Decoding and word analysis Lesson Plan Assignment

University of Phoenix Material

Lesson plan: 

Decoding and word analysis

 Name:  JR

Intended grade level: 6

State standard(s): (CA Common Core)

Grade 5 Phonics and Word Recognition:

Know and apply grade-level phonics and word analysis skills in decoding words: use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g. roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Grade 5 Read with sufficient accuracy and fluency to support comprehension:

a. Read on-level text with purpose and understanding.

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Learning Target(s):

Students will decode and comprehend a two-syllable word in context

Students will recognize a word in context and read it correctly.

List the research-based strategies and routines from the course readings and research that you will incorporate into this lesson plan:

  • Purpose and Motivation: Students should know what the purpose is of reading – how does will it relate to their needs and wants in life.  What can it get them?  Teacher will develop this by giving real-word examples of things that students can read.  To include job applications, texts/social media, magazines and others.  This can be used in conjunction with the Anticipation Guide.
  • Anticipation Guide: guide will be based on information that will challenge the students’ thinking, but not too much that students have no context with which to answer. Background knowledge of the student is required and should be considered when making questions.   Five statements that discuss the important concepts of the learning target.  After group work has concluded, each statement is discussed as a whole class.  If class is unable to have the discussion appropriately, teacher will re-teach classroom discussion expectations and try activity again.
  • Strategic Teaching: Use a concept map and select key questions to answer.  Based on background knowledge of students and prior observation/assessment, items will be placed in the concept map as appropriate.  For a Reading unit, the key questions may be:

“Why do some words have more than one syllable?  Why can’t they all be one syllable?”

“Why do some words seem to be ‘easy’?”

  • Vocabulary: 5 – 6 words will be introduced, but not to be expected to be decoded.
  • Imaging: Vocabulary words may require imaging.
  • Teach word and relate to concept:  Give a student-­friendly definition; help them make connections with known words
  • Provide multiple exposures
  • Use crossword puzzles, word games and systematic vocabulary study to create interest in words.
  • Students read passages that contain words that follow introduced patterns.
  • pairs of syllables – match up syllables to make words.
  • Underline words that best fits the ‘sense’ of a sentence.
  • Ask students to find signs or labels that have pattern words.
  • Have students create a sentence or story using as many of the key words as they can (using magnetic words)
  • Analogy strategy – make two or three comparisions with all syllables. 
  • Ask guiding questions regarding parts students can say (first, last, etc.), are they like any other words they might know?
  • Ask students to say “blank” for the word. At end of sentence,  Ask what word goes there.
  • help students construct a generalizations about the pattern,
  • With ‘schwa’ pronunciation ask students to change pronunciations to “read the real word”
  • model how to make inferences based on background knowledge: re-read word, state Definition, give synonyms, Comparison–Contrast, Function Indicators, Pictorial Clues
  • Use Morphemic analysis and dictionary when the meanings of words are unknown.

Extending and Applying:  

  • Text Structure:  Teacher first tells students that they are only to decode first.  Then they are to read for comprehension
  • Framing: The teacher will ‘frame’ the discussion of the target text by stating in what real-world situations this text could apply to.
  • Strategy Guides: 

Include 

  • vocabulary definitions and translations of unfamiliar language,
  • tbd
  • tbd
  • tbd

Reciprocal Teaching: select students will teach other students in their groups how they attack unknown words.

List the accommodations for ELLs that you will incorporate into this lesson plan:

  • As appropriate, minority language groups may discuss in home language to achieve to foster concept comprehension.
  • Make input comprehensible
  • Present directions clearly
  • use visual aids to reinforce
  • use hands­-on activities
  • read text with students
  • Use frequent checks for understanding
  • Allow for multiple ways of demonstrating comprehension

Materials required: 

Pencil/sharpeners, anticipation activity worksheet, overhead/projector, target text, highlighters, rulers

Gen Ed Lesson Sequence:

1.  Students are brought to order and remain quiet via classroom management techniques.

2.  Students work on anticipation guide in small groups.  Guide goes on overhead.  Extra paper copies are available.  If it is clear that groups cannot handle the activity, teacher will re-teach how to work in small groups and try the activity again.  Questions will be based on the key concepts from the learning target, in this case solving a word problem.  A sample question may be:

“Reading is not important.”

Questions are reviewed and elaborated as a class as determined by teacher.

3.  Instructional routines

a.  tbd

b.  Student will work on activity under the parameters of the small-group discussion expectations as taught to the class during the first weeks of school.

c.  Transitions: transitions between activities will be conducted in accordance with expectations as taught to the class during the first weeks of school.

d.  tbd

e.  Closure: Teacher gives appreciations to students, and students to each other.

6.  Assessment: after SRI testing, use WR inventory and WJ reading to determine placement – identify specific weaknesses.

7.  Reflection: Teacher reflects on what went right and what needs to be changed and why.

References:

Opitz, M., Rubin, D., & Erekson, J. (2011 ). Reading Diagnosis and Improvement: Assessment and Instruction [University of Phoenix Custom Edition eBook]. Boston, MA: Allyn & Bacon. Retrieved from University of Phoenix, RDG/502 website.

Gunning, T. G. (2009). Assessing and Correcting Reading and Writing Difficulties 4th edition [University of Phoenix Custom Edition eBook]. Upper Saddle River, New Jersey: Pearson. Retrieved from University of Phoenix, RDG/502 website.

California Department of Education, (2013). California Common Core State Standards: English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Sacramento, CA: CDE.

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