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Reading Strategy Lesson

Teacher: Mikayla Battjes


Grade Level: First Grade

Date: October 17
Format: • teacher (1-2)
• individual (2)
• teacher (3-4)
• individual (5) (gradual release)
• teacher (6-8)
• individual (9-10)
• teacher (11-12) (gradual release)
• individual (13) (full release)

Strategy: Phonological Awareness: Syllables


Objective/Purpose/ • Give meaning to what a “syllable” is
Instructional Goals: • The student will be able to identify how many syllables are
in a given word
• Find the student’s instructional reading level using running
records

Texts/Resources/Materials:
• Running Records
o 1 sheet for student
o 1 sheet for teacher
o 3 different levels (A,B,C)
• Candy for motivation
• Words written on sticky notes
1. pet
2. nose
3. hall
4. table
5. teacher
6. picture
7. classroom
8. bathroom
Assessment(s): • Student’s responses to syllable counts
• Comprehension questions from running records text
• Running records results
Brief outline (Activities):1. Use the first 5 minutes to do exercises
1. jumping jacks
2. high knees
3. skips
4. grapevine
5. situps
6. pushups
7. plank
2. Review The Watermelon Seed that was read last week. Have the
student write a sentence of what their favorite part of the story
was. [work on writing]
3. Teacher pre-teaches vocabulary of syllables
1. what is it?
2. when is it necessary?
Allow for brain breaks every 3. how does that help our reading?
10 minutes 4. The teacher does a couple of examples of words with varying
syllables [word work]
1. pet
2. nose
3. hall
4. table
5. teacher
6. picture
7. classroom
8. bathroom
All of these examples should be done with the teacher leading with
clapping and the student following along.
5. Ask the student to come up with his own words and use the
same clapping method to discover the number of syllables in
each word they provide
6. brain break
7. Teacher explains that the student is going to read a story to the
teacher so the teacher can see how good of a reader the student
is
8. The teacher will provide the story and will take notes on the
reading records sheet
9. The student will read independently the story given [read to
someone]
10. After the student has read the story, the student will complete a
comprehensive worksheet
11.brain break
12. After the first time the student has read the story, tell the
student that the teacher will read it to him for the second time.
However, this time when the teacher stops, the student will stand
up and the teacher will give the student a word. [listen to
reading] The student must jump to represent how many syllables
the word represents. Example: if the word is “animal”, the
student must jump 3 times.
13. If time, teacher will allow student to read a book offered or their
independent reading level independently and write down words
with 2 or more syllables [read to self]
!2
NOTES *Use this area to jot Syllables
down any notes about the Understanding the phonological awareness of syllables allows the
strategy or lesson. students to break up the word into syllables. This can make long
words seem less intimidating, by breaking up the word into
different sections. Long words can be a cognitive overload and
cause the student to shut down, by introducing syllables it can
introduce an overwhelming word to be not so overwhelming.

Running Records
I think my student is at an instructional level B, but I am bringing a
level A text and a level C text just in case he performs better or
worse than I am expecting.

Other
*Brain breaks/opening exercises should be used often to keep the
student on track. The student has a hard time staying focused and
staying still so hopefully these breaks will help with that. I also plan
to change location and lay on our stomachs facing the wall,
hopefully this will be less distracting for the student.

!3

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