Katherine Miller                                    Jennifer Ward                           Dr. Janet Strickland Teacher Candidate                            Supervising Teacher                 University Supervisor

 

  1. Date Initially Submitted to Supervising Teacher:  October 9, 2006
  2. Actual Date of Implementation:  October 11, 2006
  3. Subject/Grade Level:  Language Arts/1st Grade
  4. GPS and National Standards: 

GPS:

ELA1R2 The student demonstrates the ability to identify and orally manipulate

words and individual sounds within those spoken words. The student

c. Adds, deletes, or substitutes target sounds to change words (e.g., change top to stop; change smile to mile; change cat to cap).

e. Orally blends two to four phonemes into recognizable and/or nonsense words.

National Standard:
6.  Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

12.  Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

 

  1. Specific Objectives: 

The students in this first grade class will successfully build words containing the short “u” vowel, by connecting letter cards with an accuracy of 90%.

  1. Procedures:
    • Motivation/Getting Their Attention:  To get the attention of the students I will ask the students to name a few things that have a short “u” sound in their name.
    • Tie to previous learning:  This lesson ties to the previous learning of the short vowel “u”.
      • Teaching Sequence:  The first that I will do with each group is guided reading of a book containing the short “u” sound. To start off the book students will tell me the title of the selected book for their particular group. Then I will have the students do a picture walk through the book and make their predictions as to what the book is going to be about. After the predictions have been made we will read the book, with each student reading one page at a time and when they are not the one that is reading they will be following along. Once, the book has been read through the first time by the whole group each student will get a whisper phone and they will reread the book to their selves through the phones. Once, the book as been read through the whisper phones we will find out if the predictions that the students made were correct. The students will also tell what their favorite part of the book was and why. And they will tell what happen in the book.
      • The second thing that I will do with each group is word building. Each student will get the letter cards that they need for this activity. I will explain to them that we are going to be building words that contain the short “u” sound and that some of the words will contain the long “u” sound. I will tell the group a word to build and they will use their phonics skills to decode the words to be able to spell them correctly. Once all the students in the group have spelled the given word they will be given another word to spell. I will use clues when giving a word for instance I may tell them to switch the first letter, ask them what letter do I need to add to make a certain word. While building the words the students will write the words down on the worksheet. When we get to the very last word that needs to be made I will have them try to figure out what the “secret word” is.
    • Closure:  To conclude the lesson I will ask the students to tell me two words that have a short “u” in them.
    • Transition:  The groups will quietly move to their next center when they are done with the lesson.

 

  1. Lesson Adaptations: This lesson is designed with the idea that it can be adapted to the ability of the learner and their special needs if there are any.

 

  1. Technology Integration:  not applicable

 

  1. Materials:
    • A Cup for a Cub by Ned Jensen (Blue Group)
    • A Bug in a Rug by Jane Duden (Green Group)
    • My Puppy by Inez Green (Red Group)
    • Whisper Phones
    • Letter Cards
    • Building Words Worksheet

 

  1. Evaluations: 

This lesson will be evaluated through teacher observation and student work sample. The will turn in their word building worksheets at the end of the activity to be graded.

 

  1. Connections:  This lesson connects to phonics and reading.

 

  1. Reflection: 

I am very pleased with the way that this lesson turned out. Going into the lesson I was nervous about who well the red group would do with the word building part of the lesson where they had to take the words that they made and write them onto the worksheet. I had my concerns with the red group since they are the low the lowest group and there is an ESOL student in this group.

This lesson was selected because it is important that students get exposure to the way that words are made and formed. This lesson fit into the Language Arts curriculum since it incorporates phonological awareness and phonics.

Everything in this lesson went according to plan. I planned this lesson based on what I had seen Mrs. Ward do with word building so that made it a little easier with what to expect from the students during this lesson. I would absolutely do this lesson again because it had the students involved in a hands-on way and they seemed to enjoy this lesson as well. They were trying to spell words with the letter cards that were given to them without being prompted to make a word.

Through this lesson I learned that even the lowest ability group of students are able to do this lesson and have fun with is and get excited about as well.

 

 

 

 

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