ALEX Lesson Plan

     

Compound Words

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  This lesson provided by:  
Author:Belinda Mitchell
System: Muscle Shoals City
School: Highland Park Elementary School
  General Lesson Information  
Lesson Plan ID: 5719

Title:

 Compound Words

Overview/Annotation:

Students will listen to the story Once There Was A Bull... (frog) and identify the compound words in the story, then work with a partner to think of additional examples of compound words.

 Associated Standards and Objectives 
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 1
13 ) Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. [RI.1.4]
English Language Arts
ELA2015 (2015)
Grade: 1
39 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 1 reading and content, choosing flexibly from an array of strategies. [L.1.4]

a. Use sentence-level context as a clue to the meaning of a word or phrase. [L.1.4a]

b. Use frequently occurring affixes as a clue to the meaning of a word. [L.1.4b]

c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). [L.1.4c]

d. Apply alphabetical order to the first letter of words to access information. (Alabama)

Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.1.39- Identify the meaning of unknown words based on grade 1 reading and content.
ELA.AAS.1.39c- Identify frequently occurring root words and their inflectional forms.
ELA.AAS.1.39.d - Apply alphabetical order to the first letter of words to access information.
English Language Arts
ELA2015 (2015)
Grade: 1
41 ) Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). [L.1.6]
English Language Arts
ELA2015 (2015)
Grade: 2
38 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 2 reading and content, choosing flexibly from an array of strategies. [L.2.4]

a. Use sentence-level context as a clue to the meaning of a word or phrase. [L.2.4a]

b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). [L.2.4b]

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). [L.2.4c]

d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). [L.2.4d]

e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. [L.2.4e]

Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.38-With prompting and support, determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 2 reading and content, choosing flexibly from an array of strategies.
ELA.AAS.2.38a- With prompting and support, use context clues to determine the meaning of a word or phrase in a sentence.
ELA.AAS.2.38e- With prompting and support, use a dictionary, glossary, and/or digital resources to find the meanings of words.

Local/National Standards:

  

Primary Learning Objective(s):

Students will be able to identify compound words.

Additional Learning Objective(s):

  
 Preparation Information 

Total Duration:

31 to 60 Minutes

Materials and Resources:

The book, Once There Was A Bull... (frog) by Rick Walton, construction paper and scissors for each child, chart tablet, patterns for a frog and a lily pad

Technology Resources Needed:
 

Background/Preparation:

Discuss with the students what makes up a compound word.

  Procedures/Activities: 
1.)Read the story aloud to the children.

2.)Ask the students if they heard any compound words in the story and list these words on chart paper.

3.)If necessary reread the story to the children.

4.)Display the completed list of compound words.

5.)Let the students brainstorm more compound words with a partner. The students will use a compound word from the list they create to put on the frog and lily pad pattern, writing the first word on the frog and the second word on the lily pad.

6.)Allow the students to share their frogs and compound words.

7.)Place all of the frogs and lily pads in a center for all the children to match and make compound words.

  Assessment  

Assessment Strategies

The students' compound word lists will be checked. The students will read compound words to the teacher.

Acceleration:
 

Intervention:
 

View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.