Kindergarten Reading: Phonemics, Phonics and Shared Reading

This lesson is based on the Houghtin Mifflin Harcourt Journeys Unit 5, Lesson 23 curriculum that is required by the Kenai Peninsula Borough School District. I have integrated technology and hands on activities to further engage students. This lesson fits into a monthly unit about change and a weekly theme about plants. Many of the phonics activities are based on the short e sound and blending to correlate with the curriculum. Big Idea: Change is all around us Essential Question: Why is the order of events in a selection important? Phonics: short e, blending Words to know: she, all Fluency: pause for punctuation

Kindergarten Reading: Phonemics, Phonics and Shared Reading

Time: 40 minutes

Alaska Standard:

Goal: Topic: Methodology:

Language Arts R1.1.a. Distinguish, reproduce, and manipulate the sounds in words. R1.1.b. Use a combination of the following to read and comprehend text: knowledge of phonics, alphabet, and alphabetic principle, e.g., recognition of letter shapes, letter names, letter/sound relationships, initial/final consonants, vowels, letter patterns; pictures and visual cues; sight recognition of high frequency vocabulary words; word structure, e.g., root words, prefixes, suffixes, rhyming words; language structure, e.g., word order, grammar; meaning structure, e.g., prior knowledge and context; text structure, e.g., read left to right. E.B.1 [K] 1.1.1.4. Orally blending syllables or onset-rimes. [K] 1.1.1.5. Orally blending separate phonemes. [K] 1.1.1.6. Identifying the first sound in a 1-syllable word. [K] 1.1.1.7. Identifying different speech sounds. [K] 1.1.1.8. Segmenting individual sounds in words with support. [K] 1.1.2. Identifying all letters by name and most common sound; orally reading some high frequency sight words. Students will blend, segment, and substitute phonemes; work with high frequency words; focus on punctuation in fluency in reading to improve their reading skills. Daily phoneme, phonics and reading Direct instruction, group participation, partner reading. Multiple intelligence theory is applied in differentiation.

Objective(s):
Students will Recognize beginning and ending phonemes in words Match objects with the same beginning or ending sound Connect phonemes with written letters Read fluently, pausing and stopping for punctuation

Student Assessment:
Participation Isolated instruction as needed to verify understanding

Materials: List all materials used, including technology.

o Houghton Mifflin Harcourt Kindergarten Journeys Teacher Edition Unit 5, Lesson 23 and corresponding decodable reader My Pet Dog o Items and bag (examples include pencil, can, plastic egg) o Technology: Smartboard interactive presentation (activities optional)

Activities: What will the teacher and children do to address the objectives? Introduction
Review the alphabet song Hold up alpha friends cards have students say sound and perform action for each letter.

Learning Activities
Phonics Skill 1. Say to students: this letter of the alphabet is in some messy words you know, like mucky, muddy, mopping and milk. What is my letter? (Mm) 2. Now tell me some letters of your own! (Differentiate by giving above level learners difficult words like x, y, z; below level learners can have more practiced letters or a letter another student has already demonstrated). Blend and segment phonemes 1. Listen: /h/ /u/ /m/. What is the word? Continue with dig, met, tan, duck, shop 2. Listen: gas. Show me with your fingers how many sounds you hear. Continue with tap, lock, check, pet, sip. Substitute Phonemes 1. Listen: tag. Change the /t/ in tag to /b/. What is my new word? Continue with /p/ in pen to /h/; /t/ in tan to /p/; /m/ in mop to /h/ and /f/ in fat to /r/. 2. Im going to say a word. Listen to the sound you hear in the middle. SET. What sound do you hear in the middle of set? Listen to these: pig, ten, ham, cat 3. Give students three signals. Raise their hands high if the /e/ sound is at the beginning, put them to their middle if they hear /e/ in the middle. Ten, elbow, bed, pen, egg, enter, bell, elephant, leg. Phoneme Isolation 1. Use a bag of objects, pull one object out of the bag. Ask students to identify the object. Ask them what sound they hear at the end of the word (/n/ for can). 2. Begin a chant by slapping knees and clapping hands with the object. For example, if the object was an egg: Egg slap knees, clap hands Egg slap knees, clap hands /g/ /g/ egg stomp three times 3. Continue the chant with everything in the bag. Alternate between beginning and ending sounds. Use middle sounds to differentiate for higher-level learners.

Shared Reading 1. Good readers pause for punctuation. I pause when I come to a period at the end of a sentence. It helps me better understand what I read. Good readers pause slightly when they come to a comma. a. Demonstrate reading through without pausing or stopping with a sentence on the board. Then read again, pausing and stopping at a comma and period (respectively). b. Have students get up and walk around the room. Have them pause when you say comma and stop when you say period. Use the word read to go similar to red light, green light game. 2. Have students come to the carpet and form a circle. Pass out the decodable reader My Pet Dog. a. Begin by looking at the first page. Can students infer from the title and cover picture what the story is about? b. Have students read all together. Pause and stop! Use corrections for words and fluency as needed.

