with
students from tier one. These students will benefit from extra help during learning centers
to master concepts and skills.

Tier 3 Learners:
These students will require the most help from the teacher. These students will benefit
from one-on-one assistance during the lesson and learning centers. These students will be
recommended for some type of remediation like after school tutoring.

Evaluation/Assessment:
Summative: Boomcards
Formative: Question of the day

Wrap-Up(Lesson Closure) /Concluding Activity:

The teacher will display a picture of a dog and the letters og. The students will write the full
word on a piece of paper.