Best Lesson 1

Name Date:
Lauren Temte November 7, 2019
Lesson Title:
Unit 4, Week 1, Day 4

This lesson falls in the 4th unite in our wonders reading curriculum. During this unit we are
focusing on our community and the people we interact within it. This lesson is the penultimate
lesson of this week.

Grade Level: Standard(s):

Kindergarten CCSS.ELA-Literacy.SL.K.1
Subject: Participate in collaborative conversations with
Reading diverse partners about kindergarten topics and
texts with peers and adults in small and larger
groups.

CCSS.ELA-Literacy.L.K.2.d
Spell simple words phonetically, drawing on
knowledge of sound-letter relationships

CCSS.ELA-Literacy.RF.K.4
Read emergent-reader texts with purpose and
understanding.

What are the primary learning goals?

 TSW participate in collaborative conversations to enhance understanding of vocabulary
 TSW practice creative spelling and spelling of simple words phonetically
 TSW use their knowledge of letter sounds and high-frequency words to read emergent-
reader texts.

Differentiation Strategies: (Content, Process, Product)

For this lesson I will be using a variety of visual, auditory, and kinesthetic strategies to engage
my students in their learning. I will be using the promethean board to show pictures and
stories, play learning games, and demonstrate writing expectations. I will be having students
use their hands to “air write” high-frequency words and their arms to segment and blend CVC
words. I will also have students participate in collaborative conversations to practice their
speaking and listening skills.

Teaching Targets:
I can turn and talk to my partner and share what they tell me.
I can think of a word and write the sounds I think make it in my journal.

Dr. Stephanie H Kamai, FA19

EDEE/EDSE 490
EDEE/EDSE 492
Time: (the increments Teaching Strategy - Purpose - the why Method - the how
of time depend on the the what (whole group, small
age of students) groups, partners,
individual, etc.)
8:30 Have students Going over objectives
transition to the help the students Whole group
carpet from their know what they will
desks to begin reading be learning today.
block This will be a point of
reference throughout
Begin with going over different parts of the
and discussing the lesson as well.
objectives and
essential question

“What do people use

to do their jobs?”
Discuss picture of the
baker. How do you
know he is a Baker?
What equipment does
he use to do his job?
( oven mitts, oven,
cookie sheet pan,
ect.)

Go over vocabulary
and review meanings
and examples.

Equipment
Uniform
Utensil
8:45
Collaborative Collaborative
Conversations conversations help
Divide the class into students make
pairs. Assign each meaning and personal
student in a pair as connections to the
either “Peanut topics they are
Butter” or “Jelly”. learning. It also helps
them to practice their
Ask the students to speaking and listening
think of our baker skills.
friend. What kind of
Equipment, Uniform,

Dr. Stephanie H Kamai, FA19

EDEE/EDSE 490
EDEE/EDSE 492
 and Utensils might he
use to bake a cake? While the students Small Group/ Partners
are talking, I will walk
Have “Jellies” ask the around and monitor
question first and their conversations. I
“Peanut Butters” will listen for our
answer the question. vocabulary words and
Then have the to make sure their
“Peanut Butters” ask conversations stay on
the “Jellies” the same track with the topic.
question and await an
answer.

Once the students

have all shared, take
turns to have them
each share with the
class one item their
partner said was
needed to make a
cake.

Have students move

back to their original
spots on the carpet

9:00 am Review story “Whose

Shoes” on the
Promethean. Ask
students why
different jobs need
different types of
shoes.

Review high- Students will identify

frequency words high-frequency words
and air-write those
Practice sounding out they still need to
CVC words on arms. commit to memory.

Have students read Students will practice

Tod on Top. Using sounding out words
their knowledge of and segmenting CVC
High-frequency words words on their arms
This allows them to
have a physical

Dr. Stephanie H Kamai, FA19

EDEE/EDSE 490
EDEE/EDSE 492
 reference to the
sounds they hear.

They will put their

understanding to
practice by reading
Tom on Top.
9:15 Students will stand up Brain breaks help to Whole group
and stretch refocus and refresh
the students for
9:20 Introduce creative learning.
spelling.

Creative spelling is
when you hear a word It is important to
and try your best to share with students
figure out what letters that this is not meant
go with each sound. to be perfect. My goal
You say the word is for them to try to
slowly and listen to listen for sounds they
what sounds you know and write their
hear. Then you write best guess to make a
what you hear. word.

demonstrate writing For this word,

the word “Baker” students have not
(bacr) learned K yet so the
hard/c/ sound is
Together try “Flower” made by “c” they
(flar) have also not learned
“er, ir, or, ar” endings
Have them try on yet.
their own. “Rose”
(ros)

Ask how students feel

about creative
spelling. Let them
know that they will be
trying this tomorrow
in their journals.

9:30 Individual work

Show students our
practice work for the Today’s independent Independent work
day. They will work focuses on
practicing skills

Dr. Stephanie H Kamai, FA19

EDEE/EDSE 490
EDEE/EDSE 492
 complete 2 half learned at the
sheets where they will beginning of this
practice their high- week.
frequency word of the
week:” do” and letter
of the week: “Dd”.
They will also be
identifying pictures
that their names
begin with the letter
“d” and sorting them
from pictures that do
not.

Once students are

finished with each
worksheet, they will
have it checked and
stamped.

9:40 Students will be

dismissed for snack
and recess

Materials/Handouts: Promethean, high- Extensions: Students will be given practice

frequency word cards, white board, expo
makers, crayons, handouts. Vocabulary picture
cards. Unit 4 picture book.
Resources: Wonders
readers to read in class or take home to
practice reading with their families. These
readers are aligned with the sight words and
letters they are learning this week.
The other concepts will also be revisited
throughout the unite as we progress.

Dr. Stephanie H Kamai, FA19

EDEE/EDSE 490
EDEE/EDSE 492