Mrotzek 1

TCNJ Lesson Plan

Phonics - Links to Literacy
1:22 - 2:08

Student Name: Amanda Mrotzek

School Name: Beverly City School
Grade Level: Kindergarten
Host Teacher’s Name: Mrs. Shockley

Guiding and/or Essential Questions:

- Can we decode Jack and Annie’s secret message?
- What words can be made with the chunk -ame?
- What words can be made with the chunk -ink?
- What words can be made with the chunch -ice?

Pre-lesson Assignments and/or Student Prior Knowledge

- Since the start of implementing the new curriculum, Tools of the Mind, the students have
been doing graphics practice so they understand the rules and procedures for the activity.
- Jack and Annie’s secret message is also a key piece of the curriculum and the students
have been decoding it for about 2 weeks now.
- The students have learned 12 chunks already and have participated in the Literacy Skill
Building center with make a word, read the word and write the word. These are activities
that they are comfortable with.

Standards:
CCSS.ELA-LITERACY.RF.K.1.A
Follow words from left to right, top to bottom, and page by page.
CCSS.ELA-LITERACY.RF.K.3.A
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing
the primary sound or many of the most frequent sounds for each consonant.
CCSS.ELA-LITERACY.RF.K.2.C
Blend and segment onsets and rimes of single-syllable spoken words.
CCSS.ELA-LITERACY.L.K.1.A
Print many upper- and lowercase letters.
CCSS.ELA-LITERACY.RF.K.2.E
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make
new words.
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).

Learning Objectives and Assessments:
Learning Objectives
Students will be able to decode Jack and Annie’s secret Students will follow along as the teacher writes the
message.
Students will be able to draw the uppercase and
lowercase letter Y during graphics practice.
Students will be able to make a word using the chunk -
ame, read a word using the chunk -ink and write a
word using the chunk -ice.
Students will be able to create their own “secret
message word” for their partner to read. Students will
be able to read the message from their partner.
Materials/Resources:
- Smartboard
- Projector
- Computer
- Personal dry-erase boards
- Dry-erase markers
- Sock erasers
- Secret message envelope
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Assessment
message on the board. Students will identify sight
words, sound out unfamiliar words, identify chunks and
make predictions based off context. Teacher will
observe and aid students with their decoding. Teacher
will informally assess through observation for use of
chunks, recognition of sight words, tapping out sounds
and appropriate predictions of words.
Students will listen along to the music and practice
writing uppercase and lowercase letters on their
whiteboards. Teacher will model how to draw the letters
and will informally assess as they walk around the
classroom observing the activity.
Students will complete the literacy skill building
activities with teacher prompting. Teacher will observe
the activity and informally assess for understanding of
blending and segmenting sounds and of onset phoneme
substitution.
Students will write down a word using one of the three
chunks they are given: -ing, -ee or -est. Teacher will
observe as students write down a word with one of the
chunks and read each other's “messages.” Teacher will
informally assess for correct usage of the chunk,
creation of real words and ability to read the message.
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- Secret message paper

- Chunk cards (-ame, -ink, -ice)
- Paper
- Envelopes
Plan for set-up/ distribution/ cleanup of materials:
- The smartboard will be set up for Jack and Annie’s secret message prior to the
lesson beginning.
- One selected student will go to the mailbox and check for the message. That
student will also return the message back to the mailbox upon completion.
- Whiteboards, sock erasers and dry-erase markers will be picked up by each
student as they are called and returned by each student upon completing the
closure activity.
- The chunk cards will be up by the teacher’s computer hanging on the wall.
- The envelopes and paper for the secret messages will be on the green table for the
students to pick up. Once the messages are read they will be returned to the green
table or they can be kept by the student if they so wish to keep it.

