Week 6 - Assignment 1

The lesson I created is based on the running record I did with a second grader.

Candidate’s Name: Rama

Grade Level: 2

Title of the lesson: Homophones: Same but different

Length of the lesson: 45 minutes

Central focus The central focus of the lesson is to show the student words that look similar and sound similar have different meanings. Another key focus is replacing one word with another while reading can change the meaning of the sentence altogether. Key questions: ●      The student will learn about homophones ●      The core concepts I want the student to develop is that sometimes even though the words look similar to other, they are said differently and have different meanings.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Key questions: ●      The student recognizes sight words and can read them properly. ●      The students can retell and summarize the main ideas. ●      The student is learning to decode and read unfamiliar words.

Common Core State Standards CCSS.ELA-LITERACY.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-LITERACY.RF.3.3.D Read grade-appropriate irregularly spelled words.

Support literacy development through language (academic language) ·       Student will identify similar words and use them properly in with the correct meaning. Student will read a poem with sight words and derive meaning from it. Student will read and comprehend the meanings of the homophones as they are used in the poem. Vocabulary ●      Homophone

Learning objectives 1.     Students will learn to recognize and spell words in homophone sets. 2.     Students will assign the correct meaning to each word in a homophone set

Formal and informal assessment (including type[s] of assessment and what is being assessed) ●      The assessment will allow students to recognize words that are used incorrectly and replace it with the correct spelling of the word. ●      Students will demonstrate their understanding of words based on the context is it in.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: ·       The student will first watch two different videos related to homophones. ·       The teacher and student will discuss the meaning of the word “homophone.” ·       The teacher will give examples of homophones from the video. ·       The student will then read a poem with various homophones. ·       This poem will be read during guided reading. ·       Each sentence will have at least two words that sound the same or look very similar. ·       The student will be asked to choose the word that makes sense in the poem and explain its meaning. ·       Student will use their current knowledge of sight words and invented spelling to sound out words. Accommodations and modifications: ELLs/struggling readers: Visual and technology

Instructional resources and materials used to engage students in learning. Homophone Song - https://www.youtube.com/watch?v=GJUqJyX5NSA https://www.youtube.com/watch?v=TK44x21wZ0I

Reflection ●      My instruction supported learning for the student who needed help reading words that look similar to other words. The instruction demonstrates examples of homophones and what they mean in certain texts. ●      I would change my lesson to differentiate it to assist ELL students by using visual aids to help them understand the words. ●      These changes would improve student learning because it would allow me to reach all levels of learners in the classroom.