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Integrated
Disciplines/Su
bjects:
English/Languag
e Arts
Time frame
for Lesson:
30 minutes
Objectives: During the lesson, students will work in small groups to create
words beginning in th using word family notecards.
Assessment: The teacher will collect papers each of the groups used to
brainstorm th words.
Materials: Spelling textbook (see references), one large sheet of paper for
each work group, one set of word family notecards for each work group,
pencils, students spelling notebooks
LESSON PROCEDURES
Anticipatory Set: Last week we looked at the consonant digraphs ch, sh,
and th and brainstormed some words with those sounds. A digraph is two
letters that make one sound. (The class will repeat digraph aloud.) Today,
we are going to review the th digraph. (The class will make the th sound
aloud.)
Input/Modeling/Guided Practice/Check for Understanding
Students will:
Participate aloud in anticipatory
set
language
Divide students into two
groups
Give each group a large piece
of paper with TH written at
the top
Explain that we will be
forming words that begin
with the consonant digraph
th
Give each group a set of
flashcards with word families
written on them
Instruct students to form
words beginning with th
using the flashcards and to
write them on their groups
sheet
Call upon students to share
words they formed
Write those words on the
overhead to keep track
Provide any words the
students may have missed
and add them to the running
list
Go over the completed list,
and then provide students
with words that contain th
in the middle or at the end of
the word
Closure: I will review the lesson with students by going back over the
definition of a digraph, reviewing the th digraph and the sound it makes, and
by discussing that a digraph does not necessarily have to be at the
beginning of a word.
Differentiation:
By providing students with word family notecards, I am scaffolding for
students who may not be able to brainstorm th beginning words
LESSON ANALYSIS
Content Knowledge:
This lesson aids in familiarizing students with a common consonant digraph.
The introduction of word families and digraphs allows students to recognize
patterns in phonics. Students will need to be proficient in using these skills
in order to advance their reading, writing, and spelling.
Teaching Methods/Strategies:
This lesson includes a mixture of small and whole group instruction. It is my
intention to have students work together collaboratively during the small
group component. I believe this will help students build knowledge of the
concept by allowing them the opportunity to discuss and experiment
alongside their peers. The whole group component involves my modeling of
more difficult concepts the th digraph in the middle and at the end of a
word. I will model this for the whole class as I have only one or two students
who would be able to do so independently.
REFLECTION
Most students performed this task with ease; however, there was a lot of
down time where not all students were participating. If I taught this lesson
again, I would most likely split students into smaller groups to minimize
down time.