Group 1:  Raj, Amanda, Alanna and Kathy

Part 1-Raj                               Introduction

Focus of the lesson- Identify and count phonemes.

Children need phonemic awareness for it is an absolutely key element in learning word recognition. It is also important to learn to read because letters represent phonemes in words. A phoneme is the meaning of a letter the "mouth movement" signalled by the letter. To learn to read words, children need to understand spelling of a word--its letter sequence-- the pronunciation--its phoneme sequence. Thus, learning to read begins by "making friends with phonemes"--becoming comfortable and familiar with them. Informally, children develop this familiarity in conversations about books read aloud, especially alphabet books and books of nursery rhymes. Guiding and encouraging children's attempts to invent spelling also helps children make friends with phonemes. For they are attempting to write words the way they pronounce them. In the beginning teachers should place little emphasis on whether the word is spelled correctly. The purpose of invented spelling is to allow students to be creative with their mind and the sounds.

Children need to get a feel for each phoneme they will use in reading and spelling. Just as we do not expect children to learn to recognize all the letters at once, neither should we expect children to learn all the phonemes at once. Instead, we should spend time with each phoneme that students will need to read and spell words.

Make the phoneme memorable. After children have been introduced to a phoneme, they need to stretch it, examine it, and make meaningful connections to other things they know about. To get across the idea that a phoneme is the same "mouth movement" across many different words, have children learn alliterative tongue twisters,

Ask children to be scientists and figure out how they are making the sound with their mouths. They will need time to experiment and discover what their mouths are doing as they practice producing each phoneme. For example, how do we make /m/? When children learn that they must press their lips together and hum, they zero in on the key concept for deciding whether /m/ is found in summer or winter. As they say the words slowly, they will press their lips together and hum when they say summer, but not when they say winter.

Phonemic Awareness is the ability to manipulate speech sounds, through blending and segmenting. For example, take the word cat and break it down into C-A-T or take the sounds C-A-T and make the word cat. There are many activities that teachers can use to expose children to phonemic awareness, especially through song and play to hear individual sounds.

Prescribed Learning Outcomes 

                        How letter sounds make words.

                        Predict unknown words by using picture clues.

                        Working together

                        Interact with others.

Teacher Preparation: We have been working with phonemes through songs and Elkonin boxes and are now introducing another way to practice using phonemes. Since kindergartens are not capable of sitting for a long time, this lesson would normally be broken up over several lessons. This lesson requires the use of phoneme cards and a board created by the teacher and decorated by the students.

Part 2 

Lesson:  Part One (Amanda)

Hook- Teaching a song and play a singing game (This song is activating prior knowledge as we have already worked with phonemes)

Materials:

- Written on chart paper:

If you think you know this word, shout it out!

                        If you think you know this word, shout it out!

                        If you think you know this word, tell me what you’ve heard,

                        If you think you know this word, shout it out!

Procedure:

Introduce activity – We will be singing a song and teacher will segment words and students will have to blend them together and identify the word.

Activity – Sing song once through and call out segmented words for students to identify.

Lesson:  Part Two (Alanna)

Materials:

Procedure:

Follow up activity

-divide kids up into twos

-give each group a board and one game piece

-play game together as a class

Part 4 – Kathy                                

Our group wanted to plan a lesson for young learners. This lesson is one of many that occur in Kindergarten to help nurture phonemic awareness. Phonemic awareness is the development of sensitivity to sound (being able to hear individual sounds in a word). This skill needs to be successfully developed in Kindergarten so that the child will be well prepared to learn word recognition in Grade 1.

Theory behind the lesson

This lesson would be used once most of the children had familiarity with letters (many children would already write, recognize and name some letters and sounds).

We use song and play in this lesson to encourage further development of phonemic awareness.

The many levels within this lesson

Multiple Intelligences (Howard Gardner):

In addition, the teacher has (hopefully) developed a safe community within the classroom where children can feel accepted. When the teacher uses enthusiasm (using her voice, eye connection, facial expressions, gestures and energy level) along with lots of variety in activities, there should be a high level of motivation to learn and participate among the children.

