Lesson Experience 1

Title: Lets Observe Eggs!

This lesson is designed for Preschool (ages 3-5) in the content area of
Language and Literacy as well as the Science domain.
Objectives:
1. Children will be able to listen and follow along with the story.
2. Children will be able to use the vocabulary from the informational text
during their observations.
3. Children will be able to write their about what they observe.
4. Children will be able to draw what they observe.
5. Children will be able to verbally communicate what they observed.
Illinois Early Learning Standards:
1. 1.E Use increasingly complex phrases, sentences, and vocabulary.
o 1.E.ECc With teacher assistance, use new words acquired
through conversations and book-sharing experiences.
2. 2.A Demonstrate interest in stories and books.
o 2.A.ECa Engage in book-sharing experiences with purpose and
understanding.
3. 2.C Recognize concepts of books.
o 2.C.ECa Interact with a variety of types of texts (e.g.,
storybooks, poems, rhymes, songs).
4. 5.A Demonstrate growing interest and abilities in writing
o 5.A.ECb Use scribbles, letterlike forms, or letters/words to
represent written language.
5. 11.A Develop beginning skills in the use of science and engineering
practices, such as observing, asking questions, solving problems, and
drawing conclusions.
o 11.A.ECa Express wonder and curiosity about their world by
asking questions, solving problems, and designing things.
o 11.A.ECb Develop and use models to represent their ideas,
observations, and explanations through approaches such as
drawing, building, or modeling with clay.
Vocabulary:
Hatch
Shell
Egg
Chick
Incubator
Instructional Strategies:
Teacher Children
1. Teacher will introduce how to 1. Children will listen and respond to
journal to the children on the prompts from the teacher.
SmartBoard.
First draw a picture.
Then write about your picture.
Teacher will engage the students by
showing different developmental
ways children can write (scribbles,
phonetic spelling, letterlike forms)
and allow them to respond if they
are able to write that way.
2. Teacher will read Chick Life Cycle 2. Children will listen and recall
by Elizabeth Bennett information about the story.
3. Teacher will take the children over 3. Children will look in the carton
to the table and allow them to and observe what they see.
observe store bought eggs.
4. Teacher will explain how children 4. Children will listen to expectations
need to use gentle hands and be on how to handle the eggs and
careful and safe around the eggs so practice using gentle hands as they
they will not break. This is an observe them.
introductory activity before we
receive the fertilized eggs.
4. Teacher will pass out journals and 4. Children will draw a picture of
give the children the opportunity to what they observed and then write
journal about what they observed. about their picture in their journals.
5. Teacher will prompt the children 5. Children will verbally
to share what they drew/wrote. communicate what they observed.

Materials:

SmartBoard
Chick Life Cycle by Elizabeth Bennett
Store Bought Eggs
Journals
Variety of writing utensils: markers, pencils, and crayons
Accommodations:
I will give my children ample time to observe the incubator in order for each
child to ask the questions they want to ask and verbally communicate any
scientific findings that they may have found. I will create larger journals for
my students since they are still in the beginning phases of writing. I will also
provide a variety of writing materials like pencils, crayons, and markers for
my students who still need practice on their writing grip.

Assessments:
For my assessment, I will take anecdotal notes as the children are observing
the eggs and as they verbally communicate what they observed. I will write
down questions or discoveries that the children have during their observation
time in the chart that is attached. I will write down any concerns that I
observe about the respect for the eggs so that when the time comes to
receive the fertilized eggs that will eventually hatched, the children will know
how to handle them. Since most of my children cannot read or write yet, I
will transcribe what they wrote in their journals on a post it note and attach it
to their journal. I will take photos of these and use them in their portfolios to
show writing and language development.
References:
Bennett, E. (2007). Chick Life Cycle. Scholastic.
Childs Questions Discoveries Other
Name Observations from
Teacher
Egg Observation Anecdotal Notes
 Lesson Experience 2
Title: What Did the Five Little Chicks Do?
This lesson will be done with my two focus children .This lesson is created for
Preschool (ages 3-5) in the content area of Language and Literacy as well as
the Social/Emotional domain.
Objectives:
1. Children will be able to listen and follow along with the story.
2. Children will be able participate in the sequencing of events using
scenes from the story.
3. Children will be able to take turns sequencing the story.
4. Children will be able to collaborate and verbally communicate with
their classmates.
Illinois Early Learning Standards:
1. 2.A Demonstrate interest in stories and books.
o 2.A.ECa Engage in book-sharing experiences with purpose and
understanding.
2. 2.B Recognize key ideas and details in stories
o 2.B.ECb With teacher assistance, retell familiar stories with
three or more key events..
3. 31.B Use communication and social skills to interact effectively with
others
o 31.B.ECa Interact verbally and nonverbally with other children.
o 31.B.ECc Use socially appropriate behavior with peers and
adults, such as helping, sharing, and taking turns.
Vocabulary:

