Lesson plans to teach decoding

Running head: LESSON PLANS TO TEACH DECODING1LESSON PLANS TO TEACH DECODING10

Lesson plans to teach decoding

Martin Hahm

Grand Canyon University

Adolescent LiteracySED535NAlicia LeachAugust 03, 2010Lesson plans to teach decoding

A recent article asks about the origin of the word, kaizen. This Japanese word has two elements called morphemes, kai and zen, which mean good and change respectively. The term, morpheme, has a Greek root, morph, which means form. A morpheme refers to the smallest unit in a language which has meaning by itself, whereas an allopheme are groups of different morphemes, but keeping the same morph or root meaning. The morph, allo, here means other referring to other morphemes with the same morph. It could, however, also be considered a phoneme. Parts of a word that may not stand on their own are called phonemes meaning sounds and, when attached to a root word are called affixes, which include prefixes, suffixes or another part attached to the word, or morpheme. So begins this lesson on teaching lessons about decoding and how instruction in language is changing? The answer to the question in the Japanese word, kaizen according to the article using this term. It is good and changing data being used to provide new and changing-for-the-better instruction (Smith, Fien, Basaraba, & Travers, 2009, p. 16-17, 21). This brief essay considers two research-based strategies to decode words, using knowledge of phonics, syllabication, along with the etymology of morphemes and phonemes to analyze, evaluate discuss what may work best. The needs of each area may vary, so strategies to achieve appreciable progress in literacy goals may vary as well. A collaboration of five states, Alabama, Florida, Kentucky, Rhode Island and New Jersey addressed five strategies with some variation for their respective states. These strategies 1) made adolescent literacy a priority for all people with a stake in the results, 2) set high standards and goals, 3) made the resources line up with their goals, 4) built up the educators capacity to serve as coaches and specialists with varying development according to states needs, and 5) measured results for accountability and future decisions, yet none was satisfied with the assessments available. , the interviewees described a need for greater oversight capacity (Bates, Breslow, & Hupert, 2009, p. 6).This educator has discovered through the years that use of phonics is a major step forward in all levels of literacy, perhaps, primarily since this was personally lacking during the time he was in the elementary public schools. There was no Kindergarten either. Having capable and caring parents assured, however, a strong foundation, and success in school is attributed to a sixth through eighth grade teacher who taught diagramming as well as encouraging reading out loud. This seems to have scientifically supported research to substantiate the importance of encouraging fluency to increase comprehension. Although a correlation between fluency and comprehension does not prove causationthat fluency or lack of fluency leads to improved or deficient comprehensionthe findings do suggest that this is a possibility (Razinski et al., 2005, p. 25). This conclusion is substantiated further by the Texas Educational Agency which encourages repeated reading with a variety of activities such as student-adult , tape-assisted , partner, taped and theater reading with this observation:-Fluency develops as a result of many opportunities to practice reading with a high degree of success (AdLit.org: Adolescent Literacy , 2002)Another strategy is preparing students for reading a particular book. One would determine what may be of special interest for them and let them read for the adventure of discovering these interests ad a precious treasure. This is one of a multitude of strategies teachers can use. Kylene Beers recommended this technique commenting: the more we frontload students knowledge of as text, and help them become involved in c constructing meaning prior to reading, the more engaged they are likely to be as they read the text (Beers, 2003, p. 101).According to a workshop which took up this entire day at Theodore Roosevelt School (TRS), Ft. Apache, AZ, SRA Corrective Reading promises success for students failing literacy for their grade levels, middle school youth scoring at a second and third grade reading level. The details of the most recent series, which TRS is using, tell how it is designed to provide differentiated instruction that is appropriate for each learner (Engelmann, Hanner, & Johnson, 2008, p. 9). The overall strategy is a teacher-directed program. Along with a variety of individual strategies used this is one preferred by this essayist and from which positive results are both expected as well as being worked for. The other strategy, which works well in science, is use of Greek and Latin roots, as well as comparing with other roots and using etymology in general. Most all of the variety of strategies has merit and to determine which is preferred above these two just mentioned will require experience. In the meantime the major steps to help our kids read, toward greater adolescent literacy, is good with positive changes, as our Japanese term reminds, kaizen.References

AdLit.org: Adolescent Literacy. (2002). http://www.adlit.org/article/3416

Bates, L., Breslow, N., & Hupert, N. (2009, April). Five states efforts to improve adolescent literacy (US Department of Education R E L No. 0 67). Retrieved from Regional Educational Laboratory NE Islands: http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED504787&site=ehost-live&scope=site

Beers, K. (2003). When kids cant read. Portsmouth, NH: Heinemann.

