WGU Lesson Plan Format 0913 2ndPlan Essay

reading. The teacher could read from a text within the reading level, modelling the use of

The essential literacy strategy goes along with the standards and learning objectives by using context clues to help the student figure out unknown or unfamiliar words. Students will build reading comprehension skills by using context clues for figuring out unknown or unfamiliar words while they are reading. Then the students will perform the strategies individually. The related skills address the use of prior knowledge of synonyms and antonyms during the hook and transition portion of the lesson. The reading and writing connections go along with the learning objectives, because the students will read their assigned book and picking out words they do not understand. The students will have to write the sentence with the unknown word in it, and use context clues to figure out the definition of the unknown word. The central focus for this unit of study is for the students to use context clues to better their comprehension of what they have read in their assigned books. The students will be able to use context clues within sentences to determine the meaning of unknown or unfamiliar words. These lessons deal with comprehending text by using context clues to help figure out unknown words. The lessons build off each other by adding more detail to learning about context clues. As the lessons progress the students will be more independent when using context clues. The first lesson is learning about what context clues are. The second lesson will focus on using context clues to figure

Having a present interest in vintage and retro fashion led me towards the idea of a vintage themed art piece. I contemplated a range of ideas and after some compromise, I decided to work with the theme ‘vintage’ by devising ideas around crafting everyday objects into a piece of art. Vintage items, including, classic books, cameras, type-writers, cushions, buttons, prints, wall paper, etc. were all considered. I wanted to expand on my knowledge and talents, therefore, I decided on sewing a stylised and imaginative artwork combined with the use of appropriate, complimenting materials.

The third grade class contained 30 students, some in which were ELL’s. The ELL students get pulled out at various times throughout the day. The classroom set up is arranged in 5 different tables that contain a cluster of about 6 to 5 students each. The students are placed at random but, some are placed far from students that they may not work as well together. Throughout the classroom, student’s work is up for display, inside and outside the classroom. Different students are given different jobs that they are responsible for each day. This allows the students to be active learners and hands on. The school makes each class have at least one

To further Scaffold the instruction and to build on previous information an activity is provided below:

Once the students returned from PE, students were directed to have desk cleared off. Ms. Kennedy began to discuss the weekly reading selection. She then led them to take out their reading workbooks. This week's reading selection was the Great Kapok Tree, and their skill associated with the lesson was the generalization. The workbook had approximately ten pages per story. The students were taught the pronunciation of each vocabulary word and their meaning. They were then given the opportunity to answer questions associated with the vocabulary words. One activity was filling in the missing word and reading sentences that had the vocabulary word in them. The students were tasked to identify the proper meaning of the vocabulary word embedded in the sentence. Ms. Kennedy worked with the students to identify the appropriate responses for both activities. After Mrs. Kennedy had completed both activities, she directed the students to complete the first reading worksheet of the story

1, Game. Then teacher use game let student talk and play with each different grade, some student found different grade student, some student not, just shake hand with next to them. First grade student just stand there look around. It’s look very shy.I think teacher use this game make everyone warm up, but I think in the different age and large group children may shy or feel uncomfortable, because they has different characteristics.

Jayden’s class consisted of seven boys and one girl. The classroom was very small and can hold up to twelve students. Towards the front of the classroom, was a SMART board, calendar, classroom rules, behavior chart and a clock. Above the SMART board, was a list of the

poems, songs, games and books to encourage pupils to listen for the sounds and perhaps learn

Sight words are words that students are encouraged to memorize so when he or she sees the word pattern, he or she automatically recognize the word. According to Kane, sight words are great for students to learn in early reading, but decoding skills must be taught as well (Kane, 2). This is one reason why students need to learn to decode words. The FISH strategy has the students find the rime in the word. A rime is the first vowel and the rest of the word. Once they have found the rime, then he or she can hook the onset to the rime. An onset is the beginning sound of the word. The student will be able to hear and identify each sound of the word by following the FISH

There are many components to building a student’s reading skill set. One skill that is introduced in preschool and developed through the primary grades is phonemic awareness. The term phonemic awareness is defined as the ability to hear, identify, and manipulate phonemes – individual sounds. The child becomes aware of how sounds are connected to words prior to reading. This awareness creates the understanding of how phonemes explains how the smallest part of sound creates a difference in sound to the meaning of a word. Therefore, the ability to dismantle words, and reassemble them, and then to alter the word into something different explains the concept behind phonemic awareness. It is the primary foundation in which other reading skill sets are according based.

The whole process is to add more words to John’s Dolch vocabulary and to help him understand what is going to happen next in the story, predicting the events, and to improve his reading and writing abilities. The first few days are to introduce and develop vocabulary words by using the book, which was the reading level of B, identify the features (title, author, illustrator, front/back) of the book, and to discuss the connections between John and the story. The next few days are to review the vocabulary and discuss the main ideas of the story, then allowing the student to read independently and once that’s done, the student will need to “respond through writing” and add his own content to the

I believe students would gain a better understanding of phonemic awareness if teachers are using songs, chants, and word-sound games, word play, nursery or Dr. Seuss rhymes, exposure to story books, story telling, word games, and riddles. These activities, which are engaging to students, would build positive experiences. These instructions would also grasp the child's attention to help him or her focus. In addition, educators must create purposeful and meaningful lesson geared around nursery rhymes and chants etc. It has been stated that educators are teaching nursery rhymes without knowing the true value of the

As a childhood educator, I see the need for children to learn letters in various ways. However, before children learn their alphabets, they must first learn the sounds of the letters. In doing this, there are ways in which children can learn and identify the sounds to each letter of the alphabets. My project will be called Phonic and Phonemic center. Phonemic awareness is necessary for letter recognitive and reading skills. In addition, phonemic awareness help gives children the ability to hear the sounds of letters. Phonemics only deal with the phnemes of the individual sounds of words. Phonics awareness help children connect sounds of spoken language with a single or group of letters Our Phonic and Phonemic center will help children

At the end of the lesson the student will be able to (list each with the method of assessment): Students will be able to