EDUC 429
Lesson Plan Template Lesson 1 2 3 4 5
Teacher Candidate: Shakema Smith Grade: 2nd
Subject/EEDA/SSCA: ELA- Diagraphs
Date and Time of Lesson: February 12, 2013 at 9 a.m.
Learning Objective: Students will recognize the diagraphs wh, ch, sh, th in words. Students will be able to come up with words that use the diagraphs wh, ch, sh, th. Alignment with Standards: RF 2.3a- Decode words with common prefixes and suffixes. RF 2.4b- Read on level text orally with accuracy, appropriate rate, and expression on successive readings. Developmental Appropriateness: My learning objectives are appropriate because students have already been introduced to the diagraphs but they still need help recognizing them in words. The students will be able to use the skill Punching Words when trying to recognize diagraphs in words.
Assessment(s) of the Objectives: Pre-Assessment: Numbers 1-6 on the assessment they were given on Monday.
Directions: Circle the diagraphs in each word for numbers 1 and 2. where whale church watch which when chart catch
Directions: Write two words for the diagraph Wh in the blanks. _________________________ ________________________
Directions: Write two words for the diagraph Ch in the blanks. _________________________ ________________________
Directions: Write two words for the diagraph Sh in the blanks. _________________________ ________________________
Directions: Write two words for the diagraph Th in the blanks.
_________________________
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During: Observation while the students are reading the book with me. Students are searching for wh, ch, sh, th words in the story on their own. Post: Students are filling out the diagraph chart.
Accommodations:
EDUC 429
Lesson Plan Template Lesson 1 2 3 4 5
1. When listening to students say words that have a diagraph, if the student makes a miscue which interferes with the diagraph in the word, I will ask questions such as: a. Does that word make sense? b. Does that word sound like it has the wh, ch, sh, th diagraph sound in it? c. If this word ______ has this diagraph _______, then what is another word that has the same diagraph? 2. If the students enjoyed this text, they may also enjoy the next book of the Mrs. WishyWashy series. 3. If the students are having difficulty with recognizing short vowel sounds in words based on the assessment that I gave, I will re-teach each diagraph sound. I will also create a diagraph game and activity that will help the students recognize diagraphs in words. This will help the students to get a better understanding. 4. I will clearly and slowly read the book so the students will get a clear understanding of the story. I will clearly say the diagraphs in each word. I will also make sure each word is punched correctly. I will continuously repeat the diagraphs to the students. For the ADHD student, I will give clear and precise directions. Materials: The Big Book Wishy-Washy Day, sketch markers, chart paper, and reading pointer. Use of Technology: There will be no technology needed for this lesson. Procedures: 1. Boys and girls we are going to re-read Wishy-Washy Day together as a class. 2. I want everybody to be reading and paying attention. 3. Lets begin. (Read story) 4. Now that we are finish reading the book together, we are going to go on another hunt. 5. Yesterday, what type of hunt did we go on in the story? (Students respond, Short vowel hunt.) Thats correct! What are the short vowels? (Students say the short vowels) Good job! Now we are going to go on a diagraph hunt searching for words that have the diagraphs wh which is wh like whale, ch which is ch like church, sh which is sh like shell, and th which is th like thermis. 6. And we know that a diagraph is two letters that go together to make one sound. 7. Now lets go back to story and find words with these diagraphs. When we find a word with one of these diagraphs we are going to punch it to make sure its correct then we are going to write it on the chart in the correct diagraph column. (Pull out Diagraph T-Chart) 8. Like we did yesterday, remember to raise your hand to say your answer after we read the pages. (Go back through the story and read two pages at a time with the students) 9. Now that we are done finding words in the story, lets see if we can think of words on our own that has one of these four diagraphs in them. Each of you will give me a word for one of the diagraphs and come write it on the chart. (Call on a student one at time) 10. Now that everyone has put a word on the chart, lets go over the diagraphs with the examples I have given you. (Go through the diagraphs with the examples) 11. Before we end, I want you to turn and talk to you talk partner about how you think Mrs. Wishy-Washy felt when she got a bath instead of the animals. (Allow students to talk for two minutes with talk partner) 12. Who would like to share their responses to the turn and talk topic? (Allow a few students to share their responses) 13. You all did a good job today.
EDUC 429
Lesson Plan Template Lesson 1 2 3 4 5
References: N/A Activity Analysis: The lesson activity is reading the big book, finding diagraph words, and filling out the diagraph chart with the students own words. The instructional strategy supports the lesson objectives by the students recognizing diagraphs in words by punching the words. Since the students love to work together this activity allows for the students to work together as a class to find and come up with words using the diagraphs presented in the lesson. I will use the Diagraph T-Chart and the big book, Wishy-Washy Day to implement the activity.
