Signature Portfolio 531

Stephanie Muszynski
Signature Portfolio
Fall 2014
RDG 531: Language and Literacy
Professor Kristin Lee
S. Muszynski, Fall 2014, Signature Portfolio
Table of Contents
Fluency Lesson Plan
Vocabulary Lesson Plan
16
Comprehension Lesson Plan
24
Phonemic Awareness Lesson Plan
34
Phonics Lesson Plan
44
Personal Reflection
56
Fluency Lesson Plan

This lesson expects students to read poem with natural rhythm, phrasing, expression
and pacing and then to provide self and peer assessments. The teacher will touch on AZCCRS
standards in writing, language, and reading foundational skills, specifically 5.W.4, 5.L.2 and
5.RF.4
The intention of this lesson is to increase students fluency by applying it to prior
knowledge. Specifically, students will be focusing on how punctuation affects fluent reading.
Students will be working in pairs for this lesson. In pairs students are to provide Oreo
comments (two good statements, one constructive statement) to their partners. They are then to
evaluate their own reading using the evaluation sheet provided. As we are our own worst critics
the pairs are to assist in lessening the students own criticisms on themselves and to highlight
their achievements. Additionally the pairs are intended for students to hear how others read and
use that for their own fluent reading skills.
The teacher intends for students to behave as they would for any other lesson that
requires working in pairs. Students are to keep noise levels to a minimum and keep
conversations on topic.
If the teacher finds that students enjoy this fluency test the class will continue with
poems to explore how fluency differs from different texts and contexts.
Teacher:
Subject:
Miss Muszynski
English Language Arts
Standard:
Produce clear and coherent writing in which the development and organization are appropriate to task,
purpose and audience. (5.W.4)
Demonstrate command of conventions of standard English capitalization, punctuation, and spelling when
writing. (5.L.2)
Read with sufficient accuracy and fluency to support comprehension. (5.RF.4)
Objective (Explicit):
Students will be able to read the poem Homework! Oh, Homework! fluently with natural rhythm,
phrasing, expression, and appropriate pacing.
Students will be able to provide self and peer assessment on fluency of reading
Evidence of Mastery (Measurable):
Include a copy of the lesson assessment.
The lesson assessment provided for this lesson will be the students assessment. The teacher is
looking for progress and pass/fail grades will be administered dependent on effort the student puts
forward.
Provide exemplar student responses with the level of detail you expect to see.
The teacher expects to see that students honestly evaluate and assess their progress. Each area of
the self-assessment rubric should be circled. The teacher also expects that students, it their
paragraphs following the readings, will write in full sentences. Each paragraph will include a minimum
of five sentences: one topic sentence, one conclusion sentence and three supporting sentences.
Assign value to each portion of the response
Sub-objectives, SWBAT (Sequenced from basic to complex):
How will you review past learning and make connections to previous lessons?
Students will have previous knowledge reading with natural rhythm, phrasing, expression, and
appropriate pacing. The class will go over what each of these means and what it means to be a
fluent reader using fluency poster in classroom.
What skills and content are needed to ultimately master this lesson objective?
To master this lesson objective it is expected that students will have a clear understanding towards
what a fluent reader sounds like accuracy, natural rhythm, phrasing, expression, and pacing.
Students will be able to acknowledge that natural rhythm includes reading without chunking, where it
sounds natural; that expression will make reading sound interesting and bring words to life; that
appropriate pacing will flow smoothly similar to how one talks in everyday life. In acknowledging
these student will also be able to acknowledge the importance punctuation and how it relates to
fluency of the text.
How is this objective relevant to students, their lives, and/or the real world?
It is important for students, in order to become successful in school and their lives to read fluently as
literacy is the most valuable tool. By being able to read more fluently students are being set up to
comprehend what they read and which in turn allows for them to relate the world of text to their real
life.
Key vocabulary:
Materials:
Natural rhythm
Computer
Phrasing
Internet
Expression
Appropriate pacing
Exclamation point
Comma
Period
Question mark
Hyphen
Ellipsis
Projector/SmartBoard
Hearing Punctuation Packet (Appendix A)
Alphabet Passage
Number Passage
Math Facts Passage (A.3)
Hearing Punctuation (A.4)
Students will need:
Highlighters
Pencils
Homework! Oh, Homework! poem (Appendix A.5)
Student Self-Assessment worksheet (Appendix A.6)
Instructional Input
Opening (state objectives, connect to previous learning, and make relevant to real life)
How will you activate student interest?
Students will be hooked into new lesson through Brain Pop video Punctuation
http://www.brainpop.com/english/grammar/punctuation
How will you connect to past learning?
Students will have previous knowledge reading with natural rhythm, phrasing, expression, and
appropriate pacing. The class will go over what each of these means and what it means to be a
fluent reader using fluency poster in classroom.
How will you present the objective in an engaging and student-friendly way?
The teacher will present the objective by stating exactly by the end of this activity it is expected that
each student will be able to fluently read the poem Homework! Oh, Homework! and provide self and
peer assessments.
How will you communicate its importance and make the content relevant to your students?
Content will be relevant to students in that poem will be directly linked to many students dislike
towards doing homework. As part of the curriculum, students will already be aware of the importance
of becoming fluent readers.
Teacher Will:
Student Will:
How will you model/explain/demonstrate all
What will students be doing to actively
knowledge/skills required of the objective?
capture and process the new material?
At the presentation of the lesson the teacher
The teacher will suggest that students take
will go over the Hearing Punctuation Packet
active notes towards how each punctuation
The teacher will go over page 7 of the
mark sounds when verbally recited.
packet addressing each punctuation
How will students be engaged?
mark, its definition and provide an
Students will be actively engaged in during
example of how it sounds.
the teachers instruction by evaluating the
The teacher will then read through each
teachers expression through use of provided
of the passages: Numbers, Math Facts
punctuation in each passage. Additionally the
and Alphabet. After reading all three
students will be asked to recite one passage
passages the teacher will ask the
so that they may apply their acquired
students for the input in how the teacher
knowledge to real life.
effectively/ineffectively used the
punctuation.
The class will then be asked to recite,

together the Alphabet Passage and talk
in a short, whole group discussion how
the class sounded as a whole.
What types of visuals will you use?
The teacher will be using the Hearing
Punctuation Packet either on the
SmartBoard or overhead projector
How will you address
misunderstandings or common student
errors?
The teacher will address misunderstandings
and common student errors by re-clarifying
any misunderstandings the students may
have.
How will you check for understanding?
The teacher will check through
understanding through the students
evaluations of the teachers reading of each
of the passages provided in the packet
How will you explain and model behavioral
expectations?
Teacher will expect that students behave the
same way as they would during any lesson
active listening with bodies faced towards
the speaker. Students may not be engaged
in alternate subjects during this lesson.
Co-Teaching Strategy
Which co-teaching approach will you use to maximize student achievement?
Guided
Practice
Differentiation Strategy
What accommodations/modifications will you include for specific students?
As this instructional input is going to be mostly a verbal instruction the teacher does not intend
that their may be a need to differentiate any learning thus far in the lesson.
Do you anticipate any students who will need an additional challenge?
For students whom may need an additional challenge the teacher will ask that students
determine the poems rhythmic pattern and then create their own poem with the same rhythmic
pattern.
Teacher Will:
Student Will:
How will you ensure that all students have
How will students practice all knowledge/skills
multiple opportunities to practice new
required of the objective, with your support, such
content and skills?
that they continue to internalize the subOnce students have received the poem the
objectives?
teacher will go over the first few stanzas of
Following the teachers model the students are to
the poem highlighting each punctuation

