Week 6

https://screencast-o-matic.com/watch/cb63lIINYB

The student did a relatively good job of reading. She knew how to read the basic words. She made a few mistakes, though. Specifically, words with the "ough" combination were very hard for the student. She got stuck on the words though and through. Based on her reading level, I assume that her other mistakes were careless: reading 'must' as 'most', and adding in 's' or 'ed' where there should not have been. Additionally, she repeated words and phrases quite a few times. However, she repeated it so as to clarify it for herself, which is a very good strategy.
The students retelling was okay. She knew the main idea- that it was about whales and fish, and their similarities and differences. However, she could recall few facts. As the students was reading, I noticed that towards the beginning of the text, she paused at the end of sentences and had the right intonation and inflection. However, at the end, her sentences ran into each other. This is both a result and cause of the lack of reading comprehension.
The student can be helped in a few ways. Firstly and most easily, going over the "ough" words with her. Secondly, she can be taught to read slower and read the whole word, so that she will not make careless reading mistakes, which can change the meaning of the text (such as must and most). Thirdly, her reading comprehension can be worked on. Her teacher can guide her to critical thinking skills, which will help her have reading comprehension. For example, the teacher can teach her to ask herself: What is the main idea? What are some examples of ________? This will teach her to make sure to understand what she is reading while she is reading. This will help her actual reading skills (sentences, intonation...) as well as her comprehension.

As Mary had trouble with words with irregular spelling, such as through and though, I designed a lesson-plan to help her with these words. While she can use other areas of help as well, this is an easy thing to help her out with.

Candidate’s Name: Chavee Fink

Grade Level:3rd

Title of the lesson: Tricky Words

Length of the lesson:40 minutes

Central focus  Phonics and word recognitions (Grade 3)

Knowledge of students to inform teaching   Phonemic awareness, phonological awareness, letters and alphabets, letter-sound correspondence

Common Core State Standards   CCSS RF 1.3 (Reading: Foundational Skills, Phonics and Word Recognitions) 3. Know and apply grade-level phonics and word analysis skills in decoding words. c. Recognize and read grade-appropriate irregularly spelled words.

Support literacy development through language (academic language) ●    Students will need to identify the “tricky words”, or irregulalry spelled words that they learn. ●     Students will get a short passage, embedded with the irregularly spelled words that they will be learning. They need to identify those words. Later, they need to identify the sounds of these words. ●     Students will need to know the meanings of the words they are learning to read and spell, prior to class. Identify and read and spell

Learning objectives Students will recognize, read, and spell irregularly spelled grade-appropriate words.

Formal and informal assessment Students will be assessed during class time as they will be “called on” by the teacher to read aloud some words. During independent work time, the teacher will walk around and have different students read different words. The teacher will check the homework sheets to be sure that they have caught on, or see if they have not.

Instructional Procedures: The teacher will bring up a short passage on her smart board or projector. The teacher will ask the students what they think are tricky words in the passage. The teacher will then have each student come up to the board and write down their “tricky word” on the board. Words in the passage that are tricky are as follows: Through, though, laugh, tough, taught, naughty, bought, right, light. The teacher will ask the students to try and read these words. If a meaning is unknown (to ELL), the teacher will go over the meaning. She will then tell them which ones have silent “gh” and which ones have a sound. The teacher will put them in two separate lists on the board. The teacher will hand out a sheet with lines on it, in two separate columns: Silent “gh” and “gh” with a sound. As the teacher reads the words aloud, the students will decide which column they go in, and then write the word in that column (they can copy from the board). The students can each sit with a partner. Give out a paper with lines on it, so the students can cut cards. They will write the words on the cards, and then test their friends on the spelling. Time permitting, the students can draw pictures on the back of the cards so that they can test themselves. The teacher should give out a sheet with two columns of lines. The teacher should instruct her student to think of rhyming words. For example though-throw. Through-flew. Tough-stuff. This will help the student remember the sounds of the words. For homework, the teacher will give out a sheet with pictures of the words. The students will write the word that they learned next to the picture. Then they will match that word to its rhyming word on the other side of the page. Accommodations and modifications: Teacher will walk around and assist those struggling during independent and group time.

Instructional resources and materials used to engage students in learning. Short passage on smart board. Work sheets. Cards. Homework sheet

Reflection: As this class is rather slow-paced. Every student can follow. Additionally, in the group work time, the students can help their friends study the spelling of the words. Because of the rhyming and pictures the students will work with, the students will be able to remember the words better. With the group time and card-making, the classroom stays stimulating and exciting, rather than exclusively learning how to spell new words. This lesson addresses every students and all levels of students will be interested in this lesson and come out with the correct learning outcomes.