TCNJ Lesson Plan

StoryTown: Letter I and Sight Word Come

Student Name: Katie King
Grade Level: Kindergarten

School Name: Boudinot School

Host Teachers Name: Mrs. Babula

Guiding and/or Essential Questions:

How do we isolate different sounds in a word?
What phoneme is represented by the grapheme I?
What letter represented the I sound?
What does a lowercase I look like? What does an uppercase I look like?
How can we identify beginning, middle, and ending sounds in words? in CVC words?
What is a sight word, or a high frequency word?
What does the word come mean in a sentence?
Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,
possible misconceptions, prior lesson content)
After students finish Targeted Reading Instruction in the morning, they come over to the
green carpet to get ready for Morning Meeting, which is then followed immediately by
StoryTown, the reading curriculum. The students are used to this routine, however, on this day,
since we have a shortened schedule, we will go right into StoryTown. Morning Meeting will
either be done during breakfast or later in the day.
The students are also accustomed to the flow of StoryTown. The students practice
isolating words and recognizing sounds daily during StoryTown. In addition, they know what to
do when it is time to learn a new letter. They understand that first we learn what the letter looks
like, then what the letter sounds like, and finally how to write the letter. Some students have
already recognized the letter I and its sound through work with CVC words, however, we have
not isolated the letter and learned about it on its own.
Students also understand the routine of adding a new sight word. We bring the sight word
over to the word wall, figure out which letter it belongs under, and review other sight words as
well. The students have learned the sight words, a, go, I, like, my, the, and to. The majority of the
students recognize these words immediately, while others need more time and clues and a few
cannot recognize them. However, students will be introduced to a new way of practicing writing
their sight words during this time period, as we will play a sight word game where the students
will be asked to guess and write the sight word. Students practice writing their sight words on
white boards independently during extra time and as an early finisher, therefore, they know how
to behave and write using the whiteboards.
Standards:
CCSS.ELA-LITERACY.RF.K.1.B
Recognize that spoken words are represented in written language by specific sequences of letters.
CCSS.ELA-LITERACY.RF.K.1.D

Recognize and name all upper- and lowercase letters of the alphabet.
CCSS.ELA-LITERACY.RF.K.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-LITERACY.RF.K.2.B
Count, pronounce, blend, and segment syllables in spoken words.
CCSS.ELA-LITERACY.RF.K.2.D
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme
(consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/,
or /x/.)
CCSS.ELA-LITERACY.RF.K.3.B
Associate the long and short sounds with the common spellings (graphemes) for the five major
vowels.
CCSS.ELA-LITERACY.RF.K.3.C
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
CCSS.ELA-LITERACY.SL.K.1
Participate in collaborative conversations with diverse partners about kindergarten topics and
texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.SL.K.1.A
Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking
about the topics and texts under discussion).
CCSS.ELA-LITERACY.SL.K.6
Speak audibly and express thoughts, feelings, and ideas clearly.
Learning Objectives and Assessments:
Learning Objectives

Assessment

Students will isolate different sounds in a word

in order to practice phoneme isolation. Students
will identify beginning sounds.

Teacher will assess that students are able to

identify beginning sounds by checking
students white board responses during initial
sound isolation activity.

Students will use the short vowel I sound and

identify it as a beginning and middle sound,
specifically in CVC words. Students will write
uppercase and lowercase Ii independently.

Teacher will assess that students correctly write

the letter I by observing students white board
responses as they practice writing letter I.
Teacher will observe student responses and
recognition of the middle sound while

practicing CVC words.

Students will read sight words and recognize
their new sight word, come. Students will use
sight words to write a sentence.

Teacher will assess that students accurately

identify sight words and correctly write them on
white boards using fundations lines and correct
heights of each letter in the words. Teacher will
assess that students use sight words
appropriately in a sentence.

