# data[].attributes.body
This lesson is for kindergarteners. The book I chose for this lesson is "Hop on Pop" by Dr. Seuss. I chose this book because it has several examples of words that rhyme and words that are spelled similarly, differing by a letter or two, and include one-syllable words. There are also some sight words in this book. Also, there are multiple instances of words with long and short vowel sounds. The book covers the principles I want to teach - similarly spelled words that have different meanings, rhyming words, one-syllable words, and long/short vowel sounds.

# data[].attributes.body
-RF.K.3
Know and apply grade-level phonics and
word analysis skills in decoding words.
a. Demonstrate basic knowledge of one-to-one grapheme (letter)-sound
correspondences by producing the primary
sound or many of the most frequent sounds for each consonant.
b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
c. Read common high-frequency words by
sight (e.g., the, of, to, you, she, my, is, are,
do, does).
d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

-RF.K.2 Demonstrate understanding of spoken words, syllables, and phonemes
(sounds).
a. Recognize and produce rhyming words.
c. Blend and segment onsets and rimes of single-syllable spoken words.
d. Isolate and pronounce the initial, medial vowel, and final phonemes (sounds) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.)

-RL.K.1 With prompting and support, ask and answer questions about key details in a text.

-RL.K.4 Ask and answer questions about unknown words in a text.

-RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

-W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts that name what is being written about and supply
some information about the topic.

# data[].attributes.body
After reading "Hop on Pop" by Dr. Seuss, Students will be able to achieve multiple objectives:
- Students will be able to copy/spell two-and-three letter sight words and three-letter rhyming words from the book "Hop on Pop."
-Students will be able to distinguish the meaning between two words and draw the meanings on paper.
-Students will be able to recognize short and long vowel sounds when prompted by Teacher.

# data[].attributes.body
-the book "Hop on Pop" by Dr. Seuss
-chart paper
-markers
-pens/pencils
-printer paper for coloring
-colored pencils

# data[].attributes.headline
instructional strategy (entire lesson - roughly an hour)

# data[].attributes.subject
instructional strategy (entire lesson - roughly an hour)

# data[].attributes.body
-Teacher will call students over to the reading corner and have them sit with their think-pair-share buddies.
-Teacher will walk students though short and long vowel sound chant (five minutes)
-Teacher will ask students about the author and illustrator of the book "Hop on Pop."
-Teacher will read aloud the book and ask questions along the way:
-questions about rhyming
-questions about long and short vowel sounds
-After reading the first time, teacher will read through book again, and with prompting from the students, they will list off sight words that they see throughout the book and teacher will write them on chart paper. (fifteen/twenty minutes)
-Teacher will send students back to their seats to complete the next activity.
-Teacher will form three groups based on achievement level (low, average, high), and label them based off of animals (lions, bears, zebras, for example).
-Teacher will pass out paper and colored pencils, then move to the front of the class to demonstrate/model the activity. (five minutes)
-Teacher will explain the activity to the class, which is, depending on your groups achievement (label them with animals, colors, etc. so they know which group they are apart of.) The low group will be instructed to draw the difference between two similar words given to them by the teacher. The average group will be given two similarly spelled words to copy and draw. The high group will be asked to choose two words from a list of similarly spelled words given by the teacher from the book and will be asked to copy/spell the two words and draw the difference.
-While the students are completing this activity, individual students will be pulled aside by teacher to complete an informal assessment. Teacher will choose a designated section of the book and take turns reading with the student. The student will read sight words and simpler three-letter words with prompting by the teacher and the illustrations, and the teacher will read most of the three-letter words.
-Teacher will ask student if the word contains a long or short vowel sound.
-Teacher will repeat this with every student.
-Teacher will go around the room and ask three students (one from each group) to present what they wrote/drew, then collect and post on the walls. (entire post-reading activity - thirty minutes).

# data[].attributes.body
-Teacher will explain the activity to the class, which is, depending on your groups achievement (label them with animals, colors, etc. so they know which group they are apart of. The low group will be instructed to draw the difference between two similar words given to them by the teacher. The average group will be given two similarly spelled words to copy and draw. The high group will be asked to choose two words from a list of similarly spelled words given by the teacher from the book and will be asked to copy/spell the two words and draw the difference.
-The second strategy consists of adjusting the amount of sight words and three-letter words expected of each group to know.

(This does not mean that I don’t hold each student to the same standards. I’d like to think of it as allowing them to show me what they know and assessing it in relations to certain benchmarks. I don’t want to start out with certain numbers in mind, but compare each student’s answers with each other’s to determine their progress, strengths, and limitations.)

# data[].attributes.body
-Teacher will explain the activity to the class, which is, depending on your groups achievement (label them with animals, colors, etc. so they know which group they are apart of. The low group will be instructed to draw the difference between two similar words given to them by the teacher. The average group will be given two similarly spelled words to copy and draw. The high group will be asked to choose two words from a list of similarly spelled words given by the teacher from the book and will be asked to copy/spell the two words and draw the difference. Teacher will observe at the end and collect and analyze the final product.

(This does not mean that I don’t hold each student to the same standards. I’d like to think of it as allowing them to show me what they know and assessing it in relations to certain benchmarks. I don’t want to start out with certain numbers in mind, but compare each student’s answers with each other’s to determine their progress, strengths, and limitations.)
-During individual assessments, teacher will gauge about how many sight words and three-letter words that the kindergarteners know, and how they can distinguish short-vowels and long-vowels.

# data[].attributes.body
When actually completing the lesson in a classroom, it's a good idea to reflect on your lesson afterward. This section is designated for that reflection, which would be completed if actually doing the lesson in a classroom.