LESSON PREPARATION AND EVALUATION Lesson Preparation #5 Teacher Candidate: Daphnie Peterson Title of Lesson: Time to Rhyme Grade

Level: Third Grade Subject Area: Literacy- phonemic awareness Lesson Topic (What is the big idea?): IEP goal(s) Learn to identify words with similar endings and identify the word families by singing and reciting nursery rhymes. Being careful to demonstrate with words that are not just sound-alike rhymes but look-alike rimes (Birsh, 2011, p. 117). What standard(s) and/or IEP goal(s) will it address? Standard: 2. Reading for all purposes Content Are: CCSS.RF.2.3d- Decode words with common prefixes and suffixes. RWC10-GR.2-S.2-GLE.1.EO.b.ii Read high-frequency words with accuracy and speed Main Objective of Instruction (What do you want the student(s) to learn?): By the end of the lesson the student will be able to identify 5/6 words that rhyme and have identical endings from the selected text. Supporting Objectives: Sing or recite familiar nursery rhymes Brainstorm words that rhyme Categorize words according to word families Specific Strategies to be taught/modeled: Ask student to repeat the words as I point to them. Point out words that have the same ending Create a list of words with the same endings

Planning for individual differences (mediated scaffolding): What are the accommodations/modifications you need to prepare? 1. Use multisensory teaching a. Talk about how words rhyme b. Recite the words as a group and allow for discussion 2. Model and lead how to make the lists of words

What background knowledge do the students have? Ask students if they know the nursery rhyme Humpty Dumpty and/or Jack and Jill. Ask students if they can identify two words (other than from the text) that have similar ending sounds. Lead them to identify the words wall and fall. Highlight and write those on our word list. Ask students if they can think of other words that end with the letters all. How will you assess students learning pre, during and post? Pre: Teacher will take note of participation during the activity. During: The student will fill out word lists comprising of the same word endings as a result creating a word family journal. After: Ask student to complete the word family activity sheet. After they complete it, evaluate the students ability to create new words. Reflecting on the students ability to identify, read and categorize words in particular word families. What management/grouping issues do you need to consider? There isnt any grouping issue since this lesson will be given as direct instruction. Positive praise will be given to the student upon completion of the activity. Materials and Resources: Pencil Highlighter Paper Copy of Humpty Dumpy and Jack & Jill Word family worksheet Website: Word Families in Nursery Rhymes. Birsh, J.R (Ed.).(2011). Multisensory teaching of basic language skills (3rd ed.), Baltimore: Paul H. Brooks Publishing Co. www.enchantedlearning.com

How/where will students be able to integrate (generalize) this learning? Student will work one on one with teacher in the general education classroom working with peers and teacher in a heterogenic grouping. How will you evaluate the lesson (judicious review)? If skill area needs further instruction and practice for individual teacher will then meet with student regularly until mastery level is reached. Lesson Title: Time to Rhyme Main Objective of this lesson: By the end of the lesson the student will be able to identify 5/6 words that rhyme and have identical endings from the selected text. (CONTENT-PROCESS) Opening: (SET How will you get the student(s) attention?) Relate lesson to prior learning. Communicate the objective of the lesson. 1. Ask the student: Do you know the nursery rhyme Humpty Dumpty and Jack & Jill? 2. Say to the student: Well today we are going to look at these nursery rhymes and identify what makes some of the words sound the same; we are going to look at the endings of these words to help you make connections with what makes word families. Procedure: (Is this an informal presentation, direct instruction, or structured discovery?) Strategies (I Do): This will be a direct instruction with structured discovery. Check for Understanding- What will you ask? 1. What do you notice is the same in these words? 2. What do you see as different? Differentiation: For some students I will highlight the words for them so that they may access the objective of the lesson. (PRODUCT)

Guided Practice (We Do): 1. The teacher and the student will identify individual words from the nursery rhyme 2. Together we will make a list of words that have the same endings.

Closure: Student(s) summarize, demonstrate learning of lesson. Independent Practice (You Do). Formally END the lesson. 1. The student will put their lists together creating a word family journal as a reference. 2. Share with teacher their final product. 3. Celebrate accomplishment.

Self-Reflection
To be used by the teacher candidate after observation by the Field Experience instructor and post conference

Name ___________Daphnie Peterson _________________ Date _________4/19/13__________

Directions: Reflect upon the overall lesson and write a reflective narrative about the experience using the three-part organizer below.

Description: (Include information about the students, the content of the lesson itself, the materials, the timing and fit of the lesson for the school/curriculum and your students needs, and your preparation.) *The lesson I briefly taught was to make my student aware of the letter names and the sounds each makes. To begin the lesson I would have the students sing the ABC song and then to repeat the ABCs without singing, so they could hear the difference. I would also use magnetic letters so they could see the letter, notice their shapes (straight lines, curve lines etc.). I would wrap up the lesson by having each student begin an ABC book where they write the letter and find pictures with the beginning sound of each letter as a visual reference.

Impact: (Discuss student engagement, student behavior and student success with the learning outcomes for the lesson, as well as reflecting on what went well and what didnt go so well with your instruction.) *I believe I was able to make the learning accessible for all students. What I felt didnt go well is the speed of the lesson. I felt as though it went really fast. I havent been able to apply this to the classroom yet and will make this a point to address if necessary.

Intent: (Based on this lesson, what are some future ways you could improve student learning, i.e. materials, pacing, learning styles, etc.? And explain changes you will explore in developing a more effective lesson if you were to teach this lesson again.) *If I saw that the student was having a hard time figuring out the sound of each letter, and therefore had a hard time finding a picture of something that began with that letter then I could spread the lesson out over a couple of days. Also I think I may bring in specific pictures that are common to specific letter sounds so to take away some of the anxiety of searching for pictures on their own.