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I. Instructional Objective:
IV. Assessment/Evaluation:
V. Differentiation: This lesson is for 1st grade students who are reading below grade
level. Specifically, these two students are both instructionally reading at a level E
after being given Running Records, with the 1st grade end of year benchmark being
a level I. Both students are English Language Learners (ELL) who speak English
and their native language. They are proficient in English conversationally but require
intensive language support to build their reading fluency and vocabulary. They
generalize from their native languages to English for (lack of) suffix usage so this is
an area of need for them. Through instructional intervention and greater decoding
and word recognition abilities, they can increase their reading fluency and prosody.
To differentiate for ELL students, I include visual aids for lessons and utilize modeling
frequently since particular suffix usage is either not used in their native tongues or is
conjugated differently so seeing it performed will help with comprehension. The
lessons have been scaffolded through echo reading and modelling to foster progress
when reading orally. I also am making a modification for articulation, accent and
pronunciation if a student struggles with English being linguistically different than their
native tongue.
VI. Technology: An iPad will be used to show the students the Electric Company clip
when introducing the lesson.
VII. Self-Assessment For this lesson I will have both the What’s the Correct Word
worksheet and measurable data from the flower petal activity in order to gauge
understanding of the –ing inflectional ending concept. I will also be able to orally
hear if the students continue to struggle with dropping –ing endings as they read
orally. Prior lessons on -ed endings and plurals will provide comprehensive intensive
support on several additional suffix endings that cause some struggles in class and
on the DIBELS assessment. Continued practice and reinforcement of all three types
of suffixes together will enable me to see if the lesson is providing proper intervention
support in this area and if recognition of the suffixes has increased when the word is
within context.
Week 4 will continue to practice prosody and fluency with the short Reader’s Theater
that uses many suffix words. Key vocabulary will be presented in Week 4 as well as
relevant motions to be done when presenting the Reader’s Theater, in order to
increase vocabulary and understanding. This will be the culminating self-assessment
as to whether the students: recognize suffixes within context; have increased their
ability to read these words with automaticity in order to increase word recognition;
and if prosody has been increased, resulting in higher levels of reading fluency and
text comprehension. A re-assessment in reading fluency of the student after this 4-
week intervention will provide measurable data as to whether or not his level of
fluency has progressed.
*If an “e” is dropped, it is left underneath the flap so it is not shown in the –ing form. If a
consonant is doubled for the –ing word, it is written with the –ing, as in hopping.
What’s In The Correct Word Worksheet (Appendix C)
Flower Petals Worksheet (Appendix D)
Last Night I Dreamed of Chickens Reader’s Theater (Appendix E)
References:
Ideas for old/new ED/ING ending replicated from The Teacher Wife. “Inflectional ING
and ED endings lesson package”. Images retrieved and replicated from
http://www.theteacherwife.com/2011/03/word-endings-unit-s-ed-ing.html on May 21,
2017.