Materials/Resources: (List materials, include any online or book references and resources)
Storytown Teacher Edition
Smart Notebook presentation
Markers (16)
Erasers (16)
Whiteboards (16)
Sight Word card with word come written on it
Word Wall
Plan for set-up/distribution/cleanup of materials:
The StoryTown lesson will be up on the Smartboard. The song will be in video format or
on a CD player in the front of the classroom. White boards and materials will be on the yellow
table and students, who are accustomed to doing their classroom job will hand out the supplies
with some assistance. The letter I cards will be out with pieces of tape on them ready to hang
up in the front of the classroom. The sight word come will be written out on an index card as
well. When walking to the other side of the room, students will be reminded to walk like high
schoolers and hold their white boards next to their sides. When we are finished with the lesson,
students will make piles of their supplies. Students will be directed to erase their whiteboards
only if I have seen their sentence.
Step by Step plan (numbered):
1. Lesson Beginning: At the beginning of the lesson, I will invite the students to join in Old
MacDonald, as StoryTown always begins with a warm up song or game. We will have the
music to the song up on the board as the students sing along. I will ask students to insert
different farm animals and their noises. I will explain to them that while we are doing
reading during this unit, we are going to be talking about Farms and different things one
can find and do on a farm.
2. Following the song, children will be asked what things they might see on the farm. I will
finish the sentence frame, I might see a _____ and insert the students answers so they
see how it is written on the board. After writing each answer on the board, we will
transition to the next activity by finding the beginning sounds of each of the things they
mentioned.
3. Next, the children will be given white boards for the initial sound isolation activity. First,
I will tell the children that we are not going to play or free draw on the white boards.
Children who follow directions will have a chance to do this at the end of the lesson. I

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will tell the children that I am going to say some words and I want them to write down
the letter that says or represents the beginning sound, the first sound they hear. I will look
around for children to write the beginning sound and see if they are getting the right
beginning sound. I will tell the children the correct beginning sound after each word.
During this activity, I will also use CVC words and point out the middle sounds,
particularly the I sound.
Following this exercise, I will introduce the students to the letter I. They will sing the
Alphabet songs and then I will give the students clues to figure out the letter. Then, we
will act out the letter I too. I will show them the same CVC words that I pointed out
previously so the children can make another connection to words that have the I sound.
Then, the students will practice writing the uppercase and lowercase letter I on their
whiteboards. I will walk around checking and assisting students as they write and try to
stay in the fundations lines.
After practicing writing the letter, I will introduce the students to their new sight word,
come. Students will be invited to join the Sight Word Train to move over to the other
side of the room. Here, we will hang up the new sight word and review the sight words
that are already written on the Word Wall. I will also point out how the letter I is used o
make our sight word I.
Then, we will play a sight word game. I will say a word and the students will be asked to
write the sight word on their whiteboard. Students will hold up their board after they
write.
Closure: At the end of the lesson, students will be asked to write a sentence using a sight
word on their white board. Then, students will use this sentence as their exit ticket to
move to Art class.

Key Questions (that you will ask):

What might you see on a farm?
What sight words do you see in this sentence frame?
Sound it out. How do you think you spell that?
What is the first sound you hear in that word?
What things do you find on a farm?
What sound does the animal make?
What beginning sounds does that animals name begin with?
How do we use the white boards? Where should our supplies be?
What is the beginning sound?
Where do we hear the beginning sound?
If that is the beginning sound, what do you think the middle/ending sound is?
Lets break down the word into syllables. During what syllable do you hear the beginning sound?
What two letters come before and after I in the alphabet?
What sound does the letter I make?
Lets look at this words for a clue of what sound the letter I makes.
Is the letter I a short letter or a tall letter? What about when it is uppercase/lowercase?
How do you write the letter I using the fundations lines?
Do you know what our new sight word is?
Can you use it in a sentence or find this word around the room?