Step by Step plan:

1. Lesson Beginning: Jack and Annie’s Secret Message: The lesson will begin with the
decoding of Jack and Annie’s secret message from the cloud rug. The message for the
day will be placed in the manila envelope in the mailbox outside of the classroom. Once
the selected student picks it up, they will hand it to the teacher. The teacher will then
write the number of lines for the message on the smartboard. Then, the teacher will fill in
the sight words on the correct lines and have the students read them and then will move
on to decode each word starting at the beginning of the message. The students will then
guess what the last word is based on the context of the rest of the message. Once the
whole message is complete and is written on the board, the students will read it together
and check the back of the message to see if they were right and if what they read matches
the picture. The selected student will then return the envelope back to the mailbox.
2. Activity:
a. Graphics Practice: The students will then grab their materials for graphics
practice and can choose to either sit in their cloud spots or at their table seats.
During graphics practice, the students will be asked to follow along with the
teacher as they practice writing uppercase and lowercase Ys. They will watch as
the teacher models drawing the letter and will then follow all directions on when
to start and stop writing on their boards by listening to the music played. After
practicing both forms of the letter, the students will then transition to the next
activity.
b. Literacy Skill Building: Students will join the teacher on the cloud rug. Teacher
will show the -ame card and will ask the students to write -ame four or five times
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on their whiteboards. Then, the students will raise their hands and say a letter to
try in front of the chunk to see if they can make a word. This will be repeated four
or five times. Then the teacher will pull out the -ink card. The students will be
instructed to watch as the teacher writes the chunk on their personal whiteboard
and then places a letter in front of it to make a word. The students will raise their
hands and try to read the word correctly. Lastly, the teacher will pull out the -ice
card. The teacher will say a word that has the -ice chunk in it and the students will
write the word on their boards. They will turn them around to show the teacher
when instructed to do so. This will be repeated a few times as needed.
3. Closure: Personal secret messages: The students will return to their seats to complete
this activity. They will be instructed to select one of three familiar chunks: -ing, -ee, or -
est. They will write this chunk on their piece of paper and will make it into a word by
adding an appropriate letter to the front. Once students have written a word, they will
take an envelope and place their message in it. They will then deliver their message to
their previously assigned writing partners for the week who will then read their message
and place a check on their paper to show that they read it. The students will then either
keep their messages or return them to the teacher on the green table.

Key Questions
- What sound does this chunk make?
- How do we make this chunk into a word?
- What does the secret message say?
- What secret word did your partner write?

Key Vocabulary
- -ink
- -ame
- -ice
- -ing
- -ee
- -est
- Chunk

Logistics:
Timing:
- Lesson Beginning: 7-10 minutes
- Activities:
- Graphics Practice: 5 minutes
- Literacy Skill Building: 15-20 minutes
- Closure: 7-10 minutes
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Transitions: Students will be sitting in their cloud spots at the beginning of the
lesson for the secret message. They will stay there until they are dismissed to get
their whiteboards, dry erase markers and sock erasers. They can sit in either their
cloud spots or at their tables for graphics practice. Then they will be called to sit
on their cloud spots for the literacy skill building activities. After completing the
practice with writing and reading chunks, they will return their materials to the
correct spots and will grab a piece of paper before sitting at their tables. Once they
are done writing a “message” they will take an envelope from the back table and
will deliver it to their partners.

Classroom Management:
- Teacher will use the clip chart to reward students with proper behavior
during the lesson.
- If students are losing focus, teacher will use call and response including
“Macaroni and cheese...everybody freeze” , “Hocus pocus...everybody
focus” or “Holy moly...guacamole.”
- Students who are not sitting correctly on the rug will be reminded to do a
“body check” and make sure they are sitting criss cross on their cloud
spot.
- Mr Vespe, the paraprofessional will be stationed near students who need
extra teacher direction during the lesson.
- Desk seats were previously assigned to students based on their specific
needs. Cloud spots were also previously assigned.
- Students will listen to the music during graphics practice and will stop
drawing when the music stops. This will allow them to practice self
regulation.

Differentiation Notes
- Students that need extra guidance will be given directions multiple times or
individually as needed.
- Scaffolding and assistance during the calendar will be given to the captain as
needed.
- Student seating arrangements were previously given according to their specific
needs.
- If students are excelling they may be used as helpers to their peers.
- J.C. may be asked to sit in chairs for his best learning experience. J.C. may be
holding a fidget to help him stay focused on the lesson.
- Students who finish reading their messages with their partners early can practice
writing their numbers and letters or read from their book boxes.