mark and discuss how it will affect the
readers fluency.
Following student pair up class will come
back together to discuss any punctuation
marks they found to be odd or confusing.
During the instructional input the students
will be provided the opportunity to read the
alphabet passage as a class to practice
fluency. If students feel they have not
mastered the expression indicated with each
punctuation, they may work with their
partners (before beginning the activity) and
reread the Alphabet passage.
What types of questions can you ask
students as you are observing them
practice?
As the students are working in pairs the
teacher will be walking around the
classroom observing the students ability to
indicate punctuation that will have an affect
on the fluency of the poem. The teacher may
ask questions regarding how students
believe such punctuation mark will affect the
poem.
How/when will you check for understanding?
The teacher will check for understanding
through the whole group discussion
following the period in which students are
working together to find and highlight
punctuation.
How will you provide guidance to all
students as they practice?
Teacher will be walking around classroom
observing and providing open-ended
questions on fluency and the subject of the
poem that elicit student thought.
expectations?
work in pairs without yet reading the poem and highlight punctuation that they believe will
affect his or her fluency. It is expected that if one
student does not understand why or how the
punctuation will have an effect that the other
student will provide assistance.
By participating in this students will be zoning in
and concentrating on one area in the entire realm
of fluency.
Students will be actively engaged by working on
their own poem worksheet they received.
How will you elicit student-to-student interaction?
Students will be working in pairs. As the class will
be set up with all levels of students in each pod it
will be expected that higher ed students are
paired up with lower ed students.
Additionally once students have completed their
pair work the class will come together and share
with the class any punctuation they found to be
interesting or confusing.
How are students practicing in ways that align to
independent practice?
During independent practice students will be
working with partners and providing self and peer
evaluations. By recognizing the punctuation
students will be constantly aware of their
expression, rhythm and pacing which will assist
in the descriptions they are to provide for the
assessment portion of this lesson.
Independent Practice
For students at lower levels the pairing of students at higher levels will help to provide any
accommodations necessary. It will be anticipated through the class set up that students have
respect for one another and will provide encouraging dialogue.
pattern.
How can you utilize grouping strategies?
Students will be paired together based off those in their pods.
Teacher Will:
Student Will:
How will you plan to coach and correct
How will students independently practice the
during this practice?
knowledge and skills required by the objective?
The teacher is not to provide any correcting
During independent practice the students will be
for this lesson as the goal is for students to
actively engaging in achieving the stated
work on their own fluency and become
objectives. They will be pairing off as reader 1
active evaluators. The teacher may coach
and reader 2 and taking turns (2 turns each) to
the students during their evaluation of one
read the poem Homework! Oh, Homework!.
another guiding them through the Oreo
Reader 1 will first read the poem aloud and once
process.
he or she is complete reader 2 will provide reader
1 with Oreo feedback.
How will you provide opportunities for
Oreo feedback is that in which the
remediation and extension?
evaluator provides two good evaluations
For this lesson remediation will be provided
squished in between one thing that could
in the same way as coaching would by
be improved
verbally guiding students through the Oreo
Once reader 2 has provided his or her Oreo to
process.
reader 1, reader one will then evaluate him or
Extension will be provided in the same way
herself using the self-assessment sheet
as it would be for those students who need
provided.
an additional challenge in which the teacher
This process will occur a total of four times with
will ask that they use their creativity and
each reader reading the poem out loud two
provide me with something they believe is
times.
interesting that is related to fluency or
Once each reader has read the poem twice has
poems. The teacher will encourage students
completed the assessment the student will be
to use their own creativity to learn about
asked to indicate in one paragraph the progress
something they believe to be interesting in
he or she made and what more he or she could
this subject of study.
improve on in the future.
How will you clearly state and model
academic and behavioral expectations?
Students will be engaged through the reading of
the poems, evaluations of their peers and self,

and through a short writing piece.

How are students are practicing in ways that
align to assessment?
Students are actively assessing themselves and
their peers.
How are students using self-assessment to guide
their own learning?
The self-assessment guides the student through
the steps they need to take in order to become
fluent.
How are you supporting students giving feedback
to one another?
For this lesson it will be required that students
provide one another with feedback.
For students at lower levels the pairing of students at higher levels will help to provide any
accommodations necessary. It will be anticipated through the class set up that students have
respect for one another and will provide encouraging dialogue.
pattern.
Closing/Student Reflection/Real-life connections:
How will students summarize and state the significance of what they learned?
Following the self-assessment and brief writing requirement students will be determining whether or
not they felt they grew as a reader during the lesson. This will provide a great amount of
summarization of the objectives and will show the teacher what the students grasped and what may
need to be developed on for further instructions.
Why will students be engaged?
The students will be engaged because they will be working together something the students may
appreciate more than the regular math lesson in which they would work alone. Additionally the
material provided holds relevance to a childs life as the text is funny and relates to a disdain for
homework.
!"#$%&'()*%++%,'
ABC?
DEFG.
H!
I, J, and K.
L?
MN?
OP, and QR.
STU!
V?
WXY.
Z!
2006 Smekens Education Solutions, Inc.tXXX4NFLFOT&EVDBUJPODPNtHearing Punctuation 4
10
!"#$%&'()**)+%
123?
45.
6789.
10?
11, 12, 13, 14, and 15.
16!
17!
18?
11
!"#$%&"'#()*"(("+,
3 6 9?
12 15.
18 21 24.
27?
30?
33!
36.
12
!"#$%&'()*&+,*#,%-&
MARK VOICE
.
?
Stops
Goes up
Gets loud
Pauses
EXAMPLE
Basketball is a contact sport.
What is your favorite food?
You stayed up all night?
Shes coming! Hide before we ruin the
surprise!
I made five baskets in a row!
Help! My foot is stuck!
Kevin collects stamps, baseball cards,
and comic books.
Dont dillydally all day, said the old
woman.
"###$
...
Sounds like the character

Drifts off
I... I cant believe... Did I really win?

asked the girl.
( )
Stops abruptly, then reads

remaining text quickly
This heat 108 degrees is

unbearable.
JUBMJDT
boldface
underline
ALL CAPS
Whisper to the reader
The Wagner Playground (also known

as the tire-swing playground) is on East
Street.
You ate UIBU? gasped Joe.
Stresses or emphasizes
these words
Ouch! Ive been stung by a bee!

The ball goes in the hoop, not over it,
sneered Rick.
HIP, HIP, HOORAY! they shouted.
13
14
Homework! Oh, Homework! - Poem

Homework! Oh, homework!
I hate you! You stink!
I wish I could wash you
away in the sink.
If only a bomb
would explode you to bits.
You're giving me fits.
I'd rather take baths
with a man-eating shark,
or wrestle a lion
alone in the dark,
eat spinach and liver,
pet ten porcupines,
than tackle the homework
my teacher assigns.
You're last on my list.
I simply can't see
why you even exist.
If you just disappeared
it would tickle me pink.
I hate you! You stink!
15
Vocabulary Lesson Plan

This is a grade 4 lesson focusing on students ability to accurately define vocabulary
related to current mathematical studies. The teacher touches on AZCCRS standards in
speaking & listening and reading informational skills, specifically 4.RI.4 & 4.SL.1.
This lesson may be used as a pre-assessment or formative assessment. It can also be
used for vocabulary practice for different subjects and grade levels. The goal of this lesson is for
students to teach and quiz one another on their current vocabulary terms. By providing students
with an alternate way of learning new vocabulary it is believe that students will have a more
vested interest.
Students will be working in pairs or groups, no larger than 3 only when necessary.
Groups should be as small as possible as students are receiving points for each term they get
right. Since the pair work and game being played may cause a bit of excitement the teacher
expects that students will behave in ways that align with class rules. As this lesson is used to
teach students and to help them brush up on their current vocabulary knowledge, much of the
teachers assessment will be through participation and behavior.
16
Teachers:
Subject:
Miss Muszynski
Standard:
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a
grade 4 topic or subject area. (4.RI.4)
Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and
texts, building on others ideas and expressing their own clearly. (4.SL.1)
Students will be able to accurately (80%) identify and define vocabulary terms related to current studies
in mathematics.
This lesson is intended to be an informal assessment mostly a pre-assessment and formative
assessment. It will be used to ensure that students have properly grasped the vocabulary words
associated with their current mathematical studies.
Assign value to each portion of the response.
Values will be assigned to their accuracy in their mathematics proficiency. This lesson is a
supplemental activity to aid students in the understanding of their current studies.
The day before the first lesson takes place students will be handed a vocabulary list with vocabulary
terms relating to multiplication and division. They will be asked to briefly look over it as the class will
be discussing the subject the following day. The teacher does not expect that all students will look
over the list this list is just to provide a quick background before the day of the lesson.
In order to master this lesson, students must be able to be active listeners and speakers. In doing so
they are helping one another learn new information and are learning new information for themselves
that they may be unaware of.
This objective will help students be able to properly understand their current mathematical studies.
The mathematical procedures they are currently learning at grade 4 are those that they will use for
the rest of their lives. By being able to understand the definitions for these procedures they are
preparing for success later in life.
Key vocabulary:
Materials:
Factor
Note Cards with math vocabulary words - one set per
Product
group
Solution
Tape
Equation
Score sheet informal sheet of paper is okay
Divisor
Timers one set per group
Dividend
Vocabulary Assessment
Zero Property of Multiplication
17
Instructional Input
Identity Property of Multiplication

Inverse Operations
Commutative Property of Multiplication
The teacher will acknowledge the list of math vocabulary terms that was passed out the day prior he
or she will then indicate that the class will be playing a game to learn the definitions for these terms.
It is expected that most students will be familiar with some but not all of the terms as they build onto
previous mathematical lessons.
Students will be reminded that since they have never really encountered these terms in a formal
setting that they may not get them all and thats okay this is just to help provide a basis for the next
few weeks of math studies. Students will then be told that they will still graded on this game so it is
necessary that the students take it seriously. (While this is an informal assessment it is important the
teacher makes the students believe a grade will be taken as it will push them to learn more).
The student will remind the students that this math they will be learning will be valuable for the rest of
their lives and that knowing the definitions and principals behind each area of study will benefit them
in the near and distant future.
Teacher Will:
Student Will:
The teacher will model the game
As it is expected that most students will be
Headbands that the students will be
unfamiliar with the game Headbands
playing in their groups of two. The teacher
students will be observing the steps the
will use mathematical terms the students are
teacher takes to win a point. They will be
already aware of such as addition and
engaged through this as it is teaching them
subtraction. During this model the teacher
how to win the game.
will have a word posted up and will be
pretending like she is playing with a partner,
providing clues so that her partner may
guess the right answer. The teacher will
indicate and model that if the word is used in
describing it to her partner the word will go
away and will not count as a potential point.
The teacher will be using note cards just as
the students will be using to put the word up.
How will you address misunderstandings or
common student errors?
The teacher expects that students will have
a few misunderstandings regarding the rules
of the game. To ensure that students
18
understand the teacher will go through with

a model two times explicitly stating each
step.
expectations?
If a second teacher is involved the teacher and co-teacher will work together to demonstrate how
to play the game
For this activity students will be paired up with students on opposite levels. For example a higher
ed student may be placed with a student with a Language Deficiency. By doing so the higher ed
student may assist in the progress of the lower ed students LD.
19
Guided Practice
Teacher Will:
content and skills?
Before jumping into the game the students
will be provided with one short practice
round (one word each) this will provide
each student with the application of their
knowledge before jumping into the game.
Each word will be a math term they are
already familiar with and have successfully
mastered such as an addition or
subtraction term.
The teacher will check for understanding by
observing each group during their short
practice session
If the teacher deems it necessary, once the
practice round has completed, the class may
come together to discuss any issues. The
teacher will leave this up to the class to
decide.
expectations?
The teacher expects that students will be
actively participating in the game. While this
will be different from a normal lesson the
students will still be expected to maintain
their best behavior and provide a respectful
and encouraging learning environment.
Student Will:
that they continue to internalize the subobjectives?
Students will partake in a short practice round
(one word each) of math terms they are already
familiar with.
The students will be actively engaged by
participation with one another in the game.
Students will be working together, in pairs.
The independent practice will still be partnered
up, as it will be for the guided practice. The
guided practice will set the students up for a
practice trial before journeying onto the game.
Students will be paired up.
20
Teacher Will:
Student Will:
The teacher will not be coaching during this
The students will be working in pairs. Student 1
lesson students are being assessed to
will have one of the words taped to the top of his
determine any prior knowledge on this
or her head while the student 2 will be providing
subject. The teacher may find it necessary to
clues to help student 1 guess his or her words. If
correct the students based off how they are
necessary students may have a list of their
playing the game. The teacher is not to
mathematical terminology in front of them to help
correct their definitions or the way in which
provide a basis for the words theyre guessing. If
they present the terms as it is being
the student properly guesses the word he or she
encouraged that students use their prior
will be given a point.
knowledge to build off of.
Students will be engaged through the game they
are playing with one another.
It is my intention that by the end of this lesson, students will have acquired some knowledge
regarding definitions relating to their current mathematical studies. Depending on how students take
the assignment the teacher may bring up a short discussion on the upcoming unit on multiplication
and division.
Students will be engaged because this vocabulary lesson is different than those they are generally
used to. The students are active participants in their learning. Rather than absorbing the information
from text they are gaining the information to win the game not just to memorize.
21
Multiplication & Division Vocabulary

Factors- the numbers multiplied together to find a product. example: 3 X 6
Product- the answer to a multiplication problem.
Divide- an operation to find the number in each group or the number of equal groups.
Dividend- the number to be divided.
Divisor- the number by which another number is divided.
Quotient- the answer to a division problem.
Zero Property of Multiplication- the product of any number and zero is zero.
Identity Property of Multiplication- the product of any number and one is that number.
Commutative Property of Multiplication- factors can be multiplied in any order and the product
remains the same.
Multiple- the product of any two whole numbers.
Distributive Property- breaking apart problems into two simpler problems. example: (7 X 8) = (5
X 8) + (2 X 8)
Inverse operations- two operations that undo each other. Addition and subtraction are
inverse operations. Multiplication and division are inverse operations.
Variable- a symbol or letter that stands for a number.
Solution- the value of the variable that makes an equation true.
Equation- a number sentence that uses the equal sign (=) to show that two expressions have
the same value
22
Vocabulary Effort and Participation Rubric

Name ______________________________________________
Goal
Cooperation
Participation
Support
Communication
4 Points
Took an
initiative in
helping
partner
3 Points
Worked
agreeably with
partner
2 Points
Could be
persuaded to
cooperate
1 Point
Did not
cooperate
Provided
many ideas
Participated in
discussions
and made
some
suggestions
Listened to
others but
offered few
suggestions
Assisted
partner
Offered
Seemed
encouragement preoccupied
to other partner with own
interest
Usually shared Rarely
ideas
expressed
ideas
Seemed
bored with
the lesson
and offered
no
suggestions
Took little
interest in
others
Clearly
communicated
ideas
Never
expressed
any ideas
23
Comprehension Lesson Plan

This lesson is one of a few in a unit of the book Frindle by Andrew Clements. The
students will be expected to accurately comprehend the events in Frindle. This comprehension
portion will be written so it is also expected that students articulate their comprehension through
clear and coherent writing. The teacher will be touching on AZCCRS standards in reading
literature, writing, and language, specifically 5.RL.1, 5.W.4, and 5.L.2.
The intention of this lesson is to determine each students level of comprehension. With
the short essay response it is also intended for student application of text-to-text, text-to-self and
text-to-world. As the teacher does not want students to be suck with the every day task of
answering each and every question with a complete sentence, students will be playing Jenga in
groups.
Each group will have their own Jenga game. Each Jenga game piece is numbered with
the exception of one, which will be a certain color. Groups will be provided with a Jenga game
and a list of comprehension questions. In groups each student will pull their own Jenga piece as
they would for a normal game however with this game they will answer the question that
corresponds with the number on their Jenga piece. For example if Student A pulls number 25
he, alone is to answer that question on his sheet, other students are not to answer his question
as their own. If a student pulls the colored Jenga piece the entire group will be answering that
question individually as their short essay question.
The purpose of this activity is to keep students excited about learning and provide each
of them with the feeling that they are shaping their own learning. With this activity comes the
knowledge that students will be a little more excited than usual causing behaviors to change.
Students are to be reminded of the classroom rules and procedures to ensure that the
excitement does not take away from each student achieving the intended objective.
24
Teachers:
Subject:
Miss Muszynski
Standard:
Read with sufficient accuracy and fluency to support comprehension. (5.RF.4)
Quote accurately from a text when explaining what the text says explicitly drawing inferences from the
text. (5.RL.1)
purpose, and audience. (5.W.4)
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing. (5.L.2)
Students will be able to comprehend with 95% accuracy the events in the book Frindle.
Students will be able to articulate their comprehension through writing.
Attached following the lesson plan
Students will connect this lesson to each read aloud prior to this. In this read aloud students will be
using all of the information they gained from the story to answer comprehension questions, in a short
essay.
Students will be required to have read the book Frindle. They must also be able to write answers out
in complete sentences.
Key vocabulary:
Materials:
Jenga
Premade Jenga one per group
Jenga pieces should be numbered 1 - 55
one Jenga piece in each game should be
colored red, orange, yellow, green, or
blue
Comprehension questions one per group
Short essay questions
these should be individual cards that the
students are to retrieve after pulling their
colored piece from the Jenga game
Blank sheet of paper
This lesson is to be the concluding portion of the read aloud of the book Frindle. Students will be told
the day before that we will be finishing up the book with a game and answer sheet.
This lesson is directly related to the classroom book Frindle. Students will be answering
comprehension questions related to the book.
25
Instructional Input
Students will be expected to pass this lesson with flying colors. This will be presented to them in a
fun way as they are playing a game but will be reminded that just like any other assignment they
are to put their before effort forward.
Teacher Will:
Student Will:
Students will be participating by answering
This lesson will take place following the
questions and leading the direction of the
completion of the book Frindle. The teacher
discussion.
will be reading the last few chapters of the
book the day prior to this lesson unless time
throughout the days schedule permits.
Students will be presented with the notion
that this conversation will greatly help the
During the instructional input, the teacher
remainder of this lesson.
will be asking questions to stimulate the
students minds. The teacher will be asking
open-ended questions that get students
thinking about the book once more. The
questions are intended to elicit a
conversation amongst the classroom. As the
students add their thoughts about the text
the teacher should build on with questions
that further the conversation.
Following the conversation the teacher tell
the students that they are playing Jenga and
using it as a comprehensive activity.
The teacher will use the book as a visual. By
using the book students will be provided
pictures within the book. The teacher hopes
that these visuals will aid in the discussion
about the book.
The teacher will address misunderstandings
about the book through questions. She will
ask others about the clarify answers if the
original answer was incorrect.
expectations?
the speaker. Additionally the teacher
expects the students to actively participate in
the discussion. Students may not be
26
engaged in alternate subjects during this

lesson.
Guided Practice
Teacher Will:
content and skills?
During the guided practice students are to
receive their Jenga game, a list of
comprehension questions, and directions for
the game.
expectations?
Additionally the teacher will preach the
importance of integrity during activities such
as this.
Student Will:
The students will be working together to figure
out how the game works
Students will be engaged by learning the rules of
the game and how it pertains to the lesson.
The students will be reading the instructions and
teaching one another how to play the game.
The students will be learning how they will go
about playing the game and applying that game
to their assignment
For students that need accommodations it may be necessary for other students to verbal the
questions. Additionally if a student struggles with the timing and pace of the lesson the teacher
will provide the child with additional time. Modifications will be dependent on a case-by-case
27
basis.
In this lesson groups will only be used for the purpose of the game. Students are not to work in
pairs as the teacher is attempting to assess the students level of comprehension.
Teacher Will:
Student Will:
During this portion of the activity the teacher
Students will be playing the game as a group.
will not act as an aid or coach. The teacher
Each student will be answering questions on a
will instead be monitoring students as they
separate sheet of paper individually. It is
participate in game and questions. The
encouraged that students not work with other
teacher is to make sure that students are not
students when answering questions. Additionally
working with one another in answering the
it is encourage that students only use their book
questions.
when absolutely necessary.
academic and behavioral expectations
The students will be engaged through the Jenga
game.
The assessment aligned with this lesson
measures comprehension ability, participation
and writing. Throughout this lesson students are
Additionally the teacher will preach the
working in ways that directly align to the
importance of integrity during activities such
assessment they will be writing complete
as this.
sentences, short essay questions and will need
to participate in the game in order to receive their
questions.
to one another?
For this lesson students are expected to work
alone when answering questions. The directions
on the comprehension question worksheet
encourage students to answer questions
separately but that they may use their resources
(book) only when they are absolutely unsure.
This assignment is to check student
comprehension not to share answers.
28
For students that need accommodations it may be necessary for other students to verbal the
questions. Additionally if a student struggles with the timing and pace of the lesson the teacher
will provide the child with additional time. Modifications will be dependent on a case-by-case
basis.
For students that need an additional challenge the teacher will suggest
Concluding the comprehension questions each group will be required to answer a short essay
question. The essay questions will be decided by the colored game piece the students draw from
their Jenga game. These questions allow for the students to relate the text to themselves and to the
world.
Students will be engaged in this activity because there is a sense of fun to it. Students will be playing
Jenga while answering comprehension questions as they relate to the text. No one group will have all
of the same questions answered. The teacher hopes that students feel more engaged in answering
comprehension questions through a game rather than the mundane task of answering every question
on a worksheet.
29
Comprehension Questions
Directions: On your own sheet of paper please answer the following questions as they
are chosen from your Jenga piece. The parentheses next to each question correspond
to the chapter each question can be found in. Please only use your book when
absolutely necessary that is when no one in your group knows the answer. Be sure to
answer each question with a complete answer.
1. Of the three lists of students mentioned on page 1, to which list did Nick Allen
belong?
2. Who was making the peep sound in class? Who did Mrs. Avery think it was? (1)
3. Did Mrs. Avery ever figure out who was making the peeping sound? (1)
4. How many kids were in the 5th grade? (2)
5. What subject does Mrs. Granger teach? (2)
6. What made Mrs. Granger famous? (2)
7. What did Mrs. Granger love? (2)
8. What was the first thing the students did in Mrs. Grangers class? (3)
9. What was Nick known for in class? (3)
10. What was Nicks question to Mrs. Granger? How did Mrs. Granger answer Nicks
question? (3)
11. What was the rule at Nicks house? (4)
12. Where in the dictionary did Nick look to get help with his report? (4)
13. What did Nick do after he read the introduction of the dictionary? (4)
14. Why did Nick get a grin on his face after reading the introduction of the
dictionary? (4)
15. Why did Nick have a bad feeling in the pit of his stomach? (5)
16. What was the title of Nicks report? (5)
17. What color dictionary did Nick use? (5)
18. What is the word for dog in France? In Germany? (5)
19. Who decides what word goes in a dictionary? (5)
20. How do we decide what word goes in a dictionary? (5)
21. Name the 1st, 2nd, and 3rd thing that happened in the big idea of this chapter? (6)
22. What name did Nick give to a pen? (6)
23. Describe what Nick and his friends did at the Penny Pantry. (6)
24. What is an oath? (6)
25. Where did Nick want to launch his new word? (7)
26. Who was the first one to help Nick with his plan in class? (7)
27. Did Mrs. Granger like the new name for a pen? How do you know? (7)
28. Why was Mrs. Granger furious? (8)
29. What was Petes great idea? (8)
30. Who did the principal visit? (8)
31. What did Nick do while Mrs. Chatham talked? (9)
32. Who did Nick refer to as Mrs. Grangers queen? (9)
33. What did Nick say when his dad told him to knock it off? (9)
34. How did Judy know that Mrs. Chatham didnt want to talk about the frindle
problem? (10)
30
35. How did the students know that Mrs. Granger wasnt looking at their punishment
papers
anymore? (10)
36. What did the students say in the 5th grade class picture? (10)
37. What was the title of the story in the Westfield Gazette? (11)
38. What did Nick learn about being a hero? (12)
39. What did Bud Lawrences company sell? (12)
40. Who is Alice Lunderson? (12)
41. What did it mean if Mrs. Allen pushed down on Nicks foot? (12)
42. How long is the news story that is published in the Westfield Gazette? (12)
43. Kids from what other states started using frindle? (12)
44. Why did Bud Lawrence hand Nicks dad a check for $2,250? (12)
45. What did Mr. Allen do with the money? (12)
46. What did fall and winter seem to do? (13)
47. When did frindle become a habit? (13)
48. What happened to the checks that went into Nicks trust fund? (13)
49. What word did everyone in 5th grade get wrong on the spelling test? (13)
50. Why did Nick decide not to do anything about the school lunches? (14)
51. What change did Mrs. Granger notice in Nick? (14)
52. When did the end of Nicks story finally come? (15)
53. What did Nick buy for himself with the money he earned from a frindle? (15)
54. Which word was on p. 541 of the new dictionary? (15)
55. What was the definition of the word found on page 541 of the new dictionary?
(15)
31
Short Essay Questions

