EDT346E:LiteracyStrategyLessonPlan

Directions:
MakeaGooglecopyofthislessonplantemplatebeforeyoubeginwritingyourlesson!Saveyour
lessonplanas
LSLP#__,Strategy___,YourLastName,FirstName
.(E.g.,
LSLP#2,WWPWordSort,
Kleiman,Irene
.)Completethelessonplanusingthepromptsprovidedandreviewtherubricfortherequired
criteria.Include/attachallmaterials!
ForKeyAssessments,youmustincludeatechnologyelement.
SubmitURL
for2completedlessonplanstoAssignmentsbyWednesdaysat12:01am.
Notes:
(Addanyrelevantinformationhere)

Day&Date:Wednesday,
Monday,February29,2016

Tutor:
ChelseaCreech
Student:
LoganStearns
Grade:
2nd
CooperatingTeacher:
MelissaParrish

DescriptionofLearner(s)
:
Includereadinglevels,assessment
data,anydifferentiationsaddnew
datatoeachlessonplan.

Loganismale,heattendsBoganelementaryschool.HeisinMelissaParrishs
secondgradeclassroom.Loganisreadingabovegradelevelandheknowsthat
literacyishisstrongestsubject.AccordingtohisteacherLoganneedshelpwith
foundationalskillssuchasmultisyllabicwords,understandingthedifference
betweengenres,anddeterminingtheauthorspurposewithinwriting.Logan
lovestoreadaboutthemarinesaswellasgraphicnovelssuchas
Diaryofa
WimpyKid
and
FlyGuy
.Loganstruggleswithhigherendcomprehension
questions.WhenLoganstruggleswithwordsheoftenquitsorasksthe
instructorforassistance.Hewantstohavealargervocabularybytheendofour
sessions.

LogansOngoingAssessmentData:
BaderGradedWordList:Level5.0
BaderGradedReadingPassage:Instructional:6.0
BaderGradedReadingPassage:Independent:5.0
WordsTheirWayDSA:MiddleWithinWord
RunningRecordbasedon
StuartLittlebyE.B.White:Independent
Level:6.0

StrategyTitle,Sourceof
Strategy
(citation)
&Brief
GeneralDescriptionofStrategy:
23sentences.

StrategyTitle:
Strategy6.15HomophoneRummy

SourceofStrategyandLesson:
WordsTheirWay
Bear,D.R.,Invernizzi,M.,Templeton,S.,&Johnston,F.R.
Wordstheirway:
Wordstudyforphonics,vocabulary,andspellinginstruction
(5thed.).Pearson.
Description:
Thisstrategy,homophonerummy,isidealforstudentsinthewithinword
patternstageofspelling.Itisagameforatleasttwopeople.Setsof
homophonepairsarecreatedpriortothegame,pairssuchas(scent,cent)and
(bare,bear).Thentheplayersareeachdealtsevencardsandthedeckissetin
themiddleofthetableaswellasonecardtobeginthediscardpile.Eachplayer
candrawfromthedeckordiscardpilewhenitistheirturn.Theobjectiveofthe
gameistogetthemostpairsofhomophones.Whenpairsarefoundtheyare
laiddownonthetable,thegameisoverwhenoneoftheplayersrunsoutof
cards.Theneachplayercountsuptheirpairstodeterminewhothewinneris.
Afterthegamethestudentsattempttousethewordsontheircardscorrectlyin
sentences.

CCSSStandard:
Identifystrand,
grade,number(e.g.,RL1.3)&
includeentirestandard&any
applicablesubcategory.

Grade
:2nd
Strand
:Language
Number:
L2.4(A)
CCSS.ELALITERACY.L.2.4
Determineorclarifythemeaningofunknownandmultiplemeaningwordsand
phrasesbasedongrade2readingandcontent,choosingflexiblyfromanarray
ofstrategies.
(A)Usesentencelevelcontextasacluetothemeaningofaword
(homophones).

StudentLearningObjectivefor
LiteracyStrategy(central
focus):ABCD
Audience:
Who(thestudent)
Behavior:
What(the
standard))
Condition:
How(strategy&
texttitles)
Degree:
Measurable
outcome(assessment)
(1sentence,all4elements)
KeyVocabulary:
List
vocabularyfromthetext&/or
activitythatisatthestudents
instructional&frustrationlevel
(atleast4words).
ListofInstructionalMaterials,
Equipment&Technology:
List
all
ofthetexts,materials&
technologytheteacher&students
willuseduringthelesson,
includingtitles,readinglevels&
sources.
(
Citecreatorof
materials.Whereappropriate,use
"Lessonplanoractivityadapted
from_____).

Thestudentwillbeabletodeterminethemeaningofunknownwordsbasedon
grade2readingbyusingsentencelevelcontextasacluetothemeaningofa
word(homophones)byutilizingtheHomophoneRummystrategywhile
reading
HowMuchcanaBareBearBear
by:BrianCleary,aswellasusingthe
digitalapplicationHomophoneswith100%accuracy.

