Reading Kindergarten. Third Nine Weeks, Unit 1 Lessons 1 5. Literature suggested for Unit Lessons Lesson 4: The Cat in the Hat by Dr.

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1 Reading Kindergarten Third Nine Weeks, Unit 1 Lessons 1 5 Literature suggested for Unit Lessons Lesson 4: The Cat in the Hat by Dr. Seuss Other suggested Literature Hop on Pop by Dr. Seuss The Three Little Wolves and The Big Bad Pig by Eugene Trivizas and Helen Oxenbury Click, Clack, Moo: Cows that Type by Doreen Cronin Swimmy by Leo Lionni Page 1 AKS Lesson Plan

2 Academic Knowledge & Skills Lesson Plan Lesson Name Short Vowel sounds Grade Subject Course Topic Strand Kindergarten Language Arts Reading Unit Name Reading, Unit 1 5 days Estimated Time Needed for Lesson (Minutes/Hours/Days) AKS # Description 22 Know and apply grade level phonics and word analysis skills in decoding words. b. associate the long and short sounds with the common spellings (graphemes) for the five major vowels. 23 Read emergent reader texts with purpose and understanding 32 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. 37 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking Use frequently occurring nouns and verbs Produce and expand complete sentences in shared language activities Materials/Links/Text References Attach a file or insert an existing resource here: Magnetic letters Dry erase boards Dry erase markers Chart paper Pocket chart 3 way sort sheet Drawing supplies Glue sticks Short vowel picture cards (attached) The Cat in the Hat by Dr. Seuss Plastic baggies, enough for each child to have one Page 2 AKS Lesson Plan

3 Essential Questions What should students know when unit or lesson is completed? What is the middle sound in a word? How do if I know if a vowel sound is a short vowel sound? Essential Vocabulary alphabet, compare/contrast, difference/similar, letter(alphabet), short vowel, short text, similarities/differences, sort, sounds like, vowel Teacher Lesson Prep Suggestions (Optional) Attach a file or insert an existing resource here: The teacher will want to prepare the picture cards for Days 1, 2, 3. The pictures are attached below. Assessment Strategies Attach a file or insert an existing resource here: The teacher will want to notice if the students make good attempts to write vowels (middle sounds) during writing (interactive writing or writer s workshop). Required Background Knowledge for Students Attach a file or insert an existing resource here: Listening skills, letter recognition, letter/sound relationship (consonant) Page 3 AKS Lesson Plan

4 Quality + Teaching Strategies x Assessment x Questioning x Modeling & Practice x Comparison & Contrast x Summarizing x Problem Solving x Literacy x Background Knowledge Student Goal Setting x Non Verbal Presentation x Collaboration x Vocabulary Technology CHECK ALL THAT APPLY Page 4 AKS Lesson Plan

5 Activating Strategy/Mini Lesson/Warm Up Attach a file or insert an existing resource here: Days 1, 2, 3 Connect: In this lesson, the students will sort picture cards, just as you have in the previous lessons. However, the teacher will be working on short vowel sounds, which are more difficult to hear. The teacher could do this lesson for all the short vowels. In this lesson, the teacher will be working just with the short a sound. Teach: The teacher will show them the picture card of the cat, as on the ABC chart. The teacher will have the students say the word, cat. The teacher will ask them what they hear at the beginning? At the end? Then, the teacher will have students listen for the middle sound in cat. The teacher may want to exaggerate this some so the student can hear it. The teacher will link the sound, short a, to the sound on the ABC chart ( a for apple ). Once they hear that it has an a in the middle, the teacher will place it in the pocket chart. Then, the teacher will show them another picture. This picture will be of a question mark. The teacher will tell students this is where pictures go that DO NOT have the /a/ sound in the middle, like in cat. The teacher will show them a new picture. For instance, a van. The teacher will save them say the word cat, (the word they now know has the short a sound) and then have them say the word van. The teacher will make sure they can hear the short a sound in the middle of both words. Then, the teacher will show them a new card with a picture of something that DOES NOT have the short a sound. When the teacher shows them this picture (for example, a bug), match it against the picture of the cat. The teacher will have them say cat and then have them say bug. When they see that the sounds don t match in the middle, the teacher will show them how this picture card goes in the question mark column. Now, the teacher will show them some more pictures of the cards that have the short a sound in them. The teacher will want to make sure to have 2 3 picture cards that DO NOT have the short a sound in the middle, so students have something to discriminate against. It is suggested that the teacher uses short u, short o and short i picture cards. Active Engagement: The teacher will tell the students that they are going to help you sort the pictures by thinking about the middle sound. The teacher will show the students the picture cards. The teacher will have them say the words with you. The teacher may allow volunteers to come up and put the pictures in the pocket chart. On the second day of this lesson, the teacher will want to make copies of the picture cards for each student to have one set. Students may work in pairs or individually to practice sorting these at their seats. After they have sorted their picture cards, the teacher will give them a plastic baggie for storage. The students will need the cards for the next day s lesson. On the third day, the students will practice sorting with the same pictures. After they have sorted, they will glue the pictures on a sheet of paper divided into thirds. This time, they will write the words next to the picture. Remember, the teacher is only checking to see if the medial sound is correct. If they still have trouble hearing this sound, the teacher will need to do more lessons such as these. Link: Once all picture cards have been placed in the pocket chart, the teacher will remind the students that they can hear and say the sounds in the middle of words. Page 5 AKS Lesson Plan