Directions: Please answer your assigned question in a short essay format. Each short
essay may be no less than 4 paragraphs. Each paragraph is required to have a
minimum of five sentences.
Red Piece
The frindle is just one of Nicks great ideas. Brainstorm about ways you could improve
your own school. How can you turn your ideas into action?
Orange Piece
"Every good story," Mrs. Granger writes to Nick, "needs a bad guy, don't you think?" Do
you agree? Does every good story have a villain? Can you think of any that don't?
Yellow Piece
Although Nick didn't know it until he turned twenty-one, his new word earned him a huge
amount of money. Do you think his parents were right in setting up a trust fund for him?
What do you think he might have done with the money if he could have spent it earlier?
What would you do if you suddenly had a lot of money of your own?
Green Piece
Brian Selznick's illustrations add their own sly humor to Frindle. Discuss a few of your
favorites in detail. For example, how does his first illustration, opposite the title page,
help set up the novel? How do you know from his fullpage portrait of Mrs. Granger that
she can't be pushed around?
Blue Piece
School, the author writes in Frindle was the perfect place to launch a new word.
Why? What makes schools such good breeding grounds for fads? Do companies or
community organizations ever use your school for promoting products or services?
How?
32
Frindle Comprehension Question Rubric

Name: _____________________________________________________
Capitalization
Punctuation
Spelling
Questions contain
less than 2 errors
total.
Questions contain
between 3 and 5
errors total.
Questions contain 510 errors total.
Questions contain
more than 10 total
errors.
Question
Completion
Less than 50% of

questions are not
answered.
ALL questions are

answered.
Complete
Answers
All answers use key

words from the
question and are
answered in
complete sentences.
95-85% of questions
have not been
restated with answer
in a complete
sentence.
84-75% of questions
have not been
restated with
answers in complete
sentences.
Less than 74% of

questions have not
been restated with
answered in
complete sentences.
Accuracy
95% are answered

accurately, using
details from the text.
94-85% of questions
are accurately
answered.
84-75% of questions
have been answered
accurately.
Less than 74% of

questions have been
answered
accurately.
Short Essay
Essay is 4
paragraphs
minimum.
Essay is 3
paragraphs.
Essay is 2
paragraphs.
Essay is 1
paragraph.
33
Phonemic Awareness Lesson Plan

This lesson is the second of a few in a unit on the book Frindle by Andrew Clements.
The students will be expected to create a new word from a regular English word. They will also
be expected to write a dictionary entry, which is to include a sentence that incorporates their
word. The teacher will be touching on AZCCRS standards in reading foundational skills and
writing, specifically 5.RF.3 and 5.W.4.
The intention of this lesson is to challenge students creativity rather than challenge just
their academics. In doing this lesson, the teacher will also be provided with an idea of the
students that have a full grasp on phonics and those that may be struggling.
As this lesson is slightly more exciting than other language arts lessons the teacher may
have to remind the class beforehand on the rules for individual work and noise-levels. Students
will be working both individually and in groups so pods will be necessary. During the guided
practice students will be working collaboratively with other students in their pod to create a
word; they will then move on to individual work. Once students have completed their assignment
individually they will get back together in their pods and share their newly formulated words(s).
The teacher hopes that working in pods and sharing activities will push individual creativity.
The follow up lesson to this will use the words students created to go over syllabication
patterns.
34
Teachers:
Subject:
Miss Muszynski
Standard:
Know and apply grade-level phonics and word analysis skills in decoding words (5.RF.3)
purpose and audience. (5.W.4)
Students will be able to (SWBAT) create their own word and dictionary definition using their phonemic
awareness and knowledge of the English Language.
Teacher will expect that students create a new word that is yet to be established as a word. In
doing so students will be using their knowledge of the English Language and current vocabulary. It is
expected that students provide dictionary type definitions for their words in addition to sentences that
exemplify their word in text.
Assign value to each portion of the response
Students previous learning will be reviewed by referencing the book in which this idea was created,
Frindle by Andrew Clements. The teacher and students will participate in a brief discussion in which
students will indicate the impact the word frindle had on the school and community outside the
school.
Students are going to need skills pertaining to their knowledge of the English language. While this is
not knowledge the students are consciously aware of its very indicative of those students that have a
grasp on language and those that may be lagging or needing extra assistance. Additionally it will be
necessary for the teacher to go over the different areas that make up one single dictionary entry; ie,
part of speech, pronunciation, etc.
Key vocabulary:
Materials:
synonyms
Computer
SmartBoard/Projector
Internet
Invent a Word template
Book: Frindle by Andrew Clements
Water Bottle
Marker
The teacher will activate the students interest by playing a video clip of Disneys The Little Mermaid
http://video.disney.com/watch/a-dinglehopper-clip-the-little-mermaid-4dde22bbc81f14aec1d35686
The teacher will connect to past learning by reviewing the book Frindle in which students have been
35
Instructional Input
reading in class. The teacher and students will participate in a brief discussion in which students will
identify the origin of the word frindle and discuss the impact this newly created word had on the
school and the community.
The teacher will present the objective by stating exactly by the end of this activity it is expected that
each student will create his or her own new word for a current object.
Teacher Will:
Student Will:
From the start of the lesson the teacher will
Students will be actively participating by
use her own invented word plurg, meaning
jotting down notes for information they are
water. The teacher will not address that this
unclear of such as how to write
word does not actually exist in the English
pronunciation.
dictionary but instead continue on as if it
were real. Once the beginning discussion
has completed the teacher will then address
the fact that a fake word was being used. At
this point the lesson will begin. The teacher
will then come up with a new fake word
(karlop to mean marker). She will state her
new and old word, draw a picture and
continue on with a dictionary entry. She will
go over how to write pronunciation
students will not be required to write their
pronunciation in linguistic terms rather write
it out using their phonemic awareness. The
teacher will then continue on with parts of
speech, synonyms and create a sentence.
The Teacher will use:
technology Disney video
water bottle newly created word: plurg
overheard for students to see work
marker newly created word for: karlop
Teacher will address student
misunderstandings by answering student
questions. If student does not understand
how to apply new vocabulary to prior
definition teacher will clarify by providing
more examples.
36

expectations?
Is there enough detail in this section so that
another person could teach it?
Guided Practice
I anticipate that ESL students may need to orally recite their words and talk through their ideas
before creating these words. For this I will allow students, upon request or suggestion if
necessary to talk about the word they have in mind with others in their group. This will allow for
those students whose primary language is not English to acquire some ideas on what a new and
creative word might sound like.
I know that some of the higher ed students will find this activity to be less of a challenge than
others. For these students I will request that they continue on and create more words. Upon
creating five or more words with definitions I will ask these students to write a paragraph or more
using each of their newly created words extra points if they incorporate other students words
into their writing.
Teacher Will:
content and skills?
Following the completion of the lesson the
teacher will have each pod come up with a
new word using objects she provides such
as a lunch box, book, easel, etc. This will not
be conducted on the template provided,
instead students will be using spare sheets
of paper to come up with the word. The
prompt for what students are to include in
each dictionary definition will be posted on
the SmartBoard. Students will then be asked
to collectively decide on a word using their
knowledge of the English Language. Once
the word has been invented by each pod the
Student Will:
Students will be engage by actively participating
in the creation of their own word in their pods.
They will be the ones to come up with a new
word together. Additionally students will be
evaluating words other groups came up with.
Students will be working together in their pods
collectively determining a word, definition, and
sentence.
37
class will come back together to go over

