Week 6 Assignment 3

Candidate’s Name: Mardio Leard

Grade Level: 2nd

Title of the lesson: Building Letter-Recognition fluency

Length of the lesson: 30 mins

Central focus of the lesson Students will interact with letters to become more familiar with the sounds they make as well as recognition.. Students will continue to develop letter-recognition fluency through different activities as well as sight words via dvd. Students will show their knowledge of letter recognition and sounds by participating in creating an alphabet wall.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Students will already be familiar with letters and alphabets as well as some letter-sound connections. They will develop letter recognition and sounds which will aid them later on in word recognition.

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) Sample: CCSS RF 1.3, 1.4 (Reading: Foundational Skills, Phonics and Word Recognitions) 3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Distinguish long and short vowels when reading regularly spelled one-syllable words. b. Know spelling-sound correspondences for additional common vowel teams. c. Decode regularly spelled two-syllable words with long vowels. d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling-sound correspondences. f. Recognize and read grade-appropriate irregularly spelled words. Fluency 4. Read emergent-reader texts with purpose and understanding. 4. Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Support literacy development through language (academic language) Students will learn to recognize letters and sounds in a systematic way that will encourage and develop fluency.

Learning objectives Students will know the spelling-sound correspondences for common consonant digraphs. Students will decode regularly spelled one-syllable words. Students will recognize and read grade-appropriate irregularly spelled words.

Formal and informal assessment (including type[s] of assessment and what is being assessed) Use of a checklist to keep track of letter-sounds most consistently recognized. Students are assessed to see their level of recognizing letters and sounds individually using the alphabet book.

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: Students will interact with letters via letter cards, learning sounds and names. Students will use alphabet books to demonstrate knowledge of letter sounds and names. Students will pair in groups to reinforce such knowledge. Students will make use of abc mouse website to reinforce letter name and sounds Students struggling with letter-sound recognition will focus on sight letter sounds and names. ELL’s will focus on cognates.

Instructional resources and materials used to engage students in learning. Students will make use of abc mouse website to reinforce letter name and sounds.

Reflection I believe the activities that flowed from the central focus will strengthen the student’s letter name and sound recognition. I believe my lesson was curtail to accommodate struggling students and ELL’s as well as continued progress and reinforcement overall through the incorporation of technology in some activities.

Dr. Hui-Yin Hsu Spring 2014