Closure
Pair and share reading Have students read together in pairs. Select student pairs with high with low readers.

Add on activities:
High Frequency Word Our words this week are she and all. Spell she for me. Now spell all. From SmartBoard: Use the slide with the box to pull the following words out of for class to read: she, all, good, play, how, get, jet, red, bed, men, ten

Differentiation for special learners:

Kinesthetic learners: Young learners often need brain breaks and movement. I have incorporated movement into several areas of learning including body actions with letter sounds, moving around, clapping and more. This lesson will rotate movement with seated work. Multiple Intelligence learners: This lesson incorporates visual, auditory, kinesthetic, technology and interaction to meet the needs of multiple styles of learners including intra and interpersonal learners. Below level: Below level learners will have scaffolding through direct instruction; group work, and shared reading with a higher-level reader. Above level: Above level learners will be challenged with more difficult words during phoneme and phonic activities.

How is this lesson sensitive to cultural and language issues?:

At this time, all students in this class speak English as a first language. All activities are culturally sensitive in that they are culturally neutral.

For discussion with host teacher or supervisor: Examples of questions for prior to the lesson: What is the objective of the lesson? How will you know if the students have met the objective? The objectives of the lesson are that students will be able to recognize beginning and phonemes in words, match objects with the same beginning or ending sounds, connect phonemes with written letters, and read fluently by pausing and stopping for punctuation. During group instruction I will observe all students. Those not participating or those Im unsure of their understanding will receive solo words or sounds. Following group reading, if I need to further analyze students objectives I can listen to their paired reading or have them read to me. What provisions are you making for faster and slower learners? Faster learners will be challenged with more difficult words, letters and sounds. Slower learners will be given words/sounds that are easier or that another student has already modeled. By reading together, all readers can feel confident. During paired reading, slower learners can read with faster learners to get help on their words if needed. How does this lesson fit into the overall curriculum? This lesson builds on many of the phonic, phonetic and fluency skills the students have been working on throughout the year and will continue to work on during their time as students. It is tightly correlated to the required curriculum, yet makes allowances for special learners. Some of the items are routine and other aspects are unique to keep the lesson engaging and rewarding. Have you changed the lesson plan at all? I have adapted the Houghtin Mifflin Harcourt Journeys Unit 5 Lesson 23 day 3 lesson with additional learning opportunities. The additional movement and smartboard activities integrate action and technology into the reading lesson, making it more engaging for students of this age (5-6 years).

Examples of questions for reflection after the lesson: How did the lesson go? The lesson went really well. It was upbeat and the students were engaged. Certain elements, like use of the smartboard and the surprise bag, certainly held their attention and were a good hook (and rehook). There were the expected behavioral challenges but the students did well overall. Did the students meet the objective? How do you know? All students met the objective. During the exercises if I was unsure if a students participation or skill, I would give them their own word and assist if needed to help gauge their understanding. After the group reading I worked one on one or in a small group with the children that needed additional assistance reading their booklet. Were there any unexpected events? How effectively did you respond? There really werent any unexpected events. The behavior is typical of 5-6 year olds in a group setting. When a student would act out I use hand signals to try and quiet them without disturbing the group. If that is ineffective or more than one student is involved I have the whole class demonstrate what a good listener looks like. Comment on one student who did particularly well and one who did not meet your expectations. Why did this happen? What can you do to follow up with the student who did not do well? All of the students did well and met my expectations and objectives. One student, A, did an exceptional job always participating and being on task. Another student, C, was affected the most by having a new person in the classroom (the observer) and was more off task than usual. I used consistent management techniques to keep regaining his engagement and keeping the rest of the group participating in a positive manner. One student, M, has significant learning challenges and is far below his peers. During the phonics games I encouraged him and provided him a sound hint to help him finish his rhyme when he didnt do it correctly at first. He already receives intervention assistance and special help during class time. I believe he will continue to improve, as hes already shown great gains in all areas. Are there any changes you would make in this lesson if you could do it again? Why? This was a great lesson, I feel really good about the outcome. I would do it again and only change as needed to fit a new group of students. My observer recommended having two items in the surprise bag that rhyme in order to challenge above level learners. I think thats a great idea. In this lesson, it was the first time Id used the bag and I feel it was a good introduction that kept them wanting to do more. Next time I can spend more time on that exercise and add in differentiation with rhyming items. I could also tie them into my weekly themes, using pictures for animals, for example. I look forward to building on this surprise bag in my future weeks.