Homophone
Ewe
Wail
Inn

InstructionalMaterials:

HomophoneRummyCards:selfcreated{attached}
HowMuchCanabarebearbear?WhatAreHomonymsand
Homophones?
by:BrianP.Cleary(willbereadingpages
1128homophonessection).(GLE:3.8)
IphonewithHomophonesapplicationpreviouslydownloaded
{The
applicationiscalledHomophones,itafreeapplicationintheItunes
store,essentiallyasentencecomesupontheelectronicdeviceand
thenthestudentchoosesawordoutofthetwohomophonesgivento
gointothesentence.ForexampleasentencemightcomeupasI
have____handsandthestudenthastochoosetoortwo.}
Twosheetsofnotebookpaper
Twopencils

IndependentReadingMaterials:

StealingHome:TheStoryofJackieRobinson
by:BarryDenenberg
GLE:5.7
ILKleimanSpring2016

IndependentReading(at
every
session):
Textmustbeatthe
studentsindependentreading
levelORathis/herinstructionalor
frustrationlevelif
you
arereading
italoud.

PigsMightFly
by:DickKingSmithGLE:6.1
DragonWar
by:LaurenceYepGLE:6.5
Mrs.PiggleWiggle
by:BettyMacDonaldGLE:5.2

Text(s)Title,Author&ReadingLevel(s):

StealingHome:TheStoryofJackieRobinson
by:BarryDenenberg
ReadingLevel:V&GradeLevelEquivalency:5.7
PigsMightFly
by:DickKingSmith
ReadingLevel:R&GradeLevelEquivalency:6.1
DragonWar
by:LaurenceYep
ReadingLevel:W&GradeLevelEquivalency:6.5
Mrs.PiggleWiggle
by:BettyMacDonald
ReadingLevel:O&GradeLevelEquivalency:5.2

[Loganwillchooseifhewantstoreadaloud,silently,orhavetutorreadaloud
tohim.Basedonhischoice,wewilleitherreadabookathisindependentor
instructionallevel.Thisiswhythereisarangeinreadinglevels]
___Youreadaloud
___Studentreadsaloud
___Youbothreadsilently
(
Your
booktitle:P
aperTowns
byJohnGreen)

Opening:
Elicitstudentsprior
knowledgeaboutconcept&
strategyinmultimodalways(not
justquestions&noyes/no
questions).

T:Logan,lastweekwelearnedallaboutsynonymsandtheweekbeforewe
learnedaboutcompoundwords,canyoutellmewhatthosewordsmean?

S:Responds

T:Welltodaywearegoingtolearnabouthomophones,firstwearegoingto
startbyreadingthisbook
HowmuchcanaBareBearBear?

Whatare
HomonymsandHomophones
by:BrianCleary.Canyoureadthisformesowe
canfigureoutwhathomophoneare?
*StartonPage11*

S:ReadsText

T:AwesomeJobLogan!Nowdoyouknowwhatahomophoneis?

S:Responds

T:Youreright!Ahomophoneisawordthatsoundsthesameasanotherword,
butisspelledandmeanssomethingdifferent.Forexample,thewordstoand
two.IcouldsayIamgoingtothestore,orIcouldsayIhaveadogthatis
twoyearsold.Thewordssoundthesamebuttheyarespelleddifferentlyand
meandifferentthings!Doyouthinkyoucantrytothinkofanexample?
ILKleimanSpring2016

S:Responds

T:AwesomeJobLogan!Nowwearegoingtoplayafungametogoalongwith
homophones,itcalledHomophoneRummycanyoutellmewhatrummyisor
haveyoueverplayed?

S:Responds

T:Cool,letsgetstarted!Imadeallofthesecardswithpairshomophoneson
them.(Therearetwentycards,eachcardhasonehomophoneoneach,the
objectiveistomatchthecardstocorrespondinghomophones).Sotogetour
brainsworkingwearegoingtoplaythisgame.First.wewilleachgetseven
cards,thenwewanttopaireachofourcardstothematchinghomophone.For
example,Iwouldpairthetoandtwotogether.Iwillputthedeckinthe
middleofthetableandweeachdrawfromthedeckanddiscardthecardifwe
donotneedit.Wecandrawfromthediscardpileorthedeckandwhoeverhas
themostpairsattheendwins!Thenafterfindingoutwhothewinnerisweare
goingtotrytomakesentencesfromthewordswehaveinourpairs.Doyou
haveanyquestions?

S:Responds

T&S:Playgametogetherusingthedirectionsaboveasaguideline.

