Lesson 3

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):

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.

Learning Objectives and How Assessed:

Learning Objective(s)	Assessment Plan
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	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

Content Outline of the Lesson:                                   Materials Needed:

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.

"N” book Worksheet pencils

Lesson Procedures:	Time	Differentiation (Adaptations for Diverse Learners, ELL, Gifted)
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	1 minute 3-5 minutes 15 minutes 5 minutes 5 minutes [time permitting]	Teacher will work together with the student to complete the entire worksheet to assist as needed and offer support.

References/Work Cited:

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

Reflection on Student Learning: