Lesson Plans

Amanda Lilly

Ms. Albanese

MAS 7998

December 4, 2012

Lesson Plan #1:

Common Core Standards:

CCSS.ELA-Literacy.RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words.

CCSS.ELA-Literacy.RF.4.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Essential Question: How are sounds represented by letters?

Overview of the Lesson:

Warm-up: Show Josh two different pictures of a flower. Ask him to identify what is in each picture. Use this to demonstrate that sometimes the same sound can have different letters. Like in each picture they are both flowers, but one if of a rose and one is of a daisy.

(5-10 minutes)

Learning Activity: Complete a worksheet on beginning sounds. Have Josh say the words of the pictures shown and listen to the first sound of each word, then write the letters for that sound below the picture. Next have him complete a worksheet where he must circle the picture that starts with those specific sounds found in the first worksheet. After this, have Josh practice these sounds through phonics bingo. Josh will use a bingo marker to mark the words of the sound heard in the words that I read to him from a word list that corresponds with the bingo worksheet.

(15-20 minutes)

Wrap-up: Have Josh complete a 3-2-1 exit ticket where he verbally describes three things he liked about the activities, two things he did not like, and one thing he wants to do differently during the next tutoring session.

(5 minutes)

Materials:

·         Beginning sound worksheets

·         Phonics bingo/Bingo markers

Amanda Lilly

Ms. Albanese

MAS 7998

December 6, 2012

Lesson Plan #2:

Common Core Standards:

CCSS.ELA-Literacy.RF.4.4 Read with sufficient accuracy and fluency to support comprehension.

CCSS.ELA-Literacy.RF.4.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.

Essential Question: How does fluency affect comprehension?

Overview of the Lesson:

Warm-up: Have Josh identify statement, question, and exclamation sentences by giving an example of each and have him label each sentence with the correct type of sentence.

(5 minutes)

Learning Activity: Read the passage “The Flight” by Helen H. Moore out loud to Josh without pauses or acknowledging punctuation. Next ask “Is this poem easy to understand?” Then read the poem again with pauses, expression, and adhering to punctuation guideline while reading. Ask again “Is this passage easier to understand than the first time?” Explain that fluent readers pause when they come to a comma or period and use enthusiasm when they come to an exclamation point. After this have Josh read the poem out loud using pauses and the correct expressions while reading. Then have him identify the three different types of sentences in the poem. Ask Josh how he would read each of those three different sentences. Finally have him silently read the poem.

(15-20 minutes)

Wrap-up: Ask Josh two comprehension questions pertaining to the poem “The Flight”.

1.       What was this poem about?

2.       Why did the person in the poem cry?

(5 minutes)

Materials:

·         Copy of the poem “The Flight” by Helen H. Moore

Amanda Lilly

Ms. Albanese

MAS 7998

December 10, 2012

Lesson Plan #3:

Common Core Standards:

CCSS.ELA-Literacy.RF.4.4 Read with sufficient accuracy and fluency to support comprehension.

CCSS.ELA-Literacy.RF.4.4a Read grade-level text with purpose and understanding.

CCSS.ELA-Literacy.RF.4.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.

Essential Question: Why is it important to read accurately and clearly? What happens if you read too quickly or too slowly?

Overview of the Lesson:

Warm-up: Have Josh read the title of the short story “Raising Dragons” and explain what he thinks this story is going to be about. Write down in the center of the board dragons and have Josh draw lines coming from the word dragons and write everything he already knows about dragons.

(5 minutes)

Learning Activity: Have Josh read the short story “Raising Dragons” out loud and time him for a minute and record how many words he read per minute. Record these results on a timed reading chart. Next have Josh read the story 3 to 4 more times and record the results on a timed reading chart.

(20-25 minutes)

Wrap-up: Then show Josh his progress and motivate him to continue to improve the speed of his reading. Tell him to think of himself as a race car and his goal is to make it to the finish line by increasing the number of words he reads per minute. If he passes the number 90 then he has achieved his goal.

(5 minutes)

Materials:

·         The short story “Raising Dragons”

·         Timed reading chart

·         Timer

Amanda Lilly

Ms. Albanese

MAS 7998

December 12, 2012

Lesson Plan #4:

Common Core Standards:

CCSS.ELA-Literacy.RF.4.4 Read with sufficient accuracy and fluency to support comprehension.

CCSS.ELA-Literacy.RF.4.4a Read grade-level text with purpose and understanding.

CCSS.ELA-Literacy.RF.4.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.

Essential Question: Why is it important to read accurately and clearly? What happens if you read too quickly or too slowly? How does fluency affect comprehension?

Overview of the Lesson:

Warm-up: Read the short story “Summer Camping” out loud

(5 minutes)

Learning Activity: Have Josh read the short story “Summer Camping” and tape record throughout the reading of the story. Then play back the tape recording, so he can hear himself read. Ask if he is surprised by what he hears and if he thinks he needs to fix anything the next time he reads. Next have him read the story again while tape recording and play it back for him to listen to. Ask him if he hears a difference in the two recordings or if he thinks he improved his speed, expression, or smoothness during his reading.

(20-25 minutes)

Wrap-up: Ask Josh two comprehension questions pertaining to the short story “Summer Camping”.

1.       What is the story mostly about?

2.       What did Tony and his family do when it got dark?

(5 minutes)

Materials:

·         Tape recorder

·         Short story “Summer Camping”

Amanda Lilly

Ms. Albanese

MAS 7998

 

Lesson Plan #5:

Common Core Standards:

CCSS.ELA-Literacy.RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words.

CCSS.ELA-Literacy.RF.4.3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Essential Question: How are sounds represented by letters?

Overview of the Lesson:

Warm-up: Cut up 20 strips of paper with 4^th grade vocabulary/spelling words written on them and place them into a bowl. Have Josh pick out one piece of paper at a time and read what the word says. If he does not get the word right on the first try, have him try again. Then if he still does not know how to read the word, read it to him and have him repeat the word.

(5-10 minutes)

Learning Activity: Use reading fluency flashcards with more 4^th grade vocabulary/spelling words written on them using vowel letters to create the different vowel sounds for o. Have Josh read the word on the front of the card by sounding it out and if he does not get the word, then turn the card over to the vowel letters and see what vowel sound they make. Then flip the flashcard back over and have him sound out the word again. If he does not get it set the flashcard aside to go back to at the end and assist him in sounding the word out.

(15-20 minutes)

Wrap-up: On a sticky note have Josh answer the question: “What two vowel sounds (long or short) are still difficult for me to understand?”

(5 minutes)

Materials:

·         Reading fluency flashcards

·         Bowl