WORD STUDY LESSON PLAN



SYLLABLE/AFFIX SAMPLE WORD STUDY LESSON PLAN

|VISION-SETTIN|OBJECTIVE FOR THE WEEK |TARGETED SOUND/SPELLING RELATIONSHIP(S) OR PATTERN(S). |

|G FOR THE |What is your objective? ( |What letter(s) or sound-spelling correspondence(s)/pattern(s)/word parts will you |

|WEEK: | |emphasize? (There are examples in the Words Their Way book and in your ISAT unit plan.) ( |

|KNOW, SO, | |What knowledge and skills are embedded in the objective? ( |

|SHOW | | |

| |SWBAT spell, decode and define words that have simple|Prefixes: re, pre, un |

| |prefixes un, re, pre. | |

| |ASSESSMENT FOR FRIDAY |

| |Describe, briefly, what students will do to show you that they have mastered (or made progress toward) the objective. ( |

| |Attach your daily assessment, completed to include an exemplary student response that illustrates the expected level of rigor. ( |

| |10 words: |

| |regroup untie preschool prefirst replay preview rethink |

| |reapply unwilling unable |

|INTRO TO NEW |MONDAY (25 MIN.) – Focus on I and B |

|MATERIAL |I can identify the ___ sound. |

| |I can blend words with the ___ and ___ spellings. |

| |INTRODUCE THE SOUNDS/WORD PARTS |Materials |

| |How will you introduce the targeted letter(s)/correspondence(s)/pattern(s)? ( | |

| |What memory aides will you use to help students remember the letter(s)/correspondence(s)/pattern(s)? ( | |

| |How will you visually represent the letter(s)/correspondence(s)/pattern(s)? ( | |

| |Which potential misunderstandings do you anticipate? ( How will you proactively mitigate them? ( | |

| |How/when will you check for understanding? ( How will you address misunderstandings? ( | |

| |How will you clearly state and model behavioral expectations? ( Why will students be engaged? ( | |

| |PREFIXES: A word part that is added to the beginning of a word … it changes the meaning of the word | |

| | |Chart with prefix |

| |Have all 3 prefixes on a chart and show them individually I introduce each sound |definitions |

| |Introduce: | |

| |pre = beginning, before, motion - #1 and move finger before, “Pre … wait that’s first … before” (and do the motion) | |

| |re = to do again, motion – roll hands backwards (basketball traveling signal backwards) |3 box worksheet for |

| |“Wait … rewind … re, re, re” (and do the motion) |student illustrations |

| |un = not, motion – cross index fingers to make an X, “Un … no, no, not” (and do the motion) |and definitions |

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| |Introduce 3 words for each prefix. Review the motions and the chants many times. | |

| |Prefirst, premature, preschool | |

| |Rewind, redo, regroup | |

| |Unhitch, uneducated, unable | |

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| |If extra time, have students pick three words (one with each prefix) and illustrate and define the word parts and words. | |

| |For example: | |

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| |preschool | |

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| |rewind | |

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| |unable | |

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| |Pre = | |

| |School = | |

| |Preschool = | |

| |Re = | |

| |Wind = | |

| |Rewind = | |

| |Un = | |

| |Able = | |

| |Unable = | |

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|GUIDED |TUESDAY (25 MIN.) – Focus on I and B |

|PRACTICE |I can blend words with the ___ and ___ spellings. |

| |I can sort words with the ___ and ___ sounds. |

| |How will you structure the guided practice? ( |Materials |

| |IF THIS IS A BLENDING LESSON, ANSWER THE FOLLOWING: | |

| |Blend – What words will students blend? ( | |

| |Reading Sentences – What sentences will you have students read? ( | |

| |Decodable Text – What decodable text will you have students read? ( | |

| |How will you ensure that all students have multiple opportunities to practice, with exercises scaffolded from easy to | |

| |hard? ( | |

| |How will you monitor performance to check for understanding? ( How will you address misunderstandings? ( | |

| |How will you clearly state and model behavioral expectations? ( Why will students be engaged? ( | |

| |Blend lists of words with the prefixes. Talk about non-examples. Just because a words begins with the letters un does |Poster of prefixes and|

| |not mean it’s a prefix … sort unable, unplug, uncle, under … discuss which begin with a prefix and why |definitions |

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| |Blend lists of words on the board and then give students copies of the lists to practice reading for fluency. |Copies of the word |

| | |lists for each prefix |

| |PRE: prearrange, predawn, preheat, prejudge, premix, preplan, prework, prewash, preseason, pregame, preview, prefirst, | |

| |premature | |

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| |RE: reappear, reapply, rearrange, recall, recount, recycle, rediscover, refill, reload, remix, reread, retire, reunite, | |

| |revise, rewash, rewrite | |

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| |UN: unable, unathlethic, unattractive, unbearable, unbelievable, unclear, uneasy, unfair, unhappy, unfortunate, unreal, | |

| |unwind, unsteady, unscrew, unsafe | |

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| |(Great Resource for Word Lists: Teaching Phonics & Word Study in the Intermediate Grades by Wiley Blevins) | |

