Cody Nevins Mrs.

Hohlbein EDC 460 17 March 2014 Struggling Readers Literacy Lesson Plans/Activities Comprehension Lesson Plan Frog and Toad Together by Arnold Lobel Goal: My goal for this lesson is for my students to comprehend the friendship that Frog and Toad have together while developing their reading skills. CCSS: RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RL 2.3 Describe how characters in a story respond to major events and challenges. Materials:  Anchor Chart Paper  Frog and Toad Together by Arnold Lobel  Marker Procedure: 1. Read Frog and Toad Together by Arnold Lobel to/with the students (may take more than one day). 2. After completing the book, discuss and assess the students’ comprehension by creating a concept map with the students on a piece of anchor chart paper. o Draw a circle in the middle of the paper and ask the students, “What is our concept here? What will be discussing in this concept map?” Expect students to answer “Frog and Toad Together.” o Begin to discuss with the students the different story elements involved in the story (characters, setting, conflict and resolution).  “Who are the main characters in the book?” Expect students to answer “Frog and Toad!”  Once students have answered discuss their similarities and differences.  “What are the setting(s)?” Expect students to answer “The house and the forest.”  “Is there any conflict in the story?” Expect students to answer “No! Frog and Toad were very good friends.” o After discussing the different story elements, discuss with the student different things that happened in the story. 3. Once discussions are done and all thoughts are written on the board, have the students retell the story with the information given on the concept map. Accommodations: For students who are struggling and need accommodations, I will use a beach ball with questions, comprehension Jenga, comprehension ice cream, or comprehension jeopardy pertaining to the book. Assessment: I will informally assess my students according to their participation and ability to retell the story.

Activity #1 – Beach Ball Materials  Beach ball with standard questions Procedure 1. Read a story to the students 2. Get beach ball with standard questions on it o Can you name at least one character? o Was there conflict in the story? If so, what was it? o What was the setting? o If there was conflict, how was it resolved? o What was your favorite part of the story? o What happened in the beginning of the story? o What happened in the middle of the story? o What happened at the end of the story? 3. Explain to students, “I am going to toss the ball to someone and they will catch it with two hands. Whichever question their right hand is on, they must answer that question. If you throw the ball overhand or if this game becomes un-useful, we will end the activity.” 4. Toss the ball to a student and continue the activity. 5. Help students answer by asking guided questions when necessary. Activity #2 – Comprehension Ice Cream Materials  Ice cream cone worksheets Procedure 1. Read a story to the students. 2. Hand out worksheet containing parts of the ice cream cone. 3. Point out to the students that the title of the story goes on the cone and there are three scoops of ice cream (beginning, middle, and end). 4. Have students write down the title, something that happened in the beginning of the story, middle of the story, and end of the story. 5. Let students color their ice cream when finished. 6. Observe students as they work and assess their knowledge of the story. Link to worksheet: http://www.pinterest.com/pin/402720391651174647/ Activity #3 – Comprehension Jenga Materials  Jenga pieces with standard questions Procedure 1. Read and discuss a story with the students 2. Write questions on Jenga pieces a. Can you name at least one character? b. Was there conflict in the story? If so, what was it? c. What was the setting? d. If there was conflict, how was it resolved? e. What was your favorite part of the story? f. What happened in the beginning of the story?

g. What happened in the middle of the story? h. What happened at the end of the story? ** Some questions will be repeated! 3. Set up Jenga tower on table 4. Have students play Jenga and read the questions on the pieces they pull out. 5. Whoever Jenga’s and makes the tower fall must retell the story. Activity #4 – Jeopardy Materials  Computer with jeopardy game Procedure 1. Read and discuss a story 2. Split class up into four different groups to create teams 3. Choose a student to pick the first question 4. Continue teaching students how to play jeopardy and having them answer the questions 5. For the teams that did not win, they must retell the story as a group to the class

Phonemic Awareness Lesson Plan Segmenting Words Goal: My goal for this lesson is for my students to become aware of how words can be put together and that they are made up of individual sounds. CCSS: `RF.2.3 Know and apply grade-level phonemic awareness and word analysis skills in segmenting words. Materials: None Procedure: 1. “Today we are going to work on sound recognition. I am going to say the sounds of a word and you need to piece together the sounds to determine what the word is.” o Example: “What word would I say if I piece together “c” “a” “t”? Expect students to say cat. 2. Use the students’ word/spelling list to demonstrate the strategy. Accommodations: For students who need accommodations, I will play sound bingo, flip the sound, Rhyming eggs, or do a phonemic awareness blending activity with the students. Assessment: This is a lesson I would do with students individually or in small groups; therefore, I will informally assess students as they do the activity. Activity #1 – Phonemic Awareness Blending Activity Materials  Vertical strip of paper with blends  Piece of paper with two letter word endings Procedure 1. Show student the blends and discuss what blends are 2. Take the ending letters and put them behind each blend and have the student read them a. bl-ap b. cl-ap c. fl-ap d. gl-ap e. pl-ap f. sl-ap Activity #2 – Rhyming Eggs Materials  Easter Eggs with rhyming words on each side of the egg Procedure 1. Un-attach eggs that are rhyming and put them in a bag 2. Have students dig through the bag and find words that rhyme and attach the eggs 3. After students put together their rhyming eggs, double check them 4. If they’re incorrect, help the students determine what the attached words should be 5. At the end the words matched up on the eggs should be a. Dad – bad b. Hat – bat c. Man – pan

d. e. f. g. h. i. j. k. l. m.

