model a lesson

7/30/2019 model a lesson

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Magic E

Submitted By: Amanda Hair

EDRL 442: Teaching Literacy 1

Nevada State College - Fall 2012

Instructor: Karen Powell


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Lesson Title: Magic E Submitted By: Amanda Hair

Trophies Teacher Edition: Gather Around 1-5

CCSS: RF.1.3c T Ed Pages: 156I

EDRL 442Teaching Literacy 1 Fall 2012 Karen Powell- Instructor

ASSIGNMENT: Model a Lesson

A.) Summary of the Lesson Plan

Students will learn how adding an e to the end of CVC words will affect the sound the letter

makes. Students will use letter tiles to build common CVCV words with the e ending. This lesson

should take no more than 45 minutes with 5-10 minutes of individual practice time.

B.) Population

Grade levelfirst Skill levelall levels Groupingwhole group with individual practice time.

C.) Materials

CVC Word list Letter tiles

D.) Objectives

Common Core State Standard RF.1.3c Know final -e and common vowel team conventions for representing

long vowel sounds.

Learning Targets Students must know long vowel sounds can be represented by different spellings.(e.g.,

igh, ea, e_e)

Students must recognize the final -e spelling pattern. Students must know two or more letters can make one vowel sound. Students must recognize common vowel teams. Students must identify vowels in words.

E.) Procedure

What specifically will your students do? Any teacher should be able to follow your plan.1. Teacher will explain how the e at the end of words can make vowels make

different sounds.

2. Students will be given a list of common CVC words and we will read them aloudtogether.

3. Students will then take their e vowel tiles and add them to the end of the CVCwords.


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4. Students will then be called on to read the new words we created by adding thee to the end.

5. Students will practice independently by using additional letter tiles to create newwords using the CVCV pattern.

6. As a class we will compile a list of CVCV words with the e ending using the wordsthe students came up with independently.

F.) Assessment

I will know they grasp the concept by the list of words we compile as a class. There is no rubric. This is an introductory lesson and will have follow up lessons that will assess the students

mastery of the e ending.

G.) Reflection

How was your delivery?One of the students I worked with was only in kindergarten so she had no idea what I was

talking about, which was difficult so the time I had her we worked on letter sounds. The

other student was my niece, but I tried to work with her as if she was not related to me. I

am used to being around kids so I think I delivered the lessons as best I could.

What did you do well?Explaining how adding the magic e to the end of words makes the vowel say its

name. I think adding a bit of silliness helps when teaching kids that are 6 and 7 years old.

Having little clues like that always helps students remember grammar/phonetic rules. What needs more work?I probably could have used some more material in my explanation of what the magic e

does, like a cute chart or sign. I had the letter tiles and CVC word lists, but could have

used a little more visual stimulation. Also, if I was to actually teach this lesson I would

definitely laminate the paper and letters.

What suggestions did your classmates give you?I didnt get too much feed back from my classmates only because we had such few

students and so many of us teaching first grade lessons, we were just trying to get our

lessons taught.

What did you see your classmates do that you can use to improve your teaching skills?The girls I was near all had big poster boards and charts and like I said before, I would

definitely add something more visual like that if I was actually teaching the lesson.

What are you going to do differently next time?Hopefully if I were to do this again, I would have more students and ones that were

actually on that grade level. Having one that was only in kindergarten made teaching it a

little bit harder. I would also have more material.


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