Week 8: Assignment 3

Candidate’s Name: Zulayka Adamson

Grade Level: 2^nd grade

Title of the lesson: What is your fluency?

Length of the lesson: 50 Minutes

Central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) Students will practice their fluency by identifying new words through sound/letter recognition and playing tic tac toe.

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Key questions: ●     Are the words selected words they may previously know or will come into contact with during a reading. ●     Are students familiar with tic tac toe or have they played the game in the past? Some prerequisites for the lesson is having basic letter and alphabet recognition with letter and sound correspondence.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy) CCSS.ELA-LITERACY.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-LITERACY.RF.2.3.A Distinguish long and short vowels when reading regularly spelled one-syllable words.

Support literacy development through language (academic language) ●     Students will be able identify letters that are in a-e. ●     To sharpen their skills, students will participate in tic tac toe by repeating the word to receive the opportunity to put x or o in the box. The student with the most letters wins the game. ●     This game provides student with an opportunity to sharpen their oral skills by practicing reading words out loud and making the connection to the sounds.   Vocabulary ●    Students will have an opportunity to explain words best on their knowledge. Sentence Level ●     Students will have an opportunity to make the connection of each word by putting the word in a sentence. Discourse ●     The teacher will present each vocabulary word in front of the class and practice the pronunciation with students and making the connection of a-e. For students who struggle, they will be paired with a student who are on a similar or higher level. In addition, students will be able to choose between words based on how they are set up on the chart.

Learning objectives 1.              Will know the spelling-sound correspondences for short a and contance. A-e words.

Formal and informal assessment (including type[s] of assessment and what is being assessed)  Upon completing the game, students will be asked to select one word to develop a sentence with and provide on an index card.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: ●     understanding of students’ prior academic learning and personal/cultural/community assets ●     research and/or theory ●     developmental ●     appropriateness Consider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. Introduction 5 minutes: Students will receive a reminder of what a sight word is and what are some sight words they find difficult to pronounce but see often. Teaching model 5 minutes: Teacher will exhibit what a tic tac toe chart will look like and how they will utilize it during the lesson plan. Guided practice 15 minutes: Students will go over the set of sight words by sounding out each word together and defining the word. Independent practice 20 minutes: Students will pair up in groups of 2 and receive the list of words to play tic tac toe. Each student will take turns pronouncing the new sight words and if they correctly say the word they may mark the chart with x or o. Students will be encouraged to select words they are not familiar with and to play multiple games. Assessment 5 minutes: Students will write one sentence using one of their new sight words on an index card to show their understanding of the word.

Instructional resources and materials used to engage students in learning. Laptops Tick tac toe site: http://mck-.github.io/T3/#/ Index card – exit assessment Word list

Reflection After planning the lesson, I think it would be helpful to incorporate a chart that has words already featured within the chart as an opportunity for students to select words while playing without utilizing the website. In addition, I would also include a sound chart that provides students with a reminder on how to pronounce the respective words via a flash card.