Week 6 Assignment 3

Candidate’s Name: Michael Ambrogio

Grade Level: 1

Title of the lesson: The ir, er, and ur Girls

Length of the lesson: 40-60 minutes

Central focus of the lesson:            This phonics lesson will introduce the ir, er, and ur girls, but will focus on the /er/ sound. Students will learn that when found together the letters e and r make the /er/ sound instead of two separate sounds. Students will have the opportunity to make words with "er" on the smart board and will reinforce the lesson on the Internet.

Knowledge of students to inform teaching: I will purchase 3 baby dolls for $1 each at the dollar store or possibly parents can donate dolls. Make little nametags and pin them on each doll. (ir, er, ur) Locate any available text that children can decode which uses "er" in the text.

Common Core State Standards: CCSS.ELA-LITERACY.RF.1.2 ·         Demonstrate understanding of spoken words, syllables, and sounds (phonemes). CCSS.ELA-LITERACY.RF.1.2.A ·         Distinguish long from short vowel sounds in spoken single-syllable words. CCSS.ELA-LITERACY.RF.1.2.B ·         Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. CCSS.ELA-LITERACY.RF.1.2.C ·         Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. CCSS.ELA-LITERACY.RF.1.2.D ·         Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Support literacy development through language: ·         Phonemic Awareness ·         Blending and Spelling Words

Learning objectives: Students will recognize and read words with "er." Students will segment, spell, and write words with "er."

Formal and informal assessment: The teacher should observe students' responses and check for application when students write the sounds correctly on the smart board.

Instructional procedure: 1.    Phonemic Awareness Warm-Up: Tell students the following story: This is a story about a mama who was so thrilled that she was going to have a baby. She like the name /er/ and planned to name her baby this name. But, much to her surprise, she didn't have one baby, she had three babies! She didn't like any other name but /er/, so she called them all /er/, but spelled them ir, ur, and er. Introduce the dolls. 2.    Explain to students that they will be learning about "er" today. Blending and Spelling Words: Explain that when er comes at the end of a word it should sound like a plain r /er/. Demonstrate by writing on the board: better, darker, over, thunder, and her. Ask students to think of other words they might use? (other, slower, faster, wetter, louder, softer, etc. Point out that the words all have er at the end. Demonstrate that there are words that have er in the middle. (Examples: fern and germ) Have students add to the list. 3.    Connected Writing Activity 1: Direct students to take out their dry erase boards, markers, and erasers. Dictate a word with the /er/ sound. Allow students time to sound the word out and write it on their boards. Have students display their written word so it may be checked for accuracy. 4.    Connected Writing Activity 2: Next have students list words that have er in them. The teacher should write this list on the board so all students can see it. Then have students write a sentence using some of the listed words. Students should circle the /er/ words in the sentence. Students should write their sentences on their boards. The teacher should remind students to check for capital letter and end mark. Students will display their completed sentence, and the teacher should check for accuracy. 5.    Reading: Allow students to read a decodable text that uses many er words. Have students make a list of all the er words they find in the text. 6.    Internet Practice: Once students understand the concept of er words, have them practice what they learned by completing the r-controlled game on the Internet. Students must chose the r-controlled game once they enter this site. (i know that .com) Students will play different games using r - controlled words. These games will reinforce the information learned during the lesson.

Instructional resources and materials used: ·         Three dolls labeled ir, er, and ur ·         ir, er, ur chart (1 poster listing several ir, ur, er words) ·         Dry erase boards ·         markers ·         erasers(one for each student and teacher) ·         Any available decodable text using "er" ·         Computer with Internet access

Reflection ●     Did your instruction support learning for the whole class and the students who need great support or challenge? ●     What changes would you make to support better student learning of the central focus? ●     Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory.