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Quartz Hill ElementaryFundations Lesson Plan August 26, 12019Day 1 (Letter c Lesson)

Grade Level: Kindergarten

Date and lesson length: 8:15-9:45am

Number of students in the class or group: 24

Materials:Fundation cardsFundation magnetsThe Very Hungry Caterpillar bookletLetter c handwriting worksheet“I spy c” worksheet Caterpillar Craft: green letter c, pom pom balls, googly eyes, brown pipe cleaner

Objectives: Students will correctly recognize and name the lower case m when reading, writing and orally manipulating the letter, c.

Standards:Print Concepts:K.RF.1Demonstrate understanding of the organization and basic features of print.

a. Follow words from left to right, top to bottom, and page by page.b. Recognize that spoken words are represented in written language by specific sequences

of letters.c. Identify that a sentence is made up of a group of words.d. Recognize the difference between a letter and a printed word.e. Understand that words are separated by spaces in print.f. Recognize and name all upper and lowercase letters of the alphabet.

Presentation of knowledge and ideas:K.SL.6-Speak audibly and express thoughts, feelings, and ideas clearly.

Learning Target:

I can write, read and sound out the letter c.

Essential Question:

What does the letter c look like and sound like?

Assessment:

- During circle time, students will be introduced to the letter c. When introduced to the letter, c, students will be able to repeat after the teacher, “c – cat - /k/” while using the large Fundation Card. If students don’t respond to the cards correctly, the teacher will go over the cards again and provide more examples to the students by using “Things that start with the letter, C” as well as showing the letter c on the white board multiple times. Teacher can also use the magnets as manipulatives to show the difference in letter-name and letter-sound.

- Students will be able to write the letter, c, neatly on their handwriting worksheet. If students need more help, then teacher will provide more assistance; guiding the students’ pencil and/or having them trace over letter c’s.

Differentiation

As for differentiation, I will provide my students more assistance when writing the letter c correctly and neatly. Students will also receive more assistance when finding objects that begin with c by meeting with them individually to confer that they are understanding the concept being taught. A group of students who have similar behavioral traits will be working together. Another tool that I will use will consist of writing the letter c with a highlighter for the students to see and trace over.

Connect (Hook): (5 min) Go over previous letters: t, b, f, n, m, iLarge Fundation Letter CardsSmall Fundation CardsIntroduce the letter c.

- Students that start with the letter c: Cal - Ask for students to share anything else that starts with the letter, c.

Minilesson:Book: The Very Hungry Caterpillar***Before reading let the students know the front of the book, the back of the book, and the spine of the book. Students will echo this.

o Talk about what happened in the book; main character, setting, and sequence of events.

o Have students help fill in the days of the week on each page. Starting with Monday and ending with Sunday. Write in the book and then show to class after every page.

o Students will be familiar with the book from coloring it during morning work time.

- After the book is finished, students will go back to their seats and begin tracing the days of the week in the appropriate spaces in the booklet, as well as circling the letter c’s that they see throughout the book.

o Next, begin the Handwriting Worksheet for letter, c. Model on smartboard how to write the letter, c.

- Explain Project: “c is for Caterpillar”o When finished with handwriting worksheet, model how to create the “c is for

caterpillar” craft using the smartboard. Use pom pom balls for the body, help glue on googly eyes and pipe

cleaner for the caterpillar antennas. o Assist students as needed.

- If students finish early, they can begin the “I spy c” handout. Students will circle everything object that they see that begins with the letter c, and then color that object.

***Transition only when “Count on Me” Plays. **Talk about what the artist is singing in “Count on Me”; emphasize (c)count and hold up number 1, 2 and 3 when Bruno Mars sings, “You can count on me like 1, 2, 3” during the song.

o Carpet to tableo Clean upo Table to carpet

Teach: (15 min)1. Read the story, The Very Hungry Caterpillar. 2. When the story ends, go over what happened in the book. Have students help the

teacher fill in the blank spaces with the day of the week. 3. After the conversation about the book has finished, students will go back to their seats

*play, Count on Me”. Students will receive a handout with the letter c on it. The letter, c will be big enough for different colored pom pom balls.

4. Next to the big letter c, students will write lowercase c’s around it to show that they understand what the letter c looks like and how well they can write the letter c.

5. Once students have finished, students will raise their hand to initiate that they are ready to move on to the next activity.

Active Engagement: 1. Students will receive a handwriting handout to practice their letter, c. 2. Students will create their own caterpillar. Assistance will be provided during this time

to each student. 3. For early finshers: Students will receive another handout to practice finding things

that start with the letter c. Students will circle what they find and color when finished. 4. When students begin to finish, encourage them to write more c’s on the back of their

handout. When all students are finished, play “Count on Me” and transition to the carpet. Make a circle for share time. Students will each share their caterpillar. Students will explain what colors they used and why they like their caterpillar.

Independent Work Time/ Conferring: (15 min)

When conferring with students, teacher will have a notepad where the teacher will be taking notes and writing down questions that students may have about the use of the letter, c The

teacher will anticipate to focus on asking the students about what details they chose to create and talk about.

Feedback and Questions:- Why did you choose to make your caterpillar this way?- What does c say?- Point to the letter, c. - How did you pick these colors?- I love your creativity here, what else could you add to your caterpillar?- How many colors are you using for your caterpillar? Name these colors for me.

Debrief: (10 min)

To wrap up the lesson, we will come back to the carpet and sit in a circle. In our circle, each student will get time to discuss what kind of caterpillar they have created and share their caterpillar with their peers, if they feel comfortable. When sharing, I will ask my students to share what colors they used for their caterpillar why they like it. When finished sharing, students will be asked to repeat the /k/ sound; “c is for caterpillar! My caterpillar says, /k./”. If there is still time left, I will ask the students how they thought the lesson went, and if they have any suggestions or questions for me. ***Spirit fingers after each student shares to encourage and grow the students’ confidence.

10 minutes left for clean-up/transition.

Model for students:

Quartz Hill ElementaryFundations Lesson Plan August 20, 12019Day 2 (Letter c Review)




Materials:Fundation cardsFundation magnetsBook, Clifford’s Best FriendLetter c alphabet bookLetter c handwriting worksheetCactus push pin activity.Objectives: Students will correctly recognize and name the lower case c when reading, writing and orally manipulating the letter c.

Standards:

Print Concepts:K.RF.1Demonstrate understanding of the organization and basic features of print.




Key Ideas and Details:K.RI.1- With prompting and support, as and answer the questions about key details in a text.K.RI.2- With prompting and support, identify the main topic and retell key details of a text.K.RI.3

- with prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Learning Target: I can write, read and sound out the letter c.

Essential Question:What does the letter c look like and sound like?

Assessment: (Same as Monday, students will be in routine and understand the expectations and content for Fundations)

- During circle time, students will be introduced to the letter c. When introduced to the letter, c, students will be able to repeat after the teacher, “c – cat - /k/” while using the large Fundation Card. If students don’t respond to the cards correctly, the teacher will go over the cards again and provide more examples to the students by using “Things that start with the letter, C” as well as showing the letter c on the white board multiple times. Teacher can also use the magnets as manipulatives to show the difference in letter-name and letter-sound.

- Students will be able to write the letter, c, neatly on their handwriting worksheet. If students need more help, then teacher will provide more assistance; guiding the students’ pencil and/or having them trace over letter c’s.

DifferentiationAs for differentiation, I will provide my students more assistance when writing the letter c correctly and neatly. Students will also receive more assistance when finding objects that begin with c by meeting with them individual to confer that they are understanding the concept being taught. A group of students who have similar behavioral traits will be working together. Another tool that I will use will consist of writing the letter c with a highlighter for the students to see and trace over. They will also get individual assistance and support when drawing three things that begin with the letter, c.

Connect (Hook): (5 min) Go over previous letters: t, b, f, n, m, iLarge Fundation Letter CardsSmall Fundation CardsReview the letter c.

- Use the magnets on the white board for students to use when asked to find the letter- name and letter-sound.

o Example: Can you find the letter that makes the sound /m/. Can you find the letter t? Does the letter t say?

o Pair share; elbow to elbow, knee to knee. Brainstorm things that begin with c, then each pair share one thing that they brainstormed that begins with the letter, c.

Minilesson:- Read, Clifford’s Best Friend.

o Talk about who the character is, what is the setting, and the sequence of events in the story.

Students will see that the girl in the book has a routine and has responsibility. This will relate to the letter c review lesson because the students will again, see the letter c being used in the text. Students will also learn that all students have responsibility and a routine. Teacher will review with the students how we start every day with our foundation cards when learning new letters. Then, the students become responsible for completing their work, while working nicely with their friends; just like Clifford and his owner.

o Model; Letter c Alphabet Book and Letter c Handwriting page

***I have found that students need more practice working in their seats and having quiet work time. I have also found that students need more practice with their handwriting. Therefore, I created this lesson to meet both of those main focuses.***

***Transition only when “Count on Me” Plays. **Talk about what the artist is singing in “Count on Me”; emphasize (c)count and hold up number 1, 2 and 3 when Bruno Mars sings, “You can count on me like 1, 2, 3” during the song.

o Carpet to tableo Clean upo Table to carpet

Teach: (15 min)- Students will go back to their seat where they will receive letter c handout from an

alphabet book. On the front of the page they will color in the letter c. When finished, students will flip their paper over and draw three things that begin with the letter c in the box shown. Underneath the box, there will be a task for the students to complete. Students will be asked to trace all of the c’s under the box. Total of 8 lowercase c’s.

- Next, students will complete a handwriting worksheet that will have the students trace the letter c and the write the letter c on their own.

- When finished, students will receive a cactus worksheet where they will use push pins to outline the picture. This will build the students’ fine motor skills while also seeing the letter, c.

o Students are to find their own learning space. This can be done on the carpet.

***I have found that students need more practice working in their seats and having quiet work time. I have also found that students need more practice with their handwriting. Therefore, I created this lesson to meet both of those main focuses.***

Active Engagement: 5. Students will have three tasks to complete today that will focus on the handwriting

when writing the letter c, as well as making connections to other things that begin with c. At this point, students will have background knowledge of Clifford from the Clifford activities in the other subjects.

6. Students will receive a handwriting handout to practice their letter, c. 7. For early finshers: Students will receive another handout to practice their fine motor

skills by using the push pin to outline a cactus.

Independent Work Time/ Conferring: (15 min)When conferring with students, teacher will have a notepad where the teacher will be taking notes and writing down questions that students may have about the use of the letter, c The teacher will anticipate to focus on asking the students about what details the chose to create and talk about.

Feedback and Questions:- Why did you choose to make for your three things that start with the letter, c?- What does c say?- Point to the letter, c. - I love your creativity here, what else could you add that starts with the letter c?- How many colors are you using for your pictures? Name these colors for me.

Clean Up;


Teacher example of dinosaur craft:

Quartz Hill ElementaryFundations Lesson Plan August 21, 12019Day 3 (Letter u)




Materials:Fundation cardsFundation magnetsConstruction paper; blue, yellow, purple and white for the umbrella and letter u.GlueLetter u worksheetLetter u handwriting worksheet

Objectives: Students will correctly recognize and name the lower case u when reading, writing and orally manipulating the letter u.


g. Follow words from left to right, top to bottom, and page by page.h. Recognize that spoken words are represented in written language by specific sequences

of letters.i. Identify that a sentence is made up of a group of words.j. Recognize the difference between a letter and a printed word.k. Understand that words are separated by spaces in print.l. Recognize and name all upper and lowercase letters of the alphabet.


Learning Target: I can write, read and sound out the letter u.

Essential Question:What does the letter u look like and sound like?

Assessment: (Same as Monday and Tuesday, students will be in routine and understand the expectations and content for Fundations) - During circle time, students will be introduced to the letter, u. When introduced to the

letter, u, students will be able to repeat after the teacher, “u – up - /u/” while using the large Fundation Card. If students don’t respond to the cards correctly, the teacher will go over the cards again and provide more examples to the students by using “Things that start with the letter, u” as well as showing the letter u on the white board multiple times. Teacher can also use the magnets as manipulatives to show the difference in letter-name and letter-sound.

- Students will be able to write the letter, u, neatly on their handwriting worksheet. If students need more help, then teacher will provide more assistance; guiding the students’ pencil and/or having them trace over letter u’s.

DifferentiationAs for differentiation, I will provide my students more assistance when cutting out the construction paper and encourage them to stay in the lines when coloring. A group of students who have similar behavioral traits will be working together. If the letter “u” needs to be traced for a student, teacher will provide that assistance for that student.

Connect (Hook): (5 min) Go over previous letters: t, b, f, n, m, i, c, u.Large Fundation Letter CardsSmall Fundation CardsIntroduce the letter u

- Things that start with the letter u.- The u book

Minilesson:Explain Project: “u is for Umbrella”

- When do we use an umbrella? Do you have an umbrella at home? If so, what color?- Show how to glue together the clouds, rain drops, and umbrella to the yellow letter u.- Write more u’s on the back.- Share

Teach: (15 min)

- Model how to make “u is for Umbrella” using the smart board.- When the craft is finished, students will receive letter u handout from an alphabet book.

On the front of the page they will color in the letter u. When finished, students will flip their paper over and draw three things that begin with the letter u in the box shown. Underneath the box, there will be a task for the students to complete. Students will be asked to trace all of the u’s under the box. Total of 8 lowercase u’s.

- Next, students will complete a handwriting worksheet that will have the students trace the letter u and the write the letter u on their own.

Active Engagement: 1. Students will have three tasks to complete today that will focus on the handwriting

when writing the letter u, as well as making connections to other things that begin with u. Students will also complete a craft to practice their fine motor skills and to reinforce what the letter u looks like and what the letter u says.

