Eboné Yates

EDU 3410 OL1- Fall Principles of Teaching Reading

Grade-4th
Common Core Standards:
CCSS.ELA-LITERACY.RF.4.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.4.4
Read with sufficient accuracy and fluency to support comprehension.
 Table of Contents

 Reading Schedule: Literacy Block

 Lesson Plan

 Literacy Centers: Activities/Guided Reading

 Parent Newsletter
(English, Spanish)
 Reading Schedule: Literacy Block

Ms. Yates 4th Grade Literacy Block

8:30-8:40 Group Meeting
- Review and questions from
yesterday’s lesson
- Set goals/objectives for today
8:40-9:10 Lesson: Looking at the
Whole Word (Whole Group)
- Model
- Read Aloud
- Discussion
- Independent Pracice
- Closure
9:10-10:10 Guided Reading/
Literacy Centers
- Guided Reading:2 Groups
<30 minutes each>
(Assessment on fluency and
comprehension while reading
a passage)
- Literacy Centers: 5 centers
<15 minute rotations>
10:10-10:30 Technology (Whole
Group)
- Kahoot!: Literacy Quiz
 Lesson Plan

Looking at the Whole Word

Length of time needed: 30 minutes
SUBJECT & GRADE ELA , 4th

NCDPI STANDARDS CCSS.ELA-LITERACY.RF.4.3

 Common Core Know and apply grade-level phonics and word analysis skills in
(Math/ELA)
 Essential Standards
decoding words
(AS NEEDED)
CCSS.ELA-LITERACY.RF.4.4
Read with sufficient accuracy and fluency to support comprehension.
MATERIALS -Interactive Board
-Story: James and the Giant Peach (viewable to read/ follow along online)
INTRODUCTION -This morning will use our prior knowledge about phonics, to decode unknown words, to help
use obtain fluency while reading.
OBJECTIVES The learner will be able to use prior knowledge of phonics to decode unknown words
What will students be able to
do by the end of the lesson? The learner will be able to read new words
Develop 3-4 “I can” or “The
learner will be able to” The learner will be able to read a text with new/unknown words, with fluency
statements, which are guided
by your standards selected
above.
HOOK I will write a nonsense word on the board, asking students to take turns trying to read the word-
What question or activity will observing which students try decoding the word, first
you begin with to get their
attention?
PRESENTATION OF INPUT (Teach the information. Demonstrate/model the activity, skill or strategy.)
MATERIAL -I will write a list of words on the board, that the majority of students have not seen/ read before
Explain the concept and -I will use the strategy of decoding, to read the words
show how it is done. -I will explain the importance of breaking the word into beginning , middle, and end

CHECK FOR UNDERSTANDING & ENGAGEMENT

-What does it mean to decode a word?
-Why should we use this strategy?

ACTIVITY Read Aloud: James and the Giant Peach

Get the students involved.
DO SOMETHING. Or … -Read story from Interactive Board
Make a visual representation -Preview Vocabulary Words
of the learning. PROVIDE -Ask students to volunteer/ or call on students to read
SPECIFIC AND DETAILED -Model how to decode the words that students don’t know
STEPS. Monitor students as
they complete the activity.
Today we learned …
CLOSURE -How to decode unknown words
Restate the purpose of your -Why we need to know how to use the strategy of decoding unknown words
lesson, or have students
restate what they have
learned.
This information is important because…
-This strategy will help student’s become fluent readers, with a better understanding of what
they’re reading
ASSESSMENT
Determine who understands -I will use a “Fluency and Decoding Rubric”
and who does not. Create a
rubric or checklist that http://www.rcampus.com/rubricshowc.cfm?code=M44474&sp=true
matches your standards and
objectives above.

Sources

http://betterlesson.com/lesson/493189/reading-strategy-looking-at-the-whole-word

http://www.rcampus.com/rubricshowc.cfm?code=M44474&sp=true
 Literacy Centers

 Guided Reading- Passage : Luke, Jay and Zach’s Winning

(http://www.k5learning.com/sites/all/files/worksheets/reading-
comprehension/4th-grade-4-reading-winning-game.pdf)
 Assessing students on fluency and comprehension

 Syllable Game- students count syllables in words

(http://www.fcrr.org/studentactivities/AP_008.pdf)

 Read Speed- students will take turns timing one another, while reading a
list of high frequency words
(http://www.fcrr.org/studentactivities/F_007c.pdf).

 Division Decisions- students will work on dividing text into meaningful

parts, and practice reading it fluently
(http://www.fcrr.org/studentactivities/F_012c.pdf).

 Compu-Read- students use reading software, to practice fluency

(http://www.fcrr.org/studentactivities/F_022c.pdf).

 Root Rap- students practice reading roots, fast and fluently

(http://www.fcrr.org/studentactivities/F_003c.pdf).

Sources

http://www.fcrr.org/studentactivities/3_5.htm