Name: Kara Stack Date: 2/1/12 Grade Level/Subject: Kindergarten/Guided Reading Groups Prerequisite Knowledge: y Students will have

phonemic awareness and the ability to sound out the words presented in the book. y Students will know the alphabet in its entirety. y Students will know the short vowel sounds and majority of the consonant sounds. Approximate Time: 20 minutes Student Objectives/Student Outcomes: y Students will improve reading fluency by rereading a previously read book. y The students will use classroom word walls to read and identify high-frequency vocabulary words. y The students will associate target letters with their corresponding sounds. y Students will be able to identify and decode the short u sound. y Students will be able to identify words using picture clues. Content Standards: Print Concepts RF.K.1. Demonstrate understanding of the organization and basic features of print. y Follow words from left to right, top to bottom, and page-by-page. y Recognize that spoken words are represented in written language by specific sequences of letters. y Understand that words are separated by spaces in print. Phonological Awareness RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). y Count, pronounce, blend, and segment syllables in spoken words. y Blend and segment onsets and rimes of single-syllable spoken words. y Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three phoneme (consonant-vowel-consonant, or CVC) words. Phonics and Word Recognition RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding words. y Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. y Read common high-frequency words by sight . y Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Fluency RF.K.4. Read emergent-reader texts with purpose and understanding.

Materials/Resources/Technology: Text: Fun With Gum Corresponding Worksheet #16 (Accommodations: Cutouts of vocabulary words with short u sound that correspond to the worksheet) Implementation: Time 3 minutes Opening of lesson: To start the lesson, bring Group 5 over to the reading table (Talan and Elizabeth). Ask them to bring their reading envelopes, a pencil, and a glue stick for todays lesson. Tell the students that they will be reading Fun With Gum again today. Talan will be starting today. Talan and Elizabeth will switch off reading every two pages. Explain to the students that while the other is reading, they need to be following along with their finger. 15 minutes Procedures: Have Talan start reading. Elizabeth will follow along with her finger. The students will sound out some of the words in the story. They should be practicing at home and becoming more fluent with this book. Once Elizabeth finishes the last page. Have Talan read the sight words at the end of the book. Then, have Elizabeth read them. Once they have both recited these high frequency words give them worksheet 16. Ask them to put their names on the top. Read the directions to them. Tell the students they are looking for the short u sounds in the pictures. Ask them what the letter u sounds like. They should respond u like umbrella. Tell the students that they need to circle the word that corresponds to the picture on the left. Do the first 2 rows with the students. Although the directions say to write each word out, have the students just circle the words for now. Have the students circle the last row on their own. Check the last row with them to make sure they both have the correct answers. Accommodations: After they have circled all the correct answers, hand them each their own bag of words. These words are the same as the words they circled. Have the students paste these words on the dotted line instead of writing them out. Have the students complete this task on their own. Every word circled should match the word that the student pastes on the dotted line. 2 minutes Summary/Closing: While the students are finishing the worksheet, take their reading envelopes and write down that they will read the same book again on Thursday and then complete worksheet 17. Tell the students that they will be receiving a new book next week as long as they keep practicing this book and master is by the end of this week. Give them their reading envelopes and collect their worksheets once they are finished. Student Assessment: Assess each students progress while reading. Assess the students recognition of the short u sound by checking over the worksheet.

Post Lesson Reflection: Student Interest In order to keep the students interest I have them follow along with their finger during guided reading groups. This keeps their interest and focus. If I am introducing a new story to the students I also will stop and have the students read the next word aloud together if it is a word they know just to make sure they are paying attention and keeping their interest in the book. Student Motivation The students are very motivated during guided reading groups. I have noticed that the students that have assistance and support at home are making more progress than the students that do not. I have many different levels in my class and guided reading groups are a great way to motivate the students to work hard because they are with students that are around the same ability. This encourages them and gives them confidence. Teacher Organization I felt that I was very organized for this lesson and I knew what each lesson entailed. The only thing I would have changed would have been increasing the size of the cut outs for the students. I used this method because my lowest group has trouble with writing at this point and pasting the words is easier and more efficient for them. I noticed that the students got somewhat distracted because the pieces of paper were so small. That would have been the one thing that I would change if I did the lesson over again.