Zarychta MTE 553 Week 5 Lesson Plan.docx - Running head SILENT PERIOD AND PRE-EMERGENT STRATEGIES LESSON PLAN Silent Period and Pre-Emergent Strategies

Zarychta MTE 553 Week 5 Lesson Plan.docx - Running head...

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Running head: SILENT PERIOD AND PRE-EMERGENT STRATEGIES LESSON PLAN 1 Silent Period and Pre-Emergent Strategies Lesson Plan Rhonda Zarychta MTE 553 November 10, 2017 Shelly Fair Reading Lesson Plan and Assessment The areas highlighted have been adjustments made to accommodate silent period and pre- emergent and emergent EL learners. Your Name Rhonda Zarychta Lesson title (identify the reading/writing skill selected for the lesson – phonological awareness, phonemic awareness, a phonics element, writing a story, or oral language and listening skills) Who Am I? The lesson encompasses writing a story with oral language and listening skills. Parents will be notified that their student will be bringing home questions that they will need help answer. Grade Level Second Grade Topic (select one of the following early reading The lesson is based on oral language and listening skills as well as writing skills. The students will have a story read to them so that
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SLIENT PERIOD AND PRE-EMERGENT STRATEGIES LESSON PLAN 2 or writing skills: phonological awareness, phonemic awareness, a phonic element, writing a story, or oral language and listening skills) will encompass their listening skills. They will be writing their biography, and then presenting it to the class (if they choose). If they do not want to present it to the class, I will ask if they would present it to me or with a couple of their friends, so they will still have practice doing a presentation. Student objectives (“I can” or “Students will be able to” statements that will guide the instruction, guided practice, independent practice, and assessment for the lesson) The students will be able to understand what a biography is through class discussion and having Abe Lincoln Remembers by Ann Turner read to them the first day of the lesson. Students will then use a questionnaire to take home and ask questions of their parents about themselves and their ancestors. From there, they will compile the information to write an autobiography. State or national standards for reading/language arts (include coding and wording of standards) The standards are from the Colorado Department of Education, 2017. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. (CCSS: W.2.3) Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. (CCSS: W.2.2) Use collective nouns (e.g., group ). (CCSS: L.2.1a) Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish ). (CCSS: L.2.1b) Use reflexive pronouns (e.g., myself, ourselves ). (CCSS: L.2.1c) Generalize learned spelling patterns when writing words (e.g., cage badge; boy boil ). (CCSS: L.2.2d) With guidance and support from adults and peers, focus on topic and strengthen writing as needed by revising and editing.
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