Sped Microteach 3
Sped Microteach 3
Sped Microteach 3
Lesson Plan
Objective:
When given a worksheet with 6 different sentences including an
unfamiliar word in each, TSW will determine which context clue
(synonym, antonym, or definition) can be used to define the
unfamiliar word, circling 5 out of 6 of the correct type of context
clue being used from the multiple choice options.
Modifications
victor
Modification
Addie
TEKS:
3.3.A.1
Reading/Fluency.Studentsreadgradeleveltextwithfluency
andcomprehension.Studentsareexpectedtoreadaloud
gradelevelappropriatetextwithfluency(rate,accuracy,
expression,appropriatephrasing)andcomprehension.
3.4.C.1
Identifyanduseantonyms,synonyms,homographs,and
homophones
Background Information:
Know meaning of synonyms and antonyms
Know how to comprehend the context/meaning of a
sentence
Review of
synonyms and
antonyms to
help jog
Addies
Materials:
Sheet with each group members role in the center of each
groups table
Poster paper for activities
Markers/highlighters for students to complete worksheets
Extension/elaboration and assessment worksheets
Cut out magnifying glasses for group activity
memory of the
previously
learned content
and to prepare
her with what
she needs to
know as she
learns context
clues
worksheets are
mostly typed
out so she
doesnt have to
worry much
about her
writing skills
Equipment:
none
Classroom Management/Environment:
Set up classroom in groups of 5, all directed towards the
teacher
Instruct students with their expected behavior when it
comes to groups activities and answering questions
o They may call out answers unless my hand is
raised
o If I direct a question at a student, only they can
answer
o When we move to group activities, you must each
Victor is given
preferential
seating near
teacher so that he
can see the bored
and teacher
Assigned the
manager role
Assigned the
Reporter role
because she
often gets
distracted and
doesnt finish
her work, so as
the reporter she
will already
have the
information
provided for her
by her group so
all she will have
to do is report
the information
to the class
Addie will be
seated at the
front of the
room close to
teacher so that I
can manage her
behavior and
make sure she
remains focused
as well as near
her group so
she can
efficiently stay
on task as we
move into
group activity
without getting
distracted
Addie is the
reporter for the
group so that
the information
is already put
together for her
Direct question
toward Victor
So Victor can
you give me an
example of a
synonym of
Happy?
All writing on the
board will be
large so that
Victor can read it
o Notes printed
with the
layout of each
activity in
large font to
give to Victor
Have Addie
underline
answers at the
board with you
to work on
motor skills
or big]
2. GROUP ACTIVITY- WHICH CONTEXT CLUE?
o Now, you are going to split off in to your
groups and look at this short paragraph to
see if you all can use the examples we just
completed to pick which context clue can
be used in this paragraph to help define an
unfamiliar word: Mr. Fry is quite affable.
In fact, he reminds me of Mrs. Baker. Do
you remember how kind she was?
o Take 2 minutes to come to an answer
within your group
o Raise up the magnifying class with the
context clue written on it that you used to
define the word in the sentence. [synonym]
o How do you know that its synonym? [it
says he reminds them of her-saying that
they are similar and when two things are
synonyms they can be seen as synonyms of
each other.
o GOOD! So if you know that Mr. Fry is
affable but you are unfamiliar with the
meaning of affable, how can you figure out
what it might mean? [look at what word is
used to describe Mrs. Baker because it says
they are similar-she is kind so affable
means something similar to kind]
Extension/Elaboration:
Extension:
o When given a sentence with an unfamiliar word, the
student will use what they have learned about
identifying context clues and take their understanding to