Lesson 3-
Objective- student will be able to orally stretch and shrink words using hand motion; re-read/practice the words/read until accuracy and fluency are met; complete "Ending Sound" worksheet. (completed all)
Overview: Today, I did a lesson with my student on the letter "n" and the "n" sound. My student was supposed to read the "n" book and then work on writing the letter "n", identifying rhyming words with the letter "n" and properly pronounce a short series of words.I felt that my student worked very well today. She was very cooperative and was able to stretch and shrink words appropriately and accurately. She completed her worksheet with full accuracy. I was pretty excited that we finally were able to complete all objectives for this lesson and that the lesson ran smoothly.
Student learned/struggled with: Today, my student learned how to stretch and shrink new a series of new words. She also was able to work on writing lower case and capital letter "N"s. We also came across some new words that my reader was able to learn and repetitively use throughout today's lesson.
What I learned about myself as a teacher: I learned that teaching reading, especially when it comes to sounding out (stretching and shrinking) words, isn't as difficult as I always thought it was. I also learned that you have to keep your student(s) on task. During my lesson with my student, there was another student in the room that caused my student to become distracted from the lesson. I had to learn to deal with my student and the distraction appropriately.
GV Daily Lesson Plan
Student
Name: Crystal Faust Course Title; Semester _EDUC 361 __________
Title of Lesson: reading/decoding Total Lesson Time: 30mins (9:30a-10a)_________
Grade(s): 1st Subject
Area: _reading_______
This lesson is part of a unit over __decoding_____________________________
Curriculum Standard(s):
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Iowa Core/District/
National
3. Know and apply grade-level
phonics and word analysis skills in decoding words.
a. Know the spelling-sound
correspondences for common consonant digraphs.
b. Decode regularly spelled
one-syllable words.
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Learning Objectives and How Assessed:
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Learning
Objective(s)
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Assessment Plan
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Student will
be able to:
1. Stretch
and shrink words
2. Read story
using new words with fluency and accuracy
3. Identify
the “n” sound in words
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1.
Student will be able to orally stretch and
shrink words using hand motion (formative)
2.
Formative: the student will re-read/practice
the words/reading until accuracy and fluency are met.
3.
“Ending Sound” worksheet
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Content Outline of the Lesson: Materials Needed:
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What is the subject content or skill you will be teaching?
Stretch and shrink words orally with accuracy and identify
and read new words and word sounds.
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"N” book
Worksheet
pencils
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Lesson Procedures:
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Time
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Differentiation (Adaptations for Diverse Learners, ELL,
Gifted)
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1. Activate
Prior Knowledge/Introduction
Remind
student that she has recently been reading her “n” book.
2.Explicit/Direct
Instruction
Show an
example of how to write an “n” and “N”.
Draw lines
(sky, fence, grass) on the board.
“n”= start
at the fence, go down to the grass, then add the hump.
“N”= Start
at the sky go straight down to the grass, put your pencil back to the sky and
draw a slant down to the grass, put your pencil back on the sky and draw
straight down to the grass meeting the slanted line.
Ask the
student to trace the “n” and “N” on her paper and then draw two more of each.
3.
Guided Practice
Have student stretch and shrink
the words: Seats, seeds, mat, meet using hand motion.
Have
student put their reading finger on the circle row. Talk about the underlined
letters in the words
Read the three words in that row to the
students (than, seen, sand). Have the
student read the words with me and then have the student read the words aloud.
Remind
student that rhyming words are words that have the same ending.
Have
student put her reading finger on the heart column (up and down). What is the first picture? A tree.
Sound out the word “tree”. Ask
student if “fish” or “knee” rhyme with tree and explain the same ending
sounds (ee). Ask student to circle the
rhyming word/picture. (knee).
Have
student put her reading finger on the airplane column (up and down). Ask her
what she notices about the words in the column (the underlined parts “eed”).
Have student read the words in the column.- they rhyme.
Have student put her reading finger on the start column
(up and down), ask her what she notices about the words in this column (“an”
and “and” sounds are the same).
Tricky words- Have student put her reading finger on the
tricky words. I Read, We Read, You Read these.
4.
Independent Practice
Read the story (pages 8-9 together). Student will read the big words along while
I read the small print.
Ask student questions as they read/ after the reading.
5.Closure
“Ending
sound” worksheet.
Review
letter sounds listed one at a time (“n” and “s”).
Go through
each item/picture in each row (on row at a time following the review of the
letter sound listed). Ask student
which item/picture ENDS with the given letter /sound. Student need to circle
the rhyming picture in each row.
Repeat for each row.
Re-read
story
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1 minute
3-5 minutes
15 minutes
5 minutes
5 minutes
[time permitting]
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Teacher will work together with the student to complete
the entire worksheet to assist as needed and offer support.
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References/Work Cited:
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Decoding practice 3; Unit 7; Read Well; Teacher’s Unit
guide pgs 166-168
Unit 7 Decoding practice 3 worksheet
Unit 7 skill work activity worksheet
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Reflection on Student Learning:
