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Lesson Plan Overview of "Gingerbread Phonics"

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Lesson Plan Overview of "Gingerbread Phonics"

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In this Kindergarten lesson plan, students are introduced to the book, "The Gingerbread Man."  Through the teacher read aloud of the story, students are introduced to new words.  Students will use discuss their favorite words from the story and take a closer look at their beginning sounds with an online letter-picture match activity.  .  Students will utilize their new words to create an online story.

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"Run, run, as fast as you can." Students use this refrain from The Gingerbread Man to learn letter-sound correspondence. Students use their new skills to write an online story.

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Students will utilize Sternberg's Triarchic Theory throughout this lesson plan.
*Analytic Intelligence-students will match the beginning sounds of pictures to letter through an online interactive activity.
*Creative Intelligence-students will create an online story using words from the book "The Gingerbread Man."
*Practical Intelligence: Students transfer their knowledge of new words by creating a story using those words.

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This lesson plan did not have a cooperative learning component, but I would like to add one.
Students could work in pairs to create a list of their favorite words from the story "The Gingerbread Man."
*Students could work in pairs to create a rough draft of their online story to allow peer tutoring of high/low students to work together.
*This would give way to the self-esteem component. Students could work in pair to tutor or help one another with the rough draft of their story.
*Teacher could touch base with each student while the class is working with a partner to ensure each student understands their task. Teacher could provide supports, as needed. Use of graphic organizers, picture cards, etc. could be utilized for struggling students.

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In this lesson plan there was no mention of how the teacher would set up the learning environment. I'd set up the kindergarten classroom similar to the picture below with tables for whole group activities. I'd utilize a small table for small group instruction and a carpet on the floor for story time, group discussion, etc. I'd make sure there was a quiet are for reading set up in the classroom, along with a word wall for students to use during writing times. In the lesson plan the teacher comments on visiting the computer lab for technology integration. I'd plan on this, as well, to allow all students access to computers at the same time. If I had the use of computers or iPads in the classroom, I'd utilize them for technology integration daily.

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Students utilize higher level thinking skills through collaboration to create a class list of their favorite words from the story.
Students utilize their knowledge of letters and sounds to match pictures accordingly through the use of an interactive online activity.
Students use new vocabulary words to create an online story that they share with their teacher.

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Direct instruction takes place during teacher read aloud, student/teacher conversation and creation of word strips of students favorite words from the story.
*Whole group conversations about the story.
*Teacher instruction on how to use the Picture Match online interactive game.
*Direct instruction of how to use the Kid Net writing site.
*One-on-one/small group instruction during the cooperative learning times.

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Students are evaluated in three different ways during this lesson.
*Teacher observations of student participation during shared reading activities.
*Assessment of student ability to identify and match letters and sounds during the interactive activity picture match by reviewing student printouts from the activity.
*Assess students' online stories for the use of new words from the story "The Gingerbread Man."

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Download the plug-in tools you need to use our games and tools, or check to see if you've got the latest version.

Looking for ways to engage your students in online literacy learning? Find more interactive tools that help them accomplish a variety of goals-from organizing their thoughts to learning about language.

Your students can save their work with Student Interactives.

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ABOUT THIS INTERACTIVE

Picture Match is designed to give new readers practice with identifying beginning-letter and short- and long-vowels sounds through a simple, fun game. Updated in 2008, the game features all letters of the alphabet. In the beginning-letter sounds section, a picture of an object (for example, a car) is displayed, and students are prompted to choose the letter that corresponds with the first letter of the word. In the short- and long-vowel sounds sections, students are prompted to choose the vowel that corresponds with the word. If students choose the correct match, they get words of encouragement and a new picture. If they do not choose the correct match, they receive an audible prompt and can then try again, choosing among the remaining letters. Once all of the pictures have been matched, students can print out a chart showing which pictures go with which letters. Pictures are sorted randomly with each game to provide a challenge if the game is played more than once. Picture Match is intended for beginning readers and can be used individually or in small groups.
Gingerbread Phonics
"Run, run, as fast as you can." Students use this refrain from The Gingerbread Man to learn letter-sound correspondence. Students use their new skills to write an online story.

Related Classroom & Professional Development Resources
Phonic Generalizations in Chrysanthemum back to top Building Phonemic Awareness With Phoneme Isolation
Students learn about word families by reading Kevin Henkes's book Chrysanthemum, identifying words with certain vowel pair endings, and reading words with similar endings.
Word Wizard
Students improve phonemic awareness through games and chants that help them isolate beginning and ending sounds and connect them with their written symbols (graphemes).
Puzzle Me Words
Word Wizard uses themes from four popular U.S. children's books to create word puzzles that students solve by unscrambling letters and considering related clues.

