Ashley Miller 4/22/14 ELD 307

Guided Reading Lesson

Rationale: The purpose of this lesson is to help students become more familiar with letters and the different sounds they make. This guided reading will assist students with adding prefixes to and suffixes to letter combinations such as ay in hopes of creating new words or recreating words from the text Grandma Almas Special Room. This lesson will also help them distinguish words that are phonetically similar. Standards: RF.1.3: Know and apply grade-level phonics and word analysis skills in decoding words. RL.1.10: With prompting and support, read prose and poetry of appropriate complexity for grade 1. Objective: SWBAT: Create and recognize different combinations of ay words based on the reading Grandma Almas Special Room and their knowledge of first grade level phonics.

Procedures: I will pull the lower level reading group students to the back table to participate in this guided reading and word work activity. While I am working with this guided reading group, the other students will be working through productive, collaborative, center work. The groups will rotate centers while I change guided reading groups. 1. Center #1- Creating different ay words using the Styrofoam cups. The students will work independently to create different ay words with this helpful tool and write down the words they make. Once theyve finished writing out their words, they will discuss the words they made with a partner at their table. 2. Center #2- Rain, Rain Go Away Poem. Students will work on their own to point out the ay words from the poem and create a picture based on the poem. 3. Center #3- Complete an ay words simple word search. I will begin by introducing the story to the students: Boys and Girls, today we will be reading Grandma Almas Special Room. Has anyone heard of this story before? If not, what do you think this story is going to be about? While we are reading Grandma Almas Special Room we will be keeping an eye out for words from the ay family. (I will show the students the wipe off board with the ay ending.) Does anyone know an example of an ay family word? There are a few of them in this book, so lets make sure to really pay attention. As we popcorn read Grandma Almas Special Room and follow along with our pointers, I will assist the students in pointing out ay words as we go along. Do we see any words from the ay family on this page? (Page 12).

Once the story is complete, I will explain the next part of this lesson while handing out the magnetic cookie sheets that already have some magnetic letters on them.

Boys and girls, now it is our turn to try and make some different ay words. Now that we saw some examples in the story, lets see what we can come up with on our own! Lets try and make some different ay words with the magnetic letters on our cookie sheets.

After the students have experimented a bit with ay combinations, we will talk about and share some of the words we came up with.

At the close of this lesson, I will call out about four or five ay words that we didnt come up with for the students to try and write out with their magnetic letters. Lets try and write the word way with our magnetic letters. What letter do we need to add to ay to make the word way?

I will close by encouraging the students to think about some new/different ay words that we didnt discuss today. We will be sharing these findings during our next guided reading lesson.

Materials: Grandma Almas Special Room by Patricia Almada One magnetic cookie sheet per student An array of magnetic letters for each student (containing the same letters) A reference sheet of different ay words One pointer per student One wipe off board to introduce ay Different hand-outs/Styrofoam cups for the center activities

Assessment: In order to see what the students were able to grasp during this lesson, I will use the final part of it (seeing if they can make the ay words that I call out on their own) as a form of assessment. I will also be assessing their center work activity sheets to see how well they were able to form and point out words from the ay family.

Differentiation: Instead of trying to come up with ay words individually at first, we could work as a group to come up with some simple ay words together such as day, pay, say, etc. If the students are really struggling, instead of asking them to create four different ay words of my choosing, I could ask them to try and make/spell one of the four. If the students are unable to read strongly, I could assist them with certain words. For more advanced students, I could encourage them to try and come up with some longer ay words (ex- today, relay, holiday, etc.)

Future Connections: This lesson could assist students in forming more complex ay words in the future such as the days of the week or other examples including words like mayor, crayon, and always.

This lesson will also help students get practice with playing close attention to stories in order to draw information from them for other parts of a lesson.

Center #1 Worksheet (to go with cup activity)

Name: _____________________

Date: _____________

ay
Log all the ay words that you form with your Styrofoam cups.

1. __________________

2. ___________________

3. ___________________ 4. ___________________

5. ____________________

6. _____________________

Word Search example for ay family (Center 3)