Lesson Designs
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Pop Pop Popcorn
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Emergent Literacy Design
Rationale: This lesson will help children identify /p/, the phoneme represented by P. Students will learn to recognize /p/ in spoken words by learning a sound analogy (popcorn popping) and the letter symbol P, practice finding /P/ in words, and apply phoneme awareness with /P/ in phonetic cue reading by distinguishing rhyming words from beginning letters.
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Materials:
Primary paper with letter P written in highlighter
pencil
Poster board saying “Penny’s pet parrot likes popcorn”
Word cards for group assessment: POT, LONG, PULL, PAN.
Book: My P Book by Jane Belk Moncure
Crayons/markers
Worksheet assessment
Word cards for individual assessment: PAST, PULL, PAN, POT, PICK
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Procedures:
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Say: Our written language allows us to say, spell, or read anything! The tricky part is learning what letters stand for—the mouth moves we make as we say words. Today we're going to work on spotting the mouth move /p/. We spell /p/ with letter P. P sounds like popcorn popping on the microwave or stove.
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Let’s pretend like our hands are pieces of popcorn (make closed fist and spread fingers) to /p/. When we say /p/ our lips are closed and we blow air out through our clenched lips.
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I will show you how we can hear the sound /p/ in a word. I am going to slowly say the word pet and I want you to listen for the sound of the popping popcorn. (Ppp- eee – ttt). I felt my lips touch and I blew air out. Now let’s try it together.
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Now let’s try a tongue tickler. (this will be on board). Penny’s pet parrot, Pat, likes popcorn. Penny’s pet parrot named Pat was super hungry one day. The only food Penny had was popcorn so she fed it to Pat. Pat went crazy over the popcorn and Penny found out it was his favorite food! So, our tongue tickler is “Penny’s pet parrot, Pat, likes popcorn. Let’s say it together 3 times. Now let’s say it using our popping popcorn motion with our hands. “Penny’s Pet Parrot, Pat, likes PoPcorn.” Now let’s try it again, but this time we are going to break /p/ off from the word. /p/enny’s /p/et /p/ arrot, /p/at, likes /p/o/p/corn.
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(Students will take out pencil and primary paper). We use the letter P to represent /p/. Let’s practice drawing that letter! (modeling) First to make a capital P we will go down to the ditch, pick it back up, and go around the fence. To make a lower-case p we start at the fence, go straight down to the ditch, come up and put his chin on the sidewalk. Now I want you all to practice. (students will first trace over a P written in a yellow highlighter with a different color marker, making it a different color. Then they will write them independently). First trace the P and try to draw 3 capital P’s and 3 lowercase p’s.
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Have students answer if they hear /p/ in song or push? Pig or dog? Pink or blue? Now let’ see if you can spot the mouth move /p/ in some words. Pop your hands when we hear /p/. The pretty princess pranced to the prince.
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Let’s look at a fun book, My P Book. Book Talk: Little P is a little girl who has an empty box and she wants to fill it with all things beginning with the letter /p/. Listen closely for the /p/ sound. Every time you hear it, I want you to do the popping popcorn motion with your hand.
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Show POT and model how to decide if it is pot or dog by stretching out both words. The /p/ tells me to pop the popcorn, so this word is p-ot. Now you try. LONG: long or past. PULL: hit or pull. PAN: pan or sun? I will have students raise their hand to answer and call on them individually.
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For assessment, I will distribute a worksheet. Students will color the picture that begins with the letter P. While the students are working on completing the worksheet, I will call on students individually to read phonetic cue words. (word list: PAST - past or long, PULL- pull or hit, PAN- pan or sun, POT- pot or dish, PICK - pick or clock)
References:
https://www.kidzone.ws/kindergarten/p-begins2.htm - Assessment
Moncure, Jane Belk., and Colin King, My P Book. Scholastic, 2001. https://www.youtube.com/watch?v=cied0KLjBM4&t=5s - Book
https://www.education.com/lesson-plan/practicing-p/ - Lesson plan
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Amber Glass, "Gulping Grape Soda With "G". http://ang0018.wixsite.com/mysite/emergent-literacy
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“ahhh”, Oliver is sleepy
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Beginning Reading Design
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Rationale: This lesson will teach students the vowel correspondence o=/o/. Learning vowel correspondences is crucial for students because it allows them to map out the pronunciations through spellings (the alphabetic code). Research has proven that decoding leads to sight words, and sight words leads to reading comprehension. With this lesson, students will learn to recognize, read, and spell words that contain the short o vowel correspondence. First, students will learn to recognize the short o correspondence by using a meaningful representation of the phoneme with a hand gesture (covering hand over mouth while yawning). Students will spell words with a letterbox lesson and apply understanding by reading a short o decodable book orally.
