Literacy Center Lesson Plan

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  • 7/30/2019 Literacy Center Lesson Plan

    1/5

    Recognizing High Frequency Words

    From On The Way To The Pond

    Jashelle Potts and Jennifer Carney

    EDRL 442: Teaching Literacy 1

    Nevada State College - Fall 2012

    Instructor: Karen Powell

  • 7/30/2019 Literacy Center Lesson Plan

    2/5

    Lesson Title: Recognizing High Frequency Words Submitted By: J. Potts and J. Carney

    From On The Way To The Pond

    Trophies Teacher Edition: Here and There -Theme 4 (1-3)

    Trophies Story: On the Way to the Pond CCSS: RF.1.3.g

    T Ed Pages: 88S

    EDRL 442Teaching Literacy 1 Fall 2012 Karen Powell- Instructor

    ASSIGNMENT: Design A Literacy Center

    B. Summary of the Literacy Center Recognize high frequency words from On the way to the Pond and glue the correct

    word in the correct sentence.

    C. Student Population Grade level1st Skill levelat and below levels Groupinggroups of 3 or 4

    Groups will be determined by reading levelsD. Materials

    Word sheet for each child Scissors Sentence worksheets Glue sticks Pencil Sentence sheet T Ed page 88S

    E. Photographs

    Teacher Edition Page

  • 7/30/2019 Literacy Center Lesson Plan

    3/5

    Lesson Title: Recognizing High Frequency Words Submitted By: J. Potts and J. Carney

    From On The Way To The Pond

    Trophies Teacher Edition: Here and There -Theme 4 (1-3)

    Trophies Story: On the Way to the Pond CCSS: RF.1.3.g

    T Ed Pages: 88S

    EDRL 442Teaching Literacy 1 Fall 2012 Karen Powell- Instructor

    ASSIGNMENT: Design A Literacy Center

    Finished Literacy Center

    F. Objectives

    Common Core State Standard RF.1.3g - Recognize and read grade-appropriate irregularly spelled words.

    Learning Targets Knowledge Targets

    Students must know words can contain unique or infrequent spelling patterns. Students must know some words cannot be decoded (e.g., could, of). Students must recognize words with irregular spellings by sight.

    G: Procedure

    Following our whole group lesson on the high frequency words and their meanings:

    1. Students find their color- coded pocket (based on reading group level) and get theirsupplies to complete the center.

    2. Students cut the words out from the word sheet.3. Students read the sentences on the sentence work sheet and find the correct word that

    completes each sentence.

    4. For my on level students they will glue the word onto the blank line on the sentenceworksheet. For my below level students they will glue the word onto the line below the

    letter boxes on the sentence worksheet.

    http://www.wiki-teacher.com/unwrappedView.php?objectType=standard&objectId=778http://www.wiki-teacher.com/unwrappedView.php?objectType=standard&objectId=778
  • 7/30/2019 Literacy Center Lesson Plan

    4/5

    Lesson Title: Recognizing High Frequency Words Submitted By: J. Potts and J. Carney

    From On The Way To The Pond

    Trophies Teacher Edition: Here and There -Theme 4 (1-3)

    Trophies Story: On the Way to the Pond CCSS: RF.1.3.g

    T Ed Pages: 88S

    EDRL 442Teaching Literacy 1 Fall 2012 Karen Powell- Instructor

    ASSIGNMENT: Design A Literacy Center

    5. Students choose 2 words from the lesson and write their own sentence for each word theychose.

    H. Assessment

    For my on level students, I will know they got it by looking at their completed worksheet.If they have the correct words glued in the sentence I will know that they recognized and

    understood the high frequency words. Also by looking at the sentences they wrote using

    the words I will know more accurately if they understand the meaning of the word. For my

    below level students, I will need to do more assessing without using a prompt, such as the

    letter boxes, to determine if they actually got it. Looking at the sentences they wrote

    using the words will give me an idea if they understand the meaning of a couple of the

    words.

    There is no assessment rubric for this. If the students can use the words in a sentence then they are showing that they have

    mastered recognition and understanding of the high frequency words.

    I. Reflection

    1. What skills do students need in order to be successful with this center?Students need to be able to recognize and understand the high frequency words. They

    need to know how to write a sentence.

    2. How will students be held accountable for completing this center?Turning in their completed worksheet will hold students accountable for completing this

    center.

    3. How can you follow up or extend this lesson?I could follow up this lesson by pointing out these high frequency words in other stories that

    we read and pointing out the words when I use them in speech. I could also give thehomework, practice, p.29. (From Ancillary Resources Copying Masters). I could extend

    this lesson by having them draw a picture that goes with their sentence. I could also use

    the challenge, p. 29 (From Ancillary Resources Copying Masters) to extend this lesson.

    4. What can you do for students who dont grasp the concepts?

  • 7/30/2019 Literacy Center Lesson Plan

    5/5

    Lesson Title: Recognizing High Frequency Words Submitted By: J. Potts and J. Carney

    From On The Way To The Pond

    Trophies Teacher Edition: Here and There -Theme 4 (1-3)

    Trophies Story: On the Way to the Pond CCSS: RF.1.3.g

    T Ed Pages: 88S

    EDRL 442Teaching Literacy 1 Fall 2012 Karen Powell- Instructor

    ASSIGNMENT: Design A Literacy Center

    For students who do not grasp the concept I will use the extra support, p.29 and ELL, p.29

    (From Ancillary Resources Copying Masters). I will also review all of the words and their

    meanings with these students.

    5. Where do you anticipate having problems with this center?I anticipate some students not finishing the cutting and gluing part quickly enough so they

    will not have time to write the sentences.

    6. How can this center be changed to work with other stories?I can change the sentences and words to words from another story.

    7. When you were developing this center, what was the most difficult part for you?The most difficult part for me was trying to make it fun and motivating for the students. It

    was also difficult trying to modify the center for the below level students.

    8. How well did you work with your partner?Jen and I worked very well together. She was very easy to work with. She seemed

    knowledgeable and had good ideas.

    9. How did you and your partner split the workload?We did most of it together. We both typed up parts of it and then shared it with each

    other. We met to put the display together.

    10.What will you do differently next time you work with a partner?I dont think I would do anything differently. It worked pretty well.