Week 6

Assignment #1:

Short Lesson Plan:

5 minutes  Review the words that he didn't pronounce correctly. 

5 minutes  Explain the differences between though and through; most and must.

5 minutes  Find some other similar words for her to practice the pronunciation.

Assignment #2:

(a)   What you’ve learned about “reading fluency”?

“Reading fluency” means the ability to read aloud without hesitation and with good inflection. It requires students not only be able to decode, but also the speed of decoding and with comprehension. Fluency is not simply to read out a certain paragraph, more importantly it is about understanding of the text and connection with existed knowledge.

(b)   How you can apply “fluency assessment” in you classroom?

As it is learnt the last class, teachers can apply both formal and informal assessment to students. Students’ fluency assessment can be done with observing students reading for both pronunciation and comprehension. It can also be assessed with timed reading and compared their performance with published standards.

(c) How you will plan your “fluency instruction.”

   Prepare an appropriate text for students to learn and make a rubric for assessment. Make students try to read aloud and make an initial judgment for the later instruction. Provide a model fluent reading which students can catch the sense and imitate. Then they need to repeat reading and do some activities according to the text. Activities such as student-adult reading, choral reading, tape-assisted reading, partner reading, readers’ theatre can be applied into instruction.

Assignment #3:

Lesson Plan

Topic: Pronunciation of Initial Letter

Level: K-1

Objective:

Students will recognize the sound of the initial letter of a word.

Students will generalize the rules of pronunciation of single letter within context.

Students will learn to collaborate with each other to achieve goals.

Standards:

CCSS.ELA-Literacy.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-Literacy.L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

CCSS.ELA-Literacy.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

Materials and Preparation:

Prepare several flash cards and hide them somewhere in the classroom.

Print out a song for each student and leave every word’s initial letter blank.

Download the song on the computer.

Procedure:

1.      Have a brainstorm at the beginning of the class. Let the students think of words start with the same sound (For example: “b”, boy, book, box and ball). Ask them to repeat the sound of the initial letter. Try two more examples and help the students to get the idea.

2.      Do some related exercises. I say a word; then the students should say the letter and pronounce the first letter.

3.      Separate the class into two groups and ask them to find out all the flash cards and sort those cards according to the first letter. Each group will be required to read the words on the flash cards and point out the beginning letter with its pronunciation.

4.      Give out the worksheet, play the song and let the students filling the blanks. Play the song again and let them check their work. 

Assessment:

Students’ understanding of the beginning word will be assessed through their worksheet and their performance during the whole class.