Stage 1 - Desired Results - Guiapad



Stage 1 - Desired ResultsUnit SummaryIn this unit, students will use songs and nursery rhymes as a way of discovering alliteration, syllables, and rhyming to find initial consonants and to learn the alphabet.Transfer goal: By the end of the unit, students will be able to identify letters in the alphabet and initial consonant sounds to be able to match sounds into words in order to develop literacy skills in English.Content Standards and Learning ExpectationsListening and SpeakingL/S.K.1 Listens and responds to basic commands, instructions, and routine questions during story time using expressions to demonstrate engagement.ReadingR.K.2 Uses basic aural phonemic awareness strategies to manipulate sounds.WritingW.K.1 Identifies and traces the letters of the alphabet using linear and curved strokes; recognizes uppercase and lowercase letters.W.K.2 Writes the letters that represent first name.W.K.3 Forms the letters of the alphabet using a variety of manipulatives, identifies the initial consonant in words or pictures by tracing and circling, and attempts to write the letters using print techniques.Big Ideas/Enduring Understandings:We bring knowledge gained from family and life experiences that teaches us to connect with community and grow as learners.When I listen to understand, I can build a better relationship with others.Singing helps us learn new words in a fun way.Songs use rhyming and rhythm to make it memorable.Reading allows us to grow as humans by developing our ability to use language to think and express ourselves.Essential Questions: What knowledge do I bring to school?How can I use words to improve our relationship with others?Why read?Why sing?What makes a good song?Content (Students will know…)Letters of the AlphabetNursery Rhymes and Songs in EnglishWords are made up of letters and can have more than one syllablePrint techniquesContent VocabularySentence starters to describe words and sounds: ( ___ rhymes with ____, I hear _____, ____ starts with _____)Song, singWords, letter, sound, beatRhyme, rhythmSyllableRead, writeSkills (Students will be able to…)Listen and respond to basic commands and instructions.Use basic aural phonemic awareness strategies to manipulate sounds.Form the letters of the alphabet using a variety of manipulatives.Identify the initial consonant in words or pictures by tracing and circling.Write letters that represent first name.Stage 2 - Assessment EvidencePerformance TasksClass Alphabet ScrapbookHave students create an alphabet scrapbook for the class by having students create scrapbook page for each letter of the alphabet. Students can select what letters they want to do (a letter from their name, for example).You can differentiate performance task by student’s level of English. The book can vary from one word (K is for Kite) to creating a sentence with various words that begin with the letter (I see kittens in the kennel).On the page of the scrapbook, the student will have words and pictures of things that begin with the letter. He/she can draw, find photos from newspapers and magazines, and find examples of words from the word wall and the individual word list.Make sure the page includes both the lowercase and uppercase forms of the letter. The student can cut out examples from newspapers and magazines of the letter, as well as trace it and write it.Perform a Nursery RhymeHave students perform a nursery rhyme with movements, costumes, and props. Students can perform the nursery rhyme to music while singing along.After the performance, the students share with the audience four words that begin with different letters (e.g. Teapot starts with T, Spout and Short start with S, Handle starts with H) and/or have students highlight or underline the rhymes on a copy of the nursery rhyme or point it out on a poster. Other EvidenceContinue with Word List and Individual Word List Oral Assessments (see attachment: Resource 1 – Oral Assessment for Vocabulary Acquisition).Picture Word Sort with Initial Consonants: Select three consonants that you will use to create a word sort with pictures of words from the nursery rhymes learned during the unit. Observe how the student can identify initial consonant sounds based on the picture and place it under the correct consonant (see attachment: K.4 Other Evidence – Picture Sort).Alphabet Floor Game: Write out letters on note cards and lay them out randomly on the floor. Say a letter of the alphabet and have the student step on that letter. You can differentiate by having only uppercase or lowercase or mix it depending on the level of the student.Conduct observations (see attachment: K.1 Other Evidence – Checklists for Literacy) and note the oral and writing development of each student during classroom activities.Phonemic Awareness in Rhyming Assessment: (see attachment: K.4 Other Evidence – Recognizing Rhyme Assessment).Continue observation of student’s signature Use attachment K.1 Other Evidence – Checklists for Literacy to note growth of student’s writing and refer to attachment Resource 4 – Developmental Stages of Writing.Stage 3 - Learning PlanLearning Activities Aural Phonemic AwarenessAsk “Why do we sing?” Play your own favorite song and talk about how that song makes you feel and why you like the song (do you connect with it? Does it make you feel a certain way? Does it make you remember a time in your life?). Have students discuss how music makes them feel. Have them bring in songs they enjoy and have them share why they like the song. Include this vocabulary in their individual word list. Have them say “I like this song because ________.”Have students share songs (lullabies, nursery rhymes, etc) they have learned from their family members. If any family can come in to teach songs, it would be great to reinforce the essential question, “What knowledge do we bring to school?”Have students create a drawing or painting about “music makes me feel” or “why I love music” as they listen to music they bring