Lesson Topic:  Phonics

Grade / Subject:  Kindergarten Language Arts

Rationale:  Florida Sunshine State Standards

                    Strand A:  Reading

Standard 1: The student uses the reading process effectively

           

(LA.A.1.1.2)  The student identifies words and constructs meaning from text, illustrations, graphics and charts using the strategies of phonics, word structure and context clues.

Real Life Application:  Students need to gain an understanding that illustrations are a source of decoding for emergent readers, and also to develop their proficiency with consonant blends, specifically the /sh/ blend, used in today’s lesson, in order to read fluently and communicate effectively.

Objective:  For the kindergarten language arts students to recognize the /sh/ consonant blend sound in illustrations AND text, and associate it with the correct sound, so that when given paper, pencils, and crayons, they will draw illustrations of the /sh/ sound and place them on a word placement chart in the correct place for the /sh/ placement particular word (ie: beginning, middle, or end) with 90% accuracy.

Content: 

§         Review consonant blends we have been working on /ch/, /ph/, and today’s /sh/.

§         Review that the blend sounds can come at the beginning, middle, or end of a word, and give examples of each.

§         Distribute post-it pads, pencils and crayons.

Sources:

§         http://www.firn.edu/doe/menu/sss.htm

§         http://eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Language_Arts/Phonics/PHN0201.html

Vocabulary (Word Wall) Words:

Wish, fish, sheep, shed, sheer, shoe, “shoo”, Ashley

Material:

§         Pads of post-it notes for each group of children

§         Pencils

§         Crayons

§         The Shooing Sheep Book

§         Tag word boards for each student (These are cardboards with vertical lines dividing the page in 3, for beginning, middle and end.)

Procedure:

Hook:  Show the cover of “The Shooing Sheep” and ask the children what they think the story might be about, allowing them to predict. Point out the /sh/ in “shooing” and in “sheep.”

Prior Knowledge:  Review the standard we have been working on and the consonant blends we have already learned about.  Then introduce the new blend of /sh/.

Procedure:

1.      High End Questions: 

a.  Who can tell me some things about sheep?

b.  What kind of things do sheep help us make?

c.  Do you think you’ve ever WORN anything that came from a sheep?

2.      Read aloud “The Shooing Sheep”, stopping frequently to point out the illustrations and ask the children what is happening in the story.  What do they think will happen next.  Every time we come to a word with the /sh/ blend, point it out to the children and have them repeat the word 4-5 times.  Ask them if the /sh/ sound is at the beginning, middle, or end of the word.

3.      After the story is over, place the vocabulary words from the word wall (listed above) on the white board.

4.      Hold up a tagboard and review how we use it:  It has three sections, one for the beginning of a word, one for the middle, and one for the end.  Tell the children that they are to write the word wall words that are placed on the board up front, on their post-it notes.  Then they are to take each word and place it in the appropriate box on the tagboard, depending on where the /sh/ sound is in the word. (ie: for the word “sheep,” they would place the post-it with sheep written on it in the first section of the tagboard, because the /sh/ in sheep is at the beginning of the word.)

5.      I will circulate the room and assist children as they need assistance, paying special attention to the ESOL student in the room, and the 3 students that are struggling with consonant blend sounds.

6.      After most of the children are finished placing their post-its, I will ask for five volunteers to come up and show us their tagboards with words in that BEGIN with /sh/.

7.      Next, I will ask for 5 to come up and show their tagboards with /sh/ sound in the middle.

8.      Finally, the last 7 will be asked to come and show their tagboards with /sh/ at the end of the word.

9.      If any student has placed their post it in the wrong section, as we are reading the words they have placed together, I will ask them why they chose the section of the board they chose, have everyone together sound out the word, and then see if we all agree that in THAT word, the /sh/ sound actually comes in the ______part of the word. 

10.  Next, students will return to their seats.

11.  When everyone is seated, I will ask the students to write some /sh/ words of their own on their post-its and place them where they think they should go on their tagboards.

Assessment:  As I observe the tagboard exercise from the sheep story, and then circulate the room while the children write their own /sh/ words and place them on the tagboards, I will assess whether or not they have grasped the phonetic placement of the blend, and the concept of being able to identify it within a word.

Closure/ Review:  For the last ten minutes of this lesson, I will allow children to come forward one at a time to share the /sh/ words they found on their own, and how they