Engelmann, S., Hanner, S., & Johnson, G. (2008). SRA Corrective Reading - Series Guide. Columbus, OH: SRA/McGraw Hill.

Razinski, T. V., Padak, . D., McKeon, K. A., Wilfong, L. G., Friedauer, J. A., & Heim, P. (2005, September). Is reading fluency a key for successful high school reading?. J O U R N A L O F A D O L E S C E N T & A D U L T L I T E R A C Y, 49, 2227 . Retrieved from http://web.ebscohost.com.library.gcu.edu:2048/ehost/detail?vid=1&hid=105&sid=8ff1b951-f309-4294-9ba0-012213de0ab5%40sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=aph&AN=18347307

Smith, J. M., Fien, H., Basaraba, D., & Travers, P. (2009, May/June). Planning, evaluating, and improving tiers of support in beginning reading. TEACHING Exceptional Children, 41, 16-22.LESSON PLAN Using Greek and Latin roots in vocabulary (See Day Four)

Lessons for a 67 day delivery with remediating diagnostic and summative assessments within formative assessments to be inserted in the appropriate areas as teacher, T.A., and student self-assessing continue within lesson sequence on Lesson Plan. Vocabulary and concepts require continual reinforcement and review.

See below for vocabularyDay 4 for Greek and Latin roots.

Strategies include use of other practices in other three lesson plans, using affixes, as explained according to Greek and Latin etymology, phonics, modeling pronunciation, and syllabication, as each term is dissected/broken into parts for understanding and put together again for practicing fluency.

Other strategies in this lesson will be reading out loud sections of a textbook where these terms are used, in unison as a class (choral), then as individuals with pairs/partners observing fluency w SRA rules, and individually as a TV personality sharing information to explain pictures in text which would be part of a TV series on this area of the science world. Repetition would also be used for the purpose of reaching an acceptable level of fluency according to Language acquisition standards. This is lesson planned for next 7 days. See Day four for Greek Latin roots, even though other criteria for the other LPs are included. More time may be needed.

Date: August 7, 2010 Grade/Class/Subject: Grade Seven/ Science

Unit/Theme: How to do science with bugs

Standards: Use the inquiry process to form questions based on observations, comparing and contrasting, making inferences using precautionary procedures with insects (critters) and lenses recording information to establish a hypothesis [S1C1-4, S2C1-2]; The cell theory [as it relates to S 3 Science in Personal and Social relationships, and Strand 4] gives understanding of life and [Concept 3, PO2-4] the relationship of man to the world of arthropods, arachnids and insects, values and responsibilities. Use of detailed AZ Standards posted and in portfolio.Content Objectives: 1. Students will research bugs, observing to study, describe, drawing and/or explaining parts of bugs and critters, compare and discovering differences in insects, critters and self, categorizing as researched.

2. Students will be able to talk about the environment of bugs and how they interact with people and survive in ecosystems. Biosphere 1, 2 and 3 (mini-biospheres)

3. Students will be asking questions to make a hypothesis about the relationship of man and bugs/critters comparing and contrasting to argue risk/reward issues regarding survival.

Language Objectives: 1. Students will listen actively to acquire knowledge, language vocabulary and use in relevant context, both social and academic uses.

2. And analyze text for expression, enjoyment and response to other related content areas.

3. Students will repeat terms, express thinking and ideas orally, and in a variety of writing genres. (Log in, notes, Life of a Bug Report) The story of a bug named __________.Key Vocabulary

Scientia, science scientific inquiry, knowledge {gnowsis} insect, arachnid, thorax, gastropod, cooperate collaborate

scientific inquiry hypothesis scientific theory scientific law observingquantitative observation qualitative observation inferring predicting classifying making models skepticisminsect complete metamorphosis pupa gradual metamorphosis nymph thoraxparasite host free-living organism scavenger anus closed circulatory systemCuriosity, Honesty, Open-Mindedness and Skepticism, CreativitySee attached terms and concepts for a daily use.Supplementary Materials

Day 1 Sheet:Goals, plans, hopes, and story, portfolio, spiral binder (Log in), DNA, texts fingerprints, eyes, nose, etc. Days 2-7 Insects in bags, worms, snakes, horses, and/or other critters, lenses/magnifying glasses, paper for log in, clans, other info,

computers, internet access

video clips, flip charts, card stock, PPT, Review & reinforcement sheets, enrich, rubrics, tests (Multiple choice, fill in, essay, et al.)

SIOP Features

PreparationScaffoldingGrouping Options

_X_ Adaptation of content

_X__ Links to background

_X__ Links to past learning

_X_ Strategies incorporated

_X_ Modeling

_X__ Guided practice

_X__ Independent practice

_X__ Comprehensible input_X__ Whole class

_X__ Small groups

_X__ Partners

_X__ Independent

Integration of ProcessesApplicationAssessment

_X__ Reading

_X__ Writing

_X__ Speaking

_X__ Listening

_X__ Hands-on

_X__ Meaningful

_X__ Linked to objectives

_X__ Promotes engagement_X__ Individual

_X__ Group

_X__ Written

_X__ Oral

Lesson Sequence: Students log in on entering classroom {Procedure}

Lesson One: BioValues, you and me. Introductions, names, tribes, clans, interests, hopes, dreams, goals, etc. [Teacher modelingreview of Part One for newcomers] Who are we?

Who are we? Part 2 Descendants of BUGS, other critters, gastropodsone footed walking stomachs? Slime from the seas? Or monkeys in the trees? Eyes, ears, brain. Fingerprints & DNA! WONDERS of unique YOU! [Application and conclusion]Key vocabulary and concepts on board or wall c projector and in portfolio, on wall chart and index cards for review.

1. Key terms and concepts: log in what you are seeing, discussion Big ? on board

2. Introteacher directed Posing question Review of Part One-Introductions

3. Whats in the land aquarium? In your bag? Getters observe critters/bugs

4. Teacher oversees process of observing, dialog and logging information, assessing, especially ELL needs.

5. Use of terms and concepts observed and encouraged through whole lessona minimum of fifteen minutes will focus on etymology of Greek and Latin roots using strategies referred to above. (Reading = #9)6. Groups agree or not, on what they are seeing, based on what they know about critters, insects. 7. Observations (in break out session) may include:

a. Identifying parts of snail, insects/critters, relating them to what they know of human organs/characteristics as nose, eyes, feet, stomach, etc., trail of slimewhat is it, what it does to paper, how individual snails move [races] measuring speed, timing distanceand using terms for understanding, clarifying and practiceb. Making inferences on digestive system, composition and design of shell, possible value of snail [escargot]. May include place in food chain and other purposes.

c. Compare and contrast: plants/bugs/critters and people {Cell theory}

d. Developing hypothesis(Begin and revise to final lessonday 7)8. Break-out groups include teams a) lenses and critter recording observations and discussion of key terms, and teams b) internet research, meanings and info, to ID critters, insects, ants, spiders, gastropods, worms, ticks, 9. Key terms Research on computersgroups [or projector] are researched, discussed, and parts of snail identified for student log. Additional and practice in reading texts will form research on internet and resource books encouraged for follow-up www.Pearsonsuccessnet.net 10. Getters return snails to aquarium before dismissal. Assure residue slime is antiseptically cleaned and handlers have hands well washed before class concludes [Lab safety agreement]. 11. Application: Dialog on Who are we? Part 2 Consider human eyeball and function of the brain. Science asks questions: Are we descendants of gastropodsone footed walking stomachs? Or amazing, awesome, unique creatures designed distinct from all animal life for a specific purpose? 12. Home-work: Story of the life of a bug, critter, or gastropod; Review and reinforcement Hahmwork sheets with summary of lesson; Enrich, Assessment/Review: Based on student science log and participation in activities. Feedback gaining oral response and info through activities and written log. Home-work essay. Written work = Review and reinforcement, tests, enrich

Collaborative projectsword wall and index card file.