How this lesson supports struggling readers

This lesson exposes all learners to further opportunities to develop phonemic awareness.

Why this lesson is successful

Extension ideas

The game we used in this lesson can be used in different ways.

Group 2:  Sue, Rhonda and Corrie

Reading Lesson Plan

The Lion, the Witch and the Wardrobe

By C.S. Lewis

Sue’s Part:

Unit:  Novel Study

Grade Level:  5

Introduction:  This is my group for our reading presentation.  Rhonda, Corrie, and I are going to present a reading lesson on The Lion, The Witch, and the Wardrobe.  

Most or all of you have read the book or seen the movie at one time or another so, for the sake of time, we will provide you with a summary of the book. 

Purpose:  To utilize a readers theatre to promote practice through repeated reading, to assist students to become more fluent readers and to facilitate word recognition and comprehension.  Through this assignment, students will continue to work on their comprehension, vocabulary words, to further their sight words vocabulary as well as investigate other words that they find unfamiliar.  

Rationale:  Readers theatre presents a story with dimensions to the students, facilitating different learning styles.  Reading a story allows for  expression to be presented that can make the words more meaningful to the students.

PLO

Students will be able to:

Physical Arrangement of Room

The classroom desks would be moved, clearing space for the students to have their chairs in a horseshoe shape arrangement.  The students presenting the story face the class and have an open space between them.  

Material needed

Chart paper or blackboard

Felt pens or chart

The Lion, the Witch and the Wardrobe novels

graphic organizer – web

scripts the teacher has written based on “The Lion, the Witch and the Wardrobe”

name tags for each character in the novel

chairs

Before the Lesson

Students will have read the novel.  Then, they will participate in a discussion about Narnia, the setting of The Lion, the Witch and the Wardrobe.  What information the recall from reading the book initially.  

The teacher creates a graphic organizer on chart paper or on the blackboard, leaving it up in the classroom for the students to refer to at a later time.  Students will receive a graphic organizer from the teacher.  Working in pairs, students will access their prior knowledge to write all the information that they are able to recall about Narnia. 

The novel will be divided between the students in order to enable all students to participate.  The teacher will introduce the concept of a readers theatre The teacher will emphasize the need to read with expression.  Readers will change characters half way through a chapter so that all students have an opportunity to participate.  The teacher will assign parts to facilitate success for struggling readers. 

Students will be given practice time prior to presentation in order to ensure they have  an understanding of all the words. 

During the Lesson

Students will follow the story with their own copy of the script.   Students, working in pairs, will receive a 4 quadrants worksheet.  These students are required to fill out two of the four quadrants during the readers theatre.  The four quadrants will consist of

            1.  Draw a picture of your understanding of what happens in the

plot of the story.

2.  What are some of the key words or series of phrases in the chapter.

3.  Any questions the students may have about what is happening.

4.  That connections are you making with the story.

Rhonda's part:

1. Choose students for readers’ theatre. Have them put on their nametags.
2. Hand out the scripts for chapters 7 & 8 of "The Lion, the Witch and the Wardrobe."
3. Explain the setting: All four children have entered Narnia and found Mr. Tumnus’s cave in shambles and the faun is not there. A piece of paper, nailed through the carpet to the floor, explains that he has been arrested and awaiting trial on a charge of high treason for harboring spies and fraternizing with Humans. The children decide to try and find Mr. Tumnus and help him. Unsure of where he is imprisoned, they follow a robin that seems to be showing them where to go. After walking through the trees for about half an hour, the robin flies away, leaving the children unsure of what to do next.
4. Have the students take their papers on which they have written their webs. Demonstrate how to fold the paper into 4 sections. Ask them to do the same.
5. Explain that they will be filling in 2 of the sections with a picture, important words, questions or personal connection. They will listen to the readers’ theatre and decide which of the choices they will use.
6. Write the choices on the board and ask if there are any questions.
7. Bring the readers to the front of the class and begin reading.
8. After the reading, give the students time to complete their task. Inform the readers that they may use this time to write something in their boxes.
9. Have the students share their work with a partner.

