Read Lesson Planning: Kindergarten/Writing text version

Using Initial and Final Consonants in Writing

Grade and Content Area Title GLEs/GSEs Kindergarten Writing Using Initial and Final Consonants in Writing W-K-9.5 In independent writing, students demonstrate command of appropriate English spelling conventions by... Using phonemic awareness and letter knowledge to spell independently (using phonetic or temporary spelling) and logically representing consonant sounds (e.g., initial or final sounds) On a weekly basis, the students are introduced to a new consonant sound in isolation. Since September, the following consonant sounds, blend and letter names have been taught: p, b, t, d, k, g, f, v, s, z, l, r, -ch, and j. Through various activities, we identified the specific sound at the beginning and end of words. The students then used the sound in their independent writing when attempting to spell words. The students' ability to incorporate new sounds learned into their writing is scattered. This lesson will help the students incorporate all consonant sounds learned to spell words needed for a sentence. Each small group will identify a classroom event we want to report to our peers. The teacher with the students will write one or two sentences explaining the event. This mini-lesson will take about 20 minutes per group to complete, with three groups completing the activity. Materials · Whiteboards, whiteboard paddles, markers and erasers · Alphabet chart · Calendar of classroom daily events · Chart paper and easel · Worksheet created by teacher Professional Resources · Feldgus, E. G., and Cardonick, I. (n.d.). (1999). Kid Writing: A Systematic Approach to Phonics, Journals, and Writing Workshop. Wright Group/McGraw-Hill.

Context of the Lesson

Opportunities to Learn

Classroom Environment · Small groups will be heterogeneous ability levels. · We will review the classroom calendar to remind the students of lessons learned throughout the previous week. This will help inspire a sentence to "report."

Lesson Plan by a Rhode Island Educator

Kindergarten Writing: Using Initial and Final Consonants - 1

Opportunities to Learn Continued

Differentiation of Instruction · A variety of supplemental materials will be available to support the students whom experience difficulty hearing initial and final consonant sounds, identifying the letter name of the sound heard and using the classroom print as an instructional aide. These materials include individual alphabet / picture charts, pointers to identify classroom print and concrete objects representing specific consonant sounds. The students will be invited to use a whiteboard paddle to share one consonant sound at a time. · Students who can easily identify beginning and final sounds and the letters they represent will be challenged to hear and write medial sounds in words. They can attempt to "spell" the needed word on a whiteboard and share. Depth of Knowledge Level 1 Depth-of-Knowledge The students are required to write and recite simple facts during the shared writing mini lesson, as well as their individual "Kindergarten News Report".

Objective(s)

Students will be able to: 1. Independently stretch words to hear and represent the initial consonant sound of needed words. 2. Independently stretch words to hear and represent the final consonant sound of needed words. 3. Independently complete a written assignment representing the initial and final consonant sounds for the words in his/her sentence. Opening 1. The small group of students will be reminded of prior word stretching experiences, by rereading the text written in previous weeks. 2. We will review the words in the text that we needed to stretch slowly. 3. In addition, we will review the consonant sounds already taught and the letters they represent. 4. To help elicit interest in the lesson topic, we will review our classroom calendar of "important things learned" from the previous week. 5. We will choose, by majority, the classroom event topic we want to write about. Engagement 1. We will begin the formal part of our writing lesson by choosing a sentence to report to our peers. As a group, we will identify how many words we will be writing for our sentence. At this time, the students will be encouraged to use explicit vocabulary to fully describe the reported activity. If the students' sentence is: We learned how to make ice cream. Possible questions to help add descriptors could be: What flavor ice cream did we make?

Instructional Procedures

Lesson Plan by a Rhode Island Educator

Kindergarten Writing: Using Initial and Final Consonants - 2

2. Instructional Procedures Continued

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What were the ingredients we used to make the ice cream? Once a sentence is decided upon, we will begin writing it as a group. Any sight words needed for the sentence will immediately be brought to the students' attention, so we can "write" them quickly. We will stretch out the words needed for our sentence, listening for any consonant sounds we know. The students will be invited to use the classroom to find the necessary letter names that match the sounds. As the letters are identified, a student "writer" will record the letters onto our chart paper and the other students in the group will be asked to write the letter on his/her whiteboard or whiteboard paddle. To help monitor progress, the students will be asked to show me their letter prior to erasing the whiteboard or whiteboard paddle. To help keep the students engaged as the lesson progresses, the students will be asked to "write" a word in the sentence on their own at their place. After they finish writing the word, they will share it with their peers. We will come together to write the word needed. Throughout the writing of the sentence, the students will be asked to put on their "special reading glasses (to help read the sentence). This will help all students focus their attention to the task at hand. After the sentence is completed, each student will "read" the sentence to the group.

