Lesson Plan Direct Instruction SEOH ED571w Jenny Bowyer January 19, 2013 I.

Target students- small group of 3 or 4 kindergarteners. None have IEPs. The skill the students will be learning is the introduction of irregular words. II. Objective- Introduce irregular words /to/ and /do/. Procedure: Sounding- Out strategy 1. The words /to/ and /do/ will be introduced together. 2. Materials needed are flash cards with the words /to/ and /do/ printed on them. The time allotted will be approximately 15 to 20 minutes of direct instruction. Assessment will include having the students say the word, sound it out, and say is again as it is pronounced then repeat the procedure. 3. Introductory format for teaching the irregular words /to/ and /do/ Step one, I will have my students go to their assigned seats on the carpet. I will sit in front of the students on a chair so they can see the flash cards with the new words. Next, I will tell the students that today we are going to learn new words that are tricky. Then, I will hold up the card for /to/ , say the word, and sound it out. I will tell the students that this is a tricky word. I will point to the word /to/ and tell the students, This is the word to. What is the word? (Point to card). Students will reply in unison when I hold up my finger then drop it /to/. Next, listen to me sound out the word ( point to each letter) too (short o sound). Thats how we sound out the word but here is how we say the word: tu. How do we say the word? Students will say, to. I say, Very good! To!

Step two, I will have the students sound out the word and then say it. I touch the flashcard to the left of to. Now we are going to sound out the to. Ready? ( Ill touch each letter for about a second) Students say, toooooooo (short o sound). Then I say, Remember this is tricky. Now how do we say the word? Students say, To when I signal them by holding up my finger then dropping it. I say, Again, how do we say the word? (Signal) Students reply, To. I tell them, Great job!. Step three, I return to step two but have individuals take turns. Step four, I hold up the flash card for /do/. I tell the students that we are going to practice another tricky word. I tell them the word. I sound it out then say the word. I then go through the same steps used for the word /to/. Once, I have completed the steps, I will ask the students to look at both flash cards and tell me what letters are the same and what letters are different. I will point out that the words are pronounced the same and that they rhyme. Then I will have the students pronounce both words. III. I chose the sounding-out strategy for irregular words to avoid relying completely on memorization because there are several good advantages to using this strategy and will prevent students from just guessing. The sounding-out strategy for irregular words has several advantages as stated in the Direct Instruction text, First, it increases the probability that students will carefully continue to attend to all letters in the word in a left to right progression. It shows students that the same basic sounding- out strategy (i.e., start with the first letter, say the sound, then blend for the remaining letters in a left right sequence) can be used to decode all words, even though some are pronounced differently from what the blended sounds indicate. Without this demonstration, some students may develop the misrule that because sounding out does not work on some words, it will no longer work on many words, so guessing is the best strategy. Second, the sounding-out strategy prepares students for later spelling exercises by demonstrating that students cannot rely solely on how a word sounds to spell words. (p103)