Student Teaching Video Lesson 3

UNLV Student: Decia Cook PSMT Name: Carey Rogers

Lesson Plan Title: Words Their Way- Pretest and Lesson Plan Topic: Phonics
Intro to Weekly Words

Date: 10-21-2019 Estimated Time: 60 minutes

Grade Level: First Grade School Site: Jan Jones Blackhurst ES

1. State Standard(s):

● RF.1.2​-Demonstrate understanding of spoken words, syllables and sounds

(phonemes).

2. Teaching Models:

● Assessment (pre-test)

● Direct instruction

● Teacher modeling with student group assistance

● Learning by doing

● Individual practice

Lemov Strategy focus:

● Normalize Error: If students understand that errors are not the end of the

world but an opportunity to learn, they will be more likely to take risks

and more likely to learn

● Precise Praise: Rather than “cheap praise” precise praise is valued by

students because it describes what you are pleased with.

3. Objective(s):
 ● SWBAT demonstrate understanding of spoken words, syllables and sounds.

● SWBAT demonstrate understanding of patterns found in words.

4. Materials and Technology Resources

● Pencil

● Student privacy folders

● Pretest/post-test sheets

● WTW weekly word list (teacher copy for test)

● Word note cards (each word and pattern header)

● Pocket chart

● Student WTW sort copies (1 per student)

● WTW student binders

5. Instructional Procedures

A. Motivation/Engagement:

● Students will start in their desks.

● Teacher will prompt students that she is looking for students sitting quietly

at their desks.

● Teacher will prompt table stars (table leaders) to come and grab the pretest

word sort sheets for their table group.

● Students who are not table stars will be asked to take out a pencil and their

privacy folders.
 ● Students will sit quietly as the table stars pass out the pretest sheets to each

student at the table group. When students receive their sheet, they will put

their name and class number on the top

● Teacher will make sure that the students are on the “pretest” side of the

test since the post-test side is for Friday’s test.

● When students are ready for their prestes, they will sit at their desks with

their thumb in the air.

● Students should be reminded that this is a pre-test. This is just to see what

we already know. We should just be doing our best (Lemov- normalize

error).

B. Developmental Activities or Learning Experiences:

● Pretest:

o Students will be given the word pattern beginnings to fill in on

their pretest sheet.

o The teacher will be putting the word beginnings on the board so

students will fill in their headers in the same order (this makes

grading pretests much quicker).

o Students will fill in ch, sh, h in their pretest headers.

o When students have double checked that they have written their

name, number and their headers, they will sit quietly with their

thumb in the air. This is signalling that they are ready to start the

test.
 o The teacher will call out each word on the WTW sort list.

o When students are writing the words, they should be sure to place

the word under the correct header. They should be doing their best

when spelling these words.

o Students will place a thumb in the air quietly when they are ready

for the next word.

o The teacher will continue reading the words one by one, giving a

sentence for each word to ensure that the students are hearing the

words correctly.

o When the pretest is completed, students will give their tests to the

table stars.

o Students at desks will put their privacy folders and pencils away

and sit quietly at their desks.

o Table stars will be bringing the teacher the tests once they have

been collected.

● Whole group

o Students will be in their desks with attention to the teacher who is

looking for quiet and respectful tables to dismiss back to the dot

spots.

o The teacher will dismiss tables that are sitting quietly one by one to

their dot spots.

o Students will sit down quietly on their dot spots sitting towards the

pocket chart. This is where we will be learning and sorting our new

words as a group.

o The teacher will be introducing the 3 different word patterns that

we will be working with for the week.

