week 3 assignment 1

Candidate’s Name: Paul De Carlo

Grade Level: 3^rd grade

Title of the lesson: learning similar words

Length of the lesson: 45 minutes

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) Key questions: Students will be able to understand how to use words and correct context using self-corect word recognition techniques.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Key questions: ●     Students currently read based on their skill or grade level. Students within the class read either at one reading level above or below their current grade. Students currently have learned rhyme of words of similar families as well as prefix and suffix of words. Students will make errors pronouncing certain words, but will use self-correcting techniques to enhance fluency.

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].) CCSS.ELA-LITERACY.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. CCSS.ELA-LITERACY.RL.3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting) CCSS.ELA-LITERACY.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-LITERACY.L.3.4.A Use sentence-level context as a clue to the meaning of a word or phrase. CCSS.ELA-LITERACY.RF.3.4.C Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Support literacy development through language (academic language) ●     Students will identify the different spelling and meaning of closely related words. Vocabulary ●     Students will be able to analyze categorize and describe similar words in spelling but with different meanings. ●     Content specific vocabulary would be the phonics of words with long I and long e endings. Sentence Level ●     Suffix ending of a word and its sound. Discourse ●     Text structure would consist of the spelling, pronunciation, and recognition of different words.

Learning objectives Students will recognize similar spelling of words with different meanings. Students will decode words of one syllable. Students will understand how to self-correct mispronounced words.

Formal and informal assessment Formal assessment- students will be given spelling a quiz on similar words with different spellings and will be required to write a sentence as well as spell the word correctly. Struggling students and ELL students will be given extra attention when needed. They will have independent work with the teacher the following week to address any weaknesses. Informal assessment- as a students work  as a group to identify letters and the sounds that they make the teacher will call on specific students during the lesson to have them identify specific letters and their sounds. As students complete their guided practice work I circulate the room to check in on each individual student to observe how they are progressing. ELL and students with IEPs will be given extra attention when needed. However, I would like for them to build their independent learning skills.

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: ●     Review- 3 minutes Teacher will hold up flashcards and call on students to identify vocabulary.  ●     Preview- 5 minutes Remind the students that similar words may mean the same thing but spelled differently. Explain how at the end of a word it can make it singular or plural. ●     Modeling- 10 minutes Teacher will hold up pictures or word cards and the students will say and act out the meaning of the word or image. ●     Independent practice- 10 minutes Students will be given a work sheet and will identify similar words with the same meaning but different spelling.

Instructional resources and materials Smartboard Large lined paper Pen/marker List of words Work sheet Quiz sheet