Professional Documents
Culture Documents
Introduction
VA Standards of Learning
o K.1 The student will demonstrate growth in the use of oral language.
b) Participate in choral speaking and recite short poems, rhymes, songs, and stories
o K.4 The student will hear, say, and manipulate phonemes (small units of sound) of
spoken language.
o K.5 The student will understand how print is organized and read.
c) Follow words from left to right and from top to bottom on a printed page.
o K.9 student will print the uppercase and lowercase letters of the alphabet
independently.
o K.11 The student will write to communicate ideas.
a) Draw pictures and/or use letters and phonetically spelled words to write about
Learning Objectives
Students will:
demonstrate the concept of word by dividing spoken sentences into individual words
demonstrate ability to hold printed material the correct way and turn pages appropriately
locate and follow text with a finger, pointing to each word as it is read from left to right
generate text to communicate and make meaning by creating drawings, letter strings,
spelled words.
Anticipatory Set
rhyming words.
Ask, “Can anyone tell me a word that rhymes with dog? Ran? Sad?” Elicit responses.
Explain: “Now that we know what some rhymes sound like, we are going to begin with
our poem, but I want you all to guess what the poem will be. I’ll give you a hint. This
poem is about something that has eight legs and rhymes with CIDER. Can anyone guess
what it is?”
Once students have guessed the poem, display the big book of The Itsy Bitsy Spider, as
Lesson Development
Instruct students to listen carefully so that they can tell you what the rhyming words are
in the poem.
Begin reading, pointing to each word, and stopping on the page where the spider begins
to climb the spout again. Ask: “Did anyone hear the rhyming words?” Wait for
responses.
Tell students, “Now we are going to read the poem again. This time, you all will follow
along, using your own special spider fingers to point to each word as I read aloud.”
Distribute spider rings and individual poem copy to students. Pre-program which
students will receive orange, black, or purple spider rings as this will determine reading
groups.
Instruct students to put on their spider rings and to find the title with their finger.
Instruct students to turn back to the front cover. Explain: “This time, we will read aloud
together while we point to each word. Find the first word of the title, The Itsy Bitsy
Again point to every word and stop on the page where the spider goes back up the
waterspout.
Tell students: “Now we are going to move through our reading groups, just like we have
been doing this past week. You may look at the work wheel to find out what group you
will work in to start. Students with purple rings will work together, orange rings
together, and black rings together. Remember to listen for the timer and look to the
record themselves reading their copy of the Itsy Bitsy Spider or, for below level readers,
listen to a pre-recorded audio clip of the story. They will then listen to their recordings
using headphones, adding any effects if they have extra time, and track the words using
their “spider fingers” in their book. This center may continue beyond one day.
Game Group: Students will have three different games to choose from.
o The “Alpha-bit” Cereal game: students work with a handful of Alpha-bit Cereal
pieces and place them on the correct section of the mat. If they choose, they may
count up the number of each of the letters found and write it with a dry erase
marker in the correct section. They may also try to find the specific letters of
their names and put them in the correct order at the bottom.
o Beginning letter object sort: students reach into the bag, choose an item and place
o Rhyming Concentration: students spread out pairs of rhyming pictures face down
When the words are correctly put together, students will find a short sentence. They will
know that they are correct because the words will make the shape of a triangle (similar to
o Students will then copy each of the sentences and choose one to illustrate.
Teacher Reading Station: Each group that works with the teacher will use the same book
but will have different activities to supplement the different abilities present in the class.
o Above Grade Level Group: students will listen to the book, In my Hat, pointing to
The students will then read out loud with the teacher, pointing to each
word.
Students will then trace and read the words: cat, bat, hat, and rat.
Students then write a sentence using one or more of the words and
o On Grade Level Group- Students will read through the book, In My Hat, with the
programmed on it, and a hole cut out with a strip of paper that can be slid
so that different consonants are placed in front of the –at. They will sound
Students will also use “move-it, say it” mats to sound out each individual
o Below Grade Level Group: students will listen to the book, In my Hat, pointing to
Students will read chorally aloud with teacher, pointing to each word.
and cut and paste the correct onset with the correct rhyme and picture.
Closure
Ask students to give some examples of rhyming words. Ask students to use a rhyming
word in a sentence. Model one or two first: “The cat stretched on the mat.” Or “The pig
wore a wig.”
Tell students that they can dance, do the finger-play, or clap their hands while they listen
Homework
Instruct students to take home their personal Itsy Bitsy Spider books and read aloud to
Assessment
Formative
Observe student performance during the teacher station for correctly pointing to the
Take note of students’ ability to sound out individual phonemes (move-it-say it activity)
Take note of students’ ability to correctly match the onset to the rime on the “-at word
Collect students’ written work in other groups to observe ability to copy sentences.
Summative
Look over students’ homework sheets to see if they we able to fill in circles with rhyming
References
Trapani, Iza (1993). The itsy bitsy spider. Massachusetts: Charlesbridge Publishing
http://www.hubbardscupboard.org/Word_Family_Booklet_3.1_-_at.PDF
http://www.starfall.com/n/N-info/level-a/make-a-word/at.htm