Literacy Lesson Plan 2 Kindergarten Title: The Word Are

Transcription

1 Literacy Lesson Plan 2 Kindergarten Title: The Word Are I. Rationale The primary purpose of this lesson is for students to recognize the common sight word are. Are is a common word in the English language used often in speech and writing. Students will encounter this word often in their leveled readers and other books they read for pleasure. Are is not easily decoded and thus, should become recognizable automatically as students become familiar with it through use. II. Lesson Objective Literacy Content Objective Students will be able to identify and say the word are when reading it. Language Objectives (ESOL) Students will be able to say the word are and write an original sentence using the word are. Students will also read their sentences to a peer. Key Vocabulary: are III. Lesson Formative Assessment Are worksheet: During independent practice, students will write a sentence using the word are, draw a picture illustrating their sentence, and read their sentence to a teacher and a peer. Sentences will be checked for proper usage of the word are. Students will practice saying the word are in the lesson and in reading their sentences to a teacher and a classmate. Evidence of Learning Student write an appropriate sentence using the word are Student reads their sentence out loud to a teacher Student read their sentence out loud to a peer IV. Standards Yes No 1

2 and CCSS.ELA-Literacy.RF.K.1.D: Students will be able to recognize and name all upperlowercase letters of the alphabet. TESOL Standard 2: English language learners will be able to communicate information, ideas, and concepts necessary for academic success in the area of language arts. V. Time: 25 minutes VI. Materials 45 copies of Are worksheet 5 copies of Are modified worksheet (with sentence frames) Are large placard 25 are small word cards VII. Beginning of Lesson (3 minutes) T: As a whole class, chorally recite the sight words students have already learned. Point to the words as the students say them. T: Today, we are going to learn a new word. Build suspense by giving clues as to what word it is (i.e. I just said the word, it sounds the same as a letter in our alphabet) T: Show students the are placard. Our new word is are VIII. Middle of Lesson (20 minutes) (Demonstration) (3 minutes) T: Point to the placard and say are, are, are, are, are. Ask students to repeat you. S: Are, are, are, are, are. T: This is the word are. This is how we write the word are. Demonstrate how to write the word making note of writing technique. Point out that letters are close because it is all one word. Ask students to air-write the word are. S: Students air-write the word are. (Shared Demonstration) (5 minutes) T: Now think quietly for 10 seconds and come up with a sentence using the word are. You might say, We are going to the park or My friends are at recess. You might ask a question such as, Are you going to see the movie Frozen? S: Students think of sentences with the word are for 10 seconds. T: Now, turn to a partner and share what sentence you thought up that has the word are in it. 2

3 S: Students pair-share their sentences using the word are. (As students pair-share, teacher listens for students using the word are in their sentences) T: Ask several students to share the sentences they or their partner shared using the word are. (Independent Practice) (12 minutes) T: Now, you all are going to get practice writing the word are. Using the sentences you thought of, you are going to write your sentence using the word are. Here are your steps: (1) Write your name, (2) Write your sentence using the word are, (3) Draw a picture that illustrates your sentence, and (4) Read your sentence to a peer. T: Ask a student to repeat the directions. S: Student repeats directions. T: Hand out a small are card to each student (or already have at desks). Call students to their desks by color group. S: Students write their are sentences and illustrate their sentences for 10 minutes. T: As students work, teacher will assist students in proper letter writing technique, sounding out unfamiliar words, and developing sentences with the word are. Star student work after the student has read their sentence to a teacher or assisting adult. T: Identify 3-5 students who would like to share their work and are sentences with the class. IX. End of Lesson (Debrief) (5 minutes) T: Call students back to the carpet. Ask the 3-5 students identified earlier to present their work to the class. S: Students show their illustration and read their sentences to the class. T: Holding up are placard, ask What word is this class? S: Are EXTENSIONS: Write a different sentence using the word are. Note the word are when reading a book during circle time. Use are as a transition signal word (instead of go). ADAPTATIONS: Student EB and JC may need one-on-one support thinking of sentences using the word are. These students may also benefit from a worksheet with the sentence frame, My friends are... or They are... X. Lesson Reflection 3

4 This lesson gave students a strong introduction to the word are. Students will need continued practice using the word are in their writing and speaking, however. One unanticipated confusion that occurred in both the morning and afternoon groups was exchanging the word are for our. When I asked students to think and say a sentence using the word are, several students said sentences such as We like to play are video games. When the first student used are for our, I wrote our on the whiteboard and explained that while both words sound similar, they have different meanings. Several students continued to confuse are with our. Since our is not a sight word in the curriculum, I can foresee students continuing to confuse the two words. I believe the remedy will be extensive practice writing are in sentences. Perhaps it would be best to explicitly teach the word our as if it were a sight word. I might have students practice using are and our in different writing assignments so they learn how to distinguish the two words. Before I let students leave the carpet to write their sentences, they had to tell me a sentence using the word are correctly. In hindsight, it may have been better to introduce the sight words they and are in the same lesson and then have students practice inserting the words into already written sentences (as provided by the curriculum) first. Then on the following day, I might have them write sentences with are. Students rose to the challenge, nevertheless. I will just especially need to revisit the word are several times. Instead of using the word go for transitions, I am going to try to use the word are for transitions for a few days. I will also try to point out are in read-alouds and emphasize it when asking questions or making statements (e.g. Are we going to beat the timer? ). Finally, I did not take time to debrief with peer sharing at the end. I think peer reading is significant not only for building literacy, but also for developing public speaking skills. In the future, I would like to ensure that the lesson is followed by some peer sharing, either in small groups or large group. 4

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