Nani Dennis

NEVADA STATE COLLEGE TEACHER PREPARATION PROGRAM LESSON PLAN FORMAT

Word Study: Week #3

Description of Classroom: This classroom consists of 27 third grade students. Students are grouped at tables with 4-6 people per table. Background: This lesson will be an introduction to this weeks compound and high frequency words and will be presented during our word study block from 8:50 a.m. until 9:10 a.m.(15-20 min.) Content Objective(s): Students will be able to cut, sort, and glue compound words/high frequency words into their word journals based on spelling patterns with 100% accuracy. Students will be able to combine two smaller words to make at least ten compound words. Students will be able to correctly spell at least 7 out of 10 words on dictation assessment.

Language Objective(s): Students will be able to listen carefully to instructions and carry out reading and writing tasks as expected. Common Core Standard(s): L.3.2 Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Key Vocabulary: Students should be familiar with the meanings of this weeks compound words and high frequency words.
Children,indoor,inside,insight,morning,overall,overboard,overnight,people,remember,summer,underline,underneath, Understand.

Best Practices: (put an X next to those that you address in your lesson) Preparation Scaffolding Grouping Options Adaptation of content Modeling Whole Class

Links to background Links to past learning Strategies incorporated Integration of Processes Listening Speaking Reading Writing

Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement

Small groups Partners Independent Assessment Individual Group Written Oral

Teaching Strategies: Cooperative Learning Word sorting Lesson Sequence:

Monday February 3, 2014

Review: Review last weeks word skill; suffix meanings (-ion and ment). Introduction: Explain to students that today they will be learning about compound words and how their small combined word patterns can help them spell these words accurately. Teacher will ask students what compound words are and explain that they are formed by two small words to make a single new word. After discussion students will get started on cutting their word sorts. Model: Teacher will model how to sort two words using a spelling pattern strategy. Guided Practice: Students are very familiar with this process so guided practice is not necessary. Independent Practice: Students will complete the rest of the sort independently. Closure: After students have finished their sort, there will be a whole group discussion on how they chose to sort their words. Finally students will glue their words into their word journals and then get ready for the next subject, comprehension. Assessment: Teacher will be informally observing student participation and accuracy of word sorts.

Tuesday February 4, 2014

Review: Review yesterdays lesson which includes sorting by compound words. Introduction: Explain to students that today they will be doing an activity to help strengthen their word work and compound word skills. The activity is called making compound words. Students will be working in pairs.

Model: Teacher will model how to sort use individual word cards and combine two to make a compound word. For example, under and stand make understand. Guided Practice: Students will complete the activity in pairs. They must match all cards to make compound words and will be given 10 minutes to complete. Independent Practice: Students will complete the activity in pairs so IP is not applicable. Closure: After students have finished their activity, we will discuss as a group what words students were able to make. If time permits, students will do a word search and then get ready for the next subject, comprehension. Assessment: Teacher will be informally observing student participation and accuracy of making compound words.

Wednesday February 5, 2014

Review: Review yesterdays lesson which includes making compound words. Introduction: Explain to students that today they will be doing an activity to help strengthen their word work and compound word skills. The activity is called Go Fish. Students will be working in pairs. Teacher will pass out cards with the weeks words on them. Model: Teacher will model how to play go fish. Teacher will pick a card that is in a pile faced down. She will read the card and the partner must spell the word read. If they spell it correct they win the card, if not they put the card under the pile again. Guided Practice: Students will complete the activity in pairs. Whoever has the most cards at the end of the time, wins! Independent Practice: Students will complete the activity in pairs so IP is not applicable. Closure: After students have finished their activity, we will discuss as a group what words students had trouble with spelling. If time permits, students will use words to make sentences. Assessment: Teacher will be informally observing student participation and accuracy of spelling compound words.

Thursday February 6, 2014

Review: Review yesterdays lesson which included spelling our compound and high frequency words. Introduction: Explain to students that today they will be making a flip book of their words from this weeks lesson. Model: Teacher will model how to fold and cut flip book. Teacher will also provide an example of putting two words on each flap to open to make a compound word. Guided Practice: Students will create the flip book with the teachers guidance.

Independent Practice: After students are on track with their flip books, the teacher will pull back so students can work independently. Closure: After students have finished their flip books they will share their books with a friend. Students will then get ready for the next subject, comprehension. Assessment: Teacher will be informally observing student participation and accuracy of making their flipbooks.

Friday February 7, 2014

Review: Today will be a complete review of compound words and assessment of students learning. Introduction: Explain to students that they will be reviewing their word study through a word game and then apply their knowledge through an assessment. Model: Teacher will model how to play, guess the word on whiteboard. Draw a flower with one leaf and 5 petals. Show students how to guess letters to figure out the word. Partners must use a word from this weeks lesson to solve for. Guided Practice: Teacher will walk around the room and assist students who need more guidance. Independent Practice: Students will complete their word study assessment after the review game. Closure: At the end of this weeks lessons on compound words, I would have a ticket out the door which would ask my students what they thought went well that week during word study and what they thought they could have done better at. Assessment: Teacher will be informally observing student participation during review game and summatively assessing through dictation sentences/words. Accommodations: Often checks for understanding Provide frequent feedback Preferential Seating in proximity to teacher Preferential grouping Supplementary Materials: Word sort sheet Folded flip chart Word cards for activity Word journals

Review/Assessment: Formative: Throughout the week students will be observed by cooperating teacher and student teacher. Summative: The assessment for this word study unit will be on Friday February 7, 2014. Students will complete a Word Knowledge Assessment which will include dictation sentences as well as dictation words. Students will be assessed on correct word spellings of overboard, underneath, overnight, overpaid, understand, underline, overcast, underpants, overall, overnight, and inside. Part I (5 points) Dictate sentences for students to write: 1. 2. 3. The captain jumped overboard to flee the fire inside. Overall, it was nice sitting underneath the tree. It rained overnight.

Part II (5 points) Dictate words below and have students write them down. 1. Overpaid 2. Understand 3. Underline 4. Overcast

Pre-Reflection: I think these lessons will be taught effectively because I am using the cooperating teachers format of delivering the lesson. My CTs way of teaching word study is very explicit which helps students learn their spelling and vocabulary a bit easier. In addition, I took a lot of time to prepare materials for these lessons by cutting ahead of time. I hope to grade the assessment and see that my students have learned more about compound words as patterns of smaller words.

Reflection Update (2/10/2014) After reviewing my students assessments, I felt accomplished. Majority of the class did very well and they were able to spell their word study words accurately by combining two smaller words into one compound word.