English Standards of Learning
ENHANCED SCOPE and SEQUENCE
KINDERGARTEN Reading
SAMPLE LESSON PLANS
Department of Education 2004 1
Introduction
The sample lesson plans included in this document are expansions of the Virginia Department of Education’s Enhanced Scope and Sequence reading lesson plans. They include TTAC suggestions for differentiation.
This resource is intended to help teachers align their classroom instruction with the content found in English Standards of Learning. The sample lessons are based on sound research and provide a variety of ways to actively involve children in their learning. The lessons serve to supplement the instructional suggestions in the Houghton Mifflin Teacher’s Edition. In fact, many of the lessons use reading as a tool for understanding nonfiction texts that could reinforce the science or social studies curricula.
The grade-specific plans have been included for each grade level. While the sample lessons are exemplary, they by no means represent the scope of instruction that MCPS teachers are implementing in their classrooms. Teachers are invited to follow the lesson format in this document and write additional lessons to include in next year’s Curriculum Guide update.
To submit an additional lesson, copy a page from this word document to your hard drive. Use the format to guide you as you type over it the appropriate information for your lesson. Submit the lesson by sending it as an attachment to . Please submit your lessons throughout the year so that the Office of Curriculum can compile them for review by groups of teachers next summer.
Department of Education 2004 1
READING Lesson Plan ® What Sounds Do I Hear?
Organizing Topic Phonological Awareness
Related Standard(s) of Learning K.4
Objective(s)
· The student will demonstrate that words can be segmented into sounds and that sounds can be blended into words.
Prerequisite Understandings/Knowledge/Skills
· The students are expected to have practice with discrimination of letter sounds.
· The student must have an awareness of beginning, middle and end.
Materials needed
· None
Lesson procedure
1. Tell the students that they are going to play a sound game. Their job when playing the game is to listen to a word you say and tell you the beginning, middle and ending sounds of the word. After they do this correctly, they will chant the word together.
2. As the game begins, say a word three times (bat, bat ,bat), then ask, “What’s the beginning sound?” The students should respond with /b/. If they are confused and respond with a combination of the initial consonant and the vowel (/ba/), help them hear that the /b/ is a separate sound from the /a/.
3. Then, ask, “What’s the middle sound?” The students respond with /a/. Finally, ask “What’s the end sound?” The students should respond with /t/.
1. Repeat the individual sounds: /b/, /a/, /t/. Lead the students in chanting these three sounds and then the word bat.
2. Repeat the procedure for many words, including sun, tree, tie, back, rip, rag, and take.
Specific options for differentiating this lesson
Technology
· Provide a communication device with recorded and segmented letter sounds for student manipulation.
· Provide aided language stimulation (picture cards) for students who need support in oral communication.
Multisensory
· Model by pulling a large rubber band to stretch the sounds of simple words.
· With students, use hand puppets to participate in segmenting sounds.
Community Connections
· Invite a speech language pathologist to model oral and facial expression of oral language and segmented words.
· Place a large mirror at the language center so students can explore facial movements while making sounds.
Small Group Learning
· Play the game in small groups to provide additional support to all students.
Vocabulary
· Provide many opportunities for reading aloud literature involving beginning sound discrimination.
Student Organization of Content
· With students, practice simple phonemic awareness through songs and familiar chants.
· Have students use Elkonian boxes containing picture cues to practice segmenting.
READING Lesson Plan ® Syllables
Organizing Topic Phonological Awareness
Related Standard(s) of Learning K.1, K.4
Objective(s)
· The student will identify the number of syllables in a word.
Prerequisite Understandings/Knowledge/Skills
· The students are expected to demonstrate an understanding that oral language and words are made up of sounds.
Materials needed
· A story book that features one of the letters of the alphabet
· Models, and/or pictures of some of the objects in the story. For example, if you read a story featuring the letter f, you might use a model or a picture of a fishing pole, fish, frog, fox, fence, flower, farmer, and/or fireman.
· A small box
Lesson procedure
1. Read the title of the book and the name of the author and illustrator. Have the students predict the main idea of the story.