The Lion, the Witch and the Wardrobe -- Chapters 7 & 8

(Characters: Narrator, Peter, Susan, Edmund, Lucy, Mr. Beaver, Mrs. Beaver)

Mr. Beaver: The quickest way you can help him is by going to meet Aslan. Once he’s with us, then we can begin doing things. Not that we don’t need you too, for that’s another of the old rhymes:

When Adam’s flesh and Adam’s bone

Sits at Cair Paravel in throne

The evil time will be over and done.

Mr. Beaver: You’re right, Mrs. Beaver, we must get away from here. There’s not a moment to lose.

Corrie’s part:  Second Half of the Lesson

1)      Using Reader’s Theatre to examine plot and storyline for part of the final chapter of the book.

2)      Assessing a reader’s understanding of plot and other elements of story using Quadrants of Thought strategy.

3)      Continuing to emphasize that good readers choose strategies that they think can be effective.  But if that reader finds that the strategy is ineffective, they should feel able to choose a different strategy.

4)      Concluding points:

A)     Focus on the Professors final comment by getting students to make a prediction about how he knows so much about the situation the children are in.

B)     The story has come full circle as the characters are physically at the exact same point they were in the beginning.

Wind Up

1)      Development of the lesson

A)    Started with setting in the first chapter and then worked towards plot information in the latter two section covered in class.

B)     Presentation was designed to give a beginning, a middle, and an end.

2)      Multilevel

A)    Quadrants of thought strategy allow the reader to choose to record in at least 2 boxes.  For those students that want more of a multilevel challenge, they are allowed to work on more than 2 boxes as long as they create quality work in each box.

B)     Allows students to explore multiple ways of reporting the same idea.

C)     Presenting in a Reader’s Theatre format and Quadrants of thought, takes in to account multiple intelligences of the classroom.

3)      Support Struggling Readers

A)    Teacher is the one choosing roles for students.  The teacher can assign struggling readers a less text role and place them in a group that can adequately support them.

B)     Reader’s Theatre has students reading aloud the key parts of the story so that those who had difficulty reading can actually hear it being told.

C)     Working in groups to perform a scene often requires a rehearsal.  Readers will get to practice the passage a few times and then be more ready for reading in front of the class.  Also, as already partly mentioned, while in these rehearsals the more capable readers can support those that need support.

D)     

Theory and Value for Grade 5

            Allows students to have fun while taking on the role of character’s in the novel.  This requires greater action on the part of the students and likely more engagement with the material.   Students while taking on a character’s role, are likely to become more closely connected with that same character.  By generating these personal connections the reader of the part may feel the same emotions as the character or come to understand that character.

            When using the quadrants of thought, students are challenged to think about the strategies they use.  Furthermore, they need to consider which ones will work better in a particular situation.  This emphasizes for all students that reading is not simply a matter of being able to go through the text, it is also a way in which they can generate greater understanding for themselves.     

Sue’s part:  After the lesson

At the completion of the novel, students will participate in a writing activity relating to the story.  Students will create their own missing person’s ad for Mr. Tumnus who has disappeared.  This ad should include details from the story elements in the book:

·       Mr. Tumnus’ description

·       Where he was last seen

·       What the weather was like when he disappeared

·       Who to contact with information with a make believe phone number. 

 The missing persons ad will act as an extension to the novel as the students will then have to illustrate the ad with a picture of Mr. Tumnus. 

Extension

Students will be required to look up the unfamiliar words in the dictionary.  The class will be divided into groups and each group will be responsible for finding the correct word in the dictionary, it’s page, as well as the book definition.  Students will then be required to create their own meaning of the word. 

To complete this unit, the students will be able to watch the DVD of the novel at the school. 

References:

DreamYard. Retrieved July 6, 2006, from The Lion, The Witch and The Wardrobe:

Literature and Theatre Web site: http://www.dreamyard.com/

Group 3:  Ryan, Donna and Morgan

Ryan’s part:

Introduction

What is the focus of the lesson?  What students will learn/get out of the lesson?

This lesson is taking place in June when the Grade 7 class is preparing for graduation to high school. We have been talking about how each student should be looking at directions and new beginnings and what that means to them and how to use this knowledge.

Used as both Language Arts and Personal Planning curriculum areas, this lesson should re-enforce the concept of taking charge of one’s own actions and direction.

This lesson is based on Dr. Seuss’ book “Oh, The Places you will Go”

Our focus/theme is to give advice in rhyme for proceeding in life; weather fear, loneliness and confusion and being in charge of your actions.  We want students to begin thinking about moving forward and what choices they will be making.

We‘ve chosen a number of strategies for this book: Wordo, word pull, class discussions, readers’ theatre, and poem writing.  These strategies could be stretched into a weeks worth of lessons.  So we’ve packed a lot of fun extension ideas into our presentation.

Donna’s part:

Dr. Seuss:  Oh, the Places you’ll go! 

Lesson Plan:

·                  Prior Knowledge: This lesson is taking place in June when the Grade 7 class is preparing for graduation to high school. We have been talking about how each student should be looking at directions and new beginnings and what that means to them and how to use this knowledge.

·                  Key Concept:  Used as both Language Arts and Personal Planning curriculum areas, this lesson should re-enforce the concept of taking charge of one’s own actions and direction.

·                  Prescribed Learning Outcomes:

Personal Planning:

1)     Practise responsible decision-making.

2)     Assess their progress in meeting their personal educational can career goals.

3)     Take the steps necessary to carry out their plans.

Language Arts:

          1) Use appropriate strategies for reading, listening. And viewing according to their purpose. The nature of the works, and the difficulty of the text.

          2) Use their knowledge of word parts, foreign derivations, prefixes and suffixes to understand and pronounce new vocabulary.

           3) Demonstrate understanding of the main ideas or events in novels, stories, poetry, other print material and electronic media.

           4) Develop personal responses and offer reasons for and examples of their judgments, feelings or opinions.

          5) Create a variety of written and oral communications to record their views, opinions, values and beliefs.

·                  Objective:  Students will:

1)     Think about their direction in the future.

2)     Interpret the context of a story by Dr. Seuss “Oh, The Places You’ll Go!”

3)     Interpret the context of a poem by Donna Masse “Words, Words, Words.”

4) Discuss/brainstorm ideas of what graduation means.

·                  Adaptations for Differential Learning:

For ESL and IEP students the teacher could have these students buddy up with a partner that can help them understand some of these very new words that are used in the Dr. Seuss book.  For example ‘winningest’ is not in our English language but in the Dr. Seuss context it is applicable. This needs to be discussed with ESL students in particular.  For extra re-enforcement of word recognition, perhaps the teacher could give this list of words ahead of time to the resource teacher so they could go over them with these students prior to this lesson. If a resource teacher is not available then the teacher could give these words out to the students the day before to study for homework prior to the lesson. This adaptation is very successful for reading fluency.

·                  Materials:

1)     Book: Seuss, D. Oh, the Places You’ll Go! Toronto: Random

          House of Canada Limited, 1990.  ISBN 0-679-80527-3

2.  Wordo Card Games

3.    List of selected words to use for Wordo on overhead

4.     Poem “Words, Words, Words,” on overhead

Instruction:

Hook:      

(A)  Wordo:   A new word game! Who has played Bingo before? The object of the game is the same. I will call out words from a list and if you have that word you will cover it up with a marker. A twist, for some words I might say the definition, synonym, or a sentence with the word missing. So listen carefully!  The first person to say Wordo! Wins!

Here is the list of words on the overhead.  I will hand out the Wordo sheet. From the list of words you are to choose twenty-four of them. One word per box in random order. Everyone’s card should look different.  

 (Show on overhead for example)

After the clean up, leave Wordo sheets in your Language Arts books.

We just used a lot of words some new, some old. Listen to the following words.  What do you hear?  (Read the Poem)

(B) Poem:

Read without introduction: Class listens first.

                   Words, Words, Words,

                   Wonderful Witty Words,

                   Which Way to go,

                   When Where to know,

                         Why Wisdom is not absurd!

