DIXIE STATE COLLEGE DEPARTMENT OF EDUCATION ELEMENTARY LESSON PLAN TEMPLATE

(4/30/12)

Teacher Candidate: Leslie Vasquez _______________________________ Grade Level: 3rd____ Title: Phonics Lesson Plan________________
CONTEXTUAL FACTORS (classroom factors) Contextual Factors: 20 Students 11 Boys 9 Girls 2 ELLsAbril and Eric (both can read and write in English) 3 IEPsJaden (bi-polar, ADD, and suffers with headaches, takes medication, blind in his right eye), Rochelle (ADHD), Jaymond (severe autism) rarely participates in assignments give in class, is pulled out most of the day. 1 speech therapyCarlos 1 Advanced Learner Jade 2 behavioral Ethan and Afton, Classroom environment: Classroom has a Smart Board, white board, internet access, and computers available for student use. It also has a library and a comfortable reading area for silent reading. Students also have access to a sink and drinking fountain. Desks are arranged in groups of 4 (table 1, 2, 3, etc.) Jaden needs to sit when he can see the board. Jaden also struggles with staying focused and needs encouragement and motivation in order to keep him from distracting others. Afton gets distracted and board very easily, and struggles to stay motivated to learn. Ethan sits away from the other students due to disruptions, and getting out of his seat. Has a hard time staying on task, and motivated to learn.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective (from Unit Plan): Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and derivational suffixes. c. Decode multisyllable words. Content Walk-Away: Students will be able to read, speak and write multisyllabic words by decoding. We will call the decoding method the flexible strategy for reading big words. Language Walk-Away: Students will be able to read, speak and write multisyllabic words by decoding. We will call the decoding method the flexible strategy for reading big words.

ASSESSMENT EVIDENCE (What evidence do I need to show the students have learned the Walk-Away? )
Formative Evidence (checking for understanding throughout the lesson): I will check for understanding by listening to students respond after my instruction. I will ask the students questions to check for understanding. Tell me what a prefix is? Tell me what a suffix is? On your white boards write an example of a suffix. On your white boards write an example of a prefix. Talk to your shoulder buddy and give examples of both. Content Walk-Away Evidence (Summative): Students will be able to read, speak and write multisyllabic words by decoding. We will call the decoding method the flexible strategy for reading big words. (SIOP 1,3) Language Walk-Away Evidence (Summative): Students will be able to read, speak and write multisyllabic words by decoding. We will call the decoding method the flexible strategy for reading big words. (SIOP 2)

Modifications/Accomodations (ELL, IEP, GATE, etc.)

SIOP 1: Content objectives clearly defined. SIOP 2: Language objectives clearly defined. SIOP 3: Content concepts appropriate for age and educational background. Each student will be given their own personal whiteboard, this is to modify and accommodate Jaden and Jaymond without singling them out. (SIOP 4: Supplementary materials)

ACTIVE LEARNING PLAN

Modifications/Accomodations (ELL, IEP, GATE, etc.). Note: Provide a brief

description for each. Do not simply list SIOP 4,5,12, etc.

Activate/Building Background Knowledge I will activate background knowledge by reviewing previous lessons on prefixes and suffixes. (SIOP 4,6,8) I will ask the students to pull out their recognition grids that we have previously used, in order to help them review. I am going to the students we will be using these grids for warmups. Ok, boys and girls we are going to do our prefix and suffix warm-ups this morning. Please take out your grids and place them on your desk. I will know that you are all ready when you are sitting quietly and your arms are folded. (Wait) Wonderful boys, and girls you have done that so wonderfully. Now, I am going to start with the prefixes. This prefix is Pre___. Whats the prefix? Pre___. I will point at the prefix and I would like you to say the prefix out loud. Ready? I will point to each prefix. Then, I will do the same for the suffixes.
Formative assessment: I will listen for understanding and proper pronunciation as I point to each prefix and suffix. Modification/accommodations: If Jaymond is in class I will see if he is following along on his grid.

