1. Topic-
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| We will be learning the consonant blends as well as reviewing short
vowels sounds. |
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2. Content-
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| Words we will learn include: Jack, back, pack, luck, puck, rock,
sock, pick, and neck. |
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3. Goals: Aims/Outcomes-
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1. The students will be able to appropriately segment and blend
phonemes with words ending in -ck.
2. The students will be able to decode words ending in -ck.
3. During our read aloud, students will make predictions and call
my attention to the new words. |
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4. Objectives-
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(2) Reading/Beginning Reading Skills/Phonological Awareness. Students
display phonological awareness. Students are expected to:
(D) blend spoken phonemes to form one- and two-syllable words, including
consonant blends (e.g., spr);
(F) segment spoken one-syllable words of three to five phonemes into
individual phonemes (e.g., splat =/s/p/l/a/t/).
(3) Reading/Beginning Reading Skills/Phonics. Students use the relationships
between letters and sounds, spelling patterns, and morphological analysis
to decode written English. Students will continue to apply earlier
standards with greater depth in increasingly more complex texts. Students
are expected to:
(A) decode words in context and in isolation by applying common letter-sound
correspondences, including:
(ii) single letters (vowels) including short a, short e, short i,
short o, short u, long a (a-e), long e (e), long i (i-e), long o (o-e),
long u (u-e), y=long e, and y=long i;
(iii) consonant blends (e.g., bl, st);
(9) Reading/Comprehension of Literary Text/Fiction. Students understand,
make inferences and draw conclusions about the structure and elements
of fiction and provide evidence from text to support their understanding.
Students are expected to:
(A) describe the plot (problem and solution) and retell a story's
beginning, middle, and end with attention to the sequence of events;
and
(B) describe characters in a story and the reasons for their actions
and feelings.
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5. Materials and Aids-
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3 sets of Elkonin boxes Unifix cubes
Decodable text, "Rocks, Rocks, Rocks!" |
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6. Procedures/Methods-
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A. Introduction-
1. Today we will be learning about words that end in -ck.
2. Together, we will practice segmenting and blending given words.
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B. Development-
1. With the words listed on the board, I will model decoding the
words and blending them.
2. Students will practice reading the words as I guide them.
3. Lastly, I will ask them to read the words without my assistance
to see if they can appropriately read the words. |
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C. Practice-
1. With a short introduction to the book,
the students and I will make predictions about what may happen in,
"Rocks, Rocks, Rocks!"
2. As I read, I will think aloud, prompting the students to put their
hands on their head when they hear a word ending in ck.
3. Following the read aloud, I will ask them what happened in the
beginning, middle, and end of the story. What part was your favorite? |
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D. Independent Practice-
1. Initially, as a group we will practice reading the book together.
2. Next, the students will partner read the book, demonstrating that
they can decode words ending in -ck. |
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E. Accommodations (Differentiated Instruction)-
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F. Checking for understanding-
1. As we perform each task, I will ask key questions to assess their
understanding.
2. As I read the book, I will think aloud and ask the students key
comprehension questions such as "What do you think will happen next?
3. Following the reading, I will ask what happening in the beginning,
middle, and end of the book. |
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G. Closure-
1. To close the lesson, I will as the students, "So, what sound
does ck make?" If they answer correctly, I will know that they have
internalized the knowledge.
2. Subsequently, the students and I will decode and blend the words
on the board, allowing them to showcase their knowledge. |
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7. Evaluation-
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1. Each week, I use a different method of assessments.
2. These include the DIBELS measure, running records, and DRA. |
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