Name: Michaela Charfauros

Grade: Kindergarten Date: 9-29, 10-2, 10-3

Unit: Shared Reading Lesson Title: Readers Workshop- Spots

Content Standard Alignment: (Framework Domain 1c: Setting Instructional Outcomes)

K.RI.10: actively engage in group reading activities with purpose and understanding
K.RF.1a: follow words from left to right, top to bottom, and page by page
K.RF.1b: recognize that spoken words are represented in written language by specific sequences of letters
K.RF.1c: understand that words are separated by spaces in print
K.RF.3c: Read common high-frequency words by sight

Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals)

Students will be able to

Use left-to-right directionality and word-by-word matching with teacher support
Use photos to figure out new words
Understand and talk about the concept of a word
Distinguish words from letters
Recognize high-frequency words in print and in isolation

Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction)

2nd part of the Fountas and Pinnell readers workshop materials

Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources)

Spot
Pointer
Highlighter tape

Methods and Instructional Strategies

(Framework Domains 1a: Demonstrating Knowledge of Content and Pedagogy/1e: Designing Coherent
Instruction)
Anticipated Student Misconceptions:

Mixing up spots with different patterns

Thinking spots could only be circles
Not knowing you read from left to right

Concept Prerequisites:

Some sight word knowledge

Introduction- Anticipatory
Set: Call different students up to the front that are wearing spots (but dont tell them
why). Whats my rule? Why did I call on these students and not anyone else? What
do they have that is the same?
Instructional Activities: Day 1-
Let students guess. Eventually someone will notice that they all have spots
on their clothing/shoes/accessories/etc.
The title of our new book is Spots. The authors name is Judy Kentor
Schmauss. Did she write the words or did she draw the pictures?
What is a spot? Can you see any spots from where you are sitting?
Call on all students that can see an example of spots.
As I read this book, pay attention to all the different places that we can
find spots.
Read book and ask students what the items are that have spots on it.
Page 15: I wonder what kind of egg this is. Does anyone have any
guesses?
Page 16: It was a birds egg!

Day 2-
Lets read Spots together this time. Did you notice that on each page it is
always the same words and only the name of whatever is in the picture
changes? I will point to the picture to help you read this word. As we are
reading, think about what is different and the same about the spots that we
see.
Page 7: How are the spots of the dress and the cat alike? (All spots are a
round shape). Some spots have a perfect circle for a shape, but they dont
have to be perfect to be a spot.
Page 9: Are all of these spots the same size? No! Spots dont always have
to be the same size.

Day 3-
Read Spots together again.
How are any of the spots in this book different from each other?
Page 14-15: Notice what is at the end of the sentence here (pointing to
period). This is called a period. We use this most of the time to end a
sentence. Now lets look at what ends this sentence (pointing to
exclamation point). This is called an exclamation point. We use this when
we are really really excited, or mad about something. Its kind of like
cheerleadersthey are cheering for their team so they use a lot of
emotion! Do we have any cheerleaders in here?
Call on student who is a cheerleader (Scarlett) and have her read the
sentence like she would do a cheer!
Did you notice how her voice went up at the end? Have student read it
normally and with enthusiasm and have students listen to the difference.

Wrap Up- Day 1-

Synthesis/Closure: It makes me so happy to know that we saw so many spots today in our
classroom! I know we want to keep looking for spots, so when we are in the
hallway or in a different room in the school we can put our looking goggles
back on and silently look for spots! Spots are everywhere!

Day 2-
Today we learned that spots are all different shapes and sizes!!

Day 3-
Today we learned what an exclamation point is! Good writers use different
kinds of punctuation at the end of their sentences. Now when we start
 writing stories you guys will already know what a period and exclamation
point is and how to use one!

Transition(s): (Framework Domain 2c: Managing Classroom Procedures)

Brain break
Hand sanitizer for snack

Differentiation According to Student Needs: (Framework Domains 1b: Demonstrating Knowledge of Students/1e Designing
Coherent Instruction)

Higher-
Give students mini-books and have them read on their own after first reading

Lower-
Help them with the sound of the letter that they dont know, then see if they can make a guess on what
the word might be due to the sound and the picture

Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)

Put your thinking caps on. What do we do when we come to a word that we dont know? When you know it,
show it.

Personal reflection on the lesson: (Framework Domain 4a: Reflecting on Teaching)

So exciting to see students so engaged
Could have used a little more classroom management but did not want to kill their excitement

Extra activity- sort things into a category of spots?