lesson plan 2015 english.doc

ED2631/ED4631 ASSIGNMENT ONE LESSON PLAN TEMPLATE

ENGLISH Lesson plan

2014


Appendix 1 LESSON PLANSCHOOL OF EDUCATION

LESSON ORGANISATION

Year Level: ONE Time: 15 mins Date: Term 1, wk 6

Learning Area: ENGLISH

Students’ Prior Knowledge:

Recognise the letters of the alphabet Know there are lower and upper case letters Know that spoken sounds and words can be

written down using letters of the alphabet and how to write some high-frequency sight words and known words

Recognise rhymes, syllables and sounds (phonemes) in spoken words

Reading strategy of reading-onStrand/Topic from the Australian Curriculum:

Literacy StrandRead supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and re-reading (ACELY1659)

Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660)

Understand the variability of sound-letter matches (ACELA1459)

General Capabilities ( areas that may potentially be covered in the lesson)

Literacy Numeracy ICT competence

Critical and creative thinking

Ethical behaviour

Personal and Social

competence

Intercultural understanding

Cross-curriculum priorities ( areas may be addressed in the lesson)

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia’s engagement with Asia Sustainability

Proficiencies: (Mathematics only)

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to: Understand how effective readers read and process texts using sounding out See how a particular text can be read

Teacher’s Prior Preparation/Organisation:

The book, “If you can…We can!” By Beth Shoshan Whiteboard marker to write down children’s answers Organise four different pages to stop on to perform think-alouds for the strategy of sounding-out Questions to ask the children at the end of the lesson Children who have difficulty with seeing will sit at the front of the mat Children who have difficulty with hearing will sit at the front of the mat

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http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1660


Time

10:00am

10:01am

10:02am

10:03am

10:04am

LESSON DELIVERY

Motivation and Introduction:

1. The teacher greets the children and asks them to be seated on the mat where the lesson will begin.

Good morning my lovely year 1’s, I hope you all had the best weekend. I will now like you all to quietly make your way down to the mat where we will begin our lesson.

2. Inform the children that in this lesson they will be learning about the reading strategy: sounding-out.

Last lesson we learnt all about the strategy reading-on and how to use it while we read. This lesson we will be using our understanding of different strategies to learn a new one called SOUNDING-OUT (use expression when reading this to make it sound exciting for the children).

3. After the teacher has introduced the strategy of sounding-out they will explain what it means. They will also explain why it is useful and how efficient readers use it.

Sounding out is used by readers who use their knowledge on letter-sound relationships to take words apart, attach sounds to those parts and then blend those parts back together to identify unknown words. For example, if I am stuck on a word such as Bat, I will separate each of the letters. B/A/T. Then I will work out the sounds of these parts, B-A-T. Using those sounds I will then put those letters back together to create the word BAT. As teachers we will use this strategy when we do not understand a really long word such as experience or difficult.

4. Once the children grasp the idea of sounding-out, the teacher will then explain to the children that they will be modelling the strategy of sounding out to them. This requires the teacher to explain that when the text is being read, they will stop at different parts to perform think-alouds to demonstrate the strategy. The teacher will also explain to the children that when they put their hand to their head they are about to perform the strategy of sounding-out. Modelled reading requires the children to watch as the teacher demonstrates the strategy instead of being actively involved in the demonstration.

Now that you all have a better understanding of what sounding-out is I will now be modelling to you this strategy through a book. Whilst I am reading this book, I will be stopping at words that I find hard to read and I will be sounding these words out loud. I will be sounding these words out loud so that you can all see how I use this strategy in my reading. Before I stop on a word, I will put my hand to my head in a thinking position to make it easier for you all to see where I am using this strategy. Also, whilst I am doing this, I would like you all to pay close attention to what I am saying.

5. Introduce the book, “If you can...We can! By Beth Shoshan. Once the teacher introduces the title of the book, the teacher will then explain to the children that the book is about friendships. The children are

Resources/References

First steps. Reading resource book. Department of Education WA

First steps. Reading resource book. Department of Education WA

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10:05am

starting to form friendships in the classroom so the book will be relatable to the children.

The book that we will be reading today is “If you can…We can!” By Beth Shoshan. I know that you are all starting to form friendships within the classroom, so I decided to bring in a book that celebrates friendships.

Lesson Steps (Lesson content, structure, strategies & Key Questions):

6. The teacher will begin reading the book, “If you can…We can". When the teacher starts to read the book make sure they hold it up high so all of the children can see it.

7. Whilst reading the book the teacher will stop at preselected pages to perform think-alouds and to model the strategy to the children. The teacher will choose four words to stop on, on four different pages. Make sure the teacher uses precise, accurate language to describe the thinking while demonstrating the use of the selected strategy.

8. The first page that the teacher will stop on is page number seven. When the teacher gets to the word “most”, they will straight away put their hand to their head as if they are thinking. This will get the children’s attention and will let them know that the teacher is about to perform the strategy of sounding-out. Continue with modelling the strategy to the children. (On every page selected the teacher will do this).

I tickle you…you giggle too(But not my toes…! NO! Not my toes, you know that’s when I’ll squeal the most!)

I find it hard to read this word, so I am going to use the strategy of sounding-out to read it. So I know the start of the word starts with an M and makes a MMMM sound, then it has an O, which makes an O sound, it also has an S to make an SSSS sound. Lastly it has a T, which make a TTT sound. If I combine all of these sounds together, M/O/S/T, it makes most! There we go I did it!

9. The second page that the teacher will stop on is page number eight. When the teacher gets to the word “make”, the teacher will perform think-alouds to model sounding-out to the children.

I make you laugh…you laugh with me(There’s nothing in this world can make us feel so good as laughter can, as laughter does, as laughter should)

Oh look! Another word I am stuck on. This word has a C, which makes a C sound. It also has an A, which makes an A sound. There is also a N, which makes a NN sound. When I sound this word out loud it sounds like C/A/N, CAN! There we go I CAN read this word.

10. The third page that the teacher will stop on is page number ten. When the teachers gets to the word “hold”, the teacher will perform think-alouds to model sounding-out to the children.

I hold your hand… you hold mine tight

“If you can…We can!”By Beth Shoshan



(Page 7)


(Page 8)


(Page 10)

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10:12am

(Just feeling snug, secure and safe. Just knowing you’ll protect me, care for me…be there)

I’m stuck on another word. I wonder what strategy I can use to figure this word out. Oh yeah that’s right, sounding-out. OK so I know that I have to separate all the letters up, H/O/L/D. Now I have to work out the sounds of each letter. I know that H makes an H sound, O makes an OOO sound, L makes a LLLLL sound and D makes a D sound. So if I combine these sounds together it makes HOLD.

11. The fourth page that the teacher will stop on is page number thirteen. When the teacher gets to the word “soft”, the teacher will perform think-alouds to model sounding-out to the children.

I sing you songs… you sing them too(Loud ones, soft ones, make me laugh ones. Love songs, sleep songs, safe and sound songs)

Oh no! I’m stuck on another word! But that’s ok I will use the sounding-out strategy again. So I know that the first letter starts with an S and makes the sound SSS like a slithering snake. The second letter is an O and makes an O sound like an Octopus. The third letter is an F, which makes a FFFF sound for fish fingers and last a T, which makes a TTTT sound like toes. If I now put all of these sounds together I make the word S-O-F-T, SOFT.

Lesson Closure:(Review lesson objectives with students)

1. Once the modelled reading demonstration is over, the teacher will invite children to discuss their observations of the demonstration. This will require the teacher to ask the children about what they observed and learnt whilst they were reading the story. Children are also allowed to ask the teacher questions. Some answers will also be written on the board. The teacher will then recap on what was modelled to the children during the lesson. The teacher will then explain the importance of using reading strategies such as sounding-out in their reading.

Questions may include:

What did you notice?What language did you hear me use?Where did I use the sounding-out strategy?What did you learn?Will you use this strategy in your reading if you get stuck on a word?Using your name, I will like you to change one letter and see if you Can use the sounding-out strategy to say itWhat words did I use the sounding-out strategy on?Any other questions?Do you know of any other strategy?How many letters are there in your name?What sounds can be made from sounding-out your name?What does your name rhyme with?Are there any words that start with the first letter of your name?


(Page 13)

Whiteboard Marker

5


10:15am

During this lesson I showed you how I would use the reading strategy of sounding-out to read an unknown word. For example, when I came across an unknown word, I sounded out each letter, found the sounds of each of those letters and I then blended the word back together with those sounds. It is important to use the strategy of sounding-out whilst you read as it allows you to read an unfamiliar word.

Transition: (What needs to happen prior to the next lesson?)

2. The teacher will inform the children that they must sit quietly on the mat as the teacher prepares for the next lesson.

Assessment: (Were the lesson objectives met? How will these be judged?)

During a modelled reading session, it is very difficult to gather information about children’s understanding, however the teacher will pay attention to the questions the children ask and answer. These questions should show that the children can:

o Understand how effective readers read and process texts using sounding-out(Objective 1)

o See how a particular text can be read(Objective 2)

The teacher will assess the children on these two outcomes through a checklist that will be made available prior to the lesson. Assessment is not crucial at this stage, as children are only watching the teacher demonstrate the strategy. In the next stage of the reading process, the children will be introduced to shared reading. This process will allow the teacher to assess the children’s knowledge as they become more involved in the reading process.

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lesson plan 2015 english.doc

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