OBJECTIVES:
The student should be able to:
• Demonstrate that a sequence of letters in a word represents the sequence of sounds heard or spoken in that word by repeating or saying the sounds in sequence heard or seen (application).
• Demonstrate kinesthetic awareness, concentration, and focus in performing movement problems (application).
• Use improvisation to discover and invent movement to solve movement problems (origination).
TIME: 50 minutes
MATERIALS
Dry erase board
Dry erase markers
Collection of 3-letter words
Hat
SUMMARY:
This lesson reinforces the connection between the sequence of sounds and the sequence of letters in a given word. Creative movement is used to reinforce that connection, and to visually and kinesthetically illustrate the unique sound/letter sequence for each word.
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will state that she wants to try to win the daily ‘big chief’ game today. She must practice reading the high frequency words. The teacher will then read the words with the sounds out of order. The children will correct the teacher by telling her what the words really say. The teacher will ask “What did I do wrong?” The students should say that the teacher read the sounds in the wrong order. The teacher will ask “Why do I have to say the sounds in the right order? I’m saying all the sounds that are in the word!” The students should say that if you say the sounds in the wrong order, you will not say the correct word. The teacher will state that the children are correct about why it is important to read the sounds of a word in the right order. The teacher will state that, in this lesson, the students will practice using movements to represent each sound in a word, to demonstrate the sequence of sounds heard in words.
ACTIVITY:
Teach/Model: The teacher will remind the students of a previous lesson where movement was used to create addition problems. The teacher will ask the students if the use of movement for addition helped the students to better understand addition. The teacher will ask the students why they believe the use of movement was helpful. The teacher will ask the students if they feel that using movement will also help them to learn to sequence the sounds of letters correctly in words and why.
The teacher will have a container with three letter words written on individual pieces of paper. The teacher will pull a word from the container and write the word on the board. The teacher will then demonstrate using a different movement to represent each sound in the word. The teacher will explain that the movement assigned to each sound must be performed in the right order or the word will not sound right.
Guided Practice: The teacher will ask students to come to the front of the class to help her sequence a word using a movement with each sound and to read the word correctly.
Independent Practice: The students will be put into groups of three to work as a team to sequence a word using a movement with each sound and to read the word correctly.
Closure: The students will be allowed to perform, for the class, each team’s sequence of movements to create the given word.
EVALUATION/ASSESSMENT:
The teacher will use ongoing assessment throughout the lesson to gauge understanding of concepts and skills. The teacher will use a rubric of skills to evaluate student learning. The rubric will include; the ability to create a movement independently, to perform that movement in the correct sequence, and to read the word correctly.
ART CONTENT/CONCEPTS:
Dance
Content Standard 1-g – Demonstrate kinesthetic awareness, concentration, and focus in performing movement skills.
Content Standard 2-c – Use improvisation to discover and invent movement and to solve movement problems.
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Grade Level Expectations
Number and Number Relations (#3) Use the ordinal numerals 1st through 10th to discuss positions in ordered lists (N-1-E)
Standards and Benchmarks
ELA-1-E1 Demonstrate that a sequence of letters in a word represents the sequence of sounds heard or spoken in that word by repeating or saying the sounds in sequence heard or seen.
G-1A-E2 Demonstrate an understanding of directionality, position, and size by correctly using and responding to words such as left, right, first, last, big, little.
ELA-1-E1 Demonstrate understanding of phonics by matching each consonant or short vowel sound to the appropriate letter and decoding simple one-syllable words.
ELA-3-E1 Demonstrate an understanding of letter placement in text by writing letters and words from left-to-right and top-to-bottom.
ELA-3-E1 Demonstrate an understanding of letter placement in text by writing letters and words from left-to-right and top-to-bottom on a page.
MODIFICATIONS | ACCOMODATIONS:
Most students in the class will be able to create a movement on his or her own and put those movements together in the correct sequence; however, we have six students with special needs. One student with autism will require one on one assistance. He will have a movement modeled for him and someone will physically aid him in recreating the movement at the correct time. Another student with Autism will require someone to tell and show her a movement and will be verbally prompted to recreate the movement in the correct sequence. She should be able to read the word independently. Two students with multiple disabilities will be able to create a movement on their own with verbally prompting at the correct time. They will be able to repeat the word after modeling. One student, who’s classification is Other Health Impairments, should be able to complete the assignment independently, although he may require a restatement of directions and visual prompts due to a receptive language delay. One student, whose classification is Developmental Delay, will require monitoring to ensure understanding of what is expected.
Teacher and students will discuss the idea that different cultures use different types of movement to communicate different ideas and feelings.
TEACHER'S REFLECTION:
I was very pleased with the way the lesson went. The students were very excited to be able to tell me how to read the words correctly. They were also eager to try to explain why I was incorrect. I really thought that I was going to have a problem getting them to think of movements on their own and then perform them for the class, but they all did surprisingly well. One thing I decided to do at the last minute was to make one person in the group in charge. I explained to the student that it was a very big responsibility and that he or she had to make sure everyone knew where they had to be and what they had to do. The group leaders did an excellent job. I also made sure that each student with special needs was in a group with two strong teammates.
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GALLERY
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