Learning About Words Language Arts Kindergarten 10-day Unit

Learning about WordsLanguage ArtsKindergarten10-day UnitTeacher Work SampleLevel 1Level 1

Educ 3100October 3, 2005Contextual FactorsAs far as contextual factors go, there are a lot of things that contribute to aclassroom. I think one of the biggest factors that plays into the classroom is the teacherand her personality. This can be a help or a hinder to the children in the classroom.Along with this, how the teacher has the classroom set-up will play a huge role in thechildren and their attention spans.If the walls of the classroom are covered in posters and colorful, busy things, thestudents may get distracted and they may not be able to pay attention very well. Somechildren work well in groups, and other children work well by themselves, so the desksand classroom set up in that sense is important too, so the children aren’t lost andconfused because they aren’t comfortable in their environment.One thing that I noticed in my field experience is that Mrs. Passey, the 1st gradeteacher that I have been going to, has decorated her classroom with lots of bright colorsand things. It is very busy, but it is things that the children are able to refer to whennecessary, such as alphabet, numbers, colors, etc. I think that the one thing that iseffective for Mrs. Passey’s classroom is that she has placed the posters and things up sohigh that they aren’t at the children’s level and in my opinion, the children only look atthem when they are extremely bored or when they need to refer to them for some reason.Another thing that I noticed from my field experience is that the parents can be adistraction or they can add to the classroom. There was one little boy who was late oneday and his mom brought him in and she stood by the door and watched him put hisbackpack away and she waited until he joined the class and then she stood there and

watched him. I noticed the children kept looking at this mother wondering what she wasdoing and I could tell they were distracted by her. Parents can be a huge asset to theclassroom though because they can help with things that the teachers need help with, andthey can provide support to the children.I think another factor that comes into play in the classroom is the individualchildren’s challenges. There are a couple kids in my field experience classroom who areESL children. They struggle with learning because they are not only trying to learnreading, math, etc., they are also trying to learn a language. Additionally, some childrenhave challenges that other children don’t. For example, one student’s parents may be inthe middle of a divorce. This will have a huge effect on that child because he will not behimself. He may seem distracted, etc.These are just a fe w of the contextual factors that I have observed in my fieldexperience, but on thing is for sure, there are so many factors that play into a classroomand each classroom is a little bit different.

Educ 3100November 30, 2005Miss Kindergarten ClassRoom # 101Course Description and Goals: Demonstrate a positive learning attitude. Develop social skills and ethical responsibility. Demonstrate responsible emotional and cognitive behaviors. Develop physical skills and personal hygiene. Understand and use basic concepts and skills. Communicate clearly in oral, artistic, written, and nonverbal form.Homework:Your child will occasionally bring home homework and daily work from class. Pleasetake time to go through it with your child and give him/her the help that is needed so thathe/she knows you are interested in what is going on at school.Attendance;The students are expected to be in class everyday. If there is an emergency where yourchild is not going to be at school, please let me know ahead of time. If they aren’t inclass, please either call or send a note to school with your child. Please try to have yourchild at school every day on time.Classroom rules1. Eyes are watching carefully2. Ears are listening quietly3. Raise your hand whe n you have something to say4. Lips are quiet as can be.5. Hands are to self and belong to me.VolunteersI love to have volunteers in my classroom. Volunteers are welcome and are such a greathelp! I will have a sign up sheet for those parents who are interested. Volunteers are tocheck into the office before coming into the classroom.Grading Scale:4- 100%-85%3- 84%-70%2- 69%-50%1- Below 50%

Part of the child’s grade will be determined by the amount of participation that he/sheputs in. Participation is an important part of their grade, so make sure that your child ishere so that he/she can get participation points.Videos: Occasionally, we will be using short, “G” rated, videos to support ourkindergarten curriculum. I will send a note ho me to have you sign to approve of thevideo.If this is unacceptable to you, please contact me within the first two weeks of school.I have read and I understand the class policies for my student .Student NameParent SignatureDate

