Sie sind auf Seite 1von 9

Brittney Williams

This is a guided reading lesson that


focuses on reading, phonics and writing
strategies.
Kindergarten/Reading/Level C

Guided Reading/Phonics :
Introduction to silent E/ VCe Long //
Date: Monday February 8, 2016

Class Period: 9:30-11am

Analysis of Learner & Lesson:


The lesson is formatted as small group lessons that are provide guided practice in
reading. While bother groups are in the same reading level the lesson has been
differentiated to meet the needs of the students in the different groups, as they
are working at different achievement levels. For the purpose of these groups the
students have been placed in homogeneous groups based on reading ability.
Prior to this lesson students have been working on the reading strategy of cross
checking, learning a list of sight words and working on beginning sounds in words.
Objective: Students will be able to:
Blend Vowel-Consonant-e words with long //
Write several sight words with accurate spelling.
Blend onset and rime
Decode CVCe and VCe words with long //
Read text
Write CVCe and VCe words with long //
Common Core Standards:
ELA.RL.K.10: Actively engage in group reading activities with purpose and
understanding.
ELA.RF.K.1: Demonstrate understanding of the organization and basic
features of print.
ELA.RF.K.3: Know and apply grade-level phonics and word analysis skills in
decoding words.
ELA.RF.K.4: Read emergent reader texts with purpose and understanding.
Materials:
Books: Snake and Ape
Dry erase markers
CVC and CVCe cards
Phonics fluency drills
All necessary worksheets
Writing utensils
Procedure:
Introduction
1. The lesson will begin by reviewing the concept of long and short vowel
sounds with the students.
2. Next introduce the concept of silent-e by showing the students a picture
card of of a CVCe or VCe word. Then ask the students to attempt to spell
the word. Show the students the correct spelling and explain to them how

ending a word with e can change the vowel sound to a long vowel and
make the e become silent.
3. Explain to them that for this lesson they will focus on words with short and
long vowel /a/ sounds.
Drills
4. Next use the picture cards of aCe words and drill them with the students,
having them identify the each phoneme in the word.
5. Students will then each pick one sight word for the entire group to write
Word Study
6. Students will then practice writing and sorting words with short and long
vowel /a/ sounds.
7. Provide each student a worksheet with a column for short vowel sounds
and one for long vowel sounds. You will then use several picture cards of
CVC and CVCe words with /a/ and how students write them in the column
where they belong.
Book Introduction: ape and snake
8. Have student do a picture walk of the book and make predictions as to
what the book will be about.
9. Introduce any new vocabulary that may be presented in the texts to the
students.
Teaching during reading
10.The students will then all read the book individually with the assistance of
the teacher to make sure they are effectively practicing reading strategies.
11.Students will be observed to make sure they are doing the following:
crosschecking, 1:1 matching words, reading with accuracy and fluency,
checking the beginning sounds and determining if their reading makes
sense.
12.Once the students have read they will be asked a comprehension question
13.The teacher will then read through the text with the students. This time the
students will count and record how many silent-e words they found in the
text. The number will then be recorded. This connects to the current
concepts the students are studying in mathematics (counting and
comparing sets using the terms more and fewer), and allows them to
practice those skills in another context. For the remainder of the week the
students will continue to record the data for each book and compare the
amount of silent-e words using the words more and fewer.
After reading
14.As a summative assessment of the phonics lesson the students will be
provided a worksheet with pictures of several words with short and long /a/
vowel sounds, the students will be responsible for spelling each word.
Assessment:
Students will be assessed formatively through observation of their reading
strategies, their ability to accurately read and write CVCe words, and their ability
to answer a comprehension question about the text they read.
Evaluation:

The following questions will be used to evaluated the effective of the teaching:
What aspects of the lesson were successful? Unsuccessful?
What would I change?
Where the learning objectives met?

Brittney Williams
This is a guided reading lesson that
focuses on reading, phonics and writing
strategies.
Kindergarten/Reading/Level C

Guided Reading/Phonics :
Introduction to silent E/ VCe Long //
Date: Tuesday February 9, 2016

Class Period: 9:30-11am

Analysis of Learner & Lesson:


The lesson is formatted as small group lessons that are provide guided practice in
reading. While bother groups are in the same reading level the lesson has been
differentiated to meet the needs of the students in the different groups, as they
are working at different achievement levels. For the purpose of these groups the
students have been placed in homogeneous groups based on reading ability.
Prior to this lesson students have been working on the reading strategy of cross
checking, learning a list of sight words and working on beginning sounds in words.
Objective: Students will be able to:
Blend Vowel-Consonant-e words with long //
Write several sight words with accurate spelling.
Blend onset and rime
Decode CVCe and VCe words with long //
Read text
Write CVCe and VCe words with long //
Common Core Standards:
ELA.RL.K.10: Actively engage in group reading activities with purpose and
understanding.
ELA.RF.K.1: Demonstrate understanding of the organization and basic
features of print.
ELA.RF.K.3: Know and apply grade-level phonics and word analysis skills in
decoding words.
ELA.RF.K.4: Read emergent reader texts with purpose and understanding.
Materials:
Books: Snake and Ape
Dry erase markers
CVC and CVCe cards
Phonics fluency drills

All necessary worksheets


Writing utensils
Procedure:
Introduction
1. The lesson will begin by reviewing the concept of long and short vowel
sounds with the students.
2. Review with students the concept of silent-e.
3. Explain to them that for this lesson they will focus on words with short and
long vowel /i/ sounds.
Drills
4. Next use the picture cards of iCe words and drill them with the students,
having them identify the each phoneme in the word.
5. Students will then each pick one word for the entire group to write
Word Study
6. Students will practice adding a /e/ to the end on CVC words and reading the
new word. Students will take turns carrying out this procedure.
7. Students will then participate in an activity where they will have a
laminated worksheet with several iCe words. Students will take turns
reading off a word and all the students will locate the word and mark it with
a dry erase marker.
Book Introduction: The Nice Mice
8. Have student do a picture walk of the book and make predictions as to
what the book will be about.
9. Introduce any new vocabulary that may be presented in the texts to the
students.
Teaching during reading
10.The students will then all read the book individually with the assistance of
the teacher to make sure they are effectively practicing reading strategies.
11.Students will be observed to make sure they are doing the following:
crosschecking, 1:1 matching words, reading with accuracy and fluency,
checking the beginning sounds and determining if their reading makes
sense.
12.Once the students have read they will be asked a comprehension question
13.The teacher will then read through the text with the students. This time the
students will count and record how many silent-e words they found in the
text. The number will then be recorded. This connects to the current
concepts the students are studying in mathematics (counting and
comparing sets using the terms more and fewer), and allows them to
practice those skills in another context. The students will then compare the
number of silent-e words that were in this text to the number that was
recorded for the previous text.
After reading
14.As a summative assessment of the phonics lesson the students will be
provided a worksheet with pictures of several words with short and long /i/
vowel sounds, the students will be responsible for spelling each word.
Assessment:

Students will be assessed formatively through observation of their reading


strategies, their ability to accurately read and write CVCe words, and their ability
to answer a comprehension question about the text they read.
Evaluation:
The following questions will be used to evaluated the effective of the teaching:
What aspects of the lesson were successful? Unsuccessful?
What would I change?
Where the learning objectives met?

Brittney Williams
This is a guided reading lesson that
focuses on reading, phonics and writing
strategies.
Kindergarten/Reading/Level C

Guided Reading/Phonics :
Introduction to silent E/ VCe Long //
Date: Wednesday February 10, 2016

Class Period: 9:30-11am

Analysis of Learner & Lesson:


The lesson is formatted as small group lessons that are provide guided practice in
reading. While bother groups are in the same reading level the lesson has been
differentiated to meet the needs of the students in the different groups, as they
are working at different achievement levels. For the purpose of these groups the
students have been placed in homogeneous groups based on reading ability.
Prior to this lesson students have been working on the reading strategy of cross
checking, learning a list of sight words and working on beginning sounds in words.
Objective: Students will be able to:
Blend Vowel-Consonant-e words with long //
Write several sight words with accurate spelling.
Blend onset and rime
Decode CVCe and VCe words with long //
Read text
Write CVCe and VCe words with long //
Common Core Standards:
ELA.RL.K.10: Actively engage in group reading activities with purpose and
understanding.

ELA.RF.K.1: Demonstrate understanding of the organization and basic


features of print.
ELA.RF.K.3: Know and apply grade-level phonics and word analysis skills in
decoding words.
ELA.RF.K.4: Read emergent reader texts with purpose and understanding.
Materials:
Books: Roses Birthday
Dry erase markers
CVC and CVCe cards
Phonics fluency drills
All necessary worksheets
Writing utensils
Procedure:
Introduction
1. The lesson will begin by reviewing the concept of long and short vowel
sounds with the students.
2. Next introduce the concept of silent-e by showing the students a picture
card of a CVCe or VCe word. Then ask the students to attempt to spell the
word. Show the students the correct spelling and explain to them how
ending a word with e can change the vowel sound to a long vowel and
make the e become silent.
3. Explain to them that for this lesson they will focus on words with short and
long vowel /o/ sounds.
Drills
4. Next use the picture cards of oCe words and drill them with the students,
having them identify the each phoneme in the word.
5. Students will then each pick one sight word for the entire group to write
Word Study
6. Students will then practice writing and sorting words with short and long
vowel /o/ sounds. Provide each student a worksheet with a column for short
vowel sounds and one for long vowel sounds. You will then use several
picture cards of CVC and CVCe words with /o/ and how students write them
in the column where they belong.
7. Students will then practice adding a /e/ to the end on CVC words and
reading the new word. Students will take turns carrying out this procedure.
Book Introduction: Roses Birthday
8. Have student do a picture walk of the book and make predictions as to
what the book will be about.
9. Introduce any new vocabulary that may be presented in the texts to the
students.
Teaching during reading
10.The students will then all read the book individually with the assistance of
the teacher to make sure they are effectively practicing reading strategies.
11.Students will be observed to make sure they are doing the following:
crosschecking, 1:1 matching words, reading with accuracy and fluency,
checking the beginning sounds and determining if their reading makes

