Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Kelley Tuinenga Date 11/1/13 Subject/ Topic/ Theme Digraphs: H-brothers Grade 1st

I. Objectives How does t is lesson connect to t e unit !lan"

n acti!ity that allo"s the students to practice the H brothers# concept$

Learners will be able to#

Distinguish bet"een the di**erent h-brothers/digraphs+ sh+ ch+ th+ "h ,ph *or more ad!anced students(reate a rule *or the h-brothers based on the in*ormation that they ha!e learned To match "ords "ith the correct digraph sounds$ (ome up "ith e0amples o* "ords containing the h-brothers+

cogniti!e% & p n ' ()

physical de!elopment

Socio-emotional

%+ &+ ( %+ & %+ &+ (

.rigination

.rgani/ation

Common Core standards $or %LCEs if not available in Common Core& addressed# ((SS$'1 -1iteracy$%2$1$3a Kno" the spelling-sound correspondences *or common consonant digraphs$ %$3S$41$45 &se structural cues to recogni/e one-syllable "ords+ blends+ and consonant digraphs including: letter-sound+ onset and rimes+ "hole "ord chun6s+ "ord *amilies+ digraphs th+ ch+ sh$
,7ote# 3rite as many as needed$ 8ndicate ta0onomy le!els and connections to applicable national or state standards$ 8* an objecti!e applies to particular learners "rite the name,s- o* the learner,s- to "hom it applies$)remember+ understand+ apply+ analy/e+ e!aluate+ create

II. 'efore (ou start Identif( !rere)uisite *nowledge and s*ills. -9asic understanding about the h brothers and the sounds that they ma6e ,the in*ormation that "as discussed in class pre!ious to this lesson-$
Pre-assessment (for learning): :uestioning be*ore the lesson about "hat they remember about the h-

brothers *rom pre!ious lessons$ Outline assessment activities ,applicable to this lessonFormative (for learning): Formative (as learning): 1isten "hen the students are discussing as partners$ Summative (of learning-:

sses "hat they "rite in their indi!idual journals$

Provide /ulti!le /eans of Action and E.!ression Provide /ulti!le /eans of Engagement

+ at barriers mig t t is lesson !resent" + at will it ta*e , neurodevelo!mentall(e.!erientiall(emotionall(- etc.- for (our students to do t is lesson"

Provide /ulti!le /eans of 0e!resentation

;ro!ide options *or perceptionmaking information perceptible -Ha!e the students use "hite boards "hile sitting on the reading carpet+ to "rite do"n the rule as "e are creating it as a class$

;ro!ide options *or physical actionincrease options for interaction -Students could stand up and do the motions o* the h-brothers+ as apposed to remaining in their reading s<uare$

;ro!ide options *or recruiting interest- choice, relevance, value, authenticity, minimize threats -Students could ma6e up a story o* a time "here they *orgot a "ord+ and needed help sounding out the "ord$

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;ro!ide options *or language+ mathematical e0pressions+ and symbols- clarify & connect language

;ro!ide options *or e0pression and communication- increase me ium of e!pression

;ro!ide options *or sustaining e**ort and persistence- optimize challenge, collaboration, masteryoriente fee back

-to ma6e this lesson more challenging+ add the ph cousin to the story - ha!e the students come up "ith the rule on their o"n prior to gathering as a group$
;ro!ide options *or comprehensionactivate, apply & highlight ;ro!ide options *or e0ecuti!e *unctions- coor inate short & long term goals, monitor progress, an mo ify strategies ;ro!ide options *or sel*-regulatione!pectations, personal skills an strategies, self-assessment & reflection

-highlight the important concepts o* digraphs$ 1$

/aterials1w at materials $boo*s- andouts- etc& do (ou need for t is lesson and are t e( read( to use"

Smart 9oard - .pen a blan6 sheet - dd > columns - Ha!e a "ord ban6 on the bottom "ith !arious "ords to be sorted as a class containing the h -brothers$ ?$ 3$ handout *or the students to "rite do"n the rule on ,small column sort on the top and then lines on the bottom *or a ruleStudents reading log+ "here they can "rite do"n the rule$

How will (our classroom be set u! for t is lesson" III. 2 e Plan 2ime Com!onents /otivation ,opening/ introduction/ engagement-

1$ Ha!e the students join you on the reading carpet+ *acing the smart board$ ?$ 2or the second part o* the lesson ha!e the students+ return to their des6s$

3escribe teacher activities A43 student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in*ing )uestions and5or !rom!ts. ,moti!ations are done throughout the lessons6 them "hat the *our brothers are+ ch+ sh+ th+ "h+ and add the ph$ ,cousin- Do remember the story that 8 told you last "ee6 about the 5 brothers@ nd ho" "hen they played in the basement they made a lot o* noise@ So much that they#re oldest brother got mad at them and shhhhhh#d them@ -1isten and respond accordingly+ "or6 in pairs "hen as6ed to do so$

6mins

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So+ 1ast night 8 "as reading a story and 8 came across a "ord that 8 didn#t 6no"+ so 8 "rote it out *or you+ do you *irst graders thin6 you could help me sound out this "ord$

A8t is spelled S H 8 ;$B ,"rite out the "ord on the smart board- A"hen 8 "as sounding out this "ord 8 said s h i p$ but that didn#t help me$ s h i p ,ma6ing the indi!iduals sounds- doesn#t sound li6e a "ord that 8 6no"$ (an someone one <uietly raise their hand and help me *igure out ho" to say this "ord@ - A.h so you are telling me that the t"o letter s and h come together and ma6e the shhh sound$ That ma6es "ay more sense than6s *or you help$ ,ma6e sure "e 6eep this in mind "hen *or "hen "e loo6 at other "ords in this lesson-

