Unaccented Final Syllables LP PDF

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Summary

Lesson on unaccented final syllables....

Description

Lesson Plan One

Teacher Candidates:

Natalie Mercer

Date:

4/4/2015

PLAN

1. Activity Title & Source, & description of activity:

Title: Unaccented Final Syllables Source: http://www.spellitright.talktalk.net/ends4.html Description: Speed sort using unaccented final syllables -ar, -er, and –or.

2. Class description & Differentiation: Describe the important characteristics of the students that need to be considered in planning & teaching to facilitate learning for all students.  Students' prior content knowledge, language development, social & emotional developments, special needs  Include how you differentiate your instruction based on this information

The student I am working with is in Second Grade. Students are at various learning levels; some are more advanced while others are barely at the achievement level for their grade. This student is in the high middle of the whole class. The student I will be working with already understands syllables, doubling (CVC), and can spell frequently occurring long vowel words. He does not understand the differences between final unaccented syllables so I will have him sort words with the endings –ar, -er, and –or. The student is in the Middle to Late Syllables and Affixes Stage.

CCSS. ELALI TERACY. RF . 2 . 3 . C 3. Common Core ELA Standards: Identify strand, grade, number (e.g. RL4.3) & include entire standard.

4. Student Learning Objective (central focus): ABCD

De c o der e gu l a r l ys pe l l e dt wos y l l a bl ewor dswi t h s hor tv o we l s . The student will be able to decode regularly spelled two-syllable words with long vowels by correctly sorting 17/20 words with unaccented final syllables (-ar, -er, and –or.)

Audience: Who (the student) Behavior: What (standard)

Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT

Condition: How (strategy/text) Degree: Measureable outcome

5. Instructional Materials, Equipment & Technology: List all of the texts, materials & technology the teacher & students will use during the lesson, including titles & sources (Cite creator of materials. Where appropriate, use "Lesson plan or activity adapted from _____”)

-Large piece of paper. -Glue and scissors -Words for speed sort -Words to use: freezer, litter, sister, brother, drummer, robber, swimmer, runner, scholar, dollar, polar, sugar, nectar, pillar, liar, actor, author, visitor, mirror, humor, honor Lesson plan adapted from http://www.spellitright.talktalk.net/ends4.html

6. Academic Language: What literacy terms will you use to help the students understand the reading strategy? Use terms from the strategy & the standard (e.g., predicting, connections, decoding, etc.)

-Doubling (CVC)

7. Key Vocabulary: List the vocabulary from the text/strategy that is at the students’ instructional & frustration level.

litter, scholar, nectar, pillar, humor

-accented -unaccented -syllable

ENGAGE & INSTRUCT

Learning Activities: Give detailed, step-by-step instructions on how you will implement the instructional plan in the procedures below. Describe exactly what you & the students will do during the lesson & how you will scaffold their learning. Please use a numbered or bulleted list. In planning your lesson, think about:  

The complete step-by-step directions & scaffolding you will provide What kinds of questions you plan to ask

8. Opening: Elicit students’ prior knowledge about concept & strategy in multiple ways

T: Who are your friends that you like to play with at recess or sit with at lunch?

(not just questions).

S: Responds with names T: Write down names. (if names are not two-syllable or don’t have unaccented ending syllables, bring up names of students in the classroom.) Wow! Isn’t it interesting that some names are longer than others? Lets listen to how many syllables each name has. Clap out the syllables in the names listed. Listen to the way I say “Connor” (Can use other name that student thought of.) I hear my voice get louder when I say the beginning of his name, and quieter when I say the end. Do you hear it? Let’s say it together T&S: Connor. T: Underline “Conn” to visually show this idea. Lets see if other names of your friends sound like this. Go through list of names together orally and listen for two-syllable names with unaccented endings. T: It’s not just names that have louder beginnings and quieter endings. A lot of times, the words end with –or, -ar, and –er. Listen to “color.” It has 2 syllables, doesn’t it? Clap out col/or. What about regular and player? Listen to these three words together. “Color, regular, and player.” Doesn’t it sound like they end the same? That’s because they have –or, -ar, and –er endings. Write color, regular, and player and underline the endings.

Teacher Modeling: This should describe how you alone will demonstrate the entire strategy to the students (no participation from students)

-T: A lot of times there are ‘rules’ for how we can remember if it is a word that ends in –er, -or, or –ar. If we are describing someone carrying out an action, it usually ends in –er. We can see this in words like reporter. If someone is reporting, they are a reporter. Write reporting, reporter. If someone is playing, they are a player. Write playing, player. If someone is listening, they are a listener. Write listening, listener. T: -or is usually used to describe something when the base words end in – ate, -ct, and –it. Something that calculates is a calculator. Write calculate, calculator. Underline endings. Someone that creates is a creator. Write create, creator. Underline endings. Someone that investigates is an investigator. Write investigate, investigator. Underline endings. Someone that visits is a visitor. Write visit, visitor. Underline endings. T: A lot of the times words that end in –ar also finish with –lar. For example, regular, similar, and pillar. Underline endings.

