Week 6 Assignment #1

Candidate’s Name: Sarah Kovalenko

Grade Level: 1

Title of the lesson: Phonics - The reading of /o/ in words, sentences, a paragraph, and story.

Length of the lesson: 40 minutes

Central focus of the lesson. Key questions: ●     what do you want your students to learn? I would like the students to learn the sound of a ‘o’ when it is followed by a consonant and a silent ‘e’. ●     what are the important understandings and core concepts you want students to develop within the learning segment? In this learning segment, I would like the students to learn letter recognition.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Key questions: ●     What do students know, what can they do, what are they learning to do? Students know the letters of the alphabet and the sounds they make. Now they will learn what sounds letters make when combined with specific letters. In this lesson specifically, they will learn to decode words containing the letter o when it is followed by a consonant and silent e. ●     What do you know about your students’ everyday experiences, cultural backgrounds and practices, and interests? Students in the class come from diverse cultural backgrounds, and a small percentage are ELLs.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s]. Know and apply grade level phonics and word analysis skills in decoding words. a)     Know the spelling sound correspondences foe common consonant diagraphs.

Support literacy development through language (academic language) ●     Identify one language function (i.e. analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment) Categorize words based on their beginning sounds. ●     Identify a key learning task from your plans that provide students opportunities to practice using the language function. They are given groups of words and they have to recognize which words begin with the same sound. ●     Describe language demands (written or oral) students need to understand and/or use. Letter recognition and the sounds they make. ●     General academic terms: analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment Describe what happens in a story, retell. Categorize words based on sounds.

Learning objectives Sample: 1.     Student will discriminate the letters in the o consonant e pattern. 2.     Student will read words that have the o consonant e pattern. 3.    Student will read grade appropriate sentences. 4.    Student will learn how to decode and recognize new words.

Formal and informal assessment (including type[s] of assessment and what is being assessed) ●     Explain how the design or adaptation of your assessment allows students with specific needs to demonstrate their learning. I will assess each child’s level in reading and I will give each child sentences and stories according to his ability. To assess each child, I will have him complete a page from a phonics book before I begin the lesson. I will note whether he completed it accurately. Also, during the lesson I will make sure to ask questions to see that the students are following along and understanding.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: ●     understanding of students’ prior academic learning and personal/cultural/community assets ●     research and/or theory ●     developmental ●     appropriateness As an anticipatory set, I will read a short story (The Berenstein Bears Ride The Thunderbolt by Stan and Jan Berenstein) with the students and I will ask them to retell the story. We will then discuss the theme.  I will tell the students that we will now learn how to decode new words. Next, I will display a visual stimulus- a poster of a train. I will label the front, middle, and end of the train. I will then randomly read words that start with different vowel sounds. As we read words, I will point to the three parts of the train to help the students recognize the different sounds in the word. I will then say pairs of words and ask if the two words begin the same way. (For example, apple and open) I will give a list of words and ask the students where they hear the o sound. I will have some students read the words, some will listen to words playing on a recording, and some students will have visuals or images to help them with the reading. This way, every child’s strong intelligence will be addressed. (Gardner’s Theory of Multiple Intelligences) This will help accommodate the needs of struggling readers and ELLs. Then, I will go through different words that begin with different vowel sounds, and I will ask the students to think of a word to remember each of the sounds. (For example, o, open)

Instructional resources and materials. The Berenstein Bears Ride The Thunderbolt by Stan and Jan Berenstein.   Visual posters.

Reflection ●     Did your instruction support learning for the whole class and the students who need great support or challenge? I will work individually with each student’s needs individually when providing practice. Each will have a method that works for him. ●     What changes would you make to support better student learning of the central focus? I would add some group work activities. ●     Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory. Students learn greatly when they learn collaboratively. Each child adds in his own way, so they learn a lot from each other.

Dr. Hui-Yin Hsu Spring 2014