Lesson 3 of 12
Objective: SWBAT read, write, and spell words with long i.
Common Core Connection
The lesson mainly deals with igh, i_e, y as long i, and short i. Teaching these spelling patterns and providing detailed instruction on the sounds really is an essential component to teaching students to read. This type of lesson lays the foundation for the development of oral reading fluency, which is necessary for comprehension.
The Reading Foundational Standards state that students should be able to know and apply grade-level phonics and word analysis skills in decoding. My school set our oral reading fluency goal at 80 words per minute for May. But, I know this is higher than DIBELS recommends, but it is consistent with the first grade lexile conversion. The Common Core Reading Foundations Map states that they should be reading 60 words per minute by the end of first grade. I really want to make sure my students are prepared for the next grade, I we increased our goal. So, I remind the students they need to learn to read all words in order to meet their fluency goal. I test them weekly using DIBELS and they record it on a goal sheet to track their progress. This works great in motivating them to reach their goals. Frequent formative assessment is a key ingredient in moving everyone in the class forward. We just start where they are and move up.
The standards that this specific lesson connects to are RF1.2 and RF1.3. RF1.2 is recognizing the VCe spelling pattern. RF1.3 is about being able to sound out words.
The guided practice really is about generating and sorting words with long i. In the partner work the students list the words on a foldable for the spelling patterns igh, i_e, y as long i, and short i. Then they use a word from the list in a sentence.
One way I try to help my students remember sounds is by creating short phrases with a word and picture that represent the sound. So, we chant three times, "the kite will fly high in the sky." Then I say, "i consonant e makes the long i sound." Then I have them echo, tell a friend, and last repeat it with me. By allowing the student to repeat the instruction I am hoping to maximize their retention. They remember things better when they say and hear them.
I also like to use Starfall to show the i consonant e video clip (which is number 8 on the website).
Then I share the plan for the lesson and the lesson goal. To help my students remember the goal we chant it three times.
I like to do an activating strategy that allows me to assess their prior knowledge. I often ask them to write as many long i word they know on a post it and place it on the exit ticket poster.
Then I put long i in the center of a concept web. I find that graphic organizers help students organize their thoughts. I ask for volunteers to add words to the web. They are encouraged to create their own concept web in their reading journal. I am flexible on this because everyone is at a very different level in thier ability to write. So, some trace over a highlighter I write on their paper with, some listen, and others write. We list about twenty words.
Then, we also make a list of words that do not have long i. Then we list different spelling patterns for long i. It is nice to recognize all of the long i spelling patterns, but they have to be revisited everyday for mastery. After we have this list I hang it in the room and we revisit it at the beginning of every phonics lesson. This repitition is essential to success in the first grade.
I show them a long i foldable and give my students a word list on the board. They are to work with their partner to write all the words that have long i on the foldable. Then they need to write one sentence using one long i word. They only need to have one piece of work. Sometimes I assign the person to write for the group. I do this when I know there is a person in the group that needs a great deal of support writing. I don't want to frustrate them in a group project so I do not ask them to do the writing.
I walk around and help them get started. I ask them to read me the words and to justify why they are placing them where they do on the chart. This makes them think deeper about what they are doing and requires reflection on their work.
I really think it is important for the students to share their work. It helps them get ideas, see quality, and motivates them to excell. I ask them to bring their work to the lounge, but as they come they have to say, " I can read words with long i." This restates the objective of the lesson in a fun way and keeps them from moving like turtles to the lounge.
Then, I allow two or three groups to get up and present their work in front of the class . This gives them a chance to work on their speaking and listening skills. As the other student practice listening they have to think about what their peers say. Then I ask listeners to give their peers academic feedback. This means, "What did your peer say that you agree with or disagree with and why? What did your peer do well?"
I remind them that their oral reading fluency goal is at least 60 words per minute. We will continue to read and spell new words with long vowels. I explain that they need to become automatic when they are decoding words and that will develop with practice.
I ask for them to write two long i words on a post it and place it on the exit ticket board. Then I take my roster and make a list of who needs help. Then I reteach to the students that need help. We had to work on these skills several more times.