Lesson Plan by: Kelly Harp



Reading Strategies Oral Presentation

Lesson Plan by: Kelly Harp

Lesson: ____Making Words _____________________________Length: ___15-20 min______

Intended Grade: 1st

Reference: My own knowledge

Academic Standard: 1.1.10 Generate the sounds from all the letters and from a variety of letter patterns, including consonant blends and long- and short-vowel patterns (a, e, i, o, u), and blend those sounds into recognizable words.

Performance Objectives:

Given clues by the teacher, the students will accurately manipulate the letters to make a certain word.

After the teacher announces each word, the student will correct their word if necessary and then write the word on the paper correctly 10 out of 10 times.

Assessment:

As the teacher is giving clues/directions for the students to manipulate their letters into a certain word, the teacher will be able to observe how well each student does this.

The students will then be asked to write the word down that they made and the teacher will collect this. The sheet will tell the teacher which students followed along, if they struggled to keep up, and if they were able to make the correct word.

Advanced Preparation by Teacher:

The teacher will need to make a hand out with a row of letters at the top of the page that students will be able to cut out and space on the rest of the page to write the words down.

Materials: handout, scissors, board to write on or a pocket chart to put words in

Procedure:

Introduction/ Motivation: Using magnetic letters on the board to spell the word “blanks” ask the students if they see any other words with in the word. (Bloom’s knowledge) (Gardner’s visual) Ask one of the students to show the class one of the words they see by moving the letters. (Gardner’s bodily kinesthetic) Let a couple students do this. Proceed by saying, “You all just did an excellent job making words.” To check for previous knowledge on the subject, ask the class if they know why you would do making words activities with your students. (Bloom’s knowledge) Explain to the class that the demonstration was an example of making words, which is a technique, used to improve spelling and decoding skills. (This is demonstration is mostly aimed at introducing the content to college students. However, a similar technique could be used with first graders to introduce what it means to making word, but it would need to be done in simpler terms.)

Step-by-Step Plan:

1. Pass out the PowerPoint handout. (For college class only)

2. Begin with a PowerPoint that illustrates to the class what “making words” means in the context of teaching it and the skills students gain from this reading strategy. (For college class only)

3. Transition to the hands on making words part of the lesson. (An attached page gives a detailed step-by-step procedure of the lesson. This was copied out of the reference mention above.)

4. Start the making words lesson by handing out the page with the letters the students will use to make words.

5. Explain to the class that they will be making words based on the clues that I will read to them as a guide. They will cut out the letters they will be manipulating to make words. On the back of those lower case letters they need to write the upper case letters.

6. Before beginning to make words, have the students hold up each letter, name it, and say its common sound. Have the students show both the lowercase and capital letters.

7. Look at the attached text page and read directions 1 through 10 to the class. After each number, the students will make a new word. Have one student write the word on the board. Ask the class to check their word with the word on the board and then fix it if necessary. Also the students will need to write the words down on the handout. (Gardner’s visual, bodily-kinesthetic, and linguistic)

8. Have the students then do a quick word sort with the words on the board. Ask the students to arrange them by first letter, rhyming and so on.

9. Then practice the “transfer” part of the lesson by saying the words aloud and then use them in a sentence.

Closure: Review with the class. What is “making words?” What are the purposes of making words? (Bloom’s comprehension) When could you do this in your class? (Bloom’s analysis) (Those questions will only be asked of college students.) With a first grade class, close by going through the list of words on the board. Have the students say them aloud. Ask questions like: “What letter begins this word? What letter ends this word? How many letters are in this word?” (Bloom’s comprehension and knowledge)

Adaptations/ Enrichment:

An adaptation for a student that struggles to keep up could have the list of words in front of him. The child would then be able to manipulate the letters but have a hint as to where to put each letter. A student with really poor fine motor skills could be assisted in cutting part of his/her letters out. One way to enrich a strong students learning could be done by having a few more letters added to their pile of letters. When they are making the words it would be more of a challenge for the student to find the spelling of the word.

Self-Reflection:

How hard or easy was this lesson for the students? What would I do different next time? How much time did the activity take? Did the students enjoy the activity?

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