T&S:Afterthegametheyboththinkofsentencestogowitheachwordthey
haveintheirpairs.Forexample,ifIhadthepairbareandbearIcouldsayA
bearisafurryanimalandAzookeepercancatchalionwithhisbarehands.
TeacherModeling:
Describe
howyou
alone
willdemonstrate
theentirestrategytothestudent,
includingcompletedescriptionof
strategy&examples(
no
participationfromstudent).

T:Nowsinceweknowallabouthomophonesthankstoourgameandbookwe
aregoingtousethisapplicationonmyphonetodowhatwedidwiththegame.
Sofirst,Iamgoingtoshowyouhowtouseit.

Showsstudenthowtousetheapplicationusesthreedifferentexamples,then
makessuretowriteeachanswerthatischosen.*Forexample,ifthesentence
Icouldchooseapurple_____blackbackpacktobuyandtheoptionsare
orandoartheteacherwritesdowntheanswerthatischosen(or)thenat
theendthinksofthecorrespondinghomophonefortheanswer(oar)aswellas
createsasentenceortwousingboththeanswerandthehomophone.*

T:NowforeachofmyanswersIhavetothinkofhomophonestomatch!SoI
chosetheword_____foroneofmyanswers,thehomophoneforthisis
______.NowIamgoingtothinkoftwosentenceusingeachofthesewords.

T:Okay,nowwearegoingtodowhatIdidtogether!

GuidedPractice:
Duringthis
partofthelesson,describehow
youandthestudentspractice
together
,includingexamples.You
willassistthestudent,taketurns
&participateinthestrategy.

T:Nowletsdothreemoretogether!

T:NowIseethesentenceInsertwhateverthesentenceis,whichonedoyou
thinkistheanswer?

S:Responds

T:Awesome!
(writesdownanswerthatischosen)
,nowletsgotothenextone.
ILKleimanSpring2016

CanyoureadthissentencetomeandIwillchoosewhichwordtouse?

S:Respondsandreadssentences.

T:Awesome!Ithinktheansweris_____Canyouplugtherightanswerinto
ourapp?

S:Responds

T:Good,Iwillrecordthatinournotes.Now,letsdoonemore.Whatdoesthis
sentencesay?

S:Respondsbyreadingsentence

T:Okay,nowwhatdoyouthinktheanswerisandcanyouwriteitdown?

S:Responds

T:AwesomejobLogan,nowIamgoingtothinkofamatchinghomophonefor
ourfirstwordandthinkofasentenceforthepair.*thinksofhomophoneand
sharesthetwosentences*,nowcanyouthinkofahomophoneforthenext
word?

S:Responds

T:Goodjob!Now,canyouthinkoftwosentencesthatgowiththosetwo
words?Theycanbetwoseparatesentencesorthesame,whicheveryouprefer.

S:Responds

T:Goodjobnowonemore,forourlastanswercanyouthinkofthematching
homophoneandthinkofthesentencestogowiththepair?

S:Respondsandcompletesactivity

T:AwesomeJobLogan,youreallyknowhowtodothis,areyoureadytodoit
onyourown?
IndependentPractice:
Release
thestudenttodemonstratehis/her
abilitytocompletetheactivity
alone.Includecomplete
directionsthatexplainwhat
studentmustdotocompletethe
activity&meettheobjective.

T:Now,Iwantyoutoanswerfiveofthehomophonequestionsonthe
applicationweveusedtogether!Asyouredoingthat,makesuretobewriting
downtheanswersyouchoose.ThenIwantyoutodolikewedidtogether,
thinkofahomophonetogowitheachofyouranswers,youcanwriteitdown.
Thenthinkofasentencetogowitheachpairyouhaveandtellmethe
sentences!Doyouhaveanyquestions?

S:CompletesActivity.*Teacherrecordsstudentanswerstotheapplication
questionsthisiswhattheobjectiveandassessmentisbasedon**Teacher
recordschildsentencesaswellforassessmentpurposes*

T:YoudidgreatLogan!!!Youareawesomeathomophones!

Closure/Assessment:
Describe
howthestudentwilldemonstrate

T:YouaregreatathomophonesLogan!Thatisahardjobbutyoudidsowell!
Thanksfordoingthisactivitywithmeandreadingthebook,nowwhenyougo
ILKleimanSpring2016

his/herabilitytomeetthe
objective,includinghowyouwill
measure&document
thisability.

hometonightIwantyoutotellyourmomandbigbrotherwhatahomophone
is.Theywillbesoproud!

T:IwillseeyouMonday!

**Ifstudentansweredallfivequestionsrightusingthehomophoneapplication
theymettheobjective.Assessmentisdocumentedbytheteacherusingapen
andpaper.**

ILKleimanSpring2016

{SelfCreated}

Scent

Cent

Their

There

Here

Hear

Whale

Wail

Oar

Or

Ant

Aunt

ILKleimanSpring2016

Ate

Eight

By

Buy

Maid

Made

Toad

Towed

ApplicationUsed:

ILKleimanSpring2016