Closure 1. Prior to the students leaving the mini-lesson area, we will review the known consonant sounds in the words we wrote. 2. The students will see the proper spelling of the words as I underwrite in "book" spelling. According to Kid Writing, this practice enables the student to refer to the "book" spelling for future writing pieces. We will give specific praises for correct sounds heard in the words. 3. Students will independently generate their own new sentence for an individual "Kindergarten News Report" on the teacher made paper and illustrate. 4. Students will share the individual "Kindergarten News Report" with me during a conference time for feedback. Assessment 1. Immediately assess students as they respond to letter/sound questions posed during the group-writing mini-lesson. 2. Assess students' individual "Kindergarten News Report," specifically looking for beginning and ending sounds. 3. Conference with students regarding individual "Kindergarten News Report," targeting specific needs and praising success. Student Work Sample 1: Approaching Proficiency Throughout the shared writing mini-lesson, this student responded to basic questions regarding the beginning consonant sound of some words. (S)he easily responded to unvoiced consonant sounds ("g", "d", etc.), but exhibited difficulty with voiced sounds ("t", "k", etc.) (S)he needed guidance

Kindergarten Writing: Using Initial and Final Consonants - 3

Reflection

Lesson Plan by a Rhode Island Educator

Reflection Continued

spelling known sight words, relying on me to show him/her posted words in the class. The student's independent writing reflected his/her performance in the shared writing mini-lesson. (S)he has the beginning consonant sounds of three words in the sentence, but did not spell a known sight word correctly (the). To help this student progress to a proficient level, I will work with him/her one-on-one to identify known consonant sounds when writing. I will also encourage him/her to take chances and attempt spelling all of the words in the sentence. Student Work Sample 2: Proficient During the shared writing portion of this lesson, the student easily identified many known sight words and wrote them effortlessly. The student heard the beginning and ending sounds of words in our lesson and attempted medial sounds. This student's independent Kindergarten News Report reflected the goals I had set forth for the class to attain. (S)he wrote three known sight words correctly, identified the beginning and ending consonant sounds in three words and attempted medial consonant sounds without prompting. For future writing assignments, I would encourage this student to write a longer sentence and add more descriptive words, using inventive spelling. Student Work Sample 3: Exceeds Proficiency For the mini-lesson, this student provided many correct responses for the words written in our sentence. (S)he was encouraged to write the entire word on a whiteboard and share what (s)he had written, when the group was unable to hear specific sounds. This student's responses were often completely correct, with initial, medial, and ending sounds provided. This student's independent Kindergarten News Report exceeded the expectations set forth for this lesson. (S)he wrote a more complex sentence, spelled all of the words correctly, and used appropriate punctuation. For future writing assignments, I would encourage this student to write a longer sentence, with more descriptive words. Lesson Implementation: The class' ability to independently stretch words to hear and represent the initial and final consonant sounds did increase through this lesson. Overall, the independent "Kindergarten News Reports" collected from the class indicated a working knowledge of listening for and applying taught consonant sounds. In addition, the group's participation in the shared writing mini-lesson and their ability to isolate and provide correct letter names for sounds heard demonstrated a more secure understanding of the concept. Throughout the lesson, I did observe some students having difficulty retrieving the letter name for a sound heard, I urged these students to refer to the alphabet chart at their disposal and encouraged them to find the letter that corresponded with the picture. These students did attempt more sounds by the end of the lesson.

Lesson Plan by a Rhode Island Educator

Kindergarten Writing: Using Initial and Final Consonants - 4

Reflection Continued

As the year progresses, the students will be moving into writing their own stories, drawing from their own experiences, either in school or in their life. By completing multiple, "Kindergarten News Reports", the students will have many opportunities to independently write meaningful sentences, taking more chances with their writing and attempting to "write" words they may not have previously tried. The students were informally assessed during the mini-lesson when providing beginning and final consonant sounds heard. Their written work was assessed by a rubric. Overall, the lesson went very well. The students were actively engaged and participated during the mini-lesson portion. Their work samples adequately reflected their varying ability levels, with some students attempting longer sentences and words that are more difficult.

Lesson Plan by a Rhode Island Educator

Kindergarten Writing: Using Initial and Final Consonants - 5

Using Initial/Final Consonants in Writing Mini- Lessons

Each criterion is worth one point.

Beginning Sounds of words (for letters taught in class)

Ending Sounds of words (for letters taught in class)

Medial Sounds represented in words

Picture matches meaning of text

Taught Sight words spelled correctly

Ending punctuation present

First and Last name included on assignment

7 points = Above Proficient 5 points = Proficient < 5 points = Approaching Proficiency

Lesson Plan by a Rhode Island Educator

Kindergarten Writing: Using Initial and Final Consonants - 6

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Lesson Planning: Kindergarten/Writing

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