each students dictionary entry to ensure that
students have an understanding of the task
at hand.
practice?
During observations I can ask students to
indicate the type of syllables in their words
ie. open, closed. I can ask them to elaborate
on the definition.
Once I see that all groups are close to being
done I will ask that we go through a couple
words together. During this students will
grade one another on the creativity of their
word, whether or not its a new word or a
combination of current English words, etc.
This will be done by posting each word on
the overheard. The teacher will call on
students via popsicle sticks to individually
evaluate each word. By having students
evaluate others words I will be able to know
who has fully grasped the objective and who
has not.
expectations?
Teacher will expect that students behave
the same way as they would during any
lesson active listening with bodies faced
towards the speaker. Students may not be
engaged in alternate subjects during this
lesson. The teacher expects that students
will enjoy this assignment so it is important
that students are aware that regular
classroom behavior is necessary. Just
because this lesson is much more exciting
and hands on than learning math students
are expected to behave in similar ways and
use self-control.
Is there enough detail in this section so that
another person could facilitate this practice?
Students will be working together on the exact

assignment they will be doing independently.
38
those students whose primary language is not English to acquire some ideas on what a new and
creative word might sound like.
into their writing.
For the guided practice I will encourage students in pods to come up with a word together using
items they see inside the classroom. Collectively they will be able to determine parts of speech,
synonyms and definitions for their word.
Teacher Will:
Student Will:
During Independent Practice the teacher will
Students will be explicitly practicing the
observe student progress until new words
knowledge and skills required by the objective in
are created. The teacher will provide each
the assignment. They will be actively using their
student with a template in order to complete
phonemic awareness to create words.
the assignment. The teacher will make
Additionally they will use their knowledge of
oversee the work of students and if
current words to provide definitions and other
necessary discuss the necessity to create
requirements are guided through the template.
new words, not pair words together that are
Students will be encouraged to continue on and
already part of the English Language
create new words and continue writing sentences
with their new words.
How will you provide opportunities for
remediation and extension?
The teacher expects that some students,
Students will be using a template to produce the
especially ESL students will struggle with
new words thus engaging the student in their
creating their own words without orally
work.
reciting the word. For this the teacher will
independently talk students through creating
their own words. If students are struggling to How are students using self-assessment to guide
decide on an ordinary object the teacher will
their own learning?
provide suggestions of objects the student
While students are working a rubric will be
may use.
posted up on the SmartBoard, this rubric will
allow students to be aware of the teachers
39

The teacher will expect that students behave
the same way as they would during any
lesson pencils to work with no talking.
Students may not be engaged in alternate
subjects during this lesson. Students may
share ideas to help other students in their
pod, but whisper chat will be required.
Did you provide enough detail so that
another person could facilitate the practice?
expectations.
to one another?
Students will be able to engage with other
students to determine whether or not they are on
track. As pods are set up by strength students
are able to help one another with their dictionary
entries although students will not be allowed to
do other students work. Students may provide
feedback but may not engage in activity beyond
providing feedback.
those students whose primary language is not English to hear what their word may sound like
before writing it and having it become concrete.
into their writing.
Students will be able to (SWBAT) create their own word and dictionary definition using their
phonemic awareness and knowledge of the English Language. In doing so students will be able to
summarize their knowledge through the production of their dictionary entry, It is expected that
students will enjoy this lesson and will apply it to real life at home in which they create words for fun
that have a real life meaning to their lives. Students will be required to turn in their template, and any
40
extra templates they may have created as their exit ticket.

Students will be engaged because they will be active participants in increasing their language
abilities. They are the ones that are creating their own words, sentences and possibly paragraphs.
The teacher is allowing students to guide their own education, which will activate each students
interest as they are formulating their lesson rather than following a set of problems and practices.
41
Invent a Word Rubric

Student Name _______________________________________________
CATEGORY
Knowledge
Gained
3
The student has
created at least one
new word accurately
2
The student has
created a new word
but the word may be
a combination of two
current English
language words.
1
The student does
not create a new
word and uses a
current word in the
English Language.
Writing Conventions
The student correctly

uses conventions in
sentence structure.
The student has 1

conventional mistake
in sentence structure.
The student has 3+

conventional
mistakes in
sentence structure.
Spelling &
Proofreading
No spelling errors.
No more than 1
spelling error.
No more than 3
spelling errors.
Participation
The student actively

engages in the
lesson and
assignment
The student engages

in the assignment or
lesson but not both.
The student does

not engage in the
lesson or
assignment.
42
7(8'9":::::::::::::::::::::::::::::::::::::::::";(<'9":::::::::::::::::::::::::::::::::::::"=:::::::
7(8'9":::::::::::::::::::::::::::::::::::::::::";(<'9":::::::::::::::::::::::::::::::::::::"=:::::::"
"
"
"
"
45">+?5@/'"1A"B5@+'C"./'8'5<-3"7?)D"@')?@'-"<2"?5E'5<"("5'C"
3"7?)D"@')?@'-"<2"?5E'5<"("5'C"C2+@6""K225"*?-"5'C"C2+@"-F+'(@-"
C2+@6""K225"*?-"5'C"C2+@"-F+'(@-"(5@"'E'+A25'"?-")(//?5L"("
F'5"("!"#$%&'G""72C"?<,-"A20+"<0+5"<2")+'(<'"("5'C"C2+@6"".*22-'"(5"2+@?5(+A"21H')<"(5@")+'(<'"("5'C"C2+@"I2+"<*?-"
?<,-"A20+"<0+5"<2")+'(<'"("5'C"C2+@6"".*22-'"(5"2+@?5(+A"21H')<"(5@")+'(<'"("5'C"C2+@"I2+"<*?-"
21H')<6"".+'(<'"("@?)<?25(+A"'5<+A"I2+"A20+"5'C"C2+@"1'/2C6
21H')<6"".+'(<'"("@?)<?25(+A"'5<+A"I2+"A20+"5'C"C2+@"1'/2C6"
"
"
,-.!/&).!
,-.!/&).
";+(C"("F?)<0+'"2I"<*'"2+@?5(+A"21H')<"?5"<*?-"12J6
;+(C"("F?)<0+'"2I"<*'"2+@?5(+A"21H')<"?5"<*?-"12J6"
"
"
"
"
"
"
"
"
"""""""""""
!
"
!
"
"""""""""""""""""""""""""""""""""!
"""""""""""""""""""""""""""""""""
"
!
"
!
"
012!/&).!
012!/&).
"
!
"
!
"""""""""""""""""""""""""""""""""!
"""""""""""""""""""""""""""""""""
"
!
"
"
!"#$%#&'()*!+'%)*
"#$%#&'()*!+'%)*!
"#$%#&'()*!+'%)*
"
"
"#$%!&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&!'$#()(*+,-+#(!&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&!
" "#$%!&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&!'$#()(*+,-+#(!&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
"
" ',$-!#.!/011*2!&&&&&&&&&&&&&&&&&&&&&!3-21$!4#$56!
',$-!#.!/011*2!&&&&&&&&&&&&&&&&&&&&&!3-21$!4#$56!&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&!
"
" &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&!
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
"
"
71.+(+-+#(!&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
71.+(+-+#(!&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&!
!
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&!
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&!
/8(#(856!&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
/8(#(856!&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&!
/1(-1(*1!&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
-1(*1!&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&!
-1(*1!&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&!
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
&&&&&&&&&&&&&&&&&&&!
!
!"#$%$"&'()*'+,-"./01*20-'3"45)6""
"
"""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""CCC6<'()*'+CCC6<'()*'+-)/01*20-'6)28""
43
Phonics Lesson Plan

