Lesson Plans to Teach Decoding

LessonPlans to Teach Decoding

LessonPlans to Teach Decoding

TheLesson Plans

Lessonplan 1: Using reader manipulative and word sorts to teach Greek/Latinwords

ClientOrganization: Telephone:

MainContact: Fax:_

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VITAL INFORMATION

Subjects

Topics of study

The patterns of Greek/Latin words

Meaning of suffixes

Suffix modifications

Grade

Third grade

Students to combine suffixes, base words, and prefixes to make new words on their sheet. There will be some words that have both prefixes and suffixes.

Once all three groups are finished, I will pair up the groups with another group so they can compare their words.

If time allows, the students will complete the “Riddled with Suffixes” worksheet.

common prefixes and suffixes flashcards one more time and ask the class to tell me a word that has each prefix and suffix in it

STANDARDS AND DIFFERENTIATED INSTRUCTION

Standards

Varies by different Vocabulary

Modified to fit this specific unit, and used on a larger scale as review.

Differentiated instruction

Mix the words and present them randomly

EEI (ESSENTIAL ELEMENTS OF INSTRUCTION-LESSION PLAN ELEMENTS REQUIRED:

Objective

students to predict the meaning of words from different syllables, prefixes, suffixes, and roots

Anticipatory set

Ask the students if they can tell just from the name, what the organisms look like.

Teach Lesson/Model

Based on Crystal Ball Words

Guided practice

  1. The teacher then provides a word on board or overhead

  2. Each group needs to run through their cards to see if they have part of the word, and then find who has the other part(s) this may be within the same group or a different group, but once they find the parts of the word, they can flip over the card to figure out the definition of the word.

  3. With the first word or 2, lead students through the process by asking who has the first part, which has the 2nd, and then get them together to show the English.

Independent Practice

Choose texts that match children’s independent reading so that they can practice to be fluent in Greek/Latin words

Use a variety of texts to practice reading

Closure

Reflections and extensions- In the first and last few minutes of a short class

Evaluation assessment/rubrics

Regular assessment of fluency

Use repeated reading to develop fluency

MATERIALS AND RESOURCES

Instructional Materials (handouts)

Stamina charts

An example is attached, but more specific vocabulary for a unit should generally be used.

Cards can be laminated for permanence if desired

Resources

Prefix, suffix, and root-word cards with various word parts, to be spread about the classroom.

LessonPlan 2: Using reader manipulatives and word sorts to students aboutaffixes

ClientOrganization: Telephone:

MainContact: Fax:_

EmailAddress:

VITAL INFORMATION

Subjects

Topics of study

The patterns of Greek/Latin words

Meaning of suffixes

Suffix modifications

Grade

Third grade

Students to combine suffixes, base words, and prefixes to make new words on their sheet. There will be some words that have both prefixes and suffixes.

Once all three groups are finished, I will pair up the groups with another group so they can compare their words.

If time allows, the students will complete the “Riddled with Suffixes” worksheet.

common prefixes and suffixes flashcards one more time and ask the class to tell me a word that has each prefix and suffix in it

STANDARDS AND DIFFERENTIATED INSTRUCTION

Standards

Varies by different Vocabulary

Modified to fit this specific unit, and used on a larger scale as review.

Differentiated instruction

Mix the words and present them randomly

EEI (ESSENTIAL ELEMENTS OF INSTRUCTION-LESSION PLAN ELEMENTS REQUIRED:

Objective

students to predict the meaning of words from different syllables, prefixes, suffixes, and roots

Anticipatory set

Ask the students if they can tell just from the name, what the organisms look like.

Teach Lesson/Model

Based on Crystal Ball Words

Guided practice

  1. The teacher then provides a word on board or overhead

  2. Each group needs to run through their cards to see if they have part of the word, and then find who has the other part(s) this may be within the same group or a different group, but once they find the parts of the word, they can flip over the card to figure out the definition of the word.

  3. With the first word or 2, lead students through the process by asking who has the first part, which has the 2nd, and then get them together to show the English.

Independent Practice

Choose texts that match children’s independent reading so that they can practice to be fluent in Greek/Latin words

Use a variety of texts to practice reading

Closure

Reflections and extensions- In the first and last few minutes of a short class

Evaluation assessment/rubrics

Regular assessment of fluency

Use repeated reading to develop fluency

MATERIALS AND RESOURCES

Instructional Materials (handouts)

Stamina charts

An example is attached, but more specific vocabulary for a unit should generally be used.

Cards can be laminated for permanence if desired

Resources

Prefix, suffix, and root-word cards with various word parts, to be spread about the classroom.

LessonPlan 3: Using the reader manipulatives and word sort strategies toteach students about phonics

ClientOrganization: Telephone:

MainContact: Fax:_

EmailAddress:

VITAL INFORMATION

Subjects

Topics of study

The patterns of Greek/Latin words

Meaning of suffixes

Suffix modifications

Grade

Third grade

Students to combine suffixes, base words, and prefixes to make new words on their sheet. There will be some words that have both prefixes and suffixes.

Once all three groups are finished, I will pair up the groups with another group so they can compare their words.

