Final

Goals/Objectives:

This lesson will help students recognize the sounds of the various letters in the alphabet and learn to identify them by using the names of different types of butterflies. Each unit will focus on a different letter of the alphabet. For this week we will use the letter B

Standards Covered:

TEKS 110.11.b.1.B and 110.11.b.3.A

Identify upper- and lower-case letters;

Identify the common sounds that letters represent;

Use this link for standards on all the lesson plans

Head Start Framework: If you work in a Head Start program, please click HERE to choose a standard from the Head Start Early Learning Framework.

HEAD START IS THE GRADE I WOULS LIK ETO USE FRO THIS ASSIGNMENT.

https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/Assessment/Child%20Outcomes/HS_Revised_Child_Outcomes_Framework(rev-Sept2011).pdf

use the link to choose the topics for the lesson plans

If the HERE above doesn’t work click on the link.

Materials:

Butterfly Alphabet Book by Jerry Pallotta and Brian Cassie

Construction Paper

Magazines and books with lots of pictures

Glue

Crayons

4X6 inch card with the letter B printed on it for each student

Introduction:

“Hello class! This week we are going to be reading books about a beautiful insect that begin with the letter B. Who can tell me the name of an insect that begins with the letter B?” Wait for the students to respond. “Yes, that is right a butterfly. Butterfly begins with the letter B. Can anyone tell me what sound the letter B makes?” Wait for the students to respond. “Let me give you a clue by repeating the name of the insect we will be studying this week, butterfly.” Wait for the students to respond. “Yes, the letter B says “buh”. Today I am going to share an alphabet book with you about the different species of butterflies. Can anyone tell me what the word species means?” Wait for the students to respond. “A species is a class of things included with other classes.”

Lesson Development:

1. Read the Butterfly Alphabet Book to the students. Stop at each letter and have the students repeat the letter and sound after you.

2. Explain to the students that each letter of the alphabet has a different name and its own unique sound.

3. Show students an example of a letter B picture board with cut out pictures from books and magazines of things that begin with the letter of the week.

4. Find a picture of something that begins with the letter B. Ask the students if anyone knows what the picture is and have them say it.

5. Have the students repeat the sound Buh for B and then say the name associated with the picture.

6. Continue with this exercise until every student has had a chance to identify a picture that begins with a B.

7. Then ask students to name some things in the classroom or at their home that begins with a B sound.

Practice/ Checking for

Understanding:

1. Explain to the students that they are going to have a chance to make a letter B chart to show that they can identify items that begin with the B sound.

2. Pass out a piece of construction paper, a 4X6 card and a magazine to each student.

3. Tell the students to trace the letter B and then write the letter B next to it.

4. Have the students to glue their card onto the top of their construction paper.

5. Tell the students to find, cut out and glue pictures from the magazines of items that begin with the B sound.

6. While the students are working, walk around and monitor. Help students if needed.

Closing:

Bringing students back together as a whole group. Have students to share the pictures on their B board to ensure that they can recognize items with the B sound. Have them to write the first letter of one of their B words on the chart and I finish writing the rest of the word for them. Write the upper and lower case letter on the board and ask who can tell me what letter this is? Then ask who know the sound these letters make?

Personal Reflection:

The students did a great job writing and finding pictures that begin with the letter B. However, I noticed that a few students were struggling with identifying pictures that begin with the letter sound B. These students I will be pulling aside in smaller groups to work on phonemic awareness of the letter B.

Goals/Objectives:

The students will be able to complete a story map by drawing pictures that accurately represent the beginning, middle and end of the story.

Standards Covered:

TEKS 110.11.b.6.A Identify elements of a story including setting, character and key events

Materials:

Beginning, Middle and End Story Map (a copy for each student)

The Very Hungry Caterpillar by Eric Carle

White board with the Story Map drawn on it

Markers

Introduction:

“Hello class! This week we are learning about butterflies. Who can tell me what insect a butterfly is before it turns into the butterfly?” Wait for the student responses. “Today I am going to read a book to you about a very hungry caterpillar. When I am reading the story I want you to listen for what happens at the beginning of the story, the middle of the story and the end of the story. Who can tell me where these words or phrases are found in a story: once upon a time, the end, they lived happily ever after?” Wait for the students responses. “Do you know that every story has a beginning, middle and end?” Wait for the children responses. “Today I am going to share The Very Hungry Caterpillar by Eric Carle with you. What do you think a very hungry caterpillar eats?” Wait for the students responses. “While I am reading the story today, I want you to listen for what happens at the beginning of the story, the middle of the story and the end of the story.

Lesson Development:

1. Read The very Hungry Caterpillar to the students. As I read I will pause to identify the beginning, middle and end to the students.

