Author: Kristie Korth
Grade: 2-4
Integrated
Disciplines:
Language Arts
NE
Standards:
4.1.1 By the end of fourth grade, students will draw on a variety of strategies
to read and understand unfamiliar words and phrases. 4.1.2 By the end of fourth grade, students will acquire and use
correctly the advanced reading vocabulary.
4.2.1 By the end of fourth grade, students will identify, describe, and
apply knowledge of the structure of the English language and Standard English
conventions for sentence structure, usage, punctuation, capitalization, and
spelling.
Objectives: The students will
recognize phonograms in a variety of different words. The students will use phonograms to create new words.
Materials: *Fox in Socks by
Dr. Seuss (preferably a Big Book)
*One
pre-printed note card per student
*Lined
paper, pencils
Anticipatory Set: Begin by asking
students what they know about rhyming words.
Ask the class for some examples and write them on the board. Next, ask students to recite nursery rhymes
or poems that they know. Then, discuss
what makes words rhyme. Prompt the
students to discover end rhyme. Discuss
the ending sound of each word, including both the consonants and the
vowels. Give examples to help them
further understand rhymes.
Vocabulary: Any words that rhyme. I guarantee there will be words in the book
that are either nonsense or words that you will need to explain to the
students.
Activities:
Provision
for special needs: If there are children that have a hard time with this, do as it said
in the beginning. If they are not
raising their note cards during the story, pause after the word is read, and if
they do not raise it, then cover up the extra letters. Give the students that are having trouble as
many cues as they need.
Closure: When the time is up, ask
students to put their pencils down.
Review what each group has written and ask the class for any additional
examples. (It will take much longer if
the make-believe words are being included).
To review, tell the students that in order to go put their work away,
they must say two words that rhyme together.
Call on students one at a time until everyone has gone.
Assessment: The students recognized
phonograms in a variety of different words.
The students used phonograms to create new words. The teacher observed the children that were
holding up the note cards, this showed if the student could recognize
phonograms in different words and contexts.
The list of words that the groups produced showed if the students could
use the phonograms to create new words (real or imaginary).
References:
wysiwyg://main.19/http://lessonplan…anguageArtsDecodingPhonograms24.htm
Reflection: