*Frames of Learning (Highlight frames for which you are preparing)

*Conceptual Understandings: Conceptual understandings are statements of essential ideas that accompany each of the overall
expectations. Conceptual understandings include concepts, skills, attitudes, and habits of mind.

 Reading is an active process of interacting with and constructing meaning
 Readers use a variety of strategies to think about and understand what they read from text. 
 Reading strategies help us to understand the meaning of different texts. 

*Overall Expectations (OE): Knowledge and skills described, in general terms, in each frame. Educators focus on the overall
expectations when co-constructing learning with the children.

OE9: demonstrate literacy behaviours that enable beginning readers to make sense of a variety of texts 

SRWB – Self Regulation and PSI − Problem

BC − Belonging and Contributing DLMB − Demonstrating
Well Being Solving and
Literacy and
Mathematics Behaviours Innovating

*Noticing and Naming Learning : Making Learning Visible

Learning Goals: Enable children to think about and to begin to Success Criteria: Enable children to know when and what they are learning.
direct their own learning. Support the knowledge and skills Accomplishments along the way.
described in the overall expectations and conceptual
understandings. I can…

Today I will learn…  Identify the lower and upper case of “r”.

 The lower case and upper case of “r”.  Several words that start with “r”.

 Sounds the letter “r” makes.  Make and identify the sound “r” makes.
 Words that start with “r”.
Ways in Which Children Might Demonstrate Their Learning:
Specific Expectations: describe in greater detail Children are not required to demonstrate their learning in all three ways.
the knowledge and skills related to overall expectations. SAY DO REPRESENT

Saying: A demonstration of learning through answers to 
9.1: use reading behaviours to make senseof 
prompted question towards a student or freely given comments 
familiar and unfamiliar texts in print (e.g., use  during instruction. For instance, a child may say “I know that 
pictures; use knowledge of oral language  the letter ‘r’ makes a /r/ sound”. 
structures, of a few high­frequency words, 
and/or of sound­symbol relationships)  Doing: During this lesson, a student can attempt to write the 
letter “r” on the smart board. Additionally, if the student is 
capable they can write a simple word starting with the letter “r”.

Lakehead University, Orillia

October 2017
The Educators’ Intentional Interactions :
How educators engage with children’s learning- students; strategies; materials; environment – based on observations
RESPOND CHALLENGE EXTEND

Responding 

Raising question that scaffold off of the children’s prior knowledge, including knowledge of other letters and 
words, enhance their comprehension and learning opportunity. For instance, “What makes you think that ‘rabbit’ 
starts with an ‘r’?”. Knowledge gathered can lead to a better understanding of the appropriate next steps in 
language comprehension.

Challenging 

The goal is to make learning explicit through direct engagement with the children current learning process. 
Challenging the student’s assumptions or beliefs through questioning. For instance, “Are there any other letters that
make an /r/ sound? I wonder if ‘reindeer’ starts with ‘r’ and how we could find out?”. 

Extending 

Assessment through observation reveals the extent to which the student comprehends the features of, and 
characteristics of the letter ‘r’. This being the case, the children would benefit from learning new letters or 
extending their knowledge of how ‘r’ interacts with words in the English language.

Teacher Questions/Prompts:

 Tell me what you know about this letter?

 I wonder if this should be an upper case or lower case?
 Where might we look to find item in the classroom that start with “r”?
 How do you know that it starts with an “r”?
 I wonder how many ‘r’s’ are in the word ‘reindeer’?
 I noticed that you changed your mind about whether ‘roof’ starts with ‘r’. What changed your mind?

Assessment Documentation

 Observational Assessment:
Through observation of the student’s responses to questions and prompts, the educator can gauge how well the students
understand. Additionally, through observation of the student’s action in fulfilling the written portion of the lesson, the
educator can gauge fine motor skills, spatial recognition and the positive identification of features of the letter “r”.

Materials required:

 Chart Paper
 Marker
 Computer
 Smart Board

Lakehead University, Orillia

October 2017
Possible learning next steps for learning :
Next steps could include having the children go on a scavenger hunt that would entail them looking for items that start with
the letter “r”. This list could have 3-5 blank spaces that need to be filled out by the children once they have found an item in
the classroom that starts with the letter “r”. The children will be informed that the name of the item doesn’t necessary need
to start with “r” but characteristic of the item are sufficient as well. For instance, they may find an item that is the colour red
or rough to the touch. This activity can lead to introducing the next letter the children will be learning.

MINDS ON
Script how you plan to engage the students with this opportunity (if required)

Teacher: Good morning class! How is everyone today?

Students: Good!

T: I like how some of us are sitting. Does anyone remember what we are supposed to do while we are on the
carpet? What are the five things?

S: Criss cross apple sauce, spoons in our bowls, lips zipped, ears open, eyes on the teacher!

T: Today we are going to be learning about our letter of the day. Does anyone know what letter this is? Who can
tell me?

S: It’s the letter ‘r’!

T: And what letter comes before and after this?

S: I can’t remember.

T: How could we find out?

S: We could sing the alphabet until we get to the letter ‘r’!

T: Let’s give it a try then! (Start the song with the children).

S: ‘q’ and ‘s’ are before and after ‘r’!

T: Now who can tell me what sounds “r” makes?

S: I don’t know.

T: Well maybe after this video you will all be able to tell me. (Play video of a song about the letter ‘r’).

T: How about now? Can anyone tell me what sound the letter ‘r’ makes?

S: It makes an /r/ sound!

T: I wonder what words would start with the letter ‘r’? Can anyone think of one? (A child with ‘r’ in their name will
likely say their name).

S: My name starts with ‘r’!

Lakehead University, Orillia

October 2017
 T: Right, Rhys your name does start with an ‘r’. Now if I were to write this up here on the chart paper would I write
it like this? (Write it in lower case)

S: That’s not how you write it!

T: What did I do wrong here? What do I need to change?

S: You need to use a capital ‘r’!

T: Why do we need to put an upper case ‘r’?

S: Rhys is a person and a name so you need to use capitals to show that!

T: That correct! Anyone else have any ideas about what starts with an ‘r’?

S: Reindeer start with an ‘r’!

T: That’s right. And reindeer has two ‘r’s’ in it!

T: How about around the classroom, can anyone point out an item that starts with ‘r’?

S: Does ‘ruler’ start with an ‘r’?

T: Well let’s sound it out. What sound does ‘r’ make?

S: An /r/ sound!

T: Now let’s sound out ruler slowly?

S: R-U-L-E-R

T: Who wants to guess if ‘ruler’ starts with an ‘r’? And tell me why!

S: ‘r’ makes a /r/ sound and the beginning of ‘ruler’ starts with a /r/ sound, so ‘ruler’ probably does start with an
‘r’!

T: Very good! That was good problem-solving skills!

T: Now can someone come up and write an ‘r’ for me? One at a time, I’ll let you pick the next person.

S: I can write an ‘r’!

(Give the whole class a chance to come up and write an ‘r’ on the smart board).

T: Very good class! I’m very proud of the progress you all made today! Let’s keep it up for the rest of the day!

Date: November, 09, 2017 Learning Opportunity: Letter of the day (r)

Lakehead University, Orillia

October 2017
Kevin Zych AT: Jackie M. School: Forest Hill

Lakehead University, Orillia

October 2017