OBJECTIVES:
The student should be able to:
• Apply phonics by reading regularly spelled words with as many as four syllables. (Application)
• Design symbols to show what each word stands for. (Synthesis)
TIME: (2) 45 minute class periods
MATERIALS
Story for set induction
PowerPoint presentation of words
Appendixes 1-6
Sound Cards
Word cards
Computer
LCD projector
SUMMARY:
none listed
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will read a passage from a story. While reading, the teacher will mix up sounds in words. (The words will not make sense.) She will ask the students, “Why do the words not sound correct? What can I do to make the words make sense?” Students can help the teacher read today by applying their knowledge of phonics rules to sound out words with as many as four syllables.
ACTIVITY:
Teach / Model: The teacher will show sound cards to the students, reviewing phonics sounds. (APP 1) She will then display a word card with one syllable. After demonstrating sounding out the word, the teacher will put up other word cards. Each one will have one more syllable than the last until the word has four syllables. (APP 2a & 2b)
HOTS
What phonics rules apply to this word?
Can you dissect this word into syllables to read it?
Develop a word by using the sound cards.
What is the relationship between these words?
Based on what you know, how would you explain the sounds in a word?
Guided Practice: The teacher and students will view a PowerPoint of words. Together, they will sound out one syllable at a time. (APP 3) After practicing six words, the students will each be placed in small groups of three. Each group will be given word cards that have up to four syllables. (APP 2a & 2b) The students will use their knowledge of phonics when sounding out the words. Group members help each other to use correct phonics skills. As the students work in their groups, the teacher will monitor for accuracy. The teacher will probe students to further their critical thinking and take anecdotal notes.
HOTS
Explain how you sounded out that word.
Determine which of your words has a specific sound.
Compare and contrast two of your words.
Independent Practice: The students will demonstrate an understanding of phonics by reading regularly spelled words with as many as four syllables by playing a game; Stand-Up, Hand-Up, Pair-Up. Each student will get one word card with up to four syllables. They will each put their hand up until they find a partner and tap their hand. The partners will face each other, holding the card facing their partner. Each student will take a turn to sound out the word facing them. After each student sounds out a word, the students trade cards, put their hands up so classmates know they need a new partner, and walk around the room looking for another partner. Students repeat this process until they have practiced approximately ten words. The teacher will also play this game with the students, making sure to partner with each student to monitor phonics accuracy.
HOTS
Explain how you sounded out that word.
Determine which of your words has a specific sound.
Compare and contrast two of your words.
Closure:
The teacher will then share the students work on the board using the LCD projector (with the arm). Classmates will read the words on the board and discuss the students’ artwork.
Day 2:
The teacher will show the students teacher-made picture cards. These cards will be pictures of the words the students sounded out yesterday. Students will look at the pictures on the board (LCD projector) and guess what word the teacher is trying to portray.
Teach / Model: The teacher will discuss texture & color that are in each drawing. She will explain that each word can be portrayed by drawing a picture to represent it. The teacher will demonstrate drawing a picture to represent the word brother. In the picture, she will make sure to incorporate different textures & colors.
HOTS
What lines did you apply to this picture?
Can you dissect this word into syllables to read it?
Develop a picture by using the sound cards.
What is the relationship between the word and the picture?
Based on what you know, how would you explain the picture in a word?
Guided Practice: The teacher and students will view a PowerPoint of pictures designed with different textured items along with the word it represents. (APP 5) Together, they will sound out one syllable at a time. After practicing three words, the students will each be placed in small groups of three. Each group will be given word cards that have up to four syllables. The students will use their knowledge of phonics when sounding out the words. Group members help each other to use correct phonics skills. As the students work in their groups, the teacher will monitor for accuracy. As a group, the students will choose one word to depict in a picture. They will include at least one type of line in their drawing. The teacher will probe students to further their critical thinking and take anecdotal notes.
HOTS
Explain what types of lines you see in the picture.
Determine which of your pictures has a specific sound.
Compare and contrast two of the pictures.
Independent Practice: The students will demonstrate an understanding of phonics by reading regularly spelled words with as many as four syllables by playing a game; Stand-Up, Hand-Up, Pair-Up. The students will get one of the pictures they drew in small group. They will each put their hand up until they find a partner and tap their hand. The partners will face each other, holding the card facing their partner. Each student will take a turn to figuring out the word that the picture represents. After each student replies to their partners’ card, the students trade cards, put their hands up so classmates know they need a new partner, and walk around the room looking for another partner. Students repeat this process until they have practiced approximately ten pictures. The teacher will also play this game with the students, making sure to partner with each student to monitor phonics accuracy.
HOTS
Explain how you figured out what word is represented.
Determine which of your pictures has a specific sound.
Compare and contrast two of the pictures.
Closure: The teacher will then share the students work on the board using the LCD projector (with the arm). Classmates will look at the picture on the board and discuss the students’ artwork.
EVALUATION/ASSESSMENT:
The students will apply phonics by reading regularly spelled words with as many as four syllables when given a list of words. (APP 4)
The students will use a rubric to self-evaluate their use of art vocabulary & elements in their design.
ART CONTENT/CONCEPTS:
Reading GLE 2d. - Demonstrate understanding of phonics by reading regularly spelled words with as many as four syllables (ELA-1-E1)
Visual Arts Content Standard VA-CE-E1 - Explore & identify imagery from a variety of sources and create visual representations
Visual Arts Content Standard VA-CE-E5 - Use art vocabulary & the elements and principles of design to convey the language of art (create & discuss own artwork)
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
ELA-4-E2 Giving and following directions/procedures
ELA-5-E4 Represents thoughts and information through simple student-produced media
MODIFICATIONS | ACCOMODATIONS:
The computer & LCD projector will be used in order to integrate technology into the lesson.
Adjusting Instruction: Students that have difficulty sounding out words will be given one syllable words to read. Once they have mastered certain sounds, the words given to them will build upon only those sounds.
Special Needs: Students having difficulty with sounding out words will be given shorter words with one syllable with familiar phonics sounds first.
TEACHER'S REFLECTION:
This lesson worked well with students’ reading vocabulary words and
spelling words. I used the words from current units. I also used words from
previous units. This helped students review previous words along with new
words. Students were already familiar with guidelines of the game: Stand-
Up, Hand-Up, Pair-Up.
If I were to teach this lesson again, I would further discuss texture terms. A
“feely box” could be incorporated into the lesson. This way students could
touch items and describe how they feel. Students could also relate textures to
items they are familiar with. In review of the lesson, students showed
classmates their picture and discussed textures they used. In teaching this
again, it might be beneficial for classmates to tell what textures were used in
others artwork.
Students had many items to choose from for their art vocabulary. Cheap
sponges, scouring pads, foil, foam, netting, yarn, foil, felt, construction
paper, cotton pads, toothpicks, popsicle sticks, and tissue paper were some
great textures for the students to use in depicting their vocabulary word. I
think it is important to teach students by example that they can use a piece of
something and put the rest back for someone to use. This is key in sharing
materials with a table of children. I showed the students an example of how
to make a picture card with art items.
RESOURCES:
http://pbskids.org/lions/games/wordplay2.html
http://www.sadlier-oxford.com/phonics/grade_k_1/high_fre/hifreq1.htm
http://www.quiz-tree.com/sight-words_main.html
TO DOWNLOAD ALL APPENDICES FOR THIS LESSON, PLEASE CLICK HERE
TO DOWNLOAD POWERPOINTS FROM THIS LESSON, PLEASE CLICK HERE
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