Materials:
Image of person yawning
Whiteboard (for modeling letterbox)
Sentence “The dog chomps on his bone” written on paper
5 construction paper letterboxes
Letter manipulatives for each student of letters l, o, t, d, r, p, b, s, s, a, g, c, h, m
2 cover up critters
Poster with word frost written on it
List of words on note cards (lot, drop, boss, dot, drag, chomp, fross, and lock)
Decodable book – Doc in the Fog (enough for pairs)
Worksheets
Procedures:
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Introduce phoneme/hand gesture Say – once we learn to read, we are able to pronounce words that we see in written text. We have already learned some of our vowels, a=/a/, e=/e/, and i=/i/, but now we are going to learn that o= /o/. The short o makes the sound “ahhh” like a person yawning. Show the graphic and demonstrate hand gesture of covering mouth when yawning. We are going to use this to remember that the short o says “ahhh” (o=/o/).
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Recognizing phoneme in spoken words Say – Before we learn to spell words with the short o, we must first recognize them in our spoken words. When we listen for /o/ In words, we need to listen for the yawning “ahh” sound. We can also notice the movements that our mouth makes. When I say /o/, my mouth opens up wide and air comes out. Demonstrate this to the students with hand gesture. Now I want you all to say /o/ and notice how your mouth does the same thing, remember to use your hand gesture and pretend like you are yawning. Great, now we are going to practice hearing /o/ in words. First, I will show you. say – clock. I felt my mouth open wide and air came out, so there is a short o in clock. What about dome? My mouth did not open wide and I did not hear “ahhh”, so there is not a short o in dome. Now I want you all to try. I am going to give you 2 words and I want you to tell me which ones you hear the short o in. Say words: jog or pat, pop or dab, home or dog, frog or fish, slog or trap, feet or slob. Now I’m going to say a sentence and I want you all to do the hand gesture when you hear the short o. Oliver the octopus loves opera.
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Spelling and reading words- modeling Now that we have practiced hearing /o/ in our spoken words, we are going to practice spelling words with the short o using letterboxes. Let’s say I want to spell the word flock. (model on board). The flock of bird flew right over our heads. Before I can spell flock in the letterboxes, I need to know how many phonemes are in the word. When I stretch out the word /f/ /l/ /o/ /ck/, I hear 4 phonemes so we will need 4 letterboxes. I heard /o/ just before the ending sound /ck/ so I am going to put it in the third letterbox. I hear /f/ at the beginning of the word, so I am going to put that in the first letterbox. When I sound out the word, /f/ /l/ /o/ /ck/ , I hear /l/ right after the /f/ so I am going to put that in the second letterbox. At the end I hear /ck/ so that should go in the last letterbox. Let’s see what we have spelled - /f/ /l/ /o/ /ck/ - flock! (Display poster with the word frost written on it). Now let’s read the word. (using 1-2 cover-up critters). I’m going to start with the vowel in the middle; the o says /o/. Now I’m going to stretch out the beginning part, /f//r/. I add those sounds together with the vowel, f-r-o, to get /fro/. Now I’ll look at the ending sounds, /s//t/. When I blend it all together I get /fro/-/st/, frost!
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Model crosschecking for students- We can also use crosschecking if we are unsure of the word we are reading. Display the sentence “The dog chomps on his bone.” Read the sentence as “The dog champs on his bone.” Oh, the dog chomps on his bone.
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Student spelling words Say- Now that I have showed you how to read and spell words with the short o, I want you all to try. I want everyone to take out their letterboxes with their letter tiles. First let’s get out three letterboxes and line them up on your desk. I want you all to spell the word “lot”. I drove the car off the lot. Wait a minute and then call on student to say which letters went in what three boxes. Now I want you all to spell the word drop. Walk around and check students work. Do this for the words (3) dot, lock, boss (4) drop, drag and chomp. – explain to them that they can add more boxes when needed
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Student Reading Words Say – Once we learn how to spell words because it helps us create a pronunciation that allows us to read words. Next, we are going to read all the words we just learned how to spell. Show word cards with the words lot, drop, lock, dot, boss, drag, chomp, and the psuedoword fross. Students will read these words together.
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Decodable book practice Say- now we are going to read a book called Doc in the Fog. Doc is a magic wizard who can change many things into another with his magic wand; let’s read to find what he changes things into. Let’s read in groups. Students will be paired up in groups of 2-3 and they will alternate each page. Teacher will walk around and check. After, we will read as a whole group and openly discuss each page.
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Assessment Say- That was a fun story. You have all done such a good job learning short o, but we have one last thing to do. I am going to call you all to my desk one at a time to read a few pages from Doc in the Fog. At your desk you will write three words that contain the short o vowel. If you need help thinking of words you can pick words from doc in the fog. Collect worksheets to check for student understanding. If students finish in time they will also complete a worksheet to where the circle the word that contains the short o and write a sentence using the word to their best ability.
