Clarice Horn
A Learning Process of Teaching
These are previews of Lesson Plans created by myself.
These lessons were created for a class and are based on different ability levels of young readers: emergent literacy, beginning reading, growing independence and fluency, and reading to learn. They are created using scientifically proven methods of teaching reading to young children but they are also original lesson plans with different takes on common lessons. Full lessons are available by clicking the type of lesson within each box.
These lessons are important artifacts on display because they show an understanding of the creation of a lesson plan and specific ways to teach an idea.
Pictures on this page are stock pictures from Wix.com
Gulping Gallons of G’s
Emergent Literacy Lesson Plan
By Clarice Smith
Rationale:
Children will learn to identify /g/ in spoken and written language, represented by the phoneme G. To begin, they will learn a meaningful representation using /g/ as a gulping sound and the gesture of holding a drink up to their mouths and gulping. In order to practice written and spoken phoneme awareness, there will be oral practice of finding /g/ in words and phonetic cue reading cards. Finally, there will be an assessment to assess their understanding of the phoneme /g/.
Icky Sticky Bubblegum
Beginning Reading Lesson Plan
By Clarice Smith
Rationale:
In order for beginning readers to be successful, they must recognize vowel correspondences. The goal of the Iesson is to teach the short vowel correspondence, i =/i/. The students will learn a meaningful name for the correspondence and a gesture to use with their tongue tickler that goes along with it to establish an understanding of the correspondence in oral language. To show their recognition of the correspondence in printed language, they will spell a list of words with the correspondence as well as some review words and pseudowords using letterbox and letter tiles. After they will read the words without their letterboxes. After to assess their recognition of the phoneme, they will read a familiar book and a running record will be taken.
Racing a Cheetah with Fluency
Growing Independence and Fluency
Clarice Smith
Rationale:
Students will be able to read with fluency, accurately, and effortlessly, which makes reading more enjoyable for students. When students are able to read with fluency, they can add expression and emphasis to more fully understand the books being read. By completing repeated readings and one minute timed readings, students will be able to improve their fluency and reading rates.
To Summarize is Simple as Pie
Reading to Learn
Clarice Smith
Rationale:
The main point in learning to read is to be able to get something from the reading. Once children have gained the ability to read fluently, the next step is to make sure they are gaining the knowledge from the text. A good way to demonstrate this is through summarization. By modeling how to find the most important information, students understand the goal of reading is to find the main ideas. Summarization requires the students to retain the most important parts from a text and leave out the information that is trivial. To assess how well the student summarizes, there will be a chart the teacher will use to identify what parts of summarization the students understood.