 After reading the poem through twice, put up on the overhead for class to view.  

 Ask: The class to read it aloud together. Speaking

After the class has read it out loud ask them to take 2 minutes and write down what they think this poem is about. Quick write.

Brainstorm about what the class thinks this poem speaks about.

                       -What is happening for them at the end of this month (Graduation, moving on, making choices, in charge of own actions, what each student is doing…)?

1.     Alliteration- Augments the study of the alphabet

2.     Study of poem structures

3.     Repeated Readings of poem – increases prior knowledge, vocabulary, comprehension, increases fluency, decoding.

4.     Rime study

5.     Predicting

6.     Accessing prior knowledge

7.     Phonemic Awareness- sound matching-comparing rimes in words

After brainstorming about the poem and what it means for the students move on to the next phase of reading the book out loud.

·                            Hook:

Does the poem remind you of any particular authors work that you might have heard before. HINT: think back to the Wordo game words. The words that we used in Wordo are all found in this book.

The author’s last name rhymes with moose, loose, deuce, goose, juice, noose.  (Rimes)

Write on the board, to show that they are spelled differently and yet sound alike.  Same family of (rimes).

After the title of the book and author is introduced ask:  What does this title say to you? Does it sound like a theme with the poem we talked about? What sounds familiar to you?

·        Read the book out loud. 

·                                     Assessment:

                 Informal assessment: During Wordo, the teacher is assessing that each student is participating. One way to do this is have volunteers come up and read out the words until a Wordo is called. This way, the student gains reading and speaking the words for fluency practise while the teacher is walking around the room observing the students who are reading and listening for fluency practise.

List of   Wordo Words:

1. congratulations
2. decide
3. not-so-good
4. straight
5. opener
6. brainy
7. footsy
8. stew
9. places
10. oh
11. fliers
12. soar
13. go
14. lead
15. lag
16. hang-ups
17. lurch
18. un-slumping
19. mind-maker-upper
20. confused
21. waiting-place
22. flip-flop
23. winningest
24. hither
25. yon
26. foul
27. prowl
28. problems
29.  tact
30. dexterous
31. you’ll
32. deft
33. succeed
34. guaranteed
35. bands
36. famous
37. wiggled
38. slump
39. unpleasant
40. lead

Words, Words, Words,

Wonderful Witty Words,

Which Way to go,

When Where to know,

Why Wisdom is not absurd!

by: Donna

Morgan's part: 

During Phase:

            After the reading of the book by the teacher, students will be divided into groups of 2 to 3 students aiming to match up weaker students with stronger students.

 Once in groups, teacher will hand out photocopied sections of the book (numbered in order) to the groups. From these photocopied sections students will have two tasks to complete.

   1) Word Pull: students will complete a chart finding from their text all the words that are compound words, prefix and suffix words, and rhyming words.

   2) At the completion of the word pull students will practice reading their section for a Reader's Theater presentation. Students are to use actions to demonstrate words and voice modulation that suits the context of the given section. The individual groups may choose to read together, divide up lines, or a combination of both.

 Students are allowed approximately 10 - 15 minutes to rehearse their section.

 When they are ready, the group comes together in a circle ordered by the number of their given section. As their turn comes, group steps forward to perform then steps back at the end allowing the next group to move forward.

 Everyone is applauded for their effort!

"After" or wind up activities:

When the reader’s theater is complete students should return to their seats.

Teacher reminds them of their big accomplishment of completing elementary school (grade 7) and poses the question "Where do you go now?" The answer is high school but allow for the students to think beyond this. What direction might they take once they are there? What fears do they have? What are they excited about? What motivation do they have to succeed?

 Their final task is to create a poem or short story in the style of Dr. Seuss about the places they’d like to go to. They must use 5 to 10 of the words from our temporary word wall (used in Word-O) and their poem must rhyme. They may have some "creative words"(as long as they are used in a rhyming context).

 Poems should be drafted, made into good copy and can be illustrated. After drafts are made, the editing process begins with student swaps. Each student pairs up (with the partner they had for Readers Theater), reads and with a red pen does the first corrections. After the students give their partners the papers back and corrections are made.