Guided Practice: During this part of the lesson, the teacher

-T: We are going to sort a list of words into categories based on if they end with –ar, -er, or –or. Have cards ready with endings and words. Take card Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT

and the students practice together. You will assist the students, takes turns & participate along with the class.

“litter.” Litter. What is a litter? S: Litter of puppies. If student does not know, describe a litter of puppies. T: Hm, this word ends with –er, so it should go in the –er category. Place word under –er column. T: Now I have the word pillar. What is the ending on pillar? S: -ar. T: Right. So this word should go in the –ar category. What is the meaning of pillar? S: a large column or post that helps hold something up. If student doesn’t know, discuss definition. T: I have the word scholar. What does that mean? S: someone who studies, who is smart, who knows a lot, etc. if student doesn’t know, discuss definition. T: Where should scholar go? S: Under the –ar column. If student correctly places the word in the column, move on to independent practice.

Independent Practice: Release the students to demonstrate their ability to complete the activity alone. Include complete directions that explain what students must do to complete the activity.

9. Closure: How will the students demonstrate their ability to meet the objective, including how you will measure & document this ability?

-Speed sort. -Give students a set of words to sort. Encourage student to complete the sort as quickly as possible, while not making any mistakes. If multiple students are being instructed, students can race each other, or student can race teacher. -Words to use: freezer, litter, sister, drummer, robber, swimmer, runner, scholar, dollar, polar, sugar, nectar, pillar, liar, actor, author, visitor, mirror, humor, honor

-When student is finished sorting, discuss words sorted: T: Which column has the most common type of words? S: ER words. T: This is how it is in real life; we usually see more -er ending words than -ar and -or words.

Students will be able to correctly sort 17/20 words.

ASSESS

Target-Assessment Alignment Table

10. Assessment Strategies How you will document the students’ ability to meet the objective. (Degree) List quizzes, rubrics, handouts, or any additional documentation related to your assessment. • Formative: Measures process/progress toward mastery of target(s) • Summative: Measures outcomes/achievement of target(s)

Objective

Degree

 What must the student know & be able to demonstrate?  De c ode

r e gu l a r l y s pe l l e dt wo s y l l a b l e wo r dswi t h s ho r t v o we l s .

In this space, describe how you will assess (F&S) whether students have met this objective.  

Formative: Student will be able to correctly sort 17/20 words. OR Summative: Student will be able to correctly spell ten words from a list of the words sorted.

Lesson Plan One Reflection 1. Describe how your plans show evidence that students linked prior knowledge and past experiences to the new learning. 1. I started off the lesson by asking the student to listen to the number of syllables in his friend’s names. He already knew how to count syllables, and using his friends’ names was something familiar to him. I then asked him to focus on the names with only two syllables, and say the names aloud. He was able to easily identify the names, and I had him listen to how the sounds of the names were louder at the beginning and quieter at the end. This linked to the concept of unaccented final syllables. I had him listen to the accented syllables at the beginning of his friends’ names, and then moved on to show that some words are accented at the beginning, and it is not just names. (Words Their Way, p. 253) 2. Describe how your plans show evidence of use of instructional strategies that actively engage all learners. 1. I did one-on-one instruction with this lesson. I used a real world connection with this student (having him list and listen to names of his friends) in order to engage this student. As the Words Their Way text states, “students should be actively involved in the exploration of words; they are more likely to develop a positive attitude toward Adapted from www.stmartin.edu & Dr. Michelle Cosmah, EDT

3.

4.

5. 6.

word learning and a curiosity about words (p 255).” Having this student work with names of his friends helped him to become more engaged in the lesson. Describe the strategies that you used to support the variety of learners in the classroom (students with IEPs, English Language Learners, struggling readers, underperforming students, and/or gifted students.) 1. While I do not have a classroom composite, I know that this student falls in the middle of the bell curve of the entire class. He did not understand this particular concept of –ar, -er, and –or endings. I made sure to be repetitive during the teacher modeling part of the lesson, ensuring that this student would fully understand the concept. In what ways did you modify or alter the original unit plan throughout the implementation process? What evidence led you to make these changes? 1. During the teacher modeling part of the lesson, I made sure to emphasize the “rule” that –er endings usually describe someone carrying out an action. I went over the rules for –or and –ar endings, but because not all of the words in my sort followed these rules, I did not emphasize this as much. At the end of the lesson, during the closure, I went over each word and talked about if the words followed the rules. Describe the evidence you have that you were successful in promoting the learning of the class and individual students as a result of your instruction. 1. Student was able to correctly sort 20/20 words during the sort. What changes or alterations would you make to the lesson if you were to use it again in the future? Why would you make these changes? 1. I would change my instruction of the “rules.” While these are general rules and can be true, they are not true for all –ar, -er, and –or endings and therefore could be confusing. I could make sure to emphasize the fact that these are only guidelines, and not true for all words, and give examples of words that end in –ar, -er, and –or that do not follow the rules. I could also make sure to emphasize that words that end in –er are most common, and they are used to describe people who do things, and words used to compare....