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M5U1A1 - Rory Snyder
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M5U1A1 - Rory Snyder
STANDARD # 1
California State Standards
Reading Standards for Foundational Skills Grade 1:
Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
Why I chose this
This is helpful because...
- We are an English as a Second Language school
- My students are beginning to learn to read and need to understand punctuation
- We will be covering writing in the next few months where they will be required to use these skills
The BIG ideas
What they're learning
The standard requires the students to study the "distinguishing features of a sentence". It then follows up with examples like "first word, capitalization, ending punctuation". These are just a few of the basics we will be covering over our reading and writing unit in class. We will also be covering more complex punctuation such as commas and apostrophes, along with some of the parts of speech. The idea here is that they will be able to understand short paragraphs at the end of the unit.
The Skills
The only skill required by the standard is to "recognize" the features. They don't need to be able to apply it until later.
Skills
&
Strategies
The Strategies
When introducing each key feature we'll start with the gradual release of responsibility strategy. This will be followed with constant repetition in and out of class.
Activities
Activities
- In our Language Art's class I will explain the concept, followed by a group activity to recognize the key feature in a sentence on the board.
- Students will use take home worksheets to recognize a key feature as practice at home.
STANDARD # 2
California State Standards
Reading Standards for Foundational Skills Grade 1:
Know the spelling-sound correspondences for common consonant digraphs.
Why I chose This
This is helpful because...
- Our primary goal in the school is to promote speaking in English
- By introducing the new sounds I also introduce new vocabulary
- It expands the amount of material they're able to read
What they're learning
They'll be learning "spelling-sound correspondences for common consonant digraphs" meaning sounds like sh, ch, wh, th etc. They should be able to read these sounds, recognize them, then be able to pronounce them.
The BIG
Ideas
Skills
&
Strategies
The Skills
The standard is a bit vague with the word "know". We'll interpret this as being able to recognize and use the consonant digraphs in both reading and speaking. They will then be able to apply these sounds when learning new vocabulary in class.
The Strategies
A lecture style is used for the first few minutes to introduce the sound. This is follwed by a call back strategy with the group and then per individual so that I can hear them saying the digraph correctly. We then apply the sound to vocabulary words and practice reading the vocabulary in class. Constant call backs are used throughout the lesson in congruance with writing the words.
Activities
Activities
- In our Phonics class we introduce the digraphs then spend 40 minutes repeating the pronunciation and spelling of the digraph vocabulary. We use games to keep the interest up as we practice.
- On Mondays we have a spelling test that practices the digraphs learned the past week. The test is given verbally so they have to hear the sound, then be able to write it.
References
The California Common Core State Standards: English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects . (2013, March 13). Retrieved June 15, 2017, from http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf