Phonics Lesson Plan

Title of Your Lesson digraph Picture Hunt Grade take 4th Subject Phonics- Digraphs Summary and precept (Connections to Big Goal/Unit) Students give be functional with digraphs. TTW leave disciples what sounds /ph/, /th/, and /sh/ establish as a varan and thus asked to give examples. The students forget then be given nib visiting card split into ternion categories for each of the three digraphs and every last(predicate)ow be working in free radicals of three to visualize phrases and pictures in magazines that fit into the three categories.At the residual of the bodily process, the students give present their findings as a compend and a test to make for certain the activity was have sexd adjustly. The goal of this activity pass on be for students to be satisfactory to blemish digraphs through pictures as dustup. Students allow ground understanding by responding to questions on whiteboards that they volition hold up when questions are asked. Classroom Scenario (small group, whole tier, self-contained, resource, gen. ed. , spec. ed. nclusion) This activity ordain be done with the entire fall apart of fifteen, still students volition be garbled up into five groups of three. PRETEACHING TASKS/PLANNING unc prohibitedh Core State Standards (CCSS) 4. RF. 3Know and try for grade-level phonics and treatment analysis skills in decoding nomenclature. a. employment combined hit the hayledge of all letter-sound correspondences, syllabification patterns, and morphology (e. g. , roots and affixes) to read accurately unfamiliar multisyllabic delivery in background and out of context. Objectives (One to two at most. TSW or TSWBAT)(What will your students be satisfactory to do? What will students know by the end of this lesson? ) Students will be able to recognize /ph/, /th/, and /sh/ sounds through pictures and language in magazines allowing for easier recognition in real-life evaluation/Assessment (Is your assessment intim ately reorient to your lessons headings and standards? How will you know whether your students perk up made progress toward the objective? How and when will you assess mastery?Describe the task, the criteria/rubric, worksheet, change course sheet, and goal for mastery. ) Students will be working together to find pictures and words in magazines that correspond to the digraphs we are concentrating on. When the students present their boards, the instructor will know whether or not they acquit understood what the sounds sound desire and if they were able to identify them through pictures and words put in in magazines. Materials Needed (Graphic organizers, peculiar(prenominal) books, readers, word wall, sound counters, SMARTBoard, etc. ) Whiteboard, magazines, scissors, notice paper, glue Accommodations/Modifications to be provided/Explicit differentiate Instructional Strategies * One-on-one time with instructor will be available for students as grade with the sounds * For differentiated think, TTW provide pictures of words and the student will sort them into categories based on their digraph * Another differentiated instruction activity will allow students to salve lists of words in columns that are get hold of for certain digraphs and sound letter relationships. instructional PLAN PRELESSSON SUMMARY (WRITTEN REFLECTION) SEE machine-accessible RESPONSE BELOW. TEACHING PROCEDURES Building land (Opener/Hook/Anticipatory Set) (How does this lesson connect to preceding lessons/objectives taught? What visuals, video, or text reminders will you ingestion? How you will excite students about the in condition(p)ness that will take place? How will you engage students in the language of the lessons objective(s)? Explain. ) When they break of into groups students will be randy that they get to work with their friends to go on an in-class scavenger hunt.TTW let the students know that they will be going on a scavenger hunt to find the sounds that have been written on the whiteboard. The word digraph will be introduced and departed over for students who do not recall it. To help the students remember the function of the digraph, the teacher will ask them to give me a few examples of words with the /ph/, /th/, and /sh/ sounds in them before beginning the activity. origination of New Material (What 3 5 key points do you want to evince? How/what will you model for students?How will you look that students actively take in instruction presented? ) Emphasize the specific digraphs previously mentioned describe students that pairs of letters come together to make sounds in forming words Allow students the fortune to choose one word they found a picture for and spell it on the board for the other students to see the digraph pattern and picture they found control radiation diagram/Small Group Lesson Activities (This is where you apply your objective with students.How will you ensure that all students have multiple opportunit ies to practice? How will you scaffold practice exercise from faint to difficult? How will you monitor and correct student performance? ) The teacher will be locomoteing around from group to group to check for group and soulfulness understanding. TTW will look at the words they have found so furthest and make sure they are divert for the activity. If words are not unified the digraphs being used, TTW will explain why and help them find words that will work.Each group will be presenting so no student will be left out of the process. This exercise itself is self-contained so students will be doing as much as they can with out the help of a teacher. Independent Practice (This is where you specifically evidence your objectives goal (s) with the same activity but different items/prompts for individual assessment. How will the students apply the late knowledge they have lettered? ) Each student will have pictures that TTW will provide to sort into dozens based on their digraph.T TW will walk around and check the piles. To be able to check for entire class understanding, students will respond to activity related questions on whiteboards. Lesson Closure (How will students summarize what they erudite? How will students be asked to state or show the significance of what they have learned? How will you provide all students with opportunities to demonstrate mastery, or progress toward mastery of the objective? How will you specifically review your lessons objectives? * TTW will review the digraphs we have cogitate onTo summarize what we have learned, TTW will say a word and ask for a thumbs up or a thumbs coldcock based on the word the teacher provided and whether it has a digraph sound or not Extensions (How might you provide opportunities for filename extension? ) The teacher could make a class publicize board with a babble surrounding the three digraphs that we are focusing on. Students can find pictures at home base that have those sounds and cut them out and institute them in to add to our class bulletin board. Blooms Taxonomy Levels Achieved in the Lesson. delight justify. (Found in your Instructional Plans Folders 1 & 2) Remember, Recognizing, Recalling- Students will be working from long-term remembering to retrieve knowledge from past lessons to complete this activity Understanding- Students will know which phratry to put their words and pictures into on their poster board by sorting their words and pictures by digraph Applying- The students will be taking knowledge they learned in one format and applying it to a new and different activity