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| |If extra time, have students read the lists of words with a partner. | |

| |WEDNESDAY (25 MIN.) – Focus on B and R |

| |I can read sentences with ___ and ___ words. |

| |I can segment and spell with _____ and _____ words. |

| |How will you structure the guided practice? ( |Materials |

| |IF THIS IS A BLENDING LESSON, ANSWER THE FOLLOWING: | |

| |Blend – What words will students blend? ( | |

| |Reading Sentences – What sentences will you have students read? ( | |

| |Decodable Text – What decodable text will you have students read? ( | |

| |How will you ensure that all students have multiple opportunities to practice, with exercises scaffolded from easy to | |

| |hard? ( | |

| |How will you monitor performance to check for understanding? ( How will you address misunderstandings? ( | |

| |How will you clearly state and model behavioral expectations? ( Why will students be engaged? ( | |

| |1) Have students review the definitions, motions, and chants. |Poster of prefixes and|

| |2) Have students read through the lists of words as a warm-up with a partner. |definitions |

| |3) Have sentences written on chart paper with words with the prefixes. | |

| |*My cousin just started preschool, though she had a preview of her classroom last week. |Copies of the word |

| |* I rewound the tape because my friends wanted me to replay that song. |lists for each prefix |

| |* The boat trailer was stuck and I was unable to unhitch the boat or undo the straps. | |

| |4) If finish early, have students write their own sentences with words with one or all of the prefixes of the week. | |

| |THURSDAY (25 MIN.) – Focus on D |

| |I can read a decodable text with ___ and ___ words. |

| |How will you structure the guided practice? ( |Materials |

| |IF THIS IS A BLENDING LESSON, ANSWER THE FOLLOWING: | |

| |Blend – What words will students blend? ( | |

| |Reading Sentences – What sentences will you have students read? ( | |

| |Decodable Text – What decodable text will you have students read? ( | |

| |How will you ensure that all students have multiple opportunities to practice, with exercises scaffolded from easy to | |

| |hard? ( | |

| |How will you monitor performance to check for understanding? ( How will you address misunderstandings? ( | |

| |How will you clearly state and model behavioral expectations? ( Why will students be engaged? ( | |

| |1) Have students review the definitions, motions, and chants. | |

| |2) Have students read through the lists of words as a warm-up with a partner. | |

| |3) Have sentences written on chart paper with words with the prefixes. | |

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| |Read a text with many examples of prefix words. | |

|INDEPENDENT |FRIDAY (25 MIN.) – Focus on S and D (review) |

|PRACTICE |I can spell words with the ___ and ___ sound. |

| |I reread a decodable text with __ and __ words. (review) |

| |How will you structure the independent practice? ( |Materials |

| |What words will students spell to practice the targeted correspondence(s)/pattern(s) independently? ( | |

| |How will you provide opportunities for remediation and extension? (See “constructive phonics activities” on Elementary | |

| |Literacy pp.63-64) ( | |

| |How will you clearly state and model behavioral expectations? ( Why will students be engaged? ( | |

| |Give spelling test |Spelling test paper |

| |Reread word lists, sentences, and decodable passage |Materials used |

| | |previously during the |

| |If extra time, Prefix Spin Game (see page 226 of the Words Their Way Book) |week |

| |*Make spinners with the 3 prefixes. Have a deck of cards with the following base words. Demonstrate the game as a group.| |

| |1) Spin |Spinners, paperclips, |

| |2) Pick a card |pencils, |

| |3) Make a word … If it is a real word, you keep the card. If it is not a real word, you put the card back. |Base word cards |

| |4) You play until all the cards are gone. The winner is the student who has the most cards at the end of the game. | |

Extension Activity:

Choose 1 word for each prefix: pre-, re-, and un-.

Illustrate the words and define the word parts and the whole word.

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|Pre_____________ |Re_______________ |Un_______________ |

|Pre = |Re = |Un = |

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|______ = |______ = |______ = |

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|_______________ = |_______________ = |_______________ = |

SENTENCES TO PRACTICE:

(Read sentences, highlight prefixes, re-read sentences with a partner, use a timer to encourage students to read quickly and accurately.)

*My cousin just started preschool today, though she had a preview of her classroom last week.

* My mom asked me to premix the ingredients and preheat the oven so we would be ready to make the cake.

* I rewound the tape because my friends wanted me to replay that song.

* It is important that we recycle or reuse our plastic bottles.

* The boat trailer was stuck and I was unable to unhitch the boat or undo the straps.

* When I got to my car in the parking lot, the heat was so unbearable I knew it would be unsafe for me to get inside.

DECODABLE TEXT:

It’s insane! My older sister went to this school too, and my teacher mistakes me for her all the time. I don’t like to misbehave, but it infuriates me not to be called by my own name. I don’t think it is unreasonable for him to figure out my name.

--Unnamed Dina

Dear Unnamed,

I’d be discouraged, too. Tell him how you feel, then make a bright name tag and wear it for a few days to remind him. It might help refresh his memory. Remember, nothing is impossible. And remember too, we’re all a little imperfect—even me!

PRE:

prearrange

predawn

preheat

prejudge

premix

preplan

prework

prewash

preseason

pregame

preview

prefirst

premature

RE:

reappear

reapply

rearrange

recall

recount

recycle

rediscover

refill

reload

remix

reread

retire

reunite

revise

rewash

rewrite

UN:

unable

unathletic

unattractive

unbearable

unbelievable

unclear

uneasy

unfair

unhappy

unfortunate

unreal

unwind

unsteady

unscrew

unsafe

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RE

PRE

UN

Base Words for the Prefix Spin Game

count, judge, match, take, use, set, test, view, charge, pay, able, like, form, place, wrap, order, cover, pack

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