Rutherford - Lesson Plan Two 1 APPENDIX F.

LESSON PREPARATION AND EVALUATION Lesson Preparation Teacher Candidate: Heather Rutherford Title of Lesson: Phonics: Sound Blending Grade Level: Fifth Grade Subject Area: Reading Lesson Topic (What is the big idea?): The student will be able to blend sounds into words as he is reading a story. What standard(s) and/or IEP goal(s) will it address? Colorado Academic Standards (2010): Reading for All Purposes, Fifth Grade 3. Knowledge of morphology and word relationships matters when reading Content Area: Reading, Writing, and Communicating Standard: 2. Reading for All Purposes Prepared Graduates: Interpret how the structure of written English contributes to the pronunciation and meaning of complex vocabulary. Grade Level Expectation: Fifth Grade Concepts and skills students master: 3. Knowledge of morphology and word relationships matters when reading a. Students can 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. (CCSS: RF.5.3a) Content Area: Reading, Writing and Communicating Grade Level Expectations: Kindergarten Standard: 1. Reading for All Purposes 3. Decoding words in print requires alphabet recognition and knowledge of letter sounds d. Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.K3) i. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. (CCSS: RF.K.3a) ii. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. (CCSS: RF.K.3b) This lesson will address the 5th grade standard by first targeting the sub-skills of lettersound correspondence and sound blending. Once JJ masters these sub-skills, he can

Rutherford - Lesson Plan Two 2 then move onto syllabication patterns and morphology. This continuous progression will help JJ to move towards attaining his grade-level standard.

Main Objective of Instruction (What do you want the student to learn?): By the end of three lessons, the student will be able to read a Level C book from the Reading a-z.com program (Readinga-z.com, 2002) by using the Sound Blending model (See Idol, 1997, P. 82) and finger tapping model (See Birsh, 2011 p. 132) when reading unfamiliar words. The student will be able to accomplish this with a 95% accuracy rate as measured by using a teacher-made data chart (See Attachment D.). Supporting Objectives: 1. For the student to read, orally, a Level C book from the Reading a-z.com program (Readinga-z.com, 2002).

Specific Strategies to be taught/modeled: 1. Use the DISTAR Error Correction Procedure for Sounds (See Idol, 1997, p. 82). 2. Use fingers to tap out each phoneme in a word (See Birsh, 2011 p. 132).

Planning for individual differences (mediated scaffolding): What are the accommodations/modifications you need to prepare? 1. Multisensory Teaching a. The student will see the word on the page and hear the sounds in the word from the teacher and self. b. The student will use his fingers to tap out each sound in the word (See Birsh, 2011 p. 132). 2. The student has been identified with a moderate intellectual disability and will need extra processing time.

What background knowledge do the students have? 1. The student knows the letters of the alphabet. 2. The student knows that the letters of the alphabet correspond to sounds. How will you assess students learning pre, during and post? Pre: The student will read the book with the teacher. If the student can read the book with a 95% accuracy rate, the teacher will pick a book from the next level. During: The teacher will note which, and how many, words the student has difficulty reading. After: The teacher will chart the accuracy rate, and words the student had difficulty reading, and monitor progress each day the book is read.

Rutherford - Lesson Plan Two 3 What management/grouping issues do you need to consider? 1. Find an area in the room away from distractions. 2. Provide specific positive praise. 3. Encourage the student to continue trying if/when he becomes frustrated.

Materials and Resources: 1. Teacher-made data chart (See Attachment D.) 2. Allie and Ollie Level C book from Reading a-z.com (See Attachment E.) (Readinga-z.com, 2002) (2002). Retrieved from http://www.readinga-z.com/ Birsh, J. R. (Ed.). ( 2011). Multisensory teaching of basic language skills (3rd ed.), (p. 132). Baltimore: Paul H. Brooks Publishing Co. Idol, L. (1987). Reading Success (p. 82). Austin, TX: Pro-Ed.

How/where will students be able to integrate (generalize) this learning? The student will be required to read in all areas of his life. Understanding how to blend sounds into words will be a skill that is necessary in every part of the students life in order to decode well. How will you evaluate the lesson (judicious review)? I will chart the students progress with sound blending on a teacher-made, data sheet (See Attachment D.). This data sheet will show if the DISTAR Error Correction Procedure, and finger tapping (See Birsh, 2011 p. 132) is helping the student progress.

Lesson Title: Phonics: Sound Blending Main Objective of this lesson: By the end of three lessons, the student will be able to read a Level C book from the Reading a-z.com program (Readinga-z.com, 2002) by using the Sound Blending model (See Idol, 1997, P. 82) and finger tapping model (See Birsh, 2011 p. 132) when reading unfamiliar words. The student will be able to accomplish this with a 95% accuracy rate as measured by using a teacher-made data chart (See Attachment D.).

(CONTENT-PROCESS) Opening: (SET How will you get the student(s) attention?) Relate lesson to prior learning. Communicate the objective of the lesson.

Rutherford - Lesson Plan Two 4 1. Show the student the book he is going to read. 2. Ask the student: What do you think this book might be about? 3. Ask the student: When youre reading books like this, is it sometimes hard for you to read all the words? 4. Say to the student: I have a strategy that is going to help you learn how to blend the sounds you know into words.

Procedure: (Is this an informal presentation, direct instruction, or structured discovery?) This is direct instruction to teach sound blending. Strategies (I Do): 1. The teacher says, My turn. Say it slow, c-a-t (See Idol, 1997, p. 82). As each phoneme is pronounced, the teacher will tap a finger to the thumb starting with the index finger and moving to a new finger for each sound (See Birsh, 2011 p. 132). The teacher will then say, Say it fast, cat. Check for Understanding- What will you ask? The teacher will ask the student to re-read the sentence with the word that the student struggled to read. Differentiation: N/A The lesson is for one student and is, therefore, tailored to the students needs. (PRODUCT) Words the student struggled with will be charted on a teacher-made data sheet (See Attachment D.). Guided Practice (We Do): 1. The teacher says, Our turn. Say it slow, c-a-t (See Idol, 1997, p. 82). The teacher and student will say and tap each phoneme together (See Birsh, 2011 p. 132). The student and teacher will then say, Say it fast, cat. Closure: Student(s) summarize, demonstrate learning of lesson. Independent Practice (You Do). 1. The teacher says, Your turn. Say it slow. The student will say c-a-t (See Idol, 1997, p. 82). The student will say and tap each phoneme independently (See Birsh, 2011 p. 132). The teacher will then say, Say it fast. The student will say, cat. Formally END the lesson 1. Praise student for participation and hard work. 2. Chart progress on teacher made data sheet.