Week 6 Assignment 1

Candidate’s Name: Mardio Leard

Grade Level: 3rd

Title of the lesson: Phonics and Homophones

Length of the lesson:

Central focus of the Lesson   Students will learn all about Homophones. Understanding homophones will help the student recognize the difference between words that are similar as well as expand the students vocabulary. Students will learn how to recognize words especially suffixes and how to call those words.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets)   Students will understand that words may look and sound the same but have different meanings. Students will already know most of the words being read as well as their meaning.

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].) Common Core Learning Standards for ELA and Literacy)   NYS CCSS RF 1.3 (Reading: Foundational Skills, Phonics and Word Recognitions) 3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multisyllable words. d. Read grade-appropriate irregularly spelled words.

Support literacy development through language (academic language)   Students will learn to recognize and pronounce unfamiliar words as well as the difference and meaning of words that are similar (homophones).

Learning objectives 1. Students will recognize and read grade-appropriate irregularly spelled words. 2. Students will develop meaning of the text and expand vocabulary by learning homophones 3. Students will become familiar with suffixes

Formal and informal assessment (including type[s] of assessment and what is being assessed) Asking the student to retell the story as well as questioning the student about the story will give insight as to whether the student is comprehending the text.

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: Student will read aloud a familiar short story and learn how to identify and use  knowledge of homophones and suffixes. Student will retell the story in own words to develop and demonstrate comprehension and fluency. Student struggling with reading and ELL's will focus on letter-sound correspondence as well as word break ups so to develop fluency.

Instructional resources and materials used to engage students in learning.   Engage students in homophone concentration game using a card stock and computer clip art.

Reflection   I believe the activities that flow from the central focus will strengthen the students ability to recognize and correctly pronounce grade appropriate words as well unfamiliar words. Based on the instructions in the lesson, I believe the other students will greatly benefit in expanding their vocabulary and strengthen their fluency skills.