Lesson Objective: The students will decide the sounds in the three letter word families and verify the sound by pronouncing it out loud.

Transcription

1 Lesson Plan Name: Payton Lill EDEL 200: Section Topic: Understanding the short o sound and word families Classroom Teacher: Mrs. Johnson Grade: Kindergarten Time: 25 minutes Lesson Objective: The students will decide the sounds in the three letter word families and verify the sound by pronouncing it out loud. Common Core Standard: Phonological Awareness K.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). State Indicator: a. Recognize and produce rhyming words. d. Isolate and pronounce the initial, media vowel, and final sounds (phonemes) in three phoneme words. e. Add or substitute individual sounds (phonemes) in simple, one- syllable words to make new words. Content: Short o sound Recognizing three letter words with the short o sound Identifying a word that does not belong in the short o word family based on a series of words. Materials/Media: Hop on Pop, YouTube clip The Short 0 song, Cookie sheet and magnetic letters, Hopscotch, Vowel strips, Beanie Babies/stuffed animals, PowerPoint.

2 Motivation: As a class we are going to show a fun and interactive video on the short o sound. We are going to have the students repeat the sound that the short o makes and also repeat the words in the video. Goal For Leaners: Today we are going to learn about the short o sound and the short o word families New Information: I will read to the students Dr. Seuss s book Hop on Pop, this book will show the word family - op. I will point out the words that end in - op, this will be a visual for the students. Checking for Understanding: After reading Hop on Pop, I am going to make sure they understand the - op family. I will spray a small amount of shaving cream in front of them on their desk, spreading out the shaving cream and then adding the op ending. They will then have to create with different beginning letters to make three letters words.

3 Modeling: I created an their own version of Hop on Pop with words from the book where the students can illustrate pictures to go with short o vowel sounds. I will show the students the version of the book I created. This will model to the students what they are supposed to do with their own books. Guided Practice: Students will each receive their own word family book that I created. The book will contain the words from Dr. Seuss s Hop on Pop with the letter o missing from each word. The students need to identify that the o is missing and fill it in, emphasizing the short o sound. They then will be illustrating a picture that demonstrates the particular word. New Information: I will be reading another Dr. Seuss book, Fox in Socks. This book will be introducing the word family ox. I will point out the words that end in ox, this will be a visual for the student.

4 Checking for Understanding: After reading Fox in Socks, I am going to make sure they understand the ox family. I am going to give them two ox words and one imposter. They will then have to correctly identify the imposter. Guided Practice: Students will continue in their personalized word family book that I created for them. The book will contain the words from Dr. Seuss s Fox in Socks with the letter o missing from each word. The students need to identify that the o is missing and fill it in, emphasizing the short o sound. They then will be illustrating a picture that demonstrates the particular word. Practice: Each student will get a cookie sheet with magnetic letters. They will have a series of flashcards with short o words on them. Each flashcard has a missing letter; students will then have to fill in the missing letter. After filling in the letter correctly by showing me, then they are going to write with a pencil the correct letter. I will be keeping track of the students that did this activity correctly and those who struggled. New Information: I will be reading another Dr. Seuss book, Go Dog Go. This book will be introducing the word family og. I will point out the words that end in og, this will be a visual for the student.

5 Checking for Understanding: I will be asking the students if random items belong to the og family while including words that do belong to the word family and if not have the students explain why not. Practice Application: I have made a hands- on activity would be to play a game of Hopscotch. This will be a fun interactive game for them to play while still learning the short O vowel. As a group we are pick from the list of short words three letter words that end in op from the cookie sheet activity to use for Hopscotch. After making the list of words I will write the words on the poster boards that I will use as my squares. Next the students will get to play. When they play they have to come up with a sentence as they are hopping. I will evaluate them as they play this by keeping track of the words and sentences they come up with. Checking for Understanding: I have created an interactive PowerPoint. This PowerPoint will act as flashcards. I will be showing the students a picture of the word and they will have to say what the picture is and what word family the word belongs to. Closure: You all have done an awesome job today learning the short o sound their word families.

6 Extension: Students will be asked to recognize CVC words from items such as cereal boxes, advertisements, and other everyday items. This will allow students to assess their knowledge of CVC words in real life situations rather than simply on notecards or other educational resources. Evaluation: For the assessment of the students there will be three checkpoints throughout the lesson. I will be checking for their understanding of each word family. We will be going over the op, - ox, and og word family. Student - op word family - ox word family - og word family Jordan MaKenzie Nicholas Maxwell Alexia Juliana Lana

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