1. Topic-
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Word Study with Henry and Mudge
Research shows that guided reading provides practice that helps students
build their decoding and fluency skills. Struggling readers need instruction
in word recognition to improve not only their reading skills but also
their writing and spelling skills. In this multisession lesson, students
participate in a guided reading of a familiar text"�Henry and Mudge.
Students then reread the text in small groups to better understand
the story. In the sessions that follow, students use sentence strips
to practice high-frequency words, distinguish between a base word
and a suffix, write new sentences using high-frequency and story words,
and read a new passage. |
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2. Content-
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Guided rereading provides connected practice that builds automatic
decoding and fluency. Small-group differentiated reading gives students
comprehensive reading, writing, and word-study instruction.
Struggling readers need word-recognition instruction that includes
high-frequency words and systematic word study. (See Sessions 3 and
4)
Students use their word knowledge to not only read, but to write and
spell, making connected reading and writing practice with high-frequency
words and targeted spelling patterns an important part of the instructional
process. (See Session 5)
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3. Objectives-
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Students will...
Practice reading by working with a partner to reread passages from
a familiar book with appropriate phrasing and expression
Develop the ability to recognize, read, and spell high-frequency words
by using a group word bank
Expand word-recognition skills through systematic word study by identifying
base words and the past tense marker "�ed
Demonstrate comprehension of word structure by sorting and building
words according to spelling and phonemic patterns
Employ writing skills by building sentences using words from the word-bank
and word-study activities
Practice making predictions using sentence prompts from a new chapter
Apply comprehension and writing skills by creating comic strips that
retell chapters and practice high-frequency words and "�ed words. |
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4. Materials and Aids-
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Henry and Mudge: The First Book by Cynthia Rylant (Simon & Schuster,
1996)
Base-word and suffix cards
Blank cards
Clear bingo chips
High-frequency word bank
Long sheets of paper
Red and green craft sticks
Scissors |
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5. Procedures/Methods-
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A. Introduction-
Session 1
1. Introduce students to Henry and Mudge: The First Book by Cynthia
Rylant. Begin by asking them to make predictions about the book based
on the cover. Introduce the textual features of this beginning chapter
book including the table of contents and the chapter titles that separate
the book into sections. Ask students how the chapter book is different
from storybooks they have read.
2. Tell students that they are going to read the first chapter. Have
them locate the title and beginning page of the first chapter in the
table of contents.
3. Conduct a picture walk of the first chapter with students and record
their predictions on the board. As you do this, note important vocabulary
words that may be unfamiliar to students.
4. Have students read the chapter independently. Tell them to check
if their chapter predictions are correct. You may wish to monitor
some students' reading by listening to them read the chapter to you.
5. Bring students back together and have everyone, including you,
read the chapter aloud together.
Homework: Have students reread the first chapter to an adult and write
their predictions for the second reading selection you have chosen. |
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B. Development-
Session 2: Rereading
1. Assign students to reread the chapter or chapters you read in Session
1. Because rereading is intended to promote reading with accuracy,
fluency, and expression, make sure you remind students to read as
well and as expressively as they can. To ensure that you provide ample
reading practice for all students, before rereading give half the
students red Popsicle sticks and half of them green. Explain that
the group with the red sticks will read the odd-numbered pages and
the green group will read the even-numbered pages.
2. Have the students read the assigned chapter aloud. The red group
begins by reading page one aloud as the green group follows along
silently and then green group reads page two aloud as the red group
reads along silently. The two groups continue alternating reading
aloud until end of chapter or assigned section.
3. Ask students to switch: the green group now reads first and the
red group reads second. |
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C. Practice-
Session 3: High-frequency word bank
1. Review words from the word bank that you have taught previously
by putting up the sentence strips from the reading selection in Session
1. Ask the students to read the sentences and to predict which high-frequency
word is covered.
2. Present the new high-frequency word you have selected to add to
the bank. Ask students about spelling patterns or silent letters that
they see in the word and, if it is appropriate, if they see a base
word. Ask them to compare it to other words on the word bank, looking
for those that the new word looks like or may be confused with. Spell
the word aloud and then chant or clap as students spell it out.
3. Put up the remaining sentence strips you have created (from the
selection students have not yet read). Have students locate the new
high-frequency word and read the sentences. Add the new word to the
class word bank or the students' individual word banks. |
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D. Independent Practice-
Session 4: Word study
1. Review suffixes you have previously presented to the students (for
example, plural -s and -ing) by writing a list of words with the suffixes
on the board. Make sure that students understand the concept of a
base word and a suffix.
2. Display the six to ten base-word and suffix cards you have created.
Read the words aloud together. Ask students if they see a spelling
pattern, guiding them toward eliciting the -ed suffix.
3. Pass out the worksheet you have created and ask students to underline
the base words. List the base words on the board and ask students
to add -ing to each word before reading them aloud. Then write each
word with the -ed suffix on it. Reread the two different forms of
one of the words (for example, "looking" and "looked") and ask students
about the difference in meaning and tense.
4. Have students go on a word hunt for -ed in Henry and Mudge: The
First Book. Ask them to place bingo chips on the words ending in -ed.
Once each student has found at least one word, ask him or her to read
the words. Record the words on a chart or board that the students
can continue to add to. |
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E. Accommodations (Differentiated Instruction)-
Session 5: Writing
1. Have students select a high-frequency word card from the word bank
and make a word card for one of the -ed story words that you have
listed on the board.
2. Give students each a blank sentence strip and ask them to create
a sentence using both the high-frequency word and the -ed word. Either
a partner or you can edit for a beginning capital letter, ending punctuation,
and spelling.
3. Ask students to cut up the sentence strips into words and place
them in a bag. Students should exchange bags with a partner. Each
partner should then build a new sentence that they share by reading
aloud.
4. The bags full of cut-up sentences can be placed in an accessible
writing center for practice with high-frequency and -ed words. |
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F. Checking for understanding-
Session 6: New read
1. Give each student a copy of the comic strip you created. Read the
prompts in the strip. Ask students to predict what will happen in
the story and record their answers in the bubbles.
2. Echo read the new passage from Henry and Mudge: The First Book
aloud with the students. In echo reading, you read the selection aloud
while students echo you, usually reading slightly behind. This provides
support for struggling readers on the first reading of a selection.
After reading, students should check and edit the predictions they
made in the comic strip.
Homework: Students should take home the blank comic strip you created
and complete it, retelling the story you read in Session 6 by drawing
pictures and writing sentences in conversation bubbles. |
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7. Evaluation-
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Use the Running Record and Retell method of oral reading to assess
accuracy, rate, and expression and analyze miscues during guided rereadings
of the new-read portion of the lesson. After reading, monitor comprehension
by prompting students to retell the selection, noting story elements
and details.
Observe and take anecdotal notes on student comprehension of the concept
of base words and suffixes as well as their understanding of the suffix
"�ed during the discussion and activity in Session 4. You can also
collect the worksheets to see if students underlined base words correctly.
Observe and take anecdotal notes as students create sentences in Session
5 to assess sentence building, recognition and spelling of high-frequency
words, and correct usage of words with the suffix "�ed.
Observe and take notes on student predictions during the first exercise
in Session 6.
Both comic strips that students complete will document student comprehension
of the new chapter or chapters; they will also allow you to assess
the spelling of high-frequency and "�ed words. |
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