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1. State Standard(s):
2. Teaching Model(s):
Direct
Kagan
Questioning: DOK
3. Objective(s):
Monday (Day1): Students will be introduced to the book, D is For Dragon Dance to
celebrate Chinese new-year.
Tuesday (Day 2): Students will count words in a spoken sentence, recognize
rhymes, produce a rhyme, and blend single syllable onset-rimes.
Wednesday (Day 3): Students will segment single syllable onset-rimes, syllable
blending and pronouncing, syllable segmenting and counting, and phoneme
alliteration and discrimination.
Thursday (Day 4): Students will isolate phoneme initial sounds, isolate phoneme
final sounds, isolate phoneme medial sounds, and blend phonemes.
Friday (Day 5): Students will phoneme segment, phoneme addition, phoneme
substitution, and phoneme deletion of initial sound.
4. Materials and Technology Resource
Monday (Day 1)
Jennifer Jones
Dragon craft
Lively Letters PowerPoint
Whiteboard
Whiteboard markers
Explicit phonics words
Elmo
Tuesday (Day 2)
Jennifer Jones
Lively Letter PowerPoint
Whiteboard
Whiteboard markers
Explicit phonics words
Phonological Awareness sheet for teacher
Elmo
Wednesday (Day 3)
Jennifer Jones
China Acrostic Poem
Lively Letter PowerPoint
Whiteboard
Whiteboard markers
Explicit phonics words
Phonological Awareness sheet for teacher
Elmo
Thursday (Day 4)
Jennifer Jones
Lively Letter PowerPoint
Whiteboard
Whiteboard markers
Explicit phonics words
Phonological Awareness sheet for teacher
Elmo
Friday (Day 5)
Jennifer Jones
Lively Letter PowerPoint
Whiteboard
Whiteboard markers
Explicit phonics words
Phonological Awareness sheet for teacher
Elmo
5. Instructional Procedures:
Motivation/Engagement:
1. Lively Letters-
TW state the purpose of the lesson: “the reason we do Lively Letters every
day is so we can practice out letter names and our letter sounds.
Then we will go through the Lively Letters PowerPoint and ask S the names
and sounds of the letters that we have learned thus far.
TW ask about the super start vowels (a,e,i,o,u)
TW introduce the new letters and sound created by the letters OU “the scary
ghost”; the sound that is in words like boot, cool, and food.
TW say the letter OO and TW tell the S the sound they make.
TW tell the S the story of the letters OO; “we know that the letter O usually
say ‘o’ but when two O’s get together they act like a scary ghost. This is the
scary ghost. His eyes are the two O’s. Let’s make O’s out of our fingers. (with
both hands, make O’s by connecting tip of the pointer finger to the tip of the
thumb on each hand. Put them up to your eyes, like glasses, and say ‘oooo.’)
Lets both make the scary ghost sound, ‘oooo.’ This sound is in words such a
boot, cool, and food.
TW teach S the Lively Letter OO song. SW sing the song twice then review the
last two letters learned. (WH/ZH)
T and SW create a graphic organizer in the form of a bubble map to
brainstorm words that begin with, or contain the OO sound.
1. Explicit Phonics:
TW explain why it is important to learn explicit phonics.
TW ask S why they think it is important.
TW remind students that sounds should only be said when T gives the cues
(sound *tap*, blend *tap*, word *tap*).
Words: (Like/bike/spike) (Cool/fool/tool/pool) (Chat/fat/pat/mat)
3. Phonological Awareness-
No phonological Awareness on Monday’s.
Review and Closure:
1. TW have students share their additional ideas about the story we read with Kagan
partners. (Kagan: Think-Pair-Share)
2. TW have class repeat new vocabulary words and their definitions.
Extension:
SW make sentences for the vocabulary words that were in D is for Dragon book.
SW start their paper bag dragon craft.
Motivation/Engagement:
1. Lively Letters-
TW review oo sound that we learned yesterday.
