Sample Lesson Taylor Labis

UMU LESSON PLAN
Teacher: Taylor Labis Topic/Subject: Language Arts/Daily 5
Date: 4/25/13
Class/Student Description (demographics, diversity, exceptionalities, etc.): 20 students. 10 boys and 10 girls. 100% white. Rural. Middle-low socioeconomic status. 10 receive free or reduced lunch. 19 students with preschool background. 2 students on IEPs, they are pulled out for math and language arts for 30 minutes in the morning and afternoon each day. These two students are also pulled out for speech twice a week and occupational therapy once a week. 1 student on speech IEP who gets pulled out 2 times a week. 2 students are pulled out for an enrichment group. 1 student is in the process for being tested. What standard/standards is the lesson addressing? K.RL.1- With prompting and support, ask and answer questions about key details in a text. K.RL.3- With prompting and support, identify characters, settings, and major events in a story. K.RL.6- With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. K.RL.7- with prompting and support, describe the relationship between illustrations and the story in which they appear K.RL.10- actively engage in group reading activities with purpose and understanding. K.RFS.1a- Follow words from left to right, top to bottom, and page by page K.RFS.2a- recognize and produce rhyming words K.RFS.2b- count, pronounce, blend and segment syllables in spoken words K.RFS.2c- blend and segment onsets and rimes of single-syllable spoken words K.RFS.2d- isolate and pronounce the initial, medial vowel and final sounds in three- phoneme words. K.RFS.3a- demonstrate basic knowledge of letter-sound correspondences by produce the primary or most frequent sound for each consonant. K.SL.2- confirm understanding of a text read aloud of information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. K.SL.6- speak audibly and express thoughts, feelings, and ideas clearly. K.SL.5 -Add drawings or other visual displays to descriptions as desired to provide additional detail. K.L.2d- Spell simple words phonetically, drawing on knowledge of sound-letter relationships. K.L.2c- Write a letter or letters for most consonant and short-vowel sounds (phonemes).
Objectives: Students will be able to identify rhyming words. Students will be able to say a word when given individual phonemes
Students will be able to isolate the blend in a given word. Students will be able to identify the medial sound of a given word. Students will be able to listen to a story and answer given questions based on the story. Students will be able to make CVC words. Students will be able to finish a sentence starter based on a shown picture. Students will be able to substitute initial phonemes and say the new word. Students will be able to listen and respond to a song. Evaluation: Students will be evaluated based on their RAZ Kids performance. Students will be evaluated based on their composition notebook. Students will be evaluated based on their April Journal. Students will be evaluated based on a check list during guided reading. Students will be evaluated at the end of the nine weeks. Methods and Procedures (include how you will utilize cultural diversity and technology): Orientation: Say the word hen and have students say the sound they hear at the beginning of the word Tell students they can say a different sound at the beginning to make a new word Change /h/ to /p/. What is the new word? Repeat with the following words and phonemes: Red/b, Jen/k, led/f, vet/m, Ned/t Instruction: Before reading: Use This Is the Way We Go to School Tell students they will learn a song about going to school. Use the following prompts to build background How do you get to school? What types of buildings and people do you see on the way to school? During reading: Read the story aloud. As you read: Have students repeat the lines after you Have the students clap the syllables with you After reading: Play the song on the CD Have students sing along Daily 5Read to self- Read quietly to self using books on the main bookshelf Read to someone- Guided reading with teacher Listen to reading- RAZ Kids program on computer Word work- Make CVC words using Smartboard, write down words in composition notebook Work on writing- Finish the sentence based on given picture in April Journal
Closure: 4 mini lessons Rhyming- thumbs up if words rhyme, thumbs down if they dont: Snack, slack/ stop, skin/ skin, spin/ swell, snap/ spam, swam/ span, scan/ stinky, slinky/ snack, smell Onset Fluency- teacher says the word. Students repeat the word and isolate the beginning blend: Swam, step, skip, snob, stump, sting, snag, sloppy, sketch, spun Blending- teacher says individual phonemes and students say whole word: Smack, swell, spill, stop, sub, still, scab, spot, spent, stuck Identifying medial sounds- teacher says word and students say sound in middle: Back, wed, kit, top pop, tub, ham, met, rid Materials and Resources: This Is The Way We Go To School April Journal Smartboard Composition Notebook Computers Books Picture Note: A reflection on the lesson should be completed as soon as possible after teaching the lesson.

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UMU LESSON PLAN

Teacher: Taylor Labis Topic/Subject: Language Arts/Daily 5

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