Learning about Words Language Arts Kindergarten 10-day Unit

Learning about Words

Language Arts Kindergarten 10-day Unit

Teacher Work Sample Level 1

Level 1

Educ 3100 October 3, 2005

Contextual Factors

As far as contextual factors go, there are a lot of things that contribute to a

classroom. I think one of the biggest factors that plays into the classroom is the teacher

and her personality. This can be a help or a hinder to the children in the classroom.

Along with this, how the teacher has the classroom set-up will play a huge role in the

children and their attention spans.

If the walls of the classroom are covered in posters and colorful, busy things, the

students may get distracted and they may not be able to pay attention very well. Some

children work well in groups, and other children work well by themselves, so the desks

and classroom set up in that sense is important too, so the children aren’t lost and

confused because they aren’t comfortable in their environment.

One thing that I noticed in my field experience is that Mrs. Passey, the 1st grade

teacher that I have been going to, has decorated her classroom with lots of bright colors

and things. It is very busy, but it is things that the children are able to refer to when

necessary, such as alphabet, numbers, colors, etc. I think that the one thing that is

effective for Mrs. Passey’s classroom is that she has placed the posters and things up so

high that they aren’t at the children’s level and in my opinion, the children only look at

them when they are extremely bored or when they need to refer to them for some reason.

Another thing that I noticed from my field experience is that the parents can be a

distraction or they can add to the classroom. There was one little boy who was late one

day and his mom brought him in and she stood by the door and watched him put his

backpack away and she waited until he joined the class and then she stood there and

watched him. I noticed the children kept looking at this mother wondering what she was

doing and I could tell they were distracted by her. Parents can be a huge asset to the

classroom though because they can help with things that the teachers need help with, and

they can provide support to the children.

I think another factor that comes into play in the classroom is the individual

children’s challenges. There are a couple kids in my field experience classroom who are

ESL children. They struggle with learning because they are not only trying to learn

reading, math, etc., they are also trying to learn a language. Additionally, some children

have challenges that other children don’t. For example, one student’s parents may be in

the middle of a divorce. This will have a huge effect on that child because he will not be

himself. He may seem distracted, etc.

These are just a few of the contextual factors that I have observed in my field

experience, but on thing is for sure, there are so many factors that play into a classroom

and each classroom is a little bit different.

Educ 3100

November 30, 2005

Miss Kindergarten Class Room # 101

Course Description and Goals:

• Demonstrate a positive learning attitude. • Develop social skills and ethical responsibility. • Demonstrate responsible emotional and cognitive behaviors. • Develop physical skills and personal hygiene. • Understand and use basic concepts and skills. • Communicate clearly in oral, artistic, written, and nonverbal form.

Homework: Your child will occasionally bring home homework and daily work from class. Please take time to go through it with your child and give him/her the help that is needed so that he/she knows you are interested in what is going on at school. Attendance; The students are expected to be in class everyday. If there is an emergency where your child is not going to be at school, please let me know ahead of time. If they aren’t in class, please either call or send a note to school with your child. Please try to have your child at school every day on time. Classroom rules 1. Eyes are watching carefully 2. Ears are listening quietly 3. Raise your hand when you have something to say 4. Lips are quiet as can be. 5. Hands are to self and belong to me. Volunteers I love to have volunteers in my classroom. Volunteers are welcome and are such a great help! I will have a sign up sheet for those parents who are interested. Volunteers are to check into the office before coming into the classroom. Grading Scale: 4- 100%-85% 3- 84%-70% 2- 69%-50% 1- Below 50%

Part of the child’s grade will be determined by the amount of participation that he/she puts in. Participation is an important part of their grade, so make sure that your child is here so that he/she can get participation points. Videos: Occasionally, we will be using short, “G” rated, videos to support our kindergarten curriculum. I will send a note home to have you sign to approve of the video. If this is unacceptable to you, please contact me within the first two weeks of school. I have read and I understand the class policies for my student ____________________. Student Name ____________________________________ Parent Signature ____________________ Date

Educ 3100

Level 1

Align Objectives with Evidence Subject: Language Arts Grade: Kindergarten Unit: Phonological and phonemic awareness State standards and objectives: Standard III Phonological and Phonemic Awareness- Students develop phonological and phonemic awareness. Objective 1 Demonstrate phonological awareness.

