Lesson Plan Form - LBS 400

Revised 08/05/14

Candidate: Subject: Grade level(s): Date:

Marina Estrada Language Arts Fourth Grade 11/17/17

Standard:
C.C.S.S. ELA- Literacy RF 4.3
Know and apply grade level phonics and word analysis skills in decoding words

I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):

Learning to create words from letters Procedure

II. LEARNING OUTCOME (Objective):

Given 11 letters, students will apply word analysis skills by coming up with words with letters given ( I N
S T R U M E N T ) they need to come up with 3,4, and 5 letter words).

DOK/Cognitive Rigor Level: One- Recall -Because the students need to come up with words on their
own (using specific letters)

Language Demands
Students must be able to write 3,4, and 5 letter words in English out of context.

III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence

Creating words that end in the same sound Preceding lesson, Write a three paragraph story using the
words that the students came up with Following essay

IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
In a small group tell the students that we are going to play a game. The game is called Word Ladder. On
a white board or piece of paper draw a ladder and write Line on top of the ladder. They need to come
up with other words by only changing one letter at a time. They can work in groups and help each
other. The goal is to get to the bottom of the ladder in 3 minutes.

By the end of this lesson you should be able to come up with 3, 4, and 5 letter words given the letters (I
N S T R U M E N T) by putting the words together to spell the word.

Purpose: You will see that there are many spelling patterns and you will be able to decode words.

B. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):

Step #1:
a. T: Tell class what we will be doing- Making words from a list of 11 letters
a. Teacher puts first example on the board the word Sit
b. Student response: Students will check with their neighbors and write the first word down that the
teacher gave them Sit.
 Step #2:
a. T As a group lets come up with a 3 letter word.
a. T have students come up with one additional 3 letter word as a group and write it down.
b. Student response: Students need to double check that the 3 letters are on the board and they make a
word

Step #3:
a. T Have students take some time to think of 3 letter words with the letters given.
a T Students will share the 3 letter words that they came up with as a group.
b. Student response: Think pair share with a partner and double check that each word comes from the
letters provided.

Step #4
a. T Teacher will have students work in a group to come up with 4 letter words
a. T Teacher will write the 4 letter words on the white board and help the students if needed to come
up with more words by looking for spelling patterns. For example: test, nest
b. Student response: Students will share with their group which 4 letter words they came up with and
any spelling patterns they recognized.

Step #5:
a. T Ask the students if anyone can solve the mystery word that all the letters spell.
a. T Teacher can give some hints if students are struggling with coming up with the mystery word. Let
the students know the mystery word is Instrument.
b. Student response: Have the students talk to each other what word they tought it might be or what
letter they thought it started with to get them to think about decoding.

C. APPLICATION ACTIVITY Have students think of their own mystery word and create a list of a few
words that they can create from that mystery word.

D. MATERIALS & RESOURCES:

White board, markers, paper, pencil, manipulatives letters of the mystery word ( I N S T R U M E N
T)
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):

Formative: During step #2, I will observe students to see if they can come up with the words on their
own. If not, I will give some hints like rhyming words or it ends in t.
During Step # 3, I will observe students to assist if they need help coming up with 4 letter words. I will
give hints if needed.

Summative: I will collect the Making words sheet to assess who came up with 3,4 and 5 letter words.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice): Accommodations:
Large print, explain the lesson in detail and have the students repeat back what they will be doing before
they begin. Manipulatives can be used if the students want to move the letters around to create words.
High Achievers- Give a separate mystery word more challenging to come up with 5,
6, and 7 letter words.

VII. HOMEWORK (if appropriate):

Come up with their own mystery word and list of 3,4, and 5 letter words.