2. Read the story, and as objects beginning with the feature letter are introduced, put the objects into the box. As the box is filled, ask the students to think of ways that the items in the box are similar.
3. After all of the objects are in the box, tell the students that they are going to play a syllable game with the objects. Ask one child to pull an object from the box and say its name. Have all the students repeat the name of the object and clap out the syllables of the name of the object. Ask the students how many syllables they hear in the object’s name.
1. Repeat the process for the remaining objects in the box.
Specific options for differentiating this lesson
Technology:
· Provide aided language stimulation using picture cards of assorted objects. Have students practice identifying picture cards with one and two syllable sounds. For example, “frog and fox” have one syllable, whereas “farmer and fireman” have two syllables.
Multisensory
· At the language center, provide objects of assorted textures (foam, metal, plastic, tile, and rubber). Have students practice sorting these items into objects of one and two syllables.
· Have students use musical instruments (drums, tambourines, rhythm sticks) to tap out the syllables for words of familiar objects.
Community Connections
· During small group instruction, have students practice identifying and clapping their hands to the syllables in their names. As a school-to-home connection, have the children practice clapping the syllables of family names and pet names.
· Ask the students to bring in pictures from magazines and photographs to use with small-group syllabication practice.
Small Group Learning
· Ask the students to bring two favorite objects from any classroom center. Practice identifying the syllables for the word or words that identify each object.
Vocabulary
· Build vocabulary with large- and small-group read-aloud time.
· During large-group reading time, invite the children to say selected words and practice clapping the syllables for those words.
· Provide models, objects, and pictures of selected words from the read-aloud experience. Have students take turns holding an item and clapping out the syllable of the word for each item.
Student Organization of Content
· Have students work on individual graph charts to sort familiar pictures into one and two syllable words.
· Have students develop a classroom picture graph of “favorite toys.” Have each student place a picture of their favorite toy on the graph chart under the number of corresponding syllables.
READING Lesson Plan ® Sorting Consonants
Organizing Topic Letter and Sounds
Related Standard(s) of Learning K.7
Objective(s)
· The student will distinguish between /b/ and /s/ sounds and will accurately associate the letters B and b with /b/ and the letters S and s with /s/.
Prerequisite Understandings/Knowledge/Skills
· The students are expected to know the letters of the alphabet.
· The students are expected to have practice with identifying the beginning sounds of some alphabetic letters.
Materials needed
· Picture cards with pictures of objects whose names start with the initial consonant /b/ sound or the initial consonant /s/ sound
· Two large “letter cards,” one with B – b written on it and one with S – s written on it to serve as headers for the picture sort
· Small individual white boards, chalk boards, pieces of paper, or any material on which students can write
Lesson procedure
1. Gather the students in a small circle. Explain to the students that they are going to sort a set of pictures into two groups — one with pictures of objects whose names start with the initial sound /b/ and another with pictures of objects whose names start with the initial sound /s/.
2. Place the B – b and S – s letter cards as the headers for the groups, and model the sort by placing a /b/ picture under the B – b card, saying the name, and stretching out the word in order to isolate the /b/ sound. Repeat the procedure for an /s/ picture.
3. Have the students help sort the remainder of the picture cards by having students say the name of the object pictured on each card, deciding in which group it belongs, and placing the card in the appropriate group.
2. In subsequent lessons, you may add other consonants to this sort for a total of four letters.
Specific options for differentiating this lesson
Technology
· Using an encyclopedia software program, conduct a search for animals with the beginning sound /b/ for Bb and /s/ for Ss.
· Explore the school library and choose books, audio tapes, video tapes, and games that have the beginning sound /b/ in Bb and /s/ in Ss.
· Have students use highlighting tape or sticky notes to mark identified words in classroom library books with the beginning sound /s/ for Ss and /b/ for Bb.
Multisensory
· Provide a variety of writing materials and tools (pencils, markers, chalk, paint and paint brushes, glitter glue, etc.). Have students practice writing simple words that begin with the beginning sound /s/ Ss and /b/ Bb.