Sequence
First
Second
Third
Fourth
Fifth
Next
Last
Instructional Strategies:
Teacher Children
1. Teacher will introduce and read a 1. Children will listen and follow
fiction story called Five Little Chicks. along with the story.
2. Teacher will gather the two focus
children and find a quiet spot on the
rug.
3. Teacher will lay out the scenes
from the story and ask the children
to look at the pictures and find what
happened first
4. Teacher will ask the children what
happened next
5. Teacher will continue asking the
children to find the scenes that
happening after the previous scene.
Additional support may be given by
rereading pages of the book.
6. Teacher will ask the children what
happened last.
7. Teacher will ask the students to
retell the story using the scenes
from the story.
2. Children will move into centers
and the two focus children will come
to the rug.
3. Children will collaborate and
decide which scene happened first.
4. Children will collaborate and
decide which scene happened next.
The children will begin laying the
scenes in order.
5. Children will continue to
collaborate and verbally
communicate with one another to
put the scenes in order. They will
ask teacher for support if necessary.
6. Children will collaborate and
decide which scene happened last.
7. Children will retell the story using
the picture cards. This can be done
individually or together.

Materials:
Five Little Chicks by Nancy Tafuri
Scenes from the story
Accommodations:
Since this is a small group lesson, I will tend to the needs of my learners by
asking if they need any additional support. I will reread parts of the story that
they may have forgotten in order to set them up for success when
sequencing. I will also give them ample time to find the correct scenes and
collaborate with one another.
Assessments:
Attached is a checklist I created to ensure that the students are meeting the
benchmarks. The checklist will include the childs name, each benchmark,
and if they are Exceeding Expectations, Proficient, or Needing Improvement.
These benchmarks will be separated by domain. The benchmarks in the
social and emotional domain will measure whether or not the child is able to
work with their classmates and communicate with them verbally and
nonverbally as well as use socially appropriate behaviors like taking turns
when sequencing. The benchmarks in the language and literacy domain will
measure how well the child can recall information from a story and put the
events in order.
References:
Tafuri, N. (2006) Five Little Chicks. Simon & Schuster Childrens Publishing
Division

What Did the Five Chicks Do?

Checklist
Childs Name: _________________________________________
Social Emotional
Exceeding Needs
Benchmark Proficient
Expectations Improvement
Interact verbally
and nonverbally
with other children.

Use socially
appropriate
behavior with
peers and adults,
such as helping,
sharing, and taking
turns.

Language and Literacy

Exceeding Needs
Benchmark Proficient
Expectations Improvement
Engage in book-
sharing
experiences with
purpose and
 understanding.
With teacher
assistance, retell
familiar stories with
three or more key
events.
 Lesson Experience 3
Title: Poem Rhyming
This lesson is created for Preschool (ages 3-5) in the content area of
language and literacy.
Objectives:
1. Children will be able to understand and recognize poetry.
2. Children will be able to recognize rhyming words.
3. Children will be able to verbally communicate rhyming words by
changing the onset sound.
4. Children will be able to respect their classmates as they share their
ideas.
Illinois Early Learning Standards:
1. 2.C Recognize concepts of books
o 2.C.ECa Interact with a variety of types of texts (e.g.,
storybooks, poems, rhymes, songs)
2. 4.C Demonstrate an emerging understanding of spoken words,
syllables, and sounds (phonemes)
o 4.C.ECb With teacher assistance, recognize and match words
that rhyme.
o 4.C.ECg With teacher assistance, begin to manipulate sounds
(phonemes) in words (e.g., changing cat to hat to mat).
3. 31.B Use communication and social skills to interact effectively with
others.
o 31.B.ECa Interact verbally and nonverbally with other children
o 31.B.ECc Use socially appropriate behavior with peers and
adults, such as helping, sharing, and taking turns.
Vocabulary:
o Rhyme
o Egg
o Beak
o Begin
o Rooster
o Hen

