Reading Lesson Plan #2

Reading Lesson Plan # _2__ Rationale: After speaking with my MT she told me that Caleigh and Zee needed more help in the area of phonemic awareness. I haven’t really seen this need in action in the classroom, but told her my idea for my lesson and my MT said they would benefit a lot from the lesson. Objective for this lesson: o   Performance: The students will be expected to tell me the word and the amount of sounds they hear in a word I show them. Then they are allowed to toss that amount in bean bags into the box o   Conditions: Students will do this in the gym after I show them a word on a card. o   Criterion: The students will need to attempt and try sounding the word out in order to be acceptable. However, they will need to answer the amount of sounds correctly in order to fulfill that word on the checklist. Materials & supplies needed: 6 bean bags, a box, 2 lists for the students (‘how many sounds’ at the top of one column and ‘points’ at the top of the other column), word list, my checklist and 3 pencils. (Lesson adapted from: http://www.readingresource.net/phonemicawarenessactivities.html)

Procedures and approximate time allocated for each event  • Introduction to the lesson  (What will you say to help children understand the purpose of the lesson?  How will you help them make connections to prior lessons or experiences?  How will you motivate them to become engaged in the lesson?) “Today we are going to be learning how to identify sounds in a word and be able to count how many sounds are in words we learned last week. We will need to learn the sounds of these words so that they can help us learn new words in future lessons. In this game there are bean bags to be played with if you attempt to tell me the amount of sounds in a word”.  (_2__ minutes)  • OUTLINE of key events during the lesson (Include specific details about how you will begin and end activities; how you will teach students what the strategy is, how to use the strategy, and when to use it; what questions you will use; how you will help children understand behavior expectations during the lesson; when/how you will distribute supplies and materials) I will hand out the materials and then say, “To start we need you will begin by reading the word I show you on a card. Then you will tell me how many sounds you hear. For example in the word ‘fish’ I hear 3 sounds (sound out fish for them and then have them do it with the same word). You can use this strategy for all of the words. You then write that number in the column under ‘how many sounds’. For the amount of sounds in the word you get that amount in bean bags. Since fish had 3 sounds, I get three bean bags to throw in the box”. (Then actually throw the bean bags in the box from the line). “However amount of bean bags successfully make it into the box is the amount of points you get. Since I got 2 bean bags in the box I get two points and I mark that number in the points column on my sheet. Then we go onto the next word. We are doing this alone, don’t tell  your friend the answer okay? Any questions?” Now I would start the game.  (__25_ minutes) • Closing summary for the lesson I will end this lesson by saying, “Today we learned how many sounds were in specific words and how to figure it out. We learned how to identify those sounds too. What word was the hardest word to identify the amount of sounds in it? What was the easiest? Did you like the game? You are going to have to figure out sounds in words when reading in the future, even today when you read your books too me. It is important to remember how to do this. Remember how we figured it out, so that you can figure it out in the future”. (_4__ minutes) Ongoing-Assessment: For my assessment I made a checklist (attached). The first column has words, the next column has a spot where I will write if the child read the word correctly or not and the last column is a spot to write if the children gave the correct number of sounds. This gives me a clear idea of what the child knows or learned through this lesson and what they still need to work on.

Adaptations: Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson? I will keep repeating the directions throughout the lesson. These students struggle with remembering the directions in class when working on different lessons. It will be important for me to keep repeating the directions till they get the hang of it (I am thinking halfway through my lesson).

Assessment:
Word:	Did the child read the Word Correctly?	Did the child give the correct number of sounds?