CT observation #2

Lesson Plan:

STANDARDS:

LAFS.K.RF.2.2

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

a. Recognize and produce rhyming words.

b. Count, pronounce, blend, and segment syllables in spoken words.

c. Blend and segment onsets and rimes of single-syllable spoken words.

d.Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

LAFS.K.RF.4.4

Read emergent-reader texts with purpose and understanding.

LAFS.K.RI.1.1

With prompting and support, ask and answer questions about key details in a text.

LAFS.K.RL.4.10

Actively engage in group reading activities with purpose and understanding.

LAFS.K.W.1.3

Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

THEME: Literacy Centers

LESSON TOPIC:

~Read-to-Self/Read-to-others

~Sight Word Station

~Writing Station

~Guided Reading

OBJECTIVES:

Content:

~Students will be able to successfully rotate between literacy centers in order to practice specific skills in each center

~Students will practice fluency by reading to self and to other

~Students will respond to writing prompts, through the use of drawing, labeling, and writing.

~Students will engage in guided, shared, and choral reading during teacher-led center.

~Advanced students will be able to pronounce digraphs and identify them in spoken words

~On level students will identify beginning, middle, and ending sounds in spoken words

~Below level students will be able to identify beginning and ending sounds in spoken words.

LEARNING STRATEGIES:

Cooperative learning

KEY VOCABULARY:

Could, said, good, ate, then, was

MATERIALS:

Guided reading books, sight word poems, pointers, wide-lined paper, crayons, flashcards (alphabet, pictures, and sight words)

MOTIVATION/ANTICIPATORY SET (Building Background):

Students are at the beginning stages of learning new literacy centers procedures. Prior to beginning centers, the rules will be explained. Students will have 20 mins in each centers, with 2 minutes in between for clean-up and transition. Students are to stay in center at all times, and use “in door” voices. Students are not to approach teacher at guided reading table unless it is an emergency.

PRESENTATION/INPUT/MODELING (Language & Content Objectives, comprehensible input, strategies, interaction, feedback):

Activities in each centers are explained to the students, and select two students to model quiet voices when reading to one another. Point out how students son the other side of the classroom cannot hear them, but thye can hear one another just fine.

PRACTICE/APPLICATION (meaningful activities, interaction, strategies, feedback):

Center 1- Fluency

~Students read books assigned by ability level

~Students read to self, prior to reading with a partner

Center 2- Sight Words

~Students select 2-3 sight words learned in the current week (of 6 words learned) and write sentences containing each

~Students will be them able to practice reading fluency and sight word recognition/writing with sight word poems. Students will in missing sight words, and practice reading the sight word poem

Center3- Writing

~Students will write an opinion response on what they feel like good classroom, or “treasured” behavior is in our classroom. What is it not? Students will follow writing process (Think, Draw, Label, Write, Add Details)

Center 4- Guided Reading

~Below level-

• practice letter sounds with entire alphabet using flashcards. Remind students we only say “A” for the letter A, not “A, A, A, A.” This will help with blending.

• Practice identifying beginning and ending sounds, using picture cards.

• CVC blending with flashcards

• Guided reading “Classroom Band” guided reading book. Teacher will read first page while students follow along with their fingers pointing to each word. Each student will take a turn reading one page from the book.

~On Level-

• Practice cvc blending with flashcards

• Review current and past sight words with flashcards

• Guided reading “What’s in My Lunchbox?” guided reading book. Teacher will read first page while students follow along with their fingers pointing to each word. Each student will take a turn reading one page from the book.

~Above level

• Review current and past sight words with flashcards

• Guided reading “Everyone is a helper?” guided reading book. Teacher will read first page while students follow along with their fingers pointing to each word. Each student will take a turn reading one page from the book.

• Discuss details and identify main idea of story

• Students work on laminated folder activities, matching digraphs with pictures.

REVIEW/ASSESSMENT (review objectives and vocabulary, assess learning):

Students will turn in writing from centers 2 and 3 for assessment. During guided reading, students are assessed by observation of progress and participation.

EXTENSION:

If time permits, during guided reading, students will play literacy games.

Below Level- Beginning Sound cookie game.

~Students take turns picking a random beginning letter sound and have to say one word that begins with that letter. The students with the most cookies wins, however if a “bitten” cookie is drawn, all cookies

are put back in the bag

On-level-Sight Word Bingo

Above Level- Digraph game.

~Students take turns picking a random digraph sound. Each students will pronounce the digraph and say one word that begins with that letter. The students with the most ”Sandwiches” wins, however if a “bitten” Sandwich is drawn, all Sandwiches are put back in the bag

REFLECTION:

My inquiry is focused on creating and managing litercy centers in the classroom. This week was the first time the class participated in full-blown rotating, 20 miniutes centers. The day of this particular lesson plan was the second day the students were involved in the new center procedures. After providing specific activity instructions, and reminding the studetnts of my #1 center rule (ONLY approach the guided reading center if there is an emergency), we were ready to get going. At this stage in my inquiry, I am focused on the students exhibiting on task behaviors. In order to assist with the students' self-management, I used a timer and displayed it on the projector. All groups were engaged during guided reading. In fact, they were much more studious in small group. I was immediately able to see the benefits of guided reading. As I just stated, the students were so much more engaged, as well as comfortable. Day in and day out, I have had to appeal to all interests and ability levels. Personally, it was great for me to work with the small groups, and get a closer look at each students' strenths and weaknesses.

With the use of the timer, timing was great in the centers. We ended on time, and the students were allotted 2 minutes to clean up and rotate. The only issue was with the read-to-self center. The students have yet to build up stamina for reading. They quickly become bored and off task. My CT suggested that I add some type of reading response activity, or additional books in their individual ziploc bags. That is definitely something I'll plan for the week after Spring Break. Overall, considering the fact that it is already March and this is a completly new process for the class, both days went well. The second day (this lesson) was, of course, more organized and ran more smoothly than the first. Right now I am afraid that the students will find it hard to re-adjust after a week off from school for Spring Break. On the Monday back from Spring Break, I plan to review center rules, and do some timed rotation exercises to refresh their memories.