PA Academic Reading, Writing, Speaking, and Listening: Purpose for Literacy: 1.1.2. B. Word Recognition Skills: Use cognition of phonics and word acknowledgment e.g. , root words, prefixes, postfixs, and syllabification to decrypt and understand new words during reading.
PA Common Core Standards. CC. 1.1.3.D. Phonicss and Word Recognition: Know and apply grade degree phonics and word analysis accomplishments in decrypting words, place and cognize the significance of the most common prefixes and derivational postfixs, decode words with common Latin postfixs, multi-syllable words, and read grade-appropriate irregularly spelled words.
Common Core: Reading Standards: Foundational Skills Grade 2 pupils. Phonicss and Word Recognition. Know and use grade-level phonics and word analysis accomplishments in decrypting words. Distinguish long and short vowels when reading on a regular basis spelled one-syllable words. Know spelling-sound correspondences for extra common vowel squads. Decode on a regular basis spelled two-syllable words with long vowels. Decode words with common prefixes. Identify words with inconsistent but common spelling-sound correspondences. Recognize and read grade-appropriate irregularly spelled words.
Students will knowaˆ¦ what root words are, what postfixs are, and what what prefixes are.
Students will be able toaˆ¦read transitions from a familiar book with appropriate phrasing and look, acknowledge, read, and spell high-frequency words by utilizing a group word bank, spread out word-recognition accomplishments through systematic word survey by placing base words and the past tense markerA -ed, demonstrate comprehension of word construction by screening and edifice words harmonizing to spelling and phonemic forms, employ composing accomplishments by constructing sentences utilizing words from the word-bank and word-study activities, make anticipations utilizing sentence prompts from a new chapter, and use comprehension and composing accomplishments by making amusing strips that retell chapters and pattern high-frequency words andA -edA words.A
Appraisal: I will utilize running records a retell method of unwritten reading to measure truth, rate, and look and analyze miscues during guided re-readings of the new-read part of the lesson. After reading, I will supervise comprehension by motivating pupils to recite the choice, observing narrative elements and inside informations. The 2nd manner in which I will measure the pupils is to detect and take anecdotal notes on pupil comprehension of the construct of base words and postfixs every bit good as their apprehension of the suffixA -edA during the treatment and activity in session four. I will besides roll up the worksheets to see if the pupils underlined base words right. The 3rd manner in which I will measure the pupils is observe and take anecdotal notes as the pupils create sentences in session five to measure sentence edifice, acknowledgment and spelling of high-frequency words, and right use of words with the suffixA -ed. The 4th manner of measuring the pupils I will utilize is to detect and take notes on pupil anticipations during the first exercising in session six. Last, I will utilize both of the amusing strips that the pupils will finish to document the pupils comprehension of the new chapter or chapters ; these will besides let me to measure the spelling of high-frequency andA -edA words.
Materials and Resources: FMaterials needed for this lesson include, Henry and Mudge: The First Book by Cynthia Rylant, base word and postfix cards, clean index cards, clear lotto french friess, high frequence word bank, long sheets of paper, ruddy and green trade sticks, and scissors.
Anticipatory Set: This lesson program will take six 25 minute Sessionss. So for each session I will get down otherwise.
Procedures ( Six Sessions )
I will present pupils to the book, Henry and Mudge: The First Book by Cynthia Rylant. I will get down by inquiring them to do anticipations about the book based on the screen. I will so present them to the textual characteristics of this get downing chapter book including the tabular array of contents and the chapter rubrics that separate the book into different subdivisions. I will inquire pupils how the chapter book is different from the narrative books in which they have read.
I will inform pupils that we will be reading the first chapter. I will hold them turn up the rubric and get downing page of the first chapter in the tabular array of content.
I will carry on a “ image walk ” of the first chapter with the pupils and enter their anticipations on the white board. As I am making this, I will observe the of import vocabulary words that may be unfamiliar to pupils.
I will inquire pupil s to read the first chapter independently. I will inquire them to look into if their chapter anticipations were right.
I will convey pupils back together and we will read the chapter aloud as a category.
Homework: A Students are to reread the first chapter to an grownup and compose their anticipations for the 2nd reading choice.
