Third Grade SIOP Four Week Lesson Plans
First Week’s Lesson Plan- Phonemic Awareness and Phonics Lesson Plan
Lesson Topic: Phonemic Awareness and Phonics.
Objectives: To be written on the board.
Language: The students should
Go through the sequential design of activities within the lesson plan. These activities will be implemented in a bid to assist third grade students learn the sense of architecture within the English language as well as the nature of the building blocks that make up the language. The students will practice the synthesis of words from phonemes as well as analyze the phonemes within words. They will also practically hear and say the phonemes repetitively, both in context and in isolation. This should enable the students to know how various phonemes sound and are articulated. At the end of the lesson they should become comfortable with distinguishing and identifying characteristics of most phonemes, when spoken at the beginning, middle or end of words as well as in isolation.
Content: The students will
Identify phonemes by teaching students to recognize consonant and vowel sounds.
Identify allophones (phonetic articulation with a difference in spoken form but not in meaning).
Identify phonetically indistinguishable words by considering contextual use.
Understand how vowels and consonants are affected in co-articulation when under different combinations in different words.
Learning Strategies:Introductory review- prior to commencing the lesson, the teacher should review phonics rules already learned in previous lessons of spelling. Thereafter, the students should be asked to complete an exercise from a phonics book. Spelling words in the exercise should be made of words that are built by the use of phonograms. The exercise should involve filling in blank spaces in ten or more sentences using the right spelling words from the particular lesson. If the student completes the exercise with seven or more correct sentences, then the teacher can proceed to the introduction of the lesson. If the student does not reach this criterion for understanding then the previous lessons that are to serve as a background for third graders should be repeated.
Key Vocabularies: Phonemes, Phonemics, Phonology, allophones, phonics, phonetics and linguistics.
Materials: Charts and Graphics.
Motivation: Building the Background.
(Anticipatory Set) The teacher will read out a short rhyming poem or a story alongside the students. The poem or story should be one written at an instructional level of reading that fits third graders. Thereafter, the teacher should discuss its theme with the students, and subsequently ask the students to retell the story or recite the poem. Whilst, doing the recitation or retelling the teacher should note the students’ articulation of different rhyming words. Thereafter, the student should be congratulated and be told that s/he had done a great job. Then bring the students attention to rhyming and similar sounding words and how the sounds of vowels and consonants affect each other in articulation depending on their order in words. Finally, inform the student that s/he is going to learn recognize or decode new words by considering their phonemes.
Presentation:
Teach the students by the use of examples on how to recognize the articulation of various consonants and vowels as well as how the sequence of the two-consonants and vowels-in a word affect each other in the articulation.
Use the earlier read short story or poem with rhyming words to identify words that have different articulation but same meaning. The teacher could also use charts with such classified words as an example and teaching aid to the students.
Present sentences with phonetically indistinguishable words but with different meaning, and ask the students to use the contexts of the sentences to determine the differences in meaning of the sentences and the contextual application of the words.
Practice and Application:
Ask the students to write sentences that you dictate and in turn read them out to the class whilst explaining their meaning. The sentences should various phonetic variations presented by allophones and phonetically indistinguishable words.
Start writing out a table of words with similar soundings and ask the students to give similar words whilst explaining how the phonetic sounding changes according the order of consonants and vowels within the words.
Review and Assessment:
Ask the students to briefly outline what they learned in the lesson, and also to write any questions they may have on the topic. This will help the teacher understand what may not be clear to the students (Bader & Pierce, 2008).
Review the objectives of the lesson plan with the students, and ask them what they may think they had not learned or understood.
Second Week’s Lesson Plan- Word Study and Fluency Lesson Plan
Lesson Topic: Word Study and Fluency Lesson Plan.
Objectives: To be written on the board.
Language: Student should be able to:
Have wide knowledge on words that enables him/her to read, write, spell, decode and categorize words in a fast and accurate manner.
Content: The student should be able to:
Demonstrate automatic understanding and use of phonic patterns and letter sounds during their reading exercises.
The student should be able to decode words by using vowel patterns that are common and long, diagraphs, suffixes, prefixes, r-controlled vowel patterns, blends, continuous text root words and diphthongs.
The students should also have refined strategies to decode words using varying vowel patterns.
Read fluently and understand vocabulary that can enable understanding of comprehension.
Learning strategies:
Fluent writing and reading depends on a properly built knowledge base of patterns of spelling and their relationships to meaning and sound. Teacher directed practice and instructions should help students detect patterns within words so that they can internalize understanding. Effective teacher’s instructions rely on learning activities which are important in helping to shape the manner in which students make sense of usual word categorization rather than memorizing. The generalizations cultivated in the students on how to define particular categories allows them to assimilate new experiences and concepts in to existent understanding.
Key Vocabularies: Diphthongs, blends, diagraphs, suffixes and prefixes.
Materials: Word cards, stop watch or clock and category cards.
Motivation: Building the Background.
The teacher should use questioning to gauge the student’s background knowledge on classroom vocabulary. Alternatively, the teacher can make use of teaching aid pictures which can be mounted on the classroom walls. The teacher can then ask the students to name the pictures and write down the names of identified objects and actions within the picture.
Presentation:
Demonstrate the practice of sorting pictures according to word category as a way to demonstrate the sorting concept. Thereafter, allow students to use the cards in sorting without the use of a timer. This serves to reduce the pressure or stress on students, and allows them to build on their fluency. Offer the students a picture schedule which has a description of the steps of the lesson. Then with the aid of the teacher the students should be helped to pre-practice sorting words by use of oddity detection (i.e. ask the students to show pictures that do not begin with a certain consonant or vowel).
