Phonics Lesson Plan

Title of Your Lesson Digraph Picture Hunt Grade Level quaternary Subject Phonics- Digraphs Summary and Rationale (Connections to Big Goal/Unit) Students will be work with digraphs. TTW will students what sounds /ph/, /th/, and /sh/ make as a monitor and then asked to give examples. The students will then be given poster board split into three categories for each of the three digraphs and will be working in conclaves of three to find speech and pictures in magazines that fit into the three categories.At the end of the activity, the students will present their findings as a summary and a render to make sure the activity was completed correctly. The goal of this activity will be for students to be able to recognize digraphs through pictures as language. Students will build understanding by responding to questions on whiteboards that they will hold up when questions are asked. Classroom Scenario (small group, whole carve up, self-contained, resource, gen. ed. , spec. ed. nclusio n) This activity will be done with the entire class of fifteen, but students will be broken up into five groups of three. PRETEACHING TASKS/PLANNING Common Core State Standards (CCSS) 4. RF. 3Know and apply grade-level phonics and word analysis skills in decipherment words. a. Use combined knowledge of all earn-sound correspondences, syllabication patterns, and morphology (e. g. , roots and affixes) to read accurately unfamiliar multisyllabic words in con text edition and out of context. Objectives (One to cardinal at most. TSW or TSWBAT)(What will your students be able to do? What will students know by the end of this lesson? ) Students will be able to recognize /ph/, /th/, and /sh/ sounds through pictures and words in magazines allowing for easier recognition in real-life Evaluation/Assessment (Is your assessment intimately aligned to your lessons objectives and standards? How will you know whether your students puzzle made progress toward the objective? How and when will yo u assess mastery?Describe the task, the criteria/rubric, worksheet, check sheet, and goal for mastery. ) Students will be working together to find pictures and words in magazines that correspond to the digraphs we are concentrating on. When the students present their boards, the instructor will know whether or not they have understood what the sounds sound like and if they were able to disclose them through pictures and words prove in magazines. Materials Needed (Graphic organizers, specific books, readers, word wall, sound counters, SMARTBoard, etc. ) Whiteboard, magazines, scissors, poster paper, glue Accommodations/Modifications to be issued/Explicit Differentiated instructional Strategies * One-on-one time with teacher will be available for students struggling with the sounds * For variediated instruction, TTW provide pictures of words and the student will sort them into categories based on their digraph * Another differentiated instruction activity will allow students to write lists of words in columns that are inhibit for certain digraphs and sound letter relationships. INSTRUCTIONAL PLAN PRELESSSON SUMMARY (WRITTEN REFLECTION) SEE ATTACHED RESPONSE BELOW. TEACHING PROCEDURES Building Background (Opener/Hook/Anticipatory Set) (How does this lesson connect to previous lessons/objectives taught? What visuals, video, or text reminders will you use? How you will excite students about the learning that will take place? How will you engage students in the language of the lessons objective(s)? Explain. ) When they divorce of into groups students will be excited that they get to work with their friends to go on an in-class scavenger hunt.TTW let the students know that they will be going on a scavenger hunt to find the sounds that have been written on the whiteboard. The word digraph will be introduced and gone over for students who do not remember it. To help the students remember the function of the digraph, the teacher will ask them to give me a few examples of words with the /ph/, /th/, and /sh/ sounds in them in front beginning the activity. Introduction of New Material (What 3 5 key points do you want to emphasize? How/what will you model for students?How will you ensure that students actively take in information presented? ) Emphasize the specific digraphs previously mentioned Show students that pairs of letters come together to make sounds in forming words Allow students the probability to choose one word they found a picture for and spell it on the board for the other students to see the digraph pattern and picture they found Guided Practice/Small Group Lesson Activities (This is where you radiation diagram your objective with students.How will you ensure that all students have multiple opportunities to practice? How will you scaffold practice exercise from easy to difficult? How will you monitor and correct student performance? ) The teacher will be walking around from group to group to check for group and individ ual understanding. TTW will look at the words they have found so far and make sure they are appropriate for the activity. If words are not matching the digraphs being used, TTW will explain why and help them find words that will work.Each group will be presenting so no student will be left out of the process. This exercise itself is self-contained so students will be doing as much as they can with out the help of a teacher. Independent Practice (This is where you specifically evidence your objectives goal (s) with the same activity but different items/prompts for individual assessment. How will the students apply the new knowledge they have learned? ) Each student will have pictures that TTW will provide to sort into heap based on their digraph.TTW will walk around and check the piles. To be able to check for entire class understanding, students will respond to activity related to questions on whiteboards. Lesson Closure (How will students repeat what they learned? How will stu dents be asked to state or show the significance of what they have learned? How will you provide all students with opportunities to demonstrate mastery, or progress toward mastery of the objective? How will you specifically review your lessons objectives? * TTW will review the digraphs we have focused onTo summarize what we have learned, TTW will say a word and ask for a thumbs up or a thumbs down based on the word the teacher provided and whether it has a digraph sound or not Extensions (How might you provide opportunities for extension? ) The teacher could make a class bulletin board with a bubble surrounding the three digraphs that we are focusing on. Students can find pictures at home that have those sounds and cut them out and bring them in to resume to our class bulletin board. Blooms Taxonomy Levels Achieved in the Lesson. Please justify. (Found in your Instructional Plans Folders 1 & 2) Remember, Recognizing, Recalling- Students will be working from long-term memory to ret urn knowledge from past lessons to complete this activity Understanding- Students will know which category to put their words and pictures into on their poster board by sorting their words and pictures by digraph Applying- The students will be taking knowledge they learned in one format and applying it to a new and different activity