in from home.Have students find sounds in songs in Spanish. This will help the students’ transition to recognizing phonemic sounds in English. Ask, “What makes a good song?” Is it the rhythm? Instruments? Lyrics? Have students create their own musical instrument (rain stick, shekere, cajon) to find the beat of their favorite songs to aid in finding syllables to identify phonemes (see lesson plan link below). If there is a local instrument maker, invite him/her to share his/her craft and give a demonstration.Use nursery rhymes and songs as the basis to discover aural phonemic awareness. Read aloud books that are/have songs (e.g. “Wheels on the Bus” by Raffi, Nursery Rhyme videos and songs to find words that have common sounds (through rhymes to find the end sound and alliteration to find initial consonants). Use these links as a teacher resource to familiarize yourself with the rhythm and lyrics of nursery rhymes:I’m a Little Tea Pot Row Row Your Boat Wheels on the Bus Twinkle Little Star , Two, Buckle My Shoe is Thumbkin? posters of songs on chart paper so as the students sing; you can follow along with a tracker to have students understand how words are separated. If there is a word with two syllables, talk about how the two sounds can make one word.Have a center where students can use the pointer to sing while tracking words (as a discovery, not an assessment, at this moment, students are just connecting the idea of printed word to sound and are not expected to separate words correctly) as well as have access to small printable books they can “read” by singing the song: Students can use their musical instruments to find the rhythm and locate sounds. For each song you teach, create words for the world wall with pictures of the item (resource: ).Initial Consonant soundsAsk students, “why read?” Have students discuss how reading helps us in life (signs, directions, recipes, entertainment). Share why you love reading and discuss how what we hear can be written down into wordsModel how to handle a book, how to carefully turn the pages, how the words read from left to right. Use your finger to trace under words you are reading to reinforce this concept. Have students with partners role-play being a teacher and student and take turns reading aloud a book that is already familiar to them. See tips: Use the names of the students to introduce initial consonant letters. Create name tile cards so students can practice tracing and matching letters to their name (connects to the importance of our name from text in Unit K.2, Chrysanthemum) Use the names of the students to create word sorts: find same initial letters, sort by boys and girlsUse word wall to develop a collection of words for each initial letter of the alphabet. Begin with the students names, then add words from nursery rhymes and songs (e.g. Spider, teapot, London, bridge) aloud Dr. Seuss’ Alphabet Book to show examples of alliteration and beginning sounds. Create pictures of the words the students already know to do picture word sorts with the initial word sounds (see attachment: K.4 Other Evidence – Picture Sorts). Model the concept of picture sorts using shapes that are familiar to them Connect this activity to a read aloud of My Very First Book of Shapes by Eric Carle. With the school vocabulary learned, have students sort the pictures using only the initial consonant Manipulatives for Alphabet Awareness Read aloud, Chicka Chicka Boom Boom about letters climbing up the coconut tree. As a story it is a song, so have students sing along Create a Coconut tree and have students move magnetic letters up and down the tree according to the song Out of clay have students roll out snakes and form their names using the snakes. This can be a precursor for working in partners to put the alphabet in order on a snake to create a mobile: craft/alphabetsnake1.pdf Use the students’ names to create cheers for the name of the day: (Teacher: “Give me an A!” Students: “A!” “Give me an N” “N!” “Give me an A!” “A!” “What does that spell?” “ANA!” Attempt to write using print techniquesUse an easel with paintbrushes or finger paint to have students practice creating drawings with straight lines, curved lines, diagonals, horizontals, and vertical strokes to develop their dexterity. Paintings can reinforce creating a color pattern (e.g. red-green-blue, repeat) or to retell a story from a read-aloud or from their life.Trace letters in soft material (e.g. shaving cream, finger paint, mud, or dry sand) on a table-top surface while listening to music.Trace letters on the back of a partner and have the partner guess what letter it is.Have students draw pictures from the nursery rhymes or songs and have them “write” a sentence describing their drawing and have them sign their picture.Sample LessonsSee attachment: K.4 Other Evidence – Picture SortsNursery Rhyme Lessons focused on Animals (can be used throughout year): Alphabet Center: Create musical instruments: using Chicka Chicka Boom Boom: using Dr. Seuss’s ABC’s: ResourcesUsing music to teach literacy: and worksheets for tracing lowercase and uppercase letters: Tons of resources for alphabet recognition: Nursery Rhyme words and illustrations for word wall and centers: Different alphabet recognition games and cut outs: ConnectionsSongsDe Colores and Other Latin American Folksongs for Children (Bilingual songs) by Jose-Luis OrozcoWheels on the Bus and Shake my Sillies Out by Raffi Zoom Zoom I’m Off To the Moon by Dan YaccarinoAlphabetChicka Chicka Boom Boom By Bill MartinDr. Seuss Alphabet Book By Dr. SeussEating the Alphabet by Lois EhlertABC I Like Me by Nancy CarlsonAlphabet City by Stephen T. JohnsonEric Carle’s ABC ( The World of Eric Carle) by Eric CarleShapes My Very First Book of Shapes by Eric Carle Shapes, Shapes,Shapes by Tana HobanRound is a Mooncake: A Book of Shapes by Roseanne ThonyBusy Bugs: A Book About Patterns by Jayne HarveyPattern Fish by Trudy Harris ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download