Practice and Application:
Using the word cards and category cards demonstrate how the word sorting is done whilst one students times your activity. Thereafter, pair the students and allow them to time each other as they do alternating word sorting activities.
Review and Assessment:
Thereafter, allow them to singly build assorted word list categories that the teacher shall choose in order to determine their fluency.
Allow the students to do loud reading as they do word sorting after each paragraph in groups. Alternatively, the teacher can dictate a passage and ask the students to rewrite the dictation.
Third Week’s Lesson Plan–Vocabulary Meaning Lesson Plan
Lesson Topic: Vocabulary Meaning.
Objectives: To be written on the board.
Language: Student should be able to:
Define the meaning of various vocabularies as well as apply them in the right context within sentences in order to portray their meaning.
Content: The student should be able to:
Learn how to use the proper labeling for different objects that correlate to various units and themes presented in the class.
Learning strategies:
The presentation of pictures and objects stimulates different ideas about actions and the objects of pictures presented. This lesson will employ the use of these objects to help students formulate and internalize vocabularies that can be associated with the objects presented during the lesson.
Key Vocabularies: Etiology.
Materials: A box that has a lid and an assortment of pictures and objects such as toys representing various objects and features.
Motivation: Building the Background.
Present various assorted objects and ask the students to the whole class what comes to their minds when they view the various objects. Let them name the objects or pictures and offer alternative names for those objects and pictures as well as actions related to them.
Thereafter, tell them that the week’s lesson is going to be about defining and understanding the use of various vocabularies associated with objects, actions and professions in life.
Presentation:
Theteacher should choose various objects or pictures that are related andhelp theclass name them as well as name actions that are related to them as well as descriptive words. Thereafter, the teacher should explain the etiology of these vocabularies and how they may be related to the object, picture or actions and characteristics related to the picture or object.
Explain how various vocabularies are coined in relation to objects, characteristics and related actions.
Practice and Application:
The teacher should collect various objects, toys or objects that relate to specific units or themes, and put them in a covered box (for example you could make a collection of kitchen equipment of all types). The students should then be asked to move forward and pick an item from the box. They should then identify the object by name and identify it characteristics, use and the actions for which it is used as well as related terms. The class should then discuss about the attributes of the object in terms of color, size and function.
Review and Assessment:
The class should be offered clues that they should use to identify the various objects and attributes by the use of clues provided. They should then list attributes and terminologies associated with their use and characteristics. This should be used assess how well the students understand vocabularies related to various items or features represented by pictures (Bader & Pierce, 2008).
Fourth Week’s Lesson Plan-Comprehension Lesson Plan
Lesson Topic: Comprehension.
Objectives: To be written on the board.
Language: Student should be able to:
The students should be able to read and understand any story of any form as well as be able to re-tell a narration of the learned story with an accuracy that maintains the story’s originality.
Content: The student should be able to:
The students should be able to define and describes themes and subjects within the stories that they read by the end of the lesson. They should also show contextual understanding. They should also increase the use and awareness of clues used in contextual reading.
The students should also be able to define characters within the stories as well as make comparisons between the characters.
Learning strategies:
The students should be allowed to read the same brief stories, rewrite them and re-tell the stories to the class. This should include descriptions of characters and identification of themes. The fact is that the students will understand the stories differently, and as a result their stories will greatly differ. After making the students aware of these facts the teacher then should try to help the students paragraph by paragraph to comprehend the content of the comprehension as well as analyze vocabulary and its usage in bringing out the meaning of the story (Beare, 2010).
Key Vocabularies:
Materials: Dictionaries and short stories story books.
Motivation: Building the Background.
Pick out sentences and paragraphs that are most likely to bring about a difference in understanding and meaning within a story. Let each student read them and explain his/her understanding to the class. Thereafter, note the differences and make them known to the whole class. After this activity place the selected work in its right context and try to explain the possible causes of differences in understanding and interpretation. Later introduce the lesson and explain to the class that the purpose of comprehension lessons is to help them read and understand the content of other people’s writing in the right context (Gillet, Temple & Crawford, 2008).
Presentation:
The teacher should pick several passages from different stories, read them out, expound their content, put them in the right context and define and explain about the characters and themes therein. The teacher should assist students in predicting the meaning of vocabularies that they may not know by use of clues such as determining what parts of speech they belonged to. This is bound to help them understand the comprehension without having to refer the meanings of unknown terms from the dictionary. The teacher should also help students determine themes and subjects within the story by use of events taking place within the story. Similarly, the teachers should help the students to understand how to characterize individuals according to their actions within the story as well as their speech and other traits.
Practice and Application:
Pick out parts of passages with difficult vocabularies and allow the students to read in ‘chunks’ (by considering terms around the unknown terms in order to determine the meaning of the unknown terms). Ask students to guess the parts of speech that these difficult terms belonged to, and ask them to explain how they made their deductions (Gillet, Temple & Crawford, 2008).
Review and Assessment:
The teacher should ask the students to state alternative terms for vocabularies within texts that they find difficulty in understanding. This will evaluate their ability to use ‘chunking’, logical deduction as well as the determination of parts of speech in determining the meaning of unknown terms as well as the sentences that contain them (Gillet, Temple & Crawford, 2008).
References
Bader, A, L. and Pierce, L. D. (2008). Bader Reading and Language Inventory, sixth edition. Pearson Publishers.
Beare, K. (2010). ESL Reading: Using context for reading literacy. Retrieved on 6th August, 2010 from http://esl.about.com/od/readinglessonplans/a/l_readcontext.htm.
Gillet, J. Temple, C. and Crawford, A. (2008). Understanding Reading Problems: Assessment and instruction, seventh edition. Boston: MA, Pearson Allyn & Bacon Publishers.
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