Word Recognition/Decoding

Lesson_Title: Word Recognition/Decoding
Student_Teacher: Kelly Taraska
Draft: 2
Grade: 1
Date_Received: 3/7
Date_Implemented: 3/15
Coop_Teacher: Aaron Selekman
Approval: Yes
Lesson_Time: 45 minutes
Date: 4/3/00
Time: 3:29:44 PM
Remote Name: 128.175.52.154

Objectives

Given a large poster with written text below it, the students will read aloud together when promted by the teacher during the story, The Very Lonely Firefly. After reading the story, the students will summarize the happenings and then move on to a word recognition lesson. By the end of the lesson, the children will have been introduced to five new compound words and will be able to come up with a compound word of their own.

Rationale

These goals were chosen by the performance indicators for first grade. Most of the children have been introduced to compound words at this point and it will serve as a good review. In having the students read aloud from the poster board I have created, their fluency will be enhanced as their confidence level will increase by having a support system of readers. By summarizing the story, the students will be working on their abilities to recall information form the text as well as pick out the main idea.

Content

The main idea of the lesson is to conduct a meaningful, content rich read aloud. Reading The Very Lonely Firefly will serve many purposes, especially with an emphasis on word recognition. Both the poster board with new compound words as well as the poster with text from the story will serve as learning tools.

Introductory

Initially, my poster of Eric Carle's firefly will serve to attract the student's attention. Beneath the poster will be four lines of repeated text from the story in which the students will read from upon the teachers cue. Prior to reading the story, the teacher will discuss the title and author of the story as well as give some backkground information about firefly's. The teacher will point to the text below the firefly poster and explain to the student's their responsibility for reading it together during the read aloud. In acessing prior knowledge, we will discuss as a class any contact we have had with fireflies and the teacher will ask if anyone has read any other books by Eric Carle. Perhaps the students will find similarities in the two. After reviewing compound words, the teacher will explain that throughout the story there are many. The teacher will reinforce compound words by drawing a line through the word firefly, seperating it into two words, and explaining that a compound word is two words that can stand alone but join together to make a new word.

Developmental_Activities

Prior to reading, the teacher will explain the importance of compound words in our vocabulary and how they can be used to help decode new words. Upon finishing and discussing the story the students will move back to their individual seats and will be handed one book each. The job of each student will be to find at leat one compond word in their book and write one sentence using that word. After everyone has finished their activity, we will go over the new words as a group. The teacher will have a poster on the board and each student will have a turn to share their word as the teacher adds it to the list.

Closure

At the end of the lesson, we will summarize what we have learned, beginning with a brief synopsis of the book. The poster of new words as well as the words from the book will serve as a guide to what in fact compound words are.

Materials

Eric Carle's "The Very Lonely Firefly"

Poster of firefly with text from the story

Poster of 5 compound words

22 books, one for each student.

Lesson_Assessment

In assessing the student's understanding of compound words, I walked around the room as each of them looked for a word in their book. The completion of their sentence will further allow the teacher to see if they understand how a compound word is used.

The lesson went really well. Most of the student's had already been exposed to compound words before and enjoyed looking for more. The strongest part of the lesson was re grouping at the end to make a list of compound words. Each student had equal opportunity in this lesson.

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Last changed: September 05, 2001