Lesson1mjohns

[|Filamentality] Name:_Melissa Moreno

2.Customize and personalize learning activities to address students’ different learning styles, working strategies, and abilities using digital tools and resources at home or school. || What is echo reading? Can you fill in the missing word? || Student will re tell a story that has been heard. Students will recognize predictable events Students will develop narrative and visual message by filling the blank ||
 * **Lesson Title** || **ReadingFil/amentality** ||
 * Subject Area: || ELA ||
 * Grade Level: || Kindergarten ||
 * Unit Title: || English Language Arts/ Filamentality, Phonemic Awareness, Phonics, Vocabulary and Writing ||
 * GLCEs/ HSCE: || **S.DS.00.02** briefly tell or retell about familiar experiences or interests focusing on basic story grammar or main ideas and key details. **W.PS.00.01** develop originality in oral, written, and visual messages in both narrative (e.g., natural language, expressed sentiment, original ideas) and informational writing (e.g., listing, naming, describing). ||
 * METS-S/NETS-T || 1.Design and develop age learning experiences and assessments
 * Essential Questions || What is share reading?
 * Objectives: || Student will identify characters and setting in the story by naming them.
 * Tools and Resources: || **Tools:** //Trix the Cat//

**Optional resources**: worksheets, smart board, [|Starfall.com] [|Filamentaliy] || (Artifact: link to real world, website, book, picture, etc.) || 1. Students will be asked to sit down at the carpet and pay attention. 2. Teacher will read aloud and point while reading. 3. Teacher will read a sentence and the children echo what she just read while she pointing to the words on smart board. || (Factual information/Vocab Includes sample feedback loop) || 1.During reading the book Trix the Cat, I will explain that the main character //**Trix the Cat**// is found within different places throughout the story. 2.Have the children predict where Trix might be found using the pictures displayed. 3. The teacher reads each line and the children assist her in placing Trix the cat in the correct position on the picture. 4. Read the story again with Trix the Cat in the correct position. The teacher reads and students will join in as they are able to figure out the story. || (Includes multiple intelligence strategy: Hands-on, small groups, reteaching strategy) || 1.Teacher will identify main characters and setting 2. Teacher will ask students for prediction events in the story. || (Detailed directions on how to complete activity) || 1. After Anticipatory setting, I will pass out writing paper and have them complete fill in the missing word or phrase. 2. Students will identify by writing topics based on book and end lesson with writing/drawing with detail. 3. At the end students will draw and share their writing with other students by reading their stories aloud. 4. Students will participate in online activity. ||
 * Rationale: || At a very young age, it is very important to get a child interested in books and learning proper reading habits. Identifying letters in the alphabet, how they sound, and what words are formed eventually are good reading strategies can improve reading to a child. Reading outloud gives them the chance to widen their vocabulary, and at the same time, you can have a good idea of your child’s level of listening and understanding skills. ||
 * || **Sequence of Activities:** ||
 * Anticipatory Questions/Activity: || After reading the book and shared reading is done, as a whole group activity the teacher will provide a supportive and encouraging environment. The text should be fairly repetitive and predictable so the children can experience success in reading. The reading selection is displayed on the smartboard for all the children to view. ||
 * Body of Lesson Plan:
 * //Segment #1//**
 * **//Segment #2//**
 * **//Segment #3//**
 * **//Segment #4//**

Trix the Cat