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Meghan Reed Bates Ware Elementary School 4th Grade February 11, 2013

LESSON PLAN OUTLINE JMU Elementary Education Program TITLE/TYPE OF LESSON Word Study/Closed, Open, and Vowel-Consonant-e Syllables CONTEXT OF LESSON Since Ware Elementary changed the way that word study is to be taught this year, there are only two preassessment tools that are used. The first is called the Ganske spelling stage scale, or assessment. This assessment is performed every month to determine what a students current spelling stage is. The three stages, in order, are within word pattern, syllable juncture, and derivational constancy. The second strategy is to look at the previous two or three spelling assessments from previous units. Those assessments can help determine whether or not a student is ready to move on to learning new material. The goal is to have these fourth graders doing vocabulary comprehension by the fifth grade and not doing word studies. LEARNING OBJECTIVES

Understand Generally, the students should have an understanding of how a word study lesson goes. They should know what to expect in reference to the sequence of how a word study lesson goes as well. Students should understand what open and closed syllable words are and know how to distinguish which words are open or closed syllable words in a list of words.

Know This lesson will teach the students what vowel-consonant-e syllable words look and sound like, and how to put them into a sentence correctly. They will also learn how to break these new words down by syllables and learn how to recognize them in a group of words.

Do The students will be asked to give examples of open and closed syllable words at the beginning of the lesson as a quick review of the previous material. Then, the students will also practice giving examples of words that are vowelconsonant-e syllable words and will show how to break the words down and practice pronouncing the words. They also will put the new words into complete sentences. After they fill in the post-lesson word study worksheet, they will each be given a word that could be an open, closed, or vowelconsonant-e syllable word. A giant paper apple tree will be taped to the front of the room and each student will have to decide what type of word he or she has and tape it to the right paper object.

ASSESSING LEARNING During the lesson, when the new material is being taught, the students will help me breakdown the words by syllables and put them into sentences. This process will help gauge some of the students understanding of the material. If they breakdown a word incorrectly, that will demonstrate that student does not fully understand the material yet and probably needs more practice. If a student pronounces a word incorrectly, that will also demonstrate that the student Page 1

Meghan Reed Bates Ware Elementary School 4th Grade February 11, 2013

needs more practice or clarification. In order to figure out whether or not the whole class has achieved the above objectives, assistance should be given throughout the post-lesson activities. It is important to pay special attention to how each student goes about sorting and breaking down the words. If several mistakes are being made, then a brief review of the rule is necessary. RELATED VIRGINIA STANDARDS OF LEARNING 4.4 The student will expand vocabulary when reading. a) Use context to clarify meanings of unfamiliar words. b) Use knowledge of roots, affixes, synonyms, antonyms, and homophones. c) Use word-reference materials, including the glossary, dictionary, and thesaurus. d) Develop vocabulary by listening to and reading a variety of texts. e) Use vocabulary from other content areas. 4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. a) Use subject-verb agreement. b) Include prepositional phrases. c) Eliminate double negatives. d) Use noun-pronoun agreement. e) Use commas in series, dates, and addresses. f) Incorporate adjectives and adverbs. g) Use correct spelling for frequently used words, including common homophones. h) Use singular possessives. MATERIALS NEEDED PROCEDURE 1. I will tell the students that we are starting a new unit of word study and that the new type of words we will be learning are vowel-consonant-e syllable words, but first will briefly review what open and closed syllable words are. I will ask students to raise their hand and tell me if they remember what an open or closed syllable word is and give me an example. Then I will briefly re-teach what examples of those words are and pronounce them for the class. Paper to write and show words on doc cam Pen or marker 20 copies of the post-lesson word study worksheet Giant paper tree 10 paper apples 10 paper orange leaves 10 paper yellow leaves Printed and cut out copies of the words (20 words) for the students to glue to the appropriate paper object Tape Glue sticks

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Meghan Reed Bates Ware Elementary School 4th Grade February 11, 2013

