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Lesson Idea/Topic This lesson will help reiterate the learning of counting by two’s, and of
and rhyming. It is about mittens which have to do with winter and the
Rational/Relevance: weather we are currently experiencing.
Student Profile: This lesson will be taught to all the full day students in the
kindergarten class, which means 18 students. These children are pretty
similar in abilities. One has an identified IEP for speech, another is in
the process of being evaluated for one as well. 9 students are girls, 9
students are boys. After having we had 3 new students join the class in
January, and one left at the end of the month, we are starting to return
to normalcy.
Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
Mathematics. 1. Number Sense, Properties, and Operations. 1. Whole numbers can be used to name, count, represent, and order
quantity. a. Use number names and the count sequence. ii. Count forward beginning from a given number within the known sequence.
Mathematics. 1. Number Sense, Properties, and Operations. 1. Whole numbers can be used to name, count, represent, and order
quantity. a. Use number names and the count sequence. iii. Write numbers from 0 to 20. Represent a number of objects with a written
numeral 0-20.
Mathematics. 1. Number Sense, Properties, and Operations. 2. Composing and decomposing quantity forms the foundation for
addition and subtraction. c. Compose and decompose numbers 11–19 to gain foundations for place value using objects and drawings.
Reading, Writing, and Communicating. 1. Oral Expression and Listening. 3. Vocal sounds produce words and meaning to create early
knowledge of phonemic awareness. a. Identify and create rhyming words.
Every student will be able to: Count by two’s up to 12, hear 3 pairs of rhyming words in a story.
I can: count by two’s and recognize rhymes in a story.
This means: counting the mitten’s and coloring words that rhyme in “Where are my mittens?”
List of Assessments: (Write the number of the learning target associated with each assessment)
The children will be assessed on if they are able to hear the rhyme while reading, and if they can count the mittens by twos.
I will give the children time to do this. After they are Notice who is able to
all mostly done, I will ask them to look at the next read, or trying, or not
page and have them read it with me. trying.
I will repeat this with the children until all the pages
are done. Then I’ll help them put the story in order Who is able to put the
based on the page number and staple it for them. story in order?
After that we will re-read the story, I will read two Who can hear the
pages at a time and ask them to listen for the rhyming rhyming?
words. Once they identify the rhyming words, I’ll have
them highlight the words.
This will happen with all the pairs of pages. Then we’ll
talk about counting the mittens.
We will write the number of mittens so far in the book, Noticing who gets the
on the page, then talk about how it’s increasing by two counting by twos.
each time since mittens come in pairs of two.
If there is time the children will be able to color their Notice how precise the
book. children color.
Closure The strategy I intend to use is: Once all the steps are complete, I will tell the
children if they are happy with their book, they can help stack chairs or head out to
recess if someone is out there already.
I am using this strategy here because: It wraps up the lesson and transitions the
children to the next step.
Differentiation Content Process Product Environment
Modifications: For groups
who aren’t as
good with
scissors, to
save time I
can help them
with some
cutting.
Extensions: Children who
can read the
book on their
own and did a
good job of
rhyming with
be asked to
write more
rhyming
words on the
back.
Assessment No formal assessment will happen, there will be observations along the way of how
the children are doing on the standards.