Heather Lind 6/27/2013 Module 7: Mobile Learning Lesson title: Beginning sounds and CVC words Class size:

6 Subject: reading Grade level: 1 grade special education resource class Standards: ELACC1RF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single syllable words. d. Segment spoken single syllable words into their complete sequence of individual sounds (pho nemes). ELACC1RF3: Know and apply grade level phonics and word analysis skills in decoding words. a. Know the spelling sound correspondences for common consonant digraphs. b. Decode regularly spelled one syllable words. Standards: Objective: Students will be able to delete and add a new final consonant to a familiar CVC word in order to correctly create a new word in at least 4/5 opportunities. Essential question: How can we use words we know to make new words? Intro: Review of specific word families we have worked on (-am, -et, -ig, -ot, -ug). Brainstorm on the promethean board lists of words in each of the families. Students may use their elbow partner (person sitting next to them) for the brainstorm. Have each pair come up with two word for each family. Each pair can opt to use an iPad, and the app ABC phonics word family free, in order to come up with/pick their word for each family. If students in groups pick the same words, have the students either a) pick a new word or b) create a silly word (such as lig or mig). Group Practice: Isolate each list of words that the students have come up with. Use the six words to create new words. For example- the first word on the ig word list is pig. Sound the word out. Erase the g. Sound the word out. Ask the students what the word is now. Then add at t. Sound the word out.

Ask the students what the word is now (pit). Explicitly state that you took off the last letter, and added a new one. Do the first three words together on the promethean board, and have the students practice the second three with their partner using the crabby writer app on the iPad. Teacher and aide check on the pairs as they work on the three words. Have each group share with the class one old word they picked and how they made it in to a new word. Silly words are ok. Repeat this with one or two more of the word family lists- depending on level of understanding. Do a fist to five check with the students as a quick, informal assessment. During fist to five checks, students close their eyes and hold up the number of fingers that correlates with their understanding- with fist being I dont get it at all and five fingers being I totally get it; I could teach the class. Independent Practice: The phonics genius app is an easily differentiated activity for each student. The teacher can choose which word family (or phonics skill) a student needs to work on. For example- if a student is still confusing the short e and short I vowel sounds, they can be set to practice with just short e word families. Using a recording sheet, have each student pick 5-10 words (depending on ability level) they can read from the app and write them in one column. In the next column, the student needs to write the word without the end consonant. In the final column, the student must pick a new consonant to make a new CVC word. Before students turn their paper in, they must read five of their old/new word changes to an adult (teacher or aide). Assessments: Formal: reading of their old/new word creations. Teachers will mark if students met the goal of at least 4/5 correct Informal: fist to five Materials: -Promethean board (or can be done with a white board) -iPads- students may BYOD or there is a class set of iPads that may be checked out from the technology lab. The iPads are not often checked out, but even if they are, our class is so small that we can usually borrow one or two from the teacher using the set and make do. -Recording sheet copies -Pencils