Week 6 - Assignment 3

Candidate’s Name: Fatima Johara

Grade Level: Grade 1

Title of the lesson: Spelling patterns

Length of the lesson: 60 minutes

Central focus This lesson focuses on onset-rime to present word families and spelling patterns. An onset is the consonant letter before the vowel in a given word or syllable, and a rime is the vowel and consonants that follow the vowel in a given word or syllable. In the word sit, the onset is the letter s and the rime is the letters it. In this lesson students and teacher learn together and complete tasks collaboratively. Key questions: In this lesson I want students to learn about word families. I want students to use spelling patterns to learn new words.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Key questions: Students are already familiar with vowel and consonant sounds.   Students can read consonant blends well. Students will be learning to learn new words using the /-ill/ family.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy) NY.CC.1.RF. Reading Standards: Foundational Skills 1.RF.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 1.RF.2.c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. 1.RF.2.d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Support literacy development through language (academic language) ·      Students will review the concept of initial and final word sounds ·      Students will identify and name letters necessary for building words in the /-ill/ family.

Learning objectives Students will ·      Distinguish the onset and rime in spoken and written words ·      Identify words that belong to the /-ill/ family using onset-rime analogy ·      Substitute consonant sounds in context to form new words in a given word family

Formal and informal assessment (including type[s] of assessment and what is being assessed) ·      Instruct students to compose a story using words from the /–ill/ family. ·      Group students who need more assistance in recognizing words and engage them in a visual activity with a /-ill/ word wheel

Instructional procedure: ·      First, allow students to listen to the tune and rhyme of the story Jack and Jill and become familiar with it. ·      Then, use the SMART Board to display the words from the rhyme. Highlight the words that rhyme such as Jill and hill. ·      As a class ask students to read-a-long and then sing-a-long as you point to each word in the rhyme. ·      Next, point out the highlighted words on the board and ask students to say the words aloud. ·      Afterwards, ask students to repeat the words Jill and hill, and focus students' attention on the final sound and spelling of the two words. ·      Distribute the flash cards and ask students to identify other words that have the final /-ill/ sound. ·      Assist students in writing a list of new /-ill/ words and help them reading each word correctly. ·      Finally put students in groups and ask them to create sentences using each /-ill/ words. Theory/research: This activity will help develop fluency and comprehension. Accommodations and modifications: ELLs/struggling readers: Visual and technology

Instructional resources and materials used to engage students in learning. https://www.youtube.com/watch?v=LoRcwLERKhM http://www.readwritethink.org/files/resources/lesson_images/lesson157/flash.pdf

Reflection My instruction supports learning for the whole class and the students who need great support or challenge. It introduces students a new set of word family and spelling patterns. The lesson differentiates instruction by giving students different level of tasks to complete. One change I would make to support better student learning is group students and have them work on an interactive activity. These changes would improve student learning by encouraging them to work collaboratively. Students can help each other learn the new words and use them in different ways.