IPG

Name:
Sheri Polite
Subject: Reading

Opening Hook/Warm Up
WE will discuss my Friend the Porcupine (Fun
Facts). Show Picture of Porcupine and go over
some facts.
Then Introduce PACO The Pointing Porcupine.
Explain that he is here to help read and stay on
track.

Date(s):
July 11, 2015
Grade Level:
Kindergarten
TEK K1.C
Students are expected to: demonstrate the one-to-

one correspondence between a spoken word and

a printed word in text;
Objective: Student Friendly

We Will demonstrate understanding of spoken and

printed word.
Big Understandings: Being able to match a word you hear to a word you see helps us to better
understand what people say. This is a skill that can be used in our daily lives. It can help us when we
cook, make crafts or filling out application for a job.
Summative Assessment Evidence:
Students will circle words that are spoken on the on the story sheets that are provided. Teacher will
read the story out loud and instruct students to circle the words they hear
Instructional Strategies / Student Activities/ Grouping Patterns
Teacher presentation of hook: Fun Facts about Porcupines. Introduce Paco the Pointing
Porcupine Hand out Pointing sticks to each student and story sheets The Big red Bus
Teacher/student review of objective: Recognize words that are spoken in print (One to One
correspondence) Why is this important?
Story Sheets The Big Red Bus
Teacher uses multimedia instruction. Story The Big Red Bus will be presented on Screen
through the use of Computer.
Teacher will read the story out loud as each student follows along with their pointer and point to
the words that in the story.
Guided Practice: WE DO
Teacher will read the story out loud to the students. Students will follow along with their pointer
and circle each word as they hear it. (Model the use of the pointer by reading the first sentence out
loud to the class as the students practice on the sheets provided. Students will point to the words
the Teacher speaks.
CFU (Checking for understanding)
Independent Practice: Now I want you all to do it. You haves story sheet and a crayon. I will read the
story out loud and you will circle the words that you hear.
Higher Level Questions:
1. Can someone give me an example of using words that are spoken then seeing the same words in
print? in print and what you need
2. Where can we use this skill and how does it affect us daily?
Grouping Patterns
Whole Group and individual assessments CFU Students will circle the words they hear from the Story
that is read out loud.
Ending, Summary / Reflection:
What did we learn about using the pointer to help us read?
Why do we need to recognize the words that we hear?
Do you think that using the pointer helps you to read better?
Where can we use this skill and how does it affect us daily?

7/19/2015, page 1 of 2, 276891571.doc

Materials / Resources:
Story Sheets, Paco Pointers, Crayons ( 16 Each)
Teacher Pointer(1)
Technology: Computer(Flash Drive) and Screen

7/19/2015, page 2 of 2, 276891571.doc