Figure 1a.
KINDERGARTEN CODE-FOCUSED LESSON 2
Note: This lesson is designed for all students. Students who began with Lesson 1 will receive additional practice. Students with higher initial levels of phonics/decoding knowledge will encounter these activities for the first time.
Before the Lesson: • Use assessment data to choose a decodable book (for students who receive Lesson 1 first, the book will be the same book that they read during Lesson 1). • Identify letter sounds and irregular words students need to know to read the book. • Create or select existing flashcards to teach the letter-sounds and irregular words that students do not already know or may need to review. • Choose three decodable words from the book and write them on a whiteboard or piece of paper. Lesson Materials: letter-sound cards, list of decodable words, irregular word cards, and decodable books Phonics (2 minutes) Show one letter-sound card. Tell students the name and sound of the letter. Ask students the sound of the letter. Repeat until all letter-sounds have been taught. Mix all letter-sound cards together, then show one card and ask for the sound. Repeat until students have read each sound one or two times. Decoding (3 minutes) Show students the list of three decodable words from the book. For each word, instruct students to say each letter sound as you point, then read the whole word as you slide your finger under the word. Note: This decoding activity differs from the activity in Lesson 1 in that it does not include teacher modeling or student reading with the teacher. That said, if students make errors and need the teacher to step back and provide modeling and teacher-guided practice, that is fine/encouraged! Irregular Words (2 minutes) Show one irregular word card. Tell students the word (Note: You can point out any letter sounds in the word that your students already know). Ask students the word. Repeat until all irregular words have been taught. Mix all irregular word cards together, then show one card and ask for the word. Repeat until students have read each word one or two times. Book Reading (13 minutes) Give each student a book. Tell students the name of the book. Provide students with a comprehension purpose question.* Instruct students to point to each word as they read it. Monitor and provide support as students read each page. After reading, engage students in a discussion about the comprehension purpose question. Note: This book reading activity differs from the activity in Lesson 1 in that students are asked a comprehension purpose question before reading and discuss the question after reading. *See Figure 3 for more information about formulating a good comprehension purpose question. In the next set of example small-group differentiated lesson plans, upper-elementary- grade students receive instruction that is differentiated based on the degree to which students need support with code-focused or meaning-focused knowledge and skills. Lesson 1.1 is designed to provide a little extra practice for students with initially low levels of phonics/decoding knowledge but adequate levels of meaning-focused knowledge. Lesson 1.2 is designed to provide a little extra practice for students with initially low levels of meaning-focused knowledge but adequate levels of phonics/ decoding knowledge. Lesson 1.3 is designed to provide support for students who have difficulties in both meaning-focused and code-focused domains. Lesson 2 is designed for all students. In this way, students who may have difficulty reading grade-level texts without additional support receive the extra preparation they need to engage with grade-level texts. Students who have high levels of both meaning-focused knowledge
ALIGNING PRACTICE WITH RESEARCH TOPIC PAPER 18
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