Session Two- Rereading
I will delegate pupils to reread the chapter or chapters you read in Session 1. Because rereading is intended to advance reading with truth, eloquence, and look, I will remind pupils to read every bit good and every bit expressively as they can. To guarantee that I have provided ample reading pattern for all pupils, before rereading I will give half the pupils ruddy Popsicle sticks and half of them green. I will explicate that the group with the ruddy sticks will read the odd-numbered pages and the green group will read the even-numbered pages.
I will hold pupils read the assigned chapter aloud. The ruddy group will get down by reading page on aloud while the green group follows along mutely. When the ruddy group is finished the green group will read page to aloud as the ruddy groups follows along mutely. The two groups will go on jumping reading aloud until the terminal of the assigned subdivision.
I will inquire the pupils to exchange: the green group will read foremost and the ruddy group will read 2nd.
Section Three-High Frequency Word Bank
I will reexamine words from the word bank that I have taught antecedently by seting up the sentence strips from the reading choice in Session 1. I will inquire the pupils to read the sentences and to foretell which high-grequency word is covered.
I will show the new high-grequency word which I selected to add to the bank. I will inquire pupils about spelling forms or silient letters that they see in the word, if it is appropriate, and if they see a base word.I will inquire them to compare it to other words on the word bank, looing for those that the new word looks like or be confused with. I will spell the word aloud and so intone or clap as pupils spell it out.
I will set up the staying sentence strips I created. I will inquire pupils to turn up the new high-frequency word and read the sentences. I will add the new word to the category word bank or the pupil ‘ single word Bankss.
Session Fur- Word Study
I will reexamine postfixs which I have antecedently presented to the pupils by composing a list of words with the postfixs on the board. I will do certain that the pupils understand the construct of base word postfix.
I will expose the six to ten base-words and postfix cards which I created. We will read each word aloud together. I will so inquire pupils if they see a spelling form.
I will go through out the worksheets which I created and will inquire pupils to foreground the base words. I will name the base words on the board and inquire pupils to add the postfix ing to each word before they begin reading out loud. I will so hold them compose each word with the postfix erectile dysfunction on it. We will so reread the two different signifiers of one of the words and I will inquire pupils about the differences in the significance and tense.
I will hold pupils travel on a word Hunt for words stoping in erectile dysfunction in the book, Henry and Mudge: The First Book. I will so inquire them to put a lotto bit on the words in which they find stoping in erectile dysfunction. Once each of the pupils have found at least one word, I will inquire them to read the words. I will enter these words on a piece of chart paper that the pupils can go on to add on to.
Session Five: Writing
I will hold pupils choose a high-frequency word card from the word bank and do a word card for one of the words stoping in erectile dysfunction which are on the chart paper.
I will give each pupil a clean sentence strip and inquire each one of them to make a sentence utilizing both the high-frequency word and the word stoping in erectile dysfunction. They may pick a spouse to redact it get downing with the capital missive, stoping punctuation, and spelling mistakes.
I will inquire pupils to cut up the sentence strips into words and put them in a bag. I will inquire pupils to alter bags with a spouse. After bags have been exchanged, each spouse should get down to construct a new sentence which they will portion with their spouse.
I will hold the pupils place the bags of cut-up sentences into a box, which can be used for practising high-frequency and words stoping in erectile dysfunction.
Session Six: New Read
I will give each pupil a transcript of the amusing strip which I created. I will so read the prompts on the strip. I will inquire the pupils to foretell what they believe will go on in the narrative and I will hold them enter their replies in the bubbles provided.
I will repeat read the new transition from Henry and Mudge: The First Book aloud with the pupils. Echo reading is when I read the choice aloud while the pupils echo me, normally following buttocks. This provides support for fighting readers on the first reading of a choice. After echo reading, pupils will look into and redact their anticipations on the amusing strips.
I will delegate prep to the pupils.
Homework: Student will take place a clean amusing strip and complete it, reciting the narrative ( Henry and Mudge: The First Book ) . This may be done by pulling images and composing sentences in conversation bubbles.
For talented pupils, they may be given an excess activity to accomplish.
For linguistic communication upset pupils, I will hold them pattern stating what they are making as they are making it.
To shut this lesson I will measure each pupil. When each pupil is accessed and understands the intent of this lesson, I will present the subject for the following lesson.