week 6

Candidate’s Name: Karenia Mitchell

Grade Level: 3

Title of the lesson: Phonics , reading comprehension and word recognition

Length of the lesson:  2 days @ 1 hour each

 

Central focus of the lesson: To improve reading fluency, phonics and reading comprehension   Key questions: what do you want your students to learn? Phonics, word recognition, reading comprehension

Knowledge of students to inform teaching   Phonemic awareness, letter sounds, the alphabet, sounds of letters, vowel sounds, reading fluency

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy)   CCSS.ELA-LITERACY.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.   CCSS.ELA-LITERACY.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.   CCSS.ELA-LITERACY.RL.3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)

Support literacy development through language (academic language)   Identify one language function :interpret Identify a key learning task from your plans that provide students opportunities to practice using the language function. Describe language demands (written or oral) students need to understand and/or use.   Vocabulary General academic terms:  explain, interpret

Learning objectives     Student will learn to decode efficiently and quickly Students will be able to recognize and correctly identify words  Students will recognize the sounds of letters and words

Formal and informal assessment (including type[s] of assessment and what is being assessed)    To ensure that students have mastered the objective of this lesson, they will be asked to complete a worksheet   Informal assessment : students will be evaluated on their participation and collaboration with their peers during the THINK-PAIR-SHARE exercise

Instructional procedure: Instructional strategies and learning tasks     Strategic Lesson Plan: Engage students in a read aloud and a  brief discussion of the book, MERCY WATSON TO THE RESCUE     Have students work in a think-pair- share discussion in pairs of 4  Have students read independently and while students are reading, offer support if needed and making note of those students struggling with the material Once students have finished reading the text, together as a class  to engage them in a discussion about the book To extend the activity, students will engage in a choral theater script based on the book to improve reading fluency thru repetition. Speed Drill: Allow students two minutes to underline the target syllable or spelling pattern. For example, if the skill is words ending in consonant +le, have students underline ble, cle, and ple in any words containing these common patterns. If the skill is to recognize vowel teams, have them underline those letters. When finished, have students use their speed-drill sheet to read the marked words. Help students pronounce the common syllables or spelling patterns           Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. Modifications:  For students that are struggling the lesson they would be engaged in a word web mini lesson  and guided reading and taking a running record as each student to reads to  know the focus of their difficulty.

Instructional resources and materials used to engage students in learning.   MERCY WATSON TO THE RESCUE e-book on TumbleBookLibrary SmartBoard or other interactive white board

Reflection Did your instruction support learning for the whole class and the students who need great support or challenge? yes What changes would you make to support better student learning of the central focus? No change Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory. n/a