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    Word Study Lesson Plan: Connection To The Big Goal

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    FlyEngineer
    This lesson plan teaches students the long O sound spelled with OA and OW. It begins with an opening to engage students and review prior knowledge of long O sounds. New material is introduced using word cards and examples. Guided practice has students blending and reading words and sentences containing the target patterns. Independent practice has students spelling words using the patterns. Assessment is through an end of week test. Accommodations are provided for one student, such as using fidgets and taking the test outside.

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    © All Rights Reserved
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    Word Study Lesson Plan: Connection To The Big Goal

    Uploaded by

    FlyEngineer
    29 views3 pages
    This lesson plan teaches students the long O sound spelled with OA and OW. It begins with an opening to engage students and review prior knowledge of long O sounds. New material is introduced using word cards and examples. Guided practice has students blending and reading words and sentences containing the target patterns. Independent practice has students spelling words using the patterns. Assessment is through an end of week test. Accommodations are provided for one student, such as using fidgets and taking the test outside.

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    lesson plan.

    Original Title

    Word Study

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    This lesson plan teaches students the long O sound spelled with OA and OW. It begins with an opening to engage students and review prior knowledge of long O sounds. New material is introduced using word cards and examples. Guided practice has students blending and reading words and sentences containing the target patterns. Independent practice has students spelling words using the patterns. Assessment is through an end of week test. Accommodations are provided for one student, such as using fidgets and taking the test outside.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    29 views3 pages

    Word Study Lesson Plan: Connection To The Big Goal

    Uploaded by

    FlyEngineer
    This lesson plan teaches students the long O sound spelled with OA and OW. It begins with an opening to engage students and review prior knowledge of long O sounds. New material is introduced using word cards and examples. Guided practice has students blending and reading words and sentences containing the target patterns. Independent practice has students spelling words using the patterns. Assessment is through an end of week test. Accommodations are provided for one student, such as using fidgets and taking the test outside.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 3

    WORD STUDY LESSON PLAN

    P
    R
    E
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    P
    L
    A
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    N
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    N
    G
    :

    K
    N
    O
    W
    ,

    S
    O
    ,

    S
    H
    O
    WOBJECTIVE.
    What will your students be able to do?
    CONNECTION TO THE BIG GOAL.
    How does the objective connect to the big goal?
    SWBAT generate the long O sound when
    shown the spelling patterns OA and OW.
    SWBAT read words containing the spelling
    patterns OA and OW.
    (lesson .! in "y basal#
    $y big goal in reading is %or students to gain ! years. &n order to do so'
    they need to be able to read long vowel words. (We(ve already practiced
    long A' long )' and long &. We(ve also already wor*ed on +O and O,)
    as long O spelling patterns.# Since it(s the beginning o% the year' "y
    basal series is doing so"e review o% %irst grade content + but they need it-
    ASSESSMENT.
    How will you *now whether your students have "ade progress toward the objective? How and when will you assess "astery?
    Students will ta*e the end,o%,wee* test provided by "y basal series at the end o% their independent practice today. &t as*s
    the" to read so"e long O words and circle the appropriate picture to go with each word' and then to read so"e longer
    passages containing long O words and answer a %ew co"prehension .uestions.
    KEY POINTS: TARGETED SOUND/SPELLING RELATIONSHIP(S) OR PATTERN(S).
    What letter(s# or sound,spelling correspondence(s#/pattern(s# will you e"phasi0e?
    ,OA and OW (long O#
    L
    E
    S
    S
    O
    N

    C
    Y
    L
    C
    E
    :

    G
    O


    OPENING. (1!1 "in.#
    How will you co""unicate what is about to happen? How will you co""unicate how it will happen?
    How will you co""unicate its importance? How will you co""unicate connections to previous lessons?
    How will you engage students and capture their interest?
    MATERIALS.