This lesson is the third of a few in a unit on the book Frindle by Andrew Clements. The
students will be expected accurately identify open and close syllables in single and multisyllabic
words. The teacher will be touching on AZCCRS standards in reading foundational skills and
speaking and listening, specifically 5.RF.3 and 5.SL.6.
The intention of this lesson is to review syllabication patterns in pseudo and real English
words. In doing this lesson, the teacher will also be provided with an idea of the students that
have a full grasp on phonics and those that may be struggling.
In this lesson the teacher will use the words students invented in their phonemic
awareness activities to help students grasp the principle behind open and closed syllables. By
using the words students created the teacher hopes to engage each student in an otherwise not
so exciting lesson plan. Students will also be using words from the English language that they
are already aware of to apply their newly learned principles. Once students have completed this
task they will be working individually to create a word sort that provides further practice on their
knowledge for syllabication patterns.
This lesson will require that students briefly work in groups such as those in their pods to
answer questions during the guided practice. Student behavior is to remain as it would for any
other lesson in which there is active listening and participation at all times.
44
Teachers:
Subject:
Miss Muszynski
Standard:
Know and apply grade-level phonics and word analysis skills in decoding words. (5.RF.3)
Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and
situation. (5.SL.6)
Students will be able to accurately (95% of the time) identify open and closed syllables in pseudo and
real English words.
Assessment rubric attached below
The teacher expects students to put their entire effort forward. She expects to see that each student
is participating in the group activities, and in their individual work. Additionally it is expected that
students work diligently when filling out their syllable sort worksheet.
The teacher will review past learning by talking and having students review in groups the other types
of syllable patterns they are already aware of. This will connect their previous learning and may
assist in acquiring new knowledge on a possibly unfamiliar topic.
In order to achieve this objective students must have knowledge of syllables and what they are. They
will also need to know how to figure out the different syllables in words. The word sort is filled with
unfamiliar words the students are not required to know what the words mean. The purpose of
providing high level vocabulary words is to have students recognize the principle rather than just the
word.
Key vocabulary:
Materials:
Closed syllable
Smartboard/whiteboard
Open syllable
Open and Closed Syllable Word List
VCV vowel, consonant, vowel
Syllable sort worksheet
Teacher-formulated pseudo words
Student-formulated pseudo words from prior lesson
Over-head projector
The teacher will activate students interest by talking about and sharing some of her favorite words
that the students created during their lesson on phonemic awareness.
Students will already be familiar with some syllabication patterns, this will be adding onto it. The
teacher will also be using the words students created for their Invent A Word lesson connecting the
previous days lessons to a new area of study.
Students will be told that this lesson will be utilizing the words they created in the phonemic
45
Instructional Input
awareness activity. The teacher hopes that this will get students more engaged into the objective and
lesson.
Teacher Will:
Student Will:
The teacher will first ask students to talk with
Students will be taking notes on the material
their neighbor about the different types of
the teacher is providing. It is expected that
syllable patterns they are already aware of.
they will use these notes during the guided
She will ask if students know of open and
practice to assist in determining open and
closed syllables and then review the
closed syllables.
definitions using the SmartBoard to provide
visuals. After providing the definition the
The students will be engaged through the
teacher will provide examples of open and
teachers use of the SmartBoard and visuals
closed syllables using pseudo words.
Pseudo words will be used as they help
students understand the principle rather than
just recognize the word. The teacher is to
talk through the reasoning of why each word
falls under the category it does. For example
if the teacher is to use the word plurg she
will state that it is a one syllable word and
the vowel lies in between two consonant
therefore it is a closed syllable. Using the
SmartBoard/whiteboard which will have a
table similar to the one students will be filling
out the teacher will then place the word
under its correct area.
The teacher will use the
SmartBoard/whiteboard and an overhead
projector to display the words she came up
with.
The teacher, when stating the type of
syllable each word has will also use hand
signals: a closed fist for closed syllables and
open hand for open syllables.
The teacher will address any questions and
misunderstandings by having students
provide answers in doing so the teacher
hopes that students will be more in tuned
with the lesson. If students are unable to
answer other questions the teacher will go
46
back and re-explain whatever it is that is

being misunderstood.
The teacher will check for understanding in
the guided practice.
expectations?
Guided Practice
For this portion of the lesson students and the teacher are working together, out loud to come up
determine the syllabication patterns of words and there is no sort of differentiated learning that
can occur yet.
can occur yet.
Teacher Will:
content and skills?
During this portion of the lesson the teacher
will switch from pseudo words she created to
those that students created in their
phonemic awareness lesson. The teacher
will use these words as she expects that it
will engage students in the lesson more than
a list of words found online. For the guided
practice the teacher will post up on of the
words on the overhead and ask students to
determine, in groups whether or not the
word has closed and/or open syllables and
to indicate what the syllables are. As the
guided practice continues the teachers will
ask that the students work on their own, and
using their hands indicate which type of
Student Will:
Students will be directly practicing the objective.
They will be figuring out syllables that are open
and that are closed. This guided practice will set
them up for their independent practice in which
they will be required to determine the patterns in
which each word/syllable falls under.
Students will be engaged by working in pods and
providing answers for each word. Additionally
some students may be called up to show the
class why each word/syllable falls under each
syllabication pattern.
Students will be moving from discussing the
47
syllabication is used for each word. The

teacher will then call on students to come up
and explain in short the word falls under
such patterns. Once answers have been
completed the teacher will re-explain why
the words fits into the other pattern in case
there are students that have not yet fully
grasped the concept.
practice?
The teacher will ask questions that make
students think. If there is a multisyllabic word
and the student does not recognize multiple
patterns the teacher will ask the student if
there are any other patterns in the word.
The teacher will be checking for
understanding by having students share
their answers. The class will be determining
the patterns together as a group and as
individuals
expectations?
Students must also be actively engaging in
the activity answering questions and being
part of the class in determining the
syllabication patterns.
answers in their pods to figuring them out on their

own. This will allow for students to teach one
another and then help them with practicing their
work independently.
Students will be practice and utilizing the tools
necessary for determining closed and open
syllables as they will have to do individually in the
independent practice
can occur yet.
48
can occur yet.
As this is a whole group activity students will not be in groups.
Teacher Will:
Student Will:
During the portion in which students will be
Students will be coming up with two words on
posting two words on the board the teacher
their own that fit under the closed and open
will be observing the students and guiding
syllable categories. They will then post those
them, if need be to provide the correct
words up on the board underneath each
answers under the correct areas.
category. Once students have posted these
Additionally while the students are working
words up they will be working on a worksheet
on the worksheet the teacher will answer
that provides them with more practice in
any questions the students may have that
recognizing closed and open syllable words.
will help provide them with clarity on the
assignment.
Students will be engaged by going up to the
board and moving around. They are the ones
that will be determining which words belong to
Students will be expected to behave in ways
under each category. Additionally they will fill out
that align with the classroom rules and
a worksheet using terms provided.
procedures. Students are to use a whisper
chat when assisting other students. They are
expected to work on this assignment until
Students will be working towards completion and
they have fully completed it.
accuracy for the word sort.
to one another?
Students may not work together on the
worksheet as this is something they are to
determine and learn on their own however, if
students do not understand the directions and
need extra guidance the teacher will be allow for
student assistance.
For students who need accommodations the teacher will have papers ready that help students
pair words together with a flap. The purpose of the flap will be to an actual visual representation
of open and closed syllables allowing students to build their own words and determine
syllabication.
49
For students whom may need an additional challenge the teacher will request that students find
closed syllable exceptions using the worksheet provided.
By recognizing and knowing these types of syllables students will have a better grasp of their phonics
knowledge which will carry out into their reading and language arts proficiency.
Students will be an active part of their learning. They will be going up to the board and figuring out for
themselves syllables that are open and those that are closed. The teacher hopes that by getting up
and moving around the students will be more engaged in learning.
50
Open & Closed Syllable Sort Teachers Guide