What letter does our sight word go under on our word wall?
What are our other sight words? How can we use them in a sentence?
Logistics:
Timing: 9:15-9:50 (35 min)
Beginning Song: 5 min
Sentence Frame: 4 min
Initial Sound Activity: 8 min
Letter I: 8 min
Sight Word Activities: 10 min
.
Transitions: Students will move into this lesson from their Targeted Reading groups. This is a
daily routine. They will come over and sit on the green carpet. At the end of the sentence frame
activity, we will transition to the beginning sound isolation activity by finding the beginning
sounds of each of the things they mentioned. After the beginning sound activity, I will point out
CVC words that have the letter I in the middle. Then, we will introduce the letter I. To move
to learning about our sight word, I will say the sentence I will come to your party. I will
explain to the students that this sentence now has two sight words in it and we will then
introduce the new sight word. When students are on the Sight Word Train moving over to the
Word Wall, they will be reminded to walk like they are high school students, which is how we
remind them to walk when they are carrying their library book. Once each student has found a
square on the carpet and the train is in the station, we will hang up our new sight words and
review the previous ones. At the end of the lesson, students will show me their sentences with
sight words in them and then they will be asked to make a pile of their supplies and get ready to
move to Art class.
Classroom Management: Children will be sitting on the carpet for the majority of the lesson.
Students will be given reminders of how to sit on the carpet and to make sure they have personal
space by sitting with space for their chicken wings on the green carpet and in their own square
on the rainbow rug. Visual cues and finger signs to remind students to sit correctly and stay on
task will also be used. While passing out supplies, I will be asking children questions to review
sounds we have learned about and how to tap out a word in order to keep them on task. When
moving to the other side of the room, students will be reminded how we act on a train, since we
have done this previously. They will also be reminded of how to hold their supplies. Students
who cannot join the line properly will either be asked to join the end or to just find a seat on the
rainbow rug without being on the train. Students will be given an opportunity to free draw if they
stay on task, which is what the students are used to when we use the whiteboards.
Differentiation
This lesson will allow the teacher to see how each student is doing with identifying and
isolating different sounds as well as with sight word recognition and writing. Therefore, this
lesson will be used to scaffold future lessons as well. The teacher will see each students
responses through use of the white boards. The teacher will check in with each student either
with visual cues or with a one-on-one conversation about what they need to fix or check in their
work.

Some students have more specific differentiation needs. Student S, who has difficulty
paying attention and with behavior, will be encouraged to participate and will be given many
reminders and visual clues throughout the lesson. Student S often struggles with transitions,
therefore, I may assign her a job during transition time to help make her transition easier and
more meaningful. Therefore, she could help assist with passing out and collecting white boards
and supplies. This student often loses attention while we are sitting on the carpet. If the student is
misbehaving or lying down on the carpet, she will be asked to move so she will be less
distracting to the other students. Student M, who struggles with transitions and is often resistant
to doing independent work, will be encouraged often during the lesson to write his answers on
the white board and not free draw. I will explain to him that he will not be allowed to free draw
at then end if he free draws during brain work. I will check in to make sure he understands the
work as well, as he has shown in the past that he understands the material, however, he often
refuses to do the work. I will be sure to give him visual cues and rewards for making good
choices and for following along with the lesson, as making eye contact with him and giving him
a simple reassurance has worked in the recent past. Student D will be handled similarly. This
student struggles with fine motor skills and often will not follow along during white board
activities. She may be asked to sit at the table near the rug and I will check in with her
individually as we write beginning sounds as well as sight words, which she has recently shown
she is unable to identify. Student JH struggles with independent work as well. He seems to
question his answers and becomes very frustrated and upset. I will check in with this student
more regularly to encourage him and make sure he understands.
Students who are fidgeting on the carpet during the lesson will be given visual cues from
the teachers, such as eye contact, crossing my fingers, or pointing to my nose, all off which have
been practiced as visual cues to correct student behavior, remind them to sit properly on the
carpet, and stay on task, respectively. Students who cannot sit correctly or are fooling around will
either be asked to sit in a chair next to the carpet or at their tables depending on how many times
their behavior needs to be corrected.