Shared Reading Lesson Plan
Date: February 23, 2011
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
- Phonics: Diphthong
- Specifically oi/oy as in oil/ boy.
- Diphthongs are blended vowel sounds expressed in one syllable.
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.
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.
- 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
- 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.
- 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.