LESSON PLAN

JMU Elementary Education Program

Alexandra Tocman
3rd grade, Mrs. Colyer, Springfield Park Elementary School
Monday, January 23, 2017 at 9:30am

A. TITLE/TYPE OF LESSON
Word Study- AR, ARE, AIR

B. CONTEXT OF LESSON
Last week for word study the class did sort 24. We are following along with the sequence and moving
into sort 25. This sort begins a new unit focused on R-influenced vowel patterns. The students should
be ready to begin this new unit after successfully completing the unit preceding this one. At this point
in time the students know and understand what word study looks like (being as that we are in the
middle of the year) and we are going to continue with the same format as word study continues. At
this stage the students are working on words in the within word patterns- syllables and affixes. This is
appropriate for their age and grade level and they are progressing in a normal manner.

C. LEARNING OBJECTIVES
Understand Know Do

Understand what Show that they can See and understand that 2
homophones are identify, understand, and words that sound the same
differentiate the can be spelled differently
homophones in this word and mean different things
list (see list below) and are in fact 2 different
words. Do this by spelling
and identifying them
correctly on their final
assessment.

Understand how spelling
words with r-influenced
vowel patterns with the
vowel a look, sound, and
spell
Show that they are able to
understand the r-influenced
vowel pattern with a and
apply it to the words in the
list by spelling them
correctly without seeing
the words in front of them
Understand and apply the
r-influenced vowel pattern
with a and show this by
sorting the words correctly
on their final assessment.

Understand that these word
study words and words
with the same patterns are
found in the outside world
Know what words and
sounds to listen and look
out for while exploring text
outside of the classroom
Noticing that these are
common words and can be
found in their own reading
materials and show this but
recording these words
down when they appear in
their independent reading
book (see homework day
3)
 D. ASSESSING LEARNING
My students will complete the homework every night to show they are practicing spelling, sorting, and
recognizing words in a different context other than their word sorts. When asked, students will be able
to identify the various homophones in this word list and recognize that they have different meanings.
The will be able to do so after hearing the words used in a sentence. Students will be able to correctly
sort, spell, and use these words in sentences in a final assessment to show what they have learned.

E. RELATED VIRGINIA STANDARDS OF LEARNING

Reading (3.3- a): The student will apply word-analysis skills when reading.
Reading (3.4- b): The student will expand vocabulary when reading. Use knowledge of roots, affixes,
synonyms, and antonyms.

F. MATERIALS NEEDED
Promethean board
Word lists
Plastic bags
Scissors

G. PROCEDURE
Monday
Have promethean board ready with online flip chart to aide in the introduction of the words
(https://sites.google.com/site/nbctteacher/Home/promethean-flipcharts-1).
Pass out sort.
Read through all of the words.
Talk about and recognize the homophones. Does anyone know what a homophone is? (words
that sound the same but are spelled differently and mean different things). Ask students if they
can find the pairs and talk about each:
1. Pare (cut, peel, trim- pare your nails) and pair (a set of something- pair of sock) and
pear (a fruit)
2. Stare (a long look at something- I stare at you) and stair (single step in a set of stairs-
the bottom stair)
3. Bare (uncovered- he took his gloves off and his hands were bare) and bear (the
animal- I saw a bear today)
4. Fare (money from a passenger- the cab fare) and fair (according to the rules and
standards- no one was playing fair)
5. Hare (an animal- a type of rabbit) and hair (hair on your head, body, etc.)
6. Wear (when you put something on you wear it) and where (in relationship to location-
where something is)
Name the categories (ar, are, air) and how they will sound in words
Have student cut out all of the words and line the categories up at the top of their desk. Have
them sort the words. Walk around and monitor as they do so.

