Download Marissa Lynch 18 April 2017 Robnolt-

Marissa Lynch
18 April 2017
Robnolt--TEDU 426
DSA Connected Lesson Plan TEDU 426
Purpose:
· Based on the results from the DSA Feature Inventory, Form A given to my student, it
was apparent that she often mixed up the order of letters within the given words and
neglected to recognize the vowel sound in CVC structured words.
· Since it was hard to identify a specific using but confusing concept for my student, I
will administer a basic sort & write of –at and –ag word family words. Modeling will be
crucial. When I model the sort, I will emphasize letter positioning by moving my finger
slowly from letter to letter, always reminding my student that our eyes read words from
left to right.
i.e., “I am looking for a word to put in my –at word family column. *point to letter
T in tag sorting card* at…does the word I’m pointing to have the -at sound? It does have
the same ‘ttt’ sound in it, but it does not have the ‘a’ before it to add an AH sound before
the T. Therefore, the word ‘tag’ does not belong in my –at word family column.” This
may clear up confusion for her considering she has not fully grasped orientation.
· It is important to conduct this lesson because spelling relies on the same mental
representation of a word as reading does and will help to enforce the relationship between
letters and their sounds.
· SOL K.12 the student will write to communicate ideas for a variety of purposes
a) differentiates pictures from writing
b) draw pictures and/or use phonetically spelled words to write about experiences.
c) use letters and beginning consonant sounds to spell phonetically words to describe
pictures or write about experiences
d) write left to right and top to bottom
Objectives:
· The student will be able to identify and match word family words and pictures to their
correct word family column given a cut and short sheet.
· The student will be able to match word family oral sounds with the correct text in word
family tic-tac-toe boxes.
· The student will be able to identify and write distinct vowels in CVC patterned words
given a modeled cut and sort sheet for –at and –ag word families.
Procedure:
· First I will bring the student’s attention to the two different types of word families that
we will be working with, -at and –ag. I will ask her to look at the two column headings
after she cuts them al out. Then I will ask her if there is anything she thinks the two have
in common and then if she notices what is different about them. I will use this time as an
opportunity to emphasize each letter’s place in a word on paper and step by step how it is
sounded out.
i.e.: “You will see that these two words are very similar in the way they sound. Ahhhg has the same short vowel A sound as ahhh-t, but they both end with different sounds.”
· Next I will model the beginning of the sort.
i.e.: “*pick up mat word card and read while simultaneously gliding finger throughout
word* Mm-ah-tt. Does the tt sound in mat match the guh sound in -ag or the tuh sound in
-at? To me it sounds like the end of the word mat matches the ending of the –at
word
ending sound” *drag to corresponding column*
· After modeling four separate word cards, I will ask her to now sound out the words on
the cards following my finger from left to right. I will ask her what category she thinks it
belongs in and how she knew that (key concept: it ENDS in letter t/g)
· According to how that first one goes, I will guide her in the sort accordingly. Once we
have finished placing all words and picture cards in their correct columns, we will check
through them one by one to make sure the words match the column headline word family.
· Next I will present her with a game of word family tic tac toe. I will have two fairly
large (homemade) game boards of tic tac toe that contains five columns of five words
each. The words are either –at or –ag words (all words that are on the sheet are present +
more). Playing each other, we will switch off whether each turn gets to be an –at family
draw or an –ag family draw. The only rule is that before we put a marker down, we have
to say the word out loud to confirm it is of the right word family. The first person to get
three in a row on the board wins the game.
· Now, I will wrap up our tic tac toe game and bring my student’s attention to the
original completed sort. I will tell her that now we are going to copy our word family sort
onto paper. I will remind her that that means she will look at the sort closely to make sure
she puts it down on paper correctly.
· To reinforce my objectives I will continue to use my finger at all times when modeling
how to decipher and sound out words and frequently ask for beginning/end letters to
reinforce concept of letter positioning in a word
Materials:
· Cut-and-sort sheet
· Tic tac toe game boards
· M&Ms for markers
· Scissors
· Notebook paper
· Crayons/colored pencils (for assessment)
Evaluation Part A:

To assess the student’s knowledge on objectives I will give the student a sheet of
written jumbled –at and –ag words in which I will call out requests to test her
concept of word and letter positioning. I will ask her to complete certain specific
tasks
i.e., “find the word wag on your paper. Can you color in the letter that
makes the wuh sound? Can you draw a box around the word family in the word ‘that’?
Can you circle
the vowel in the word hat?”
Evaluation Part B:
· Explain whether or not the student met your objective(s). Be sure to address each
objective.
My student met most of the objectives. She identified and matched word families
together by sorting fine with words, but when it came to pictures, she frequently could
not identify the word even with the given word family
· Explain how you know whether or not the objectives were met.
I know the other two objectives were met because she matched letter sounds to her
speech. It was evident as she did most of her sorting out loud, sounding out the word and
then proceeding to place it in it’s correct column.
· Describe the strengths and weaknesses of your teaching of the lesson.
I think I had a fun game that reinforced the learning skills. When I told her it was time to
put the game boards away and pack up she told me she had wanted to keep playing! She
was definitely having fun learning without realizing.
The weaknesses were that I should have had spaces on my tic tac toe board where there
were just pictures instead of the words because she needed that practice more than she
needed the practice of identifying and matching visible words.
·
Reflect on how you would change the lesson.
Besides adding picture spaces to the gameboard, I would have done less modeling
because I was surprised with how well she grasped the concept.