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1.
Standards:
CCSS.ELA-Literacy.RF.3.4.a-Read grade-level text with purpose and
understanding.
CCSS.ELA-Literacy.RF.3.4.c-Use context to confirm or self-correct word
recognition and understanding, rereading as necessary.
2.
Objectives:
Students will be able to read the provided level text and recognize the use of
homonyms.
Students will be able to recognize that words may sound like one another but
they have different meanings.
Students will be able to match homonyms and name the meaning for the two
different words.
Students will be able to create a sentence using homonyms.
3.
Materials:
Pencils
Homonyms Match Game (Index cards labeled with homonyms)
Guided Reading Text
Reading Note book
Spelling Lists
4.
Procedures:
Closing:
4.
5.
6.
Using the cards they have, they students will write a sentence using that word correctly.
At the conclusion of the game, I will remind the students what we learned in the lesson.
o Today, we saw how homonyms are used in stories. The words sound the same
but they have different meanings. It is important to look at the spelling and
identify the context to recognize the meaning.
Before the students return to their seats, they will be asked to write a sentence.
o They will use the homonyms on one of their cards.
Assessment:
To assess the students, I will listen to their explanation of the words during the
matching game.
o If the students say the same definition for both, I am able to see that
they struggled with homonyms.
The students will have to show me their sentences before they return to their
seats.
o Students that cannot write a sentence will get one on one help writing
a sentence.
Management Issues, Transitions, and Differentiation:
The students seemed to ignore directions.
o When I told them to move their folders to play the game, they did not. I
had to repeat the direction multiple times before they did it.
Students need to pass their books to me when they are done before they leave.
I need to establish clearer instructions to make transitions smoother and more
effective.
7.
Today, I was a bit firmer. I did not ask the students if they wanted to read, yet I
told them to read.