Introduction

Student Name Laura Machargo

School Name Manatee Bay Elementary
Grade Level(s) Kindergarten
Class Size 21
Subject Area(s) Language Arts/ Social Studies
Lesson Plan Title Click, Clack, Moo
Time Frame 30 mins
CT’s Name Lisa Reed
Learner Profile
The class is composed of 8 girls and 13 boys for a total of 21 students. There are 6
ELLs in the class with maiden languages being German, Spanish, and Hindi. Three
Spanish native speakers are level B2 (Bridging), and one Spanish native speaker is
level B1 (Developing). A Russian native speaker is a level B2 (Bridging), and a Hindi
native speaker is a level B1 (Developing). There is one ESE student whose eligibility is
DD. This student is an ELL. While most students are on PMPs because of the rigorous
reading expectations of the school, most are performing at grade level.

Florida Standards and/or Next Generation Sunshine State Standards

Demonstrate understanding of spoken words, syllables, and

LAFS.K.RF.2.2
sounds (phonemes).
Compare children and families of today with those in the past.
SS.K.A.2.1

WIDA Standards
☒ WS1: For Social and Instructional purposes within the school setting.
☒ WS2: Information, ideas and concepts necessary for academic success in the content area of Language Arts.
☐ WS3: Information, ideas and concepts necessary for academic success in the content area of Mathematics.
☐ WS4: Information, ideas and concepts necessary for academic success in the content area of Science.
☒ WS5: Information, ideas and concepts necessary for academic success in the content area of Social Studies.

Learning Outcomes
Students will be able to demonstrate understanding of spoken words, syllables, and
sounds, by segmenting a word when they hear it
Students will be able to compare children and families of today with those in the past,
and compare the technology used (typewriters vs computers)

Instructional Materials and Technology

  Click, Clack, Moo Cows That Type book by Doreen Cronin
 Laptop
 Typewriter sounds MP3
 Elkonin box for magnetic board
 Magnetic board
 Magnetic counters
 Elkonin Boxes with pictures (Exit ticket activity worksheet)
 Counters
 Labeled story props (cows, barn, Farmer Brown, typewriter, electric blankets,
milk, eggs, ducks, pigs)
 Crayons

Implementation
Entry Event
 Show students a picture of a typewriter. Ask them if they know what it is. Allow
time for discussion. Explain that long ago, their grandparents did not have
computers at home. Letters and stories where typed in a typewriter.
 Play Typewriter Sounds MP3 on laptop
 Show students front cover of book “Click, Clack, Moo, Cows that Type”. Read
title and author. Ask them what an author does. By looking at the front cover
and after hearing the title, what do they think the book is about? Have they read
it before? Point out the Caldecott medal on the front cover. Explain what it is.
 Picture Walk (without revealing the end). Ask what they think the book is about.

Direct Instruction

-Read aloud to class. Tap hands on lap when reading “click” and “clack”. Hold both
hands around mouth when reading “moo”. Encourage children to do so, too.
Stop at page 6. Ask why the farmer was surprised. Can cows really type? Show them
labeled story prop of cow.
Stop at page 14. Ask why there will be no eggs and no milk. Relate to products we get
from cows and from hens. Show them labeled story prop of hens.
Read through to the end. As they appear throughout the story, show labeled story
props. (There is no need to have story props labeled in other languages since there
are no Entering, or Beginning level ELLs in this class)
-Introduce Elkonin box. Show children that we can segment words by clapping and
counting the sounds. Also, that some words have more letter than sounds. For
example, fish has 4 letters but 3 sounds (f-i-sh).
Place a large Elkonin Box on easel. Write the word PIG and ask children how many
letters it has. Clap the sounds in PIG (P-I-G) and place one magnetic counter in a box
as we clap. Count how many sounds we have (3). Write the word DUCK and ask
children how many letters it has. Clap the sounds in DUCK (D-U-CK) and place one
magnetic counter in a box as we clap. Count how many sounds we have (3). Compare
number of letters and sounds.

Experiential Learning
Peer Collaboration:
In pairs, students will share an Elkonin box and counters. They will pick a story prop
and decide how many sounds each one has. Story props we will use: pig, duck, hen,
egg, milk
Independent Practice:
Exit ticket activity: Provide students with Sound box worksheet. They will look at the
picture and color the squares according to the amount of sounds they hear.

