Scribd Logo
Upload

Welcome to Scribd!

  • 56 views

    Kylie - Friday

    Uploaded by

    api-531964140
    This document contains a lesson plan for a 5th grade English/Language Arts class focusing on digraphs and the long E sound. The objectives are for students to box digraphs, read words with digraphs accurately, and underline words with the long E sound. The lesson includes introducing the topic, having students read a passage and box digraphs, learning the long E sound through word cards and lists, reading sentences to underline long E words, and a closure reviewing the sounds learned. The plan assessments whether students correctly pronounce 80% of digraph words and find 90% of digraphs to box.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Kylie - Friday

    Uploaded by

    api-531964140
    56 views2 pages
    This document contains a lesson plan for a 5th grade English/Language Arts class focusing on digraphs and the long E sound. The objectives are for students to box digraphs, read words with digraphs accurately, and underline words with the long E sound. The lesson includes introducing the topic, having students read a passage and box digraphs, learning the long E sound through word cards and lists, reading sentences to underline long E words, and a closure reviewing the sounds learned. The plan assessments whether students correctly pronounce 80% of digraph words and find 90% of digraphs to box.

    Original Title

    kylie - friday

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This document contains a lesson plan for a 5th grade English/Language Arts class focusing on digraphs and the long E sound. The objectives are for students to box digraphs, read words with digraphs accurately, and underline words with the long E sound. The lesson includes introducing the topic, having students read a passage and box digraphs, learning the long E sound through word cards and lists, reading sentences to underline long E words, and a closure reviewing the sounds learned. The plan assessments whether students correctly pronounce 80% of digraph words and find 90% of digraphs to box.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    56 views2 pages

    Kylie - Friday

    Uploaded by

    api-531964140
    This document contains a lesson plan for a 5th grade English/Language Arts class focusing on digraphs and the long E sound. The objectives are for students to box digraphs, read words with digraphs accurately, and underline words with the long E sound. The lesson includes introducing the topic, having students read a passage and box digraphs, learning the long E sound through word cards and lists, reading sentences to underline long E words, and a closure reviewing the sounds learned. The plan assessments whether students correctly pronounce 80% of digraph words and find 90% of digraphs to box.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    GENEVA COLLEGE

    BEAVER FALLS, PA
    KYLIE

    NAME: Kyleigh Jo Ward DATE: 25 September 2020

    SUBJECT: ELA GRADE LEVEL: 5th

    I. TOPIC AND GENERAL GOAL


    Digraphs and Long E

    II. REFERENCE TO PA OR COMMON CORE STANDARDS


    CC.1.1.5.D Know and apply grade-level phonics and word analysis skills in decoding words. •
    Use combined knowledge of all letter-sound correspondences, syllabication patterns, and
    morphology to read accurately unfamiliar multisyllabic words.

    III. LESSON OBJECTIVES - OBJECTIVES MUST BE WRITTEN USING OBSERVABLE VERBS


    TSWBAT box digraphs only
    TSWBAT read words with digraphs accurately
    TSWBAT underline long e sounds

    IV. MATERIALS

    V. A. INTRODUCTION
    WE’VE BEEN WORKING ON DIGRAPHS FOR THE PAST TWO TIMES YOU’VE BEEN HERE AND I THINK
    YOU’VE REALLY GOTTEN THE HANG OF THEM. WE ARE GOING TO JUST DO A LITTLE REVIEW OF
    THOSE TODAY AND THEN MOVE ON TO SOMETHING NEW.

    B. LESSON DEVELOPMENT (ACTIVITIES, PROCEDURES)


    HERE’S A PASSAGE I WANT YOU TO READ OUT LOUD TO ME. AFTER YOU’RE DONE, YOU’LL GO
    THROUGH AND BOX ALL THE DIGRAPHS YOU CAN FIND.

    LET’S MOVE ON TO OUR NEXT LETTER SOUND. (HOLD UP LETTER E CARD) “KYLIE WHAT SOUND
    DOES THIS LETTER MAKE? WHAT ABOUT THE OTHER SOUND?” (HOLD UP EE CARD) “AND WHAT
    SOUND DOES THIS MAKE? SO, YOU’RE TELLING ME I CAN GET THE SAME SOUND WITH THE
    LETTER E AND EE? YOU’RE RIGHT. AND THAT’S WHAT WE ARE GOING TO PRACTICE TODAY,
    WORDS WITH LONG E.”

    *USE LETTER CARDS “I WANT YOU TO HELP ME BREAK APART THESE WORDS. THE FIRST WORD IS
    ME. SAY ME. WHAT’S THE FIRST SOUND? MMMM RIGHT. WHAT ABOUT THE LAST SOUND? Ē
    GOOD.” (PROMPT WHEN NEEDED. IF HE CAN’T FIGURE OUT THE SOUND)
     CONTINUE WITH BE, WE, SEE, TEE, FEET, MEET, SEEM
    “LOOK AT THIS LIST OF WORDS (USE EE WORD LIST), SOME OF THEM ARE REAL WORDS AND
    SOME ARE NONSENSE OR SILLY WORDS. I WANT YOU TO GO THROUGH THE LIST, SOUND THEM
    OUT AND SAY THE WORD. IF IT’S A SILLY WORD, I WANT YOU TO TELL ME AFTER YOU READ IT”
    “NOW WE ARE GOING TO USE YOUR LETTER CARDS. I’M GOING TO GIVE YOU A WORD AND
    YOU’RE GOING TO HELP ME BUILD IT USING THE CARDS. THE FIRST WORD IS SEE. WHICH OF
    THESE CARDS MAKES THE FIRST SOUND IN SEE? WHAT IS THE LETTER NAME? S GOOD. NOW
    SHOULD I PUT JUST ONE E? OR THE CARD WITH EE?”
     CONTINUE WITH THREE, FEET, SEEM, ME, BE
    “LET’S TAKE A LOOK AT THIS PAPER WITH SENTENCES. EACH OF THESE SENTENCES HAS WORDS
    WITH THE LONG EE SOUND. I WANT YOU TO GO THROUGH AND UNDERLINE THOSE WORDS BY
    TAPPING THEM AS YOU READ THE SENTENCES.”

    D. CLOSURE (SUMMARY)
    WRITE ON THE BOARD THE WORDS FEET, WEEK, PEER, BEEN, AND HEEL. GO THROUGH AND ASK
    IF THEY SHOULD BE UNDERLINED.
    “NEXT WEEK WE ARE GOING TO CONTINUE PRACTICING LONG E SOUNDS. HOW MANY DID WE
    LEARN TODAY? 2 E, EE”

    VI. ASSESSMENT/EVALUATION
    Reading Digraphs: Mark errors on only words with digraphs. Did she correctly pronounce
    80% of them correctly?
    Boxing digraphs: Did she find 90% of them and box ONLY the digraph?

    Cooperating Teacher Approval _________________________________________________

    You might also like