University Supervisor 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.

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

~Below level students will be able to distinguish between short and long “e” sounds.

LEARNING STRATEGIES:

Cooperative learning, choral reading, guided reading, shared reading

KEY VOCABULARY:

She, when, all, her, over, some

MATERIALS:

Guided reading books, worksheets for sorting activities, 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 pre-assigned by ability level

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

Center 2- Word Work (blending)

~Above level- Digraphs

• Students will choose a worksheet from various digraph sets (br-/bl-, fr-/fl-, pr-/pl-, dr-/tr, sl-/sk, sm-/sn/, sw-tw-)

• Students will cut out, sort, and glue pictures under the corresponding digraph. For example, frog will go under “fr-“

~On Level

• Students will work on sorting activity with digraphs (ch-, th-, sh-, wh-)

~Below Level

• Students will work on sorting activity with short e and long e sounds.

Center3- Writing

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

• -Long e/ short e review with pictures (Show students pictures and sort together)

• -Guided reading “Animals in the Woods”” 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 digraph blending (ch-, sh, wh, th,)

• -Review current and past sight words with flashcards

• -Guided reading “My Flower Garden” 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

• ~Review digraphs blending activity sheet from Word Work center ( fr, fl-, sk, sl, br-, bl-)

• ~Guided reading ‘Come for a Swim!” 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. Students will turn it word work activities.

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:

This lesson plan is based on reading centers again. It definitely had it strengths and opportunities. I've been focusing on behavior management and on task behaviors during center time. Of course the students are most on task during guided reading. They seem to enjoy the small-group time. At times, as seen in the above V-Note coding, the students lose focus. However, since we are in a small-group setting, I'm able to quickly bring their attention back to what we were working on. The most off-task group is the read-to-self center. I have tried giving them choices in reading, but they still seem to get bored from reading. To remedy this, I told them to look for sight words. They were still off task! My supervisor suggested walking around with a checklist towards the end and instructing the students to keep a list of sight words they have found. Usually my CT sits in the writing center and helps the students with their work and staying on task. Overall, regardless of some off task behaviors, the students have come a long way. They are normally really good at turning in work that is due by the end of the center, and they are benefiting greatly from differentiated centers.