Spring Arbor University School of Education Lesson Plan Format

Title: Chunks in Words

Teacher Candidate: Steffany Young

Grade Level: Kindergarten

Time Allotted:15-20 minutes

Materials Required: Toppers Fall Animals Book

_____________________________________________________________________________________ Common Core Standard:

RF.K.2 I can change a consonant or vowel to make new words. K-ESS2 2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. [Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete.]

Objective(s): Stated in terms of Blooms taxonomy (level/verb) The student will {Blooms taxonomy verb} 1. The students will change a constant or vowel to make new words. 2.The students will learn about animals that store foods. Purpose of lesson:

They will learn that it is helpful to know word chunks because it makes reading words with those chunks in them easier.
Instructional Procedure: What information do students need to accomplish the objective? Time Allotted Essential Elements

1. Anticipatory Set: I will read them a page from the book, Toppers Fall, to remind them of what they learned that week about animal behaviors. Ask a few questions to get them thinking. 1. State Purpose and Objective(s) of Lesson: a. I want you to learn about chunk words.

b. They are important in helping you read. c. Be sure to include behavioral expectations at the beginning! 2. Instructional Input Plan: a. Modeling: i. I will show them chunk words by putting __at and __in on the board. I will then place an H in front of __at and a P in front of __in. I will ask the students what the words are. b. Guided Practice: i. I will put __ot and __op on the board. I again will put an H in front of __ot and an M in front of the __op. The students will tell me what they say. c. Independent Practice:

They are going to pretend they are squirrels gathering acorns to store up for winter. The acorns have words with the __ot and ___op chunks. The words are in a container. They will take turns drawing out a word, reading it and figuring out what squirrel to glue it down by (with a baby dot of glue). Show them the corresponding squirrel pictures. One partner gets the ___ot chunk squirrel picture, and the other gets the ___op chunk picture.
3. Differentiation Considerations (accommodations): When students are done they can put their paper on the back table to dry and then go into their daily 5 choice. 4. Assessment: I will be walking around to look at students work. I will make sure they are chunking the

words correctly to match them and accurate reading of words. 5. Closure: a. We will reinforce what they learned.

Teacher Reflection: Your reflection of the lesson should include the following: What did I want the students to learn? How will I know they learned it? What will I do for the student(s) that didnt?

What will I do for the student(s) that did? What went well? What would I change if/when I teach this again?

Note: Please follow this format, but type and complete using the essential elements form.