Week 6
Lesson based on Mary's needs
Candidate’s Name: Mary
Grade Level: 3
Title of the lesson: Reading
over Meaning
Length of the lesson: 45 minutes
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Central focus:
Decoding similar sounding/ looking words
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Knowledge:
Word decoding, word
identification, phonological awareness
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Common Core State Standards
(List the number and text of the standard. If only a portion of a standard is
being addressed, then only list the relevant part[s].)
Know and apply grade-level
phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.3.3.b
Decode regularly spelled
one-syllable words.
Decode multisyllable words.
Read grade-appropriate
irregularly spelled words.
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Support literacy development
through language (academic language)
● Identify
one language function (i.e. analyze, argue, categorize, compare/contrast,
describe, explain, interpret, predict, question, retell, summarize or another
one appropriate for your learning segment)
● Identify
a key learning task from your plans that provide students opportunities to
practice using the language function.
● Describe
language demands (written or oral) students need to understand and/or use.
students will identify words
one at a time.
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Learning objectives
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Students will read words, even similar looking or
sounding, correctly by focusing on decoding the word more than the
comprehension.
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Formal and informal assessment
(including type[s] of assessment and what is being assessed)
● Explain
how the design or adaptation of your assessment allows students with specific
needs to demonstrate their learning. Consider all students, including
students with IEPs, ELLs, struggling readers, and/or gifted students.
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Formal- Teacher will take a running record of each student
individually reading a book with similar looking/ sounding words at the end
of the lesson
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Informal- students will read flash cards with similar
sounding looking words to themselves, and the teacher will float around the
class and observe.
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Instructional procedure:
Instructional strategies and learning tasks (including what you and the
students will be doing) that support diverse student needs. Your design
should be based on the following:
● understanding
of students’ prior academic learning and personal/cultural/community assets
● research
and/or theory
● developmental
● appropriateness
Consider all students,
including students with IEPs, ELLs, struggling readers, and/or gifted
students.
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Students will work with a partner and place mini stop
signs after each word in a book.
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Students will take turns reading the book to each
other, reminding each other to stop before every word (which forces them to
only concentrate on one word at a time, not the overall meaning).
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As a class, the teacher will show the Stroop Test on
a smart board and students will call out the answers together.
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Instructional resources and
materials used to engage students in learning.
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Mini paper stop signs
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Smart board
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Stroop Test
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Reflection
● Did your
instruction support learning for the whole class and the students who need
great support or challenge? I think that this lesson supports learning for
all students.
● What
changes would you make to support better student learning of the central
focus? I would really prefer to do this lesson individually rather than in a
class setting.
● Why do
you think these changes would improve student learning? Support your explanation
from evidence of research and/or theory. It would be a more effective lesson
if it was done on a one-on-one basis; teacher and student. To really see
students progress in word decoding, the teacher would have to assess each
student individually. If the lesson was also done individually not as a class
it may take faster and will aim at exactly what point of instruction the
students needs.
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Dr. Hui-Yin Hsu Spring 2014
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