Emergent Literacy Lesson Plan

Candidates Name: Lindsey DeFeo Course Prefix/Number/Section: EDU 232

Date: 3/6/17 Subject: Language Arts Grade Level: K Duration: 30 minutes

I have designed this lesson plan based on a kindergarten class about three quarters through the
school year. The class generally has their letters learned, and they have had a word wall in the
classroom since the first day of class. One of these word wall words is all. These students
understand letter recognition and letter sounds at this point in the school year. I believe that the
students are ready to build their knowledge and begin to learn about word families with all
because they are already familiar with the word by itself.

Lesson Topic: (Your topic could be in one of the following emergent literacy areas: phonemic
awareness, phonics, letter knowledge, Word families, etc.): - Introducing word families: -all

Big ideas: Students will enhance their knowledge on word families by being able to recognize
what word families are, a group of words that have the same ending/beginning. Specifically in
this lesson, words that end in all. They will notice that all the words have similar sounds, which
means that they rhyme.

Essential questions: What is a word family? What is a rhyme? What words end in all? Do
these words rhyme?

Learner outcomes: Students will be able to explain what a word family is, recognize and
identify words that end in all, as well as understand what rhyming is and be able to rhyme
words that go along with our world wall word all. Students will be able to learn how to do
word ladders.

Standards:
- CC.1.1.K.C Demonstrate understanding of spoken words, syllables, and sounds
(phonemes). Recognize and produce rhyming words. Count, pronounce, blend, and
segment syllables in spoken words. Blend and segment onsets and rimes of single-
syllable spoken words. Isolate and pronounce the initial, medial vowel, and final sound
(phonemes) in the three-phoneme (CVC) words.
- CC.1.1.K.D Know and apply grade-level phonics and word analysis skills in decoding
words. Distinguish between similarly spelled words by identifying the sounds of the
 letters that differ. Demonstrate basic knowledge of one-to-one letter-sound
correspondence. Associate the long and short sounds with common spellings for the five
major vowels. Read grade-level high-frequency sight words with automaticity.
- C.C.1.1.K.E Read emergent-reader text with purpose and understanding.

Vocabulary (essential terms introduced in this lesson):

- Word Families
- Rhyming
- Word Ladders
Materials/Resources:
- White Board
- Dry Erase Markers
- Paper
- Pencils
- Index cards
- Markers
Instructional Procedures: (Study the mini lesson plans on pages 100, 116, 134, & 154 and
follow these examples in planning your instructional procedures.)
1. To introduce the topic to the students I will start by writing all on an index card so that
one of my helping hands (a student) can put the card onto the word wall. This shows that
we are working on the word wall as a class throughout the year. I will explain what a
word family is with a PowerPoint slide show. This will have a definition of a word family
as well as examples. For example, the slide will read a word family are groups of words
that have a common feature or pattern - they have some of the same combinations of
letters in them and a similar sound. For example, at, cat, hat, and fat are a family of words
with the "at" sound and letter combination in common.

2. To show teacher modeling I will find a short story that has this word family in the book.
This will provide the students with a firm understanding of the word family. The specific
word family we will be taking a look at is -all.

3. I will point out that all the words end in all. After reading the book I will then give more
examples. Whether it is examples from the book or more examples. For example, all,
ball, call, fall, mall, hall, install, small, tall, wall, etc. Depending on how well the students
are understanding I might ask some of the students if they can think of any of their own
examples. This can take place in between some of my examples that I am providing them
with. I can also ask them do you remember seeing any words in the story that are a part
of the word family all? Also, these words can be written on index cards and added to
the word wall. The students in the class can take turns putting them on the bulletin board
or wherever the word wall is in the classroom. I will stress that these words are part of a
 word family, -all, and I will also stress that they rhyme. I can ask the students what do
you notice about all of these words? They are all a part of the word family all but what
else? Do you notice any similarities between the words? (Say them out loud if you have
to or as a class) Explain the definition of rhyming. Say rhyming means identity in sound
of some part, especially the end, of words or lines of verse; a word agreeing with another
in terminal sound. Ask the students if they have ever heard of rhyming or word families
together.

4. To practice students will work on word ladders with help. This might be a lot for
kindergarteners but hopefully since they are just about half way through the year they are
starting to become more fluent writers. If not scaffolding can occur to ensure students are
getting the most out of the activity. You can explain to the student what a word ladder is.
For example, A kind of puzzle in which one word must be transformed into another
specified word of the same length by changing one letter at a time, each step yielding a
valid intermediate word With help the students can practice word ladders and if they are
unable to do word ladders then the students can be given a worksheet with the word
ladders already completed. This can be a reference for the students who cannot write the
word ladders completely on their own yet. In the meantime students can match words
with pictures at their desk. These can be laminated pictures and index cards with their
word family on them. Then, students can match word families together using a
worksheet. The worksheet can have many different words of word families and they can
match which words go in each family. As well as, say what the word family is. These
activities can be done with help if needed.

5. Learning can be assessed throughout the whole lesson while the teacher is helping them
and instructing them. This can be done formatively when the students are being asked
questions and answering them. I will make sure that students are grasping the concept of
word families, rhyming, and all word families. Students should also be able to
demonstrate understanding of word ladders. I will collect the worksheets and grade them
as a summative assessment. This grade will count mainly on participation as well as give
me a better understanding of who still needs more assistance with world families.

Acknowledgement: If you use ideas from your peers, please acknowledge her/their
contributions.
No acknowledgements