Assignment #3:
Candidate’s
Name:
Jingyi Yuan
Grade Level:
Grade 2
Title of the
Lesson:
Reading Fluency
Length of the
lesson:
45 minutes
Key Points:
1. Phonemics
2. Letters
and alphabets
3. Letter-sound
correspondence
Learning
Objectives:
1. Students
will learn to make prediction of the reading material through topic.
2. Students
will learn to read independently and increase self-correction rate.
3. Students
will learn to pronounce words contain the same diphthong.
4. Students
will learn to assess themselves.
Sequences of Activities:
5
mins: Before reading, students will have a brainstorming of what the article is
going to talk about according to the topic.
5
mins: Students will go over the article for the first time by themselves. Sheet 2-5
10
mins: Introduce high-frequency words and words contain diphthongs “ou, ow, oi,
oy” Sheet 1
5
mins: Teacher will read aloud to the whole class.
10
mins: Students will work in pairs and read the article again.
5
mins: Go over the words on sheet 1 again.
5
mins: Read a similar article for assessment. Sheet 6-7
Standards:
Phonics and Word Recognition:
Fluency:
Resources and
Materials:
Reading material
sheet 1-7
Assessment:
Students
will assess themselves on the rubric and teacher will meet with the students to
go over the reading and their rubric. Teacher will offer feed-back and grade
them with running record.
Assignment #1:
• How did the kindergarten teachers, Sheila Owens
and John Sinnett, incorporate elements of emergent literacy in their lessons? Which
elements were the primary focus of the lessons?
Sheila used
the word wall to help students practice high frequency words. Students are able
to refer it back as a resource, and they use the resource to create new sentences.
John Sinnett also used word wall for students to complete the words in a
paragraph. Both of the teachers focus on the word in their lessons.
• What part did oral language play in both
classrooms?
In Sheila Owen’s classroom,
she had students pointing at what they were reading. In John Sinnett’s
classroom, he had students filling out the blanks with reading it aloud. Oral language
plays an important role in both classrooms. They practice spelling and oral
language at the same time.
• How did each teacher use the Word Wall to
support word study?
Sheila Owen used the word wall as a
resource for students to refer when making a new sentence. John Sinett used the
word wall to help students fill out the complete message.
• What were examples of planned, explicit
instruction in these excerpts? What were examples of opportunistic
instruction?
Both teachers planned their instruction
that students can build up their own sentence by referring the word wall.
Students have opportunities to complete the tasks.
• Both kindergarten teachers used whole-class
instruction for their word study lessons. How did it meet the needs of all
students?
In Sheila Owen’s
classroom, she called on a student to lead the
In John Sinett’s
classroom, students are given time to think about the answers. Students have
opportunities to think by themselves. He called on students and encouraged the
rest to check.
Assignment #2：
• How did Charmon Evans and Shari Frost differ in
their phonics instruction? Why do you think they used different
approaches?
Chamon Evans showed the students
a certain part of a word first and encouraged students to share the words they
could come up with. Shari Frost presented the word first and ask students to
think about the pronunciation of the part, then she encourages students to
think of some other new words related to the part.
• Which principles of phonics instruction were
illustrated in these classroom lessons?
Both of teachers used vowel
combination and words that have the same ending for the lessons. Students were
encouraged to discover the regular pattern.
• Which lessons seemed to promote more student
engagement and motivation?
Shari Frost’s class seemed to promote more student
engagement and motivation because it is an open discussion which everyone could
take part in. One thing I like about her class is that she used visual clues to
deepen students’ impression and she always gave examples that interested
students such as “muggle”.
• Shari Frost used her "Poem of the
Week" and Becky Pursley used her "Readers Theater activities" to
practice reading accuracy and fluency. How did student performance in the two
activities differ? How would you assess the reading fluency of students
performing Readers Theater based on the three stages of fluency?
In Readers Theater activities, students of
different reading levels can work together. Students of the higher level will motivate
the students of lower level. Students will build up confidence in the activity.
In the poem of the Week, one student pointed out the word and everybody else
said it out loud together. In this activity, students cannot be assessed
accurately.
• What other activities would you planned to
promote reading fluency?
I will create a classroom library and let
my students have their opportunities to choose their favorite books to read. Also
I will do share reading with them and raise up some questions about the reading
content.
