Minilesson Format for Phonics Lesson Name: Autumn Combs Date: December 6, 2013 Objective: 20.

) Know and apply grade-level phonics and word analysis skills in decoding words. [RF.2.3] a. Distinguish long and short vowels when reading regularly spelled one-syllable words. [RF.2.3a] Students will circle words that have a short a in them, missing no more than two words total. Materials List: Teacher will need a hat, mat, and a stuffed animal cat. Dry erase boards/markers for students. Game Cards (Attached) Assessment (attached) Introduction: The teacher will bring in a hat, mat, and a stuffed animal cat. Who can tell me what these three objects are? That is right, a hat, a cat, and a mat. Why do you think I brought these items in today? They all do have the same /a/ sound in them! Good observations. Today we are going to learn about the /a/ sound. Lets all go to our seats and get started with the lesson. The focus of the lesson will be on short a sounds. Students will be able to pick out short A sounds in their class. Teacher Modeling: First we are going to look at the word cat. Please write down the word with me on your dry erase board. Cat has what sound in the middle of the word? Yes it has the /a/ sound. This is called a short a sound. Can you think of another word that has a short a sound in it? When you do write it on your board and hold it up so I can see your answers. The next word we will look at is hat. What sound is the a making in this word? Youre right, a short a sound. Is is similar to the first word that we looked at isnt it? Will you write a sentence using as many words that have short a sounds in them as you can? I will walk around and check. Great job everyone. Now, our last word is safe. What sound is the a making in this word? Is the sound a short vowel sound? No its not is it? This a does not say /a/ so we do not have to worry about it. Now it is time for you to have some practice of your own. Independent Practice: You will be working as a table group to sort these words based on whether they are short a sounds or not. You will get a set of cards. You and your table will read the word on the card and then separate them into two different categories; short a sound, or not short a sound. Make sure that you pay attention because some of them could be tricky. Assessment and reflection: The assessment will consist of a worksheet that the children will get. They must circle all of the words that contain the short a sound in them. There will also be other words that do not contain this specific sound but they should be left alone. Students should correctly circle eight of the ten.

Card Sort Game

Shape

Hat

Bat

Bake

Master

Ham

Jam

Man

Fan

Tame

Pat

Ran

Pan

Rain

Rake

Game

Wax

Gas

Pack

Shack

Hair

Hare

Fare

Flag

Tag

Assessment Hat Pat Game Cake Tack Rate Name Man Nap Jam Ham Rake Ban Gate Cat Take Mat

Minilesson Format for Phonemic Awareness Lesson Name: Autumn Combs Date: December 6, 2013 Objective: 21.) Demonstrate understanding of spoken words, syllables, and sounds (phonemes). [RF.K.2] c. Blend and segment onsets and rimes of single-syllable spoken words. [RF.K.2c] Students will blend onset and rimes to form a spoken word.

Introduction: Ok class, I need you to call out some holiday words and I am going to write them down for us to see on the board. (As students call out words write down the words, separating those that are one syllable from the rest.) Ok I think that will be enough. Lets look at these on syllable words over here. We are going to learn how to blend parts of the word together to make the whole word. Now I am going to give you some pieces of a word and I want you to try to make that word. If you get stuck, you can just look up at the board and get help from our list. I will give you the first part of the word and the last part of the word and you just squish them together to make a whole word. Let me give you an example before we actually start, /d/ /og/ dog. See how it works? Your turn. (Teacher calls out onsets and rimes from the list of holiday words. And allows time for the students to practice. The teacher is also going around the room listening to the students blend their words and making sure that they are doing it correctly. ) Ok, I want you to turn and talk to your neighbor about what you think the word could mean. (Allow time for talk and collaboration) Continue process until you feel as though the students have grasped the idea. Independent Practice: Have students blend words that you come to their table and tell them. They can work as a table group. Continue to walk around and monitor progress. Assessment: Call each student up to the desk, give them an onset and a rime and tell them to blend. The student will get three chances before he is labeled as not being proficient.

Autumn Combs Interactive Writing Lesson 1. Collect materials for interactive writing. Chart Paper Colorful Markers A Pointer Sticky Notes The Country Mouse and the City Mouse. Student dry erase boards Markers 2. Provide a stimulus activity or set a purpose. The teacher will read the book The Country Mouse and the City Mouse. This book looks at the differences between two different places to live. 3. Negotiate a text. Teacher will hang chart paper on the wall. It will have prewritten sentence halves on them. The teacher will read the start of the first sentence In the country there are many and at this point the children are given the opportunity to brainstorm sentence halves that can make up this sentence. They all talk together and decide what they want the sentence to say. Once a decision has been made, one child is chosen to go to the front of the classroom to write the remainder of the sentence on the chart paper. Next, students and teacher think about the next sentence, The city has They discuss possible answers and after one has been decided, a child is chosen to write. If there is an error of some sort that arises, teachers should use stick it notes to cover up the part of the word that is wrong, and write the corrections over it. 4. Pass out materials for children to use. At this time, the teacher passes out individual dry erase boards to the students. They practice the sentences that have been posted on the wall already but in their own handwriting this time. As they are writing ask them to show you their boards so that you can monitor their progress. This will allow the students a chance to practice individual handwriting skills. 5. Write the first sentence word-by-word. After students have a chance to practice their writing skills bring their attention back up to the chart paper. Read the first sentence together making sure to emphasize the words and draw out the individual sounds. Have the students practice writing based on what they hear during this time as well. Have students collaborate to develop a new line of the story. 6. Post the completed chart in the classroom. Once the writing is finished, display the final product in the room and have the children reread the material in order to get another look at it.