Teacher Education

Name: Ashley L. Mueller Grade Level: Kindergarten Students: o o o o 20 students This is a very diverse group of students with varying needs. There are several students that need more assistance. There are about five students that are very high and need to be challenged. School: Highland Elementary School Subject: Jolly Phonics Date: 10-15-13

Instructional Goals: Students will be able to identify the letter J. Students will be able to sound out the letter J using both sound and action. Students will be able to write the lower and capital letters for J. Students will learn to read jam, jog, just, and jump. Students will be able to sound out words with the letters s, a, t, I, p, n, c, k, e, h, r, m, d, g, o, u, l, f, b, ai, and j. Students will be able to identify whether the /j/ sound is in a word and identify whether it is in the beginning, middle, or end. Students will be able to identify how many sounds are in a word.

Instruction: Introduction Activity (2-4 minutes) Review letters S, A, T, I, P, N, C, K, E, H, R, M, D, G, O, U, L, F, B, AI, and J by playing the I havewho has game. When playing this game have students say the sound and action rather than the name of the letter. Directions: o o o o o Students sit in a circle at the rug. Hand out a game card to each student. The student with the smiley face that says start has the FIRST card. This means that students will need to say, I have the first card. Who has s?. The student with the card that reads, I have s will go next. The game continues until you get to the last card.

Review the flashcards with the letter sounds ai. (rain, train) o When two vowels go walking the first does the talking. So the spelling ai says the name of the first vowel, A. Mueller 1

Review the word wall words. o My, the, are, you Introduce the letter and sound for J. o Talk about whether it is a vowel or consonant. MYSTERY BAG o Place a bunch of items in a bag that begin with the letter j. Also, place a few items that do not begin with that letter sound. J Items: Jello, jam, jet, jaguar, jeep, juice, jar Items that do not begin with J: car, pencil, rat, lego o Pull out objects from the bag and have students identify whether it begins with a j. Show students the new words they will need to read (jam, jog, just, jump) o Write these words on the white board and sound them out. o Give students the word and see if they can spell it. (use actions and sounds) Have students identify how many sounds are in each word. Send students back to seats in a systematic fashion. o Tell them we are now going to listen to a story about a little boy named Ainsley who is having a hard time hearing so his mom takes him to the doctor.

Teaching the Letter J (10-15 minutes) Listen to Story on Smart Board: To introduce the new letter J listen to the story on the SMART Board. Allow students to search for pictures with the /J/ sound in them and come up to the board and circle them. (Use picture cards or popsicle sticks to call on students.) o Jello, jigsaw, juggler, Jelly, etc.

J Song: First sing the song to the students and model the /j/ sound and action.

J Song (Tune: Jingle Bells) Jelly and Jam, Jelly and jam, Jiggling on the plate. Oh, what will I eat with it? /j/-/j/-/j/-/j/-/j/. Action: Pretend to wobble on a plate, and say j, j, j, j. Then, sing the song as a class with the SMART Board. Sing a song together as a class without the Smart Board once and then sing it twice with the Smart Board. Mueller 2

Writing: Model how to write j on the Smart board. Give students a chance to come up to the smart board and write lower case js.

Blending: On the Smart board use flashcards with J words and have students try and sound out the words. o Job, jet, jump, Jello Sound Book: Explain to students that they need to cut out the letters J and glue it in their sound books. Once students have finished then they will need to independently practice all the letter sounds in their book. After finishing their independent practice the students will need to put their sound books in their mailboxes and get out their Jolly Phonics books. J Jolly Phonics Pages: While students are still sitting at their table spot explain the J pages. o Read the short story on the J page and have students practice the sound and action again. Explain to students that once they have completed their J page they can begin coloring and reading their words in the Jolly Phonics book. o Students may also write in their journals once they have completed all their work. Wrap Up (30 seconds): Redirect students attention by using show 5. Showing the letter J ask students to model what sound and action the letter makes. Instructional Materials/Resources: Jolly Phonics song lyrics Smart Board Jolly Phonics Smart Board Program White board Jolly Phonics workbooks and pencils I havewho has sound game. Formal Assessment: Jolly Phonics J page o This will assess students ability to form the letter J. o During independent work time walk around to each student and have them read the words jam, jog, just, and jump. This will assess whether students are able to sound out and blend sounds together.

Authentic Assessment: Observe and assess student understanding during review of letters s, a, t, p, i, n, c, k, e, h, r, m, d, g, o, u, l, f, b, ai, and j. Mueller 3

Observe and assess students understanding and ability to associate the correct sound and action with the letter j.

Mueller 4