Skill Building

Lesson Plans for ALL ABOUT KITES Level K

Building Skills

Phonics
CVCe long vowel pattern
Write the word kite on the board and ask students what vowel sound they hear in the word. Point out that the e in the word is silent. Write the word kit on the board and ask students what vowel sound they hear in this word. Explain that in the kite vowel pattern, where there is a consonant and a vowel followed by a consonant and a final e, the vowel often has the long sound. Write these examples on the board, and have students identify the long and short vowels: cap/cape; rat/rate; bit/bite; mop/mope; rob/robe; can/cane. Ask students to think of other examples of CVCe long vowel words. Record these on the board. Write C, V, C, and e over the appropriate letters of each word.

Grammar
Nouns
Explain that nouns are words that name a person, place, thing, quality, or idea. Have students make a list of nouns from the text. Record on cards the nouns that students find in the text. Then explain the different categories of nouns and provide an example of each type.
Say: Nouns can be sorted into different types. Common nouns name general things, like paper or pencils. These are also called concrete nouns because we can hold or touch them. Proper nouns name specific people or places, like New York or Mr. Smith. Collective nouns name groups, like army and team. Abstract nouns name ideas or qualities, like happiness or anger.
Record types of nouns on a chart and provide an example for each one. Have students sort the cards into the types of nouns.

Give students worksheet 2 and have them categorize the nouns.

Word Work
Time and order words
Explain how time and order words are used in a text. Write an example sentence on the board and use it to show how these words are used. The sentence might be, After lunch, Laura went to the park.
Say and ask: Many words help us know the time or order in which things happen. For example, in this sentence, which word tells me when Laura went to the park? (after) Let’s look through the text and find the words that help us understand when things happen or the order in which they happen.
Make a list of words suggested by students. Point out the order words in the procedural part of the text. Ask: What would happen if we didn’t do things in the order presented in the text?

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Grammar
Nouns
Explain that nouns are words that name a person, place, thing, quality, or idea. Have students make a list of nouns from the text. Record on cards the nouns that students find in the text. Then explain the different categories of nouns and provide an example of each type.
Say: Nouns can be sorted into different types. Common nouns name general things, like paper or pencils. These are also called concrete nouns because we can hold or touch them. Proper nouns name specific people or places, like New York or Mr. Smith. Collective nouns name groups, like army and team. Abstract nouns name ideas or qualities, like happiness or anger.
Record types of nouns on a chart and provide an example for each one. Have students sort the cards into the types of nouns.

Give students worksheet 2 and have them categorize the nouns.

Word Work
Time and order words
Explain how time and order words are used in a text. Write an example sentence on the board and use it to show how these words are used. The sentence might be, After lunch, Laura went to the park.
Say and ask: Many words help us know the time or order in which things happen. For example, in this sentence, which word tells me when Laura went to the park? (after) Let’s look through the text and find the words that help us understand when things happen or the order in which they happen.
Make a list of words suggested by students. Point out the order words in the procedural part of the text. Ask: What would happen if we didn’t do things in the order presented in the text?