My Shared Reading Lesson Plan

Shared Reading Lesson Plan

 Date: February 23, 2011

Grade: 3

Teaching Strategy: Whole Group                                 Time required: 40 minutes

I. English Language Arts/Phonics                                                                 

 

II. Alabama Course of Study Standard

 

  • 1.) Apply advanced phonetic analysis to multiple-syllable words, including consonants, short vowels, blends, long vowel markers, and r-controlled vowels.

 

  • 3.) Use a wide range of strategies, including using context clues and predicting outcomes, to comprehend third-grade recreational reading materials in a variety of genres.
    • Examples: stories, trade books, poems
    • Reading fluently 110-120 words per minute

 

III Concepts

 

  • Phonics: Diphthong
    • Specifically oi/oy as in oil/ boy.
    •  Diphthongs are blended vowel sounds expressed in one syllable.
  • Fluency

IV. Behavioral Objectives

The student will be able to:

  • Distinguish the sound of the diphthong ‘oi’, when read in contiguous text.
  • Identify the diphthong ‘oi’ in printed words.
  • Use appropriate rate, expression, and accuracy when reading poetry.

 

V. Assessment

 

            The teacher will:

  • Observe the students’ ability to read an ‘oi’ word in contagious text with accuracy and fluency.
  • Observe the students ‘ability to identify the diphthong ‘oi’ in isolated words that are displayed on the Smartboard.
  • Model fluent reading, and then observe the students’ ability to read the same poem fluently.

 

 

VI. Materials

                                                                                   

  • Smartboard
  • Whiteboard and marker
  • Smartboard presentation that includes the poem, Royal Coins, and isolated ‘oi’ words.
  • Phonics Through Poetry by Babs Bell Hajdusiewicz (for reference)
  • 20 Coins (probably pennies)
  • A copy of  His Foilbles by Dee Lillegard (for remediation)
  • Newspaper and highlighter (for enrichment)

VII. Teaching/Learning Procedures

  • Motivation
  • Hand each student a coin while they are sitting in at their desks.
  • Say, “What is this that I have just handed out?” Some might say ‘penny,’ but lead them to ‘coin.’
  • Tell them that today they will be learning about the diphthong ‘oi,’ just like in the word coin!
  • Say, “The objective for this lesson is for you to be able to read words that have the diphthong ‘oi’ with accuracy and fluency.”
  • Tell them to put the coin in their basket or book bag and then come quietly and join me on the rug in front of the Smartboard.
  • Instructional Procedures
  • Have the Smartboard already turned on before beginning the lesson.
  • Tell the students to be quiet and to remember to always be respectful to me and to their neighbor.
  • Say, “A diphthong is just another name for two vowels that are right next to each other in a word that make only one sound when blended.”
  • Call on someone to remind the class what a vowel is.
  • Tell them that today we are working with the ‘oi/oy’ diphthong.
  • Start the Smartboard presentation.
  • Explain what sound ‘oi/oy’ makes.
  • Read the first slide and click on ‘boy’ for the pronunciation.
  • Pull up the slide with all of the isolated words on it.
  • Tell them that the diphthong can be in the beginning, middle, or end of a word.
  • Model circling the diphthong in the word ‘foil’: ‘oi.’
  • Point to the word and model reading it: ‘foil.’
  • Tell them now it’s their turn to identify the ‘oi/oy’ diphthong in a word and then read the word out loud to the class.
  • Call on a student to come to the board.
  • Tell them to pick a word and circle the ‘oi/oy’ diphthong, then read the word.
  • Repeat until all isolated words have their diphthongs circled and have been read.
  • Make sure everyone understands the concept.
  • Ask if anyone has a question.
  • Say, “Ok now that you understand what the ‘oi/oy’ diphthong sounds and looks like we are going to read a poem with many diphthongs in it called, Royal Coins.”
  • Turn to the poem slide on the Smartboard presentation.
  • Tell them that I am going to read the poem first.
  • Ask students to listen carefully as I read the poem.
  • Tell them to listen carefully to the rate at which you are reading, the expression I use, and the tone of my voice.
  • Explain to students that it is important to read with the appropriate speed expression and tone in order to understand the author’s or character’s feelings when you are reading a story, book, or poetry.
  • Read the poem Royal Coins by Babs Bell Hajdusiewicz.
  • Ask the students if they noticed all of the ‘oi/oy’ sounds.
  • “Now I am going to go back to the top and read the first stanza with fluency.”
  • Now the students read the first stanza along with me.
  • Next the red shirts read the first stanza with me.
  • Check for accuracy and fluency.
  • Now the blue shirts read the first stanza with me.
  • “Now I am going to read the second stanza with appropriate rate and expression.”
  • Now the girls read the second stanza with me.
  • Next the boys read the second stanza with me.
  • Make sure everyone has read fluently.
  • Now have all of the students read the poem with me, reminding them to use accurate speed, expression and tone.
  • Observe the students ability to read the passage fluently.
  • Tell the students that now we will circle all of the ‘oi/oy’ diphthongs in the poem.
  • Tell them to raise their hands and then I will call on them to say a word.
  • I will circle the word on the Smartboard.
  • Continue until all of the ‘oi/oy’ diphthongs have been circled in the poem on the Smartboard.
  • Closure
  • Ask the students to raise their hands if they know what sound the ‘oi/oy’ diphthong makes.
  • Wait until everyone raises their hand.
  • Call on someone to answer the question.
  • Remind them that diphthong is just another word for 2 vowels that are together in a word that make one sound, and that when ‘oi’ or ‘oy’ are in the beginning, middle, or end of a word; they make the ‘oi’ sound.
  • Thank them for being so respectful to me and their peers.
  • Dismiss them back to their seats.

VIII. Supplemental Activities

  • Early Finishers: There will be no early finishers because this is a whole group lesson.
  • Enrichment: For students who would like enrichment, I would bring a newspaper for them to highlight all of the ‘oi/oy’ words that they can find. I would also let them make a list of all of the words with diphthongs that they can think of.
  • Remediation: There will be copies of the poem, His Foilbles by Dee Lillegard for the students who need extra work on the ‘oi/oy’ diphthong. They will circle the diphthongs just like we did in whole group. If they need extra work with fluency, then they can read the same poem orally to a partner.

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