2. Recognize words beginning with the same initial sound in an alliterative phrase or sentence (e.g., Six snakes sold snacks and sodas.)

3. Identify and create a series of rhyming words orally (e.g., cat, bat, sat, ____). Objective 2 Recognize like and unlike word parts (oddity tasks).

1. Identify the word that does not rhyme in a series of words (e.g., bat, cat, sat, pig). 2. Identify the words with same beginning consonant sound in a series of words

(e.g., man, sat, sick) and ending consonant sound (e.g., man, sat, then). Day Objective Assessment (Evidence)

Day 1

Give Students a worksheet with pictures of rhyming words. Have them circle the things that rhyme.

Day 2

Identify and create a series of rhyming words orally (e.g., cat,

bat, sat, ____).

Hunter media enhanced lesson plan

Have the students write or draw things that rhyme with what they have already circled from their

previous worksheet, and they can also come up with a word that

rhymes with the words that had no rhyming partners.

Day 3

Given a worksheet, have students circle the word or picture that

doesn’t rhyme.

Day 4

Identify the word that does not

rhyme in a series of words (e.g., bat, cat, sat, pig).

Students will draw things that don’t rhyme. They can draw things that

do rhyme to contrast.

Day 5

Have the children in class underline on the white/chalk board the first beginning sound on one word that is repeated. Let the students take turns until they have identified all

alliterative sounds.

Day 6

Recognize words beginning with

the same initial sound in an alliterative phrase or sentence

(e.g., Six snakes sold snacks and sodas.)

4MAT lesson plan

Have the children create an alliterative sentence such as a

tongue twister.

Day 7

Orally have the children pick out words that have the same beginning consonant sounds from a sentence.

Day 8

Identify the words with same beginning consonant sound in a

series of words (e.g., man, sat, sick)

Have the students identify same beginning sounds. This can be rhyming or non-rhyming words. Give them a sentence with same

beginning sound words.

Day 9 Orally have the children pick out words that have the same ending

consonant sounds.

Day 10

Identify the words with same ending consonant sound (e.g.,

man, sat, then).

Hunter lesson plan

Have the students identify same ending sounds. This can be

rhyming or non-rhyming words. Give them a sentence with same

ending sound words. Summative Assessment

Students understand the concepts of print and phonemic awareness.

In class or at home with parent(s), the student will complete the

enclosed summative assessment worksheet.

What enduring understandings or big ideas do you want students to understand? Words are made up of letters that are put together to mean something. Sentences are made up of words. Some words rhyme and some have alliteration. What key knowledge, skills, and dispositions will students acquire as a result of this unit? Knowledge: Identify words that rhyme vs. words that don’t rhyme Identify that words that begin with the same sound are alliterative. Skills: Discriminate between rhyming and non-rhyming words. Constructs sentences on their own. Dispositions: Appreciates words and the variety of ways we can use them. Sees the importance of print and language and appreciates the way it works. Eager to use words and sentences in everyday life.

Educ 3100

Level 1 December 1, 2005

Hunter Model Rhyming Words

Kindergarten, Language Arts

Objectives: Identify and create a series of rhyming words.

Standard: Standard 3 Objective 1B

Anticipatory set:

Read Dr. Seuss’s book Fox in Sox. Ask the children to tell you something that they

noticed about the book that was a little funny or something that they noticed about the

words the author was using.

Teaching (Best shot):

Start out by saying words that rhyme, such as bat, cat, sat, fat, hat, etc. To make the

words familiar to the students, show pictures of the words as you say them. Try to

get the children to guess what the words all have in common. Talk about what

rhyming words are, and that they have the same sounds at the end. Explain that

words that sound the same usually rhyme words. Show more pictures and create

more series of rhyming words. Have the children raise their hands if they can think

of their own rhyming word to share with the class. Once there are no more ideas,

start off with a new word and let each child have at least one turn sharing a rhyming

word.

Guided Practice:

Break the students up into small groups or centers. Walk around the room and give

help wherever needed for the following activities. Spend time observing in each

group.

1. Give the first group a word to start with, and have them make a rhyme chain

like the one we did as a class, but with as many words as they can come up

with. They can help each other if they get stuck. When they run out of ideas

and can’t think of any other words to rhyme with it, the students can take turns

thinking of their own words to start the chain with.

