Kayla Kasinski EDR 317 February 25, 2013 Lesson Plan 3

1st grade Reading Specialist/Literacy

1.1 Integration of Learning Outcomes: 1) Students will be able to demonstrate the knowledge of vocabulary words orally and written. 2) Students will be able to demonstrate accuracy in decoding words through group practice and reading. 1.2 Standards: RI.1.4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. RI.1.10: With prompting and support, read informational texts appropriately complex for grade 1. RF.1.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RF.1.3: Know and apply grade-level phonics and word analysis skills in decoding words. RF.1.4: Read with sufficient accuracy and fluency to support comprehension. SL.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media. L.1.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibility from an array of strategies. 1.3 Anticipatory Set: Teacher: Hello boys and girls! Today we will be learning a new phonics skills but first lets practice what we already know! (The teacher will open up the app Phonics Awareness to the Segment game.) We will play six sounds because there are six of you. Get ready, lets go! (The teacher will explain the directions: When the word comes up, drag the letter into the correct space.- after each student has segmented the word, the teacher will briefly explain why the word was segmented like that) 1.4 Procedures: 1) Introduction of strategy: The teacher will introduce the new foundation card (i-e, pine) to the students. (Teacher: Boys and girls, who can tell me how to say the word pine? Good job! Pine is pronounced p-i-n-e. The e on the end of the word tells the i to say its name. Lets look at some other words where the e tells the i to say its name.) 2) Modeling and Guided Practice: Teacher: Lets look at the words nice and ripe. Let me show you how to break these apart and decode the words. Lets tap out these words together. [after tapping out is finished] Now, everyone turn to page 34 in your Happy Landings book and lets break apart pile, nine, and line together The students will complete numbers 4,5, and 6 and then they will talk about them.

3) Independent Practice:The students will then complete page 35 once the teacher has read the words right, nice, and found aloud to them. These are words they are going to need to know for their story. 4) Guided Practice: Once those two pages are complete, the students will then follow along on pages 36-42 which is the story of The Picnic Plan while the teacher reads the story out loud. (Here the teacher will also be monitoring the students to make sure they are staying on track with the story.) Teacher: Remember boys and girls, keep your eyes out for words that sound like pine [where the e makes the I say its name] because we will be adding them to our treasure chest. 5) Guided Practice:When the story is finished, they will make a list of words that have the i-e pattern that they have been talking about. Teacher: Who can tell me words in the story that sound the same as pine? Each student right one word on the chalk board. 6) Independent Practice: After all of the words from the story that have i-e are on the board, they will write these down in their treasure chests. If time allows, there will be a short discussion on the words in their treasure chest. 1.5 Differentiation: Students who are below grade level: Because this is a reading support classroom, the students are already below grade level on their reading. However, two students in this group are even further behind their other peers. For these children, they need to be redirected more and constantly encouraged to continue working. They also need to sit right next to the teacher so they can have extra assistance. When they are coming up with words on their own after the story, the teacher can give these two students prompts about words that have the i-e phonics skill. This way they are not stuck coming up with words completely on their own. Also, they might need to get pulled off to the side to be read the story to so it is read at a slower pace. When it comes to the comprehension questions for the following lesson, these need to be simplified to meet the needs of these two students. The closure will be different as well because the two students who are lower might not know what the word wise means or might have difficulty with the word drive. Giving them five and pile is helpful because they have already seen pile and five previously. 1.6 Closure: The closure of this lesson is for the students to tap out two i-e words. For the two students who are more below grade level, they will tap out five and pile. For the other four students, they will tap out wise, and drive. The teacher will look at the student tapping out the word and when they get it correct, they get to add a sticker onto their folder. 1.7 Formative and Summative Assessment: The assessment on this lesson will be mostly observations throughout the lesson. The teacher will observe the students when they are doing the anticipatory set to see if they remember previous words and how to segment them. Also, she will be watching during the guided practice to see who is answering the questions and volunteering. While she is reading the story, she will make sure the students are

following along with their pointer finger as a guide and not zoning out. She will also make mental notes of who could answer the questions about i-e words as well as coming up with other words on their own. The most observations will occur during independent work of the students because she can go around and look at their paper to see how they are doing. There are going to be times when the two lower students need extra help and this is where this will be noted as well as help will be given. When it is time for them to write in their treasure chest, she will make note that she gave the two lower students easier words and more prompts then the other two students. It is important that all of these notes get wrote down so she can monitor their progress. She will also watch carefully as the students are tapping out the two i-e words that they are given before they exit. If they are not tapping it out correctly, she will assist them. The worksheets that they completed in class will be added to their folders and then each week she will look at them. The themes and lessons go together so checking the folders at the end of the week make sense and makes it easy to track progress. 1.8 Materials: Phonics Awareness App Happy Landings book Chalkboard Treasure chests Students folders 2.0 Reflection on Planning: When I thought about doing a lesson in the reading support classroom, I was confused at first how a lesson could be made in this environment. I thought about different ideas because there are only six students and then I spoke with my cooperating teacher to hear her ideas. She gave me one of their lesson books called Happy Landings. She wanted me to focus on lesson 22 because that is where they will be at when I teach the lesson to the class. When I was going through the book and looking, the idea of a full lesson for this classroom made more sense. I selected the teaching of this lesson based off of the students abilities and areas of concern. I knew that two of the students were lower than the other four so this played an important role. There are many opportunities where the children can be given more help (if needed) and where the teacher can monitor their work and progress. The activities were planned around the content in the lesson she gave me. They do treasure chests now so I thought it was a good idea to stick to that routine. I also wanted to incorporate technology into this lesson because they do not use any. The materials and activities are ones that can be shortened if needed which is something else I considered. In this type of classroom, everything doesnt always flow as expected so you need to be flexible. If I dont have enough time or if I have extra time, I thought about ways to use my time wisely and effectively. The assessment needs were considered because I know the teacher needs to monitor the students and be able to observe them. There is no formal testing procedures in this classroom that I have seen yet. I thought about this and just had them keep the worksheets in their folders and the teacher would check them at the end of the week. Of course, the worksheets can be looked at whenever but looking at their

folder as a whole gives the teacher good data on where the student is. I feel as though I really thought about the six students that this lesson would be taught to and tailored it to their needs as well as the skill they will be on by then. 2.1 Reflection on Instruction: This lesson will not be taught until April 29th. 2.2 Citation of book: Childrens workbook: Happy Landings. Orlando, FL: Harcourt, Inc.