SIOP 4: Supplementary materials SIOP 6: Meaningful activities that integrate lesson concepts SIOP 8: Links explicitly made between past learning and new concepts. The prefix and suffix word grids were given to all students. For Jaden I used larger words in order for him to see them better. Jaymond was given a word grid and a copy was given to his Special Education teacher, so that she knew where we were at during our instruction time. I have also placed Ethan up front and next to Gabby who would be able to encourage productivity and participation during sharing time. SIOP 1: Content objectives clearly defined. SIOP 2: Language objectives clearly

Focus Lesson (I do it) After the prefix and suffix review I will state to the class our objective for this lesson. I will have it written on the board and I will ask the students to read it out loud with me. WE will be able to read, speak and write multisyllabic words by decoding. We will call the decoding method the Flexible Strategy for Reading BIG Words. (SIOP 1, 2, 3) I will also have a display of the Flexible Strategy for Reading BIG Words ready too, I will use the Smartboard to display the strategy. (see attached for copy of the strategy) The strategy has four steps, they are the following: Circle the Prefixes and Suffixes Underline the Vowels in the Uncircled Part(s) of the Word Read the Word by Parts or Syllables Read the Whole Word and Confirm Its Pronunciation I will explain to the class that I will show them how to use these steps to read multisyllabic word. Boys and Girls I am going to show you how to use the Flexible Strategy for Reading Big Words. This chart will help you to be able to decode big words; you will also be able to see why we reviewed the prefixes and suffixes. (SIOP 10, 11) I will then explain the flexible strategy for reading big words to the class, step by step. On the chart Step 1 says to circle the prefixes and suffixes. I would like for you to watch as I circle the prefixes and suffixes in this big word. I will use the word determination Class I am going to introduce the word determination I will write the word determination on the board. Then I will go back to the chart to follow the directions. The chart says to circle the prefix (I will circle de) The prefix is de Whats the prefix? The chart says to circle the suffix (I will circle tion) The suffix is tion Whats the suffix? (SIOP 15) I will then move on to step two. Step 2 says to underline the vowels in the uncircled parts of the word. Please watch me as I underline the vowels in the rest of the word, I am going to make sure I do not underline vowels in the circled part of the word. I have underlined the vowel e i a Class, what are the vowels I have underlined? What sound does E make? What sound does I make? What sound does A make? Step 3 says to read the word by parts or syllables. I will read the word part by part, or syllable by syllable. I will then read the first syllable de Then I will read the second syllable term Then I will read the third syllable in Then I will read the forth syllable a Then I will read the third syllable tion Step 4 says to read the whole word and confirm its pronunciation. Boys and Girls now I will read the whole word Determination. This is a word that we will be seeing in our readings this week. I will present the class with the definition of the word. I will then ask the student to come up with his or her own sentence of the word determination and share it with their shoulder buddy. Class the definition of the word determination is: To have a goal or motivation to get something done. Ethan, tell me what you and your buddy shared about when you talked about the determination. I will model a sentence with the word determination. I could see that Sally had a lot of determination, she got 100% on her homework. Now please turn back to your shoulder buddy and each of you use the

defined. SIOP 3: Content concepts appropriate for age and educational background. I will give a personal copy of the Flexible Strategy for Reading BIG Words to Jaden in large print. I will have an audio version of the lesson available for Jaymond that I have previously recorded, for double exposure to the lesson.

SIOP 10: Speech appropriate for students proficiency level SIOP 11: Clear explanation of academic tasks

SIOP 15: A variety of questions

I will have the word determination on an index card in Spanish, with a picture associated with the word. She will still be required to share with her buddy, but will have the word in Spanish to connect to her background knowledge in her language. She will also be sitting next to Eric. Eric is fluent in English and Spanish (he will be her shoulder buddy). I will ask Ethan this question to keep him focused on the lesson and on task. I will give him this question because it is something he will be able to answer due to the partner configuration. At times he hesitates to answer, but feels happy when he successfully answers. SIOP 12: A variety of techniques used to make content concepts clear SIOP 14: Scaffolding techniques

word in your own sentence. ReadyBegin. (Wait time)(SIOP 12, 14)

Formative Assessment: I will listen for understanding and pronunciation when I ask questions and when I ask the students to use the word in a sentence with their buddy. Modification/accommodations: I will have the word determination broken down into syllables on index cards. I will have the word determination in Spanish for Abril so she can connect the word to her background knowledge in Spanish. I will give Jaymond the set of index cards with the word broken down into syllables. I will have him put the word together instead of speak with his shoulder buddy. He does not like to work with others.