TW state the purpose of the lesson: “the reason we do Lively Letters every
day is so we can practice out letter names and our letter sounds.
Then we will go through the Lively Letters PowerPoint and ask S the names
and sounds of the letters that we have learned thus far.
TW ask about the super start vowels (a,e,i,o,u)
TW introduce the new sound created by the letters OO “the scary ghost”; the
sound that is in words like boot, cool, and food.
TW say the letter OO and TW tell the S the sound they make.
TW tell the S the story of the letters OO; “we know that the letter O usually
say ‘o’ but when two O’s get together they act like a scary ghost. This is the
scary ghost. His eyes are the two O’s. Let’s make O’s out of our fingers. (with
both hands, make O’s by connecting tip of the pointer finger to the tip of the
thumb on each hand. Put them up to your eyes, like glasses, and say ‘oooo.’)
Lets both make the scary ghost sound, ‘oooo.’ This sound is in words such a
boot, cool, and food.
TW teach S the Lively Letter OO song. SW sing the song twice then review the
last two letters learned. (WH/ZH)
T and SW create a graphic organizer in the form of a bubble map to
brainstorm words that begin with, or contain the OO sound.
1. Explicit Phonics:
TW explain why it is important to learn explicit phonics.
TW ask S why they think it is important.
TW remind students that sounds should only be said when T gives the cues
(sound *tap*, blend *tap*, word *tap*).
Words: (Scoot/floot/boot) (cash/bash/flash) (date/skate/late)
3. Phonological Awareness-
Counting words in a spoken sentence
Rhyme recognition
Rhyme production
Single syllable onset-rime blending
1. TW have students share their additional ideas about the story we read with Kagan
partners. (Kagan: Think-Pair-Share)
2. TW have class repeat new vocabulary words and their definitions.
3. S will share something new they learned about from the story.
Extension:
SW continue to work on the vocabulary words from the book D is for Dragon.
SW also continue to work on their paper bag dragon craft.
Motivation/Engagement:
1. Lively Letters-
TW introduce new oo sound.
TW state the purpose of the lesson: “the reason we do Lively Letters every
day is so we can practice out letter names and our letter sounds.
Then we will go through the Lively Letters PowerPoint and ask S the names
and sounds of the letters that we have learned thus far.
TW ask about the super start vowels (a,e,i,o,u)
TW introduce the new sound created by the letters OO “the ghost with
books”
TW say the letter OO and TW tell the S the sound they make.
TW tell the S the story of the letters OO; “Sometimes the two O’s make a
different sound. It’s in words like look, took, and book. This is another ghost.
He doesn’t like to scare people; he likes to look at books. One day he was
walking in the halls at school carrying a stack of books. All of a sudden, he
turned the corner and someone crashed right into him! The books got
pushed right into his stomach, “oo”. There were books all over the floor when
he made that sound. Try making that sound. Push your hands into your
tummy and say ‘oo’.”
TW teach S the Lively Letter OO as in (book/cook) song. SW sing the song
twice then review the last two letters learned. (WH/ZH)
T and SW create a graphic organizer in the form of a bubble map to
brainstorm words that begin with, or contain the OO sound.
1. Explicit Phonics:
TW explain why it is important to learn explicit phonics.
TW ask S why they think it is important.
TW remind students that sounds should only be said when T gives the cues
(sound *tap*, blend *tap*, word *tap*).
Words: (Make/bake/cake) (cook/book/look) (Chin/bin/tin)
3. Phonological Awareness-
Single syllable onset-rime segmenting
Syllable blending and pronouncing
Syllable segmenting and counting
Phoneme alliteration and discrimination
1. TW have students share their additional ideas about the story we read with Kagan
partners. (Kagan: Think-Pair-Share)
2. TW have class repeat new vocabulary words and their definitions.
3. S will share something new they learned about from the story.
Extension:
SW continue to write sentences for the vocabulary words for the D is for dragon
story.
