Student Intervention
jtony
ModelLP_ELA_Assignment_4R.docx|
*While I am providing you with a model of the beginning of a short intervention lesson plan, it cannot be based on the Reading Record of either student in Module 4 (Mikey or Sean) without taking away from your choices for the intervention lesson that you want to teach. Therefore, I have created a female student, Beatrice, who needs help with irregular spellings.
Planning Notes: Concern that needs addressed: Through the analysis of reading records and classroom observations, the student consistently has trouble reading the same 3 words—all with irregular spelling patterns--each and every time she encounters them: was, of, said. Skill being built: The ability to recognize and accurately read these words with irregular spellings Strategy: “Mental Images” - (from McEwan’s 40 Reading Intervention Strategies for K-6)
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Grade: 1 Subject: ELA/Reading |
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Lesson Cycle |
Details |
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Anticipatory Set |
Teacher says: “Have you ever heard the saying that we should play by the rules? That means that if there are rules and we know them, we should follow them. Unfortunately, the English language doesn’t play by the rules! In fact, about 25% of the words we will encounter in a children’s book, don’t play by the rules because they have irregular spellings. Those are the words that have been causing you some problems!
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Objectives |
TEK – English Language Arts and Reading for Grade 1 (3) Reading/Beginning Reading/Reading Skills: (H) identify and read at least 100 high-frequency words from a commonly used list |
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Input |
Teacher says: “What must we do to read words that have irregular spellings? We must memorize them and practice reading and spelling them. But sometimes, that is not enough to help us. Today, we are going to learn a strategy called ‘mental images’ that will help us learn to recall the words in a different way.”
The teacher tells students that she will model the steps for this process: 1. Look at the word on a card 2. Pronounce the word 3. Use the word in a sentence 4. Look at and say each letter of the word—raising and lowering voices 5. Examine the number of consonants and vowels 6. Spell the word verbally without looking at it 7. Write the word and check the spelling |
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Model “I do” |
Teacher says: “Look at the card I am showing you. I have written the word said on it. Let me use the word in a sentence: ‘The reporter said that the crowd around the accident gathered quickly.’”
The teacher holds the card in the air and points to each of the letters as she reads them aloud from left to right, raising her voice for letters that rise above the midline and lowering her voice for letters that fall below the bottom line. Next the teacher talks about the number of consonants and vowels in the word. The teacher also reads the letters in the word from right to left. The teacher puts the card down on the table.
Teacher says: “Without looking at the card, I can still see a mental image of the word and spell it for you.”
The teacher spells said verbally. Next, the teacher uses a pen to write the word said on another card.
The teacher says: “Let me flip over my original card with the word said to see if I spelled it correctly when I was only seeing the mental image.”
The teacher checks her work before starting to check for student understanding.
Teacher says: “Now, I have given you another tool for remembering the words that don’t play by rules. We will practice using this tool, mental images, together on another word I have identified for you.”
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Check for Understanding |
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Guided Practice “We do” |
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Independent Practice “You do” |
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Closure |
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