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Lesson Plan
Sentences - Telling and Asking Sentences
Kindergarten (K) - ELA
LEARNING TARGET
- Students will be able to identify and differentiate between asking and telling sentences.
- Students will be able to use correct punctuation when writing asking and telling sentences.
LEARNING PROGRESSION
PREREQUISITE SKILL
-
EXTENSION SKILL
- Students will be able to identify and name the three types of end punctuation: period, question mark, and exclamation point.
- Students will be able to use the correct end punctuation in their own writing.
DURATION
- Introduction (5 minutes)
- Instruction (15 minutes)
- Guided Practice (15 minutes)
- Independent Practice (15 minutes)
- Exit Card Formative Assessment (5 minutes)
- Closure (5 minutes)
MATERIALS
- Whiteboard and markers
- Worksheet with sentences for each student
- Pencils
VOCABULARY
- Asking sentence
- Telling sentence
- Period
- Question mark
TEACHING RESOURCES
CENTERS & TASK CARDS
No Centers or Task Cards Available
IEP GOAL WORKBOOKS
No Goals Available
WORKSHEET PACK
No Worksheet Packs Available
5 AND 1 INTERVENTIONS
No Interventions Available
GAMES
ACTIVITIES
No Activities Available
LESSON INSTRUCTION
INTRODUCTION
- Ask the students if they know the difference between asking and telling. Give examples of asking and telling sentences.
- Write the sentences on the board: "The sky is blue." and "Is the sky blue?" Ask the students to identify the asking and telling sentences.
INSTRUCTION
- Review the differences between asking and telling sentences. Explain that asking sentences end with a question mark and telling sentences end with a period.
- Write several examples of asking and telling sentences on the board. Model how to use a question mark and a period correctly.
GUIDED PRACTICE
- Pass out the worksheet with sentences to each student.
- Instruct students to identify each sentence as either an asking or telling sentence.
- Encourage students to use the correct punctuation mark at the end of each sentence.
- Circulate around the room to provide support and guidance as needed.
INDEPENDENT PRACTICE
- Instruct students to write five asking and five telling sentences on their own.
- Remind them to use the correct punctuation mark at the end of each sentence.
- Monitor students' progress and provide support as needed.
HOMEWORK
- Assign students to find five asking and five telling sentences from a book or magazine and write them down.
- Encourage students to bring their sentences to share with the class during the next lesson.
EXIT TICKET
- Provide each student with a whiteboard and marker.
- Instruct students to write one asking sentence and one telling sentence.
- Check for correct punctuation marks.
ASSESSMENT
- Formative assessments will be conducted during the lesson to monitor student progress and understanding.
- The exit card and progress monitoring assessments will be used to determine students' mastery of the objective.
CLOSURE
- Review the concept of asking and telling sentences and correct punctuation usage.
- Ask students to share one thing they learned during the lesson.
EXTENSION
- Students can create their own asking and telling sentences and share them with the class.
- Students can write a short paragraph using both asking and telling sentences.
INTERVENTION
- For students who struggle with writing, provide sentence starters or word banks to help them create their own sentences.
- For students who need extra support, a visual aid or diagram can be provided to help them understand the difference between asking and telling sentences.
VIDEOS
No Video Available
TEACHING TIPS
Use Asking and Telling Sentence Sort as an extension to the lesson plan, have students create their own asking and telling sentences on index cards. Encourage them to use different sentence structures and punctuation marks. Then, have students exchange their cards with a partner and take turns sorting each other's sentences. This will allow students to practice their critical thinking skills and apply their understanding of asking and telling sentences and proper punctuation usage in a creative and engaging way. Additionally, it provides an opportunity for students to receive feedback from their peers and reinforce their learning.
- Use real-life examples to help students identify asking and telling sentences. This will help them understand the concept better and make it more relevant to their lives.
- Incorporate interactive activities like games, quizzes or online activities to make the lesson more engaging and fun for students.
- Provide opportunities for students to practice and receive feedback on their writing skills. Encourage peer review and discussion to reinforce their learning.
STUDENT MISCONCEPTIONS
- Students may think that all sentences that end with a question word are asking sentences. Clarify the difference between asking and telling sentences to help students understand that it's not just about the question word, but also the tone and purpose of the sentence.
- Students may not realize the importance of punctuation in writing. Emphasize that correct punctuation is crucial to convey the correct meaning and tone of a sentence.
- Students may struggle with identifying the correct punctuation mark to use at the end of a sentence. Provide clear examples and practice activities to help them master the skill.
STANDARD
Common Core Standard:
RF.K.1.C - Understand that words are separated by spaces in print.
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