week 3 assignment 3

Candidate’s Name: Paul De Carlo

Grade Level: 3^rd grade

Title of the lesson: Long sounds of “y”

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 identify words and sounds of words with long e and I endings made with the letter y.

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 work independently with the teacher as a reading buddy once a week, twice a week if needed. Students are given oral language quizzes every Friday to assess their knowledge.

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.

Support literacy development through language (academic language) ●     Students will identify the sounds between words with long e and long i. Vocabulary ●     Students will be able to analyze categorize and describe the sounds that different words make. ●     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 words that sound different. Students will recognize clues at the end of the words such as i or e to what sound they will make. Students will become more fluent readers.

Formal and informal assessment Formal assessment- students will be given an oral language quiz. Students will be given a quiz every Friday. The assessment will help the students to evaluate themselves on their knowledge and become aware of their level of phonics. Struggling student that fail will be given extra attention and will have an increase amount of time with the teacher the following week to catch them up on the material. Informal assessment- as 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 letters and sounds of each. ●     Preview- 5 minutes Remind the students the sound the letter y makes. Tell them that the letter y also makes the sound of a vowel. Explain how at the end of a word it can make a long e or i sound. Teacher says words such as baby, sunny, puppy, daddy, cry, fry, dry. Students are required to repeat each word after the teacher. ●     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. ●     Guided practice- 10 minutes Teacher will label two sides of the room. Long e side and long i side. Students will stand in a straight line in the middle of the room. The teacher will say a word with the long e or i sound. If the word has a long i sound students will slide to the left if it has a long e side students will slide to the right. Independent practice- 10 minutes Students will be given a sentence to read and will have to identify words that have long i or long e sounds.

Instructional resources and materials letter flashcards Aa-Zz · long e and long i flashcard, ending y · picture and word cards (baby, cry, puppy, fly, sunny, dry, daddy, fry and any other picture and word cards that have the long e or long i ending sound made with the letter y)

Reflection ●     Did your instruction support learning for the whole class and the students who need great support or challenge? Yes, I felt that my instruction met the needs and accommodations of the class as a whole. ●     What changes would you make to support better student learning of the central focus? If I had more time I would include a shared reading assignment. ●     Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory. I feel that this change would benefit the students because they can get the sense of how the sound applies when reading in a structured sentence.

Dr. Hui-Yin Hsu Spring 2014