Teacher Candidate: Sara Tulley School: Madison Elementary School Lesson Topic: 5 Essential Components of Reading Instructional Objectives/Student

Outcomes 1. 2. 3. 4. 5.

Date: November 9, 2012 Grade/Subject: 1st/ELA

Phonemic Awareness: Students will demonstrate ability to segment phonemes of short u words. Phonics: Students will sort digraph blends. Vocabulary: Students will understand level appropriate vocabulary words. Comprehension: Students will comprehend literary text. Fluency: Students will read familiar stories with fluency.

WV CSOs RLA.O.1.1.2 - blend and segment the phonemes of most one-syllable words. (Objective 1) RLA.O.1.1.4 - use basic elements of phonetic analysis to decode unknown words: sound-symbol relationships beginning/ending consonants short and long vowel sounds blends digraphs diphthongs (Objective 2) RLA.O.1.1.7 - understand level appropriate sight words and vocabulary (e.g., high frequency words, antonyms, synonyms, multiple meaning words). (Objective 3) RLA.O.1.1.14 - use basic comprehension concepts to understand literary and informational texts (e.g., story elements, main idea, sequence, cause and effect, prediction, retelling). (Objective 4) RLA.O.1.1.11 - read familiar stories, poems, rhymes and passages with fluency: appropriate rate, accuracy, prosody (Objective 5)

National Standards ACEI Standard 3.4 Active engagement in learningCandidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning, self-motivation, and positive social interaction and to create supportive learning environments

Common Core Reading Standards for Literature Grade 1: 3. Describe characters, settings, and major events in a story, using key details. (Objective 4) Reading Standards: Foundational Skills Grade 1: 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes) (Objective 1) Reading Standards: Foundational Skills Grade 1: 3. Know and apply grade-level phonics and word analysis skills in decoding words. (Objective 2) o a. Know the spelling-sound correspondences for common consonant digraphs. (Objective 2) Reading Standards: Foundational Skills Grade 1: 4. Read with sufficient accuracy and fluency to support comprehension. (Objective 5) o a. Read on-level text with purpose and understanding. o b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Management Framework Overall Time: 90 minutes 20 minutes: Pre-test, fluency (choral reading), review of each station and explain directions for each station 60 minutes: Stations Word sorting, Sound necklaces, Leveled readers, Vocabulary writing 10 minutes: Come together for whole group discussion, post-test

Strategies Group practice Independent practice Guided instruction Teacher modeling/demonstration Scaffolding

Differentiated Instruction/Adaptations/Interventions Students will be grouped by their reading abilities and will read with Ms. Tulley using leveled readers. Models and demonstrations will be provided for students who have difficulty understanding verbal instruction.

Procedures Introduction/Lesson Set To begin the lesson, I will explain to students that today we will be working both together and in groups. I will be choosing their groups, rather than the students remaining in the groups they are already in, to place them within their level (The teacher will actually be placing the students into their groups because she knows their abilities more than I do). I will give the students the pre-test for phonemic awareness. In this test, the students must count the number of sounds they hear in each of the given words. I will read the directions aloud to the students and explain that they must act as they would if this were a real test. I will read each word aloud several times. The students will be permitted to clap their hands lightly to count the amount of sounds they hear. Once each student has completed the test, I will ask them to bring out their Reading Street Unit 2 textbooks and turn to page 14. I will ask the students to tell me what they know about the story based on its title. I will then tell the students that I am going to read the story once alone and I want them to follow along and pay close attention. I will explain that I will be asking them questions along the way and they need to be able to answer them. I will then begin reading fluently, with expression and automaticity. Once I have read through the story once, I will have the students turn back to page 14. I will explain that it is now their turn to start reading along with me, and we will all be reading as a group. Together, we will read through the entire story. At the end, I will ask What was this story mostly about? I will allow several students to answer this question to provide the un-answering students with a variety of thoughts. After the choral reading, I will explain to the students what they will be doing within each station. There will be 4 stations that incorporate comprehension, phonemic awareness, vocabulary and phonics. I will separate the students into their groups and disperse their materials.

Body & Transitions The students will be working within groups at various stations for 15 minutes each. Each station will focus on one of these components of reading: comprehension, phonemic awareness, vocabulary and phonics. Comprehension: In a station that I will be facilitating, the students will be reading from leveled readers based on their reading capabilities. I will ask the students questions throughout the reading to test their comprehension. Phonemic Awareness: In the phonemic awareness station, the students will have a worksheet that contains 5 words on it. The students will be instructed to clap their hands to count the amount of sounds they hear in a word. They will then write that word down on the blank next to the word to keep track of how many sounds it contains. After they have found the sounds in each of the words, they will place that many beads onto a strand of yarn. When they have added beads for each word, the ends of the yarn will be tied together by me or Mrs. Griffith to form necklaces. Vocabulary: In the vocabulary station, the students will be given a vocabulary word bank provided using the Elmo projector. These words are: want, good, catch, no, put. The students will write each of these words in the boxes provided on their worksheet and write a sentence using each of them. Phonics: In the phonics station, the students will be cutting and pasting spelling words containing the diagraphs sh and th into their correct column. Closure I will call all students back to their assigned seats. I will ask the students some questions, to get a feel of how they liked the lesson and what they learned. I will then pass out the phonemic awareness posttests for the students to complete individually. I will read the directions to the students again and explain they need to listen to how many sounds there are in the word. I will read each word to the students aloud. They will be permitted to lightly clap their hands to themselves in they need to. Once each student has completed the post-test, the lesson will be complete. Assessments Diagnostic Before beginning the lesson, I will give a short pre-test to see where to the students are in recognizing phonemic awareness and counting the phonemes in words. This is a skill found within Scott Foresman Reading Street teachers manual. If I find the students are low in this, I will monitor this activity closely. I will also go over each of the vocabulary words and have a student put each of them into a sentence. Formative During the lesson, I will focus mostly on the leveled readers in comprehension. I will also be monitoring the students in other groups. I will have the students bring their work to me so I can assess how they are doing and make any correction necessary. This includes reading the sentences the students generate with the given vocabulary words, make sure each student has the correct number of beads for each word on their necklace and look over the diagraph organizer to be sure the students are placing each diagraph in the correct column. Summative After the lesson focus is complete, the students will be brought back to whole group for a short discussion of what they learned. The students will be assessed using the post-test for phonemic

