Professional Documents
Culture Documents
Team 7:
Christina Verrette Brooke Mattingly Ellen Smoot Alicia Savoy
Class Size:
24 Students
I. Purpose of the Lesson What will the students learn? How does this learning fit within
broader unit goals? Why is this learning meaningful, important and appropriate? What will the students say or do that will serve as evidence of learning?
Lesson Objective:
TSWBAT identify phonemes at the beginning, middle and end of various words.
II. Instructional Decision-Making What knowledge of students influences my instructional decisions in this lesson? How will my instruction respond in order to remove barriers to learning and/or build on students strengths?
Knowledge of Learners
Knowledge of Age-Level Characteristics (Yardsticks by Chip Wood) (Ages Six to Seven)
Physically
Easily tires.
Sometimes tense.
After presenting the children with a phoneme, we will require that everyone stand still and think for at least ten seconds before allowing them to make a move. This will help elevate the childrens fear of being rushed and make them less tense. We will remind the children to walk slowly to the object they feel best represents the phoneme and let them know that the order that you get to the object is not important. We will praise for effort and taking chances. Since most students are not comfortable with vowel sounds we will make sure to stay positive, even with the struggling students. Before starting the game with the students, we will remind them of their classroom rules; one being keep your hands to yourself. Since tattling is a very big problem in the classroom, we will also remind the students to be a danger ranger and only inform the teacher if their classmates actions are physically harmful to others. We will praise the children on their efforts, even if they are struggling with the vowel phonemes. We will hope that the students have never played a game similar to this before. Students will sound out words for themselves to determine what objects best represent the phoneme. Through kinesthetic learning, students may develop a better understanding for vowel sounds compared to the paper and pencil approach.
Socially
Wants to be first, Competitive. Sometimes a poor sport.
Touchy.
Emotionally
Sensitive to others feelings, but sometimes tattles.
Intellectually
Likes new games; ideas. Learns best through discovery.
Students are able to sound out words outloud, more successfully than silently to themselves.
of the phonemes in the alphabet, but could use some reinforcement on the vowels.
already feel comfortable participating in this exercise after the re-teaching warmup activity.
Knowledge of Subgroup or Individual Needs (IEP accommodations, ELLs, G/T, other strengths/needs)
Yeslin - ELL, whose first language is Spanish. She displays that she has reading difficulties. Jason - ELL, whose first language is Chinese. Requires directions be repeated. The Spanish translation will be written and spoken in the Prezi Presentation. It will also be written on the cards during the activity. After explaining the directions we will have one student repeat the directions in their own words. The Chinese translation will be written in the Prezi Presentation. It will also be written on the notecards during the activity. Spoken words will be used when we play the Audacity recording in the Prezi. This will help the students with their pronunciation. Matthew has poor memory for spoken information. Teacher will provide notecards with the appropriate pictures for the objects along with the written word and vowel sounds. Students will also be able to participate in groups for extra help as well as use the Promethean Board and ActivInspire to play a matching game. Students with low vision will be able to have access to notecards at their tables. Teacher will be able to make print larger on Promethean Board and Prezi for the activities. Sound will also be provided by Audacity. Using the Promethean Board and ActivInspire, Students will be able to use the stylist to match objects to vowel sounds. They can also use the handwriting recognition tool in ActivInspire to make writing clear for all students. Create a game using objects and pictures for students to locate in the classroom. The children will be encouraged to work with each other to determine which phonemes can be found in the names of the different objects.
Morgan & Zeke - both have speech IEPs which require weekly speech therapy.
Tyler & James both have low vision and hearing impairment.
Knowledge of Interests and other Motivational Factors Fond of team games, working in groups, and adventure stories.
With each object used throughout the game, we will provide the students with the Spanish and Chinese translation of the word. We will also have a Prezi presentation that will have the words written in all languages. Some of the students are tactile and kinesthetic learners.
By incorporating the different language translations into the lesson, students will have a greater understanding of differences between the English language and the different languages of their classmates. By letting them get up to use the smart board and ActivInspire, tactile and kinesthetic learners will have an easier time understanding the material for the lesson.
We will introduce each object used in the game as well as provide labels. Since students are able to read, the labels will be used to aid them in the game.
III. Instructional Procedures What instructional strategies and sequence will I use to
ensure that every child is a successful learner?
Approximate Time
Procedure
Teacher will introduce the lesson by informing students that we are going to discuss vowel sounds today by playing a game. Ask the students if they know the difference between long and short vowel sounds. Ask the students if they can think of any words which contain the long and short vowel sounds: //, //, //, //, //, //, //, //, and // (phonemes).
5 Minutes
1. Teachers will explain the different vowel phonemes, how they sound and how they are altered by the letters within words. 2. Teachers set the example by giving examples of the long and short vowel sounds. 3. Teachers will show examples of words with the vowel sounds taught during the lesson using a Prezi presentation. The teacher will say the vowel sounds then point to the picture in the Prezi. Audacity will then repeat the sound for repetition purposes. Repeating the phonemes will help the students remember the sounds when they play the game. 4. Objects and pictures containing the long and short vowel sounds will be placed around the classroom at eye for the students to see. These objects and pictures will contain a label with the name of the object or picture in English, Spanish and Chinese characters (as well as phonetically spelled). 5. Practice Round: Teachers will introduce the names of all of the different objects to ensure that the students understand how the words sound.
6. Students will work in teams consisting of members at their tables. a. One of the phonemes will be chosen at random. b. The teacher will say the phoneme out loud, multiple times to make sure all students have heard the sound correctly. c. The teams will discuss which objects around the room have that phoneme in the name d. The students will be given 20 seconds to discuss their answers before being instructed to move to the object. e. The teacher will dismiss one table at a time to go to the object they picked. f. Each group that gets a correct answer will gain 1 point. 7. Repeat process until all phonemes have been discussed.
Enrichment or Remediation
(As appropriate to lesson)
1. Using ActivInspire and the Smart Board, have students connect pictures of objects with their correct vowel sounds. 2. Teachers will work with students who are having trouble understanding the lesson.
1. Summarize what the students have learned during the lesson. 10 minutes 2. Assign each table group with an object used in the game. Have them identify the vowel phonemes in the word and find another classroom object that has the same phoneme.