References:
https://www.myteachingstation.com/short-o-sound-worksheet - worksheet
https://www.easyteacherworksheets.com/pages/pdf/languagearts/phonics/longoshorto/5.html - second worksheet
Cushman, Sheila. Doc in the Fog. Carson, CA. Educational Insights, 1990. Print. – Book
https://www.brighthubeducation.com/lesson-plans-grades-1-2/102867-short-o-sound-phonics-lesson/ - Lesson Plan
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Hopping into Fluency
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Growing Independence and Fluency
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Rationale: When working towards becoming a stronger reader, we want to become more fluent. When we are fluent readers we are able to recognize the words quickly and accurately. Becoming fluent is an important step when reading. When we begin to read fluently, we are able to better understand the meaning of the text rather than spending time decoding words. Students will learn to read fluently by decoding, crosschecking, rereading, and mental marking. Being a fluent reader allows the student to enjoy the story more by being able to comprehend better.
Materials:
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Timers (enough for pairs)
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Pencils
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Paper
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Peer fluency sheet (enough for every student)
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Copies of Its Not Easy Being a Bunny (enough for every student)
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White board and markers – reading questions written on board
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Poster with “The bunny hopped all the way to the rail road tracks” on it.
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WPM chart printed out (every student)
Procedures:
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Say – Today we are going to learn how to become a fluent reader. When we become fluent, we can begin read all types of books. When we are fluent we can read effortlessly and with expression towards the story. Whenever we become fluent, we can improve our reading comprehension. This means that we will understand the stories we read.
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Now let’s practice fluency with this sentence I have written on this poster. Poster will say - “The bunny hopped all the way to the railroad tracks.” Now I am going to read the sentence out loud and I just want you all to listen right now. Then I want you to think about if my reading sounds fluent or not. “The bunny hopped all they way to the rr--ii-lll rod tracks.” “The bunny hopped all the way to the ril rod tracks”. Wait, that doesn’t make any sense. (Re read sentence clearly.) Oh, the bunny hopped all the way to the rail road tracks. See how when my sentence did not make sense, I went back to read it and I figured it out. This strategy is called crosschecking and I want you all to do this when you see that what you read is not making sense.
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Say- Raise your hand if you thought I was a fluent reader when I read the sentence the first time? (wait) For those of you who have your hand down, you are right I wasn’t! I read the words slowly and did not decode them correctly and the sentence did not make any sense – ril rod tracks are not even a real thing. But the second time I was fluent because I read it effortlessly and the sentence made sense.
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Now that we have learned what a fluent and non-fluent reader is and what each of them sounds like when reading, we are going to practice our fluency. We are going to practice by reading the book It’s Not Easy Being a Bunny. This is a story about a bunny and his name is P.J. He thinks he has a really hard life being a bunny, so he decides to run away and become something else other than a bunny. Let’s read to find out what he gets into.
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Now I am going to pair you up with a partner so we can all begin working on our fluency. Give each student a peer fluency sheet and a timer. Whoever is oldest in your pair is going to read first. Whoever is not reading, I want you to keep track with the timer. (Demonstrate how to work timer). Whoever is reading will read three times and then you will switch. The first time you read, do not time your partner, just listen. Then I want you to time the second and third time and I want you to write their time down and write if they have expression and fluency. Write down any changes you notice with the second and third reading. After you both are finished reading, I want you to talk through what you wrote down. Listen to what your partner has to say.
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Repeat directions one more time and ask if there are any questions. Be respectful to your partner and listen when they are reading. Try your best when you are reading so we can all improve our fluency and become great readers. Remember it is okay to use decoding and if the word does not make sense remember to crosscheck. If there are no more questions, you may begin.
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Teacher walks around to make sure students are following directions. Once groups are done, collect peer sheets and calculate fluency/WPM by using the formula – words x 60 / seconds.
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After students are done, call up students individually to assess their fluency. Be sure to tell them how their fluency has improved. Give them a WPM graph and put a star where they are at to encourage motivation. Students who are done reading will be completing answering the following questions about the book. (Have these questions written on the board)
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Give 2 reasons P.J. did not want to be a bunny anymore.
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Why did P.J. not want to live with the birds anymore?
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What did the possums like to do?
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What did the skunk do to P.J?
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Was P.J. happy to return back to his bunny family?
Fluency checklist:
Title of book: ______________________
Student’s name: ____________________ Date ________________
Partner’s name: _____________________
After 2nd Reading After 3rd Reading
________________ ________________ Remembered more words
________________ ________________ Read faster
________________ ________________ Read smoother
________________ ________________ Read with expression
(Words x 60)/seconds=WPM
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Correct Words Per Minute
References-
Sadler, M. (2004). It’s not easy being a bunny. Liviona, MI: Seedlings Braille Books for children.
