UNIVERSITY OF LA VERNE

SPECIAL EDUCATION LESSON PLAN

TEACHER Ms. Tina SDC School: Mountainview SUBJECT: Language Arts Date: 9/11/13 GRADE: TK - 3 Site Support Provider: Mrs. Heller LESSON TITLE Building Words LENGTH OF LESSON: 45 minutes

CONTENT STANDARDS AND CONTENT OBJECTIVES IEP GOAL: Grade Level State Content Standard:
CCSS.ELA-Literacy.RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. CCSS.ELA-Literacy.RF.1.2d Segment spoken singlesyllable words into their complete sequence of individual sounds (phonemes). CCSS.ELA-Literacy.RF.1.3b Decode regularly spelled one-syllable words.

When given a list of 10 CVC words, student will be able to read them with 70% accuracy in 4/5 trials as measured by teacher-charted records. Instructional Objective: Student will be able to build and read words with the short i sound. Pre-Requisite skills: Phonemic Awareness and Zoophonics

Instructional Strategies: Blending Word Building Making Words Mnemonic Devices Brain Based Direct Instruction (BBDI)

ASSESSMENT
PRE ASSESSMENT: Students are asked to recognize a picture of the letter i and Inny the Inch Worm from the Zoophonics series. Visual aides and mnemonic devices will assist in activating prior knowledge and motivating the students. CFU: 1. 2. 3. Q&A: What sound does the short i make? Monitoring students work while moving around the classroom as they use the tiles to build words. Corrective feedback: Model blending the word and then listening to the students blend it together.

FINAL ASSESSMENT: Students will continue to build recognizable CVC words with tiles in small group using the letter i. After students can successfully blend the words independently, the teacher will point to words from their spelling list and ask the students to read them naturally.

LEARNING ENHANCEMENTS
Strategies for Universal Access and Differentiated Instruction: Zoophonics and the use of mnemonic devices. Visual aides/realia, picture of the letter I and Inny the Inch Worm. Letter tiles with vowels in red. White board with BBDI icons highlighting the learning objectives. Small group rotations. Para-educators to assist students. Materials, equipment and adaptive technology: (low) letter tiles, white board, different color markers, visual aides/realia, and chart paper.

STEPS THROUGH THE LESSON

INTO: Zoophonics letters are displayed around the classroom. Teacher reviews the first three letters of the alphabet. Then, she asks the students to repeat them with her and RATIONALE: Displaying the alphabet and written words on the board and around the classroom help students not only become more familiar with words and letters, but also reminds

8/09

do the hand movements together. Teacher holds up the picture of the letter i with a picture of Inny the Inch Worm on it. She says Inny the Inchworm /i/, /i/, /i/. Then she asks the students to repeat it with her and do the hand movements together. Teacher states the objective of the lesson using the BBDI (Brain Based Direct Instruction) method. She will say today you will be able to build and read words with the short i sound. THROUGH: Teacher will explain to the students that they will be building words with the short i sound together. She will write the word bin on the white board by writing each letter in an individual square. Then, she will blend it and read the word out loud. Next, she will tell the students watch me change the /n/ in bin to /t/. She will model and blend the new word bit. The teacher will continue and tell the students now watch me change the /b/ in bit to /p/. She will model and blend the new word pit. At this time the teacher will check for understanding and use corrective feedback while modeling and listening to the students blend the new words. After modeling, the teacher will use guided practice to build more words together. The teacher will read and point to each step of the exercise written on chart paper displayed in front of the class. The aides will pass out sets of letter tiles to each student. (The letter i is printed in red and the rest are printed in black.) They will be asked to spread their letters across the top of their desks. Then, the teacher will write the word sit on the board and ask the students to blend it with her. She will ask the students to use their tiles to spell sit. Together they will continue to blend and build new words as a class. The teacher will check for understanding and clarify any misconceptions by moving around the classroom. Teacher will restate the learning objectives and have students transition to small group rotations. BEYOND: Through Q&A, the teacher will ask the students what sound does the letter i make? Students will continue to build recognizable CVC words with tiles in small group using the short i sound. Teacher will point to the initial consonant and ask students for its sound. She will point to the letter i and ask for its sound. The teacher will ask for the sound of the final consonant and then have the student blend the whole word. After students are able to successfully blend the words independently, the teacher will do a word sort activity using their spelling words. She will ask the students to read them naturally. Teacher will monitor and check for understanding while in small group.

them of the importance of language and reading. Mnemonic devices, visual aides/realia, repetition, and kinesthetic/bodily movement will aid diverse learners in retention of the letters and their sounds.

RATIONALE: The purpose for isolating each letter in a square is to visually isolate each sound to reinforce phonemic awareness.

Pointing to each letter, printing the vowel in a different color, and writing the steps on chart paper will assist students with their executive functioning skills.

Monitoring the students build words with the letter tiles will be used as an informal formative assessment to determine whether to continue with guided practice or to move on to independent practice.

RATIONALE: Small group will assist the teacher in differentiating instruction. For example, if the students are having difficulty blending CVC words, the teacher may modify the letter tiles and use VC words. The word sort activity will be used as a summative assessment to determine whether the teacher should reteach or move on to the next lesson.

Para Professionals Role: They will assist students to sit and attend during whole group. In addition, they will also lead small group rotations and circulate around the classroom to assist specific students. Reflection will be e-mailed tomorrow.

8/09

Small Group Assignments

GREEN
Group leader - Tina
Leah - Virginia Caloy Kamden Timothy - Denise Velcro Listening Larry

RED
Group leader - Virginia
Chelsea Sebastian Jackson Shirley Jack - Trish Whole body listening worksheet

YELLOW
Group leader - Denise
Donovan - Kelsey Will Baz Izrael Shared reading

The icons represent the BBDI (Brain Based Direct Instruction) framework. The light bulb explains the big idea and the target is the learning objective.

Another step in the BBDI framework is Explain Expert Thinking. This chart is a procedural model for the teacher to model and gradually release.

8/09