Name: Kendra French Date: 4/9/24

Subject: ELA Topic: Reading

Grade: Kindergarten Length of Lesson: 45 min

The Big Idea: What do you see in the sky?

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 subtract with
75% accuracy as measured by the unit test.

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

Materials/Equipment/Technology/Community Resources:
Pencil, projector, photo cards, big book, wonders book, worksheets.

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

Phoneme Identity: Display the guitar, goat, and girl Photo Cards.I will say three picture names.
guitar, goat, girl. Say the names with me: guitar, goat, girl. What sound is the same in guitar,
goat, girl? Yes, the first sound, /g/, is the same.

Sight words:
-Read Point to the word of and say the word. This is the word of. Say it with me: of. Mole came
out of the ground.
-Spell The word of is spelled o-f. Spell it with me.
-Write Let's write the word in the air as we say each letter: o-f.
Repeat for what, want, here, have, they, said, me, this, and for using the following sentences to
review the high-frequency words:
Mole came out of the ground.
What was this thing in the sky?
Does Mole want the moon here with him?
Mole must have the moon!
They said Mole pulled down the moon.
This moon is for me.

Vocabulary: Define, provide an example, and ask a related word for the words distance and
recognize.

Big Book: Read Bringing Down the Moon. Ask these questions.
“What’s the Moles problem in this story?”
“Why does Mole throw acorns?”
“Does it work? Why or why not?”
“How is Mole trying to solve his problem?”
“What is Mole doing that is like a real person?”
“How do the other animals respond when they see Mole crying?”
“What did Mole learn from his friends about the moon?”
“How did this help solve his problem?”

Guided Practice:
Alphabet: Letters and sounds.

Phoneme Identity: Show children sets of photo cards. Name the pictures with children and have
them say the sound that begins the words in each set. Guide practice and provide corrective
feedback as needed.
umpire, undershirt, up
bird, bike, boil
gorilla, game, gate
October, otter, ostrich
web, watermelon, water
vegetables, volcano, violin
jewelry, juggle, juice
newspaper, nose, night

Sight words:
Have children chorally read the sentences. Use these sentences. Guide practice and provide
corrective feedback as needed.
They have pizza for me.
What do you want me to do?
They said they can go.
This gem is little.
See the bowl of berries.

Wonders: Complete page 53 before reading the big book.

Complete pages 54-55 after reading the book.

Independent Practice:
Students will complete -og CVC worksheet. Read, write, and color.
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:
Question of the day

Wrap-Up(Lesson Closure) /Concluding Activity:

The teacher will display a picture of gum and the letter u. The students will write the full word
on a piece of paper.