OoktheBookLessonwebsite

Author:MarlaLeland
Datecreated:11/25/201510:26AMEST

VITALINFORMATION
TotalNumberofStudents

7Students

Area(s)StudentsLiveIn

Petaluma,CA

Free/ReducedLunch

7students

EthnicityofStudents

4Latino
2AfricanAmerican
1White

EnglishLanguageLearners

4EnglishLanguageLearnerSpanishasprimarylanguage

StudentswithSpecialNeeds

2studentswithspecialneedsbothwithSLDandSpeechandLanguage
5StudentsatRisk(RTIintensivelevel)

Subject(s)

LanguageArts(English),SpecialEducation

TopicorUnitofStudy

Phonicstheatsoundblend

Grade/Level

Grade2

Comments

KEYCONCEPTS&STANDARDS
BigIdea&Essential
Questions

Usingoureyes,earsandlipstodistinguishsoundpatternsinwords.

LearningOutcome(s)

Studentswillbeabletoblendatsoundswithatendingintowords.

Summary

Studentswillblendsoundsinthewordfamilyat.Theywillusetheireyes,earsandlipstodistinguishthesound
patternstohelpthemunderstandthatsamesoundendingscanhelpthemreadwords

Standards

CACaliforniaCommonCoreStateStandards(2012)
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
Grade:Grade1students:
ContentArea:FoundationalSkills(K5)
Strand:Reading
Domain:PhonologicalAwareness
Indicator:
b.Orallyproducesinglesyllablewordsbyblendingsounds(phonemes),includingconsonantblends.

Grade:Grade2students:
ContentArea:FoundationalSkills(K5)
Strand:Reading
Domain:PhonicsandWordRecognition
Standard:
3.Knowandapplygradelevelphonicsandwordanalysisskillsindecodingwordsbothinisolationandintext.
Indicator:
a.Distinguishlongandshortvowelswhenreadingregularlyspelledonesyllablewords.

Comments

ASSESSMENTS
Assessment/Rubrics

FormativeassessmentStudentswillcreateasillysentencewithwordusingtheatendingtoseeiftheycanassociate
thesoundwiththewordfamilyforthatsoundpattern.Usingobservationteacherwillassessstudentsonblending
soundstomakewordswiththeatending.

Comments

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MATERIALSANDRESOURCES
InstructionalMaterials&
Technology(handouts,etc.)

Handoutofpoem
picturecardwithwords
posterofatendings
graphicorganizerforsillysentence

Comments

IMPLEMENTATION
SequenceofActivities

1)Stateobjective:Wordswithsameendingsoundrhymeandcanbeafunwaytomakesillypoemsandsentences.
Todaywearegoingtoreadarhymeandfindwordswiththesameendingsounds.
2)Iwillpasstherhymetoyou.Iwillreaditfirstyoutrackwithyourfingerandthenwewillreadittogether.
3)Listentowordsandthenthinkaboutthesoundsthatarerepeatedthroughouttherhyme.
4)Let'sreadtogether.
5)Doyouheartheatsound?
6)Pleaselookatwordsandpicturesinyourpartnergroupsortbyatsound.Whenyoufindthecardgivemeathumbs
up
7)Ifyoufoundyourcardnowpracticesayingthewordwithyourpartner,
8)partnerscomeupsaytheirword,thengroupsaysword,thentheypasteittowordwall
9)Afterallgroupshavegone,brainstormforwordsinthepoem
10)Afterpoembrainstorm,brainstormforotherwords
11)Readthewordwall
12)explainthattheywillbemakingasillysentencewithwordsinthewordfamilyonthewordwall.
13)Modelasamplerhymingsentence
14)Havestudentsworkindividuallyonsentences,help/intervenewhennecessary
15)Havestudentsreadsentencesiftheyfeelcomfortable.

GroupingStrategies

Wholegroupinstruction
Partnergroupforfindingandsoundingwordblends
Individualworktocreatetheirsillysentences

DifferentiatedInstruction

Iwilluseresponsestrategies,suchasthumbsuptocheckinwithstudentsforunderstanding.Iwilllistentothe
studentsastheypronouncewordstoensuretheyarecorrectlysoundingouteachsoundIfstudentsneedhelpIwill
addresstheirneedsonanindividualbasis.Iwillengagestudentsinacallbacksystemtohelpstudentswhovisuallycan
notseethewords,listenandprocessauditorially.

Comments

REFLECTIONS
PriortoLesson
PostLesson

ThelessonseemedtoflowbetterthanIthoughtafterIconductedthelesson.IfeltlikeImanagedthegroupfairlywell.
Ithinkthepartnerwentwellandtheywereabletoreadalongwithmeusingtherhyme.Ilikethattheywerepretty
goodaboutparticipatingandeagertosharetheirthoughts.
Somethingstochange:IsaidalotofUmmhh..inthebeginning.IfeltlikeIthinkIcouldhavemodeledamorecomplex
sillysentencesandthestudentswouldhaveaclearervisionfortheexpectation.Icouldhaveguidedthemmoreon
otherwordsandgiventhemmorepicturecardstoputontheposter.Iforgottousethebodytosoundoutthesounds
itmighthavehelpedthemidentifythesoundsbetter.Theassessmentdidnotgoaswellasplanned.Iprobablyshould
havejustsaidtomakearhymingsentencebecausetheirsillysentencesendedupreallysilly.Someofthestudentshad
difficultydistinguishingthesoundsthinkingthatfix,flute,hotandcheesehadthesamesoundasat.
Learningoutcome5outofthe6students(83%)usedallatwordstoconstructtheirsentencesandunderstoodthe
objectiveoftheclass.Theonestudentwhodidnotstartedoffrightwithpateatbutgotofftopic,moredirectinstruction
willbeneededforthisstudent.
Nextsteps,thisisjustthebeginningcontinuedistinguishingthissoundpattern.Havestudentsanalyzetheirmouth
structurewhensayingthesoundstogether.Introducingothersoundblends.Analyzingwhichsoundsinwordsareat
thebeginning,middleandendofaword.

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Comments

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