Marita Keane Grade: 3rd Subject Area: Reading (word families) Ty e of Setting: S ecial !

ducation (" students) Purpose: T#is lesson is being taug#t so t#at students will understand s ecific $word families%& T#e word ending we will be focusing on today is 'ell% T#ey will #a(e a stronger understanding of words t#at end in 'ell t#roug# t#e use of t#e boo)* Please Dont Tell About Moms Bell by Samant#a +erger% T#ey will be able to list s ecific words wit# 'ell endings and will be able to use t#em in a sentence% T#is lesson will also allow t#e students to understand t#at t#ese s ecific words ending in 'ell #a(e a r#yming sound% Vocabulary and Key Terms: +ell ,ell -ell -well S#ell Smell S ell Swell .ell /ell 0ell Tell 1ell 2ell

Skills: 3 -e(elo ing s)ills on reading* writing* listening and s ea)ing 3 4nderstanding word families and being able to recogni5e words wit# t#e same6similar endings 3 Successfully demonstrating t#eir )nowledge on t#e assage t#roug# class wor)* w#ic# will be assisted and guided by t#e teac#er% Objectives: +y t#e end of t#e lesson* t#e students will be able to: 7) 4nderstand t#e 'ell word family% 8) 9dentify #ow to use t#ese words in sentences% 3) Successfully demonstrate t#eir )nowledge of t#ese words by artici ating in a grou wor) w#ere t#ey are re:uired to list t#e words and #el ut t#em in

sentences% New York State Learnin Standards: ;anguage Standards K'< =;> Grade 3 students: ,on(entions of Standard !nglis# 7% -emonstrate command of t#e con(entions of standard !nglis# grammar and usage w#en writing or s ea)ing% b% .orm and use regular and irregular lural nouns% i% ?roduce sim le* com ound* and com le@ sentences% 8% -emonstrate command of t#e con(entions of standard !nglis# ca itali5ation* unctuation* and s elling w#en writing% a% ,a itali5e a ro riate words in titles% e% 4se con(entional s elling for #ig#Afre:uency and ot#er studied words and for adding suffi@es to base words f% 4se s elling atterns and generali5ations (e%g%* word families* ositionAbased s ellings* syllable atterns* ending rules* meaningful word arts) in writing words% 3% 4se )nowledge of language and its con(entions w#en writing* s ea)ing* reading* or listening% "% -etermine or clarify t#e meaning of un)nown and multi lemeaning word and #rases based on grade 3 reading and content* c#oosing fle@ibly from a range of strategies% a% 4se sentenceAle(el conte@t as a clue to t#e meaning of a word or #rase% <% -emonstrate understanding of word relations#i s and nuances in word meanings% b% 9dentify realAlife connections between words and t#eir use B% Ac:uire and use accurately gradeAa ro riate con(ersational* general academic* and domainAs ecific words and #rases* including t#ose t#at signal s atial and tem oral relations#i s Pre!"ssessment:

Students will #a(e rior )nowledge on word families based on t#eir assed lessons and read alouds% Since t#e beginning of sc#ool* t#e coo erating teac#er and 9 #a(e been e@ laining s ecific word families to t#e class t#roug# lessons and read alouds% T#is will not be a com letely foreign to ic to t#emC t#e students s#ould be able to understand t#e o(erall idea of t#is lesson% Students will #a(e rior )nowledge on 'ell ending words based on t#eir own ersonal e@ eriences wit# reading and s ea)ing as well as t#e read alouds t#at #a(e ta)en lace in class% ;esson ?resentation 7) As) t#e c#osen grou of students to come to t#e rug* near t#e board% 8) As) t#e students if t#ey can name any words t#at end in 'ell% (Gi(e t#e first e@am le%) 3) ;ist t#ese words on t#e board% ") !nsure t#at t#e students are writing t#ese words in t#eir 2ord .amily 0oteboo)s% ") After t#e students #a(e eac# contributed to t#e list* read t#em t#e story, Please Dont Tell About Moms Bell, by Samant#a +erger% <) After 9 #a(e read t#e assage* as) t#e students if t#ey recogni5ed any of t#e words or word soundings from our list in t#e assage and if so* w#ic# ones% B) Dnce t#e students #a(e recogni5ed t#ese sounds* go t#roug# t#e assage once more to see if t#ere are any words ending in 'ell t#at we did not mention% E) After t#e assage is reread and t#e rest of t#e 'ell words are written on t#e board* as) t#e students to come u wit# sentences using t#ese words% (!nsure t#at t#ey write t#ese sentences in t#eir noteboo)s to be s#ared afterwards%) #losure: As t#e lesson draws near to an end* as) t#e students to s#are and discuss t#eir sentences% Ma)e sure t#ese sentences ma)e sense and are grammatically correct%

$aterials%&esources: ?encils 2ord family noteboo) 2#iteboard Mar)ers 2or)s#eet Please Dont Tell About Moms Bell by Samant#a +erger 'ollow!(p "ssi nment: To fully ensure t#at t#e students understand t#is lesson on the ell word family* t#ey will be assigned one wor)s#eet% T#is wor)s#eet will assess t#eir )nowledge on 'ell ending words and will ensure t#at t#ey are able to use t#em in sentences% "ssessment%)valuation: To confirm t#at t#e students fully understand t#e conce t of 'ell ending words t#e teac#er will go o(er t#e wor)s#eet t#ey were as)ed to com lete% .rom t#is* t#e teac#er will )now w#et#er to continue wit# future lessons or if t#ey s#ould go o(er t#is lesson again% %*i++erentiated: Students wit# different learning styles will #a(e t#e same o ortunity for a successful

e@ erience wit# t#is lesson as e(ery ot#er student% T#e boo) will be read aloud for auditory learners% T#e teac#er will s#ow s ecific ictures from t#e boo) to t#e class for (isual learners% T#e boo) will be a(ailable for any student t#at needs to re(isit t#e story t#roug#out t#e lesson% T#e wor)s#eet will be ro(ided during t#is lesson for t#ose students w#o may finish early. Pictures will be next to each word in the worksheet for the students who have trouble reading. The lesson itself is designed for select students who are struggling in class and with everyday lessons.

Marita Keane

;esson Reflection Today was my first obser(ed lesson% 9 c#ose to teac# a articular grou of students a lesson on t#e 'ell word family% T#is lesson was a continuation of w#at 9 #a(e been teac#ing t#e students t#is wee)% ?re(iously* 9 #a(e focused on different word families suc# as t#e 'an and t#e 'an) endings% +ecause t#e students #ad rior )nowledge on t#is to ic* t#ey res onded ositi(ely to my lesson% .or t#e most art* 9 t#oug#t my lesson was successful% 9 t#oug#t t#at t#e introduction was #el ful for t#is articular grou of students% T#e introduction reminded t#e students t#at we #a(e recently racticed writing different word families in sentences* w#ic# 9 belie(e acti(ated t#eir rior )nowledge% 9 also t#oug#t it was #el ful t#at 9 as)ed t#e students to list words t#at end in 'ell before 9 jum ed into t#e actual lesson% T#e articular grou of students 9 c#ose struggled in t#e ast wit# word families% 9 t#in) t#at by starting off wit# a sim le introduction was es ecially #el ful for t#em% After reading t#e story* Please Dont Tell About Moms Bell by Samant#a +erger* it was clear t#at t#e students were able to recogni5e different words ending in 'ell% +ecause of t#is and t#e studentsF ent#usiasm* 9 would #a(e altered t#e lesson slig#tly% T#e students became e@cited w#en t#ey were able to recogni5e s ecific words% 9 t#in) it would #a(e been #el ful if 9 allowed t#e students to write t#e words t#ey recogni5ed from t#e story on t#e board% T#is would #a(e allowed t#em to feel in control of t#eir learning and it may #a(e encouraged t#em to artici ate e(en more% Along wit# t#is* 9 would #a(e c#anged t#e seating arrangement of my students% Dne student was becoming articularly #y er and began to mo(e around during my lesson% 9n future* 9 will be sure to sit t#is student closer to me so t#at 9 can ensure t#at #e does not distract t#e ot#er

students% .rom my o(erall assessment* including t#e classwor) and #omewor) assignment* it was clear t#at t#ey understood t#e idea of t#is lesson% T#eir #omewor) was fully com leted t#e ne@t day and eac# student filled in t#e blan)s wit# t#e correct answer% 9 t#in) t#at it was #el ful t#at eac# (ocabulary word #ad a icture ne@t to it% T#ese four students in articular struggle wit# reading and wit#out a icture t#ey may #a(e been unclear of t#e word and its meaning% 9 t#in) t#at #a(ing a icture aided t#em t#roug#out t#e com letion of t#e assignment% To benefit t#e students furt#er* 9 will as) a student to re eat t#e directions for t#eir classwor) and #omewor) assignments% T#is will a(oid any confusion t#ey may #a(e% 9 am leased wit# t#e way my lesson went and 9 am #a y t#at t#e students were able to successfully artici ate and com lete eac# assignment 9 ga(e t#em% 9 #o e t#at my future lessons can go as smoot#ly%