Phonics †Word Identification Essay

1. Identification of Student Prerequisite Skills Needed for Lesson (4 minutes)a. The instructor begins the lesson by asking her students to think about str take ingies that they use to read and spell big linguistic communication. The students are prompted to write one of these strategies on a sticky dismantle and to compare strategies with their pod. b. by and by reviewing strategies as a class, the teacher writes the pursuance quarry on the board i. Given a set of garner cards, and literal directions from the teacher, students will spell and write down multisyllabic linguistic process for their weekly spell list. c. Before passing out materials, the teacher engages the class in a wrangleion to focuses the on the term multisyllabic, and especially the pre-fix multi.2. Presentation of New information or Modeling (7 minutes)a. Parent volunteers help pass out letter cards to each student, and allstudents are prompted to keep letter cards in the gasbag until the activity begi ns. b. The teacher tells the students about the contents of the envelope and its purpose. Next, the teacher asks the students to open their envelopes. c. As a modeling exercise, the teacher reads the following directions i. As a class, we will now spell the word ate utilise three earn from our envelope. d. She models how she would arrange the letters in the shed light on 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 check their understanding of directions. She prompts those who finish early to try out to construct some other quarrel using the same three letters. (tea, eat, tee, etc.)3. channelize Practice (10 15 minutes)*As students finish up the modeling exercise, the teacher gains student attention by clapping three times. She prompts students to open their recite notebook and then she gives her scratch gunstock direction for guided practice Students, our first multisyllabic wo rd that we are going to construct is a five letter, deuce syllable word pizza. Before you arrange your letters please render to spell pizza in your spelling notebook. Once you have it written down in your spelling journal, please construct the word using your letter cards. When you have finished, please put your pencil down, and your thumb up. intend 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 precondition word are prompted to correct the word in their spelling notebook. As more than words are introduced, the parent volunteers line up the completed words on the chalkboard ledge. Students are prompted to discuss patterns among their new spelling words (prefix, suffix, vowel combinations, etc.). After all words are shown on the chalkboard 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. nonparasitic Student PracticeWhen students finish their guided practice work, they are prompted to partner off up, grab a computer, and log in to their accounts on spellingcity.com *After record in, students are prompted to take turns typing their new 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 play 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 Mouse (similar to Hang Man, but with words from the new list)5. Culminating or Closing Procedure/Activity/EventAfter compa ring/reviewing spelling patterns among their new words, students are prompted to write down cardinal challenge words to add to their list at a by and by time. These words must be at least three syllables and 8-12 letters long. Pedagogical Strategy (or Strategies) direct instruction modeling of desired bearing partner work (checking for partners correct spelling)Differentiated argumentGifted/accelerated learners*These students are given a separate (and more challenging) list of words. They can also help check the work of the other students at their pod. Student Assessment/Rubrics*informal assessment performed by teacher during guided practice *results from Test Me and other games/activities are sent to the teachers spellingcity.com account and this data is used to modify instruction.