1. Topic-
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2. Content-
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literacy--phonics, phonemic awareness, comprehension, vocabulary
and fluency. |
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3. Goals: Aims/Outcomes-
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I want all of my students to learn their weekly spelling words,
learn their high frequency words, to do well on their weekly story
test, be able to read and comprehend the story of the week.
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4. Objectives-
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To improve comprehension, the story of the week will be read to
and by the student daily, the high frequency and sight words will
be discussed daily, phonemic awareness drills will be done daily,
worksheets to improve phonics will be done as needed, and vocabulary
will be discussed when a word comes up that is not understood. |
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5. Materials and Aids-
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worksheets, letters to form words that correlate with the sound/s
of the week, HF and Spelling lists, decodables, the Story of the week,
etc. |
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6. Procedures/Methods-
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A. Introduction-
1.Direct instruction will be given daily for the first 40 minutes
of class. When Eric comes in daily, he will pull group 4 and 3 alternately
and do a mini lesson with direct instruction of phonemic awareness
drills, then do a quick review of the high frequency words and spelling
words (group 4 only needs a review on Monday, no other day, group
3 does every time), then start/maybe finish a short comprehension
worksheets. He will pull group 4 on Monday, 3 on Tuesday, 4 on Wednesday
and 3 on Thursday. I will send a list of our upcoming words for next
week to everyone each Friday. Kelly will pull group 2 every Monday
and introduce the story of the week. I will have the materials you
will need to discuss with them ready for Kelly each week when he comes
in. It is scripted, so it is easy. If time allows do a beginning,
middle and end with them. Fold the paper in thirds and put B, M and
E on each section and have students write a sentence and draw a picture
for B, M and E. On Monday, Sue will pull group 1 and will review the
week's spelling words and high frequency words. Play a game and have
the kids draw a card, say the word and then use the word in a sentence
for comprehension. Then she will review the phonemic awareness drills
I did earlier with group 1. On Tuesday, Sue will pull group 2, review
the spelling words and high frequency words like she did with group
1 on Monday, then she will read the story of the week with them doing
a round robin. Ask questions at the end of each two pages for comprehension.
On Wednesday, Sue will pull group 3 and review the HF and Spelling
words like Monday and Tuesday. Next, she will have children build
words, segment them and write them. She will make sure they do all
the steps. I will provide her with the words that will be built. They
can reread the store of the week when they finish. On Thursday, group
4 will be pulled. She will have them build words like group 3 did
on Wednesday. She will quickly review the Story of the week with them,
have them do a B, M, E with them. They can reread the story of the
week when they finish. On Friday, pull all kids and test them on the
high frequency words of the week. I will have a place for you to record
their scores and the words they miss. Chris pulls group 1 on the 1st
and 3rd Wednesday of the month. She really focusses on vowel sounds
with them. I have game boards for them to do to differentiate the
sounds. They put the correct vowel sound on the board. On the 2nd
Wed, she pulls the Greens and tests them in Decibels On the 4th Wed,
if needed, she pulls the Red kids and tests them. If she is not needed
the fourth Wednesday, she will pull group 1 and focus on vowels. |
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B. Development-
Direct instruction will be given by myself the first 40 minutes
of the day and in small groups by my self and my pushin help. |
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C. Practice-
I will monitor their activities in small group. |
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E. Accommodations (Differentiated Instruction)-
Leveled readers, small groups based on specific skills, diff expectations,
diff worksheets, etc. More direct instruction for some kids. |
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Checking for understanding-
1.Friday tests will check understanding of HF words and spelling
words. Daily readings with me will check for comprehension and fluency
and vocabulary. Direct phonemic awareness instruction drills will
check for phonemic awareness. Worksheets will check phonics. All small
groups with myself and my pushin help will address the areas each
group needs to focus on. |
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Closure-
I will change plans as needed. I feel that focusing on different
groups daily will allow me to know and address all of my students
needs.
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7. Evaluation-
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Progress will me measured by my weekly assessments and Dibel scores
monthly. |
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