Anda di halaman 1dari 4

Student Teacher: Angela Walter

School: Sunnybrae Elementary School


Date: February 9th, 2015 /February 10th, 2015
Period/Time: 15 Minutes
Grade: Third

Subject/Topic/Activity: Reading/ Homonyms/ Small Group Guided Reading

1.

Standards:
CCSS.ELA-Literacy.RF.3.4.a-Read grade-level text with purpose and
understanding.
CCSS.ELA-Literacy.RF.3.4.c-Use context to confirm or self-correct word
recognition and understanding, rereading as necessary.

2.

Objectives:
Students will be able to read the provided level text and recognize the use of
homonyms.
Students will be able to recognize that words may sound like one another but
they have different meanings.
Students will be able to match homonyms and name the meaning for the two
different words.
Students will be able to create a sentence using homonyms.

3.

Materials:
Pencils
Homonyms Match Game (Index cards labeled with homonyms)
Guided Reading Text
Reading Note book
Spelling Lists

4.

Procedures:

Introduction (Day One):

To start the lesson, I will review homonyms.


o Readers, this week our spelling words are homonyms. Can someone remind me
what a homonym is?

I allow the students time to think and answer the questions.


Students may collaborate to generate an answer.
o Great ideas, readers. Homonyms are words that sound like one another but have
different meanings. Homonyms are usually spelled differently.
I will then list a few homonyms for the students before I ask them to name some.
Students may use their spelling lists for reference.
o Possible Homonyms
One/won
Mall/ maul
Buy/ by
Principal/principle
Sea/see
Hair/ hare
Ad/add
Maid/made
Together, we will do a brief book walk, noticing the images and features of the text.
Vocabulary will also be introduced to the students at this time.
o Sample Questions:
Look the front cover. What do you think this book will be about?
What genre of text is this book? How do you know?
I remind the readers to look for homonyms as we read. They will be asked to keep a log
of the words they see in the text.

Body (Day One and Two):

One the first day, we will read the first half.


The second day, we will finish the book.
Students will begin by independently reading the text. The students will be asked to read
a section of the text aloud after a few moments of independent reading.
o When the students are done reading a page, they will write down a homonym they
noticed on the page.
As the students read, they will be provided with a variety of prompts and questions like:
o Does that word sound right?
o Does that word make sense in that sentence?
o What were the words we talked about in the beginning of the lesson?
o What does that word mean?
Student will be asked to go back and reread a sentence if the read a word
incorrectly. They will be encouraged to sound out the word.
When we have finished reading the text, students will engage in a matching activity.
o The students will match the cards with homonyms.
When they students find a match, they will explain the two different
meanings of the cards.

Students who need help will be prompted with questions.


When they find a match, they will keep the cards.

Closing:

4.

5.

6.

Using the cards they have, they students will write a sentence using that word correctly.
At the conclusion of the game, I will remind the students what we learned in the lesson.
o Today, we saw how homonyms are used in stories. The words sound the same
but they have different meanings. It is important to look at the spelling and
identify the context to recognize the meaning.
Before the students return to their seats, they will be asked to write a sentence.
o They will use the homonyms on one of their cards.
Assessment:
To assess the students, I will listen to their explanation of the words during the
matching game.
o If the students say the same definition for both, I am able to see that
they struggled with homonyms.
The students will have to show me their sentences before they return to their
seats.
o Students that cannot write a sentence will get one on one help writing
a sentence.
Management Issues, Transitions, and Differentiation:
The students seemed to ignore directions.
o When I told them to move their folders to play the game, they did not. I
had to repeat the direction multiple times before they did it.
Students need to pass their books to me when they are done before they leave.
I need to establish clearer instructions to make transitions smoother and more
effective.

Self Reflection and Evaluation of Lesson:


This lesson was a bit boring.
For future lessons, I need more activities. The students need to read but the
reading must be mixed with activity to keep the students interested and
learning.
The students seemed to like the matching game. They were able to remember
the homonyms.
The students were mixing up multiple meaning words and homonyms so I
need clearer directions.
Management wise, this lesson was more successful. The lesson ran smoother
and the students were used to me doing guided reading.

7.

Today, I was a bit firmer. I did not ask the students if they wanted to read, yet I
told them to read.

Comments on Lesson by Cooperating Teacher:


Be a little louder while doing guided reading.