USF Elementary Education Lesson Plan Template (S 2014) Grade Level Being Taught: 4 Subject/Content: Language

Group Size: Small Groupreading center

Name: ____Amber McBride_________ Date of Lesson: 2/6/14

Lesson Content What Standards (national or state) relate to this lesson? (You should include ALL applicable standards. Rarely do teachers use just one: theyd never get through them all.) Essential Understanding (What is the big idea or essential question that you want students to come away with? In other words, what, aside from the standard and our objective, will students understand when they finish this lesson?) CCSS.ELA-literacy.L.4.4- determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

What are prefixes and suffixes? How can I use affixes and base words to infer the meaning of a word?

Objectives- What are you teaching? After guided practice completing the graphic organizer, students will be able to use the meaning of prefixes and suffixes to infer the meaning of a word by and use it in a sentence, with a minimum of one word.

Rationale Address the following questions: Why are you teaching this objective? Where does this lesson fit within a larger plan? Why are you teaching it this

Prefixes and suffixes are commonly used in the English language. Knowledge of affixes will help student to decode unfamiliar words and infer their meanings. Knowledge of affixes and their meanings will help students become more proficient readers.

way? Why is it important for students to learn this concept? Evaluation Plan- How will you know students have mastered your objectives? Address the following: What formative evidence will you use to document student learning during this lesson? What summative evidence will you collect, either during this lesson or in upcoming lessons? Formative- Teacher will informally assess students responses during guided practice with the prefixes and suffixes graphic organizers (see attachment) Summative- Teacher will assess students definition of unfamiliar words and accuracy of the words use in a sentence. Teacher will assess if students were able to identify the prefix and/or suffix in word.

What Content Knowledge is necessary for a teacher to teach this material?

Prefixes Suffixes Base words Commonly used affixes and their meanings

What background knowledge is necessary for a student to successfully meet these objectives? How will you ensure students have this previous knowledge? Who are your learners?

Students will have been explicitly taught a whole group lesson on affixes and their meanings prior to this lesson. Teacher will review with students meaning of prefixes and suffixes, commonly used affixes, and base words with students. Students are ready for this content because they have reviewed affixes prior to this lesson.

 What do you know about them? What do you know about their readiness for this content? What misconceptions might students have about this content? Students should not have any misconceptions about this content because this lesson is a review to prior lessons.

Lesson Implementation Teaching Methods (What teaching method(s) will you use during this lesson? Examples include guided release, 5 Es, direct instruction, lecture, demonstration, partner word, etc.) Guided practice Small group

Step-by-Step Plan (What exactly do you plan to do in teaching this lesson? Be thorough. Act as if you needed a substitute to carry out the lesson for you.) Where applicable, be sure to address the following: What Higher Order Thinking

Time

Who is responsible (Teacher or Students)? Teacher

Each content area may require a different step-by-step format. Use whichever plan is appropriate for the content taught in this lesson. For example, in science, you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation). Review prior knowledge about affixes. Who can tell me what a prefix is? Responses should include: part added to front of word that can change meaning. What is a suffix? Responses should include: added to end of base word.

2 min

(H.O.T.) questions will you ask? How will materials be distributed? Who will work together in groups and how will you determine the grouping? How will students transition between activities? What will you as the teacher do? What will the students do? What student data will be collected during each phase? What are other adults in the room doing? How are they supporting students learning? What model of co-teaching are you using?

5 min

Teacher and students

Hand out most common prefixes graphic organizer. We have a list of the most commonly used prefixes. On the graphic organizer some parts are missing though. Some prefixes have the meaning, but not key words, some have key words and no meaning, and some are missing the prefix itself. So we need to use what they give us to fill in the blanks. Using the given columns teacher and students will fill in missing parts of organizer. Number one gives us the prefix anti-` and its meaning which is against. Lets brainstorm some words that use the prefix anti-. I can think of one now which is antifreeze. Can anyone think of any other words that use the prefix anti? Allow students time to discuss before moving on to the next prefix. Continue process with students until graphic organizer is complete.

5 min

Teacher and students

Now that we have completed the graphic organizer for the prefixes, we need to complete the suffixes. This week we worked with a suffix chart, so many of these youve already learned. Lets look at number one. The suffix is able and they give us an example which is comfortable. Does anyone remember what this suffix means or can use the meaning of the word comfort to determine its meaning? Students should respond that meaning is can be done Complete with each of the suffixes on the graphic organizer. Now that we have completed both organizers, we are going to use our knowledge of affixes and their meanings to help us infer the meaning of some unfamiliar words. Everyone will get an index card on it with a word. The words contain suffixes and/or prefixes. On the index card, I want you to underline the affixes. Then on the back we are going to write a sentence using the word. Teacher will model example for students. I have the word forewarned now if I dont know the meaning of this word, I can infer its meaning by looking for affixes and the base word. Does anyone see any affixes I can underline in this word? Students should identify fore- as the prefix and ed as the suffix. I know that the prefix fore- means before. So I can decode

2 min

Teacher

this word to say before and the base word which is warn. So I can infer the meaning of forewarned to mean before being warned. Now I can write a sentence using this word because I know its meaning. 6 min students Students will each be given an index card. The must underline the affixes and then determine the meaning of the word. On the back of their index card they will write a sentence using the word. If a student finishes before the end of the center they may turn in their index card and receive another.

What will you do if

a student struggles with the content? Teacher will provide student with assistance- help to break apart word, refer to affixes organizers to define meaning of word, or provide the student with a less difficult word. Teacher will recommend student to refer to a dictionary if they are still struggling with word definitions. This is an alternative strategy students are encouraged to use. a student masters the content quickly? Teacher will give student a more challenging word to infer the meaning of.

What will you do if

Meeting your students needs as people and as learners

If applicable, how does this lesson connect to the interests and cultural backgrounds of your students? N/A If applicable, how does this lesson connect to/reflect the local community? N/A How will you differentiate instruction for students who need additional challenge during this lesson (enrichment)?

Gifted students will be given more difficult words to infer the meaning of. How will you differentiate instruction for students who need additional language support? Teacher will read words aloud for student. Teacher will allow student to use a dictionary if needed. Teacher will provide additional examples of words using certain prefixes or suffixes if student needs more clarification. Accommodations (If needed) (What students need specific accommodation? List individual students (initials), and then explain the accommodation(s) you will implement for these unique learners.) Materials (What materials will you use? Why did you choose these materials? Include any resources you used. This can also include people!) N/A

20 copies of prefixes graphic organizer (see attachment) edited from Teaching Reading Sourcebook 20 copies of suffixes graphic organizer (see attachment) edited from Teaching Reading Sourcebook Index cards including words for students to define (see attached list of words)

List of words for index card activity: Misbehave Deform Deformation Nonsense Survivor Dampen Subway Retighten Deregulated Dangerous uncommon disappear Elevator Foreword Enable Substitute Likable Sensitive Talkative Antibiotic Subsoil Illegal Impolite impossible

Amber McBride EDE 4942-006 February 9, 2014 Observation with CT 1

Lesson Reflection For this small group lesson, one aspect that was implemented differently than I had planned was the timing of each step. When planning this lesson, I underestimated the amount of time it would take to complete the graphic organizers used for guided practice. When I came to realize that I would not have time to complete everything I had planned, I was forced to adjust my lesson slightly. Due to the fact that the class had completed a similar graphic organizer prior in the week and the one we were planning on doing as a group was being used as a review, I decided to select a few affixes from each graphic organizer to complete together for guided practice before allowing the students to work independently on the second activity. Although I do not feel this choice greatly affected my overall lesson or the students understanding of the topic, it did help me to get a better idea of the amount of time is necessary for different activities and how important it is that as teacher, we are able to be flexible and come up with an alternative option when we face situations such as this one. If I were to teach this same lesson again in small groups, I would separate it into two different center days. This would allow more time to fully complete each graphic organizer one day and the index card activity the next day. I would keep the two activities the same though because the students seemed to respond positively to both.

During this lesson, I was surprised at the amount of time it took to complete the graphic organizers. When planning, I had only allotted five minutes to each of the organizers due to the fact that they were used as a review for the students. While we were completing them in guided practice however, I realized some students needed more clarification and time than I had planned for. It was also surprising for me to see the differences between each group I worked with. Some groups were able to complete more than others during center time. One instance that comes to mind from this lesson was when one of the students was struggling to define the word he was given, even after identifying the prefix and base word. This allowed for me to implement one of the differentiations I had planned for, having the student refer to a dictionary. This worked well for my lesson because the standard refers to being flexible in which strategies the students use to define words, so I was able to use this particular students difficulty as a lesson for the whole group. Different aspects of this lesson can be connected back to my coursework. For example, this lesson was a small group lesson where the students were grouped based on their different needs and weaknesses in reading. It is always interesting for me when I am working with the reading center groups. I am able to see the range of student ability within the classroom. In addition, this lesson was language/reading based so I was able to connect what I have learned in my literacy courses. Students are encouraged to try and infer meanings of words through different strategies. This is what helps them to become proficient readers. Being able to decode and understand words will not only improve their comprehension, but also their fluency and increase their vocabulary. This lesson taught one strategy of using affixes and their meanings to infer the meaning of different words.

Lesson Analysis Based on my assessments, both formative and summative, I believe the students learned what was intended for them to learn in this lesson. For my formative assessments, the students were able to complete the assigned parts of the graphic organizers, knew the meaning of prefixes and suffixes, and knew the meanings of some of the more commonly used affixes. As for the summative assessment, all of the students correctly used at least one of their assigned words in a sentence and identified the affixes found in the word. The majority of the students were able to do this with multiple words, varying in difficulty, even though only one was required. I believe the guided practice was somewhat effective. Due to time management issues on my part, we were not able to complete the entire worksheets designated for guided practice. I believe what we did cover was effective because the students were able to use the strategy we used in completing part of the organizer to help them do it independently. I believe that the activities were effective as well. The students seemed to enjoy the index card activity and were challenged with some of the words. They applied their knowledge of prefixes and suffixes to infer the meanings of their words and formed sentences using them. As for the instructional materials, the graphic organizer was effective because the students were able to refer to it when trying to decode their word, but it would have been more effective if it were completed fully beforehand. For this lesson, no special accommodations were needed. One student had difficulty during the activity from the lesson. I believe this was due to the fact that he was given a very challenging word. However, for this lesson, students were able to use different strategies to decode their words if needed, so this student was told to reference a dictionary. This allowed him to meet the learning objective as well as the standard selected for the lesson. The group of students I worked with during this lesson were high functioning and gifted students so they all did well overall. Due to the fact that the

students were high functioning, I included many challenging words for them to decode. This gave them a challenge and increased their interest in the lesson. Based on what happened in this lesson, the next steps would be to teach the students more strategies for inferring the meaning of difficult words and decoding unfamiliar words. It was clear that the students did not know of other strategies to help them when we were doing this lesson because if they didnt know their word and the affixes did not help them, they were unsure what to do next. In order for them to become proficient readers they will need to be taught many different strategies.