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Chloe Poltonavage
Professor Smolleck
EDUC 341
Mini Unit Final
April 23, 2018

I. SECTION ONE: Identifying standards and objective

A. PA Academic Standards
1) Standards for Kindergarten English Language Development:
i. RL K.1. With prompting and support, ask and answer questions
about key detail in a text.
ii. RL.K.4. Ask and answer questions about unknown words in a text.
iii. Actively engage in group reading activities with purpose and
understanding.
iv. RF.K.2. Demonstrate understanding of spoken words, syllables,
and sounds (phonemes).
v. RF.K.2(a). Recognize and produce rhyming words.
vi. RF.K.4. Read emergent-reader texts with purpose and
understanding.
vii. W.K.2. Use a combination of drawing, dictating, and writing to
compose informative/explanatory texts in which they name what
they are writing about and supply some information about the
topic.
viii. SL.K.1. Participate in collaborative conversations with diverse
partners about kindergarten topics and texts in which they name
what they are writing about and supply some information about the
topic.
ix. SL.K.1. Participate in collaborative conversations with diverse
partners about kindergarten topics and texts with peers and adults
in small and larger groups.
x. SL.K.1(a). Follow agreed-upon rules for discussions (e.g., listening
to others and taking turns speaking about the topics and the texts
under discussion).
xi. SL.K.1(b). Continue a conversation through multiple exchanges.
xii. SK.K.2. Confirm understanding of a text read aloud or information
presented orally or through other media by asking and answering
questions about key details and requesting clarification if
something is not understood.
xiii. SL.K.5. Add drawings or other visual displays to descriptions as
desired to provide additional detail.
xiv. L.K.5. With guidance and support from adults, explore word
relationships and nuances in word meanings.
xv. L.K.6. Use words and phrases acquired through conversations,
reading and being read to, and responding to texts.
xvi. L.K.5(c). Identify real-life connections between words and their
use (e.g., note places at school that are colorful).
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2) Early Childhood Education Standards for Pre-Kindergarten

i. 1.1 K. A. Use book-handling skills.
ii. 1.1 K.B. Demonstrate understanding of the organization and basic
features of print.
iii. 1.1 K.C. Demonstrate understanding of spoken words, syllables,
and sounds (phonemes).
iv. 1.1 K.D. Know and apply grade-level phonics and word analysis
skills in decoding words.
v. 1.1 K.E. Read emergent-reader text with purpose and
understanding.
vi. 1.2 K.A. With prompting and support, identify the main idea and
retell key details of text.
vii. 1.2. K.B. With prompting and support, answer questions about key
details in a text.
viii. 1.2. K.C. With prompting and support, make a connection between
two individuals, events, ideas, or pieces of information in a text.
ix. 1.2. K.E. Identify parts of a book (title, author) and parts of a text
(beginning, details, and end)
x. 1.2. K.F. With prompting and support, ask and answer questions
about unknown words in a text.
xi. 1.2. K.G. Answer questions to describe the relationship between
illustrations and the text in which they appear.
xii. 1.2. K.H. With prompting and support, identify the reasons an
author gives to support points in a text.
xiii. 1.2 K.I With prompting and support, identify basic similarities and
differences between two texts (read or read aloud) on the same
topic.
xiv. 1.2 K.J Use words and phrases acquired through conversations,
reading, and being read to, and respond to texts.
xv. 1.2 K.K With prompting and support, determine or clarify the
meaning of unknown or multiple-meaning words and phrases
based upon grade-level reading and content.
xvi. 1.2 K.L Actively engage in group reading activities with purpose
and understanding
xvii. 1.3 K.A With prompting and support, retell familiar stories
including key details.
xviii. 1.3 K.B Answer questions about key details in a text
xix. 1.3 K.C With prompting and support, identify characters, settings,
and major events in a story.
xx. 1.3 K.D Name the author and illustrator of a story and define the
role of each in telling the story.
xxi. 1.3 K.E Recognize common types of text.
xxii. 1.3 K.F Ask and answer questions about unknown words in a text.
xxiii. 1.3 K.G Make connections between the illustrations and the text in
a story (read or read aloud).
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xxiv. 1.3 K.H Compare and contrast the adventures and experiences of
characters in familiar stories.
xxv. 1.3 K.I Determine or clarify the meaning of unknown or multiple-
meaning words and phrases based upon grade-level reading and
content.
xxvi. 1.3 K.J Use words and phrases acquired through conversations,
reading, and being read to, and respond to texts.
xxvii. 1.3 K.K Actively engage in group reading activities with purpose
and understanding.
xxviii. 1.4 K.A Use a combination of drawing, dictating, and writing to
compose informative/ explanatory texts.
xxix. 1.4 K.B Use a combination of drawing, dictating, and writing to
focus on one specific topic.
xxx. 1.4 K.C With prompting and support, generate ideas and details to
convey information that relates to the chosen topic.
xxxi. 1.4 K.D Make logical connections between drawing and dictation/
writing.
xxxii. With prompting and support, illustrate using details and
dictate/write using descriptive words.
xxxiii. 1.4 K.F Demonstrate a grade-appropriate command of the
conventions of standard English grammar, usage, capitalization,
punctuation,
xxxiv. 1.4 K.G Use a combination of drawing, dictating, and writing to
compose opinion pieces on familiar topics.
xxxv. 1.4 K.H Form an opinion by choosing between two given topics.
xxxvi. 1.4 K.I Support the opinion with reasons.
xxxvii. 1.4 K.J Make logical connections between drawing and writing.
xxxviii. 1.4 K.L Demonstrate a grade-appropriate command of the
conventions of standard English grammar, usage, capitalization,
punctuation, and spelling.
xxxix. 1.4 K.M Use a combination of drawing, dictating, and writing to
compose narratives that describe real or imagined experiences or
events.
xl. 1.4 K.N Establish who and what the narrative will be about.
xli. 1.4 K.O Describe experiences and events.
xlii. 1.4 K.P Recount a single event or several loosely linked events,
tell about the events in the order in which they occurred, and
provide a reaction to what happened.
xliii. 1.4 K.R Demonstrate a grade-appropriate command of the
conventions of standard English grammar, usage, capitalization,
punctuation, and spelling.
xliv. 1.4 K.T With guidance and support from adults and peers, respond
to questions and suggestions from peers, and add details to
strengthen writing as needed.
xlv. 1.4 K.U With guidance and support, explore a variety of digital
tools to produce and publish writing in collaboration with peers.
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xlvi. 1.4 K.V Participate in individual or shared research projects on a