Instructional Strategies:
Teacher Children
1. Teacher will introduce the topic of 1. Children will listen and ask
poetry and describe what type of questions or state what they would
literature it is. like to know about poetry.
2. Teacher will read the poem What 2. Children will listen closely to the
is an Egg? placing emphasis on the poem for rhyming words.
rhyming words. Poem will be written
on a flip chart and teacher will use
finger to follow along with each
word.
3. Teacher will ask the children to 3. Children will listen closely and
help find the rhyming words in the raise their hand when they hear a
poem and will read the poem once rhyming pair of words.
more asking the children to raise
their hand when they hear a
rhyming pair off words.
4. Teacher will call on children to 4. Children will verbally
respond finding the rhyming words communicate the rhyming pair and
and ask them to come circle the two will circle the rhyming words on the
rhyming words. flip chart.
5. Teacher will introduce the talking 5. Children will discuss the rules of
ball (which has been used in class the talking ball.
discussions prior to this learning
experience) and ask the children to
review the rules:
Only the child with the ball
speaks
Show respect to the child
sharing their ideas.
6. Teacher will begin new page and 6. Children will verbally
flip chart and ask students to find communicate words that rhyme with
words that rhyme with hat. Teacher hat. They will remove the onset
will write the word at the top of the and add a different phoneme.
chart and ask the children to think
of words that rhyme with hat.
7. Teacher will give support to the 7. Children will respond to support
children if they are struggling by given by the teacher. They will
segmenting the words (as seen in segment with their hands and
their Phonemic Awareness pronounce the sounds with the
curriculum) teacher.
8. Teacher will write the rhyming 8. Children will repeat the rhyming
words beneath the word hat and words after the teacher, paying
once the list is complete, the class attention to the similar ending
will repeat the words after the sounds of the words.
teacher.
9. Teacher will begin new page and
flip chart and ask students to find
words that rhyme with day.
Teacher will write the word at the
top of the chart and ask the children
to think of words that rhyme with
day.
10. Teacher will write the rhyming
words beneath the word day and
once the list is complete, the class
will repeat the words after the
teacher
9. Children will verbally
communicate words that rhyme with
day. They will remove the onset
and add a different phoneme.
10. Children will repeat the rhyming
words after the teacher, paying
attention to the similar ending
sounds of the words.

Materials:

What is an Egg poem

Flip Chart
Markers
Talking Ball

Accommodations:
Instead of only reading the poem aloud, I will write the poem on a flip chart
for children to follow along with the poem. I will use my finger to follow along
with the poem to give a visual of where we are in the poem. I will also
emphasize the rhyming words as I read for children who may not be able to
hear the ending sounds. I will use the childrens prior knowledge of Word
Games or their Phonemic Awareness curriculum to segment the words in
order to find the rhymes if they are having difficulties.
Assessment:
I will assess the children by observing the children as they participate in the
rhyming activity. In the rhyming activity, the children will be responsible for
coming up with words that rhyme with hat and day. I will write the childs
initials next to their ideas and the words they come up with to evaluate if
they grasp the concept of rhyming. I will then transfer the words each child
came up with onto a chart so I will be able to see very quickly which children
grasp the concept and which children need additional support.
References:
Henry, L. K. What is an Egg? Science netlinks. Retrieved from
 http://sciencenetlinks.com/student-teacher-sheets/egg-poem-and-
chick-song/

Rhyming Chart
Words That Words That
Understands Needs Additional
Childs Name Rhyme with Rhyme with
Concept Support
HAT DAY