ACCURACY (Stretching Sounds)

A) Background Information: 10 minutes 1st Grade Language Arts 5 Students (predetermined based on common reading level)

B) Goals and Rationale: Students will stretch many common consonant-vowel-consonant (CVC) words, and then say them rapidly and correctly. This is important for the basics of reading with correct letter-sound identification. Reading is necessary for life in the civilized world.

C) Objectives/Standards and Benchmarks R.WS.01.03 understand the alphabetic principle, that sounds in words are expressed by the letters of the alphabet.

D) Teacher Preparation Teachers need to know the words these students will be able to sound out effectively, but still find words that challenge them. They should be prepared to use words with triple consonant blends if the other words are too simple off the bat. Students will all need a large rubber band.

 To prepare for this lesson teachers need to predetermine words the students will sound out and repeat aloud. Teachers will also need to know what words students can already form based on the baseline data of their letter-to-sound recognition.

E) Assessment Plans Students will be assessed throughout the lesson, as well as during their next running record attempt and/or DIBELS testing date.

F) Instructional Procedures Teacher will bring selected students over to the carpet area. Instructions will be given that words are going to be written on the easel, students are to stretch the sounds in those words while simultaneously stretching the rubber band as to create a concrete, visual, and oral learning orifice for the student, and then when the rubber band is contracting quickly the learners are also to quickly say the word. Teacher will demonstrate how it properly done using cat /caaaaaaaaaaaaaaaaat/. Then the teacher will go through many CVC words, correcting students as they make mistakes.

G) Reflection Looking back now I am so glad that I did this with our struggling readers. We do a lot of phonemic awareness and phonics as a whole class, but getting to work with such a small group on such a basic thing really sheds light on how much work

some of these kids need on the BASIC building blocks of reading accuracy. The students really did understand the bulk of what we were doing, but its just obvious they do not get much practice outside of school. These are our Title kids that still arent showing significant growth, so it is good to get this kind of individualized instruction built into classroom learning time. I believe I really strive in large group instruction due to my management tactics, but the small groups are getting better with the more I practice, and I think the kids can see my comfort level rising also due to their obvious comfort level with me. I think this lesson was very appropriate, and the time allotted for the lesson also proved to be significant. Ten minutes seemed nearly perfect.