 Before handing in their good copy, students will choose their favorite passage from their creation to share with the class.

 If that is too intimidating, the students can hand in copies with no name, the copies will be handed out and read, other students will read their favorite passage from the anonymous author.

Rational for choosing these strategies:

 Word Pull: This strategy was chosen because it helps students with their vocabulary and word power. Students can learn about root words, word derivation, and spelling. This supports the struggling readers because it helps with fundamentals of words.

 Readers Theater: An excellent method of repeated reading, Readers Theater allows the student to be creative and have fun while practicing reading fluency. By making the reading theatrical, the students have to practice reading fluently, clearly, and with intonation in their voice to make the reading interesting. Part of the Readers Theater is the action phonics. Words and the sounds that start the word are remembered by actions associated with the sound. This may be a little redundant for most grade sevens, but for readers who are severely struggling, this is a good technique to help them remember sounds of words. The strategy of dividing the book allows all students to participate and have their voice heard. They can't hide, but there is a strong reader in the group so that the weaker student can be supported. Having partnerships reading smaller sections allows all the students to take turns in enjoying the dramatization of the story.

 Class discussion: reviewing what they have read and making connections of to their life helps to make the book more meaningful and leave a lasting impression. This process will also help the students draw further on their prior knowledge to assist them in the next phase of the lesson.

 Poem writing: Using words from the word wall and the style of writing that was read in the book, students will activate their learnt knowledge to write their pieces. Editing skills, looking and reading a partner's work helps the students recognize misspelled words and grammatical errors. When the students switch back, the writing of the good copy aids students in finding correct spellings, possible related words, and proper sentence structures.  Reading selections: allows the students to again practice their fluency and show off the work that they should be proud of.

Ryan’s part: 

Rationale

Why is this important to teach students?  Why we chose the strategies that we chose.

Why did we teach this?

We wanted to present a variety of teaching strategies and activities that you can do with your students in a meaningful, fun and interactive way.  

This lesson provides students with opportunities for listening, speaking, reading, writing, viewing and visually representing.

It is also important for students to think about where they are headed, making responsible decisions and taking the appropriate steps to achieve their goal.

We chose to use Dr. Seuss’ book because it’s fun to read, it really emphasizes the idea of taking charge of your own actions and direction, and it is full of numerous reading strategies like the ones we went through today like accessing prior knowledge, re-reading, fluency building, rime, playing with language, oral reading and the list could go on.

Does this lesson support Struggling Readers?

Of course!  This lesson is great for struggling readers.  Each activity allows them to use background knowledge, work with others (which builds up confidence) and in readers’ theatre they can re-read and practice their lines before they present which also gains confidence, fluency and understanding.

How is it Successful?

This lesson or lessons allow students to be successful because everyone has the opportunity to participate, speak their voice, and work in groups toward a common goal, its fun and meaningful.  It is also important to have created a positive classroom environment so that no one is put down.

What kind of assessment would you use?

Ongoing Assessment

Oral Presentations

Work Samples

bite, nip, slurp, tasted, chomp, walloping bite, choke down, lick, polish it off, nibble,

GROUP FIVE: LILLIANA, KATHRYN AND AGNES                          

Tongue Twisters for Fluency and Phonemic Awareness

Reading Lesson Presentation

INTRODUCTION

Presenter:  Lilliana

The presented lesson is specific to grade 3.  Some of the activities are above the expectations of an authentic grade 3 class, for example, a grade 3 class would work with 4 – 5 phonemes in the tongue twister/alliteration but we will be working with more phonemes.  According to the grade 3 Reading Performance Standards, students are expected to “read with support, becoming increasingly fluent and independent”.  The purpose of this lesson is to build on phonemic awareness to improve fluency when reading, working towards students meeting the fluency expectations of the Reading Performance Standards.

Sound repetition activities help children begin working toward full segmentation by isolating the first sound in a word – phonemes.  Once students are able to identify letter sounds and when those sounds and letters are put together they make words – phonemic awareness, they will read more fluently without any distractions, thus get better comprehension.  Fluency is important because it keeps the reader interested and understanding what is being read.  As it states in our textbook, “Fluency is a bridge between word identification and comprehension.” (pg. 56). 

