BRIEF DESCRIPTION OF FOCUS STUDENTS
M is a little African American boy in 2nd grade. He is at a 1st grade level, however, in reading and writing. He came to FV elementary about half-way through the first semester of class from
J is also a little African American boy in 2nd grade. He is at a 1st grade level, however, in reading and writing. He came to FV elementary about half-way through the second semester of class, so I haven’t known him as long as I have known many of the other students. Because he is behind the rest of the class, I have worked with him one on one a few times or with M who is also behind. They have seats in the back of the classroom where they can get differentiated instruction consistently. He likes to walk around a lot and he tries to get out of the classroom by saying he has to go to the bathroom. I did this lesson with only J because M wasn’t there and because he really needed the help.
I know that this lesson was necessary and appropriate for my students because he has a hard time with sounding out words, so I wanted to see if it was because he was trying to read to fast, or if it was because he couldn’t put the sounds of the letters together. With this lesson I was hoping that I will be able to see if he can sound out the words, or if he just guesses altogether.
When I asked my CT what she wanted me to do with my mini-lessons she said that it was completely up to me, so I based them off what I observed in the class and what I thought would be important for my students.
TE 402
Daros Reading Lesson Plan # 1
Your Name: Kayla Daros Grade Level: 2nd/3rd Split
Date lesson was taught: Wednesday, April, 20, 2011 Number of Students: 1
1). Rationale (What evidence do you have that your focus students need to learn this skill/strategy?):
I know there are a few students who are still working on reading even in the second and third grade. I am hoping that with this lesson, they will get to practice putting the letter sounds together to read more than anything. I know that they know what the words mean when they finally hear them and sound them out, like when they are reading or working on their worksheets, so I want them to practice saying the words without worrying about what the words mean.
2). List which reading skill/strategy is the main focus of your lesson (select ONE area):
-Nonword Reading Test
3). Objective for this lesson (performance, condition, criteria):
Students will read words from flash cards that I show them and pronounce the words based on how they think the words sound based on how they know other words sound and by sounding them out.
4). Materials & supplies needed:
-paper and pen for me to record what they say
-note cards with the nonsense words written on them
5) OUTLINE OF LESSON PLAN (Provide a bulleted list of ideas):
• Introduction to the lesson
-I will tell my student that I am going to have him practice his reading by reading nonsense words. I will tell him that the purpose of the lesson is for him to practice putting sounds together to make words, which will help him with his reading in the future because he will have practice saying random words.
(3 minutes)
• OUTLINE of key events during the lesson
-I will show him note cards with non words on them and will have him read it out loud to me. I will record the way he says them, if he says them with a regular or irregular pronunciation, and if he pronounces them correctly at all.
-Either a regular or an irregular pronunciation is acceptable, i.e. if “jint” is read as rhyming with “lint” it is regular whereas if “jint” is read as rhyming with “pint” it is irregular; “soser” read as “soaser” is regular, rhyming with “loser” is irregular.
-The words he will be tested on are: plood, louble, aund, hausage, wolt, soser, jint, pettuce, hign, kolice, pove, skeady, wamp, dever, cread, biter, slove, islank, fongue, polonel, nowl, narine, swad, kiscuit, chove, duede, sworf, jase, freath, warg, and choiy.
(10 minutes)
• Closing summary for the lesson
-I will close this lesson by reading the words back to the student so that he understands how to say them all and I will tell him his score.
-For 10 year olds, a score below 26 on one-syllable words and 7 on two-syllable words falls significantly below the norm.
-I will ask him how he thinks this might help his reading, and remind him that sounding out words is important for reading. If he doesn’t understand how to say it, sound it out, and if he doesn’t understand what they mean, he should ask someone or look it up.
(5 minutes)
6) Ongoing-Assessment:
I think it will be really interesting to see how he reacts if I don’t tell him right away that they are made-up nonsense words that don’t mean anything. It would be interesting if he ignores that he doesn’t know what any of the words mean or if he catches on right away and says something about them being incorrect. Then I will observe him when he does his work and see if he practices sounding words out, rather than just asking for help right away or continuing on if he doesn’t know what a word means.
7) Based on what you know about your focus students, what Academic, Social and/or Linguistic Support will be needed during the lesson?
He will need to be encouraged to keep going and sound the words out. I will make sure that I don’t make any reference to whether or not he said a word correctly – this way he won’t be discouraged. If he doesn’t know how to say a word I will give him time to sound it out and I will encourage him to think about another word that the nonsense word looks like and use that to help him say the word – most of the words are other words with just the first letter changed.
REFLECTION OF LESSON
Since M wasn’t there I did this lesson with J. He was very interested in participating and doing the lesson, however sometimes he had a hard time focusing and since we were in the hallway, he was distracted by noises and people walking around. My objective was for him to read words from flash cards that I show him and pronounce the words based on how they think the words sound based on how they know other words sound and by sounding them out. He had a hard time with this and really made up words and added letters to the words that weren’t even there. He didn’t know what the words on the card meant but he didn’t say anything about that other than that they were too hard and that he wanted easier words like “cat” and “dog.”
The strengths of the lesson supporting his learning was that in the end when he said he didn’t know what the words meant and I told him that I didn’t either, he understood that if he doesn’t understand a word he should ask what it means. Also I think he got the connection that some words look like other words that he knows so he should use that knowledge to figure out how to say the words based on that. The limitations of the lesson supporting his learning was that he really couldn’t say any of the words. He said 4 of them correct. The interesting thing was he added an /r/ into most of the words and when I went back through them with him again to show him the words, he said them the exact same way, with that /r/ added. When I had him sound them out he said the word slowly and then added the /r/ on quickly at the end even though there was no /r/ there.
As a teacher, I really liked how I ended the lesson. He couldn’t say the words, however, I noticed something about him that other teachers, including my CT, hadn’t noticed or paid any attention to before. When we came to the word dever, he said deber. I, also, ignored it because it had said so many words wrong already, nothing was knew. When we came back to it later, like many of the other words, he said it the same way, deber. Interested, I told him to say van. He said fan. I said no, say Van. He said ban. After a few more minutes of different words, I realized he couldn’t make the /v/ sound with his mouth. Then we came to the word freathy and he said fretter-not only did he add the /r/ at the and but we also discovered that he couldn’t say the /th/ sound either. He said mudder instead of mother, tank instead of thank, and dis instead of this. I brought it up to my teacher and she said she would talk to the speech therapist right away. During lunch she did that and she came back and told me that the speech therapist said that “African American students just talk like that and that we should learn how to understand their Ebonics.” I was very disheartened to hear that coming from a professional woman who works with all kinds of students, but I was proud of my discovery.
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