Differentiated Instruction
Label the pictures on the Exit Ticket activity for my ESE student. The latter will enable
him to have a reference when sounding out the words.
Pair Developing ELL (Spanish) with one of the Bridging ELLs so that if they have any
questions, they can discuss it among themselves.

21st Century Competencies

Critical Thinking: Collaboration: Creativity: Communication:

Throughout read Students will take Students will use Students will
aloud, there will be turns with a partner inventive spelling to discuss and
numerous when they share the write the names of compare their
opportunities that Elkonin boxes and the pictures on the work with their
require them to think counters. They will Exit Ticket activity. peers.
critically: Do you work on turn taking,
think this story is real and respecting
or make belief? Why others’ work.
do you think cows
were asking for
electric blankets?

Integration of Literacy
Reading: Writing: Oral Language:

Students will follow story Students will segment words Students will grow in
sequence, make predictions, by sounds and compare to language acquisition
relate experiences to the the number of letters in the with new vocabulary
story, and segment words. word. words from the story:
They will also discuss story typewriter, strike
events.

Assessment
Formative: Summative:

Throughout the lesson, I will observe The Exit Ticket activity is the tool I would
student responses since this is a small use to assess skill attainment.
group activity. During peer collaboration, I
will observe how they reach their
conclusion. I will also walk around
when they are working independently.

Extension
Re-Teach: Remediate: Enrichment:

As a whole group activity, I I would chunk the activity Since this is the first time
would do the segmenting over several lessons students are exposed to
words activity orally with instead of doing all parts in segmenting words, I would
their names. They are one day. Start by counting make it part of my on-going
familiar with their names, the sounds in the words in lessons.
how they sound, what one lesson, and then
letters there are, how match the amount of
many letters there are, and sounds and letters in
I think it would be another lesson.
meaningful for them.
Assist students with r-
controlled vowels,

Reflection
Students enjoyed the lesson and they were eager to share their experiences. They
raised their hands during read aloud and answered my questions with accurate
responses related to the story. They caught up on the “Click, clack, moo” chant and
the gestures I used and were looking excitedly to do them themselves. Although the
read aloud took longer than I had planned for, students were engaged and enjoyed the
story. In hindsight, I should have focused more on new vocabulary. I feel I spent most
of my time trying to get them to understand the concept of how families were different
years ago and now. Consequently, I didn’t have much time to focus on new vocabulary
words like “electric blanket”, “strike”, and “emergency”. Also, this was their first time
segmenting sounds, and using CVC words would have been more appropriate. I used
dog, pig, cow, and duck. Duck was appropriate in this case because I wanted to have
a 4-letter word that only had 3 sounds. But “cow” was a tricky one. Overall, I enjoyed
teaching this lesson and feel that the students responded well. My cooperating teacher
was very flexible with time, but I felt pressed by time.

Actionable Feedback
The following are the observations my cooperating teacher made and how I would
address them:
1. Go over new vocabulary before read aloud. Students were excited to listen to
the typewriter sounds I played, and they understood what a typewriter was
when I compared the picture of the typewriter to a laptop. I would show them a
picture of an electric blanket and explain what it is used for by asking open
ended questions. I would also explain what an emergency is.
2. Since segmenting words is a new skill, maybe start with CVC words.
Segmenting the word “cow” was hard for students. I would try other words that
are not in the book for this activity, such as, cat and dog. I would also add more
4-letter words that have 3 sounds, such as, ball and rock.
3. Seat children where you want them before starting activity. I had paired a B1
and a B2 ELL in order for them to discuss among themselves if they had any
questions. When we were about to start our Elkonin box activity, I realized they
were not sitting together. Therefore, I had to interrupt the activity to make them
change seats. These short interruptions can be avoided by making sure they
are in their right spot beforehand.
4. Provide more time for struggling students. I agree that there has to be more
time to allow struggling students answer questions or do their activity. Not
everyone will be done at the same time and knowing when to wait or move on
to the next activity is important for everyone. I would plan a couple of extra
minutes in case someone needs extra time.