Week 6 Assignment #3- Phonics Lesson

Candidate’s Name: Erika Garcia

Grade Level: 1^st Grade

Title of the lesson: Short Stories, What sounds do you hear ?

Length of the lesson: 1hour  

Central focus: Practice recognizing sounds of the letters and matching them to create a story. Key questions:      · Why do you need to know how to blend sounds?      ·  How can blending sounds make a word?      ·  Which sounds do you hear?      ·  Can you retell the story?

Knowledge of students: Students will have prior knowledge of their alphabet, letter sound and phonological awareness.

Common Core State Standards: CCSS.ELA-LITERACY.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds. CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. CCSS.ELA-LITERACY.RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Support literacy development through language: This lesson will help students with sounds, blending letters, reading sight words and short stories.

Learning objectives      · Students will be able to learn how to read focusing on specific sounds.      · Students will be able to learn a larger vase of words.      ·  Students will be able to blend sounds together in order to read a word.      ·   Students will be able to describe the story.

Formal and informal assessment:     1.  Were students able to read the word by blending the proper sounds together?     2.   Were students able to retell the story after reading it?     3.   Were students able to tell which sounds they often heard?

Instructional procedure:      1.    During circle time students and teacher will go over blending sounds with flashcards and sight words. The teacher will focus on the sound she is doing with the flashcard. Each student will have the chance to read a word. Any sounds the students have trouble with will be reviewed during that time.      2.     Students will then go to the computers and tablets that are provided in the classroom to log on to kidsphonics.com. They computers will already be on the page for the students to start using.      3.     Depending on my assessment of each student I will assign each student to a specific “sound” reading game on the kidsphonics.      4.     Students will listen to the story twice and then read it on their own. While reading it on their own students would need to underline the sound they hear frequently. Accommodations and Modifications: Students that need to listen to the story more than twice will have the opportunity to. One on one will be available if needed. Students will also have headphones to concentrate and not get distracted.

Instructional resources and Materials: Computer Sound flash cards Sight word flash cards www.kidsphonics.com A print out of the story

Reflection      ·  Was I able to engage the students in the activity?      ·  Was I able to accomplish everything within the given time?      ·  Were the students successful reading and playing the game?

Week 6- Phonics Lesson

Candidate’s Name: Erika Garcia

Grade Level: 1^st Grade

Title of the lesson: Short Stories, What sounds do you hear ?

Length of the lesson: 1hour  

Central focus: Practice recognizing sounds of the letters and matching them to create a story. Key questions:      · Why do you need to know how to blend sounds?      ·  How can blending sounds make a word?      ·  Which sounds do you hear?      ·  Can you retell the story?

Knowledge of students: Students will have prior knowledge of their alphabet, letter sound and phonological awareness.

Common Core State Standards: CCSS.ELA-LITERACY.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds. CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. CCSS.ELA-LITERACY.RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Support literacy development through language: This lesson will help students with sounds, blending letters, reading sight words and short stories.

Learning objectives      · Students will be able to learn how to read focusing on specific sounds.      · Students will be able to learn a larger vase of words.      ·  Students will be able to blend sounds together in order to read a word.      ·   Students will be able to describe the story.

Formal and informal assessment:     1.  Were students able to read the word by blending the proper sounds together?     2.   Were students able to retell the story after reading it?     3.   Were students able to tell which sounds they often heard?

Instructional procedure:      1.    During circle time students and teacher will go over blending sounds with flashcards and sight words. The teacher will focus on the sound she is doing with the flashcard. Each student will have the chance to read a word. Any sounds the students have trouble with will be reviewed during that time.      2.     Students will then go to the computers and tablets that are provided in the classroom to log on to kidsphonics.com. They computers will already be on the page for the students to start using.      3.     Depending on my assessment of each student I will assign each student to a specific “sound” reading game on the kidsphonics.      4.     Students will listen to the story twice and then read it on their own. While reading it on their own students would need to underline the sound they hear frequently. Accommodations and Modifications: Students that need to listen to the story more than twice will have the opportunity to. One on one will be available if needed. Students will also have headphones to concentrate and not get distracted.

Instructional resources and Materials: Computer Sound flash cards Sight word flash cards www.kidsphonics.com A print out of the story

Reflection      ·  Was I able to engage the students in the activity?      ·  Was I able to accomplish everything within the given time?      ·  Were the students successful reading and playing the game?

Running Record and Mini Lesson

I did a running record on a child that recently began reading with the passage, “The Chick and the Dog”. I will call the student Miley, she read a total of 114 words with 7 errors and 3 self-corrections.  This equaled out to an error ratio of 1:16, and accuracy of 94% and a correction ratio of 1:3. Overall I thought Miley was a good reader for her just beginning to fluently read. Her mom said that sometimes she becomes lazy when reading and begins to guess. I notice this problem while she was reading but I will just redirect her with encouraging words and she will pronounce the word out. I will also tell her to slow down because she was reading fast which is why I think she had the mistakes and would take a guess. After I did ask her what was the story about and she was able to tell me, so Miley had an understanding of comprehension.

To help Miley the small lesson I would create for her a word finding game like she has trouble pronouncing words and just guessing. I would have words separated on an individual index card laminated.  The full spelling of the word will be on top of each letter so the student can find the word and pronounce it at the same time. This helps the student with pronouncing the sound of the words. For example, one card will say “GOT” on top and in a bigger letter G, the next index card will say “GOT” and in a bigger letter O, the third card will say “GOT” and the letter T underneath. There will be many cards with different letters and words for the child to find when I scramble them up.

Week 4 Assignment 2- Running Record

The results that were gathered during the students reading of Whales and Fish, is an accuracy of 95 percent. This tells us that the student was able to read the passage independently and with most accuracy. While reading she took her time and was able to correct herself with words that she had trouble with. The student self-correction rate was 1:3, this means that for every error she had the student was able to correct herself 1 out of 3 errors. Her error rate was 1:20 so out of every 20 words she had an error.

When the student was ask to retell the story she knew what it was about and was able to explain in detail and specifics. She mention how the whales and fish were born, their size and what happens to the babies of each animal. The student was also able to compare both animals to one another by stating that they both animals have fins.  The student retelling the story showed that she had a clear understanding of what she read and was able to understand the vocabulary and details of the story.

The students showed strength in self-correction of words she mispronounced and comprehension.  Her weakness was loosing her place while reading, however when she started using her finger to read towards the end of the story she fixed that problem and her reading became fluent.