Reflection: This lesson plan will be introducing new students thisThursday for the first week of school. Lesson sequence will be repeated or make modifications daily to line up with terms new and concepts attached. With monsoons bringing daily rain the yard should be developing snails around our house and at the TRS dormitory. Other lab pets and critters may also be used for lab portion of class, i.e., the break out sessions with small groups.

Assessments were not given the attention in the first lesson plan and practicum that they are given in the redesigned LP. Formative assessing will be redesigning the lesson, so that even though the sequence includes a similar outline, the content material will vary, but still allow for review to assess, evaluate and continue building. Students will be involved in building their ILLPs on a regular basis, to assure understanding of content and to progress in language acquisition. Results will adjust to meet objectives with strategies and communication with parents, teacher and all involved while continuing to build their portfolio and prepare for science fair project.

1. WHO are we and what is science? Teacher introduces himself, the first day, with self-disclosure on what is asked of students on sheet for students to fill out identifying statistics, B/D, tribe, clan, likes, dislikes, goals, hopes, dreams, favorite, etc. Review of rules, procedures, tools, etc. casual time for break out groups to discover info, sharing. Teachers goal to helps students achieve their goals. Work together = cooperation and collaboration (terms) Introduction of AZ Standards. What is scienceterms and meaning?Links may be accessible (to text book) with phone call to PrenticeHall @ link

(Prentice Hall Science Explorer [PH Science Explorer], 2007)

2. WHO are we and what is scienceterms and meaning Introduction to doing sciencewith bugs. What skills do scientist use to learn about the world? What attitudes are important in science? observing quantitative observation qualitative observation inferring predicting classifying making models science skepticism3. What is scientific inquiry applied to insect world? Terms and scientific skills, attitudes and inquiry What is scientific inquiry? What makes a hypothesis testable? How do scientific theories differ from scientific laws? scientific inquiry hypothesis variable manipulated variable responding variable controlled experiment operational definition data communicating scientific theory scientific law Scientific Attitudes

1. Curiosity

2. Honesty

3. Open-Minded Skepticism and Skeptical Open-Mindedness4. Creativity

4. What is home, safety, security? Ecosystems for humans and critters and bugs What energy roles do organisms play in an ecosystem? derived derived from the Greek word oikos, (a dwelling or home) Cp. Ecology, habitat, biome bios, Greek for life, ome = home) sustema, sun = with, stama = put, put togethersystem is something put together/to work or fit together. How does energy move through an ecosystem? How much energy is available at each level of an energy pyramid? producer (pro = in front , duce = lead (el duce = the leader, relating to affixes mean? overproduce, reproduce, underproduce, produced, producing consumer (derived from the Latin word consumere (burn up, destroy, kill; devour, swallow up, consume---derived from the Latin word sumere (accept; begin; suppose; take up; begin; suppose)) herbivore (terms as this scaffolding from herb and voracious carnivore (or carnal, fleshly, flesh, carnival and voracious derived from the Classical Latin word vorare (to devour; swallow, devour) suffix ous = from Latin suffix -osus omnivore (omnipotent = all powerful, omniscient = all knowing, omnipresent = present everywhere) scavenger Anglo-Norm term decomposer (composer = putting notes together for music + de = down or away from; worm/maggot decompose plant/animal life -Latin) food chain picture of chains and webs relating to ecosystem food web energy pyramid (en-ergos = in work or work (effort) inside Gk) pyramid derived from the Greek word puramis, (pyramid) competitive ( com = cum /Latin with/together compare with re-petitive re- back/again Derivations Classical Latin word petere (to seek; attack; aim at; desire)Information regarding terms above MyEtymology, 2010) and OnlineEtymologyDictionary. (2010). And from personal Greek and Latin training.5. How do we catalogue knowledge? Arthropods and snails and slime from the sea What are the four major groups of arthropods and what are their characteristics? How do crustaceans, arachnids, and centipedes and millpedes differ? arthropod molting crustacean arachnid exoskeleton antenna metamorphosis abdomen6. What do you want to be when you morph-- grow up? Insects/sections inbugs morphing to adapt, while people morph physically to grow up and mentally to achieve and succeed. Other ways? What are the main characteristics of insects? What is one way insects are adapted to obtain particular types of food? What are two types of metamorphosis that insects undergo? insect complete metamorphosis pupa gradual metamorphosis nymph thorax

References

Arizona Department of Education. (April 28, 2010). Accountability office of english language acquisition services. Retrieved July 2, 2010, from http://www.ade.state.az.us/Prentice Hall Science Explorer. (2007). Animals Retrieved from http://www.pearsonsuccessnet.com

MyEtymology. (2010). Retrieved from http://www.myetymology.com/

OnlineEtymologyDictionary. (2010). Retrieved from http://www.etymonline.com/ CriteriaAchievement Level

UnsatisfactoryLess Than SatisfactorySatisfactoryGoodExcellent

Content/Resource Requirements 0 pointsContent is incomplete or omits some requirements stated in the assignments criteria. Lesson plan submissions were not complete.2.93 pointsContent lacks comprehensiveness, accuracy, or persuasiveness. Four lesson plans were created to include the four decoding strategies designated: Greek/Latin words, Affixes, Phonics, and Syllabication; however, one of more of those lessons lacked development, creativity, or focus.3.38 pointsContent is comprehensive, accurate and definitions are clearly stated. Four lesson plans are developed to include the four decoding strategies designated: Greek/Latin words, Affixes, Phonics, and Syllabication. Each was well-designed and offered thoughtful objectives.3.83 pointsContent is comprehensive, accurate, and persuasive; definitions are clearly stated. Four lesson plans are fully developed to include the four decoding strategies designated: Greek/Latin words, Affixes, Phonics, and Syllabication. Each was well-designed, offered thoughtful objectives, and was creative in its intent. 4.5 pointsContent is comprehensive, accurate, and persuasive; definitions are clearly stated. Four lesson plans are fully developed to include the four decoding strategies designated: Greek/Latin words, Affixes, Phonics, and Syllabication. Each was fully conceptualized, creative, and challenged students to higher-level thinking.

Contextual Concepts0 pointsMain conceptual issues were not identified in the creation of the lesson plans. Pedagogical strategies were not included.1.63 pointsMain conceptual issues were not clearly identified in the creation of the lesson plans. Pedagogical strategies were incomplete or underdeveloped.1.88 pointsMajor conceptual issues were addressed in the creation of the lesson plans. At least two pedagogically solid strategies to decode words and transition to writing were created as part of the lesson-plan design.2.13 pointsMajor conceptual issues were addressed in the creation of the lesson plans. At least two pedagogically solid strategies to decode words and transition to writing were created and discussed as part of the lesson-plan design.2.5 pointsMajor conceptual issues were addressed in the creation of the lesson plans. At least two pedagogically solid strategies to decode words and transition to writing were created, identified, and critically discussed.

Research0 pointsNo outside sources were used to support the assignment.0.65 pointsFew outside sources were used to support the assignment. Limited research is apparent.0.75 pointsResearch is adequate. Sources are standard in relevance, quality of outside sources, and/or timeliness. 0.85 pointsResearch is timely and relevant, and addresses all of the issues stated in the assignment criteria.1 pointsResearch is supportive of the concepts presented. Sources are distinctive. Addresses all of the issues stated in the assignment criteria.

Presentation0 pointsThe piece is not neat or organized, and it does not include all required elements.0.33 pointsThe work is not neat and includes minor flaws or omissions of required elements.0.38 pointsThe overall appearance is general, and major elements are missing.Your reference page is suppose to come after your entire assignment.0.43 pointsThe presentation is good. The overall appearance is generally neat, with a few minor flaws or missing elements.0.5 pointsThe work is well presented and includes all required elements. The overall appearance is neat and professional.

Appropriateness0 pointsThere is no evidence that the student has selected an effective tool, technique, or paradigm to achieve the goal as defined in the project or course guideline. Materials (photo, sound files, video clips, apparel, illustrations, etc.) are missing.0.33 pointsStudent selection of a tool, technique, or paradigm does not relate to the project or course goal. Student selects materials (photos, sound files, video clips, apparel, illustrations, etc.) that are not appropriate for the audience and the situation and are inadequately developed.0.38 pointsStudent selects a tool, technique, or paradigm that achieves a basic representation as defined in the project or course guideline. Student selects materials (photos, sound files, video clips, apparel, illustrations, etc.) that are appropriate for the audience and the situation but some of the development of the material is inadequate.0.43 pointsStudent selects an effective tool, technique, or paradigm to achieve the desired goal as defined in the project or course guideline. Student selects materials (photos, sound files, video clips, apparel, illustrations, etc.) that are appropriate for the audience and the situation.0.5 pointsStudent shows a deep understanding of the audience and the situation by selecting material that enhances understanding. Student creates tools, techniques, or paradigms that effectively achieve the desired goal.

Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 0 pointsSurface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are employed.0.65 pointsFrequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present.0.75 pointsSome mechanical errors or typos are present, but are not overly distracting to the reader. Audience-appropriate language is employed. 0.85 pointsProse is largely free of mechanical errors, although a few may be present. The writer uses a variety of sentence structures and effective figures of speech. 1 pointsThe writer is clearly in command of standard, written academic English.

Your paper is not set up correctly. Please make sure your reference page goes at the end of your entire paper you just need one reference page. Make sure you look at the APA format in the student success center. Also citation machine.com is a great tool to help you with your reference page.Lesson Plan2M. Hunter LP for Phonics

Class: SRA Reading

Unit: Decoding C Lessons 1-5 for the week

Teacher: Martin Hahm

Objectives Complete Lesson 1 with workbook and blackline masters for homework

Standards Stand 1, Concepts 1-6Using understanding of print concepts continue to develop phonemic awareness to identify

and manipulate sounds of speech, to use phonics to decode words

by understanding phonemes, morphemes, syllabication and word parts.

Acquire and use new vocabulary while practicing to develop fluency,

and employing strategies to comprehend text.

Anticipatory Set A BIG step forward in learning is a GIANT step forward to succeeding in life. Teaching: Input Use materials provided for SRA Decoding C

Teaching: Modeling Practice and rehearse for good pace and completing Lesson 1 effectively with students.

Teaching: Checking for Understanding Use scripted questions. Bloom's Taxonomy

of Educational Objectives may be reviewed and compared.

Guided Practice Monitor reading checking also partner reading working toward mastery.

Closure Comment on positives for lesson, noting specific challenges met.

Assure all scoring in workbooks complete.

Independent Practice Assure workbooks completed and scoring noted.

Add individual scores to portfolio to be sent to next class [Reading/Language Arts] .

Materials Reading tests and workbooks. Blackline masters for homework.

Duration Forty-five minutes anticipated

.

Lesson Plan3Literacy element: SyllabicationGrade/Class/Subject: Grade8th Grade Science PH Text: Building Blocks Ch.4.4 Review CH3-4

Date: 8-4-10 Want links to see and learn?e-mail me: xlmini@aim.com Unit Title/Theme: How groups / families and periods work together Why are elements sometimes called the building blocks of matter? How did atomic theory develop and change? How is the reactivity of elements related to valence electrons in atoms? What does the periodic table tell you about atoms and the properties of elements?

AZ Standards: Strands1C1-4 Inquiry Process 5 S5C1 Properties and changes of properties in matter

Content Objective(s): Students will research models of atoms as concepts developed.Language Objective(s): Students will investigate etymology of key terms and concepts to write, hear, speak and explain them with emphasis on syllabication.

Supplementary Materials LZ Alien Periodic Table Paper, pens and pencils, colored pencils, flowers, onions, seeds, fish, rocks plants

SIOP Features

* Preparation

* Scaffolding

* Grouping Options

_X__ Adaptation of Content

_X_ Modeling

_X_ Whole class

_X_ Links to Background

_X__ Guided practice

_X_ Small groups

_X_ Links to Past Learning

__X_ Independent practice

_X__ Partners

_X_ Strategies incorporated

__X_ Comprehensible input

_X_ Independent

* Integration of Processes

* Application

* Assessment

_X_ Reading

_X_ Hands-on

_X__ Individual

_X_ Writing

_X_ Meaningful

_x_ Group

_X_ Speaking

_X_ Linked to objectives

_X_ Written

_X_ Listening

_X_ Promotes engagement

_X_ Oral

Lesson Sequence: Students Log inInfo on board and/or screen PLUS ONE QUESTION( Procedure 1. Explanation of Bio M: Seasons T: Fish W: Onion T: Flowers (Bio is a Life Lesson Intro relating to days focus) 2. AZ Standard[s]Print / project for information Correlate objectives for student setting personal strategies to achieve

3. Lessonprojection, reading & video Pretests Oral and writtenvocabulary syllabication of terms identified.

Review for scaffolding on prior knowledge.