Guided Instruction (We do it) I will then give the students an opportunity to do the steps with their shoulder buddy. I will ask the students to take out their whiteboards and dry erase markers. (SIOP 20) I will ask them to write the word pretending Boys and girls I am writing the word pretending on the board. I would like you to please write pretending on your whiteboards. Now, lets look at Step 1, it says to circle the prefixes and suffixes. Please talk with your shoulder buddy about each of the steps on the Flexible Strategy For Reading BIG Words. Then make a decision about which parts of the word you will need to circle. (SIOP 13, 16, 17, 21, 22) ReadyBegin! (Wait time)(SIOP 18) I will walk around to see each students progress and understanding. Then I will ask the class to say all together the prefix then the suffix they circled. Boys and Girls on the count of three say out loud the prefix you circled (1, 2, 3) pre Very good! Now on the count of three say out loud the suffix you circled (1, 2, 3) ing Very Good! Ok, lets look at Step 2, it says to underline the vowels in the uncircled parts of the word. I would like you to get with your shoulder buddy and find the vowels that are in the word that are not circled. ReadyBegin! (Wait time) I will walk around to answer questions and check for understanding. Then I will ask the students to say all together the vowels they have underlined. Boys and Girls when I count to three I would like you to say out loud the vowel you have underline, (1, 2, 3) e Very Good! Step 3 says to read the word by parts or syllables. Now, together as a class we will read the word syllable by syllable. Get your pointer finger ready and point to the prefix Pre lets say it as a class readyBegin Pre tend ing Wonderful! Finally, the last step says to read the whole word and confirm its pronunciation. Everyone get out the pointer finger, ReadyBegin Pretending Whats the word? (Wait time) I will present the class with the definition of the word pretending Class the definition of the word Pretending is: to imagine or make believe. I will model a sentence with the word pretending in it. We were pretending that we were exploring the moon. Now please turn back to your shoulder buddy and each of you use the word in your own sentence. ReadyBegin. (Wait time) (SIOP 12, 14, 25, 26)

SIOP 20: Hands on materials and or manipulatives provided for students to practice. SIOP 13: Ample opportunities provided for students to use learning strategies. SIOP 16: Frequent opportunities for interaction and discussion between teacher/student and among students SIOP 17: Grouping configurations support language and content objectives SIOP 18: Sufficient wait time for student responses provided.

I will circle the prefix and suffix in different colors on the board so they are easier for Jaden to see.

Formative Assessment: I will walk around and listen to students as they speak to their shoulder buddy about each step. I will see what they have done on the whiteboards and check for understanding. I will watch for whole group participation and buddy participation. I will provide feedback to students when needed/if needed. (SIOP 29)

SIOP 12: A variety of techniques used to make content concepts clear SIOP 14: Scaffolding techniques SIOP 25: Students engaged approximately 90% to 100% of the time SIOP 26: Pacing of the lesson appropriate to students ability level. SIOP 29: Regular feedback provided to students on their output I will place Ethan with Gabby to help him to be able to stay on task. Ethan will be asked to share with me his sentence. This will hold him accountable for his learning. I will have Jade write or tell me a sentence that has both determination and pretending in the same sentence. I will provide Jaymond with another set of index cards with the word pretending broken down into syllables so he can follow along. During buddy share, I will ask him to show me how to put the word together, and share

Modification/accommodations: I will have the word pretending broken down into syllables on an index card. I will also have the more advanced learner give me a sentence for the word pretending and determination.