Stand – grand Shoot – boot Land – hand Glow – crow Cotton – rotten Sheet – heat Did – bid Hut – gut Men – pen Stood – could

Activity #3 – Flip the Sound Materials  Flip the sound worksheet – http://www.pinterest.com/pin/22236591882787769/ Procedure 1. Look at the “Flip the Sound” worksheet with the student and notice there are two pictures per sound 2. When looking at the letters and two pictures, have the student’s state what the pictures are out loud. 3. Ask the students when looking at one picture, “what sound does this letter make when saying this word (point to the picture)? What sound does this letter make when saying this word (point at the other picture)?” 4. Once students determine the different sounds, try to have them come up with different lists. One list containing words with a particular sound and the other list containing words with the same letter, but representing another sound. a. A – apple, gorilla b. E – egg, eagle c. I – pig, ice d. O – octopus, bone, e. U – umbrella, glue f. C – cat, circle g. G – girl, giraffe h. Y – fly, monkey Activity #4 – Sound Bingo Materials  Bing board containing different sounds Procedure 1. Hand out bingo boards with different sounds 2. Practice saying the sounds with the students 3. Pull a word out of a box and announce the word 4. Students must break down the sounds in their head and place a chip to the appropriate sound

Fluency Lesson Plan Word-Picture Recognition (Around the World) Goal: My goal for this lesson is for my students to be able to read a word/see a picture and read it without hesitation. CCSS: RF.2.4 Read with sufficient accuracy and fluency to support comprehension. Materials: Slips of paper with a word and a picture. For Example: o Excited  o Unhappy  Procedure: 1. “Today we are going to look at words, some may be difficult, but there are pictures for you to look at to help you.” “I will show two of you a word at a time and whoever reads it write first will move on to the next student.” 2. Show two students a word. “__________, you may move on to the next person.” 3. Continue this until out of time or until students have a good understanding of the words. Accommodations: For students who are struggling and need accommodations, I will play shazamm with, play the fluency board game, play fluency game board, or play spelling slap with them. Assessment: As my students are playing the “Around the World” game, they will be assessed as they go around playing the game. If the students do not get the word write, the student who did will teach the other the word. Activity #1 – Spelling Slap Materials  Spelling words  Sticky notes Procedure 1. Write a spelling word on a sticky note and place the sticky notes on the white board 2. Have two students at a time at the board with fly swatters 3. Say a spelling word and whoever slaps the word first, wins! Activity #2 – Fluency Walk Materials  Index cards  Sight words list Procedure 1. Have students (no more than four) line up against one side of the room 2. Explain to students, “I am going to hold up a sight word and the first to read it will be able to take a step forward.” 3. Hold up index card with a sight word on it and the first student to read it correctly can take a step forward. 4. Continue doing this until students are fluent with the sight words.

Activity #3 – Fluency Board Game Materials  Fluency Game Board worksheet http://positivelylearning.blogspot.com/search/label/Fluency  Word list representing the blends/digraphs on the worksheet  Crayons Procedure 1. Pass out the “Fluency Game Board” worksheet 2. Have students look at the blends/digraphs in order and have them find the word on the word list that represents that blend/digraph 3. Let students color the digraphs/blends as they find the correct word Activity #4 – Shazamm!!! Materials     Empty coffee container Cardstock pieces of paper Sight words 3 Shazamm! cards

Procedure 1. Have students stand in a circle on the carpet. 2. Give a student the coffee container full of sight words and have them pull out a word to read. 3. After reading the word, have the student pass on the container and continue the process. 4. When a student pulls out a shazamm card, they are out and must sit down. 5. Continue until time runs out or until all shazamm cards have been drawn.

