Kindergarten Day: Wednesday, October 10, 2012 Subject Area: Language Arts I.

Standard: Know and apply grade-level phonics and word analysis skills in decoding words. a. R.WS.00.04 Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant. b. R.WS.00.06 Read common high-frequency words by sight (e.g., the, of, to, you, she, is, are, do, does). II. Objectives/Benchmarks and I Can Statements: TLW identify by sight, the weekly popcorn words (high-frequency words) my and help. III. I can read the words my and help. TLW recite the letter-sound for the weekly consonant, T. I can tell you the sound the letter T makes.

Anticipatory Set I will get the students motivated by selecting one (or several) student(s) to identify the 4 letters written on the board S, M, R, T. I will then have the students copy the movements I do encouraging them to make letter-sound connections. The prior knowledge students will need are the alphafriends they have already learned (S, M, T) and the current alphafriend, T and weekly popcorn words (my and help). o o o o Swing arms. What am I doing? What letter does Swing start with? March in place. What am I doing? What letter does March start with? Run in place. What am I doing? What letter does Run start with? Touch your toes. What am I doing? What letter does Touch start with?

Today we are going to continue working with this weeks popcorn words, My and Help, and the Tiggy Tiger letter T.

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Input Have students raise hand & state this weeks popcorn words Cheer the popcorn words o Blast off start crouched on the floor and get a little higher with each letter. Jump in the air when saying whole word. X3 for each word. Daily Message Have a student read using pointer. o o o o I asked my mom for help. Do Tiggy Tiger movement as a class. Sing Tiggy Tiger song. Listen to the beginning sounds for which word begins with the Tiggy Tiger sound. I will say 2 words then we will repeat them together. Listen: Ten/four. Repeat: Ten/four Tiggy Tiger work:

Ten/four Bike/tooth

Toy/ball Wheel/tall

Table/chair Teach/lion

Fish/toe Short/tank

Split into groups. *Mrs. Armock will divide the class* o o My small group: Jared, Issac, Nathan, Selena, Kendall Who remembers the 4 alpha-friends we have learned so far? Point to these on your alpha-friends chart Do their sound and movement together. o S, /s/. Sammy Seal /s/ M, /m/. Mimmi Mouse /m/ R, /r/. Reggie Rooster /r/ T, /t/. Tiggy Tiger /t/ Small group instruction:

Think of words that start with the Tiggy Tiger sound? Write these on teacher white board. Find magnet letters (S, M, R, T) and put on board. Show pictures. Select the magnetic letter that tells what letter each picture starts with.

Spell popcorn words together & individually using magnets.

Practice using popcorn words in a complete sentence together & individually. Teacher demonstrates a complete sentence. My dog is black. I can help you read. I like my cat. My mom will help me.

o o

If time permits do the name activity *found on last page* Today we did more practice with our popcorn words and continued working with the Tiggy Tiger. Who can tell me the popcorn words again? And what sound does T make?

Learning Styles and Accommodations: o Remediation: Students who are struggling with Language Arts can also verbalize their answer, stating which letter or word they were trying to make. o Extension: For students who are more advanced in Language Arts, have them write out the letter or popcorn words rather than using the magnets.

Learning styles: o Interpersonal: Cooperative learning through class discussion and participation in popcorn words and Tigger Tiger enrichment activities. o Intrapersonal: Individual practice spelling the popcorn words, thinking of Tiggy Tiger words, and thinking of a complete sentence using the popcorn words. o o Visual/Linguistic: Speaking and sharing of Tiggy Tiger sound & words, popcorn words & sentences Kinesthetic: Movement spelling of popcorn words, movement during Tiggy Tiger song, alpha-friend movements, and manipulating alphabet magnets.

Materials: o Classroom Name Popsicle Sticks (optional), Alpha-friends chart, Teacher mini white board, Student magnetic board, Alphabet magnets, Letter-sound Pictures

Methods: o o Group movement to letter-sound correspondence Group movement to alphafriends letter and Tiggy Tiger song.

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Collaborate as a class on which word in the word pair begins with letter T. Discuss pictures and the letter-sound in small group. Brainstorm words that begin with T in small group. Share complete sentences using popcorn words.

Modeling: Model how to Blast Cheer the popcorn words Show students how to spell the popcorn words using the magnets Demonstrate what a complete sentence using the popcorn words looks like

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and sounds like. Checking for Understanding Observe for students participating in cheering (spelling) the popcorn words. Circulate/observe if students participate in Tiggy Tiger movement and song. Ask students to identify which word in the pair begins with the Tiggy Tiger

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sound. Guided Practice: Teacher will Blast cheer the popcorn words with the students Teacher will guide the students in the alpha-friend movements and in singing and moving to Tiggy Tigers song. In small group setting, teacher will write the popcorn words on the white board as the students help spell the words. As students are identifying the letter that corresponds to the picture, the teacher will observe and provide assistance if necessary. Independent Practice: Students will select the alphafriend letter that corresponds to the beginning letter of each picture. Students will spell the popcorn words using the alphabet magnets on their board. Closure: To conclude the lesson I will recap that today we did more practice with our popcorn words, words that pop up a lot when we read, and continued working with the Tiggy Tiger. I will then ask the students to tell me the two popcorn words we were working with and the sound that the letter T makes. Assessment: Students should be able to apply their knowledge of the sound that corresponds to the letter T to think of and share at least 1 word that begins with this letter-sound. Students should also be able to think of and

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share at least 1 complete sentence using 1 or both of this weeks popcorn words.

Extension if time permitted:

Use the uppercase magnetic letters to spell your name. Try spelling your name with the lowercase letters. As students finish, have them point to the letters in their name and tell the letter and the sound.