TE 402 READING LESSON PLAN Reading Lesson Plan # 2 Your Name: Caitlin Jordan Grade Level: 3 Grade Date

lesson was taught: 4/16/13 Number of Students: 1

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1) Rationale (What evidence do you have that your focus students need to learn this skill/strategy?): According to Emilys MEAP scores, she scored a 62% (24/39 questions answered correctly). She would benefit from a lesson that helped her to recognize the different spelling of words. 2) List the reading skill/strategy that is the main focus of your lesson (select ONE area): Spelling

3) Objective for this lesson (performance, condition, criteria): Emily will make and write new words based on the predetermined consonants and vowels, working one on one with myself, and complete the chart that is provided. 4) Materials & supplies needed: Making and Writing Words chart Pencil Teacher-prepared list of words 5) OUTLINE OF LESSON PLAN (Provide a bulleted list of ideas): PRE-READING: make participation norms explicit, elicit background knowledge, develop interest, set purpose (10 minutes) Make participation norms explicit We will sit at a table in a comfortable environment, away from other students. Our activity is not rushed nor is it graded, so there you can take your time and make changes to your answers if needed After reading a rhyming book about poetry, I will introduce the Making and Writing Words chart and explain how we will work on it together. If you have any questions, feel free to ask? Introduce the text What do you remember about our previous activity? Where there any words that you knew were rhyming words in our poems? We will create words using the letters you know and see how many words we can create that come from only a few letters. DURING READING: With each word, I will pronounce and give clues to words and each letter may be used only once per word unless it appears more than once in the list at the top. The challenge word is in our book. Model how to engage with the text (e.g., use of reading strategies and analytic thinking process, inserting vocabulary support, comments and questions to support and extend comprehension and interpretation) (10 minutes) POST-READING ACTIVITIES AND DISCUSSION: Can you write one sentence using the word from box 10, 8, and 7?

o And now can you read it to me? Can you come up with and write a sentence that uses 3 or more of the words that you wrote? Are there any common words sounds in each box 1-3? o Circle them, and underline the /ck/ sound

Provide scaffolding for guided practice and/or application activity (5 minutes) ONGOING-ASSESSMENT: what will you pay attention to in order to evaluate the extent to which your students met the stated objectives for the lesson (5 minutes) I will pay attention to Emilys ability to create the new words and the strategies she uses as we progress through each word. o Does she stretch out the sounds? o Does Emily look back at the previous words in order to figure out the other word families? o Does Emily stay calm and confident during the activity? If she is able to do these things successfully, without any help, I would do this activity again with larger, and more complex word families to focus on. 6) Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson? Based on what I know about my focus student Emily (pseudonym used) will need more social support in order to keep her focused, and calm. When she becomes frustrated, she wont be able to focus on the task at hand, so positive-reinforcement and appraisal is something that she will need more of. Throughout the lesson, I will scaffold my support so that she builds her self-confidence and is able to do the work without minimal support near the end.

What did you notice about your students participation and learning in relation to your objectives? The objective for this lesson was for the student to make and write new words based on the predetermined consonants and vowels, working one on one with myself, and complete the chart that is provided. I noticed that compared to the first activity that we did, she was less motivated to complete the tasks and had said that it felt too much like school. Because she is in an additional reading program at school and has weekly spelling words, sitting down to write down words was not fun and as meaningful of a task for her. I noticed that compared to the game in the previous lesson I had done, this one was more structured and there were right or wrong answers. Even though she did not want to do it at first, after I told her that she had all of the vowels ad consonants given, she felt like itd be easier. While doing the reading lesson with the Making and Writing words activity, I noticed the different things my student does when spelling a new word and where her confusion and difficulties might lie. In the activity the first three words were tin, ten, and sit. When I asked Emily to write the word tin she wrote, tine and when asked to write sit, she produced site. I asked her to circle a word inside of tin (in) and inside of sit (it) and she did so correctly. I did not ask her about the reasoning she had until after we had finished the activity. When I asked her what the first word she wrote was, she said tin and realized that the e should be erased. I pushed her to look at the word sit and asked her why the e is on there. This gave me an opportunity to talk to her about bossy e and if there is an e at the end, it makes the first vowel say its name /i/. After that, she looked at site and rewrote it without the e (sit). What were the strengths and limitations of your lesson for supporting your students learning? The strengths of my lesson that led it to support my students learning was that with the vowels and consonants given to her and in a space she could reference back to them, her motivation was higher and had less anxiety when it came to finishing the task on her own. The task itself also provided scaffolding because with each row of words, they got more challenging as well. A limitation of my lesson for supporting my students learning was that it did not have an opportunity for me to give corrective feedback for her learning in the long run. With words that were spelt wrong, it may reinforce that spelling without explicit instruction at the end of the lesson.

What did you notice about yourself as a teacher? What questions do you have? I noticed that I have a tendency to lead the student to the correct answers instead of letting them think critically and reach a point they can work through the problem themselves. I have to remember that students need to have the struggle, but make sure they do not lose motivation by providing support and strategies for when they do reach a difficult point.