topic of interest.
xlvii. 1.4 K.W With guidance and support, recall information from
experiences or gather information from provided sources to answer
a question.
xlviii. 1.4 K.X Write routinely over short time frames.
xlix. 1.5 K.A Participate in collaborative conversations with peers and
adults in small and larger groups.
l. Speaking and Listening Standards
li. 1.5 K.A Participate in collaborative conversations with peers and
adults in small and larger groups.
lii. 1.5 K.B Ask and answer questions about key details in a text read
aloud or information presented orally or through other media.
liii. 1.5 K.C Ask and answer questions to seek help, get information, or
clarify something that is not understood.
liv. 1.5 K.D Share stories, familiar experiences, and interests, speaking
clearly enough to be understood by all audiences using appropriate
volume.
lv. 1.5 K.E Speak audibly and express thoughts, feelings, and ideas
clearly.
lvi. 1.5 K.G Demonstrate command of the conventions of standard
English when speaking, based on Kindergarten level and content.

B. Enduring Understandings:
1. By understanding how to make connections among the rhyming words and
their background knowledge and having the ability to build on what the
students already know
2. By understanding key details and being able to retell familiar stories, while
understanding how to break down words into smaller words. This helps the
student understand what new words mean by being able to build off the
smaller words to help understand new, less familiar words
3. By understanding how to compare the elements of character, setting, and
important events across texts and similar topics, the student will begin to form
an understanding with unfamiliar words and what their meaning is
4. By forming a relationship between listening to rhyming stories being read to
us and what the text means, the student will be more likely to carry these
strategies over to different types of text. By listening to rhyming words and
understanding the meaning of different words, the student will begin to
develop easier accessibility to new or less familiar words in different forms of
text
5. By being able to build interest in the student to have desire to re-read the
story, the student is more likely to listen closely to the text and forming an
understanding of the material. Repetition builds stronger understanding, which
will lead to a more advance understanding in terms of comprehension
6. By listening to the teacher read the book with enthusiasm and emotion, the
student will begin to mock that when they read in small groups or at home.
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They will begin to understand how by reading with emotion, the text becomes
more interesting and meaningful
7. By understanding how to group words by their sounds, the student will be able
for form relationships between previous knowledge and new knowldge
8. By being able to form relationships between similar sounds found in words
they are familiar with, the student will be more likely to build new words.
This is contributed to relating words they have heard before to word sounds
that are less familiar to them
9. By understanding word families, spelling will begin to seem easier for the
student. When a word is spoken, the sounds within the word are being learned
by the student. This boosts the students ability to sound out the new word
C. Essential Questions:
1. Why is it important to understand different rhyming words
2. How can our understanding of phonemes help comprehend the story
3. By understanding how to rhyme, how can our comprehension be improved
4. How can listening to rhymes improve fluency in other readings
5. How can repeated reading and repetition of the same rhyming stories improve
our comprehension
6. Why is it important to read stories with emotion and expression
7. How can grouping words help improve overall comprehension
8. What are word families and what do they mean in terms of comprehending the
text
9. How can rhyming help our ability to spell new words
D. Performance Standards:
1. Students will know…
i. That there are many different places to read
ii. That using rhyming words helps make sense out of settings or plots
iii. That reading out loud is helpful when they see the results
iv. That there are different types of books to choose from that involve
rhyming words
v. That there is a meaning behind Dr. Seuss week
vi. That rhyming words are useful in terms of understanding context
vii. That finding different places to read is positive
viii. How to experience the rhythm of language
ix. That rhyming is important for writing
x. That by listening to rhyming words they will have a better sense of
writing
xi. How to complete a rhyming sentence as demonstrated in the books
xii. How to discriminate rhyming words/identify words that do not
rhyme
xiii. Improve phonemic awareness
xiv. How vowels and consonants sound
xv. What appropriate pitch sounds like
xvi. What volume in reading sounds like
xvii. What rhythm sounds like
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2. Students will be able to…

i. Take turns with their classmates
ii. Follow directions
iii. Work in groups
iv. Listen to book readings and illustrations
v. Answer questions from teacher and classmates
vi. Ask questions to teacher and classmates
vii. Use creativity to choose where they read at
viii. Use art supplies
ix. Use creativity to recreate their own story
x. Improve greater auditory discrimination
xi. Improve phonemic awareness
xii. Build a larger vocabulary
xiii. Build on cognitive understandings for non-native English students
xiv. Build single phonemes
xv. Blend phonemes together
xvi. Build words based on the phonemes they learn
xvii. Build ability to read
xviii. Better comprehend
xix. Identify sound separation between words
xx. Separate syllables within words
xxi. Segment and blend phonemes
xxii. Develop memory
xxiii. Develop language skills
xxiv. Develop reading skills
xxv. Share their work in front of their classmates
II. SECTION TWO: Identifying Assessment
A. Pre-Assessment:
1. Read Green Eggs and Ham several times to talk about rhyming words
2. Talk about how there are many rhyming words that go along with
different words
3. Discuss rhyming words they already have knowledge of and ask if
they know any rhyming words from Green Eggs and Ham
B. Formative Assessment:
1. Have students record they observations and listing places they plan to
use as new reading spots
2. Create a chart of “Our Favorite Reading Spots” and have students add
to the list during the remainder of the school year
3. Take note of places they see people reading, or more specific places in
the classroom they catch their peers reading at
C. Summative Assessment:
1. Have students show their contribution to the class version of Green
Eggs and Ham in small groups or in front of class
2. Have students talk about their favorite place to read that they found
during creating “Our Favorite Reading Spot”
3. Have students talk about what they have learned about rhyming words
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III. SECTION THREE: Identifying Lesson Activities

