(Not bassed on a real student and was only taught to my boyfriend and professor.)
Learning Standard:
1.A.1b Comprehend unfamiliar words using context clues and prior knowledge; verify meanings with resource materials
Indicate Present level of Performance:
DIBELS indicates Precious knows all letter and their sounds. She can read most regular CVC words and she is just learning the rules for CVVC words and CVCe words. She has a strong oral vocabulary. Precious often skips words as she reads quite quickly and uses pictures to support comprehension.
Behavioral Objective:
Given numeral-number word puzzles for the numbers one through six, Precious will match the correct number word to each numeral and read aloud the number words with 100% accuracy for three consecutive attempts.
Assessment of Behavior Objective:
The teacher will assess Precious while after she matched the numerals and number words and when she is reading aloud the number words. Two separate piles of puzzles will be made, one for words matched and read correctly and one for words matched and read incorrectly. 100% accuracy will be met when there are no puzzles in the incorrectly read pile. After each time Precious is assessed the amount number correct will be marked and dated on the graph attached.
Materials:
White board and dry erase marker
Numeral-Number Word Puzzles for numbers one through six
“Ten Apples Up On Top!” By Dr. Seuss
Apple Image Representations for the numbers one through six
Cards with the word numbers one through six written on them
Accommodations/modifications for students with language needs (ELL/ESL) when appropriate:
Add image representations of the numbers to each activity to aid the student in word recognition and understanding.
Accommodations/modifications for students with physical, cognitive, behavioral, and sensory needs when appropriate:
For students with attention and behavioral issues, give frequent breaks and shorten lessons if needed.
Bolded words= read aloud
Lesson Introduction:
1. Attention grabber--Read aloud “Ten Apples Up On Top!” By Dr. Seuss
2) Academic and Behavioral Expectations: Now we are going to learn some number words. I want you to be able to read these number words the fast way at the end of the lesson. Be sure to wait for my signal before you answer.
3) Rationale: If we learn to sight read words, reading will be easier, faster, and more fun.
4) Review: Number words one through six used in modeling.
Modeling:
1. Today we are going to learn to read the number words one through six the fast way.
2. The word (point to each letter)
o-n-e is one
3. Watch while I read the word the fast way(point to each letter), one.
4. Now let’s spell the word together, say the letter as I point. (point to each letter)
o-n-e, good, now read the word the fast way, one.
5. Now your turn, say the letter as I point.
o-n-e, Now read the word the fast way. one. Great, one.
6. Repeat steps 2-5 with the words two, three, four, five, and six.
Guided Practice:
Sight Number Words Sentence Completing
1. Student is shown one image representation at a time of the numbers one through six.
2. Teacher and student count the image representation. Now we’re going to play a fill in the blank game, so let’s count these apples together. (Point to apples while you count) One. How many apples? one
3. Now I’m going to write a sentence and I want you to fill in the blank. (Read each word as you write the sentence) There is (blank) apple. (Point to each word as you read) There is (blank) apple. How many apples did we count? One Right, one, can you find the word one and place it in the blank?
4. Good, let’s read the sentence together, There is one apple.
5. If the incorrect number word is chosen, How many images did we count? One (point to the one card) This is the word one, let’s spell one together, o-n-e (jumble cards and place back in front of student) Now find the word one and place it in the blank. Great Job, let’s read the sentence together, There is one apple.
6. Repeat steps 3-4 with the other words two, three, four, five, and six
Independent Practice:
Use numeral-number words matching puzzles for the numbers one through six.
1. Mix the puzzle peices up. Place the puzzle pieces in front of student.
2. Now, you are going to put together a puzzle. Some of these pieces have numerals on them and some have number words. The pieces with matching numerals and number words fit together. Your job is to put those matching puzzle pieces together.
3. If pieced together correctly,(cover numeral puzzle peice) What word?
4. If read correctly, place in one pile and if read incorrectly place in different pile.
5. If pieced together incorrectly, place in pile with incorrectly read words.
6. Record the number correct on graph attached.
7. Have student reread any missed or incorrectly read words.
Closure:
Great Job, we just learned to read the number words one, two, three, four, five, and six the fast way. Specific feedback: You read 5/6 words correctly. Review: Remember that you should read the number words one through six the fast way and not try to sound them out. Now let’s get ready for (whatever lesson is next.)
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