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Appendix F. Lesson Preparation and EvaluationLesson PreparationTeacher Candidate: Kaci PhilpotTitle of Lesson: Phonics to Increase Reading Fluency: Suffix “tion”Grade Level: 4th Grade Subject Area: Phonics/reading fluencyLesson Topic (What is the “big idea?”):Increase knowledge of phonics, in this case, suffixes, to increase reading fluency for students with reading fluency significantly below grade level as measured by AIMS web oral reading fluency passages. What standard(s) and/or IEP goal(s) will it address?COLORADO CONTENT STANDARDS3. Knowledge of complex orthography (spelling patterns), morphology (word meanings), and word relationships to decode (read) multisyllabic words contributes to better reading skills.Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.4.3)Read with sufficient accuracy and fluency to support comprehension. (CCSS: RF.4.4)Read grade-level text with purpose and understanding. (CCSS: RF.4.4a)Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.4.4c)COLORADO EXTENDED EVIDENCE OUTCOMESContent Area: Reading, Writing, and CommunicatingStandard: 2. Reading for All PurposesGrade Level Expectation: Fourth GradeConcepts and skills students master:Comprehension and fluency matter when reading literary texts in a fluent wayRead familiar texts orally with fluency, accuracy, and prosody (expression)IEP Goal Addressed:Improve decoding skills using repetitive onset patterns to increase reading speed/fluency.Main Objective of Instruction (What do you want the student(s) to learn?): By 6/6/2013, Miley will be able to accurately read and decode the suffix tion 9/9 tion-words in the given passage.Supporting Objectives: Students will be able to “Use letter-sound information to rethink a miscue” (Dahl, Scharer, Lawson & Grogan, 2000).Specific Strategies to be taught/modeled:Planning for individual differences (mediated scaffolding): What are the accommodations/modifications you need to prepare?Use of multisensory teaching.Students will match the root words (written on index cards) to the suffix tion that they made using letter tiles on a magnetic board.Hear oneself (the student) articulate tion. Feel the placement of one’s (the student’s) mouth when articulating tion. Use of Model-Lead-Test teaching strategy.Use of I Do, We Do, and You Do, Model-Lead-Test teaching strategy.What background knowledge does the student have? Knowledge of basic individual letter sounds. Knowledge of vowel sounds. Knowledge of consonant blends.How will you assess students’ learning – pre, during and post?Pre: Comprehensive phonics inventory assessment. During: Accuracy of matching the suffix, tion, to roots and reading aloud correctlyAfter: Reading a given passage with 9 words including the suffix, tion. What management/grouping issues do you need to consider?Praise minimally and appropriately to reduce attention seeking behaviors. Say, “I know you are trying, but let’s look at this again,” with incorrect responses.Using a timer that the student manipulates to provide a time boundary to complete assignmentsMaterials and Resources:Birsh, J. R. (Ed.). ( 2011). Multisensory teaching of basic language skills (3rd ed.), Baltimore: Paul H. Brooks Publishing Co. Dahl, K., Scharer, P., Lawson, L., & Grogan, P. (2000).Rethinking phonics: Making the best teaching decisions. (pp. 52-63). Portsmouth, NH: Heinemann.Heaton, B. (1997).?Phonics in context. Rowley, MA: Didax, Inc.Idol, L. (1997). Reading Success. Austin, TX: Pro-Ed.How/where will students be able to integrate (generalize) this learning?-The student will be prompted to use the strategy taught, or words reviewed with the sound when reading orally with an adult. -The student can keep a chart of the learned phonics sounds to refer to when she cannot immediately recall the learned sounds. The idea is for the student to eventually not need to refer to the said list. How will you evaluate the lesson (judicious review)?Lesson Title: ____ Phonics to Increase Reading Fluency: The Suffix “tion” __Main Objective of this lesson: By 6/6/2013, Miley will be able to accurately read and decode the suffix tion 9/9 tion-words in the given passage. (CONTENT-PROCESS)Opening: (SET – How will you get the student(s)’ attention?) Relate lesson to prior learning. Communicate the objective of the lesson.Ask the student: “Can you tell me what a suffix is?” When/if students are unable to respond accurately, I will then define suffixes for students on the board. Our goal today is for you to be able to read the suffix tion accurately 100% of the time, this will help you to increase your reading skills. Procedure: (Is this an informal presentation, direct instruction, or structured discovery?) This is direct instruction of reading strategies and phonics to improve reading fluency. In this case, the phonics focus is on the suffix tion.Strategies (I Do): Explain suffixes: The teacher will define suffixes and give define suffixes that student is known to read correctly.Model Pronunciation and Articulation of the suffix tion: The teacher will over articulate the suffix tion and draw out articulation so the student can hear what sounds are in the suffix. Check for Understanding- What will you ask?The teacher will ask the student to read the consonant sounds on the sound cards and answer the following questions:How does adding the suffix tion on the end of this root word change the meaning of the word?What does this suffix (tion will be on placed on a magnetic board by student previous) sounds like?When you add tion to the root word, what word does it make now?The student will read the root and suffix aloud when working in the tactile portion of the lesson. Differentiation: The teacher will read the root word if the student is unsure of how to say it. PRODUCTPassage graded on accuracy of tion words read. Completed worksheet of the definition of three tion words. Guided Practice (We Do):After the student uses letter tiles to spell out the suffix of tion, the teacher and the student will read the first three root-suffix words together. Closure: Student(s) summarize, demonstrate learning of lesson. Independent Practice (You Do). The student will demonstrate the use of rethinking miscues using previous and new phonics knowledge, when reading the given passage.The lesson will be formally ended by reviewing the learned information and the student giving her own definition of a suffix and describing how the suffix tion changes the meaning of the word. ................
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