Week 8 Assignment #3

Week 8 Assignment #3

Candidate’s Name:  Melissa Di Pinto

Grade Level:  1

Title of the lesson:  Readers Stop and Self Correct (stopping to word solve and self correct at points of error in reading)

Length of the lesson:  A reading period (to achieve all parts of the lesson), actual whole group lesson 10 minutes with a small group guided reading lesson of another 10 minutes.  

Central focus The central focus of the lesson will be to teach students that readers stop to self correct when they make an error (in word identification) while reading and use decoding skills (including cueing systems) to problem solve unknown words.  This lesson support the accuracy facet of reading fluency, which directly supports reading comprehension.

Knowledge of students to inform teaching Children in first grade are currently reading at a variety of levels and with different skill sets in place.  All readers need to know that creating meaning is the ultimate task of reading, and that when meaning breaks down, a reader’s job is to stop and make efforts to self correct.  Most children in my first grade classroom still benefit from practice with this skill, and specifically how to problem solve for unknown or misread words while in the process of reading. Students are familiar with using semantic clues (meaning/what would make sense), syntactic clues (what would sound right), and graphophonic clues (what does the word look like) to solve new words, but do not yet use them flexibly with independence.  The purpose of this lesson is to further guide students in using these critical reading skills, in support of reading fluency.

Common Core ELA Standards Reading Standards: Foundational Skills (K–5)  Phonics and Word Recognition  Grade 1 3. Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one-syllable words.   g. Recognize and read grade-appropriate irregularly spelled words Fluency Grade 1 4. Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Support literacy development through language (academic language) Language function(s) appropriate for learning segment:   Listen to, understand, and orally respond to grade level text read aloud Identify and discuss reading errors made; use letter sound knowledge, comprehension and syntax to correct errors.   Read and discuss developmentally appropriate grade level text Key learning tasks from this plan that provide students opportunities to practice using these language functions:   read aloud with interactive talk during mini lesson guided reading with discussion independent reading   Language demands (written or oral) students need to understand and/or use:   Early oral reading skills Early phonics skills Oral reading of known sight words in context Discussion skills Vocabulary General vocabulary Comparing words read to words on page, and analyzing word parts (sounds, phonemes) to accurately determine words and correct errors.   Content specific vocabulary self correcting errors when reading, problem solving new words.   Sentence Level Appropriately reading written sentences.   Understanding the meaning of written sentences while reading.   Discourse Following the text structure of a narrative.   Understanding new vocabulary words/content specific words presented in text.

Learning objectives Students will notice when errors have been made in oral reading, because the word said does not match what is on the page.  They will articulate this error.   Students will attempt to self correct errors using grade-level phonics and word analysis skills to accurately decode words (as well as meaning and syntax).   Students will decode regularly spelled one-syllable words. Students will recognize and read grade-appropriate irregularly spelled words (sight words). Students will learn to read with sufficient accuracy and fluency to support comprehension, even when stopping to problem solve. Students will use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Formal and informal assessment (including type[s] of assessment and what is being assessed) The teacher will monitor students during the whole group lesson for evidence of understanding, including student responses during active engagements and turn and talks.   The teacher will take notes and/or running records for students who read orally to the teacher during guided reading.  The teacher can monitor student reading fluency in general, and how students are using stopping to problem solve, and stopping to self correct, to support reading fluency.  Evidence of how students use the cueing system to word solve will be provided as students read, and the teacher can take note of this in running records and/or note taking. A miscue analysis can also provide information about students’ reading development.   For ELLs, teachers will want to take special note of how the students are understanding and using language during the lesson and work times, and how their developing vocabulary supports or limits understanding.

Instructional procedure: The following instructional strategies and learning tasks would be used during this lesson.  The whole group would be given a lesson about the teaching point. This lesson would include teacher demonstration and modeling of the skill/behavior, and then multiple chances for the students to practice the skill with scaffolding provided by the teacher (active engagement).  This would be achieved through a read aloud.  Following the whole group lesson, the teacher could run two small guided reading groups with focus and attention on the same teaching point.  Here students would receive more individualized instruction , repetition of the lesson, and further scaffolding.  The teacher also has the chance to do more formal assessment and collect detailed information about students while they read orally to the teacher.  If two groups are done while the rest of the class reads independently, the teacher could meet individually with up to 8 students, including ELLs, children with IEPS, or gifted students.  This structure also provides the teacher with the opportunity to teach a new (related) fluency teaching point to students.  For example, if more advanced students don't need additional instruction with stopping to self correct, they may benefit from a fluency lesson about phrasing in more complex text.  A guided reading group structure can make this additional instruction possible within the context of Reading Workshop.  If the teacher decided to follow this work time with partner reading, students could get more practice with reading text out loud, and the children who just had guided reading would benefit from multiple re-readings of the new (more advanced) text.   Accommodations and modifications such as visual charts, modeling, gesturing, and visual aids (such as a document camera for the read aloud) will be very helpful. Further modifications can be made during small groups.  If certain children are having difficulty with particular sounds, they may benefit from some phonic practice on an app in that particular area.

Instructional resources and materials used to engage students in learning Choosing a read aloud with high interest and appropriate opportunities for student participation in the skill being taught will be necessary.  Using a document camera for the read aloud increases student engagement and enlarges the text students need to read and analyze.  It is also important to carefully choose guided reading books that appropriately match student reading levels and push students forward.  When designing book introductions the teacher must consider students' prior knowledge, new vocabulary presented in text, ELL students, and any other areas of special needs for students.   Children are always excited to use quality technology in the form of learning apps to extend any skill they need to work on.

Reflection Using this format (whole group, small group, independent work) within the context of Reading Workshop allows the teacher to provide the appropriate amount of support to a diverse group of students.  The format also makes it possible for teachers to note areas of instructional need and use this to plan for further small group instruction.  For example, while reading with students the teacher may note that some students show evidence of needing more short vowel work.  He/she could then plan to meet with these students to work on that target area in small groups during Word Study, Reading Workshop, and Writing Workshop across a week.  Carrying the instructional thread across multiple subject areas supports skill transfer, which is particularly important for kids who struggle.   What changes would you make to support better student learning of the central focus? I would have to try the lesson out first to see what changes I would make.  I am not in the classroom this year to do this, and a lot of it depends on the group of students and how they respond to the lesson individually and collectively.