Independent Work Time/ Conferring: (15 min)When conferring with students, teacher will have a notepad where the teacher will be taking notes and writing down questions that students may have about the use of the letter, u. The teacher will anticipate to focus on asking the students about what details they chose to create and talk about.

Feedback and Questions:- Why did you choose to make for your three things that start with the letter, u?- What does u say?- Point to the letter, u. - I love your creativity here, what else could you add that starts with the letter u?- How many colors are you using for your pictures? Name these colors for me.

Clean Up.


Model for students:

Quartz Hill ElementaryFundations Lesson Plan August 22, 2019Day 4 ( Letter u Review)




Materials:Fundation cardsFundation magnetsBook, Oh, The Places You’ll Go by Dr. SeussPaper plates, white card stock, markersLetter u handwriting worksheet

Objectives: Students will correctly recognize and name the lower case m when reading, writing and orally manipulating the letter u.


m. Follow words from left to right, top to bottom, and page by page.n. Recognize that spoken words are represented in written language by specific sequences

of letters.o. Identify that a sentence is made up of a group of words.p. Recognize the difference between a letter and a printed word.q. Understand that words are separated by spaces in print.r. Recognize and name all upper and lowercase letters of the alphabet.


Key Ideas and Details:K.RI.1- With prompting and support, as and answer the questions about key details in a text.K.RI.2- With prompting and support, identify the main topic and retell key details of a text.K.RI.3- with prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Learning Target:

I can write, read and sound out the letter u.

Essential Question:

What does the letter u look like and sound like?

Connect (Hook): (5 min) Go over previous letters: t, b, f, n, m, i, c, u.Large Fundation Letter CardsSmall Fundation CardsIntroduce the letter u

- Things that start with the letter u.- The u book

Letter u Review Lesson:- Read, “Oh, The Places You’ll Go”***Before reading let the students know the front of the book, the back of the book, and the spine of the book. Students will echo this.

o To begin, ask students what it means to go on an adventure; what is an adventure?o Point out the character in the hot air balloon, and explain how the hot air balloon

is flying and going “up” throughout the book.o Focus on the detail of the characters and the different settings that are shown on

each page. o Talk about the mood and the changes of colors for each mood that they character

may be feeling on each page.o After each page, have the students echo; “Up. U up /u/” while pointing at the hot

air balloon.o When the book is finished, students will go back to their seats.

Teach:- Use authentic questioning for students throughout the book, “Oh, The Places You’ll Go”- Model: Hot Air Balloon Craft for students - For early finshers; they will receive a letter u handwriting worksheet.

Independent Work Time/ Conferring: (15 min)

When conferring with students, teacher will have a notepad where the teacher will be taking notes and writing down questions that students may have about the use of the letter, u. The teacher will anticipate to focus on asking the students about what details they chose to create and talk about.

Feedback and Questions:- Why did you choose to make your hot air balloon this way?

- What does u say?- Point to the letter, u. - How did you pick these colors?- I love your creativity here, what else could you add to your hot air balloon?- How many colors are you using for your hot air balloon? Name these colors for me.

Debrief: (10 min)

To wrap up the lesson, we will come back to the carpet and sit in a circle. In our circle, each student will get time to discuss what kind of hot air balloon they have created and share their hot air balloon with their peers, if they feel comfortable. When sharing, I will ask my students to share where their hot air balloon is going and why they like their hot air balloon. When finished sharing students will be asked to repeat the /u/ sound saying, “u is for up! My hot air balloon goes, /u/-up”. If there is still time left, I will ask the students how they thought the lesson went, and if they have any suggestions or questions for me. ***Spirit fingers after each student shares to encourage and grow the students’ confidence.

Clean-Up.

Model for students:

Quartz Hill ElementaryFundations Lesson Plan August 25, 12019Day 5 (Review of c & u)




Materials:Handwriting Book

Objectives: Students will correctly recognize and name the lower case c and u when reading, writing and orally manipulating the letter c and u.




Connect (Hook): (5 min) Go over previous letters: t, b, f, n, m, iLarge Fundation Letter CardsSmall Fundation CardsReview letters c and u.

- C is for caterpillar- C is for Clifford- U is for umbrella- U is for up- Ask for students to share anything else that starts with the letters c and u.

Lesson Overview:Practice handwriting the letters, c and u in student handbook.

Differentiation:

As for differentiation, I will provide my students more assistance when writing the letter c correctly and neatly. A group of students who have similar behavioral traits will be working together. Another tool that I will use will consist of writing the letter c with a highlighter for the students to see and trace over. They will also get individual assistance and support when drawing three things that begin with the letter, c.

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