Victoria Huish (Copy Spring 2012)

  1. Home
  2. Educational Autobiography
  3. Philosophy of Education
  4. Resume
  5. Standard 1 - DEVELOPMENT, LEARNING AND MOTIVATION
  6. Standard 2 - CURRICULUM
    1. Standard 2.1 Reading, Writing, and Oral Language
    2. Standard 2.2 Science
    3. Standard 2.3 Mathematics
    4. Standard 2.4 Social Studies
    5. Standard 2.5 The Arts
    6. Standard 2.6 Health Education
    7. Standard 2.7 Physical Education
  7. Standard 3 - INSTRUCTION
  8. Standard 4 - ASSESSMENT
  9. Standard 5 -PROFESSIONALISM
  10. Examples of Technology Usage in Education
  11. Favorite Links and Resources
  12. Student Teaching Artifacts
Home > Standard 2 - CURRICULUM > Standard 2.1 Reading, Writing, and Oral Language

Standard 2.1 Reading, Writing, and Oral Language

sc014eb5cc.jpg

For this section I have added a lesson created in the course EDU 371 titled Teaching Elementary School Reading & Language Arts part I. This class is Part I of integrated approach to teaching reading, writing, speaking and listening in elementary school. The lesson created meets English Language Arts, ELA, standard 1 which is:

"Students will read, write, listen & speak for information and understanding through:

               -segment  spoken words  into component sounds

-identify and produce letter sound correspondences.

-use graphic or semantic organizers to organize and categorize information

-learn new words indirectly from reading books

                -sight read automatically grade-level common, high-frequency words"

In this lesson students will understand that the phonogram/spelling pattern /-ale/ as in sale, has a consistent pronunciation.  Therefore, once learned it can be applied to encoding for writing & spelling, as well as decoding in reading. A short story titled, The Ale Family Album by Cheryl Carl will be used in the lesson. Also, an activity titled, "Close the Gap" and a word sorting activity will be used. In this lesson many ways of instruction and learning are taking place meeting the needs of multiple intelligences. There will be reading, listening, cutting, pasting, and talking taking place. As students hear the story aloud they will hear the words that will be the focus of the activity. This introduces the students to the sounds and words used throughout the lesson. Next the students will see the words in different sentences and speak, using the different sounds introduced to a partner. Working with a partner the students will listen to see if what they are hearing sounds correct. Next, through an extention activity the students will need to think about the words given. They will cut out all the words and place them on their paper showing the teacher they understand what they have learned. Specific instructions and guidelines for the lesson are attached in the lesson plan below. I have attached a Word Document and PDF file for easy downloading.  

I am very proud of this lesson selected. As this class was taken prior to my Block 1 experience, I knew very little about lesson plans. I was still able to provide enough detail in my lesson plan for someone to teach, just given the material provided. Also, the activities included make the lesson fun and engaging. I think students will enjoy participating in this lesson and will become very familiar with the phonics taught in this lesson. 
NY- New York State Standards
Subject: English Language Arts (1996)
Learning Standard 1 : Language for Information and Understanding
Students will listen, speak, read, and write for information and understanding.

As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Level: Elementary
Key Idea: Listening and Reading
Performance Indicator:
select information appropriate to the purpose of their investigation and relate ideas from one text to another.
Performance Indicator:
make appropriate and effective use of strategies to construct meaning from print, such as prior knowledge about a subject, structural and context clues, and an understanding of letter-sound relationships to decode difficult words.
Performance Indicator:
support inferences about information and ideas with reference to text features, such as vocabulary and organizational patterns.

ljk

File Attachments:
  1. Phonics Lesson Plan Phonics Lesson Plan
    Word Document
  2. Phonics Lesson Plan Phonics Lesson Plan
    PDF File
Author: Victoria Huish
Last modified: 3/3/2012 11:12 AM (EST)