2. I will introduce vowel-consonant-e syllable words. I will first define what it means and explain it by telling the class that in a vowel-consonant-e syllable, there is a single vowel and a consonant followed by a final /e/ that indicates that the vowel is long. For example, the words blame and fate are both vowel-consonant-e syllable words. 3. I will write each of the five new words (compose, ignite, estate, collide, and mandate) on a sheet on paper and show the class using the doc cam. I will write and say each word one-by-one. I will explain by clearly pronouncing each of the words how the rule applies to these words and makes the vowel have a long sound. After writing each word, and pronouncing it I will show the students how to break them apart and highlight the vowels. Then I will see if anyone can give me some more examples. 4. I will ask the class if there are any questions. If there are some questions, I will answer them right then and there before handing out the word study worksheet. 5. Before handing out the worksheet, I will tell the class that after they finish up the worksheet we are going to do a fun activity to review what we learned previously about open and closed syllable words and vowelconsonant-e syllable words. 6. I will hand out the word study worksheet and allow about 15 minutes for them to get started. After about 15 minutes, I will choose 6 students to go over to the computers to learn the definitions of the words using Spelling City. While those 6 students use the computers, the remaining students will continue working on their worksheets. After about 8 more minutes I will have 6 more students go use the computers to learn definitions, and the rest of the students will continue working. I will do this until the entire class has had enough time to learn the definitions of the five words and finish the worksheet. During this entire process, I will walk around to check on the students to ensure they are staying on task and focusing. I will also offer help to students who seem like they might need it. 7. I will tell the students to bring up their worksheets to me and put them in a pile on the desk. 8. I will tell the students to sit quietly at their desks while I hand each of them a word (that is already cut out on a small piece of paper). While I hand out the words, I will explain that the words they have received are either open, closed, or vowel-consonant-e syllable words. I will tell them that it is their job to figure out which type of word it is. 9. Then I will show them the apples and leaves and model what they will do. I will choose a word, explain which type of word it is, pick up the correct paper object, and tape it to the giant paper tree. I will explain that if they think their word is an open syllable word then they should come up and get an orange leaf because they will represent the open syllable words. If they think their word is a closed syllable word then they should come up and get a yellow leaf because they will represent the closed syllable words. And if they think their word is a vowel-consonant-e syllable word then they should come up and get an apple because they will represent the vowel-consonant-e syllable words. 10. Before letting them loose to do the activity, I will tell them to get out their glue sticks because they are going to glue their word to the paper object. Then I will tell them after they do that, they will come up, I will hand them a piece of tape, and then they will tape the object in the correct place. 11. After all of the words/objects are taped to the tree, I will go through the words with the class to see if they did it correctly. If some are incorrect, I will ask students to raise their hand to help figure out where the correct location is and why. 12. I will tell the students to put their glue sticks away and straighten up their areas.

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Meghan Reed Bates Ware Elementary School 4th Grade February 11, 2013

DIFFERENTIATION If students finish early, I will tell them to take out a book and read until everyone finishes. This way, the students are still engaged in a task, practicing reading, and focused. If students struggle with the word study worksheet, I will guide them by working with them one-on-one at a slower pace. I will help them with a clear step-by-step process and will give positive feedback to help prevent frustration from developing. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT? Several things could go wrong during this lesson, but a few main things come to mind. Students could become confused with the three types of words (open, closed, and vowel-consonant-e syllables). If this were to happen, I would assist those students individually during the independent working time. Students could have bad behavior, which could distract the class, which would delay the lesson and activities. As soon as behavior issues occur, I will take care of them immediately. If simply telling the student(s) to stop or quiet down does not work then I will threaten to take away recess time or move the student(s) clip(s) on the behavior chart at the front of the classroom, which the students all know are not good or fun things. Students could also make careless errors with the worksheet or with the giant tree activity. If this happens, I will ask the students if they know what they did wrong and what the correct answer is. If they do not know or respond, then I will assist he or she the best I can in a short period of time.

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