ACCURACY (Use Beginning and Ending Sounds)

A) Background Information: 15 minutes 1st Grade Language Arts 5 students (reading group) Students grouped together based on reading level (within 1 level above/below)

B) Goals and Rationale: Students will be instructed to use beginning and ending sounds to assist them with their decoding of words. Using the beginning and ending sounds ensures that students are taking their time when reading, and using the rest of the sentence, paired with the beginning/ending sounds of a word to make the sentence make sense. This will build on the use the picture strategy.

C) Objectives/Standards and Benchmarks Students will use beginning and ending sounds to try their best at decoding a difficult word R.MT.01.03 plan, monitor, regulate, and evaluate skills, strategies, and processes to construct and convey meaning and discuss which comprehension strategies worked and did not work.

D) Teacher Preparation Teacher will select the text to read in advance. All students will be reading the same book and be working on the same strategy. Teachers will need to know that students have not been taught this strategy before, so they will need to be shown how to use the strategy correctly. Students and teachers will need to have the same book (Not Enough Water) and will need to have enough room to be comfortable and focus with minor distractions. This book has been chosen because they will have read the book in previous reading group segments, so they will be able to focus more on the strategy instead of the words.

E) Assessment Plans Students will be assessed throughout the lesson, as well as during their next running record attempt and/or DIBELS testing date. This strategy should really help them with their self correction rate during running records.

F) Instructional Procedures Teacher will bring selected reading group to the carpeted area. The students will then be given the text and introduced to the specific strategy of using the beginning and ending sounds to help them make sense of what they are reading.

 Teacher will demonstrate how the strategy is used correctly, and then ask the students to do the same by reading to themselves into their phones as to not disturb the other students. Teacher will then pull each student individually aside and ask them to read to him/her. Teacher will be asking them to use the beginning and ending sounds to assist them with words they have to stop and try to sound out, or in some instances re-read. 10 minutes should be allowed for students to practice this strategy on independently and show the teacher how they are using this strategy.

G) Reflection Looking back, this lesson really helped out. This strategy is going to need to continue to be worked on due to it being the first time it was taught, but in general it really helped readers. In some instances students didnt even need to be reminded to use the strategy. They seemed to enjoy the strategy more than the use the picture strategy. MB (my struggling reader) definitely needs more practice on this strategy. I would say that I spent around 5 minutes with him and he had to be reminded constantly of the new strategy. I wish I had more time with a couple of students, and less time with a couple. I believe it is time to do another running record, or just bump up the reading levels of a few of my students. It seems they are reading at a level 4 or level 6 currently. This is very good news!