awareness using the same words they were tested on previously and worked with at the phonemic awareness station. Materials Beads Yarn Phonemic awareness worksheets (attached) Phonics word bank (attached) Phonics diagraph organizer (attached) Leveled readers Scott Foresman Reading Street Level 2 textbook Vocabulary sentence worksheet (attached). Courtesy of Waltkes Web. Pre/Post-tests (attached)

Extended Activities If Student Finishes Early If a student finishes early, I will allow them to get a journal paper to draw a picture of one thing that happens in Max and the Big Fish and write one or two sentences about their pictures. If Lesson Finishes Early If the lesson finishes early, the class and I will discuss their stations. I will ask them how they liked the leveled reader books and ask them to share some details about the story, ask them about their necklaces and go over each word that they had to count the sounds of. I will mostly focus on asking the students to count of the sounds of harder words with more syllables. Post Teaching Reflection My lesson went great! I had several thoughts that maybe it wouldnt go very well because I had so many things going on at once, but it went better than I had ever expected. The necklaces were a hit and the kids loved them. They worked together to decide how many sounds were in each of the words provided. I really enjoyed seeing the group members work together. I could really tell they were learning. Another aspect of my lesson that went very well was the level readers station. I was the leader of this group and made sure all students were on task and reading when they should. The students helped each other when they came to a word they didnt know or when it was their turn to read. When they finished their leveled reader, they often wanted to read their reader again or read one of the other leveled readers. I was surprised and very pleased when the lower readers in the class wanted to read the next highest or the highest leveled readers when they were finished reading their own. Even the lowest achieving of the students could read the on-level book with fluency, which really surprised me. (Of course, though, they didnt realize they were grouped based on levels and reading different books than other students in the class). Again, they worked together so well. I was very proud of them all. The only thing that I would really change would be the transitions of the stations. When the groups rotated, it wasnt very smooth. I didnt set out their worksheets, yarn, etc. for when the new group was coming up. I would tell the students to rotate, and then I would pass out each of the worksheet and other things that were needed in the station individually, which took up more time that I anticipated. Honestly, transitions werent something I thought very hard about. I didnt realize that it would be a problem. If I could do this over again, I would assign a specific area of the classroom where the students could go to pick up the activity for the station they were moving to.

I needed more time to complete the post-test at the end of the lesson. The lesson began later than I had anticipated and the students were late for lunch by the middle of the post-test. Therefore, they had to leave and we completed the post-tests on a later date. This was kind of an inconvenience, but we adjusted as necessary and got everything completed eventually. Data Based Decision Making

As I was going through the Reading Street teachers manual, I was coming up with several ideas that I could use for a phonemic awareness activity. One of the things that I found that I believed the students would do well with was counting the sounds not the syllables or the individual letter sounds in a word. I assumed that since this was a skill that was mentioned toward the beginning of the week in the manual, the students had worked on it previously. After handing out the pre-tests, I quickly saw that the student content knowledge was lacking in this area because they had never really worked on this concept and were looking confused. Initially, the students were counting each sound of the letters that were in the word, ignoring the diagraphs which made one sound, which was the primary focus of the phonics/phonemic awareness segments of the lesson. Since they were completely unfamiliar with the content, I helped them a little bit by saying the words slowly so they could identify the number of sounds I explained that the students need to be watchful of the diagraphs and blends before counting the sounds they heard. Surprisingly, they began to hear the sounds and quickly grasped the concept of counting sounds in the words. There were 15 students in attendance for this lesson. The following list shows the percentage of correct spellings for each word for entire class: Bug 93% accuracy (14/15 correct) Stuff 80% accuracy (12/15 correct) Fish 67% accuracy (10/15 correct) Trash 67% accuracy (10/15 correct) Flash 73% accuracy (11/15 correct) The total accuracy percentage for all students in the classroom was 76% accuracy, with 57/75 words spelled correctly. After the pre-test, I decided that it would be best for the class to go over this

concept as a whole, because it was one of the stations that the students would be working at. We went over each of the sounds in every word together. In the station, the students had their previously knowledge from the discussion that we had right before and the help of their group members to complete the activity. The worksheets that they did individually, where they wrote the number for how many sounds they heard (basically identical to the pre- and post-tests) were outstanding, as well as their necklaces. Their post-test scores increased 17%, with a class-wide score of 93% getting 70 of 75 correct. The students showed strength in their content knowledge in this post-test, as well as their ability to quickly catch on to the skill. This made me believe that they actually were familiar with the skill and this was a review for them. The following list shows the percentage of correct spellings for each word for the entire class on the post-test: Bug 100% accuracy (15/15 correct) Stuff 87% accuracy (13/15 correct) Fish 93% accuracy (14/15 correct) Trash 93% accuracy Flash 93% accuracy