Name: Regina Devers Date: ____________ Age/grade: KindergartenFox in SoxSubject:Reading/Writing # Students:__23__ #IEP Students: __1__
Major Content: Rhyming Words Unit Title: Dr. Seuss/author study
Objectives:
Student will demonstrate their knowledge of rhyming words by independently drawing a rhyming picture and labeling the picture correctly with the two rhyming words.
Connections:
Kentucky’s Learning Goals and Expectations
(Goal 1):
Students are able to use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives.(Expectation 1.11)
Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.Program of Studies:
(Reading 1.2) Content/Process
Student will read material that rhymes, is predictable, and has high frequency words.Core Content for Assessment:
Reading skills enable students to comprehend all types of reading materials.
RD-E-x.0.1
Use word recognition strategies (e.g., phonetic principles, context clues, structural analysis) to determine pronunciations and meanings of words in passages.Kentucky’s Learning Goals and Expectations
(Goal 2):
Students shall develop their abilities to apply core concepts and principles from mathematics, the science, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives.(Expectation 2.22)
Students create works of art and make presentations to convey a point of view.Program of Studies:
(Reading 1.2) Content/Process
Students will use details, explanations, and examples to support ideas for specific audiences and purposes.Core Content for Assessment:
Reading skills enable students to comprehend all types of reading materials.Context:
Fox in Sox kicks off the third day in my lesson on Dr. Seuss and rhyming words. This is the last day that I am going to focus on rhyming words with the entire class. I am going to finish this section of the lesson by having each student to independently draw a rhyming picture and talk about it to the classroom as a whole. This lesson will lead us into tomorrow where we will read Hop On Pop to review rhyming words and The Foot Book by Dr. Seuss and work on measuring items with our foot prints
Adaptations/Modifications:
The environment has been changed a little because The Dr. Seuss Activity sheet that I sent home to parents ask them to let their child wear silly socks to school on Wacky Wednesday. I will wear in knee pants and some silly socks for the students to see. I will greet the children by noticing their silly socks as they enter the classroom.
Resources:
Procedures:
- A brief biography of Dr. Seuss
- Weekly Sheet for Dr. Seuss Activities
- Book: Fox In Sox
- Rhyming Picture sheet (included)
- Dr. Suess maze
Initiation:
Have childdren go to rug center to implement lesson.New facts about Dr. Seuss: (taken from website: http://www.seuss.org./seuss.bio.html (Valmont p. 10)
1. He lives in California with his wife.
2. He was in U.S. army. (he was captain of the information and education division of the U.S. Army(Prereading Activity): Contrast Chart
Have this written out on chart paper before you start the mini-lesson.Why would a fox wear sox Why would a fox not wear sox
(Fill in the chart as the students answer the question)
(During reading activity): Character Map
Have the students to complete a character map on the fox as a group by allowing students to raise their hands if they want to give an answer.(Post reading Activity): Venn Diagram copy included(taken from website: http://abcteach.com/Reading/suess/venn.html (Valmont p.89 using technology to determine author’s motives and credentials)
Have the children to return to their seats to the lesson can progress into the nest stage of modeling.
Modeling:
Hang a completed copy of a rhyming picture up for the class to view and them instruct that a rhyming picture is a picture that is drawn to show how one rhyming word relates to another rhyming word just by looking at the picture.
example (attached) cat holding a bat (show the students the completed drawing)
Guided Practice:
Put the rhyming words pig and wig on the board and review that this are rhyming words and draw a picture with students of a pig wearing a wig.
Independent Practice:
Hand out the rhyming picture sheets and have students to think of two rhyming words that can describe a picture and then draw that picture.
Have Dr. Seuss mazes so that as students complete this task they can work on the maze to keep them occupied while the other students finish their work.
Closure:
Today’s lesson concludes our detailed work with rhyming words but our author study on Dr. Seuss will continue tomorrow as we read Hop On Pop and The Foot Book. So before we go any further I want to be sure that everyone understands rhyming words. Does anyone have any questions? Alright, we all remember that rhyming words are spelled alike and they sound the same. Now ask some high order questions?
Student Assessment:
- 1. Who can tell me important facts about Dr. Seuss?
- 2. Can someone give me the titles of two books that he wrote?
- 3. Will someone tell me some things that Dr. Seuss usually includes in his books for children?
- 4. Will someone give me three words that rhyme?
- 5. Can someone tell me why this words are considered to be rhyming words?
Tool:
Criteria:
- Check list sheet for students
- Rhyming Picture Sheet
Using the student activity checklist for Dr. Seuss activities for each student receives a check when the assignment is complete. The student must draw a picture of two rhyming words that can be related through a picture and then label the piece so that the words and the picture match up to convey a piece of art.
Reflection/Analysis of Teaching and Learning: (Completed only if taught lesson)
Lesson Extension/Follow-up:(Completed only if taught lesson)
Bibliography:
Seuss, Dr. (1965). Fox in sox. New York: Random House, Inc.
http://abcteach.com/Reading/suess/venn.html
http://www.seussville.com/seussville/games/maze/