-Help me sound out the "ord+ then ha!e them !olunteer ans"ers ,or pic6 *rom the container o* names-SH 8 ;+ AshipB$

,i* this is too hard ha!e students tal6 to a partner *irst then come together as a group3evelo!ment ,the largest component or main body o* the lesson.bjecti!e: Ha!e students as a class come up "ith a "ord rule *or digraphs ,h-brothers-+ ),they ha!e done this "ith other concepts-$ %e!ie" "ith them the brothers and ha!e them do the motions$ -c brother+ ch ch ch ch chC ,train motion-" brother "h "h "h "h "hC ,*a6e "histle-t brother th th th th th$$ ,stic6ing tongue out-S brother shhhhhhhC$ ,*inger in *ront o* mouth;ull up a smart board sheet+ "ith *i!e columns and a bunch o* "ords on the bottom to be sorted out as a class 3ord 1ist: (hill+ chip+ chin+ chat+ thin6+ than6+ ship+ "ish+ *ish+ beach+ shirt+ shar6+ three+ "hite+ "hale+ "hen+ phone+ photo+ graph$ ,three in each column+ enough to see the pattern-'0plain that "e are going to sort these "ords and loo6 *or patterns "hile "e are doing it because "hen "e are done "e are going to ma6e our rule *or the brothers to *ollo"$ -(all on indi!idual students to come up and mo!e one o* the "ords into the correct place$ ,use a tennis ball to mo!e the A"ordB to the correct column-Tal6 "ith a partner "here the "ords need to go+ then !olunteer to come up and mo!e a "ord into the correct column$ ,or use the paper names in the containerSay and do the motions: -c brother+ ch ch ch ch chC ,train motion-" brother "h "h "h "h "hC ,*a6e "histle-t brother th th th th th$$ ,stic6ing tongue out-S brother shhhhhhhC$ ,*inger in *ront o* mouth-

7mins

8min

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9mins

-Then all the "ords are sorted+ then as6 the students to tal6 to their partner about any patterns they see/ anything that is the same in each that could be used in our class rule about the h brothers - *ter they ha!e had time to discuss as6 them to raise their hands and tell the class some o* there ideas$ -;ull up a ne" Apiece o* paperB on the smart board and right do"n there ideas$

-Discuss "ith a partner about this$

9mins

-A ll these ideas are greatD Eou did such a "onder*ul job seeing the patterns$ s a class lets come up "ith a rule that "e can all "rite do"n and put into our reading and "riting boo6$B -3al6 through the ideas "ith them and decide on a *inal rule+ using all o* there "ords$ ,try to not to in*luence "hat they say-$

9mins Closure ,conclusion+ culmination+ "rap-up-

-Ha!e the class read the rule together+ then "hen ready ha!e them return to there seats and "rite do"n the rule+ using A*irst grade "ritingB -Ha!e the rule on the board so that they can see it$ -A3hen you ha!e *inished "riting do"n the rule please clip the paper in the bac6 o* your binder$B

-%eturn to des6s and "rite do"n the rule+ "or6 "ith partner at des6 i* they need help$

:our reflection about t e lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement for ne.t time. ,3rite this a*ter teaching the lesson+ i* you had a chance to teach it$ 8* you did not teach this lesson+ *ocus on the process o* preparing the lesson$3hile teaching this lesson+ 8 modi*ied <uite a bit$ Some "as *or the better$ 2or instance instead o* using the SH8; e0ample 8 pulled in a connection *rom a boo6 8 "as reading "ith a student earlier in the day$ The "ord "e came across "as marshmallo"$ This "as better then ship because it "as a little more di**icult and the connection "as greatD 8 had the student#s engagement$ nother time 8 really go their attention "as "hen 8 told them that i* "e "ere to teach this to the 6indergarteners "hat "ould "e say@ 9ut this "as also 6ind o* distracting because 8 did not ma6e it clear that "e "ere not actually going to teach the 6indergarteners this concept it "as just an e0ample$ 7e0t time 8 "ill need to clari*y that$ Something that 8 could "or6 on is ma6ing sure each student is getting it be*ore mo!ing on$ 8 had a tendency to 6eep mo!ing+ e!en i* 8 only got one response$ ,allo" *or more time then or do another lesson3hen the students "or6ed "ith their partners 8 should ha!e "ritten the rule do"n on the doc cam+ Frs$ 9oersma actually did this "hile 8 "ent around and chec6ed the students "or6$ She "rote do"n a summary o* the student#s de*inition$ The 6ids had a tendency to copy do"n "hat she "rote+ 8 "asn#t sure i* this "as o6 or not$ Fy o!er all objecti!e "as met+ 8 thin6 that the students "ere able to *ormulate a rule based on their understanding$ Fa6ing that ne0t step in comprehension$ Suggestions *or "hat to loo6 *or: -That 8 don#t as6 leading <uestions+ in*luencing the student#s rule that they come up "ith$ -That 8 am clear in my instructions+ not too "ordy -1oo6 *or the students acti!ely engaged in the acti!ity+ understanding that "e as a class are going to come up "ith a rule to put into our reading and "riting boo6$ 1-1=-13