Individual, partner and group formative assessing

4. Class study timeComputer Assignments or Group CLC (Collaborative Projects) Activities GRS=Guide to Reading and Study [WB] Assessing comprehension

R&R = Review and Reinforcement H-work + Enrich + Test 3Q

5. LZ Experiments in appropriate places or to illustrate and underscores lesson[s]

6. Summarize / review lesson and AZ Standards.

7. Store materials and portfolios; home-work

Syllabication will note blending, chunking small words with syllable divisions.

mat-ter e-le-ment com-pound mix-ture a-tom (no-cut) sci-en-ti-fic the-o-ry mo-del e-lec-trons nu-cle-us pro-tons en-er-gy le-vel neu-trons va-lence e-lec-trons electron dot dia-gram che-mi-cal bond sym-bol a-to-mic num-ber per-i-od group fa-mi-ly no-ble gas ha-lo-gen al-ka-li me-talACCESS ON-line PH Text: www.pearsonsuccessnet.net [ID=TA__SUBpw = science]

Self eval/notes/reflections:Lesson Plan4

Literacy element: Affixes

SIOP Features

* Preparation

* Scaffolding

* Grouping Options

_X__ Adaptation of Content

_X_ Modeling

_X_ Whole class

___ Links to Background

_X__ Guided practice

____ Small groups

_X_ Links to Past Learning

___ Independent practice

_X_ Partners

___ Strategies incorporated

___ Comprehensible input

___ Independent

* Integration of Processes

* Application

* Assessment

_X_ Reading

_X_ Hands-on

_X__ Individual

_X_ Writing

_X_ Meaningful

_x_ Group

_X_ Speaking

_X_ Linked to objectives

_X_ Written

_X_ Listening

_X_ Promotes engagement

_X_ Oral

Lesson Sequence: Students Log inInfo on board and/or screen PLUS ONE QUESTION1. Explanation of Bio M: Seasons T: Fish W: Onion T: Flowers 2. AZ Standard[s]Print / project for information

3. Lessonprojection, reading & video Pretests if neededoral and quizzes

Review for scaffolding

Testing based on prior or related knowledge

4. Class study time-- GRS=Guide to Reading and Study [WB]

R&R = Review and Reinforcement H-work + Enrich + Test 3Q

5. LZ Experiments in appropriate places or to illustrate and underscores lesson[s]

6. Summarize / review lesson and AZ Standards.

7. Store materials and portfolios; home-workSelf eval/notes/ reflections: Use of Marvin Marshalls hierarchy, Canters 3 cycle; add Moorish and Charles

Key Vocabulary HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181250-5/ch1/ch1_s1_0.html" \l "lnk006.1" matter HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181250-5/ch1/ch1_s1_1.html" \l "lnk006.3" element HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181250-5/ch1/ch1_s1_1.html" \l "lnk007.1" compound HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181250-5/ch1/ch1_s1_1.html" \l "lnk007.2" mixture HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181250-5/ch1/ch1_s1_1.html" \l "lnk007.4" atom HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181250-5/ch1/ch1_s1_2.html" \l "lnk008.3" scientific theory HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181250-5/ch1/ch1_s1_2.html" \l "lnk008.3" model HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181250-5/ch1/ch1_s1_2.html" \l "lnk008.6" electrons HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181250-5/ch1/ch1_s1_2.html" \l "lnk009.2" nucleus HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181250-5/ch1/ch1_s1_2.html" \l "lnk009.3" protons HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181250-5/ch1/ch1_s1_2.html" \l "lnk010.2" energy level HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181250-5/ch1/ch1_s1_2.html" \l "lnk010.3" neutrons HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181250-5/ch1/ch1_s2_1.html" \l "lnk012.3" valence electrons HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181250-5/ch1/ch1_s2_1.html" \l "lnk013.1" electron dot diagram HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181250-5/ch1/ch1_s2_1.html" \l "lnk013.3" chemical bond HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181250-5/ch1/ch1_s2_2.html" \l "lnk014.3" symbol HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181250-5/ch1/ch1_s2_2.html" \l "lnk014.3" atomic number HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181250-5/ch1/ch1_s2_2.html" \l "lnk015.1" period HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181250-5/ch1/ch1_s2_2.html" \l "lnk015.2" group HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181250-5/ch1/ch1_s2_2.html" \l "lnk015.2" family HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181250-5/ch1/ch1_s2_2.html" \l "lnk016.3" noble gas HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181250-5/ch1/ch1_s2_2.html" \l "lnk017.1" halogen HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181250-5/ch1/ch1_s2_2.html" \l "lnk017.2" alkali metal