Collaborative/Cooperative (You do it together) I will then address the class and give them the other three vocabulary words for our reading. They will be: invited, exact, and prevention. I will ask the class to work with their shoulder buddy to decode the three words using the Flexible Strategies for Reading BIG Words chart. I will also have the students use their student dictionaries to find the definition of these words and come up with their own sentences for each of them. I will ask the students to use their whiteboard to decode the word and their vocabulary books for the sentences (they already have this from previous lessons). Ok boys and girls I am going to introduce the next three vocabulary words. They are now written on the board: (SIOP 9) Invited Exact Prevention I am going to ask you to work with your shoulder buddy to decode these words using the Flexible Strategies for Reading BIG Words chart. Please go through each step to decode the word. I am going to ask each of you to write the word on your whiteboard and decode the word together. Once you have decoded a word, please look up the definition in your personal dictionary. You will come up with your own sentences individually, but share them with your buddy. Then, you will write them in your vocabulary book for this weeks words. Jaden, what is the first thing you and your shoulder buddy are going to do? (wait for response) If he needs prompting I will go to another student and ask the question. Then I will come back to Jaden and ask the same question again. Rochelle, what is the second thing you and your buddy are going to do? (wait for response). Afton, what is the last thing you and your buddy are going to do? (wait for response) OkPerfect! (SIOP 18) Now that we all know what we are expected to do please turn to your buddy and begin. (SIOP 20, 21, 22, 23, 24, 25, 26)
Formative Assessment: I will check for understanding and application by walking around and listening to students share with one another and look for evidence of what they have written down of their whiteboards. I will check for comprehension through their vocabulary sentences they have turned in on my desk. Modification/accommodations: I will continue to use the index cards for modification. Student placement will be highly considered. Spanish words for those students who need the extra connection. Large print for those who struggle to see visually. More complex opportunities for learning for those students who need to be challenged, further investigations on the words, more options.

Independent (You do it alone) Once they are finished with their buddy work I will have them pull out their Treasures books and whisper read the story My Very Own Room

with me a sample of the definition. I will provide Abril with another index card of the word pretending in Spanish. She will still be required to share with her buddy, but will have the word in Spanish to connect to her background knowledge in her language. I will ask her to show me an action for pretending. (Pretending to eat or pretending to fall down) SIOP 9: Key vocabulary SIOP 18: Sufficient wait time for students responses. SIOP 20: Hands on materials and or manipulatives SIOP 21: Activities provided for students to apply content and language knowledge SIOP 22: Activities integrate all language skills SIOP 23: Content objective clearly supported by lesson delivery SIOP 24: Language objectives clearly supported by lesson delivery SIOP 25: Students engaged 90-100% of the period SIOP 26: Pacing of the lesson appropriate to students ability level Jaden will be placed with Rochelle his reading buddy for this portion of the lesson. They work well together and encourage each other to be successful. I will give Jaden the words in large print so he does not have to strain his eyes to look at the board. Jade will be asked to work with Roper. They will be given the same words but will be asked to find the synonyms of the words as well as the definitions. Ethan will continue to work with Gabby. I will check on his progress and place a tally on his behavior paper on his desk if he is working diligently and staying on task. (Tally marks are for good behavior and staying on task, he is rewarded at home for his behavior at school). Abril will continue to work with Eric. She will be given her words in Spanish. I will ask her to speak to me the words in English, and use a sentence for those words to check for understanding. I will continue to ask her to show me an action to associate the word, or a picture. I will provide Jaymond with another set of index cards with the words prevention, invited, and exact broken down into syllables so he can follow along. I will have notify his special education teacher of the given lesson, and give her a copy of the recorded lecture. I will have Jaymond read to me the words, instead of write them on the whiteboard. SIOP 23: Content objective clearly supported by lesson delivery SIOP 24: Language objectives clearly supported by lesson delivery

on page 117 on their own. I will walk around and do a spot check to see if they are on track with understanding. Boys and Girls at this time I am going to ask that you pull out your Treasures books and turn to page 117. The story you will be reading is My Very Own Room. (wait time) I will know you are ready when all of you have your books open and your arms are folded and your sitting quietly. Now that we are all ready, I would like for each of you to whisper read the story by yourself. (SIOP 23, 24, 25, 26)
Formative/Summative Assessment: I will walk around and listen to students as they whisper read the story. I will watch for students to see if they have a flow or if they are stills struggling to decode the multisyllabic words. I will be sure to provide feedback to students when needed and answer questions if needed. (SIOP 29, 30) Modification/accommodations: I will have the story available to be heard with headphones.

