Assignment #1/ Week #6

Candidate’s Name: Mary

Grade Level: K-2nd

Title of the lesson: Analogy Phonics

Length of the lesson: 30-75 min

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) In this lesson, shared reading, guided reading, and group instruction are introduced to students in this lesson plan. In this lesson plan, students will be able to practice matching rhyming words using picture cards and apply phonological awareness, such as hearing rhymes, to analogy-based phonics. Students will use ICTs and videos to increase phonological awareness through rhyme.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) 1)      Vowel sounds 2)      Letters and alphabets 3)      Letter-sound correspondence

Common Core State Standards NY.CC.1.RL. Reading Standards for Literature Key Ideas and Details 1.RL.1. Ask and answer questions about key details in a text. 1.RL.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. Integration of Knowledge and Ideas 1.RL.7. Use illustrations and details in a story to describe its characters, setting, or events. NY.CC.1.RF. Reading Standards: Foundational Skills 1.RF.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 1.RF.2.c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. 1.RF.2.d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). 1.RF.4. Read with sufficient accuracy and fluency to support comprehension. 1.RF.4.a. Read on-level text with purpose and understanding. 1.RF.4.b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. 1.RF.4.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. NY.CC.1.SL. Speaking and Listening Standards Comprehension and Collaboration 1.SL.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. 1.SL.1.a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). 1.SL.1.b. Build on others' talk in conversations by responding to the comments of others through multiple exchanges. 1.SL.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. NY.CC.1.L. Language Standards Vocabulary Acquisition and Use 1.L.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. 1.L.4.a. Use sentence-level context as a clue to the meaning of a word or phrase. 1.L.5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. 1.L.5.c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).

Support literacy development through language (academic language) ●     Identify one language function (i.e. analyze, argue, categorize, compare/contrast, describe, explain, interpret, predict, question, retell, summarize or another one appropriate for your learning segment) 1) compare/contrast between the spelling and sounds of anology-based phonological words. ●     Identify a key learning task from your plans that provide students opportunities to practice using the language function. 1) Identify words with visual and auditory similarities in the context of a poem ●     Describe language demands (written or oral) students need to understand and/or use. 1) students will need to understand complete sentence structure 2) students will need to understand vowel sounds. 3) students will need to understand letter-sound relationships.

Learning objectives 1)Students will identify words with visual similarities in the context of a poem 1)       2) Recognize words that sound the same at the end and understand that the words rhyme 2)       3) Apply phonological awareness to help identify unknown words in context 3)       4) Write new words using analogy-based phonics

Formal and informal assessment: 1)      Teacher observation and anecdotal notes based on class discussion: Notice the student's ability to generate rhyming pairs 2)      Running Records to assess guided reading and student's ability to use analogy to decode and read new words

Instructional procedure: SHARED READING 1. Display the poem 'Bee and the Sheep' on poster-size chart paper. Read the poem aloud, pointing to each word as you read it. Then ask students to participate in a shared reading where they join in with words they know. 2. Have students identify words in the poem that are the same in some way. (Students may identify words that begin or end with the same phoneme, words that rhyme, or any other similarity that they notice.) Use the word frames that you created to frame the two words that students identify and have students repeat what is the same about them. Continue until students identify the words Sleep and Sheep because they have the same ending letters. 3. Explain to students why these two words rhyme and what makes their spelling and root word similar. They are Sheep and sleep. Can you hear how they sound the same at the end? That is how I know they rhyme." 4. Show the Rhyming Picture Cards of the sheep and sleep that are created prior to the lesson by placing rhyming words with their picture on index cards to display to students. Place the picture cards over the words. By placing pictures over the words, students focus more on the auditory similarity of the two words than on the visual similarity for accommodations for auditory learners. Since students may not be able to generate the letters associated with the rhyming words, the focus is on the phonological awareness at this point. 5. Reread the poem and have students listen to hear how the words bee and sheep sound the same at the end. They may not be spelled the same, however they sound the same. Say, "We are going to think of other words that rhyme and substitute them for sleep and sheep. Then we'll learn how to read and write those words." 6. Show the other rhyming picture cards. State the word that each card stands for. Then display the cards in a pocket chart. 7. Ask students to identify two picture cards that could be put in the place of sheep and sleep because they rhyme. Have a student come to the pocket chart and choose two pictures that he or she thinks rhyme. Place those picture cards over sheep and sleep, respectively. 8. Reread the ‘Bee and the Sheep’ poem again and have students listen to hear if the two picture cards rhyme. 9. Have your students practice their knowledge of analogies using the interactive challenge question game using ICTs independently and go around the classroom to informally assess by asking questions. Accommodations and modifications: 1. Students with be able to use ICTs for accommodation for auditory and visual learners.

Instructional resources and materials: 1) chart paper 2) index cards 3) pencil 4) pocket chart 5) writing paper 6) starfall.com

Reflection ●     Did your instruction support learning for the whole class and the students who need great support or challenge? 1) yes my class was supported and accommodated for all different learners ●     What changes would you make to support better student learning of the central focus? 1) Some changes I would make to support better student learning of the central focus would be to split the lesson plan in segments and not do it in one session. ●     Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory. 1) These changes would support better learning because students will be able to take in the initial information on the analogy of phonics and use it independently on another day aside from using ICTs.

Dr. Hui-Yin Hsu Spring 2014