Phonics †Word Identification Essay

1. Identification of Student demand Skills Needed for Lesson (4 minutes)a. The teacher begins the lesson by enquire her learners to think about strategies that they use to sympathize and spell bigger row. The students atomic number 18 prompted to sustain one of these strategies on a mucilaginous note and to comp ar strategies with their pod. b. afterwards reviewing strategies as a class, the teacher writes the pursual target area on the board i. Given a set of letter tease, and verbal directions from the teacher, students forgeting spell and write reduce multisyllabic volumes for their weekly recite list. c. Before press release out materials, the teacher engages the class in a discussion to focuses the on the marge multisyllabic, and especi eithery the pre-fix multi.2. Pre displaceation of New randomness or Modeling (7 minutes)a. Parent volunteers economic aid pass out letter cards to each student, and allstudents are prompted to appreciation letter cards in t he envelope until the practise begins. b. The teacher tells the students about the confine of the envelope and its purpose. Next, the teacher asks the students to clean their envelopes. c. As a good example exercise, the teacher reads the hobby directions i. As a class, we will straightway spell the vocalise ate development three garner from our envelope. d. She models how she would arrange the letter in the correct order (a-t-e) underneath the document camera for all students to see. She has the students do the same, as she roams the room to informally fancy their understanding of directions. She prompts those who finish early to adjudicate to reach other run-in utilise the same three letter. (tea, eat, tee, etc.)3. Guided use (10 15 minutes)*As students finish up the modeling exercise, the teacher gains student tutelage by clapping three times. She prompts students to open their recite notebook and then she gives her jump-class honours degree direction for gui ded physical exercise Students, our first multisyllabic word that we are going to construct is a five letter, two syllable word pizza. Before you arrange your letters please attempt to spell pizza in your spell out notebook. Once you take it written down in your spelling journal, please construct the word victimisation your letter cards. When you have finished, please vomit your pencil down, and your thumb up. Remember to keep your answer a secret from your neighborsWe will reveal our answers at the same time. *After all students finish, a volunteer arranges the letters p-i-z-z-a underneath the document camera.Students who misspelled the given up word are prompted to correct the word in their spelling notebook. As more words are introduced, the parent volunteers line up the completed words on the blackboard ledge. Students are prompted to discuss patterns among their brand- untried spelling words (prefix, suffix, vowel combinations, etc.). After all words are shown on the c halkboard ledge, the class discusses these patterns. This is repeated in the culminating activity, as well. *Lastly, students check their answer with a neighbor to ensure proper understanding. -The teacher roams the room, checking for student understanding. -The same directions are repeated for the following words lastly, general, mostly, optional, directly, moral, and anticipation. 4. Independent Student pullWhen students finish their guided practice cause, they are prompted to pair up, grab a computer, and enter in to their accounts on spellingcity.com *After enter in, students are prompted to take turns typing their raw(a) spelling words into a new list. This list should be saved as making words list on their account. *When finished with the list entry, students are prompted to break away a game or activity related to their list. Examples of games and activities include 1. Test Me (orally given by computer generated voice)2. Hang filch (similar to Hang Man, but with words from the new list)5. Culminating or Closing Procedure/ act/EventAfter comparing/reviewing spelling patterns among their new words, students are prompted to write down two challenge words to pass on to their list at a afterward time. These words must be at least three syllables and 8-12 letters long. pedagogical Strategy (or Strategies) direct instruction modeling of desired behavior partner work (checking for partners correct spelling) identify InstructionGifted/accelerated learners*These students are given a separate (and more challenging) list of words. They can also cooperate check the work of the other students at their pod. Student Assessment/Rubrics*informal sagacity performed by teacher during guided practice *results from Test Me and other games/activities are sent to the teachers spellingcity.com account and this info is used to modify instruction.