Candidate’s Name: Paul De Carlo
Grade Level: 3rd grade
Title of the lesson: At the play ground
Length of the lesson: 20 minute mini lesson
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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 the main
idea and environment within the story.
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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.
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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.
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.
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Support literacy development through language
(academic language)
● Students will identify main idea, and setting of the story.
Vocabulary
● Students will be able
to analyze categorize and describe the main idea and environment of the story
in detail.
Sentence Level
● Suffix ending of a
word and its sound. Fluency.
Discourse
● Text structure would
consist of the spelling, pronunciation, and recognition of different words.
Fluency.
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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.
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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- Students will reread the
story individually and write 2 sentences describing the main idea and
environment. As well as tell a brief story of an experience they had at a pay
ground. .
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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:
● Students will read
aloud the passage At the playground as a group. 5 minutes
● students and teacher
will discuss what the main idea and environment of the story is. 10 minutes.
Students will write a short explanation of the
main idea and environment of the story as well as an experience that they
once had at playground.
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Instructional resources and materials
Smartboard
Large lined paper
Pen/marker
List of words
Work sheet
Quiz sheet
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Dr. Hui-Yin Hsu Spring 2014
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