▪ Example: We will be learning about the beginning patterns

“ch” “sh” and “h”.

o We will all practice making the sounds that ch, sh and h words

make.

o We will then go one by one saying, discussing and placing the

word cards where they belong on the word sort using the pocket

chart.

o The students will be called on only if they are raising their hand to

answer.

o Students can read the word card when asked, and help identify

where the card should be placed on the sort. We will make sure

that the word beginning matches the place where it is being sorted

before placing it on the pocket chart.

o Sometimes when discussing words the students will have ways

they remember how to spell or read that certain word. This type of

collaboration is welcomed, but it should be redirected if necessary.

 o After all of the words have been placed on the pocket chart in

proper order, we will reread the words and practice the word

patterns once more.

o When finished, students will be dismissed back to their table

groups where they will be sitting quietly.

● Individual practice

o The final portion of this lesson is for the students to practice

sorting out this week’s words on their own.

o When table stars are called, they will pick up the word sorts for the

people at their table.

o Students will need to have their scissors and a pencil out for this

portion of the lesson.

o Students will be cutting out their word sort and writing their class

number on the back. This will help with any lost word sort cards

throughout the week.

o When the cards have been cut out, students will be speed sorting

them. This means that they are putting their word sort cards into

the patterns that we practiced.

o When students have sorted all of their words, they will have the

teacher check to make sure all of their cards have been placed in

the correct word pattern places.

 o Students will move on to their Daily 5 rotations when given the

okay.

C. Closure:

● Closure will be reviewing what our word patterns are for the week. We are

working with ch, sh and h. We will practice saying “ch ch ch, sh sh sh,

and h h h” to help remember the sounds of the word beginnings we

practiced. We will reread the word patterns along with the words that

belong in each pattern by looking at the pocket chart where we sorted our

words earlier in the lesson.

● The teacher will be checking to make sure students have sorted words into

the proper word pattern categories. Words should be sorted into ch, sh and

h.

D. Extension:

● Students will be moving on to their daily 5 rotations after they have

completed their WTW word sorts.

● Students will be working with these words throughout the week by

completing different tree maps, writing out their words using different

strategies and some will even do word studies in their small reading

groups.

6. Accommodations, Modifications, and Differentiations for Diverse Learners:

● Students who need words repeated may raise their hand during the pretest. The

teacher can help them by saying a word again.

 ● Students who are in a pull out group will not take the pretest. They will be

studying this word pattern all week.

● Students who pass this pretest will be assigned more challenging words to study

throughout the week. They will not be taking the post-test on Friday.

7. Assessment/Evaluation of Learning

A. Formative: The teacher will collect the pretest to evaluate the student’s

understanding of the words.

B. Summative: Summative assessment will take place at the end of this week. It will

be on the same words but it will be completed on the post-test side of the sheet. It

will be taken for a grade.

8. Homework Assignment

● None

9. Reflection

A. Strengths

While teaching this lesson, I felt very confident with the content of which

I was teaching. I teach words their way on a weekly basis and it has become a

very effective routine in my class. The students understand the process, they know

what to expect, and they are trying harder and harder each week to pass their tests.

The students are very motivated to learn new words and practice words that they

may have missed on their pretests.

 I felt like I had great student participation and collaboration when we were

working on the group word sort. The students were very involved and the content

was familiar, meaning that they had a great understanding of what was going on.

This helped them be able to focus on the new words and where they should be

placed.

B. Concerns

The main concern I had with this lesson was teaching with my lost voice.

Since I am sick, my voice has been coming and going a lot. It was so bad last

week that I was unable to teach. Luckily it came back enough for me to teach this

lesson along with the whole day. I was worried that the students would have a

hard time hearing me during the spelling pre-test but it ended up turning out a lot

better than expected, with the help of the classroom microphone.

C. Insights

For my future phonics lessons, I want to teach with more rhymes and

songs. It was so cool to see my students burst out into song when they noticed that

one of our words had two vowels together. They immediately started singing

about how when “two vowels go walking, the first one does the talking”. I had no

idea that they knew a song to help them remember that vowel pattern. It was

really fun to see how excited they got to teach me the song and I could definitely

tell that they understood what the song was teaching them. It really helped them

remember what to do when two vowels are together in a word.