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Assignment - Content Knowledge Project

The document outlines a lesson plan for a Grade 4 ELA class focusing on the digraph 'sh', with objectives centered on decoding and encoding words. It includes materials, teaching strategies, assessments, and reflection on the lesson's implementation. The teacher emphasizes differentiation, student engagement, and the use of various resources to enhance learning outcomes.

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loriu1450
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32 views5 pages

Assignment - Content Knowledge Project

The document outlines a lesson plan for a Grade 4 ELA class focusing on the digraph 'sh', with objectives centered on decoding and encoding words. It includes materials, teaching strategies, assessments, and reflection on the lesson's implementation. The teacher emphasizes differentiation, student engagement, and the use of various resources to enhance learning outcomes.

Uploaded by

loriu1450
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Christopher Updike

Content Knowledge Project


Differentiating Instruction
Grade 4 – ELA (Language Domain)
Digraph ‘sh’
10/24/2024
Class: ELA – Grade 4
Unit: Digraph ‘sh’
Teacher: Christopher Updike
Objective: Students will understand and be able to decode and encode single and
multisyllabic words containing specific letter combinations and affixes appropriate
for the grade level.
New Jersey Student Learning Standards for ELA Language Domain:
Phonics and Word Recognition
L.RF.4.3. Know and apply grade-level phonics and word analysis skills in
decoding and encoding words; use combined knowledge of all letter-sound
correspondences, syllabication patterns, and morphology (e.g., roots and affixes)
to read accurately unfamiliar multisyllabic words in context and out of context.
Materials:
Worksheets, Copies of Book 7 of the Magic Belt Series, Whiteboard table, and dry
erase markers
Duration: 30 minutes
Anticipatory Set: (Do Now)
Worksheet which provides an opportunity to assess students’ present level of
achievement coding and decoding target words.

Teaching:
Modeling:
1. Demonstrate how to pronounce the target digraph ‘sh’
2. Demonstrate how to tap out the words
Student Involvement:
1. Have students take turns reading the practice words from the text and
“teach” their classmates how to tap and pronounce them.
2. Have students take turns reading pages from the text.
3. Have students write practice words and vocabulary words on the white
board table in front of them as we read.
Differentiating Instruction:
There are 5 students in this small group who are working on this specific
skill while there are other groups around the room working on other phonics
skills appropriate to their needs. Each group contains 4-6 students. There
are 4 different groups in the classroom. Each group utilizes a text(s) and a
list of practice words.
Questioning Strategies:
1. How can we figure out the correct way to pronounce our practice words?
2. What strategies can we use to chunk words which we need help with?
Checking for Understanding:
Students will practice encoding single syllable words containing the target
digraph
Guided Practice:
Students will work on a worksheet which provides practice decoding and encoding
words containing the target digraph.

Closure:
Go over the worksheet answers so that students can self-assess their work.
Independent Practice:
Classwork/Free time Activity: practice decoding and encoding words containing
the target digraph utilizing https://www.spellingtraining.com/
Reflection: After the lesson reflect on all aspects of the lesson. Did the lesson
achieve the stated goal? Were the students engaged? What could be changed to
ensure that all students were given the information in the manner that suited their
individual learning needs?
Assessment:
Diagnostic assessment:
The Do Now activity will allow me to know if the students are able to perform the
targeted skill.

Formative assessment:
● I will provide feedback to the students by helping to correct their errors during
the guided practice.
● I will identify needed instructional adjustments through the oral questions posed
to students and responses to my question during the lesson during Questioning
Strategies, Checking for Understanding, and Guide Practice sections.
● Motivation: Students will work in a small group and will support their fellow
students as they correctly perform the targeted skills.

Summative assessment:
Evaluate student mastery of the target digraph by using a unit end test.
Resources Used and Recommended

Instructional text and workbook:


Magic Belt Series - https://www.phonicbooks.com/product/magic-belt-series-set-1-usa/
Spelling Practice Website:
Spelling Training - https://www.spellingtraining.com/
Phonics System:
Wilson Language Training - https://www.wilsonlanguage.com/
Reflection on the Implementation Process

I enjoyed planning and implementing this lesson. I’ve been using the Magic Belt series
for the past several weeks with this group, and they love it. This was the first time, however, that
I wrote a lesson plan specifically for this small group. I think that going through the formal
process of writing the plan gave me an opportunity to reflect on the details of the lesson more
than I have in previous weeks. I added a few new elements that I haven’t tried before. One of
these is the writing of the practice words on the table as we are reading the text. I liked this
because it gave the students who are not the current reader something to do. It also gave me a
chance to perform a formative assessment. The students also enjoy writing on the whiteboard
table and using the erasers, so it added an extra element of engagement and incentive.
While conferencing with my mentor we discussed techniques for helping students who
may struggle with decoding. Chunking, removing endings, and tapping out sounds were
discussed. The opportunity to share ideas and strategies was helpful.
The Magic Belt series is a great resource. It contains 12 books which each cover a
specific element of phonics. The series also has a student workbook which I use all week in my
small group. There are spelling and vocabulary words which I use for weekly tests. It also
contains work on sequencing, summarizing, punctuation, and other things that tie to the NJSLS.
I like the spelling practice website I listed above. It’s completely free, and you can create
your own lists. I make a new list for each week and post it in Google Classroom. The kids seem
to enjoy the games on the site. Score on our spelling tests have been higher than I expected
given the complexity of some of the lists in the Magic Belt series.
Wilson Language Training is something that I’m learning. We have a few teachers in our
school who are Wilson certified, and they are great resources. I’m excited to learn more of the
methods and resources that the Wilson system has to offer. We have materials for 4th and 5th
grade available to us, and I’ve been beginning to check it out more.
This assignment has been helpful as I work to improve the instruction which I provide to
my students.

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