Objective+Three

Lesson Three

by the letters of the alphabet. R.WS.00.04 use grapho- phonemic (letter-sound) cues to recognize a few one-syllable words when presented completely out of context. Begin to associate letters and sounds, particularly initial and final consonants. || NETS-T 2. Design and Develop Digital Age Learning Experiences and Assessments c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources || Using the vocabulary word of the week students will sound out each letter as they are writing the word down as a class || Smart board, worksheet ||
 * Phonics Lesson || R.WS.00.03 understand the alphabetic principle, that sounds in words are expressed

by the letters of the alphabet. R.WS.00.04 use grapho- phonemic (letter-sound) cues to recognize a few one-syllable words when presented completely out of context. Begin to associate letters and sounds, particularly initial and final consonants. || 2. Design and Develop Digital Age Learning Experiences and Assessments c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources || What are the sounds to the letters that make up the vocab words of the week? || 2. The teacher will bring up the prezi and the begin talking about how letters make sounds and give some examples such as the letter a and the sound of the letter a /a/, b /b/, c /c/ and so on. || 2. This will go on until all the words have been spelled correctly and all of the letters have been sounded out correctly 3. Once completed, the teacher will hand out the vocab handout to the students. || 2. As the students finish the front half the will be instructed to go to the back. And start on that half of the paper. Practicing writing the words three more times after tracing the dotted trace word. 3. As the students finish up, they will have to bring up the work sheet and sound out random letter sound on the work sheet that students spelled out the words on. ||
 * Unit Title || The Old Lady Who Swallowed The Fly (week) ||
 * Lesson Title || The Old Lady Who Swallowed The Fly ||
 * Subject Area || Phonics ||
 * Grade Level || Kindergarten ||
 * GLCEs/ CCRS || R.WS.00.03 understand the alphabetic principle, that sounds in words are expressed
 * METS-S/NETS-T || NETS-T
 * Essential Questions || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Using the vocabulary words of the week.
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Objectives || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">After the teacher has read the (The Lady Who Swallowed The Fly) story to the students, students should be able to recognize specific words used in the story and spell the words by the sounds of the letters that make up the word ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Tools and Resources: || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Computer access, smart board, Prezi presentation, vocab sheet and writing utensil ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Rationale || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">This lesson is to show that the students can recognize words that are used in everyday life. ||
 * || **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Sequence of Lesson: Beginning – Middle – End ** ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Methods of Instruction || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Students will stay seated. And during the prezi will volunteer to come up and spell the word that the picture depicts and class will write the words as the student does on the board ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Anticipatory Set || * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Students may not remember the story / or the words
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Students may ask to read the story over again, they can but not as a class, they can read it again either by themselves or in a small group. ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Beginning of Lesson (connection between anticipatory set and new lesson/ learning – setting purpose) || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">1. The teacher will introduce assignment by reminding the students about how they had read the story The Old Lady Who Swallowed The Fly. And that there was some words that they should have remembered.
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Middle of Lesson (connection to previous lessons/ new lesson/ learning- information) || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">1. The teacher then will ask for students to raise their hands if they now what the first picture is and if they could come up and write it on the board, and spell out the word but while spelling out the word to make the sound of the letter that they are writing down.
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">End of Lesson (Conclusion – connection to future lessons/ learning and recap of learning) || # <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">1. The students will complete the first half of the sheet and when done they will color the pictures on the front.
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Student Handout/Rubric || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">same handout done on vocabulary lesson ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Student Work Product/ Sample || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">N/A ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Assessment || <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Students followed along during the interactive part of the lesson and then the Students have completed vocab sheet and have written vocab words out at least three times on back of sheet. when completed students will get verbally check by the teacher by making the letter sounds in a one on one setting ||
 * || **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Lesson Differentiation: Above, Below, and Special Needs ** ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Academically Gifted || **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Student above benchmark in the following academic area(s): **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;"> the student will have a list of harder words for them to work on for that week. But it will look the same so that the other students won’t know much of a difference. ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Delayed Learner || **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Student struggles in the following academic area(s): **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;"> the student will work with the teacher on the words that the student has a hard time working on ||
 * <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Certified Special Needs || **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">Student is certified in the following area(s): **<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 21px;">the student will work on understanding the letters and sounds to the letters form the words of the week or where they have left off. ||
 * [|Details]
 * [[file:rdmmedia/Kdg vocab sheet.docx|Download]]
 * 231 KB

[|Prezi Sample]

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 * C.D.C's Lesson One **
 * C.D.C's Lesson Two **
 * C.D.C's Lesson Four **
 * C.D.C's Lesson Five **