2. Let the children play rhyme concentration. They are given cards facedown

and they turn two cards over, one at a time. When they find two cards that

have rhyming pictures on them, they put them in front of them in their own

pile. When all the cards are gone, the game is over. (If competition is okay,

the one with the most cards in front of them wins.)

3. Folder Games. In this center, the children are given the folder games called

“Rhyme Time” and “Rhyme Matching.” They have to match the rhyming

picture card to the other picture card that rhymes with it. They can take turns

each playing a round, and/or they can work together to solve it.

Closure:

Talk about how many rhyming words the children came up with and how fun it is

to find things that rhyme, and that almost every word has a word that rhymes with

it, even if it is a silly word, or one that is real.

Independent Practice:

Give the students a worksheet that has them identify words that rhyme. They will

be given an object and they are to circle the word(s) that rhyme with it. Then,

they will be given a couple of words that rhyme and they are to come up with

their own word that rhymes and they can draw it or write it with help from

parents. They can take the worksheet home as homework.

Day 1 and 2: Lesson Plan: Rhyming words

Correctives:

1. The students can come up with a word that rhymes with a list of words.

2. The students can read a book that has rhyming words. If they can’t read, they can look

at the pictures and think of a word that rhymes with a word on each page.

3. The students can write their own poem or make it up. They can draw it with pictures.

Extensions : When and if the children finish early, let them do one of the following

activities (or something similar):

1. play an educational board game

2. use the computer to play an educational game

3. read a book

4. work on homework from a different subject or day

Assessment:

Day 1: Give students a worksheet with pictures of rhyming words. Have them circle the

things that rhyme

Day 2: Have the students write or draw things that rhyme with what they have already

circled from their previous worksheet.

Rhyme

Name: ______________________ Date:_________________ Circle two of the following pictures that rhyme.

fox clock box Circle the picture that does not rhyme with the others

frog log fish Write or draw a picture of something that rhymes with hat, below.

hat rhymes with: _______________

Educ 3100

Level 1 November 16, 2005 4MAT Lesson Plan

Alliteration

Grade: Kindergarten

Course: Language Arts

Standard and Objective: Standard 3 Objective 1C

Materials:

• Alliteration worksheet

• Object picture cards

Procedure:

Complete the following steps/activities:

Connect:

Write the following tongue twister on the board:

Peter Piper picked a peck of pickled peppers.

Say the tongue twister “Peter Piper picked a peck of pickled peppers.” Repeat.

Each time you repeat it, say it faster and faster. Have the children repeat it with

you until they jumble it up.

Attend:

Ask the children what they think about the Peter Piper sentence we’ve just said,

and have them figure out what most of the words have in common.

Imagine:

Say the sentence again, but this time, have them imagine and pay attention to the

sounds their mouths are moving and making. Help them realize that “p” is the

sound that is being repeated.

Inform:

Explain to the children that we are experimenting with alliteration. Tell them that

alliteration is when the same beginning sound is repeated. Use the sentence

they’ve been using as an example: Peter Piper picked a peck of pickled peppers.

Practice:

Have them say the sentence again. Then, give them other sentences to say such as

Jack B Nimble Jack be quick, Jack jumped over the candlestick. These sentences

will help them figure out and understand alliteration.

Extend:

Now give the children examples of words that alliterate with people’s names that

aren’t in the class. Have them think of words that alliterate with their own name.

Talk about how some words may just be silly words, but they still alliterate.

Refine:

Put them into groups or centers where they can practice alliterative activities. In

order to separate them into groups, they have to be able to follow directions. The

teacher will say a word and the children go into the center when they hear a word

that alliterates with their own name.

Perform:

In groups, give them the following centers/activities:

1. Have them think of silly words and real words that alliterate with a certain

word. Have each child take a turn thinking of a word that’s silly and real.

2. Give the children a worksheet where they match pictures with the letter

that alliterates it. (This can be used as an assessment.)

3. Using picture cards, have the children group pictures with other pictures

that alliterate.

4. Engage the whole group and come up with at least on alliterative sentence.

5. Have the children think of a funny tongue twister.

Day 5 and 6: Lesson Plan: Alliteration

Correctives:

1. The students can complete a worksheet where they identify the alliterative sound in a

sentence.

2. The students can create their own tongue twister or alliterative phrase.

3. In groups or as a class, the students can read a Dr. Seuss or other book and identify

alliterative phrases. The children will make the sound of the alliterative phrase being

used.





7. read a book


Assessment:

Day 5: In class, have the children underline on the whiteboard or chalkboard the first

beginning sound on one word that is repeated. Let the students take turns until they have

identified all alliterative sounds.

Day 6: Give the students an oral sentence, and have them identify the same beginning

sound.

Alliteration Worksheet Name: __________________________ Date: ______________________ Connect the following pictures to the letter that is being alliterated.

B

C

H

M

Alliteration Worksheet Name: __________________________ Date: ______________________ Connect the following pictures to the picture with the same beginning sound.

Picture Cards

Educ 3100

Lesson Plan November 22, 2005

Ending Consonant Sounds

Language Arts: Standard 3, Objective 2B

Objective: Students will identify the words with the same ending consonant sound in a

series of words.

Anticipatory Set: Start out by saying words to the children. Make sure that all of the

words end with the same consonant sound. Ask the children to tell you what the words

have in common. If they don’t know continue to say words but this time, write the words

on the board. Keep using words until someone figures out that the words all have the

same ending last sounds.

Review Rhyming words and same beginning (alliteration) sounds with the children.

Explain to the children that rhyming words are different than the words we’re using now.

Rhyming words have the whole same ending sounds, but these words just have the same

very last sound.

Explain to them that even though these words may have the same sounds at the end of the

words, they don’t necessarily rhyme. However, most rhyming words do have the same

ending consonant sounds.

Have them visualize the words’ sound and fee how it sounds when you say it.

Guided Practice: Break the students into small groups or centers. Walk around the

room and spend time observing and helping wherever needed for the following activities:

Before breaking the class into small groups, give each child cards that they can color and

use in one of the centers. The cards should have matches with the same ending

consonant sounds.

• Give the group of kids a bucket or container of little toys or objects (such as party

favors). Have the children choose objects that have the same ending consonant

sounds. Have them find as many as they can.

• Using the picture cards that the children colored, have the children play

concentration. The object of this game is to find a match. The children will want

to find two cards that match with the same ending consonant sound. When they

find a match, they can keep them. The person with the most matches wins.

• Have the children create their own words that have the same ending consonant

sounds. Have them think of as many as possible. Their words can be silly words

if they’d like.

Closure : Talk about the differences in rhyming words, alliteration, and the new

words with same ending consonant sounds. Remind the children that the same ending

consonant sounds don’t always rhyme, but rhyming words usually have the same

ending consonant sounds.

Independent Practice : The children will complete the included worksheet with

minimal errors. They can take it home to complete or they may work on it in class.

The students may also take their concentration cards home and practice with a family

member or friend.

Day 9 and 10: Lesson Plan: Ending consonant sounds

Correctives:

1. The student will draw or write as many words as they can that have the same ending

sound as their name.

2. The student will think of two words that rhyme that have the same beginning, and

ending sounds, combined.

3. The students will draw pictures of things that do not have the same ending sounds.





11. read a book


Assessment:

Day 9: Orally have the children pick out words that have the same ending consonant

sounds.

Day 10: Have the students identify same ending sounds. This can be rhyming or non-

rhyming words. Give them a sentence with same ending sound words.

Same ending consonant sounds Name: ________________________________ Date: ________________________ Draw a line matching the pictures that have the same ending consonant sounds.

car

fan

rug

basket

bat

acorn

ear

bag

Summative Assessment Name: ___________________________________ Date: _________________

With your parent(s) or in class, complete the following worksheet.

Given the following sentence, answer the questions that follow.

Frank found five feathers on Friday on the ground.

1. Circle two rhyming words. 2. Underline two words that don’t rhyme. 3. Draw a box around the sound that is repeated at the beginning of the words. 4. Write the letter that is being alliterated in the sentence above: ______________ Circle two things that rhyme:

hat shoe bat

Circle two things that DO NOT rhyme

key bee book

Circle two things that have the same beginning sound :

spider snake cake

Circle two things that have the same ending consonant sound :

fan ear car

Learning about Words Language Arts Kindergarten 10-day Unit

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Transcript of Learning about Words Language Arts Kindergarten 10-day Unit