Puzzle Me Words is a fun, educational game for primary students that reinforces letter sounds and how sounds combine to form words.
Supporting Phonemic Awareness Development in the Classroom
ABC Match is a game that has students practice letter-recognition fluency while honing their memories. Students match initial letters with pictures, playing either with a timer or without.
Phonemic Awareness and the Teaching of Reading
Support literacy development through playful and appealing activities that focus on the sound structure of language.

IRA's position on the appropriate emphasis on phonemic awareness in reading instruction.

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Download the plug-in tools you need to use our games and tools, or check to see if you've got the latest version. Looking for ways to engage your students in online literacy learning? Find more interactive tools that help them accomplish a variety of goals-from organizing their thoughts to learning about language.

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 Critical thinking skills (higher levels of Bloom’s taxonomy)

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 Critical thinking skills (higher levels of Bloom’s taxonomy)

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There are multiple opportunities for higher level critical thinking skills throughout this lesson.
*Students listen to a story and use the words from the story to create word cards of their favorite words.
*Students apply their knowledge of beginning sounds of words and letter sounds to match items correctly.
*Students create an online story using words from the teacher read aloud of "The Gingerbread Man."

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Focus on the development of 21st century skills 

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Focus on the development of 21st century skills 

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This lesson meets numerous PA standards for Kindergarten as shown below.
PA.CC.RL.K. Reading Standards for Literature

Key Ideas and Details
RL.K.1.  With prompting and support, ask and answer questions about key details in a text.
Craft and Structure
RL.K.4. Ask and answer questions about unknown words in a text.
RL.K.10. Actively engage in group reading activities with purpose and understanding.

PA.CC.RF.K. Reading Standards: Foundational Skills
RF.K.1. Demonstrate understanding of the organization and basic features of print.
RF.K.1(a) Follow words from left to right, top to bottom, and page by page.
RF.K.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
RF.K.2(d) Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding words.
|RF.K.3(a) Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.
RF.K.4. Read emergent-reader texts with purpose and understanding.
PA.CC.SL.K. Speaking and Listening Standards
Comprehension and Collaboration
SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
PA.CC.L.K. Language Standards
Vocabulary Acquisition and      Use
L.K.5. With guidance and support from adults, explore word relationships and nuances in word meanings.
L.K.6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
L.K.5(c) Identify real-life connections between words and their use (e.g., note places at school that are colorful).

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Student centered: students create a word list of their favorite words from the story.
Experimental: students use their knowledge of letter sounds to complete an interactive online activity.
Holistic: students utilize words from the teacher read aloud story to create an online story of their own.
Authentic: students use their knowledge and teacher guidance throughout this lesson.
Expressive: Students create their own online story using words from the teacher read aloud book.
Reflective: Not noted in lesson, but could be added by allowing students to reflect on their story and those written by their peers.
Social: Not noted in the original lesson plan, but I noted in the self esteem and cooperative learning section through partner work.
Collaborative: Could be added to the lesson through partner activities.
Democratic: Students discuss the book "The Gingerbread Man" with the teacher and peers.  Students create a list of their favorite words from the story as a whole group activity.
Cognitive: Students transfer their knowledge of new words form the teacher read aloud story to create a story of their own.
Developmental: Lesson is developmentally appropriate. Adaptations could be made, as needed. The use of graphic organizers, picture cards, peer tutoring, and one-on-one instruction could be added to this lesson.
Constructivist: Students recreate ideas from the teacher read aloud story through the writing of their own online story.
Challenging: Teacher challenges students through the online picture match activity and by allowing students to create their own online story using words from "The Gingerbread Man."

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I believe this lesson plans uses Gardner's linguistic, logical, visual, and musical theories.
*The linguistic theory is utilized during the teacher read along and student additions of their favorite words from the story.
* The logical theory is put into place when students are completing the Interactive Picture Match activity.
*The visual theory is utilized when students begin to create their own story online using the website Kids on the Net.
*The musical theory could be utilized during the teacher read aloud of "The Gingerbread Man" by reading the story to a beat, having students clap their hands, and singing the most popular part of the story-"Run, run as fast as you can.  You can't catch me I'm the gingerbread man." This may help students remember words from the story.

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There are many opportunities for technology integration in this lesson plan.
*Students are taken to a computer lab to access an online interactive picture match activity.  During this activity students will match the beginning sound of a picture to a letter at the bottom of the computer screen.  They will print their picture matches when complete.
*Students will use their new words from "The Gingerbread Man" book to create an online story.  Students will utilize the website Kids on the Net to create and share their stories.
*Students will send they story to their teacher using the "send my writing" tab on the Kids on the Net site.