Candidate’s Name: Mardio Leard
Grade Level:1
Title of the lesson: Phonics and Word Recognition
Length of the lesson: 30mins
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 and decoding through different activities as well as sight words.
Students will show their knowledge of letter recognition and sounds.
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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 practice decoding which will aid them later on with irregularly spelled or unknown words.
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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].)
CCSS RF 1.3 (Reading: Foundational Skills, Phonics and Word Recognitions)
3.1 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one-syllable words.
g. Recognize and read grade-appropriate irregularly spelled words.
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Support literacy development through language (academic language)
Student will develop phonemic awareness and decode unfamiliar words in a systematic way.
Vocabulary
Student will develop word recognition both grade level as well as irregularly spelled and unknown vocabulary
Sentence Level
Student will learn to make better connection between words and sentences
Discourse
Student will learn complete meaning and connection between sets of sentences
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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.
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Formal and informal assessment (including type[s] of assessment and what is being assessed)
Use of a checklist to keep track of letter-sounds and words most consistently recognized.
Student are assessed to see their level of recognizing letters and words individually using word wall.
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Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs.
Student will interact with letter cards, learning sounds and names.
Student will use new vocabulary charts to demonstrate knowledge of word analysis and decoding skills
Student will make use of ABC mouse website to reinforce word recognition and decoding
Student struggling with letter-sound recognition will focus on sight letter sounds and names.
ELL’s will focus on cognates.
Theory/research: Student will interact with high success sentences and texts to build vocabulary and comprehension
Accommodations and modifications: ELLs/struggling readers:
Student will practice word chunking and attempt new vocabulary at different intervals throughout lesson.
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Instructional resources and materials used to engage students in learning.
Student will make use of ABC mouse website to reinforce word recognition and decoding skills.
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Reflection
I believe the activities that flowed from the central focus will strengthen the student’s word recognition, analysis and decoding skills. I believe my lesson was curtailed to accommodate struggling students and ELL’s as well as continued progress and reinforcement overall through the incorporation of technology in some activities.
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Dr. Hui-Yin Hsu Spring 2014
Written Reflection
I was a bit timid and anxious while preparing to do the running record with the student. I was timid because I felt I would not remember all the symbols I was supposed to use on my worksheet. The student sat beside me as the cooperating teacher instructed and waited on my instructions to begin reading. I began telling the cooperating student to not be nervous even though I myself was vey nervous. I proceeded to inform the student of the title of the book as well as a brief introduction of the story. I asked the student to start reading while I began the running record using all the symbols needed to do so. As the student read, I realized we both became very comfortable with the set up and in no time that first part was over.
After I did the running record and miscue analysis, I asked the student to retell the story in his own words. As the student read and retold the story I observed a few mistakes here and there and thought of strategies I could use to help the student read with more fluency, develop word recognition as well as decoding skills. I felt like I wanted to begin implementing all the different strategies I learned in my classes so I could help these students to the next level of reading.
Overall, it was a very exciting experience. Apart from my running record student, I observed other students in the class and immediately began strategizing how I could help them improve. I would love to incorporate word walls, word clues, use of word chunks and other web resources to aid the struggling students that I observed. Without a doubt, I plan on using running record and miscue analysis as well as the retelling form to aid in assessment of my students so I can better address their individual needs. I am truly appreciative of this experience and truly look forward to teaching my very own class in the near future.
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