Supervisor Observation #3

SIOP Lesson Plan Template

STANDARDS:

STANDARDS:

LAFS.K.RF.2.2

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

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.

LAFS.K.L.1.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

1. Capitalize the first word in a sentence and the pronoun I.

2. Recognize and name end punctuation.

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.

~Students will understand and demonstrate the use of capitalization at the beginning of a sentence or when writing the name of a proper noun.

Language:

LEARNING STRATEGIES:

Cooperative learning, choral reading, guided reading, shared reading

KEY VOCABULARY:

He, no, must, away

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 on the other side of the classroom cannot hear them, but they 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- Phonics (conventions)

• All students will work on activities which will require them to proofread sentences and identify “mistakes” related to capitalization and punctuation. Sentences will also include sight word spelling errors.

• Advanced students will create sentences with spelling, punctuation, and capitalization errors, and exchange them with other group members for corrections.

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.)

• -Review letters of the week “h” and “k”

• -Guided reading “”” 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.

• -Practice proofreading sentences with capitalization and punctuation errors.

~On Level-

• -Review current and past sight words with flashcards

• - Guided reading with on level 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

• ~Guided reading ‘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:

The major success of the center rotation was the positive student behaviors. The students were mostly on task, with the exception of a few minor offenses. They stayed in their own centers the entire time (which is something we really struggled with since beginning this inquiry). However, the read to self center is still struggling with staying on task and not becoming too bored, as they have not yet developed the stamina to read for 20 mins. I have given the students a variety of reading options, but they still begin to play rather than read. This issue is more common with the lower level reading groups. Since this observation, I have added a reading comprehension activity. The students were given a small book to read, which is mainly written with sight words. For the two lower reading groups, I read the book to them in guided reading. The students have to read/re-read the book in read-to-self and response to the prompt by drawing a picture and writing a sentence. Adding this activity, has definitely helped improve the behaviors of the students in this group.