Educ 3100Level 1Align Objectives with EvidenceSubject: Language ArtsGrade: KindergartenUnit: Phonological and phonemic awarenessState standards and objectives:Standard III Phonological and Phonemic Awareness- Students develop phonological andphonemic awareness.Objective 1 Demonstrate phonological awareness.2. Recognize words beginning with the same initial sound in an alliterative phrase orsentence (e.g., Six snakes sold snacks and sodas.)3. Identify and create a series of rhyming words orally (e.g., cat, bat, sat, ).Objective 2 Recognize like and unlike word parts (oddity tasks).1. Identify the word that does not rhyme in a series of words (e.g., bat, cat, sat, pig).2. Identify the words with same beginning consonant sound in a series of words(e.g., man, sat, sick) and ending consonant sound (e.g., man, sat, then).DayObjectiveDay 1Identify and create a series ofrhyming words orally (e.g., cat,bat, sat, ).Day 2Hunter media enhanced lesson planDay 3Identify the word that does notrhyme in a series of words (e.g.,bat, cat, sat, pig).Day 4Day 5Day 6Recognize words beginning withthe same initial sound in analliterative phrase or sentence(e.g., Six snakes sold snacks andsodas.)4MAT lesson planAssessment (Evidence)Give Students a worksheet withpictures of rhyming words. Havethem circle the things that rhyme.Have the students write or drawthings that rhyme with what theyhave already circled from theirprevious worksheet, and they canalso come up with a word thatrhymes with the words that had norhyming partners.Given a worksheet, have studentscircle the word or picture thatdoesn’t rhyme.Students will draw things that don’trhyme. They can draw things thatdo rhyme to contrast.Have the children in class underlineon the white/chalk board the firstbeginning sound on one word thatis repeated. Let the students taketurns until they have identified allalliterative sounds.Have the children create analliterative sentence such as atongue twister.

Day 7Identify the words with samebeginning consonant sound in aseries of words (e.g., man, sat, sick)Day 8Day 9Identify the words with sameending consonant sound (e.g.,man, sat, then).Day 10Hunter lesson planSummativeAssessmentStudents understand the concepts ofprint and phonemic awareness.Orally have the children pick outwords that have the same beginningconsonant sounds from a sentence.Have the students identify samebeginning sounds. This can berhyming or non-rhyming words.Give them a sentence with samebeginning sound words.Orally have the children pick outwords that have the same endingconsonant sounds.Have the students identify sameending sounds. This can berhyming or non-rhyming words.Give them a sentence with sameending sound words.In class or at home with parent(s),the student will complete theenclosed summative assessmentworksheet.What enduring understandings or big ideas do you want students tounderstand?Words are made up of letters that are put together to mean something.Sentences are made up of words.Some words rhyme and some have alliteration.What key knowledge, skills, and dispositions will students acquire as aresult of this unit?Knowledge:Identify words that rhyme vs. words that don’t rhymeIdentify that words that begin with the same sound are alliterative.Skills:Discriminate between rhyming and non-rhyming words.Constructs sentences on their own.Dispositions:Appreciates words and the variety of ways we can use them.Sees the importance of print and language and appreciates the way it works.Eager to use words and sentences in everyday life.

Educ 3100Level 1December 1, 2005Hunter ModelRhyming WordsKindergarten, Language ArtsObjectives: Identify and create a series of rhyming words.Standard: Standard 3 Objective 1BAnticipatory set:Read Dr. Seuss’s book Fox in Sox. Ask the children to tell you something that theynoticed about the book that was a little funny or something that they noticed about thewords the author was using.Teaching (Best shot):Start out by saying words that rhyme, such as bat, cat, sat, fat, hat, etc. To make thewords familiar to the students, show pictures of the words as you say them. Try toget the children to guess what the words all have in common. Talk about whatrhyming words are, and that they have the same sounds at the end. Explain thatwords that sound the same usually rhyme words. Show more pictures and createmore series of rhyming words. Have the children raise their hands if they can thinkof their own rhyming word to share with the class. Once there are no more ideas,start off with a new word and let each child have at least one turn sharing a rhymingword.Guided Practice:

Break the students up into small groups or centers. Walk around the room and givehelp wherever needed for the following activities. Spend time observing in eachgroup.1. Give the first group a word to start with, and have them make a rhyme chainlike the one we did as a class, but with as many words as they can come upwith. They can help each other if the y get stuck. When they run out of ideasand can’t think of any other words to rhyme with it, the students can take turnsthinking of their own words to start the chain with.2. Let the children play rhyme concentration. They are given cards facedownand they turn two cards over, one at a time. When they find two cards thathave rhyming pictures on them, they put them in front of them in their ownpile. When all the cards are gone, the game is over. (If competition is okay,the one with the most cards in front of them wins.)3. Folder Games. In this center, the children are given the folder game s called“Rhyme Time” and “Rhyme Matching.” They have to match the rhymingpicture card to the other picture card that rhymes with it. They can take turnseach playing a round, and/or they can work together to solve it.Closure:Talk about how many rhyming words the children came up with and how fun it isto find things that rhyme, and that almost every word has a word that rhymes withit, even if it is a silly word, or one that is real.Independent Practice: