Sample Reading and Spelling Lesson Plan Carol Richards-Yarnell, Swanton Elementary School, Vermont Date: 9/17/04 Skill Level: I (short vowels) Students: Sara, Sam I. Phonological Awareness Activities: a. Rhyming: Tell if word pair rhymes (mop-map; rock-dock; dot-don; sob-rob; rash-lash) b. Rhyming: Provide word that rhymes with sample (rock; peg; map; lid; such) II. Reading: Drill with Sound Cards: a. Show letter cards: students say letter name, cue word, letter sound (/a/ /e/ /i/ /o/ /u/; most common consonant sounds; digraphs /ch/ /th/ /sh/ /wh/) b. Dictate letter sounds randomly: students write letters c. Sight vocabulary drill: (a, and, to, gave, is, his) Building Words and Reading Them: a. Present letters in card sequence, e.g., p-o-d Students tap and blend (pod, lip, sat, much, chin) b. Using word list Wilson Reader Book 1, 1.3A page 23, students sound out (if needed), then read words Wordlist Reading and Charting (real and nonsense words)/Vocabulary Development: a. Students reread 5-10 words in list (above) as fast as they can. They can chart the # correct to determine if accuracy is good enough to move to next level. b. Students discuss meaning of some of the words, e.g., rash, peg, chip, quit, moth) Sentence Reading and Comprehension/Visualization: a. Using sentences from Wilson Reader Book 1, 1.3A page 35, students read 1x, discuss meaning and picture in mind’s eye. b. After sentences are all read, some are randomly chosen to reread “quickly.” Controlled Passage Reading/Fluency/Visualization/Comprehension: a. Using short passage, e.g. Wilson Reader Book 1, 1.3A page 45, or Primary Phonics reader 1-10 (The Wig), discuss title and have students read a few key words from the story. They predict story, then read to verify prediction(s). Encourage decoding and use of automatic sight word recognition when reading difficult words. b. Story retell, using fact recall, visualization. If time, discuss personal connections, e.g., did your pet ever hide any of your clothes? c. Story rereads (or section of story) – 2x, then graph the time to read each time (3 reads total). Discuss why fluency increased for each student (or how a student could better increase his reading rate). III. Spelling: Note: Drills can sometimes be completed using keyboard, if student is learning to type efficiently. Sound/Letter Matching: See above – combined with reading drill. Dictation of sounds can be repeated at this point in the lesson. Word segmentation Activities (tapping, Elkonin boxes, white & salmon blank cards) a. Spell dictated words using tiles, letter cards, or by writing letters on board or paper or in sound boxes. Sample words taken from reading lists above: fish, shop, rag, wig, bus Controlled Dictation (sounds, words, nonsense words, sentences) (Incorporate tapping/segmentation for sound isolation, oral spelling, proofreading, questioning) a. Use sentences from reading practice above. Ex. Did Rick hop on that bus? Bob got a cut on his lip. b. Use the writing sequence: Listen to the dictation. Repeat until correct. Write (use strategies that have been practiced to spell difficult words). Reread to make sure writing matches dictated text. c. If errors are made, the instructor can 1. Point to the word that has a spelling error and have the student try strategies for correction. 2. Just note the number of errors in the sentence, then student has to study and locate the errors himself.
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