Lesson Plan Form - LBS 400

Candidate: Betty Ho

Subject: English

Grade level(s):

Language Arts

Kindergarten

Date: November 10, 2015

Standard:PrintConcepts
CCSS.ELALITERACY.RF.K.1
Demonstrateunderstandingoftheorganizationandbasicfeaturesofprint.
ComprehensionandCollaboration
CCSS.ELALITERACY.SL.K.1.A
Followagreeduponrulesfordiscussions(e.g.,listeningtoothersandtakingturnsspeakingaboutthetopics
andtextsunderdiscussion).
CA.CC.K.RL.

Reading Standards for Literature

Key Ideas and details

K.RL.1 With prompting and support, ask and answer questions about key details in a text
Reading Standards: Foundational Skills
K.RF.2 Demonstrate understanding of words, syllables, sounds (phonemes)
K.RF.2.c Blend and segment onsets and rimes of single-syllable spoken words.
K.RF.4 Read emergent-reader text with purpose and understanding

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

Students will understand the concept of reading left to right, and that there are spaces in between words.
Students will understand that letter sound of the word and match words to the picture. Students will acquire
print concepts.
II. LEARNING OUTCOME (Objective):
One to one matching, recognition of sight words, looking at the beginning letter sound of the word and
matching it with the picture in the book
Language Demands:
Reading aloud and sounding out the beginning letter. Verbal participation from each student. Should know
the vocabulary of sight words, and recognize words.
III. CURRICULUM CONNECTION: Students will learn how to read text and understand that text is
everywhere. And connect picture to text and will acquire print concepts.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Checking prior knowledge by showing the cover of the book and asking students about the cover (picture)
of the book and ask if they know what the book might be about.
Pointing to the tittle to check if students will be able to read the tittle with fluency.

Purpose: Students needs to understand that print concept is an important part to becoming a fluent reader.
B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
Step #1: _Read the title_ Moms and Dads__
a. T- input: Teacher will ask the students can anyone read the title of this book? pointing to the title.
a. T- model: Teacher will point to the title, reading from left to right. Moms and Dads
Teacher will ask questions do you agree that this is the title of the book? Thumbs up if you agree and
down if you do not
b. Student response: by giving thumbs up or down if they agree or disagree. Students will re-read the
sentence with T and pointing to the correct word.
Step #2: _Opening book to the cover page__
a. T- input: Teacher will ask students if they agree if cover page looks the same as the title page. do
you agree or disagree if they say the same thing?
a. T- model: Teacher will read the title aloud Moms and Dads Teacher will ask students if they think
the tittle of the cover page will be the same raise your hand if you agree
b. Student response: Students will raise their hands if they agree or disagree. Students will re-read the
sentence with T and pointing to the correct word.
Step #3: __Reading page 1_
a. T- input: Teacher will ask one student from the group to read page 1. who would like to read the
first page? mom is a bus driver Teacher will assist when needed. Pointing at each word, even if it is
incorrect. If there are more words than on the page keep point out the words to show that the students
have made an error. Or help with sounding out the letters.
a. T- model: Teacher will ask the group if the agree or disagree to give thumbs up or down. Teacher
will then read the passage aloud and pointing to each words as he/she read.
b. Student response: Student will respond with thumbs up or down and will try to correct if group
member is incorrect. Students will follow along with teacher and group, reading from left to right
touching each word. Students will re-read the sentence with T and pointing to the correct word.
Step #4: __Reading page 2_
a. T- input: Teacher will ask one student from the group to read page 2. who would like to read the
second page? dad is a builder
Teacher will re-read what the student just read. Teacher will assist when needed. Pointing at each
word, even if it is incorrect. If there are more words than on the page keep point out the words to
show that the students have made an error.
a. T- model: After the group re- read, teacher will ask the group if the agree or disagree to give thumbs
up or down. Teacher will then read the passage aloud and pointing to each words as he/she read.
Ask what do you think he is building? to keep engagement.
b. Student response: Student will respond with thumbs up or down and will try to correct if group
member is incorrect. Students will follow along with teacher and group, reading from left to right
touching each word.
Step #5: __Reading page 3_
a. T- input: Teacher will ask one student from the group to read page 3. who would like to read the
page 3? mom is a police officer. Teacher will re-read what the student just read. Teacher will assist
when needed. Pointing at each word, even if it is incorrect. If there are more words than on the page
keep point out the words to show that the students have made an error.

a. T- model: Teacher will ask the group if the agree or disagree to give thumbs up or down. Teacher
will then read the passage aloud and pointing to each words as he/she read.
b. Student response: Student will respond with thumbs up or down and will try to correct if group
member is incorrect. Students will follow along with teacher and group, reading from left to right
touching each word.
Step #6: __Reading page 4_
a. T- input: Teacher will ask one student from the group to read page 4. who would like to read the
first page? dad is a famer Teacher will re-read what the student just read. Teacher will assist when
needed. Pointing at each word, even if it is incorrect. If there are more words than on the page keep
point out the words to show that the students have made an error.
a. T- model: Teacher will ask the group if the agree or disagree to give thumbs up or down. Teacher
will then read the passage aloud and pointing to each words as he/she read.
b. Student response: Student will respond with thumbs up or down and will try to correct if group
member is incorrect. Students will follow along with teacher and group, reading from left to right
touching each word.
Step #7: Re-read the entire book aloud with students
T- input: page1, page 2, page 3, page 4, to the end
a. T- model: Reading a long with students, check for fluency
b. Student response: Students will read along with teacher
Teacher: what are other jobs moms and dad may have
Teacher: what would you like to be when your job to be when you grow up?
C. APPLICATION ACTIVITY (Practice and/or Reflection): Students will read text from book to
teacher. Teacher can ask open ended questions relating to the book.
D. MATERIALS & RESOURCES: Moms and Dads book and a reading area.
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative: Teacher will ask questions related to the book, sounds of letter, which way we read, and how
many words are on a particular page.
Summative: Students will show understanding of print concepts and reading fluency when reading one on
one with the teacher.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice):
Group students who are at the same level in one group, so they are comfortable with
print concepts.
For struggling readers - Color-key vowels and provide a vowel chart to reference to
the correct sound for the letter. Give extra time when needed.
For students who are gifted encourage them to explore new books.
For students with IEPs: Modify lesson according to IEP goals for students.
VII. HOMEWORK (if appropriate):

NONE