Week 6: Assignment 3 Tumblebooks Phonic Lesson

Candidate’s Name: Brandy Blanchard

Grade Level: K-2

Title of the lesson: Red is Dragon: Rhyming Words, Colors, and Decoding

Length of the lesson: 50 minutes

Central focus: The central focus of this lesson is to assist students in recognizing rhyming words and patterns. Students will also affirm their knowledge of colors and learn about East Asian language terms. Not only will students identify parts of a book, but they will ask and answer questions to gauge understanding of the key details in the text. Lastly, students will use context clues to figure out the meaning of words they do not know.

Knowledge of students to inform teaching: For this lesson, students will use their prior knowledge of colors and asking questions to help understand main topics in a text. Students will use their decoding skills to look at context clues and figure out the meaning of tricky or unknown vocabulary words to help make meaning as they read.

Common Core State Standards: CCSS.ELA-LITERACY.RL.K.1 With prompting and support, ask and answer questions about key details in a text. CCSS.ELA-LITERACY.RL.K.10 Actively engage in group reading activities with purpose and understanding. CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse cultures CCSS.ELA-LITERACY.RI.K.5 Identify the front cover, back cover, and title page of a book.

Support literacy development through language (academic language): ● key learning task: students will have the opportunity predict what will happen in the story, before listening to and eventually reading the story independently ● language demands (oral): students will need to explain what happened in the text and summarize rhymes that they knew as well as describe how they came to figure out the meaning of words they did not know. Vocabulary: ●     General academic terms: describe, explain, interpret, predict, question, retell, summarize ●     Content specific vocabulary: colors, globe, culture, rhymes Sentence Level ●     repetitive phrasing and rhymes Discourse ●     conversation, discussion

Learning objectives: Students will be able to identify rhyming words and patterns Students will be able to independently read a color based story with rhyming words Students will be able to identify unfamiliar words using context clues

Assessment: Students will participate in an activity in which they re-read the text independently (after model and guided practice) and fill in a graphic organizer with the rhyming words they found. Students will also create index cards with the new words they learned from the story. With adult assistance, students will come up with the definition to share with the class. Finally, students will participate in a running record and miscue analysis to gauge the reading level of the students, and to help develop the basis for the next lesson. As an extension activity, I will have the students play an interactive memory game, where they have to match rhyming sounds by remembering where they saw a rhyming word when flipping other cards over.

Instructional procedure: To introduce the lesson, I will tell students we will be revisiting our colors and learning about a little girl from East Asia. At this point, I will bring up google earth to show the students what East Asia looks like. Next, I will display the ebook on the screen and have students identify the different parts of a book, what the author does, and what the illustrator does. I will then have students make predictions about what they think will happen in the story. I will explain to the students that there may be some words we don’t know in the text, but that we can use clues that are happening in the story to see what word makes sense to fill in for the word we do not know. First, the students will just listen to the reading of the story online. Next, students will listen again but this time they will write down words they thought rhymed, or words they did not know. For guided practice, students will listen to and read along with the story (will be broken up into pairs). I will circulate the room to offer any assistance that may be needed. Finally, students will re-read the story on their own without the recording. Students will then “think, pair, and share” what they learned from the story, rhyming words, and unknown words they came across. As a whole class, we will come back together and students will volunteer to share rhyming words they heard during the story, which we will put on a graphic organizer. Students will then get back into pairs and create flashcards with unknown words and the definition they came up with using context clues. When finished, the class will come back together again to share index cards and see if they were right in defining the words. Accommodations and modifications: To modify for students who are lower level readers, I will pair them with stronger readers during the think, pair share. I will also stay closer to these students during independent reading in case they need assistance. For students who are advanced, I will have them look up the definitions of the unknown words so they can share that information with the class.

Instructional resources and materials: Red is a Dragon ebook on tumblebooks.com ELMO or some form of an interactive whiteboard Student laptops or IPads Printout of graphic organizers Note cards Writing logs

Reflection: Questions to ask following the lesson ●     Did I provide enough differentiated instruction? ●     Were the students engage and focused throughout the lesson? ●   What improvement can I make to this lesson?