VCCV
VCCV
VCV
two consonants
double consonants
open syllable closed syllable
until
funny
acre
robin
fancy
pretty
finer
never
melon
happen
rider
limit
expert
pillar
either
level
cursor
mirror
nature
vanish
cactus
tissue
feature
natural
rescue
essay
declare
prophet
crayon
cellar
respect
column
certain
giggle
believe
gravity
athlete
gossip
trophy
saxophone
chapter
appeal
chosen
benefit
husband
commit
teacher
heritage
compass
terrace
student
literal
costume
quarrel
moment
shrivel
welcome
vaccine
because
nicotine
consume
raccoon
between
negative
complain
mattress
vacancy
sedentary
daughter
announce
crochet
rhetoric
condemn
moccasin
enough
secular
membrane
suffrage
beyond
pungent
scaffold
VCV
51
Open and Closed Syllable Word List

husband
suffrage
crayon
because
rider
consume
fancy
daughter
trophy
enough
nature
condemn
chosen
certain
finer
melon
acre
chapter
cursor
compass
feature
commit
beyond
cellar
nicotine
limit
raccoon
pretty
announce
saxophone
secular
vanish
moccasin
benefit
giggle
never
happen
robin
appeal
mirror
terrace
natural
complain
costume
either
believe
until
athlete
pungent
scaffold
declare
crochet
rescue
vacancy
cactus
student
membrane
moment
respect
welcome
between
teacher
expert
mattress
quarrel
level
gravity
funny
gossip
negative
heritage
prophet
rhetoric
essay
sedentary
tissue
literal
pillar
shrivel
column
vaccine
52
Name: ______________________________
Syllable Sort
Open Syllables
VCCV
VCV
Closed Syllables
VCCV
VCV
53
Phonics Lesson Rubric

Name ______________________________________________
4
Participation
Provided
many ideas
Participated in
discussions
and made
some
suggestions
Listened to
others but
offered few
suggestions
Communication
Clearly
communicated
ideas
Usually shared
ideas
Rarely
expressed
ideas
Accuracy
95% are
answered
accurately,
using details
from the text.
Word Sort
Completion
94-85% of
questions are
accurately
answered.
ALL words are

sorted.
84-75% of
questions
have been
answered
accurately.
1
Seemed
bored with
the lesson
and offered
no
suggestions
Never
expressed
any ideas
Less than
74% of
questions
have been
answered
accurately.
Less than
50% of
words are
not sorted.
54
Additional Challenge Worksheet
Closed Syllable Sort

How can you sort your closed syllable words?
closed syllable
closed syllable exception
55
Reflection
Days before this class began I had a friend ask me what grade level I wanted to
teach and I told him above third grade. When he asked why I immediately jumped to answer
saying that I was absolutely terrified to teach the younger ones because I didnt want to
have to teach reading that was too much responsibility. Coming out of this class Im glad
to say that my fear to teach reading has completely dissipated. I would love to teach below
the third grade now.
In this short six weeks I have acquired so many tools, techniques and skills that have
already set me up to become a much better educator. It was through this class that I
learned strategies that will reach children and appeal to them when phonics and reading
seem completely unappealing. I know that I have so much more to learn in the field of
literacy and language and I cannot wait to learn it all.
This class taught me the value in becoming a literate being and that I myself,
though I thought I was, was not completely literate. In recognizing this I expect for myself as
an educator to consistently be up to date with current and effective practices so that when
my students become adults they will not have the same literacy problems as I find myself to
have. As the student interview taught me, I plan to use my students knowledge and ideas
to help them become complete literate. I hope that throughout the rest of my time as a
Masters student and intern that I may obtain enough strategies and opportunities to teach
language and literacy. By receiving these as a Masters student I know that I will be provided
with feedback necessary to become a great educator in the field of literacy.
While I am scared for the road ahead, I am also happy. This class taught me that my
fear will diminish and that soon I will be able to become an elementary school teacher like I
have been dreaming of.
56

Signature Portfolio 531

Hochgeladen von

Dokumentinformationen

Originalbeschreibung:

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Signature Portfolio 531

Hochgeladen von

Copyright:

Verfügbare Formate

Stephanie Muszynski

S. Muszynski, Fall 2014, Signature Portfolio

Fluency Lesson Plan

Vocabulary Lesson Plan

Comprehension Lesson Plan

Phonemic Awareness Lesson Plan

Phonics Lesson Plan

S. Muszynski, Fall 2014, Signature Portfolio

Fluency Lesson Plan

S. Muszynski, Fall 2014, Signature Portfolio

S. Muszynski, Fall 2014, Signature Portfolio

S. Muszynski, Fall 2014, Signature Portfolio

The class will then be asked to recite,

S. Muszynski, Fall 2014, Signature Portfolio

the poem highlighting each punctuation

S. Muszynski, Fall 2014, Signature Portfolio

S. Muszynski, Fall 2014, Signature Portfolio

active listening with bodies faced towards

and through a short writing piece.

S. Muszynski, Fall 2014, Signature Portfolio

2006 Smekens Education Solutions, Inc.tXXX4NFLFOT&EVDBUJPODPNtHearing Punctuation 4

S. Muszynski, Fall 2014, Signature Portfolio

2006 Smekens Education Solutions, Inc.tXXX4NFLFOT&EVDBUJPODPNtHearing Punctuation 5

S. Muszynski, Fall 2014, Signature Portfolio

2006 Smekens Education Solutions, Inc.tXXX4NFLFOT&EVDBUJPODPNtHearing Punctuation 6

S. Muszynski, Fall 2014, Signature Portfolio

Sounds like the character

I... I cant believe... Did I really win?

Stops abruptly, then reads

This heat 108 degrees is

Whisper to the reader

The Wagner Playground (also known

Ouch! Ive been stung by a bee!

2006 Smekens Education Solutions, Inc.tXXX4NFLFOT&EVDBUJPODPNtHearing Punctuation 7

S. Muszynski, Fall 2014, Signature Portfolio

S. Muszynski, Fall 2014, Signature Portfolio

Homework! Oh, Homework! - Poem

S. Muszynski, Fall 2014, Signature Portfolio

Vocabulary Lesson Plan

S. Muszynski, Fall 2014, Signature Portfolio

S. Muszynski, Fall 2014, Signature Portfolio

Identity Property of Multiplication

S. Muszynski, Fall 2014, Signature Portfolio

understand the teacher will go through with

S. Muszynski, Fall 2014, Signature Portfolio

S. Muszynski, Fall 2014, Signature Portfolio

S. Muszynski, Fall 2014, Signature Portfolio

Multiplication & Division Vocabulary

S. Muszynski, Fall 2014, Signature Portfolio

Vocabulary Effort and Participation Rubric

S. Muszynski, Fall 2014, Signature Portfolio

Comprehension Lesson Plan

S. Muszynski, Fall 2014, Signature Portfolio

S. Muszynski, Fall 2014, Signature Portfolio

S. Muszynski, Fall 2014, Signature Portfolio

engaged in alternate subjects during this

S. Muszynski, Fall 2014, Signature Portfolio

S. Muszynski, Fall 2014, Signature Portfolio

S. Muszynski, Fall 2014, Signature Portfolio

S. Muszynski, Fall 2014, Signature Portfolio

S. Muszynski, Fall 2014, Signature Portfolio

Short Essay Questions

2006 Smekens Education Solutions, Inc.tXXX4NFLFOT&EVDBUJPODPNtHearing Punctuation 4

2006 Smekens Education Solutions, Inc.tXXX4NFLFOT&EVDBUJPODPNtHearing Punctuation 5

2006 Smekens Education Solutions, Inc.tXXX4NFLFOT&EVDBUJPODPNtHearing Punctuation 6

2006 Smekens Education Solutions, Inc.tXXX4NFLFOT&EVDBUJPODPNtHearing Punctuation 7