We will be using Margaret Atwood’s “Princess Prunella and the Purple Peanut”.  This story includes a wealth of alliteration, thus repetition, which will aid in building phonemic awareness.   Tongue twisters, also known as alliteration, help to develop phonemic awareness because they bring attention to the initial consonant sounds.  When the first letter of each word in a phrase looks and sounds the same, the brain recognizes the pattern and it links the phonics with the phonemic awareness.  In this lesson, the grade 3 students would have already been introduced to alliteration, so they understand what alliteration is, what it looks like and how it works.   Although this has already been introduced, we recommend the following lesson be done in at least two lessons (more depending how in depth you want to take it). 

The teacher will prepare the lesson by reading and rereading “Princess Prunella and the Purple Peanut”.  We recommend the teacher practices aloud as that many tongue twisters can “twist your tongues”.  The teacher will then select a segment from the book that contains a fair amount of alliteration (such as page 2).  S/he will put this selected section on chart paper or overhead so the students can follow along, then choral read the selected reading.  The selected phrases will be broken up into smaller sections, with some words omitted to ensure more fluency and have the alliterations stand out more.  The teacher will prepare “performance” cards describing various ways to perform the given phrase (for example grumpy, sleepy, happy, etc.).  Students will perform their parts in the style chose.

Materials Needed:

q      “Princess Prunella and the Purple Peanut” by Margaret Atwood

q      Selected text from the story on overhead or chart paper

q      Tongue twisters from the story cut into strips for groups to perform

q      Performance card with various emotions

Tongue Twisters for Fluency and Phonemic Awareness

Lesson Plan

Presenter: Kathryn

1. Authors: Kathryn, Lilliana, & Agnes

2. Curriculum Area(s): Language Arts

3. Grade Level: Three

4. Time Required: 80 minutes

5. Instructional Grouping: Heterogeneous (mixed ability class)

6. Overview:

Prescribed Learning Outcome(s): Students will read with support, becoming increasingly fluent and independent.

7. Materials: Book – Princess Prunella and the Purple Peanut, by Margaret Atwood; chart paper & felts; overhead of selected text from story; tongue twisters from story cut out for group work (or other tongue twisters of your own choice); tongue twister “performance” chart, criteria for group presentations, group evaluations.

8. As a result of this lesson students should:

a)    know… and understand the concepts of alliteration and tongue twisters.

b)    understand…that effort and practice can positively impact reading fluency.

c)    be able to…recite a selected tongue twister fluently.

Pre-Assessment: Students who demonstrate prior knowledge on alliteration and tongue twisters, may be assessed for interest.

9. Steps in Lesson: (Previous introduction of alliteration is assumed)

·       Anticipatory Set – Teacher reads, Princess Prunella and the Purple Peanut. (10-15 minutes).

·       Teacher asks children what they noticed about the authors writing. You are looking for answers like: “all the words begin with P”…. “they all sound similar”… “the author is using alliteration”…”the beginning sounds are the same”.

·       Discuss/review the meaning of alliteration (write on board/chart paper). Explain that when authors use alliteration in sentences it is often referred to as a tongue twister. Ask students if they can think of any other tongue twisters they have heard or read.

·       Place a pre-selected page from the story on the overhead. Explain that, as a class, you will be choral reading the page together. Teacher models the reading first. Emphasize that students should pay attention to how their mouths form the initial consonant “P”.  Ask class how/what their mouths are doing as they form the letter. Ask students to really emphasize the p in each word as they read with you. Read the page together, with teacher tracking each word.  Read again, this time asking students to separate the P in each word (P -rincess P -runella …).

·       Hand out tongue twisters and have students practice reading in partners. Have them practice each tongue twister at least 4 times. Encourage them to experiment separating the initial consonant in different ways– i.e.: ppp princess ppp Prunella and the ppp purple ppp peanut… (If classroom tape recorders are available, pairs could tape themselves to listen and evaluate their performance, making necessary changes as they practice).