SW finish up paper bag dragon craft.
SW start the CHINA acrostic poem.
Motivation/Engagement:
1. Lively Letters-
TW review new oo sound.
TW state the purpose of the lesson: “the reason we do Lively Letters every
day is so we can practice out letter names and our letter sounds.
Then we will go through the Lively Letters PowerPoint and ask S the names
and sounds of the letters that we have learned thus far.
TW ask about the super start vowels (a,e,i,o,u)
TW introduce the new sound created by the letters OO “the ghost with
books”
TW say the letter OO and TW tell the S the sound they make.
TW tell the S the story of the letters OO; “Sometimes the two O’s make a
different sound. It’s in words like look, took, and book. This is another ghost.
He doesn’t like to scare people; he likes to look at books. One day he was
walking in the halls at school carrying a stack of books. All of a sudden, he
turned the corner and someone crashed right into him! The books got
pushed right into his stomach, “oo”. There were books all over the floor when
he made that sound. Try making that sound. Push your hands into your
tummy and say ‘oo’.”
TW teach S the Lively Letter OO as in (book/cook) song. SW sing the song
twice then review the last two letters learned. (WH/ZH)
T and SW create a graphic organizer in the form of a bubble map to
brainstorm words that begin with, or contain the OO sound.
1. Explicit Phonics:
TW explain why it is important to learn explicit phonics.
TW ask S why they think it is important.
TW remind students that sounds should only be said when T gives the cues
(sound *tap*, blend *tap*, word *tap*).
Words: (frame/came/flame) (shook/took/nook) (crane/plane/lane)
3. Phonological Awareness-
Initial phoneme isolation
Phoneme isolation of final sounds
Phoneme isolation of medial sounds
Phoneme blending
1. TW have students share their additional ideas about the story we read with Kagan
partners. (Kagan: Think-Pair-Share)
2. TW have class repeat new vocabulary words and their definitions.
3. S will share something new they learned about from the story.
Extension:
SW continue to write sentences for the vocabulary words for the D is for dragon
story.
SW finish up paper bag dragon craft.
SW continue to work the CHINA acrostic poem.
Friday (Day 5):
Motivation/Engagement:
1. Lively Letters-
TW review both oo/oo sounds.
TW state the purpose of the lesson: “the reason we do Lively Letters every
day is so we can practice out letter names and our letter sounds.
Then we will go through the Lively Letters PowerPoint and ask S the names
and sounds of the letters that we have learned thus far.
TW ask about the super start vowels (a,e,i,o,u)
TW say the letter OO/OO and TW tell the S the sounds they make.
TW teach S the Lively Letter OO as in (book/cook); OO as in (boot/cool)
song. SW sing the song twice then review the last two letters learned.
(WH/ZH)
T and SW add to the graphic organizer in the form of a bubble map to
brainstorm words that begin with, or contain the OO/OO sounds.
1. Explicit Phonics:
TW explain why it is important to learn explicit phonics.
TW ask S why they think it is important.
TW remind students that sounds should only be said when T gives the cues
(sound *tap*, blend *tap*, word *tap*).
Words: (hook/snook/took) (grape/drape/cape) (ship, chip, slip)
3. Phonological Awareness-
Phoneme segmenting
Phoneme addition
Phoneme substitution
Initial phoneme deletion
1. TW have students share their additional ideas about the story we read with Kagan
partners. (Kagan: Think-Pair-Share)
2. TW have class repeat new vocabulary words and their definitions.
3. S will share something new they learned about from the story.
Extension:
SW continue to write sentences for the vocabulary words for the D is for dragon
story.
SW finish up paper bag dragon craft.
SW continue to work the CHINA acrostic poem.
a. Formative:
Circulate the room to check for understanding
DOK questioning
Think Pair Share
Carpet partner sharing
b. Summative:
No summative assessment for this lesson.
8. Homework Assignment:
Work on sight words
Read nightly
Complete and activity about one of the books you read one of the nights