sense.
12.Once the students have read they will be asked a comprehension question
13.The teacher will then read through the text with the students. This time the
students will count and record how many silent-e words they found in the
text. The number will then be recorded. This connects to the current
concepts the students are studying in mathematics (counting and
comparing sets using the terms more and fewer), and allows them to
practice those skills in another context. For the remainder of the week the
students will continue to record the data for each book and compare the
amount of silent-e words using the words more and fewer.
After reading
14.As a summative assessment of the phonics lesson the students will be
provided a worksheet with pictures of several words with short and long /o/
vowel sounds, the students will be responsible for spelling each word.
Assessment:
Students will be assessed formatively through observation of their reading
strategies, their ability to accurately read and write CVCe words, and their ability
to answer a comprehension question about the text they read.
Evaluation:
The following questions will be used to evaluated the effective of the teaching:
What aspects of the lesson were successful? Unsuccessful?
What would I change?
Where the learning objectives met?

Brittney Williams
This is a guided reading lesson that
focuses on reading, phonics and writing
strategies.
Kindergarten/Reading/Level C

Guided Reading/Phonics :
Introduction to silent E/ VCe Long //
Date: Thursday February 11, 2016

Class Period: 9:30-11am

Analysis of Learner & Lesson:


The lesson is formatted as small group lessons that are provide guided practice in
reading. While bother groups are in the same reading level the lesson has been
differentiated to meet the needs of the students in the different groups, as they
are working at different achievement levels. For the purpose of these groups the
students have been placed in homogeneous groups based on reading ability.
Prior to this lesson students have been working on the reading strategy of cross
checking, learning a list of sight words and working on beginning sounds in words.

Objective: Students will be able to:


Blend Vowel-Consonant-e words with long //
Write several sight words with accurate spelling.
Blend onset and rime
Decode CVCe and VCe words with long //
Read text
Write CVCe and VCe words with long //
Common Core Standards:
ELA.RL.K.10: Actively engage in group reading activities with purpose and
understanding.
ELA.RF.K.1: Demonstrate understanding of the organization and basic
features of print.
ELA.RF.K.3: Know and apply grade-level phonics and word analysis skills in
decoding words.
ELA.RF.K.4: Read emergent reader texts with purpose and understanding.
Materials:
Books: No More Sad Tunes
Dry erase markers
CVC and CVCe cards
Phonics fluency drills
All necessary worksheets
Writing utensils
Procedure:
Introduction
1. The lesson will begin by reviewing the concept of long and short vowel
sounds with the students.
2. Review with students the concept of silent-e.
3. Explain to them that for this lesson they will focus on words with short and
long vowel /i/ sounds.
Drills
4. Next use the picture cards of uCe words and drill them with the students,
having them identify the each phoneme in the word.
5. Students will then each pick one word for the entire group to write
Word Study
6. Students will then practice adding a /e/ to the end on CVC words and
reading the new word. Students will take turns carrying out this procedure.
7. Students will then participate in an activity where they will have a
laminated worksheet with several uCe words. Students will take turns
reading off a word and all the students will locate the word and mark it with
a dry erase marker.
Book Introduction: No More Sad Tunes
8. Have student do a picture walk of the book and make predictions as to
what the book will be about.
9. Introduce any new vocabulary that may be presented in the texts to the
students.
Teaching during reading

10.The students will then all read the book individually with the assistance of
the teacher to make sure they are effectively practicing reading strategies.
11.Students will be observed to make sure they are doing the following:
crosschecking, 1:1 matching words, reading with accuracy and fluency,
checking the beginning sounds and determining if their reading makes
sense.
12.Once the students have read they will be asked a comprehension question
13.The teacher will then read through the text with the students. This time the
students will count and record how many silent-e words they found in the
text. The number will then be recorded. This connects to the current
concepts the students are studying in mathematics (counting and
comparing sets using the terms more and fewer), and allows them to
practice those skills in another context. The students will then compare the
number of silent-e words that were in this text to the number that was
recorded for the previous text.
After reading
14.As a summative assessment of the phonics lesson the students will be
provided a worksheet with pictures of several words with short and long /u/
vowel sounds, the students will be responsible for spelling each word.
Assessment:
Students will be assessed formatively through observation of their reading
strategies, their ability to accurately read and write CVCe words, and their ability
to answer a comprehension question about the text they read.
Evaluation:
The following questions will be used to evaluated the effective of the teaching:
What aspects of the lesson were successful? Unsuccessful?
What would I change?
Where the learning objectives met?