Week 6 :Assignment 1 Running Record Lesson

Candidate’s Name: Brandy Blanchard

Grade Level: 2nd/3rd

Title of the lesson: Word Accuracy Pairs

Length of the lesson: 30 minutes

Central focus of the lesson: The focus of this lesson is for the student to work on accurately identifying word pairs that are visually similar. This lesson will encourage students to distinguish words that look similar, to help contribute to the overall meaning and comprehension of a text.

Knowledge of students to inform teaching: The particular student in mind for this lesson is a student who is in the 3rd grade, but reading at a 2nd grade level. At numerous points during a running record, the student confused the words though, they, through, and the. The student also read mixed up the words “must” and “most”. Because this student has trouble with words that look visually similar, the student needs to work on distinguishing between these words to help aide in comprehension.

Common Core State Standards: CCSS.ELA-LITERACY.RF.3.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-LITERACY.RF.3.4.A Read grade-level text with purpose and understanding. CCSS.ELA-LITERACY.RF.3.4.C Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Support literacy development through language (academic language): Vocabulary ●     Most, must, though, they, the, through, thought Sentence Level ●     Sentence structure will contain verb, noun, adjective. Discourse ●     Student will identify and differentiate between similar looking words.

Learning objectives: Students will know difference between a list of visually similar grade level words. what letters make each of the words different from the other. that even though words looks similar, using the wrong word can change the meaning of a text.

Formal and informal assessment: Student will repeat running record to see if any improvement has been made following this lesson’s exercises. Student will also be responsible for creating sentences with the correct word choice to make sense for the passage.

Instructional procedure: To begin the lesson, I will work with the student on seeing the difference between the words she had difficulty with during the running record. As a model, on a dry erase board, I will write the the words through and thought. I will then proceed to circle the letters of the words that make them different from one another. The student and I will then work together to create short sentences using words that look alike. (I will provide a sample word bank that will include most, must, baby, babies, etc.) For guided practice, the student and I will work through a list of sentences and the student will highlight the different letters to distinguish between one word and the other. For independent practice, the student will first read a passage and fill in the blank with the word she believes makes the most sense. We will then go over this page together. FInally, for independent practice and as part of assessment the student will write sentences correctly using the different terms so that all of the sentences make sense.

Instructional resources and materials: Word bank of similar looking words (including those student struggled with during running record) Fill in the blank worksheets with terms Dry erase board Sentence paper sheets

Reflection: Questions to ask after instruction ●     Did my instruction target one of the issues during running record? ●     How could I have included other trouble areas into my lesson? ●     Did practice with the words improve her ability to distinguish similar looking words from one another?