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• RF.1.3: Know and apply grade-level phonics and word analysis skills in decoding words.
Objective(s) (Align to standard [verb]. Observable and Measurable) (Each is classified according to
Bloom’s)
• TSWBAT identify words that can be combined with not to form contractions as evidenced by
writing. (Comprehension)
• TSWBAT combine common words with not to form contractions as evidenced by writing.
(Application)
Evidence of Mastery / Assessment
Defend: Describe the assessment instrument used in IP with regard to the following questions:
Explain:
• The assessment is aligned to the standard because students are being assessed on their ability to
identify words that can be combined with “not” to form contractions by using word bonds and
their ability to combine common words with not to form contractions by writing. The standard
states that students should be able to identify and apply grade-level phonics and contractions
with “not” are grade level appropriate for the first grade.
• The assessment is appropriate because it is on level with the students’ abilities in the first grade.
The standard states that students should be able to know and apply grade-level phonics (i.e.
contractions). Students will employ these skills in the assessment by in combining common words
with “not” to form contractions and identifying words that can form contractions with “not” in
sentences.
• The measurement criteria is clear because I am assessing the students on their ability to combine
words with “not” to form contractions. This will allow me to garner quantitative data. I also
assessed students on their ability to identify and combine words with “not” to form contractions
in their own sentence. This will allow me to garner qualitative data.
• Students will work on three differentiated levels during the assessment. Students who are
working on a lower level, as identified by the MT beforehand, will have a more scaffolded
assessment in that these students will be provided with a word bank and simpler sentences to
work with. There will be only four choices to match the four questions. This will allow students to
still practice the skill of combining common words with “not” to form contractions but will less
word choices so they are less likely to get confusesd. Students working on level, as identified by
the MT beforehand, will have a word bank as well, but with six choices so there will be two
leftover words. These students will also have slightly more complex sentences to work with. This
will allow these students to practice the skill of combining common words with “not” to form
contractions, but will a little more room for error because there are multiple words they can
choose from. Students who are working on a higher level, as identified by the MT beforehand, will
not have a word bank. These students will have some of the same word bonds as students
working on lower levels, but also some that we did not discuss today and that are irregular
contractions with “not.” This will allow the student to be more challenged. See FAAC for specific
descriptions.
Think: Think:
Think: Think:
How will you guide students in practice? How will students practice with
How will you ‘release’ students to support guidance?
each other? How will this practice mirror the pending
How will you group students? independent practice and align to
objective mastery?
How will you check for understanding How will students be held accountable for
(Formative Assessment)? group work?
How you address misunderstanding or
common student errors?
Plan:
What HOT questions will you ask?
Is there enough detail in this section so Guided Practice 1: Word Bonds
that another person could teach it?
• SW each be passed a whiteboard with
the Word Bonds on it by the student in
Plan: each color group with a star on their
Guided Practice 1: Word Bonds sticky note.
• SW answer questions the teacher asks
• TW show slide 15. TW explain to students highlighted in yellow when called upon or
that we are going to go over six by volunteering to answer.
contractions with the word not by using • SW work out each word bond on their
word bonds. TW model on the whiteboard. For some, students will work
Smartboard an example of what students with a partner and for some, students
will be doing using “is not.” TW model a will work individually.
think aloud. She will say, “I am trying to • SW self-assess if they understand how to
make a contraction by combining the combine words with “not” to form
words is and not. I remember from our contractions by giving a thumbs up if they
lesson that we use an apostrophe and it understand or a thumbs down if they
takes place of a certain letter. I also know don’t understand.
that for most contractions with not, the Guided Practice 2: Partner Sentences
apostrophe takes the place of the –o in
“not.” So, I am going to write isn’t in the • SW work with a shoulder partner to
word bond.” (Attachment 1) identify words that can combine with
• TW ask the student in each colored group “not” to form contractions and actually
with the sticky note with a star on it to combine those words to form
pass put the word bonds whiteboard. contractions.
(Attachment 3) • SW use sentence strips to identify the
• TW explain that for this activity, the noise words and record the contraction on the
level is a 1, whispering voices. recording sheet. Both students have to
• TW show slide 16. TW pull popsicle sticks record their answers.
to answer the following questions, “What • The student with the yellow sticky note
is my first step? Do I change the first will be the time manager and make sure
word or the second word? For most the group finishes on time. The student
contractions with “not,” what letter do I with the orange sticky note will be the
replace?” TW ask these questions so the materials manager and be in control of
students can guide her through forming the sentence strips.
the contraction. TW ask students to show • SW come to the board for the first three
the final answer on their whiteboard. TW sentences after five minutes of working
clarify students’ answers if needed. with their partner. SW have to circle the
(Attachment 1) two words that form a contraction with
• TW show slide 17. TW ask students to “not” as well as write the contraction
talk to the person who is sitting across they came up with.
from them about how they can combine
“has not” to form a contraction. TW • SW have to answer HOT questions and
allow 20 seconds of wait time. TW ask for explain their reasoning when they come
a volunteer to walk her through how they up.
got their answer. TW ask students if they
agree by giving a thumbs up or if they
disagree by giving a thumbs down.
(Attachment 1)
• TW show slide 18. TW explain that this
word bond needs to be done individually.
TW give 45 seconds of wait time, if
needed. TW use popsicle sticks to call on
a student to walk her through how to
combine “were not” to form a
contraction. (Attachment 1)
• TW show slide 19. TW explain that this
word bond should be attempted
individually. TW provide 20 seconds of
wait time. TW tell students they can talk
to the person sitting directly across from
them if they need to. TW use popsicle
sticks to call on one student to walk her
through how to form the contraction.
(Attachment 1)
• (If needed) TW show slide 20. TW tell
students this problem should be done
individually. TW provide 30 seconds of
wait time, if needed. TW ask for a
volunteer to walk her through how to
form the contraction. (Attachment 1)
• TW relate the word bonds to the “I can”
statement by having students self-assess
if they understand how to combine
words with not to form contractions. SW
give a thumbs up or a thumbs down to
show that they understand or if they
don’t understand.
Guided Practice 2: Partner Sentences
Think: Think:
How will you clearly communicate How will students complete the task?
expectations for independent practice What will students do if they need help?
(behavioral and academic)? What will students do if they finish?
Plan: Plan:
• TW show slide 24. TW explain that we • SW listen to teacher to explain directions.
are about to take a short quiz. TW explain • SW work independently for ten minutes
that we will have a voice level of 0 on the assessment on their individual
because this is done independently and level. (Attachment 5)
not everyone has the same test. • SW raise their hand if they have a
(Attachment 1) question.
• TW have the student with the star on • SW turn their test in and work on the
their sticky note to pass out the early finisher if they are done early.
assessments in their colored groups. TW (Attachment 6)
explain the directions for each set of
questions. (Attachment 5)
• TW explain that when they are done, to
turn it into the box at the front of the
classroom and grab an early finisher.
(Attachment 6)
• TW tell students if they have a question
to raise their hand quietly until I am able
to come around and answer it.
• TW explain that students have ten
minutes and start the timer. SW begin
the assessment.
Differentiation:
Think:
What accommodations/modifications will you include for specific students during
Independent Practice?
What (content, process, product) did you differentiate?
Why (based on readiness, interest, learning profile) did you differentiate?
Plan:
• Students will use test blockers during the assessment. This will help students who have a hard
time concentrating and are easily distracted.
• I differentiated the content on the assessment. Students are all practicing the skill of
identifying words that can be combined with not and combining them to form a contraction,
but with varying levels of support (word bank and no word bank). I also differentiated the
sentences they will evaluate on the test as well.
• I differentiated based on readiness because it was the most logical way to do it. In the way
that I assessed students, it would have been difficult to differentiate based on student
interest or learning profiles. I am able to assess their ability to identify words that can be
combined with not to form contractions as well as combining the words to actually form the
contraction even though they are working on different academic levels such as lower level, on
level, or above level.
Closing / Reflection _5__min.
Think:
How are closure/reflective activities relevant to the objective and lesson standards?
How will students be active participants in the closure/reflection?
How will students revisit the opening of the lesson?
How will students summarize their learning?
How will students connect their new learning to real life?
Plan:
• TW show slide 24. TW ask students if they remember what they said earlier about there being
an easier way to write “do not.”
• TW point to the chart with the student answers recorded on it. TW read aloud what the
students said.
• TW ask the students if they need to change the answers or if they were right the whole time.
• TW allow a student to volunteer to answer.
• SW answer if they want to change what they said originally or keep it and defend their
answer.
• SW decide if they agree with their fellow classmate or disagree by giving a thumbs up or a
thumbs down.
• TW ask students, “How can we use contractions in our everyday life, especially when we are
speaking?
• SW raise their hand to answer.
• TW explain to students that when we are speaking, contractions take less time to say because
they are one word instead of two words.
• TW refer back to the “I can” statement.
• TW have students self-assess if they can identify and combine words with not to form
contractions by giving a thumbs up or a thumbs down.
• SW self-assess using thumbs up or thumbs down.
Think:
• The teacher will establish the rules for behavior by discussing the classroom rules and
consequences with students at the beginning of the lesson. The teacher will establish rules for
learning by modeling how to do certain things such as using the magnifying glass to take a “closer
look.”
• The teacher will use consequences and extrinsic motivation to maintain student behavior. The
consequences discussed in class are losing letters toward their “mystery sentence” and pulling
their clip. Extrinsic motivation used in the classroom includes gaining letters towards their
“mystery sentence” and receiving a “mystery surprise” when, at random, caught doing what they
are supposed to be doing.
• The teacher will use attention getters such as classity class and yessity yes to signal for students
to focus on me.
• The students will answer questions aloud by being randomly selected through pulling popsicle
sticks and they will be able to volunteer to answer when allowed.
Materials/Resources
• Smartfile (Attachment 1)
MeGown, Monica. “Lights...Camera....Contraction
• Popsicle sticks with names
Action!!” MeGown's Second Grade Safari, 10 Jan.
• Mary Had a Little Lamb Song Tune
2014. (Contraction Song)
• Sticky Notes (yellow and orange)
• Differentiated assessments (Attachment 5)
• Early finisher (Attachment 6)
Student: singingbellsongs. “Mary Had a Little Lamb
(Instrumental - Lyrics Video for Karaoke).”
• Magnifying Glass (Attachment 2)
• Expo markers and eraser YouTube, YouTube, 23 Dec. 2014,
• Whiteboard with Word Bonds on one side www.youtube.com/watch?v=b-7pInWFqb0.
and Partner Sentences recording sheet on
the other side (Attachment 3 & 4)
# Correct: 10 points