TENTH GRADE READING AND ENGLISH LANGUAGE ARTS

?Instructional Guide1st GRADE Reading Language ArtsTitle: Patterns in My MindContent StandardsELA.1.I Read with sufficient accuracy and fluency to support comprehension.Read on-level text with purpose and understanding.Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.Use context to confirm or self-correct word recognition and understanding, rereading as necessary.ELA.1.II Know and apply grade-level phonics and word analysis skills in decoding words.Know the spelling-sound correspondences for common consonant digraphs.Decode regularly spelled one-syllable words.Know final -e and common vowel team conventions for representing long vowel sounds.Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.Decode two-syllable words following basic patterns by breaking the words into syllables.Read words with inflectional endings.Recognize and read grade-appropriate irregularly spelled words.ELA.1.IV Demonstrate understanding of spoken words, syllables, and sounds (phonemes).Distinguish long from short vowel sounds in spoken single-syllable words.Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).TCS.K-2.1 Explore a variety of age-appropriate technologies that can assist with the learning process.TCS.K-2.3 Create original work through the use of age-appropriate technology and digital resources.Performance Objectives(Know/Do)Know:How sounds and symbols relateThe six phonics patterns to decode unknown wordsDo:Decode unfamiliar words silently and orallySpell words using familiar patternsHow to apply the six phonics patterns to spelling unknown wordsBig IdeaWord Patterns and Letter OrderEnduring UnderstandingsThere are sound-symbol relationshipsRecognizing familiar spelling patterns help to decode unknown wordsApplying the six phonics patterns/rules will help them decode unfamiliar words.?Essential QuestionsWhat strategies do good readers apply to understanding text?What is the relationship between letters and sounds?Why are some words easier to read than other words?Why does letter order matterLearning Plan & Notes to InstructorNotes to Instructor:You will need to bookmark the following web-sites for your students to independently access:??,??, ? HYPERLINK "" , ,?Saxon Phonics) You may want to consider using these web-sites as a learning center and for additional independent practice.?Create a 6-pattern phonics wall chart.?(Closed, Open, Vowel-Consonant-e, Vowel-r, Vowel Pair, Final Stable Syllable) Teacher should provide a variety of grade level appropriate books from the Core Reading Program.?Place these books into baskets and identify the children who will be reading these books by writing their names on clothes pins and clip them to the rims of the appropriate baskets. The students will select and use for practice in rapidly decoding unfamiliar words.?Create a signup sheet for the children’s individual Read Aloud presentation to the class.?Learning Plan:?The Teacher Should Repeatedly:Model what good reading sounds like by:?Reading fluentlyGiving voice to the textThink-aloud by asking questions as you read the textMake and revise predictionsDemonstrate what to do when encountering an unfamiliar wordLearning Environment:·?????????Whole group instruction/modeling·?????????Read-Alouds·?????????Think-Alouds·?????????Small group/individual direct instruction in a twenty minute time frame·?????????Repeated practice time during literary stations in a twenty minute time frameAcademic PromptsPrompt 1:??You will select a book from the “reading basket” and read it independently.??When you come to a word that is unfamiliar to you, write the word, page number and the strategies that you used to decode the word on a Post-it note. Student should place his/her decoded word under the appropriate pattern.??When we are in our whole group, share your word and strategy with the other students.Culminating Assessment or ProductThis product maybe recorded on audio or video tape in order to differentiate the assessment and practice methods used by the students.You are a movie star.??As the star you need to promote the movie.??You have chosen to visit Mrs. _______ class to talk about your part in the movie and demonstrate how an actor would read a book. You will select a book from the reading basket, practice reading the book to decode any unfamiliar words and to read with prosody.???Chose a day that you want to read to the entire class.??Practice reading at home to your family and with a classroom partner.??Read your book to the entire class.Links and Other ResourcesFull length lesson/unit linkRelated Rubric link HYPERLINK \l "Academic_Prompt" \t "_self" Academic Prompt HYPERLINK \l "Culminating_Assessment_Rubic" \t "_self" Culminating Assessment RubricLesson/unit Decoding Unfamiliar Words:Classroom Practices:Have children practice decoding words using Make a Word activities the involve building words using the letter tiles or magnetic letters.??As source of words could be the Dolch Word List for First Grade.Provide a chart where the children can create a list of words that they had difficulty decoding or were able to decode and felt that their classmates would like to practice these words.Provide opportunities for the students to practice sorting words into the Six Types of Syllable PatternsStudent Materials:Books, highlighter tape, Post it notes, magnetic letters or letter tiles, word mats, computers, tape recorder, video recorder, chart paper, markers, word lists:??Dolch or FryRelated Websites: Contact Authors:Linda Hull: lhull@kcs.kana.k12.wv.usDebbie Workman: dworkman@access.k12.wv.usDecoding Rubric3Secure:Student identifies syllable pattern correctlyStudent decodes unknown word without teacher assistance2Developing:Student identifies syllable pattern correctlyStudent needs minimal assistance to decode the unknown word1Beginning:Student identifies the syllable pattern with assistanceStudent has difficulty decoding the unknown word and requires teacher assistance0Novice:Student reads over unknown word and makes no word selectionStudent is unable to identify closed or open syllable wordsStudent is unable to decode closed or open syllable words1st Grade - Decoding, Word Analysis, FluencyTopicObjective Emergent Mastery Above?Mastery Points Decoding Uses letter/sound knowledge to decode words 1 point Identifies all upper and lower case letters, but does not use letter/sound relationships consistently for decoding words. 3 point Recognizes letter/sound relationships consistently and applies these relationships to decode syllables in some words and identify some rhyming word patterns. 5 points Applies letter/sound relationships consistently in decoding words when reading. ? Fluency Reads aloud with fluency 1 point Participates in choral, shared, and predictable text reading Is developing word by word approach. 3 points Reads grade leveled text. Reads short phrases and shows awareness of punctuation in reading with some expression 5 points Reads above grade leveled texts fluently and accurately using multiple fix-up strategies for unknown words. Reads with expression and voice. ? High Frequency Words Recognizes high frequency words 1 point Recognizes 1 - 40 high frequency words encountered in reading. 3 points Recognizes 41 - 60 high frequency words encountered in stories. Uses context clues to identify unknown high frequency words. 5 points Recognizes 61-120 high frequency words either in or out of context. ? Total ? ? ? ? ? ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download