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UNLV Student: Reina Claus PSMT Name:

Lesson Plan Title: Phonics Mini Lesson Lesson Plan Topic: Reading

Date: March 22, 2017 Estimated Time: 45 Minutes

Grade Level: 5th School Site: Somerset Stephanie

1. State Standard(s):

CCSS.ELA-LITERACY.5.RF.3: Know and apply grade-level phonics and word analysis skills
in decoding words.

CCSS.ELA-LITERACY.5.RF.4: Read with sufficient accuracy and fluency to support


2. Teaching Model(s): Whole group, individual and partner work.

3. Objective(s): Students will be able to discuss and identify various prefixes, the meanings and
the purpose of each.

4. Materials and Resources: Whiteboard, individual Chromebooks.

5. Instructional Procedures:

a. Motivation/Engagement: TW introduce this weeks phonics focus, prefixes. TW ask the

students to turn and talk to their shoulder partner about what they know about prefixes are and
what their purposes are. TW remind students that a prefix is a group of letters added to the
beginning of a word that changes the words meaning. TW write the following prefixes and
meanings on the board: dis-, often means not, absence of, or opposite of, in-, often
means not, or opposite of, mis-, often means wrong, and pre-, often means before. (15

b. Development Activities or Learning Experience: SW be introduced to todays center,

which is as well as the requirement to post a screenshot of their scores to
Seesaw. This weeks phonics spelling words have been inputted to this site, SW play the games
that are available using this weeks phonics focus, prefixes. During this time, TW pull small
groups to focus on fluency and comprehension using this weeks leveled readers. (20 minutes)
c. Closure: TW bring the class back to WG and provide a prefix and ask students to
come up with words that use that prefix as well as the meaning of the word. (10 minutes).

d. Extension: Students who finish early will be asked to complete unfinished centers that
were introduced earlier in the week or read a book of their choice.

6. Accommodations, Modifications and Differentiation for Diverse Learners: Students

who are struggling will be pulled for small groups during this work time to work on this specific
phonics lesson as well as practice fluency and comprehension with leveled readers.

7. Assessment and Evaluation of Learning:

a. Formative: TW make note of students participating in WG discussion, TW also circle

during work time and check verify students completion of assignment through their Seesaw

b. Summative: At the end of the week, SW take a weekly assessment on these skills and
strategies as well as the phonics pattern and vocabulary words and comprehension questions
specifically related to reading passages.

8. Homework Assignment: Weekly comprehension homework packets are sent home on

Thursdays for those students who need the extra practice. These consists of a reading passage
with specific comprehension questions, both multiple choice and short answer questions.

9. Reflection:

a. Strengths

b. Concerns

c. Insights