Recognizing High Frequency Words From On The Way To The Pond

Jashelle Potts and Jennifer Carney

EDRL 442: Teaching Literacy 1 Nevada State College - Fall 2012 Instructor: Karen Powell

Lesson Title: Recognizing High Frequency Words From On The Way To The Pond Trophies Teacher Edition: Here and There -Theme 4 (1-3) Trophies Story: On the Way to the Pond T Ed Pages: 88S

Submitted By: J. Potts and J. Carney CCSS: RF.1.3.g

B. Summary of the Literacy Center Recognize high frequency words from On the way to the Pond and glue the correct word in the correct sentence. C. Student Population Grade level 1st Skill level at and below levels Grouping groups of 3 or 4 Groups will be determined by reading levels D. Materials Word sheet for each child Scissors Sentence worksheets Glue sticks Pencil Sentence sheet T Ed page 88S E. Photographs

Teacher Edition Page

EDRL 442 Teaching Literacy 1 ASSIGNMENT: Design A Literacy Center

Fall 2012

Karen Powell- Instructor

Lesson Title: Recognizing High Frequency Words From On The Way To The Pond Trophies Teacher Edition: Here and There -Theme 4 (1-3) Trophies Story: On the Way to the Pond T Ed Pages: 88S

Submitted By: J. Potts and J. Carney CCSS: RF.1.3.g

Finished Literacy Center

F. Objectives Common Core State Standard RF.1.3g - Recognize and read grade-appropriate irregularly spelled words.

Learning Targets Knowledge Targets Students must know words can contain unique or infrequent spelling patterns. Students must know some words cannot be decoded (e.g., could, of). Students must recognize words with irregular spellings by sight.

G: Procedure Following our whole group lesson on the high frequency words and their meanings: 1. Students find their color- coded pocket (based on reading group level) and get their supplies to complete the center. 2. Students cut the words out from the word sheet. 3. Students read the sentences on the sentence work sheet and find the correct word that completes each sentence. 4. For my on level students they will glue the word onto the blank line on the sentence worksheet. For my below level students they will glue the word onto the line below the letter boxes on the sentence worksheet.
EDRL 442 Teaching Literacy 1 ASSIGNMENT: Design A Literacy Center Fall 2012 Karen Powell- Instructor

Lesson Title: Recognizing High Frequency Words From On The Way To The Pond Trophies Teacher Edition: Here and There -Theme 4 (1-3) Trophies Story: On the Way to the Pond T Ed Pages: 88S

Submitted By: J. Potts and J. Carney CCSS: RF.1.3.g

5. Students choose 2 words from the lesson and write their own sentence for each word they chose. H. Assessment For my on level students, I will know they got it by looking at their completed worksheet. If they have the correct words glued in the sentence I will know that they recognized and understood the high frequency words. Also by looking at the sentences they wrote using the words I will know more accurately if they understand the meaning of the word. For my below level students, I will need to do more assessing without using a prompt, such as the letter boxes, to determine if they actually got it. Looking at the sentences they wrote using the words will give me an idea if they understand the meaning of a couple of the words. There is no assessment rubric for this. If the students can use the words in a sentence then they are showing that they have mastered recognition and understanding of the high frequency words. I. Reflection 1. What skills do students need in order to be successful with this center? Students need to be able to recognize and understand the high frequency words. They need to know how to write a sentence. 2. How will students be held accountable for completing this center? Turning in their completed worksheet will hold students accountable for completing this center.

3. How can you follow up or extend this lesson? I could follow up this lesson by pointing out these high frequency words in other stories that we read and pointing out the words when I use them in speech. I could also give the homework, practice, p.29. (From Ancillary Resources Copying Masters). I could extend this lesson by having them draw a picture that goes with their sentence. I could also use the challenge, p. 29 (From Ancillary Resources Copying Masters) to extend this lesson. 4. What can you do for students who dont grasp the concepts?

EDRL 442 Teaching Literacy 1 ASSIGNMENT: Design A Literacy Center

Fall 2012

Karen Powell- Instructor

Lesson Title: Recognizing High Frequency Words From On The Way To The Pond Trophies Teacher Edition: Here and There -Theme 4 (1-3) Trophies Story: On the Way to the Pond T Ed Pages: 88S

Submitted By: J. Potts and J. Carney CCSS: RF.1.3.g

For students who do not grasp the concept I will use the extra support, p.29 and ELL, p.29 (From Ancillary Resources Copying Masters). I will also review all of the words and their meanings with these students. 5. Where do you anticipate having problems with this center? I anticipate some students not finishing the cutting and gluing part quickly enough so they will not have time to write the sentences. 6. How can this center be changed to work with other stories? I can change the sentences and words to words from another story. 7. When you were developing this center, what was the most difficult part for you? The most difficult part for me was trying to make it fun and motivating for the students. It was also difficult trying to modify the center for the below level students. 8. How well did you work with your partner? Jen and I worked very well together. She was very easy to work with. She seemed knowledgeable and had good ideas.

9. How did you and your partner split the workload? We did most of it together. We both typed up parts of it and then shared it with each other. We met to put the display together.

10. What will you do differently next time you work with a partner? I dont think I would do anything differently. It worked pretty well.

EDRL 442 Teaching Literacy 1 ASSIGNMENT: Design A Literacy Center

Fall 2012

Karen Powell- Instructor