Differentiated Instruction Understanding By Design Lesson Plan Format

Transcription

1 Differentiated Instruction Understanding By Design Lesson Plan Format Title: Mastering the Sight Words and Word Families Subject Matter Emphasis and Level: Reading, Speaking, Listening, Viewing, Kindergarten Brief Description of the Lesson/Unit: In this unit students will learn how to recognise and recite Kindergarten appropriate sight word lists using a variety of media, including QR codes. Students will listen to expert peers via QR codes to assess themselves and classmates to improve their speaking skills. Students will learn basic sight words and be able to use them in their oral and written work. Content Standards Phonics and Word Recognition: CCSS.ELA-LITERACY.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-LITERACY.RF.K.3.C Read common high-frequency words by sight. Based on the Dolch Sight word lists: Primer, Primer and Grade one levels. Stage 1: Identify Desired Results 1. What enduring understandings are desired? - Understanding of a text s features, structures, and characteristics facilitate the reader s ability to make meaning of the text. GRASPS Task: Goal: The ability to recognise, read, say and write appropriate sight words and word families. Role: (Teacher) Prepare material and demonstrate the use and creation of QR codes (student) Engage in the activities to assist mastering the sight words and word families. Audience: Kindergarten students Situation: The students need to learn the sight words and word families using fun QR code infused activities Product: The students create their own QR coded Flip book which can be used as an assessment tool.

2 2. What essential questions will guide this unit and focus teaching/learning? - How does understanding a text s structure help me better understand its meaning? Six Facets of Understanding: Explain: Reading is the most important skill a child will ever learn. It is impossible for a person to live a productive life without being able to read, i.e.; becoming literate. In most schools, children are expected to be able to read simple sentences and stories by the end of first grade. By third grade, they are expected to be able to read almost any kind of text. As well as being able to "sound out" (phonetically decode) regularly spelled words, children must also master reading basic, common sight words. A list of English sight words, The Dolch Word List, was compiled by Edward William Dolch, PhD, in The list was originally published in his book "Problems in Reading". Dolch compiled the list based on words used in children's reading books in the 1930s and 40s. The list contains 220 "service words" that must be quickly recognized in order to achieve reading fluency. The Dolch Word List is also called Sight Words or The Dolch 220. It includes the most frequently used words in the English language. Sight words make up 50 to 70 percent of any general text. Therefore, teaching The Dolch Word List is a crucial goal of education in grades kindergarten through 3. Many of the 220 Dolch words cannot be "sounded out" and have to be learned by "sight," that is memorized. The list is divided into grade levels. It includes pronouns, adjectives, adverbs, prepositions, conjunctions, and verbs. The basic list excludes nouns, which make up a separate 95 word list. Because fluency in reading the Dolch 220 and the 95 nouns is essential to literacy, a variety of techniques are used to teach them, including: reading Dolch literature books, using flash cards, playing games, and writing activities. Repetition and practice are very important in making recognition of sight words automatic. Once this core of basic sight words has been memorized, children read more fluently, with greater comprehension. Interpret: All parents and teachers want their children to be good readers. With so many different approaches to reading instruction choosing strategies and activities to help them develop into strong, confident readers is difficult. To compound the situation today s kids, parents and teachers are all busy As adults we are constantly faced with deciding what activities are the best use of our time with our kids. Sight word instruction is one of the best uses of the time you spend helping your children learn to read.

3 Apply: Sight word instruction builds a foundation for reading new, more complex words. The benefits of sight word instruction extend far beyond their immediate use in helping young people learn to read. Not only do these words continue to appear in more advanced texts, the process of learning sight words builds important learning behaviors that the reader will forever use to learn new vocabulary. When children learn a sight word they are making a connection between their prior knowledge of the word (its pronunciation and meaning) and its spelling. The process of merging the two is mediated by their knowledge of the alphabet. The letters and their corresponding sounds create a mnemonic that helps the child remember the word. Researchers say once a child has repeatedly practiced this skill for learning vocabulary by moving through the lists of sight words, the process becomes ingrained in her repertoire of reading skills. She will then instinctively begin using this method for integrating new, more complex sight words into her knowledge base. Have perspective: Sight words and word family knowledge enhance instruction. With the increasing number of students joining today s communities and classrooms with a wide range of knowledge and abilities, it is important teachers find ways to reach all groups of students. One of the main goals of instruction at the Kindergarten level is to teach children functional English language skills. Teaching sight words and word families to learners gives them tremendous advantages. Because many of the sight words on Dolch s lists not only occur frequently in children s stories, but also daily conversations, it is extremely beneficial to focus ESL instruction on sight word learning. Beyond this, some of the verbs that form the foundation of the lists (and of English language texts) take on irregular forms. Consider the changes that the common verbs go, be and do go through when applied to different singular and plural nouns. Because they do not follow standard rules, the only way to learn these conjugations is through memorization. Empathize: Sight word acquisition is an important building block in the construction of a child s ability to read. Once they are able to read all of the words on Dolch s lists, they can access to up to 75% of what is printed in almost any piece of children s literature. How exactly do teachers and parents help children develop their stores of sight words?there are several proven techniques that any adult can use to teach sight words. Whichever strategies are employed, the best success is seen when one adult with a small number of children at a time. The more one-on-one time a child has learning and practicing sight words with an adult, the greater his chances to integrating them into his long-term memory. The quicker sight words and word families are mastered then greater learner in all other subject areas can take place. Have self-knowledge: By using the QR code infused activities to master the sight words and word families, the students will come to realise their importance and also their strengths and weaknesses at using them to their advantage. The final stage of creating their own QR codes can used to

4 assess what sight words they do and don't know and what words families they do and don't know. 3. What key knowledge and skills will students acquire as a result of this unit? All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers and will read a variety of materials and texts with fluency and comprehension. Big Idea: The ability to read a variety of texts requires independence, comprehension, and fluency. Stage 2: Determine Acceptable Evidence 1. What evidence will show that students understand? Performance Tasks: Students can recognise the words in isolation and in context Other Evidence: Observation, Checklists, 1. What sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings? Major Learning Activities: Hear it, See it, Say These are a series of activities that have been infused with QR codes to help children develop visual recognition of basic sight word vocabulary at the kindergarten level. These are simple, quick activity that adds a new dimension to sight word building with the help of the computer. Teacher planning MATERIALS/RESOURCES Word families Flip book with QR code Sight word Bingo with QR code clues Word family flip card with QR codes QR code generator website QR code reading app and device Sight word / Word families Powerpoint TECHNOLOGY RESOURCES Teacher will need computer and iphone/ipad/ipod or other device capable of scanning QR codes.

5 Pre-activities Students will need to know about QR codes and how they made and how read and use then effectively. They should know some letters and their sounds. They should have begun writing with inventive spelling. The teacher should have made the flip books for each student and attached the initial QR code. Also construct the Word family flip cards and associated QR codes attached. Lastly the Sight word bingo cards and QR coded sight word clues should be made. Activities DAY 1 Teacher will introduce sight words to students using the provided Sight word Bingo Sets. Scanning the sight word clues, the children become familiar with the process of scanning QR codes and listening to the sights words and enjoy the game. DAY 2 Teacher will review sight words and word families using the PowerPoint presentation without sound allowing children to read each word as it pops up. Again repeat as interest allows. Students will then chant and clap word wall words with teacher. To review nouns students can list as teacher writes on board. Students can use and listen to the word families flip cards with attached QR codes. DAY 3 Students will be introduced to the word family flip book with the initial QR code from the teacher. DAY 4 Students will make their own QR codes for the word family flip Book. Once completed, students can view other students flip book by scanning the new code and giving feedback. DAY 5 Students will use the sight words and word family knowledge to write in their journal either trying to write a sentence used on the PowerPoint presentation or writing a new sentence using their own ideas. If time allows or computers are available the students can write using a word processing program or app such as Book Creator. Assessment Teacher will assess students knowledge of words through the creative writing activity. Teacher will observe to see if students can recognise, say, use (Read and write) the words correctly, use them properly in a sentence. COMMENTS I found this to be very helpful for students who are having a hard time understanding and seeing where one word begins and ends. It helps them to identify the new sight word in context rather than just learning it without any meaning. These words are usually very abstract and this activity helps to make them more concrete. This idea could work for any words so just prepare the QR codes and build a word library