Clinical Field Experience A Student Development 2

Section 1: Lesson Preparation Teacher Candidate Name: Elizabeth (Libby) Fowler College of Education, Grand Canyon University SPD 560: Language Development Professor Grace Opigo December 12, 2023 Grade Level: 2 nd Date: December 13, 2023 Unit/Subject: Reading Language Arts Instructional Plan Title: Blending VCV and using digraphs /th/ and /sh/ Lesson Summary and Focus: Blending VCV and using digraphs /th/ and /sh/ that are identified in whole words. SWBAT read text that contains the target sounds. Then grouping words according to short VCV Classroom and Student Factors/Grouping: Student ability levels, academic goals, supports, and accommodations must all be taken into considerations for the delivering and pacing of instruction. This will help determine if and how much front loading of content is needed, what supplemental aids and manipulatives are needed to provide the most beneficial lesson. National/State Learning Standards: CCSS.ELA-LITERACY.RF.2.3.A: Distinguish long and short vowels when reading regularly spelled words (Common Core State Standards Initiative, n.d.) Specific Learning Target(s)/Objectives: Students will be able to (SWBAT):  Decode words with blending short VCV words and digraphs /th/ and /sh/ in unfamiliar words  Distinguish blended VCV sounds in words and use digraphs /th/ and /sh/ words within a sentence

Sub-objectives  Sound out words phonetically  Differentiate between phonemes Academic Language  Shark  Fish  Ship  Shed  Wish  Dish  Shin  Ash  That  Thud  This  Them  Then  Moth  Path  Bath These words help students identify words that blend short VCV words and digraphs /th/ and /sh/. Reading material provided to students will support their needs and ability level. Students will see these words in their assignments Resources, Materials, Equipment, and Technology:  Word list  https://www.teacherspayteachers.com/Store/My-Teaching- Pal  Worksheet  https://www.teacherspayteachers.com/Store/Ohhellosiggo  Word find  https://www.teacherspayteachers.com/Store/Fluttering- Through-The-Common-Core-K-3  Smartboard  https://youtu.be/NK8_Tvu6bJk?feature=shared  Student Chromebooks  iReady  Word match game  https://www.teacherspayteachers.com/Store/Homeroom- Chronicles  File Folder Game  https://www.teacherspayteachers.com/Store/Learning-At- The-Literacy-Lab Section 2: Instructional Planning

Differentiation: English language learners (ELLs):  Provide visuals to enhance the understanding of new vocabulary Students with special needs:  Students will be provided accommodations stated in their IEP, 504, or RTI plan Gifted students:  The school doesn’t have a gifted program, but students will be allowed to work independently on task cards when they complete their work Early finishers:  Self-checking file folder games (CVC and digraphs) Multiple Means of Expression Accommodations and modifications:  Repeated review of new vocabulary  List of words with target sounds for students to use as a reference  Chromebooks for reading support Co-teaching approach: Station teaching will be implemented to provide additional support. Students will be grouped depending on needs Differentiation: English language learners (ELLs):  Provide visuals to enhance the understanding of new vocabulary Students with special needs:  Students will be provided accommodations stated in their IEP, 504, or RTI plan Gifted students:  The school doesn’t have a gifted program, but students will be allowed to work independently on task cards when they complete their work Early finishers:  Self-checking file folder games (CVC and digraphs) Time Needed 30 min

Extension Activity and/or Homework  Students will find 5 words for each digraph /sh/ and /th/ and record their findings on a t-chart  Exit ticket:  https://www.teacherspayteachers.com/Store/Learning-With-Love-6800 Time Needed 5-10 min daily