2. Show the students the chart paper that has a picture of the story map drawn on it.

3. Start with the first column labeled Beginning. Explain what the beginning of a story is. Ask probing question about the beginning of the story to model how you find the beginning. Let the students assist with the answers. Record them in the “Beginning” section of the Story Map.

4. Next explain what the middle of the story is. Ask probing question about the middle of the story to model how you find the middle. Let the students assist with the answers. Record their answers in the “Middle” section of the chart.

5. Explain what the end of the story is. Ask probing question about the end of the story to model how you find the end. Let the students assist with the answers. Record their answers in the “End” section of the charted Story Map.

If students offer ideas that fit better in another section of the chart I would respond by saying, “I remember that part too. I think it would be great to add that to the “Middle” section of the chart. Each student will color, cut out, arrange and glue the pictures and arrows onto construction paper to show the four stages of the butterfly life cycle.

Practice/ Checking for

Understanding:

1. Explain to the students that they are going to have a chance to show what they remember about The Very Hungry Caterpillar by completing their own Story Map.

2. Hand out a copy of the Story Map to each student.

3. Tell the students that they need to draw a picture in each section, Beginning, Middle and End, to show what happened in the story.

4. While the students are working walk around, monitor and support the students.

Closing:

Bring the students back together as a group. Ask the children to share what they drew on their Story Maps with the class. Remind the students that when we tell a story it is important to talk about the events in the correct order, so the story makes sense. Ask the children to take their page home and share The Very Hungry Caterpillar story with a parent, using their paper to help them remember to tell it in order. What are the three parts of the story we practiced today? (Wait for the student’s response.)

Personal Reflection:

After teaching the lesson, I noticed that some students were still struggling with the three parts of the story. I will work with these students individually and use partner sharing with the stronger students to improve their understanding. Overall the students did a good job. After working with the students that were struggling I will see if everyone can complete the Story Map on their own without me modeling it for them.

Goals/Objectives:

The students will be able to identify words and pictures that rhyme.

Standards Covered:

TEKS 110.11.b.2.C and 110.11.b.2.D

Orally generate rhymes in response to spoken words (e.g., "What rhymes with hat?")

Distinguish orally presented rhyming pairs of words from non-

rhyming pairs

Use this link for standards on all the lesson plans

Head Start Framework: If you work in a Head Start program, please click HERE to choose a standard from the Head Start Early Learning Framework.

HEAD START IS THE GRADE I WOULS LIK ETO USE FRO THIS ASSIGNMENT.

https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/Assessment/Child%20Outcomes/HS_Revised_Child_Outcomes_Framework(rev-Sept2011).pdf

If the HERE above doesn’t work click on the link.

Materials:

Birth of A Butterfly poem by Meish Goldish

Paint sticks for each student

Construction paper cut in the shape of a butterfly

Stripes of paper with Things that Rhyme written on it for headers

Rhyming picture cards (two or three sets per student)

Introduction:

“Hello class! Today we are going to read a poem about a butterfly. Who can tell me what rhyming means?” Wait for the student response. “When words end the same we call this rhyming. You are going to be rhyme detectives. Whenever you detect (hear) a rhyming pair of words you have to touch your noses to show that you’ve found it. I am going to recite some words and when you hear a pair that rhymes touch your nose. Get your detective finger ready by holding it in the air.”Then I will recite three or four sets of words. In between each word I will make sure the students are raising their fingers back in the air, this way I will be able to informally assess the students’ understanding of this skill. Choose a student to repeat the rhyming pair they heard.

Lesson Development:

1. Ask the children to take their detective fingers back out. Remind them to touch their noses whenever they hear a rhyming word.

2. Read the Birth of a Butterfly to the students.

3. Stop frequently to ask the students if they can think of any other words that rhyme with the pairs they detected. Nonsense words are totally acceptable answers for these rhyming activities!

4. Explain to students that sometimes stories and poems use rhyming words.

Practice/ Checking for

Understanding:

1. Explain to the students that they are going to select pictures of things that rhyme to glue on their butterflies.

2. Pass out a paint stick, a butterfly and a title stripe to each child.

3. Have students to select two or three rhyming picture pairs to glue on the butterfly.

4. Have them to color or decorate their butterflies and write their name on the top of the left side of the paper. Now have the students write or dictate a silly rhyming name on the bottom right of the paper. Tell the students that this is the name of their rhyming twin.

Closing:

Have the students come to the carpet and share the rhyming pairs they chose. Write the rhyming pair on the board. Ask the students what does the word rhyme means? Wait for the student’s response.

Personal Reflection:

Overall the students did a nice job. By the end of the lesson they all understood what the word rhyme means. There are a couple of students who need a little more practice so I will work with them in a small group.

Goals/Objectives:

The students will be able to remove the first letter of a word to make a new word.

Standards Covered:

TEKS 110.11.b.3.C  Recognize that new words are created when letters are changed, added, or deleted

Use this link for standards on all the lesson plans

Head Start Framework: If you work in a Head Start program, please click HERE to choose a standard from the Head Start Early Learning Framework.

HEAD START IS THE GRADE I WOULS LIK ETO USE FRO THIS ASSIGNMENT.

https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/Assessment/Child%20Outcomes/HS_Revised_Child_Outcomes_Framework(rev-Sept2011).pdf

If the HERE above doesn’t work click on the link.

Materials:

Ten Little Caterpillars by Bill Martin Jr

Alphabet tiles

Construction paper

Board

Introduction:

“Hello class! This week we are reading stories about the butterfly life cycle. Who can tell us what is the next stage after the butterfly lays the egg?” Wait for the student response. Today I am going to share a book titled The Ten Little Caterpillars by Bill Martin Jr. While I am reading I want you to listen for words that sound alike. If you hear a word that sounds alike raise your hand high and then put it back down. After I am finished with the book I would like you to share with the class the words that sound alike.”

When the students share the words they identified from the story I will list them on the board. We will use those words to make new words by change the first letter or adding a ‘s’. I will rewrite the word with the first letter missing and choose students to come up to the board to fill in the blank to form new words.

Lesson Development:

1. Read The Ten Little Caterpillars to the students.

2. Explain to the students that we can make new words by changing the first letter of the word.

3. Ask the students who raised their hand to share their words with the class.

4. List these words on the board and show the students how new words were formed by changing a letter or adding new letters.

5. Use those words and new words to allow the students to fill in missing letters to form new words.

Practice/ Checking for

Understanding:

1. Explain to the students that they are going to have the chance to practice making new words by changing one letter.

2. Give each student a set of alphabet tiles

3. Pass out a sheet of construction paper for the students to glue the tiles too.

4. List 10 one syllable words on the board. Ask each student to choose two words, write them on their paper and then make new words by changing the first letter(s).

5. Walk around and monitor the students while they are working. Support the students where needed.

Closing:

Bring the students back together as a whole group. Have student share the word groups they made.

Personal Reflection:

After teaching the lesson there were a couple of children who were struggling with making new words. So I pulled them aside individually and we spent time using Alphabet Word Wheels and they now understand much better.

Goals/Objectives:

The students will increase listening and reading comprehension skills and be able to determine the main characters, plot, and setting of a story and then write their own story.

Standards Covered:

TEKS 110.11.b.6.A

Use this link for standards on all the lesson plans

Head Start Framework: If you work in a Head Start program, please click HERE to choose a standard from the Head Start Early Learning Framework.

HEAD START IS THE GRADE I WOULS LIK ETO USE FRO THIS ASSIGNMENT.

https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/Assessment/Child%20Outcomes/HS_Revised_Child_Outcomes_Framework(rev-Sept2011).pdf

If the HERE above doesn’t work click on the link.

Materials:

Monarch and Milkweed by Helen Frost and Leonid Gore

Worksheets

Pencils

Crayons

Markers

Introduction:

“Hello Class! Today we will continue our butterfly theme to learn about characters, setting and plot. Who can tell me the meaning of main character?” Wait for the student response. “Who can tell me the meaning of setting?” Wait for the student response. “Who can tell me the meaning of plot?” Wait for the student response. Explain the meaning of main characters, setting, and plot. “Why do you think it is important to know these things to understand the story?” Wait for the student response. Explain to the students how we know who the main characters are, what the setting tell us and what the plot tell us. “Today, I am going to share a story called Monarch and Milkweed by Helen Frost and Leonid Gore. When we read the story I want you to listen for the main character(s), the setting and the plot.”

Lesson Development:

1. Read Monarch and Milkweed to the students.  

2. Explain to the students that every story has characters, settings and plots.

3. Before reading each page, show each illustration and review what has happened, where it is taking place, and who is involved in the main action.

4. Ask the students questions about what they think will happen next.

5. After the story is over, have a class discussion and ask them to identify the main character, plot, and setting of the story.

Practice/ Checking for

Understanding:

1. Explain to the students that they are going to have the chance to complete a worksheet to show the main character(s), setting and plot of Monarch and Milkweed.

2. Pass out a copy of the worksheet that list the headings of characters, setting and plot.

3. Tell the students that in the first heading they need to draw and color a picture of the main character(s), in the second heading they need to draw a picture of the setting, in the third heading they need to draw a picture of the plot.

4. While the students are working walk around and monitor. Give support to the students that need it.

Closing:

Bring the students back together as a whole group. Have the students to share what they drew and colored on their worksheets for the characters, setting and plot. Ask the students who can tell me the three things we need to know in order to understand a story?

Personal Reflection:

Most of the students had no trouble identifying the main character but some struggled with identifying the setting and plot. I will need to work with my students more on identifying the setting and the plot. For the next couple of books I will model filling out the character(s), plot and setting worksheets.