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  • Sped Reading and Syllable Division

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    api-271981647
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    This student qualifies for special education services under the categories of Speech and Language Impairment and Specific Learning Disability. He is currently working towards goals in reading comprehension, decoding, writing and math. This lesson was derived based on need from lexia.

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    Titolo originale

    sped reading and syllable division

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    This student qualifies for special education services under the categories of Speech and Language Impairment and Specific Learning Disability. He is currently working towards goals in reading comprehension, decoding, writing and math. This lesson was derived based on need from lexia.

    Copyright:

    © All Rights Reserved
    Scarica in formato PDF, TXT o leggi online su Scribd
    Segnala contenuti inappropriati
    74 visualizzazioni2 pagine

    Sped Reading and Syllable Division

    Caricato da

    api-271981647
    This student qualifies for special education services under the categories of Speech and Language Impairment and Specific Learning Disability. He is currently working towards goals in reading comprehension, decoding, writing and math. This lesson was derived based on need from lexia.

    Copyright:

    © All Rights Reserved
    Scarica in formato PDF, TXT o leggi online su Scribd
    Segnala contenuti inappropriati
    di 2

    SPED:Reading/SyllableDivision

    Author:KimberlyHarris
    Datecreated:02/24/20165:59PMEDTDatemodified:02/24/20166:31PMEDT

    VITALINFORMATION
    TotalNumberofStudents

    Onestudentwillbeparticipatinginthislesson.

    Area(s)StudentsLiveIn

    Thisstudentlivesinasuburbanarea.

    Free/ReducedLunch
    EthnicityofStudents

    ThisstudentisWhite.

    EnglishLanguageLearners

    ThisstudentisnotanEnglishLanguageLearner.

    StudentswithSpecialNeeds

    ThisstudentqualifiesforspecialeducationservicesunderthecategoriesofSpeechandLanguageImpairmentand
    SpecificLearningDisability.Heiscurrentlyworkingtowardsmeetinggoalsintheareasofreadingcomprehension,
    decoding,writingandmath.

    Subject(s)

    LanguageArts(English),Reading

    TopicorUnitofStudy

    Wewillbefocusingonsyllabledivision.

    Grade/Level

    Grade3

    Comments

    KEYCONCEPTS&STANDARDS
    BigIdea&Essential
    Questions

    Thisstudentcurrentlyisworkingtowardsgoalsindecodingandreadingcomprehension.

    LearningOutcome(s)

    TSWbeabletodividetwosyllable/vcv/and/vccv/words.

    Summary

    Wewillbeginpracticingdividingtwosyllablewordsonawhiteboard.Next,thestudentwillpracticefindinganddividing
    twosyllablewordsinastory.Finally,wewillreviewthestepsfordividingtwosyllablewords.

    Standards

    CACaliforniaCommonCoreStateStandards(2012)
    Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
    Grade:Grade1students:
    ContentArea:FoundationalSkills(K5)
    Strand:Reading
    Domain:PhonicsandWordRecognition
    Standard:
    3.Knowandapplygradelevelphonicsandwordanalysisskillsindecodingwordsbothinisolationandintext.
    Indicator:
    e.Decodetwosyllablewordsfollowingbasicpatternsbybreakingthewordsintosyllables.

    Grade:Grade2students:
    ContentArea:FoundationalSkills(K5)
    Strand:Reading
    Domain:PhonicsandWordRecognition
    Indicator:
    c.Decoderegularlyspelledtwosyllablewordswithlongvowels.

    Comments

    ASSESSMENTS
    Assessment/Rubrics

    Thisstudentwillbeassessedonhisabilitytoapplysyllabledivisionrulestovocabularyinanonleveltext.Thislesson
    wasderivedbasedonneedfromLexia.

    Comments

    MATERIALSANDRESOURCES
    InstructionalMaterials&
    Technology(handouts,etc.)

    WhiteBoard,markersanderaser
    Twosyllablewordlist

    Page 1 of 2

    Onleveltext
    Comments

    IMPLEMENTATION
    SequenceofActivities
    1. First,wewillbeginbydiscussingstrategieswealreadyknowforseparatingsyllables.
    2. Next,Iwillgivehimatwosyllablewordonthewhiteboardandashimtofindthevowelsandputadotontopof
    them.
    3. Then,Iwillaskhimtocountthenumberofconsonantsbetweenthevowels.Iwilltellhimthatiftherearetwo
    consonantsbetweenthevowelsthatwedrawalinetoseparatethesyllablesbetweenthetwoconsonants.We
    willthenpracticereadingthesyllablesaswellasthewordblendedtogether.
    4. Thesetwostepswillberepeatedwithotherwords.
    5. Next,Iwillthengivehimawordwithonlyoneconsonantbetweenthevowelsandaskhimtodotthevowelsand
    counttheconsonants.
    6. Then,Iwillsaywearegoingtodecidewhichsidethe"l"getstojoinforthewordpilot.Iwillcoverupthe"ot"
    andthenthe"pi"todeterminewheretodividethesyllable.
    7. Wewillpracticethiswithotherwordsdependingonhisunderstanding.
    8. Next,wewillreadanonlevelstory.Iwillhavepreviouslyhighlighteddifferenttwosyllablewords.
    9. Afterhehasreadthestorywewillgobackandreadthetwosyllablewordsanddividethemwithaline.Wewill
    practicethestrategieshelearned.
    10. Iwillfinishbyaskinghimtherulesfordividingwordsintotwosyllables.
    GroupingStrategies

    Thisstudentwillbeoneononeinanefforttofocusspecificallyonhisneedsandareasofweakness.

    DifferentiatedInstruction

    ThislessonisdesignedspecificallyonthestudentsneedsandaddresseshisIEPgoals.

    Comments

    REFLECTIONS
    PriortoLesson
    PostLesson
    Comments

    Page 2 of 2

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