If time allows, the students will complete the “Riddled with Suffixes” worksheet.

common prefixes and suffixes flashcards one more time and ask the class to tell me a word that has each prefix and suffix in it

STANDARDS AND DIFFERENTIATED INSTRUCTION

Standards

Varies by different Vocabulary

Modified to fit this specific unit, and used on a larger scale as review.

Differentiated instruction

Mix the words and present them randomly

EEI (ESSENTIAL ELEMENTS OF INSTRUCTION-LESSION PLAN ELEMENTS REQUIRED:

Objective

students to predict the meaning of words from different syllables, prefixes, suffixes, and roots

Anticipatory set

Ask the students if they can tell just from the name, what the organisms look like.

Teach Lesson/Model

Based on Crystal Ball Words

Guided practice

  1. The teacher then provides a word on board or overhead

  2. Each group needs to run through their cards to see if they have part of the word, and then find who has the other part(s) this may be within the same group or a different group, but once they find the parts of the word, they can flip over the card to figure out the definition of the word.

  3. With the first word or 2, lead students through the process by asking who has the first part, which has the 2nd, and then get them together to show the English.

Independent Practice

Choose texts that match children’s independent reading so that they can practice to be fluent in Greek/Latin words

Use a variety of texts to practice reading

Closure

Reflections and extensions- In the first and last few minutes of a short class

Evaluation assessment/rubrics

Regular assessment of fluency

Use repeated reading to develop fluency

MATERIALS AND RESOURCES

Instructional Materials (handouts)

Stamina charts

An example is attached, but more specific vocabulary for a unit should generally be used.

Cards can be laminated for permanence if desired

Resources

Prefix, suffix, and root-word cards with various word parts, to be spread about the classroom.

LessonPlan 4: Using reader manipulatives and word sort strategies to teachstudents about Syllabication

ClientOrganization: Telephone:

MainContact: Fax:_

EmailAddress:

VITAL INFORMATION

Subjects

Topics of study

Grade

STANDARDS AND DIFFERENTIATED INSTRUCTION

Standards

Differentiated instruction

EEI (ESSENTIAL ELEMENTS OF INSTRUCTION-LESSION PLAN ELEMENTS REQUIRED:

Objective

  • Teach students how to understand common prefixes and suffixes and their meanings.

  • Teach students how to make words using prefixes and suffixes.

  • Teach students how to understand that some words include both prefixes and suffixes.

Anticipatory set

Teach students that,

  1. prefix comes at the beginning of the word to give it a new meaning and

  2. Suffix comes at the end of the word to give it a new meaning.

Teach Lesson/Model

  • Have a chart on the overhead that looks can fill it in, while we complete it as a class on the board.

Guided practice

  • Show flashcards with the common prefixes and suffixes that we have covered

  • Ask the students to raise their hand if they can think of a word that has that prefix or suffix.

  • Ask the students what the meaning of the word is. I will review all the prefixes and suffixes that we have covered.

  • simultaneously saying the words aloud so that they can correctly

Independent Practice

Divide the students into groups.

Ask them to sort the flashcards into groups of prefixes, base words, and suffixes.

Each group has done this, it will then hand out a chart for the students

Closure

Evaluation assessment/rubrics

MATERIALS AND RESOURCES

Instructional Materials (handouts)

Resources

Thereare two pedagogical strategies that are essential in teachingGreek/Latin words, affixes, syllabication, and phonics. They include,using reading manipulatives and word sorts. A reading manipulative isstrategy in which hand-held pedagogical tools are employed to learnvarious aspects of language in a manner that is developmentallyappropriate, experiential, and hands-on (Biemiller&ampBoote, 2006).Word sorts seek to help students to process and remember the soundsof words so that they can attach a meaning to them. They can also usetheir fingers to sort out letters or syllables of different wordswhile simultaneously saying the words aloud so that they cancorrectly pronounce, spell, and write the words. Understanding avocabulary of words in a language is a vital component of languagelearning. Vocabulary understanding includes effective reading at theearly stages. Thus, using reading manipulatives and word sorts arethe best strategies to teach students to not only know how to readwords, but also know what they mean and pronounce them properlythrough syllabication, phonics, affixes, and teaching Greek/Latinwords.

Usingreading manipulatives to teach Greek/Latin words involves matchingprefix, suffix, and root-word cards to involve students in practicingmorphemic analysis. The teacher posts charts with affix rules whilestudents hold Venn diagram. They use the post charts and Viennadiagrams to compare and contrast the words with affixes and playgames with word parts. In each of the activities, students learn toask questions and also provide answers for questions posted by theinstructor about the parts of the words so that they can identify themeanings of the words. For Greek/Latin words, teachers use readingmanipulatives with Crystal Ball Words. Crystal Ball Words haveaffixes of Greek and Latin words (Graves, Juel, &amp Graves, 1998). Students study the meanings of each affix and the teacher helps themto attach them to specific prefixes. After learning about theaffixes and prefixes, students are allowed to brainstorm, ask andanswer questions about words that have similar prefixes, suffixes,and word roots. The exercise provides students with tools to predictthe meaning of words from different syllables. Other than acting as apedagogical aid for Greek/Latin words, syllabication, and affixes,reading manipulatives also aid in teaching phonics. Phonicsinstruction using reading manipulatives involves teaching by readingwhile stressing the letter-sound correspondences of words coupledwith their use and spelling. The primary focus of using readingmanipulatives in teaching phonics is helping students understand thelink between phonemes (sounds) and letter linkage (Hyland, 2003).Students also use them to understand spelling patterns andcorresponding letter-sound then apply the knowledge in readingexercises. The procedure for using phonics involves students writingletters using any of the manipulative models such as writing lettersor sorting realia by letter sounds or reading letter/sound blocks.Examples of words on a reading manipulative are shown below:

Sandpaper Puffy paint letters

Envelopesealers

Gelboards

Whiteboards

Awords sort is also a useful pedagogical tool in teaching languages.Word sort activities involve sensory synonyms and antonyms (Ganske,2008). For example, students start with a sense of beautiful wordsthrough which they learn different vocabulary forms. Word sortsprovide teachers and students with a repertoire of language learningpossibilities in which they have flexibility and choice over what tolearn. Students are asked to complete blind sort where theycategorize words with other partner words without looking at thewords. After displaying the key words for reference, one partnerreads the remaining words to the other, who in turn determines thespecific placement of the word. Word sort activities work well whenthere are contrasting sounds in the sort and when there are highlyvisual partners. Such as with open and closed syllables (for examplemeter and matter). The format of word sorts encourages students tothink about sound, as well as pattern. Groups of words can be storedin multiple ways, answer keys have labels that show the type of sortis, sorting by sound and pattern or sorting by pattern and meaning.In addition to emphasis on morphology, each of the word sortsprovides an opportunity to expand students’ vocabulary knowledgethrough discussion of the meanings of some less familiar words inGreek/Latin. Words that lend themselves to focused talk include thosewhose meanings are unknown to students. Others are words thatstudents may confuse with other words. The teacher also guidesstudents to create word webs develop riddles, and a generation ofsentences with words. Word sorts are also useful in teaching studentsabout affixes and word roots. They help students to familiarize withprefix meanings and uses of suffixes from which they obtain clues ofmany other thousands of Latin and Greek words. Teachers use themeanings of Latin Prefixes and the modifications that suffixes causeon parts of speech to teach a multiplicity of vocabulary. Finally,word sorts can help students to identify Greek/Latin roots that areused frequently in the English language with the objective ofbuilding a body of vocabulary from different parts of speech.

Mergingany two of the four lesson plans with can initiate a transition towriting for adolescent students. Teachers can use the merged lessonplans to instill a writing culture with a strong vocabularybackground and correct semantics. For instance, the lesson plan onusing reader manipulatives to teach Greek/Latin words and the onephonics could be merged to achieve such a goal. Greek/Latin wordsare basic to the English words hence, a student only needs to masterthe meanings of prefixes that originate from them and the role eachsuffix in modifying the meaning and use in speech and writing. Bymerging the lesson plan of the teaching Greek/Latin words usingreader manipulatives and the one for using word sorts to teachphonics, adolescent students will find it easier to link specificletter-correspondences that emanate from English words with a commonGreek/Latin prefix (King-Sears, 2009). An example of a way to createthe transition is to give adolescent students assignments on moviereviews where they listen carefully to the characters and write downwords that have Greek/Latin prefixes while paying attention theletter-sound correspondence. After the assignment, the nextassessment is to give them an opportunity to write a summary of themovie. The attention of the assessment is not to find out how thestudent mastered the themes of the movie, but how many words ofGreek/Latin prefixes they identified, the modifying suffixes on them,and letter-sound correspondence noted by students.

Inconclusion, students’ understanding of different vocabulary ofwords in language is a vital component of language learning andreading at early stages. The lesson plans guide the teaching andlearning process for each skill. However, merging any of the twolesson plans potentially provide multiple opportunities to understandwords better so that they become effective readers and writers.Although reader manipulatives and word sorts may not be the onlytools of language pedagogy, they have significant features in shapingthe ability of students to master the basic aspects of writing andspeech.Despite the lack of immediate results from readingmanipulatives, students can still succeed because the word sortdecoding and comprehension strategy can complement individualmilestones in language learning. Use of word sorts, on the otherhand, is a strategy through which the teacher uses distinguishableaspects of words and sound to enable students understand variousaspects of language. One way of using word sorts is though passages,poems, songs, and rhymes.

References

Biemiller,A., &ampBoote, C. (2006).An effective method for building meaningvocabulary in primary grades.Journal of Educational Psychology,98(1), 44.

Ganske,K. (2008). Mindful of words: Spelling and vocabulary explorations4-8. New York: Guilford Press.

Graves,M. F., Juel, C., &amp Graves, B. B. (1998). Teaching Reading in the21st Century. Order Processing, Allyn and Bacon, PO Box 11071, DesMoines, IA 50336-1071.

Hyland,K. (2003). Genre-based pedagogies: A social response to process.Journal of second language writing, 12(1), 17-29.

King-Sears,M. (2009). Universal design for learning: Technology and pedagogy.Learning Disability Quarterly, 199-201.