Whole+Group+Reading+Lesson

January 22, 2008 Language Arts/Science Grade Level: First Wissahickon District = = = Making words from a word: Compound Words = **State Standards**: 1.1. Learning to Read Independently 1.1.3. GRADE 3 C. Use knowledge of phonics 1.6. Speaking and Listening 1.6.3. GRADE 3 A. Listen to others. B. Listen to a selection of literature (fiction and/or nonfiction). Relate it to similar experiences. Predict what will happen next. Identify and define new words and concepts. E. Participate in small and large group discussions and presentations. -Students will manipulate letters to create words. -Students will work in partners to write a sentence using a compound word. -Students will brainstorm compound words they already know. -Students will complete a creative writing piece and illustrate it. **Instructional Strategies**: ** Wait Time    **http://glossary.plasmalink.com/glossary.html Materials: ** -Template of abc’s (one for every student) -Sentence strips -Chart paper -“Cloudy with the Chance of Meatballs” by Judi Barrett -Worksheet with sentence lines at bottom and space for a picture at top -Pocket chart *Play the making word activity. Students have letters to manipulate on their desks and as the teacher reads an instruction they move the letters to create the correct word. (the teacher will allow time for the students to think and then demonstrate the direction on the overhead.) =  = =  Key word is Bookmark: Moo boom ark mark book bam bark broom mob  = Directions to be read aloud to the students: Begin with the word “mob”. Change the word to create the noise a cow makes? (Moo) Now move the “m” to the end and add a beginning letter to make “a loud noise”. (Boom) Just add one more letter to create a word that names something to sweep the floor. Broom Get rid of the letters that create the noise a cow makes (moo) and add the letters to create a noise that a dog makes. (Bark) Eliminate one letter to create the word “ark”. Add a letter to the word “mark”. CHALLENGE- using all the letters create the “BIG WORD”. Bookmark **give students time to independently think of the words** __Procedure__: Introduction: are. *a compound word is actually two words put together to create a new word 2. Write a few examples on the board or overhead. (toothpick, eggplant, goldfish) *As you go underline the two parts of the word *have students stand up and use hand motions to show each word and then clap nd say the completed word. *if students seem to be catching on ask a student to read the last example and point out the two words. ** Anticipatory set: *monitor and adjust your teaching depending on the answers given *note any common mistakes ** Motivation: *1 side will be the beginnings of compound words and the 2nd side will be the endings. __Possible words to use__: Footprint Pigtail Fireman Doorway Dishwasher Cheesecake Baseball Backdrop Earthquake Airport Bookmark Meatball 5. Have the students read all the words with you and then call on students to move the correct ending to the beginning of a word to make a compound word. ** Sequence: as a class. 7. Since the last word is “meatball” use this to transition into reading a story that uses a compound word. 8. Bring the class over to the carpeted area and read the book “Cloudy with the Chance of Meatballs” by Judi Barrett 9. As you read engage the students in predicting what will happen next in the story, relate to their experiences of being caught out in the pouring rain, point out other compound words. *you may want to keep chart paper nearby to write compound words you want to point out. ** Closure: words from the chart paper to collaboratively write a sentence about. 11. Then, still working with a partner list at least 3 other compound words *use books to trigger ideas, picture everyday objects, foods ** Follow-up Activity: complete the “cloudy with the chance of….” (using a compound word) worksheet. ** Evaluation: -Completion of sentence with compound word -Completion of “cloudy with a chance of….” paper ** Connection ** à To help with decoding skills in reading, when you are reading something look to see if the word can be broken down ** Applying the skill: ** During silent reading, read a book and record any compound words you find.
 * Objectives: **
 * Activating Prior Knowledge **
 * Active Learning **
 * Adaptive Learning Environments Model ?? **
 * Associations- compound words to decoding skills **
 * Behavioral Observations **
 * Brainstorming **
 * Closure **
 * Collaborative Learning **
 * Descriptions **
 * Feedback **
 * Hands-On **
 * Letter Activities **
 * Listing **
 * Mix and Match **
 * Modeling **
 * Q and A **
 * Read Aloud **
 * Visual Aids **
 * Introduction: **
 * 1. Lead into a lesson on compound words by explaining what compound words
 * 3. Call on a few students to add to your list of compound words.
 * 4. Using a pocket chart and sentence strips make two columns of words.
 * 6. When the words are correctly placed read all the combined words (compounds)
 * 10. Assign the students partners and have them choose one of the compound
 * 12. Once the sentence is checked by the teacher, have the students individually
 * -Participation in beginning activities