The Penguin Who Wanted to Fly

Name: Casey Korthals

Grade Level: Kindergarten

School: St. Thomas

Date: February 29, 2008

Time: 2:00pm

Reflection from prior lesson: Last week was the first week of teaching kindergartners. Being it was the first time in a while that I have worked with that young of students, I was not sure on their capabilities and went in with a lesson to find it was too difficult for my students. The book was way too difficult for them to read to me; however, I thought it still worked for me to read to them. The students did enjoy the book and they did understand and catch on to the repetition in the book. The activity I had planned after reading was doable for the students to some extent, but the writing I wanted the students to write was too much for them. When I gave them paper to work with, I had already drawn lines on there for them to write on, and the available drawing space was appropriate size. Having a sheet of paper with some structure to it was better than giving them a blank piece of paper

Lesson Goal(s) / Standards:

K.R.2.3. Students can read sight words and high frequency words with automaticity.

Lesson Objectives:

Objective:	Assessment of Objective:
The students will recognize sight words with the help of the teacher	Using note cards with sight words written on them, give students a card and have them hold it up anytime their word appears.

Materials Needed:

- The Penguin who Wanted to Fly by Catherine Vase

- Note cards

- Sight Words - Word Search Worksheet

A. The Lesson

1. Introduction

· getting attention

Good Afternoon Kindergartners! (Sydney and Mitchell)
Return papers from last week and acknowledge how well they did.

· relating to past experience and/or knowledge

With note cards that have the word: “was” on one and “had” on the other, ask students to read these words

· creating a need to know

These words are very common in all books and it is important that we are all able to read them. Today we are going to read and notice how many times those words are in the story.

· sharing objective, in general terms

We’re going to read a story and every time we see one of these words, we are going to take note of it.

2. Content Delivery:

Beginning

- Give each student a note card with the words “was” written on one and “had” on the other.

- Explain that these words are used often in all types of stories and it is important we know how to read them.

Middle

- Read The Penguin Who Wanted to Fly by Catherine Vase.

- Whenever the student sees the word that they have on their note card, they should hold it up and read it out loud to the class. This will increase awareness of sight words to the group and also make students pay close attention.

End

- ABOUT how many times did each student hold up their card? Around 10-15 times.

- With the small word find provided, allow students to search for the words. These are all sight words that were in the story we just read.

- When they are done finding the words. Ask students to read the words.

B. Assessments Used:

Objective	Sydney	Mitchell	Etc.
Did students hold up the cards when their word was read in the story?	Yes 2-29	absent	At first Sydney did not pick up on the pattern of –at. Mitchell noticed right away and was anxious to keep going.
Was the student able to find all the sight words in the word find?	Yes 2-29	absent	Sydney could tell me which sentence matched, but circled the whole paragraph.

C. Differentiated Instruction

- When the word find is completed. The students could color the penguin on the page.

D. Resources

- The penguin who Wanted to Fly by Catherine Vase