The College of New Jersey School of Education Bianca Venice and Heather Wuest Title: Gone Fishin Grade

Level: 1st grade Cooperating Teacher: Ms. Tindall Time Allotted: 40 minutes Description of Topic: Students will enhance their phonics and word-analysis skills by reading ocean words which they collected from the fish bowl. Standards: CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.

Objectives Students will apply grade-level phonics and word analysis skills to decode ocean words.

Assessments The teacher will listen for the correct pronunciation of each word.

Students will print the uppercase and lowercase letters of the words proficiently.

The teacher will evaluate the worksheet for correctly written words.

Materials: Fish bowls with words inside, fishing poles, worksheets, and pencils. Prior Knowledge: Students will have seen the words before and some students may know the words. The students will have emergent skills in word- analysis and phonics. Hook:(5 minutes) The lesson will begin with the teacher asking the students, Raise your hand if you have ever had trouble pronouncing a word when reading? This lesson will help the students to practice decoding more difficult words. The teacher will remind the students that this activity will help them to become better readers! Procedure: (30 minutes) 1. The teacher will read the directions of the Gone Fishin activity. Each student will be asked to read the word they have fished out of the bowl out loud correctly. The students will also write the word down on their worksheet.

2. The teacher will ask for a volunteer to come up in front of the class to demonstrate how the fishing pole works. This student will fish for a word using the fishing pole. 3. The teacher will demonstrate how the student must read the word first, and then write it correctly on the worksheet. 4. After the students are able to see how this process works they will be asked to repeat this activity in their groups. 5. The teacher will explain to the students that they must take turns fishing because there can only be one fishing pole in the bowl at a time ! 6. Each student will then be given a worksheet and fishing pole. Each group will receive a fishing bowl on their tables. 7. When all of the materials are passed out the activity will begin. 8. After completing the activity, each table will be asked to read their words out loud to the class. Closure: (5 minutes) To conclude the lesson the students will read over the words to make sure all of the students know how to pronounce each word. Then the teacher will ask students to raise their hand and list a word that was their favorite out of all the other words. Questions: 1. What strategies should you use to correctly pronounce a word? 2. What do you do if you cannot pronounce a word on your own? 3. Why is vocabulary important? 4. Will practicing these words help your reading? 5. Were there any words you thought were too hard? 6. Were there any words you thought were too easy? 7. Were there any words you have never seen before?

Differentiation: ESL students and lower-leveled students will receive simpler words. For those students who finish first we will ask them to pick a word they fished out of the bowl and write a sentence about it. The teacher will come around and scaffold the understanding of the lower-leveled and ESL students. The ESL students will receive a support sheet with words that are prevalent in the lesson. The support sheet will contain words written in English and picture of the word. The support sheet will also contain common phrases used regularly in the classroom in English and a picture of the procedure. This used regularly in the classroom to enhance their comfort in the classroom which will also heighten their learning. . The more advanced learners will be able to receive challenge capsule if they finish early the class work early. Students will work in mixed-leveled groups so students can support each other. Classroom Management: Keeping the students in their designated mixed level groups will help to keep this activity structured. The teacher will distribute the materials to the students after the directions are given so they are not distracted. If there are behavioral problems we will ask the student to take a minute away from the activity to calm himself or herself down before being allowed to return to the group. Each group will have their own fishing bowl, which will help this lesson run smoothly. Students working conscientiously will be placed on the happy list, students who are not working efficiently will be placed on the sad list.

Transitions: Students will be asked to clean up group by group so not all the students are up at one time. This will help there to be less problems between the students.