Vocabulary Development Lesson Plan Building Compound Words Goal: My goal for this lesson is for my students to expand their vocabulary through compound words and be able to use the vocabulary word in a sentence. CCSS: L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words. Materials:  Blank candy corn worksheets Procedure: 2. “Today we are going to start working on building compound words. Who can remind me what a compound word is?” Expect at least a few students to raise their hand and answer along the lines of “two words that are put together to make a new word.” 3. “Now that we have reminded ourselves what a compound word is, we are going to practice building them step-bye-step with a piece of candy corn paper.” Showing them the blank candy corn paper, “We will use the top part of the candy corn to put the first word of the compound word, the middle piece of the candy corn for the end of the compound word, and then the very bottom piece of the candy corn to put the words together making the compound word. 4. “You have all practiced productively and successfully. I am now giving you a list of compound words and I want you to break the word apart and put the words in their specific pieces of the candy corn worksheet. Accommodations: For struggling readers, I will focus on vocabulary without the compound emphasis. I will have my students focus on vocabulary ice cream, shades of meaning, words with the same meaning, or guess my word. Assessment: During the compound building practice, I will be informally assessing my students through observation. For those students who are not getting it, I will give extra instruction to or teach them another strategy. Activity #1 – Guess My Word Materials  Spelling list Procedure 1. Give students their spelling lists 2. Give three clues about a word and have the students guess the word by writing it down a. Elephant i. This is a large animal ii. You might find this animal in a circus iii. This animal enjoys peanuts b. Birthday i. This is a day we celebrate once a year for individual people ii. This celebration involves cake iii. You add a number to your age on this day 3. Once complete, collect the students work and assess it

Activity #2 – Vocabulary Scoops Materials  Blank Ice Cream cone vocabulary worksheet Procedure 1. Hand out “Ice Cream Cone Vocabulary” worksheets 2. Give students a word to write on the cone. Example: big 3. Then have students come up with three other words that represent “big.” a. Huge b. Gigantic c. Large 4. If students finish quickly, give them crayons to color in their ice cream scoops Activity #3 – Shades of Meaning Materials  Multi-shaded paint strips  Ring clip Procedure 1. Give students multi-shaded paint strips with a word on it. Example: Eat 2. Instruct students to write three different words to represent “eat” in the different shades. a. Chomp b. Devour c. Gobble 3. Once students finish, give them another paint strip and word to work with. Activity #4 – Multiple Meanings Materials  Ice cream cone cut out  3 ice cream scoop cut outs Procedure 1. Give students a word to put on the cone. Example: Bat 2. Explain to students that there are at least three meanings for the word 3. Have students come up with definitions for the words a. Piece of wood for hitting a ball b. Hit at something with the palm of your hand c. A flying mammal 4. If the students cannot come up with the definitions themselves, let them use the dictionary

Phonics Lesson Plan Solo Cup Blends Goal: My goal for this lesson is for my students to be able to recognize blends and digraphs and to come up with their own words using the blends and digraphs. CCSS: RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. Materials:  Ping Pong Ball  Solo Cups  List of words with blends/digraphs Procedure: 1. “Today we are going to focus on blends and digraphs and you are going to think of words with a digraph or blend in it. Digraph and blends are big words to know, so I will tell you what they mean. A digraph is a sound representing two letters, such as “ch,” “sh,” and “th.” A blend is when letters appear together, but you can hear both sounds, like “bl,” “fl,” or “br.” 2. “I have multiple sets of cups set up and I want each of you, with a partner or two, to take turns throwing a ping pong ball I am about to give to you into the cups. Each cup has a digraph or blend written in side of it. For whatever cup your ball goes in, you must say a word involving that digraph or blend. For example, if I throw the ball into a cup that says “th,” I will come up with a word that includes that digraph, such as “think.” 3. Divide students into groups of two or three and send them to a table with cups set up. Accommodations: For students who are struggling, I will practice more with by using a blends and digraphs chart, the golden spoon, specific digraphs, or blends bingo. Assessment: As my students play the game, I will walk around and watch each student play. Once each student as successfully performed three different blends or digraphs, I will move on with satisfaction of my student mastering what they learned. Activity #1 – Magic “E” Materials  Magic “E” wand  Word list of words ending with an “e.” Procedure 1. Write words on the board that can be changed by adding an “e” at the end. Example: mad 2. Have students say the word written on the board 3. Then have students hold up the magic “e” and say the new word. a. mad then becomes made Activity #2 – The Golden Spoon Materials  Plastic Spoon  List of word endings – http://www.pinterest.com/pin/402720391651167509/ Procedure 1. Give students the worksheet with word endings and a plastic spoon 2. Have students write a letter on the spoon. Example: “B”

3. Have students place the spoon in front of the word endings to create words. a. b-an b. b-ed c. b-op d. b-ig e. b-ub Activity #3 – Digraphs Materials  Anchor chart paper with digraphs (ch, th, sh, wh)  Crayons Procedures 1. Split students into four different groups and give each group an anchor chart with a digraph 2. Have each group write words and draw pictures that represent that particular digraph. a. “ch” will have words and pictures like chalk, chick, cheese, cherry, chips, etc. b. “th” will have words and pictures like think, math, thread, thanksgiving, etc. c. “sh” will have words and pictures like sheep, fish, wash, trash, ship, cash, etc. d. “wh” could have words and pictures like whipped, whale, white, whistle, etc. Activity #4 – Pick up a Vowel Materials  “Pick up a Vowel” worksheet – http://www.pinterest.com/pin/424323596112612310/  Pencil Procedure 1. Give students the “Pick up a Vowel” worksheet 2. Discuss what vowels are (a, e, i, o, u) 3. Instruct students to find which vowel makes sense in the words missing vowels a. Example: f_sh, the vowel that makes sense here is “i.”