6 Day 4 Connect: The teacher will remind the students of all their hard work on listening for short vowel sounds in words. Today, the class will create lists of short vowel words. Teach: The teacher will read a book with short vowel sounds such as The Cat in the Hat by Dr. Seuss. The teacher will emphasize the short vowel sounds. The students can Turn & Talk with a partner about the short vowel sound words that they heard. The teacher will choose a few students to share some words. Active Engagement: After the class had talked about short vowel sounds, the students will brainstorm lists of words for each short vowel sound (a, e, i, o, u). Link: After the class has completed the lists, the teacher will remind students that they can hear and say the sounds in the middle of words. Day 5 Connect: Yesterday, the class created a list of short vowel sound words. Today, the class will use those lists to help create a Short Vowel class book. Teach: The class will review the short vowel sounds and all 5 lists of short vowel words. Active Engagement: The teacher can assign a short vowel sound to each student or allow each student to choose which short vowel sounds they would like to work on. Each student will have their own page with their vowel letter written at the top of the page. The students can look for pictures of short vowel sounds in magazines and glue them to their paper. Or the students can draw the pictures of the vowel sounds themselves. For instance, for an a page, the student may cut out or draw pictures of apples and alligators. The students should also label their pictures. After the students complete their page, all of the pages will be bound together to create a class book for the classroom library. Link: Today and every day, the students can hear short vowel sounds in words. Page 6 AKS Lesson Plan

7 Instructional Activities/Independent Time Attach a file or insert an existing resource here: Students can participate in the following independent practice activities including: Literacy Workstations, The Daily Five or Reading Workshop in which students independently read books. The goal of independent practice is to provide students with authentic time to grow as a reader while the teacher conducts small group instruction or conferencing with students. These activities can be placed into literacy work stations when you feel there has been enough modeling that students can handle them independently. The activities can also be used as independent activities during Word Study. Depending on your class, you may need to call all students back to the meeting area to discuss some of the rules before sending students to work. Let s explore reading: In the classroom library, place literature and informational text on the same topic for students to see the similarities and the differences in these stories. Let s explore listening: students can listen to a book and write or draw a picture of the setting. Let s explore letters: Students can sort letters by: color, consonants/vowels, slant lines/straight lines, upper and lower case, tails/no tails, circles/no circles, tall/short, dots/no dots, long sticks/short sticks. Let s explore writing: Put the picture cards provided in a basket at a center. Students can pull cards out one at a time and write the short vowel sound they hear for that picture on a dry erase board. Let s explore the pocket chart: Using a pocket chart in the room, students can use the pictures provided to match pictures to their corresponding short vowel sound. Let s explore read to self: Students will read picture books, guided reading books, poetry folders, and other books to themselves. Students will sit in a quiet area by themselves to read. (adapted from The Daily 5 by Gail Boushey and Joan Moser) Let s explore read to someone: Students will read picture books, guided reading books, poetry folders, and other books with a partner. Student will sit together (elbow to elbow, knee to knee) in a quiet spot to read. (adapted from The Daily 5 by Gail Boushey and Joan Moser) Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other See Independent time Summarizing Strategies/Share The students can draw a picture of an object with any short vowel sound. The students can share their pictures with a partner or whole class. Page 7 AKS Lesson Plan

8 Other (Optional) Copyright/Citations (as needed) Page 8 AKS Lesson Plan

9 Page 9 AKS Lesson Plan Three Way Sort Sheet

10 Short Vowel Cards Page 10 AKS Lesson Plan

11 Page 11 AKS Lesson Plan

12 Page 12 AKS Lesson Plan

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