Download Lesson Plan # 2 Qu Word-level Learning Literacy Development

Lesson Plan # 2 Qu Word-level Learning
Literacy Development Level: Beginning Transitional and Transitional (first grade)
Grouping: Whole class and small groups
Learning Objectives:
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recognize what the sound qu makes
identify words that begin with q and u
develop a sentence using a word that begins with q and u
PDE Language Arts Standards
PA. R. 1.1.P.C.2 Identify words with common beginning sounds
PA.R 1.1. P.H.5 Demonstrate and understand that illustrations and print convey meaning
PA.R. 1.1 K.C.14 Use illustrations and text to make logical predictions
Rationale:
As beginning transitional readers recognize patterns and phonemes in words, children start to
decode smaller words fluently, but they might have to decode larger words in chunks. The
purpose of word sorting is so students will learn how to spell words correctly and understand the
pattern that q and u used in words. Students will to learn the spelling of words that start out with
q and u with picture clues and with given letters that are almost invisible to students when
sounding out the word. Identifying patters in words that begin with q and u will help students to
remember how that word is formed. Being able to recognize patterns will help the students’
ability to decode words.
Materials:
Quack! Quack ! Quack! with Peter Rabbit A Press and Quack Book by Beatrix Potter, document
camera, Microsoft PowerPoint, computer, projector, 30 copies of list of words that are pre-cut ,
five snake game boards, five spinners, 30 game pieces, six note cards that have qu on them, other
note cards that contain the letters iet, ar, ilt, ck, a, ter, een and i.
Procedures:
Before Reading Activities
ANTICIPATORY SET- On the circle time rug introduce the digraph qu by writing it on the
board and saying, "By raising your hand, can anyone tell me what sound the letters qu make
together?"This will allow students to activate prior knowledge they remember. Give feedback on
students' answers, and pronounce what the sound qu makes again. Ask students what the q sound
like when it a u is not with it? Students might have trouble with this question, the answer would
be it sounds like a k, but with a u, it adds a w to the sound, so the sound q and u make is kw.
Explain to students we will be reviewing how to pronounce words that begin with qu.
During Activity (jes)
Before we begin our activity, let students know we will be reading a story called Quack! Quack!
Quack! with Peter Rabbit A Press and Quack Book by Beatrix Potter. The book will either be
read by placing under a document camera or scanned in the computer and pasted to Microsoft
Power Point slides. Ask students," can anyone tell me what word on the front cover begins with a
q and u? What do you think this book is going to be about?" By getting students attention during
the time in which the book is read, I will have students search for words in the book that start
with a q and u. Also to keep students interested to the story I will ask them to predict what might
happen at the end of the story when I reach to the middle of the story. At the end of the story, I
will ask students did they notice anything about the words that began with a q and u or the words
that had q and u together. I will explain to students to please think about the question before
raising your hand. Students should come up with there is always a u after q.
To produce phonemic awareness of words that begin with q and u, I will take out note cards
with the letters q and u and have several other note cards that contain chunks of letters including
tion, es, iet, ar, ter, ilt, ck, een, a, and i. Students will get the opportunity to come up to the board
and make words that begin with qu by placing a note card that will contain other letters next to
they qu note card. Students are to pronounce what word they spelled using note cards. Let
students know there are at least six words that begin with a q and u and contain one or more of
the other note cards. State to students, " By raising your hand quietly, who can come up to the
board and make a word that begins with q and u with two of these note cards?" Have at least
three more students come up to the board to make a q and u word. Make sure all words all in a
spot that all students can see them .
After- Activity (ies)
Once all words that begin with a q and u are on different places on the front of the board, tell
students to go back to their seats and then to work with a partner completing a pattern word sort.
Students will be provided with 10 different words and students will have to place all words that
begin with q in one pile, words that contain letters that aren't a q or u will be placed in a third
pile.
CLOSURE- After students completed their pattern word sorts, explain to them they will be
getting a worksheet that will help them critically think of how the letter q and u can be used to
make words and even how it can be part a sentence. Show students and point to a random picture
on the worksheet, just to make sure students understand what their task is. Then explain to
students they will be writing a sentence that will include at least one of the words above that start
with a q and u. Tell students the best way to come up with a great sentence is to think of the
word you use the most in your everyday life. Remind students about the way a sentence is
formed by drawing out the model students use to understand that only the first word of each
sentence is capitalized and then followed by a period at the end of the sentence.
EXTENSION ACTIVITY- students will play the "qu" word game. They will all receive a game
piece and once it's their turn students will have to spin and move their piece how many spaces
their spinner lands on. Students most pronounce the word they land on and write it down. The
objective of this game is to land on as many words that contain a q and u in them.
Differentiation:
Emergent readers -Instead of having students try and spell out the whole word during the qu note
card activity, the teacher could already have the other letters that spell the word on the board, so
all students have to do is add the q and u to the word and then pronounce the word in phonemes.
I could also give students a worksheet that allows the students to write the letters q and u out .
All letters except for q and the u will be under the images, so students will only have to add the q
and the u.
Late Transitional readers - I would have the students write out the word that goes under the
picture without any letters already under the picture.
Assessment:
Formative assessment will begin during pre-activities when students begin learning the sound q
and u make and the different words that letters q and u begin with throughout Quack! Quack !
Quack! with Peter Rabbit A Press and Quack Book by Beatrix Potter. Students will also learn
during the time in which they make words that start with a q and u by using note cards with qu
and other chunks of letters.
Summative assessment will start when students begin practicing with pattern sorts with a partner
and also when they receive a worksheet they must complete that has pictures of objects that all
begin with the letters q and u. Students will have to know the sounds that qu makes in order to
determine if it will fit as the first two letters of the picture. The children will then have to sound
out the word in order to identify the missing letter or letters. The last step to for the children to
do is to write out a sentence using a word that beings with a q and u. During this last step
students will need to critically think of how a word that starts out with q and u that they use in a
lot in their everyday life.
quarter
the
queen
knot
quilt
since
quack
sequence
aqua
equal
Name:___________________________
qu /kw/
Write the word that belongs under the picture.
All words begin with qu
_ _ i l_
_____
__i__
__estio_
__ie_
_ _ art _ _
Write a sentence using any word that begins with qu.
__________________________________________________
__________________________________________________
__________________________________________________.
References
Bear, D, & M. Invernizzi, & S. Templeton, & F. Johnston, & . (2008). Words Their Way. Upper
Saddle River, New Jersey: Pearson.
McCormack, R. L, & S. Pasquarelli. (2010). Teaching Reading. ( Cathy. Block, Ed.). New
York, The Guildford Press.