Tuchek Reading Lesson #2

TE 402 READING LESSON PLAN

Reading Lesson Plan # 2

Your Name: Haley Tuchek Grade Level: 4th

Date lesson was taught: April 11^th, 2011 Number of Students: 4

1) Rationale (What evidence do you have that your focus students need to learn this skill/strategy?):

My focus students J, C, E, and M have trouble identifying sound-letter relationships and identifying new words. I’ve noticed several times when I’m reading one-on-one with these focus students, that they have trouble sounding out and decoding new words, so instead of giving them an assessment or worksheet to fill out, I thought a fun word game would be good for these four students to work with.

2) List which reading skill/strategy is the main focus of your lesson (select ONE area):

Phonemic Awareness/Phonics (Emergent Literacy, Tompkins chapter 4 & 5)

3) Objective for this lesson (performance, condition, criteria):

Performance: Students will correctly identify letter sounds and relationships.

Conditions: Students will categorize words correctly based on the teacher’s instructions.

Criterion: Students must place any misplaced words in the correct category after the teacher/peers look over their work and identify any mistakes.

4) Materials & supplies needed:

-2 sets of the Sound-Letter Knowledge Game (20 or so slips of paper with 3-letter words written on them in each set)

5) OUTLINE OF LESSON PLAN (Provide a bulleted list of ideas):

• Introduction to the lesson

-“Today we are going to play a fun word game, but before we get started I’m going to tell you the instructions to this game. You guys are going to partner up with the person sitting next to you and between the two of you, you will share this envelope and work together to complete the task I give you which will involve you both looking at sound-letter relationships and word relationships.”

-Students will partner up (2 and 2) and I’ll hand each pair an envelope.

-“These envelopes contain little slips of paper with words that you all should be familiar with. Remember this game isn’t a race, but instead I want you to work together with your teammate and bounce ideas off each other or if you two have a disagreement about the placement of a word then you can explain to the other person your reasoning.”

-“You can now empty the contents of your envelope out onto the table and flip all the slips of paper over so the words are facing up.”

(5 minutes)

• OUTLINE of key events during the lesson

-Once students have all their slips of paper face-up, I’ll begin the lesson.

-“Your first task is to work with your partner and separate the words into two categories…the first column is for the words with short vowel sounds and the second column is for the words with long vowel sounds.”

-The students will work with their partner and separate the words into 2 columns.

-Once the 2 teams are done, I’ll ask them to “compare your two columns with the team next to you and see if they match.”

-They’ll check their work and if they find a word in the wrong category, I’ll ask them to explain why it is there and if they are still unsure where to place the word, I’ll have them sound out each individual letter (have both students sound it out).

-By having both students sound it out, they can see how the two different vowel sounds feel in their mouth and also hear how the two vowel sounds differ coming from someone else.

-“Your next task is to work with your partner and match all the rhyming words together. Remember, you can have more than just two words that rhyme.”

-The students will work with their partner and separate the words based on which ones rhyme.

--Once the 2 teams are done, I’ll ask them to “compare your rhyming words with the team next to you and see if they match.”

-They’ll check their work and if they find a word in the wrong pair, I’ll ask them to explain why it is there and if they are still unsure where to place the word, I’ll have them sound out each individual letter in the first word and then each individual letter in the second word (have both students sound it out).

-“For your last task, we’re all going to work together and find the words that have letters in it that makes your tongue hit the back of your teeth when you say it out loud…makes you exhale when saying it out loud, makes you hum…makes you smack your lips…”

-Introducing linguistics into the lesson will help students become aware of the movement their lips, throat, and tongue make when saying words out loud. Share linguistic stories with them (college level)

-“Now I want you to practice saying some of the words on the slips of paper with your partner and take note of how each letter sounds and looks coming out of their mouth. Switch partners when you’ve gone through some of the words.”

(15-20 minutes)

• Closing summary for the lesson

-“How did you guys like the game? Was it fun? Did the game help you understand sound-letter relationships better? What part of the lesson helped you the most or was a light-bulb moment?”

-These questions will help me see if the game achieved any, most, or all of my objectives.

-“When you were trying to find out what category or place a word should go, what strategy did you and your partner use to figure it out?”

-If the students don’t have any good or clear explanation or strategies, I’ll suggest some that they might be able to use in the future such as sounding out the word letter-by-letter, have a partner/peer say it out loud to see how it sounds coming from someone else, and/or utilizing some of the linguistic strategies we discussed.

-At this time, I’d like to find out if the students enjoyed the game, thought it was too hard/too easy, the strategies they used, and what they found the most difficult.

-“Thank you for all your help! Now you will be able to use some of the strategies we talked about whenever you come across an unfamiliar word that you don’t recognize to help you figure out how to pronounce it.”

(5-10 minutes)

6) Ongoing-Assessment:

-I will observe J, C, E, and M during Reading Workshop time and see what books they decide to silent read; see if they’re challenging themselves or reading at, below, or above their individual reading levels.

-I will read with these focus students one-on-one and take mental notes of what strategies they decide to use when they come across an unfamiliar word(s).

-Lastly, I’ll check in with my CT over the next couple of weeks and see if she sees any improvement in either these students’ reading and if they are utilizing any of the reading strategies I discussed with them (CT may even re-play the Sound-Letter Knowledge Game with them or offer the students the option to play during Reading Workshop).

7) Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson?

-I will work with both all four focus students at the back table during Reading Workshop so they are away from their classmates and the room will be relatively quiet and busy.

-By administering directions before they empty out the envelopes and making sure I have all of their attention be for giving them the next task, I’ll ensure that the students know exactly what they’re being asked to do.

-By having them partner up, it allows the students to feel comfortable since they’re working with their peers, they can bounce ideas off each other, have some student “teaching” moments, and also strengthen their social skills.

-C sometimes has trouble focuses his attention on school and would rather than just socialize, so before I begin the lesson I’ll make sure that I have his full attention and I’ll gain in through the introduction to the lesson (he’ll be excited that he was chosen to play a game in the back).

-J and M are good friends and goof off with each other sometimes so I’ll make sure that those two aren’t partnered up so that they’ll focus more on the lesson and less on each other.