Teacher Candidate: Samuel Fulmer Subject/Grade: ELA/3rd Grade Learning Objective:

Lesson # 5 Date and Time of Lesson: 11/21/13

1. The students will learn to decode unknown words by using their known strategies and fitting the word into the context of the sentence. 2. If students show proficiency in decoding unknown words, he/she will be able to orally communicate how to read more fluent. I.e. reading a word or two ahead of the word they are saying.

Alignment with Standards: CCELA. RL. 3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. CCELA. RL. 3.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. SSCA- Students will be receiving instruction in a small group setting. They will be answering the instructors questions as a group, and reading individually for a portion of the time. They must be able to respect their fellow classmates and not read to loud or talk over them when answering questions. Developmental Appropriateness or Cross-curricular connections: Discuss why your learning objectives are appropriate in terms of development; prerequisite knowledge, skills, or cross curricular integration, and/or other student needs. Refer back to TWS 1. Assessment(s) of the Objectives:
What assessment(s) will you use to determine student learning (pre, during, post)? Each objective should be aligned with an assessment. Lesson Objective(s) Assessment(s) of the Objective(s) Pre: Running Record of Meet the Molesons by Burny Bos During: Guided Reading Notes Post: Running Record on page 2 of The Surprise Invitation by Dawn McMillan. Pre: Running Record at Level L During: Guided Reading Notesevidence of showing proficiency in decoding by fitting an unknown word into the context of the text. Post: Running Record on page 2 of The Surprise Invitation by Dawn McMillan. Use of Formative Assessment The pre-assessment for the lesson provided evidence of strong and weak points of each students reading. This was used to determine which strategies needed to be a focus of instruction. The Guided Reading Notes that are taken during the lesson will provide the instructor with data to reflect on after the lesson to identify areas that the student still needs to work on. This will also allow the teacher to determine if

The student will learn to decode unknown words by using their known strategies and fitting the word into the context of the sentence.

If students show proficiency in decoding unknown words, he/she will be able to orally communicate how to read more fluent. I.e. reading a word or two ahead of the word they are saying.

the student is ready to move on to the second lesson objective, or if more time needs to be spent on decoding strategies. The post assessment will be on a text at the same level as the one used during the guided reading. Teacher prompt will be given during the guided reading to encourage students to use decoding strategies. The post assessment will allow the teacher to see if the student remembers these strategies and how to implement them without prompt.

Accommodations: Each student has had a running record conducted two days before the lesson. This allowed me to see where their weaknesses and strengths are. After the initial introduction of the book students will be reading independently. This will allow them to work at their own pace. During each mini-conference I will attend to each students needs/learning styles. If I notice that a student is performing very well, with little challenge I will provide challenge by encouraging them to read for fluency. I will do this by guiding my pencil along the top of the words while they are reading, staying a word or two ahead of the word they are reading. Students will sit with as much space as possible in between them as to minimize the distraction of other students reading around them. Materials: The Ant and the Grasshopper Retold by: Jenny Giles White Board Dry Erase Maker U shaped table is optimal, but students can form a U shape around the instructor on the rug as well. Watch/Timer Clip Board Pen/Pencil Guided Reading Notes or Simple Notebook Paper will suffice

Procedures: 1. Students will gather around the U Shaped Table, with the instructor sitting in the middle on the opposite side of the students. The teacher will show the students the cover of the book; introduce the title, author, and illustrator. (1 min) (The Ant and the Grasshopper Retold by Jenny Giles Illustrated by Pat Reynolds) a. Ask students if they have ever heard of a fable. Do not ask for a definition of a fable, as a miscue could cause confusion for the other students who have never heard of one. b. Tell students that a fable is, A story that typically uses animals to tell a st ory that teaches a lesson. 2. Pass out one book to each student, and have short story walk. (3-4 min) a. Ask students to look at the pictures throughout the book and see if they can predict what the book is about. b. After students have had a minute to look at some of the pictures in the book, ask them to turn to page six. The teacher will read the first part of this page allowed. Ask students, If the ant was talking to the grasshopper, what type of book is this, fiction or non-fiction? 3. The teacher will introduce some vocabulary that may be unknown to students, or the words may be difficult to sound out due to silent letters. (3 min) a. The teacher will write these words on the white board, one by one and ask students to raise their hands if they know what the word is. b. If one of the students thinks he/she knows what the word is, call on them and see if they know. If they are correct, let them know, and explain how you pronounce the word. (I.e. which letters are silent, why a particular combination of letters makes a certain sound) Give a brief definition if needed. The words that will be taught before this reading are: i. Enough ii. Through c. Explain that sometimes a gh is silent, and sometimes it makes the sound of f. d. Encourage students to use their context clues and try each sound to see which makes the most since with the rest of the letters in the word. 4. Students will read independently while the teacher has mini conferences with each student. (10-15 min) a. Students should read loud enough for the teacher to be able to hear, but not too loud as to distract their neighbor. b. If students are not used to reading in this setting, this may take a couple of minutes to reach an optimal volume level. c. The teacher will listen to each student read for 5 minutes, and help them decode, monitor for meaning, or develop fluency; depending on the pre-assessment results. d. The teacher should have 5. Show an example of how to monitor for meaning a. Ask students to follow along in their book as the teacher reads a sentence from the story and makes a mistake, on purpose. b. Ask students if what you read made since. See if they can find the mistake. c. Remind them that when they are reading by themselves they should remember to ask themselves if what they read made since. i. If it doesnt, they should try to employ one of their strategies to find their mistake.

Activity Analysis:
1. Introduction to difficult words. a. Through my pre-assessment I determined that my students need to work on their decoding strategies. b. One way to accomplish this is by teaching different letter combinations and the various sounds they may make. There are several occurrences of the gh sound in the text, so this will be a good one to review before reading. c. This will align with the standards for this lesson by giving students a tool to help them identify different words in a text. d. Technology will not be used in this portion of the lesson as it would cause a distraction, and is unnecessary. An app that can be used as a whiteboard could be used, but the likelihood of something going wrong with the technology during the lesson is a possibility, and would take away from the instructional time. 2. Students will read independently a. Students will read softly to themselves, at their own pace. b. While the reading level of the three students is close, some are stronger in fluency so it would not be reasonable to expect the students to read at the same pace. c. By having students read independently it will allow me time to have mini-conferences with each of them and address issues that pertain to their needs. d. I can share with them strategies that they can use to improve their monitoring for meaning, comprehension, or fluency depending on how they are reading. e. Each student will be reading from their own text, and technology will not be required. Students may struggle as it is with staying focused because of the other students reading quietly beside them, and technology would only add to this.

References: Aesop. (2001). Retold by Jenny Giles. The ant and the grasshopper. Barrington, Il: Rigby Publications.