Bailey Sartin, Finding Fluency. https://sartinbailey27.wixsite.com/mysite/finding-fluency
http://wp.auburn.edu/rdggenie/home/lessons/fluency/
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Sharky Summarization
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Reading to Learn Lesson Design
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Rationale: When working towards becoming a stronger reader, we must be able to comprehend what we are reading. When a student begins reading for comprehension, they are no longer reading to practice decoding, but are reading to learn. In this lesson, students will practice summarizing by deleting trivia and redundancies, superordinate items and events, and compose a message that covers what the writer is saying about the topic.
Materials:
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Pens for each student
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Highlighters for each student
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Paper for each student
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“Great White Shark” article for each student and teacher
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Smartboard
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Whiteboard, expo markers
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Rubric to grade each student’s summary
Procedures:
1. Say- Okay class today we are going to practice summarizing what we read. Summarizing means that we take out all of the small details in the text and focus on the main ideas, this makes it easy to retell a story to someone. When we are summarizing we should look for the important details, such as important characters, and main topics. We are going to practice doing this ourselves.
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2. Say – I am giving you each an article about great white sharks. (pass out article). Great white sharks are the largest predatory fish on earth. Does anyone know what predatory means? Correct, it means that great white sharks eat other animals. This article is going to tell us many facts about great white sharks including shark attacks, what they eat, and where they live. Let’s read the first section together-(printed below step 3). (Teacher reads aloud).
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3. Say- Okay so who thinks they can tell me some important things mentioned in the first paragraph? (Give students time to answer and write their answers on the board). Good job, now I am going to put what I think on the board. I am going to cross out what is unimportant in red and highlight what I think is important in yellow.
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-Great whites are the largest predatory fish on Earth. They grow to an average of 15 feet in length, though specimens exceeding 20 feet and weighing up to 5,000 pounds have been recorded.
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4.Say- The first sentence is telling us what the paragraph is about, the fact that the great white are very large animals. This is the main idea of the paragraph so I highlighted that. The. following statement tells us supporting details about how large they are.These facts are not important for summarizing because we are only looking for the main idea. Think about it like a table and the main idea is the table top and the legs are the details. (Pass out main idea table image).
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5. Say- in one part of the text the author is discussing the sharks prey and how they eat it. When summarizing this part instead of saying “sea lions, seals, small toothed whales, and even sea turtles, and carrion” you can just say prey, because all of these animals are prey to the shark and we are going to try to keep our summaries short. This can be referred to as an umbrella term. It covers many different words that all belong to the same category. So, to practice, what would be an umbrella term for dogs, cats, hamster, and fish? Yes, pets.
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6. Say- Now you all are going to practice summarizing on your own. I am going to give each of you a pen and a highlighter. Remember to do what I did on the board – cross out small details and highlight the main ideas.
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7. Say- When you are done marking the article, I want you to summarize the whole article in 4-5 sentences. Only used the information that you highlighted, and put the summary in your own words.
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8. Say- Before we start reading we are going to go over some vocabulary words that you may not be familiar with. I am going to write the words and definition on the board and I want you to write them on your paper as well. Now let’s talk about the words.
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Vulnerable= susceptible to physical or emotional attack. So, since a baby gets sick often, he/she is vulnerable to a sinus infection. In other words, it is very easy for a baby to get a runny nose. A big elephant would not be vulnerable in a fight with a frog. The elephant could easily just stomp the frog. So, do you think that a lion is vulnerable when fighting an antelope? Correct, he’s not. So, despite misconceptions, sharks can be very vulnerable creatures.
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Victims= A person/animal who is harmed from an attack. So, a fish would be the victim against a great white shark whenever the shark was ready for lunch. Do you think that a big lion is a victim to many animals in the jungle? You’re right, he’s not. All of the other animals are victims to him. If I ever went to the jungle and came face to face with a pack of lions, I would probably be the victim.
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9.Say - Now we can begin summarizing. Whenever you are done I will collect your summary and then you will complete the open-ended questions written on the board about the article. (write assessment questions on board while students are working on summary).
Assessment:
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Why are most shark attacks not fatal?
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How did Great white sharks get their name?
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What features make great whites so good at detecting prey?
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Why are the numbers of great whites decreasing?
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What is one misunderstanding that humans have about great whites?
Rubric for summary
The student…
Yes or No
Crossed out unimportant, small details
Highlighted the main ideas of the passage
Organized summary with main ideas only
Summary was no more than 5 sentences
References:
“Great White Shark”. A Guide To Kentucky’s Mammoth Cave National Park, National
Geographic, 21, Sept. 2018, https://www.nationalgeographic.com/animals/fish/g/great-white-shark/
Raven Hunter, Gaining Words of Wisdom.
https://bpc0009.wixsite.com/readingdesigns/copy-of-growing-independence-and-fl
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