AR ARE AIR ODDBALL

Part Care Fair Where
Shark Stare Pair Pear
Heart Square Hair Bear
Start Hare Stair Wear
Park Pare Chair
Sharp Fare
Dark Bare
Harm
 Once students look like they are wrapping up with the sort on their own I will use the flip
chart on the promethean board. I will pull out words from the bug and have the class tell me
what column to put the words in. We will go through them slowly and explain any that people
are confused on. Once that is done I will go back through and circle all the patterns in each word
so that the student can see them clearly.
I will direct the class to copy the sort into their notebook so that they have the correct sort as a
reference when doing homework and studying for the test.
Put all cut up words inside bag and into word journal to take home for homework.

Monday Tuesday Wednesday Thursday Friday

Introduction: Day two: Day three: Day four: Assessment:

Go over categories, Dont meet in Dont meet in Dont meet in Give a word study
sort words, talk class. class. class. test. Say each word
about words, and include two
practice sorting For homework: For homework: For homework: sentences at the
words (see above for Practice sorting Practice sorting Practice sorting end. (see below for
detailed procedure). words. Write words. Find word words. Take detailed procedure)
words using the study words while practice test and
For homework: pyramid method. doing your glue it into your For homework:
Practice sorting independent word study journal. No homework
words. Write sort 2 reading at home. Study for test.
times. Record them in
your words study
journal.

Friday
Have copies of the test for every student.
Pass out test to everyone. Read each word (not in any particular order). Use each word in a
sentence and repeat the word at the end of the sentence:
1. Part. You can have part of my cake. Part.
2. Stare. You should not stare because it isnt polite. Stare.
3. Square. In math today we learned how to draw a square. Square.
4. Heart. I could feel my heart beating really fast after my run. Heart.
5. Care. I took care of my neighbors dog when they were away.
6. Fair. I lost the game because I wasnt playing fair. Fair.
7. Where. Where did you go after school yesterday? Where.
8. Hare. I looked outside my window and saw a hare. Hare.
9. Shark. There are huge shark swimming in the ocean. Shark.
10. Stair. I fell off the top stair this morning. Stair.
11. Hair. I forgot to brush my hair this morning. Hair.
12. Start. There is 5 minutes until the race starts.
13. Chair. Dont forget to push in your chair. Chair.
14. Park. I am going to the park after school. Park.
15. Pair. I am wearing my favorite pair of socks today. Pair.
16. Pear. My favorite fruit is a pear. Pear.
Give two sentences the students will write out using the word study words. Make sure
students are underling the words.
1. The bear has sharp teeth.
2. I will wear dark colored pants.
Collect tests
H. DIFFERENTIATION
This group of student has already been group together based on levels given from the results of testing
at the beginning of the year. Because of this differentiation shouldnt really be much of an issue since
they are all at around the same word study level. As the students are sorting I will be walking around
and helping anyone who seems to be struggling and answering students questions. I will make sure
that the English language learners in the class understand all of the words (especially the homophones
that are tricky) and I can use pictures if necessary to help explain what a word is or mean. Depending
on how the students do with the sort and how fast it goes I will add in some extra practice. The
students will leave the word sort headings at the top of their desk but mix up all the words. They will
then walk around and change seats and re-sort the words at their new desk to get more practice in. We
will then check the sorts to make sure they did it right and then they will go back to their seat.

I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Students may not know what homophones are, may not recognize any in the list, or may not want to
participate in this part of the word study. If this happens I will just shift what I had hoped to be more
of a student run lesson to one where I write the homophones on the board, have them see/say them,
and then talk about their definitions and try to use them in sentences. I will encourage students to talk
and participate as much as I can but I will talk as much as I need to. Students may not know what the
words and may not understanding the definitions or sentence I use as example to help explain words.
If this happens I can use the computer that is hooked up to the promethean board and show the class
pictures to help them understand. Students may have difficulty with this sort and have trouble sorting
them on their own first. If this happens I will again make it where I run the sort instead of having
them try to do it on their own. I can pull each word out of the bug and say it together and ask for
volunteers to tell me where they thing they word may go and continue the sort that way.