    See p23! in 4olu"e 2 o% the basal.
    Have students share ! ways they already *now to "a*e long O sound.
    Bring out two o% the objects used in earlier phone"ic awareness lesson5 a bag o% blOW
    pops and a bo6 o% cinna"on tOAst crunch.
    7oint out that the long O sound is in both o% the"' but spelled di%%erent ways.
    )6plain that we will be learning ! new ways to spell long O' which is i"portant %or our
    reading' and that we will get to use our "ini,white boards and play with so"e %un
    objects.
    8.9O:;A<O5 Sits i""ediately ne6t to $s. 9reene' and gets a sta"per pen on his hand i% he sits
    .uietly and raises hand to spea* %or entire opening.
    Bag o% blow pops.
    Bo6 o% cinna"on toast
    crunch.
    INTRODUCTION OF NEW MATERIAL. (1=1 "in.#
    How will you introduce the targeted letter(s#/correspondence(s#/pattern(s#?
    What "e"ory aides will you use to help students re"e"ber the letter(s#/correspondence(s#/pattern(s#?
    How will you visually represent the letter(s#/correspondence(s#/pattern(s#?
    How will you ensure that students actively ta*e,in in%or"ation?
    Which potential "isunderstandings will you anticipate?
    See p23! in 4olu"e 2 o% the basal.
    Write OA on chart and attach cinna"on toast crunch bo6.
    Write OW on chart and attach bag o% blow pops.
    Have students practice reading the two spelling patterns.
    Show students so"e word cards5 hold up each card' wait %or 3 seconds o% thin* ti"e' and
    have students say long O sound i% they see OA or OW in the word. Then have students
    co"e up to tape word card to chart i% appropriate.
    o &nclude so"e short O words.
    o &nclude so"e +O and O,) long O words.
    o &% they point it out' say that +OW can also "a*e a di%%erent sound (li*e owl#
    and that we(ll learn it later.
    8.9O:;A<O5 Have $s. 9reene give hi" his stress ball to s.uee0e and "a*e sure she is cal"ly
    "assaging his shoulders (sensory diet#. Sta"per pen every 3 "inutes %or sitting .uietly/still and
    raising hand to spea*.
    Word cards.
    >hart paper.
    Tape.
    GUIDED PRACTICE. (12?1 "in.#
    How will you clearly state and "odel behavioral e6pectations?
    How will you structure the guided practice?
    &@ TH&S &S A B<):A&:9 <)SSO:' A:SW)8 TH) @O<<OW&:95
    o Blend + What words will students blend?
    o 8eading Sentences + What sentences will you have students read?
    o Aecodable Te6t + What decodable te6t will you have students read?
    How will all students have "ultiple opportunities to practice?
    How will you sca%%old practice e6ercises %ro" easy to hard?
    How will you "onitor and correct student per%or"ance?
    See p233 in 4olu"e 2 o% basal.
    All students blend together5
    o Words5
    coat' boat' %oa"' %loat' %loated
    show' blow' %low' %lown' tow,truc*
    o Sentences5
    The goat wanted to eat so"e toast.
    & got a gi%t with a red bow %ro" "y %riend Owen.
    The boat can %loat on the water.
    7ass out the decodable te6t %ro" the basal' and all students choral read together5 Soapy
    9oats on a Boat-
    8. 9O:;A<O5 Have $s. 9reene ta*e hi" and Bas"ina to the table in the bac* o% the roo" to
    co"plete all o% these activities as a pair. Sta"per pen every 3 "inutes %or sitting .uietly/still and
    raising hand to spea*.
    INDEPENDENT PRACTICE. (12?1 "in.#
    How will you clearly state and "odel behavioral e6pectations?
    How will you structure the independent practice?
    &@ TH&S &S A B<):A&:9 <)SSO:' A:SW)8 TH) @O<<OW&:95
    o What words will students spell to practice the targeted correspondence(s#/pattern(s# independently?
    How will you provide opportunities %or e6tension? (See Cconstructive phonics activitiesD on Elementary Literacy,
    pp.EF,E=.#
    P-4(3): The
    teacher has
    created an
    independent
    practice that is
    e%%icient
    enough to
    allow the
    teacher to pull
    two students
    %or re"ediation
    See p233 in 4olu"e 2 o% basal.
    Have students return to des*s.
    7ass out "ini white boards.
    Aictate the words/phrases/sentences on p233 o% basal.
    $ove students to Ctesting spotsD and give end,o%,wee* test (2G "inutes#.
    o 7ull $ario 7. and Benni%er 8. to bac* table to continue short vowel review during
    test.
    8. 9O:;A<O5 Have $s. 9reene ta*e hi" to his des* and "odel correct procedure %or using
    white board. (She has one too.# Stic*er on card on des* %or correct use o% white board. Have $s.
    9reene ta*e hi" outside to ta*e test. Another stic*er on card on des* %or correct test,ta*ing
    procedure.
    CLOSING. (1!1 "in.#
    How will students su""ari0e what they learned?
    How will students be as*ed to state the signi%icance o% what they learned?
    How will you provide all students with opportunities to de"onstrate "astery o% or progress toward the objective?
    Have students line up %or lunch by reading a long O word card.
    9ive the" each a "ini,bag o% cinna"on toast crunch to eat as dessert.

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