| Lesson Plan ID: |
5594 |
| Title: |
Explicit Phonics Lesson for the "-ick" Word Family |
| Overview/Annotation: |
This lesson covers phonemic awareness, decoding, blending, spelling patterns, and dictation. It can be used as an introduction or a follow up lesson. |
| Content Standard(s): |
| ELA(1) | 1. Demonstrate phonemic awareness, including isolating, deleting, and adding phonemes; using onsets and rimes; and identifying initial, medial, and final sounds in one-syllable words. | | ELA(1) | 2. Utilize predictable letter-sound relationships to decode printed words, including words with consonant blends that require blending 3-4 phonemes into a whole word. | | ELA(1) | 8. Use complete sentences to address a topic or tell a story. | | ELA(1) | 9. Use periods at the end of sentences and capitalization at the beginning of sentences and with the pronoun I. |
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| Local/National Standards: |
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| Primary Learning Objective(s): |
Students will be able to identify letters and sounds associated with the
-ick word family. Students will be able to decode words with the -ick sound. Students will be able to spell words with the -ick spelling pattern. |
| Additional Learning Objective(s): |
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| Approximate Duration of the Lesson: |
31 to 60 Minutes |
| Materials and Equipment: |
Chart with -ick words, index cards with -ick words, highlight tape, white boards and markers, -ick poem from Fun Phonograms - Learning How Words Work, by Trisha Callella.
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| Technology Resources Needed: |
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| Background/Preparation: |
Students should have a basic knowledge of consonant and vowel sounds in order to blend and decode words. |
| Procedures/Activities: |
See the attached lesson plan
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| Attachments:**Some files will display in a new window. Others will prompt you to download. |
-ICK.doc
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| Assessment Strategies: |
Students may be given sentences to complete using the -ick word family.
Students may be asked to read a selection to the teacher that contains the -ick word family.
Student may do a web of -ick words. |
| Extension: |
Students may write a story using words with the -ick family.
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| Remediation: |
Students may need to hear more words with -ick word family. Teacher says a series of words. If the student hears the -ick sound, he gives a "thumbs up."
Give the children additional opportunities to blend words with the -ick words family. |
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Each area below is a direct link to general teaching strategies/classroom
accommodations
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
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| Presentation of Material
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Environment |
| Time Demands |
Materials |
| Attention |
Using Groups and Peers |
| Assisting the Reluctant Starter
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Dealing with Inappropriate
Behavior |
Be sure to check the student's IEP for specific accommodations. |
| Variations Submitted by ALEX Users: |
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