ELL Strategies to be addressed in LPs

Graphic organizers

Picture CluesGame playing{Jeopardy}Manipulatives

Thematic unitsCulture references and apsReading to students

Tactile activities

Labeling by English & non-EnglishOral readingSingingSemantics

Dibels

Modeling

Poetryrhyming, rappingacting out playsStory mappingPer tutors

Computers

Grade/Class/Subject: Grade6th & 7th Grade Science

Date: 8-38-2010 Want linkse-mail me: HYPERLINK "mailto:xlmini@aim.com" xlmini@aim.com

Unit Title/Theme: What season is it? HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181247-5/ch1/ch1_s1_1.html" \l "lnk007.2" How does Earth move in space? HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181247-5/ch1/ch1_s1_2.html" \l "lnk010.4" What causes the cycle of seasons on Earth? HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181247-5/ch1/ch1_s2_1.html" \l "lnk017.1" What determines the strength of the force of gravity between two objects?

HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181247-5/ch1/ch1_s2_2.html" \l "lnk019.1" What two factors combine to keep the moon and Earth in orbit?

AZ Standards: Strand 3 Social Perspectives Concepts 1&2; G7Strand 6, Concept 1 Structure of the Earth C2 Processes & Systems

Content Objective(s): Students will research how object move in space and how we are affected on earth.

Language Objective(s): Students will investigate etymology of key terms and concepts to write, hear, speak and explain them with attention to affixes, the meanings and/or the way suffixes or affixes affect meaning and spelling considerations related to morphemes.

Key Vocabulary

Key Terms: HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181247-5/ch1/ch1_s1_0.html" \l "lnk006.1" astro-nom-y HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181247-5/ch1/ch1_s1_1.html" \l "lnk007.3" axis HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181247-5/ch1/ch1_s1_1.html" \l "lnk007.3" rota-tion HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181247-5/ch1/ch1_s1_1.html" \l "lnk007.5" revolu-tion

HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181247-5/ch1/ch1_s1_1.html" \l "lnk007.5" orb-it HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181247-5/ch1/ch1_s1_1.html" \l "lnk008.1" calendar HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181247-5/ch1/ch1_s1_2.html" \l "lnk012.4" sol-stice HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181247-5/ch1/ch1_s1_2.html" \l "lnk013.1" e-quin-ox HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181247-5/ch1/ch1_s2_0.html" \l "lnk016.2" force HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181247-5/ch1/ch1_s2_1.html" \l "lnk016.4" gravit-y

HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181247-5/ch1/ch1_s2_1.html" \l "lnk016.4" law of uni-vers-al grav-ita-tion HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181247-5/ch1/ch1_s2_1.html" \l "lnk017.2" mass HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181247-5/ch1/ch1_s2_1.html" \l "lnk017.4" weight HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181247-5/ch1/ch1_s2_2.html" \l "lnk018.3" in-ert-ia HYPERLINK "http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-181247-5/ch1/ch1_s2_2.html" \l "lnk018.4" Newtons first law of mo-tion

Supplementary Materials

books

flashlight paper pencil protractor toothpick acetate sheet with thick grid lines drawn on it plastic foam ball marked with poles and equator

ELL Strategies to be addressed in LPs

Graphic organizers

Picture CluesGame playing{Jeopardy}Manipulatives

Thematic unitsCulture references and apsReading to students

Tactile activities

Labeling by English & non-EnglishOral readingSingingSemantics

Dibels

Modeling

Poetryrhyming, rappingacting out playsStory mappingPer tutors

Computers

Your running heading should not be in your heading.

This is APA 6 format. Should be APA 5

Really good strategy our Exceptional Children Department (EC) at my school uses SRA math and reading.

Did you just copy and paste this information? Please make sure you give credit to the author.

Reference page is not written correctly. Please look at citation machine.com to help with citing your reference page.