Comprehensible review of content and vocabulary After the class has finished reading the story and decoding the words and written sentences. I will do a group discussion on some the sentences they came up with and ask a series of questions. Did you find it easy to decode the words using the Flexible Strategies for Reading BIG Words chart? Where you able to find the words you decoded in My Very Own Room? Before we end the lesson as a class lets read out loud our new decoded words. ReadyBegin (SIOP 27, 28) Determination Pretending Invited Exact Prevention Good Job!
Formative/Summative Assessment: I will check for understanding by listening to the students as they respond to the questions. The summative assessment will be when the students are whisper reading and using the new decoding skills to read the words within the text. I will also check for understanding of the word written within the sentences they have created in their vocabulary books. I will see written evidence of the decoded word. Modification/accommodations:

SIOP 25: Students engaged 90-100% of the period SIOP 26: Pacing of the lesson appropriate to students ability level SIOP 29: Regular feedback provided to students on their output SIOP 30: Assessment of student comprehension and learning of all lesson objectives. I will have the story available in an audio format for Jaymond. He will need to follow along with his Treasures book while it is being read to him on the audio. His assessment will be to tell me the story in his own words. I will ask him to tell me examples of the words we learned today from the story. Abril will be asked to read the story to me. Her assessment will be to read the story using the new decoding skills for multisyllabic words. She will be assessed on the new words we learned in the lesson. Those will be the words I will be looking for, for understanding and verbalization. The other words within the text, I will assist her with. Jade will be asked to read the story. Her assessment will be to write me a paragraph about what she would do if she had to share a room, and a bed with 5 of her brothers. I will have her use the new words determination, pretending, invited, exact, and prevention. Ethan is a good reader. He will be asked to read the text and stay focused on the reading and staying in his seat. He will be assessed on how well he reads the story. I will listen for his decoding skills, and assess on how well he reads and stays on task. Jaden will be asked to read Heres My Dollar. It is a short story, but it contains the words we just decoded: determination, pretending, invited, exact, and prevention. He will be asked to whisper read the story. This story is on his reading level, and he should be able to read it with ease, and be able to use his new decoding skills. He will be assessed on how well he reads the new words and uses the decoding strategy.

Summarization Give me a thumbs up if you liked the using the Flexible Strategies for Reading BIG Words chart. Ok, class on your way out the door please bring me your vocabulary books. Your ticket out the door will be to

SIOP 27: Comprehensive review of key vocabulary SIOP 28: Comprehensive review of key content concepts

share with me one of your sentences using your new decoded word.
Formative/Summative Assessment: I will check for evidence in their vocabulary books for written understanding. I will listen for evidence as they speak their new decoded word to me using one of their sentences they wrote in their vocabulary books as they walk out the door. Modification/accommodations: I will check for pictures drawn in the vocabulary book. I will listen for evidence as the student walks out the door using the new word in a sentence. Or verbal explanation of his drawings.

I will have Jaymond turn in his vocabulary book. I will look for understanding through his drawings and his verbal communication about what he drew.

NOTES TO TEACHER
What do I need to remember to do? I need to remember to give the students time to answer the questions. I need to remember to place Afton and Ethan in a place in the room where they will be willing to participate and not disrupt the rest of the class. I also need to encourage Jaden to participate and acknowledge his accomplishments. Materials to have ready? Flexible Strategies for Reading Big Words chart Prefixes and Suffixes grid Treasures book Approximate time needed for lesson? 40 minutes