· Have students practice making words from pipe cleaners and cooked spaghetti noodles. Have students create simple words from the classroom word wall for the letter sounds /s/ for Ss and /b/ for Bb.
Community Connections
· Invite the students to bring in “show and tell” objects that have the beginning sound /s/ for Ss and /b/ for Bb.
· Ask classroom volunteers to work at reading centers. Volunteers may work with students on sorting picture cards and word cards into “letter-sound” charts with labels indicating the beginning sound for /s/ in Ss and /b/ in Bb.
Small Group Learning
· Have students work in small groups to develop a class chart/graph by gluing word cards and picture cards that can be sorted under the headings /s/ for Ss; /b/ for Bb and /f/ for Ff.
· Have students work with partners to support peer tutoring with additional practice in sorting picture cards and word tiles for beginning sounds for /s/ in Ss and /b/ in Bb.
Vocabulary
· Develop a classroom word wall. Encourage students to refer to the word wall throughout small groups, large groups, and during independent seat work.
· Attach new words for the classroom word wall with Velcro for easy removal by students during writing experiences.
· Provide additional library books, children’s magazines, posters, and catalogs to use with take-home activity bags as a school-to-home connection.
Student Organization of Content
· Provide a classroom schedule with pictures and written words to support the daily routine.
· Create mini-schedules using pictures and words to gain additional practice with letter-sound relationships
READING Lesson Plan ® The Sounds of R and S
Organizing Topic Letters and Sounds
Related Standard(s) of Learning K.7
Objective(s)
· The student will distinguish between /r/ and /s/ sounds and will accurately make the /r/ and /s/ sounds.
· The student will identify a set of pictures of objects whose names begin with /r/ or /s/.
Prerequisite Understandings/Knowledge/Skills
· The students are expected to know the letters of the alphabet.
· The students are expected to have had practice and experience with oral language involving participation with singing, poetry, nursery rhymes, and chants.
Materials needed
· Plastic r and s letters
· Book with /r/ words
· Book with /s/ words
· One letter die for each pair of students
· One set of 12 pictures of objects whose names begin with the /r/ or /s/ sounds for each pair of students
· One game board for each pair of students
Lesson procedure
1. Before the lesson, make game board grids from cardstock, as shown below. The spaces on the game boards should be large enough to hold the picture cards that will be used. Also, make letter dice from wooden cubes. Use a marker to write R, r, S or s on each face of the cube.
2. Have the students sit in a small circle. Hold up the plastic letter R, and ask the name of the letter. Then, do the same for the plastic letter S. Lay the letters on the floor or on the table.
3. Tell the students that today they are going to learn the sounds that these two letters make. Demonstrate how to make the /r/ sound, and describe how to make that sound (teeth and lips slightly open; tongue curved up at the front). Have the students practice making the sound.
4. Read a book with words that begin with /r/. Have the students chime in with the /r/ words, exaggerating the beginning /r/ sound.
5. Read the book again, and have the students clap their hands or snap their fingers when they hear a word that begins with the /r/ sound.
6. Show the students how to make the /s/ sound, and describe how to make that sound (teeth and lips slightly apart; air forced between tongue and top teeth). Have the students practice making the sound.
7. Read a book with words that begin with /s/. Have the students chime in with the /s/ words, exaggerating the beginning /s/ sound.
8. Read the book again, and have the students clap their hands or snap their fingers when they hear a word beginning with the /s/ sound.
9. Ask the students if they can think of any more /r/ and /s/ words. Tell the students that you are going to teach them a game so that they can learn more about the /r/ and /s/ sounds. Using the die, the picture cards, and the game board, have a volunteer help demonstrate the game. Lay the /r/ and /s/ picture cards face up on the game board (one picture card per square). Roll the die, say the name of the letter that comes up, and make the sound of that letter. Then, pick up a picture card that has the same beginning sound as the letter that was rolled. Say the name of the object in the picture, and lay the card on the floor near you. Then have the volunteer do the same. Continue in this fashion until all of the cards are taken from the game board. If you get to a point where there are only /r/ pictures or only /s/ pictures left, you may have the students either roll again or skip a turn until the correct letter is rolled.