Documente Academic
Documente Profesional
Documente Cultură
I. Instructional Objective:
Before (Introduction): To introduce the lesson, I will show the visual –ed
posters that provide an example of how –ed can have the /d/, /t/ or /ed/
sound at the end. We will read the sentence underneath with me reading it
first and them, repeating it.
During (Teacher Model): I will present the visual –ed word cards to the
students and will model doing one word orally, talking aloud through the
thought process of which sound the –ed suffix makes when I say it
morphetically. I will then apply the other two –ed sounds to the end of the
same word so that they can hear then difference and realize that they are not
correct. I will place this card under the correct /t/, /d/, or /ed/ column on a
white board that I have divided into three columns.
During (Groupwork): I will have the students work together to determine
which column on the white board the remaining cards will go under. If they
do not agree on a word, I will prompt them to discuss their reasoning and to
try to come to a agreement. When they have finished we will read through
the words in each column to see if there are any that caused confusion.
During (Groupwork): I will present the passage Picnic in the Park to the
students so that they each have their own copy. I will also give each student
a highlighter. I will tell them that we are going to be on the hunt for –ed
words in stories so that they start to become more recognizable to them. I
will tell them that I will read a few sentences and then pause and then they
will echo read it together, just the way that I read it. If they forget/can’t figure
out a word, I will read it again for them. After each chunk of sentences, we
will be on the hunt for –ed words. Their job will be to search that sentence
for an –ed word, highlight it and then copy it onto their 3 Sounds of ED
worksheets into the proper column, according to which ending sound they
hear in that word. This is a secret mission so they will do their investigations
on their own and then give me a thumbs up when they are ready to move on.
When both students are ready, we will continue to the next chunks of
sentences. I have already divided up the reading passage before handing it
out to them so that there are clear stop markers.
During (Groupwork): When we have finished hunting through our passage,
we will go back to the beginning and read it all together chorally at a
constant, steady pace, clearly stating all –ed words and using proper
prosody.
During (Independent): I will ask the students to do their best job to answer
the four comprehension questions after the passage independently.
After (Lesson Closure):We will review together their 3 Sounds of ED
worksheets to go through which –ed words they pulled out of the passage as
we read and which column they placed them into. We will also review the
comprehension questions and discuss the answers. For each answer, I will
go back to the passage to show them where that answer was found.
IV. Assessment/Evaluation:
V. Differentiation: This lesson is for 1st grade students who are reading below grade
level. Specifically, these two students are both instructionally reading at a level E
after being given Running Records, with the 1st grade end of year benchmark being
a level I. Both students are English Language Learners (ELL) who speak English
and their native language. They are proficient in English conversationally but require
intensive language support to build their reading fluency and vocabulary. They
generalize from their native languages to English for (lack of) suffix usage so this is
an area of need for them. Through instructional intervention and greater decoding
and word recognition abilities, they can increase their reading fluency and prosody.
To differentiate for ELL students, I include visual aids for lessons and utilize modeling
frequently since particular suffix usage is either not used in their native tongues or is
conjugated differently so seeing it performed will help with comprehension. I also am
making a modification for articulation, accent and pronunciation if a student struggles
with English being linguistically different than their native tongue,
Weeks 3 and 4 will introduce a short Reader’s Theater that uses many suffix words.
This will be the culminating self-assessment as to whether the students: recognize
suffixes within context; have increased their ability to read these words with
automaticity in order to increase word recognition; and if prosody has been
increased, resulting in higher levels of reading fluency and text comprehension. A re-
assessment in reading fluency of the student after this 4-week intervention will
provide measurable data as to whether or not his level of fluency has progressed.
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