A. Materials
1. Green Eggs and Ham by Dr. Seuss, paper to record brainstorming of
ideas of places to read, paper for creating a book, camera, crayons or
makers
B. Procedures
DAY 1
1. Ask students, “What do you like to eat for breakfast at home in the
morning?”
2. Lead a class discussion by allowing students to share with the person
sitting next to them what they think the weirdest thing they have ever
eaten for breakfast is
3. Bring class back together and as, “Who has ever tried green eggs for
breakfast?!”
4. Listen to students’ responses, and ask who has ever heard of Green
Eggs and Ham before?
5. Identify what rhyming words are, ask students if they have any
examples of rhyming words and how to know whether words rhyme or
not
6. Explain to students that throughout reading the story, if they hear a set
of rhyming words, put their thumbs up to indicate that they recognize a
rhyming word
7. Read Green Eggs and Ham by Dr. Seuss. While reading, stop and
identify rhyming words. When a group of students have their thumbs
in the air, stop and ask what words they hear that rhyme.
8. Create a list of rhyming words on the blackboard while reading Green
Eggs and Ham
9. When the story is over, go over list of words on the blackboard. Go
through the list and identify rhyming words and words that do not
rhyme. Be able to take words off of the list and suggest words the
students may not have caught throughout the reading
10. After identifying the list of words, ask students to return to their seats
and try to come up with two pairs of rhyming words with a partner to
write in their journal
11. Conclude lesson by asking a few students to volunteer to share their
rhyming words and write them on the board for other students to
visualize the words and learn how to spell words if they have not
learned them before
DAY 2
1. Begin class by asking students to return to their notebooks and the
rhymes they had created yesterday.
2. Ask students what rhyming words are, use non-rhyming words as an
example of rhyming words to see they catch your mistake. For
example, ask “so the words stop and bacon rhyme, right” – if they say
no, ask the students how they knew. If they say yes, ask them to turn to
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their partner to talk about the words and ask them to come up with
other words that rhyme with ‘stop’
3. Ask for new volunteers to share their rhyming words and continue
creating the list that was started yesterday
4. Gather students to begin reading Green Eggs and Ham, asking the
students if anyone tried green eggs for ham this morning for breakfast
to grab their interest
5. Remind students close attention to the rhyming words. Ask them to put
their thumbs up when they hear rhyming words
6. After the book is read, review new words added to the blackboard and
understand whether the words are in fact rhyming or not rhyming
words.
7. Ask students to return to get out their journals.
8. Ask questions like, “who likes to read in bed?”, and “who likes to read
laying on the beach?”, to spark interest in the activity that is next
12. Have students brainstorm a list of places they like to read. This can be
done with their partner.
13. Ask students to think about how they could create their own page of a
book based on this list. Explain that this is really important for
tomorrow’s lesson.
14. Ask students what they have learned about rhyming words to close the
lesson for the day, such as “can someone remind me of the words
DAY 3:
1. Begin lesson by asking students to get out their journals and open up
to the list they had created yesterday about the list of places they like
to read
1. Read Fox in Socks and One Fish, Two Fish, Red Fish, Blue Fish to the
class. Ask students to pay close attention to the rhyming words they
hear because it will be very important for what we are going to do next
2. When the stories are over, ask students to give a few examples of the
rhyming words they heard
3. Have students return back to their seats and hand out a plain piece of
white paper
4. Ask students to think about the ways they can create rhyming words
out of the list of places they like to read at
5. Explain that each student is going to create a page of our own class
book that we are going to create a name for when everyone is done
making their own page
6. Help students decide how they want to illustrate their book (e.g., draw
a picture of themselves reading in their favorite place, use a camera to
take pictures of students if they desire, involve parents by asking them
to send a picture in of their child reading at home)
7. Create spaces in the classroom for students to have a space to be
creative (e.g., draw a sun on the blackboard with a beach towel and
sunglasses, “I can read at the pool”; offer picnic supplies, “I can read
while I eat”)
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8. Walk around the classroom and look at each student’s rhyming words
to ensure their words rhyme before putting them in a book
9. When the students are finished creating their own page, ask students
gather on the carpet
10. Have each student come up individually to present their page of where
they like to read
11. Ask questions like, “who can tell me what words on (student’s name)
page rhyme?”
12. Bind each piece together to create a class story
13. Ask students for suggestions on what the title of the book could be
14. Create a copy for each student to take home to share with their
families
Adaptions
1. If throughout reading the stories and having students identify rhyming
words, try to use different examples to help guide them during time
where other students are working in their journals
2. These different examples could include more basic stories, such as
Humpty Dumpty Sat on a Wall
3. Ask student(s) to identify rhyming words and offer assistance by
asking questions such as, “do you think wall and ball rhyme”?
4. Continue to use classic rhyming stories until the student(s) are at a
level where they understand and are able to identify rhyming words
5. In the classroom ‘waiting folder’, include rhymes for these students to
be able to take notice of when they finish their work before other
students or when there is extra time in the classroom for them to work
on these folders
6. Allow students to use rhymes from other sources when creating their
own story page that will contribute to the class book