·       After students have had an opportunity to practice in pairs, put students into groups of 4. Give each group one tongue twister to practice together.   Again, have them practice the tongue twister at least 4 times together. Circulate and emphasize unison, word emphasis, enunciation, etc. Emphasize that groups should try to focus on building their speed this time, without compromising enunciation or unison.

·       Ask each group to pick a mode of presentation for their tongue twister (happy, opera, angry, etc.). Groups practice their tongue twister this time, incorporating this new creative twist. Discuss criteria with the class.

·       Groups perform for the rest of the class.

·       Lesson Closure: Have students write their own tongue twisters.

Assessment:

Extension Activities:

For Practice:

“Pussycats are perverse, piddling, pointy-pawed, pie-faced pudding-brains.”

Cut into Strips:

Princess Prunella was proud, prissy and pretty, and unhappily very spoiled. 

She would never pick up her playthings, plump her pillows, or put away her pens, pencils and puzzles 

Instead, after her breakfast of prunes and porridge, and her pineapple and passion-fruit punch, …

she would parade around …, in puffy petticoats … pink sequins, a peculiar pilly polo-necked pullover, a pair of pale purple pumps… and a pinafore printed with pansies and petunias, slurping peppermints and peering … in a pocket mirror

Tongue Twisters

(Use alliterative tongue twisters like these to introduce phonemes to children)

Conclusion

Presenter:  Agnes

Goal:  is to build reading fluency for children in Grade 3.

Textbook: Princess Prunella and the Purple Peanut.

Strategies: increase reading fluency by using:

into the same place

(Note:  Not all strategies were presented)

Teacher reads the story aloud so all students see the text and points to each word

-this models to the students how alliteration and tongue twisters are read

-shows students where and how to pause and when to raise or lower their voice

              Princess Prunella/ was proud, prissy /and pretty.         

·        Choral reading - the class reads the page in unison which increases fluency because the repetitious style invites students to join in.  Also there is less pressure because everyone is reading together and no one is singled out.

·        Partner Reading - this fun, multilevel format is done in pairs such as a strong reader with a less fluent partner to help with word recognition, provide feedback and encouragement.

·        Tape-assisted reading - children do repeated readings accompanying the model or recorded voice.  This helps students become fluent in a passage of reading by repeating it several times.

·        Group presentation - students use a mode or feeling of expression to emphasize phonemic awareness and to communicate fluently the intonations of different emotions.

Rational:

·       cultivate fluent reading so that their voice can make sense of the text

·       build phonemic awareness so children learn to read smoothly with expression.

·       increase children’s knowledge of the world, their vocabulary, their familiarity with written language and their interest in reading.

·       develop reading fluency by providing students with the opportunity to read the same passage orally several times.

·       encourage children to get a feel for each phoneme to increase their fluency in reading

Multi-levelled:

It appeals to a variety of students because it is:

·       Teacher-guided whole group - teacher and students chorally read and participate as they are able

·       Teacher-guided small group - children chose a feeling to express a phrase in small groups

·       Partnerships - where children support and read to each other and practice enunciation

·       Independent (self-guided) - children can read independently as they listen to a recorded voice

·       Direct Instruction - for readers who are struggling such as ESL or LD students or they can participate as they are able in any or all of the multi-levelled groups.

Value:

·       In doing this lesson for this grade level is:

·       to develop opportunities to practice reading with a high degree of success

·       to orally practice rereading reasonably easy text using familiar words that can be easily decoded

·       to practice fluency that contains rhythm, rhyme and meaning

·       to make fluency practice easy, fun and rewarding

·       to identify the different kinds of word recognition problems students may have

·       to determine the effectiveness of the teacher’s instruction and to set instructional goals

·       to motivate students to increase their fluency skills

·       to be able to identify phonemes and encourage children’s attempt to invent spelling

·       the idea that a phoneme is the same “mouth movement” for many different words, so children can learn alliterative tongue twisters.

·       to compose alliterations and write them down with invented spelling

Alison’s part:

Tog The Dog

Before:

Prior Knowledge: