Describe what instructional changes you would make to the lesson plan on Phonemic Awareness for the whole class based on student responses below to improve learning related to the learning objective(s). Learning Objective By the end of the lesson, the students will be able to Identify and produce the r-controlled vowels er, ir, and ur in single-syllable words. This will be done through reading aloud, writing exercises, and word sorts. Students will be assessed on their ability to correctly identify and pronounce r-controlled vowels in 80% of the words. In the lesson plan on Phonemic Awareness, the main objective was to enable students to identify and produce the r-controlled vowels er, ir, and ur in single-syllable words. The lesson was designed using a combination of direct instruction, guided practice, and independent practice. The students' understanding of the concept was assessed through their performance in these activities and a formal assessment at the end of the lesson. To promote critical thinking, I used several strategies to elicit student responses: Questioning: I asked open-ended questions that required students to think critically about the sounds they were hearing and producing. For example, "What sound do you hear at the end of the word 'her'?" or "How does the sound change when we add 'r' to the vowel 'e'?" Discussion: I encouraged students to discuss their thoughts and ideas with their peers. This not only promoted critical thinking but also fostered a collaborative learning environment. Problem-solving: I presented students with problems to solve, such as identifying the correct r-controlled vowel in a given word. This required them to apply their knowledge and think critically about the sounds they were hearing. To support students as they practiced new learning, I used the following strategies: Modeling: I demonstrated the correct pronunciation of r-controlled vowels and provided examples of words that contain these sounds. Guided Practice: I worked with students in small groups or individually to practice identifying and producing r-controlled vowels. I provided immediate feedback and correction as needed. Independent Practice: I provided opportunities for students to practice independently, such as through worksheets or online activities. I monitored their progress and provided support as needed. During the lesson, I used a variety of activities to engage students and reinforce their learning. For example, in the reading aloud activity, I asked students to listen for the r-controlled vowels in a story and identify the words that contained these sounds. In the writing exercise, students were asked to write words that contain the r-controlled vowels. In the word sort activity, students were asked to sort words based on the r-controlled vowel they contained. These activities not only provided opportunities for students to practice their new learning but also allowed me to assess their understanding and provide feedback and support as needed. By the end of the lesson, students were able to correctly identify and pronounce r-controlled vowels in 80% of the words presented to them, demonstrating their mastery of the learning objective. Student Responses "The sound I hear at the end of the word 'her' is 'er'." "When we add 'r' to the vowel 'e', it changes the sound to 'er'." Discussion "I noticed that the 'r' changes the sound of the vowel in the word." "The word 'bird' has the 'ir' sound in it." Problem-Solving "The correct r-controlled vowel in the word 'turn' is 'ur'." "The word 'her' has the 'er' sound." Modeling After the teacher's demonstration, students might try to mimic the correct pronunciation of r-controlled vowels and provide their own examples. Guided Practice "I understand now, the word 'her' has the 'er' sound." "Oh, I see, the word 'first' has the 'ir' sound." Independent Practice "I'm not sure if the word 'turn' has the 'ur' sound." "Does the word 'her' have the 'er' sound?" Reading-Aloud Activity "The word 'her' in the story has the 'er' sound." "I heard the 'ir' sound in the word 'bird' in the story." Writing Exercise "I wrote the word 'her' which has the 'er' sound." "The word 'first' that I wrote has the 'ir' sound." Word Sort Activity "I sorted the word 'her' under 'er'." “The word 'bird' goes under 'ir'.”

Describe what instructional changes you would make to the lesson plan on Phonemic Awareness for the whole class based on student responses below to improve learning related to the learning objective(s). Learning Objective By the end of the lesson, the students will be able to Identify and produce the r-controlled vowels er, ir, and ur in single-syllable words. This will be done through reading aloud, writing exercises, and word sorts. Students will be assessed on their ability to correctly identify and pronounce r-controlled vowels in 80% of the words. In the lesson plan on Phonemic Awareness, the main objective was to enable students to identify and produce the r-controlled vowels er, ir, and ur in single-syllable words. The lesson was designed using a combination of direct instruction, guided practice, and independent practice. The students' understanding of the concept was assessed through their performance in these activities and a formal assessment at the end of the lesson. To promote critical thinking, I used several strategies to elicit student responses: Questioning: I asked open-ended questions that required students to think critically about the sounds they were hearing and producing. For example, "What sound do you hear at the end of the word 'her'?" or "How does the sound change when we add 'r' to the vowel 'e'?" Discussion: I encouraged students to discuss their thoughts and ideas with their peers. This not only promoted critical thinking but also fostered a collaborative learning environment. Problem-solving: I presented students with problems to solve, such as identifying the correct r-controlled vowel in a given word. This required them to apply their knowledge and think critically about the sounds they were hearing. To support students as they practiced new learning, I used the following strategies: Modeling: I demonstrated the correct pronunciation of r-controlled vowels and provided examples of words that contain these sounds. Guided Practice: I worked with students in small groups or individually to practice identifying and producing r-controlled vowels. I provided immediate feedback and correction as needed. Independent Practice: I provided opportunities for students to practice independently, such as through worksheets or online activities. I monitored their progress and provided support as needed. During the lesson, I used a variety of activities to engage students and reinforce their learning. For example, in the reading aloud activity, I asked students to listen for the r-controlled vowels in a story and identify the words that contained these sounds. In the writing exercise, students were asked to write words that contain the r-controlled vowels. In the word sort activity, students were asked to sort words based on the r-controlled vowel they contained. These activities not only provided opportunities for students to practice their new learning but also allowed me to assess their understanding and provide feedback and support as needed. By the end of the lesson, students were able to correctly identify and pronounce r-controlled vowels in 80% of the words presented to them, demonstrating their mastery of the learning objective. Student Responses "The sound I hear at the end of the word 'her' is 'er'." "When we add 'r' to the vowel 'e', it changes the sound to 'er'." Discussion "I noticed that the 'r' changes the sound of the vowel in the word." "The word 'bird' has the 'ir' sound in it." Problem-Solving "The correct r-controlled vowel in the word 'turn' is 'ur'." "The word 'her' has the 'er' sound." Modeling After the teacher's demonstration, students might try to mimic the correct pronunciation of r-controlled vowels and provide their own examples. Guided Practice "I understand now, the word 'her' has the 'er' sound." "Oh, I see, the word 'first' has the 'ir' sound." Independent Practice "I'm not sure if the word 'turn' has the 'ur' sound." "Does the word 'her' have the 'er' sound?" Reading-Aloud Activity "The word 'her' in the story has the 'er' sound." "I heard the 'ir' sound in the word 'bird' in the story." Writing Exercise "I wrote the word 'her' which has the 'er' sound." "The word 'first' that I wrote has the 'ir' sound." Word Sort Activity "I sorted the word 'her' under 'er'." “The word 'bird' goes under 'ir'.”

Social Psychology (10th Edition)

10th Edition

ISBN:9780134641287

Author:Elliot Aronson, Timothy D. Wilson, Robin M. Akert, Samuel R. Sommers

Publisher:Elliot Aronson, Timothy D. Wilson, Robin M. Akert, Samuel R. Sommers

Chapter1: Introducing Social Psychology

Section: Chapter Questions

Problem 1RQ1

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Question

Learning Objective

By the end of the lesson, the students will be able to Identify and produce the r-controlled vowels er, ir, and ur in single-syllable words. This will be done through reading aloud, writing exercises, and word sorts. Students will be assessed on their ability to correctly identify and pronounce r-controlled vowels in 80% of the words.

In the lesson plan on Phonemic Awareness, the main objective was to enable students to identify and produce the r-controlled vowels er, ir, and ur in single-syllable words. The lesson was designed using a combination of direct instruction, guided practice, and independent practice. The students' understanding of the concept was assessed through their performance in these activities and a formal assessment at the end of the lesson.

To promote critical thinking, I used several strategies to elicit student responses:

Questioning: I asked open-ended questions that required students to think critically about the sounds they were hearing and producing. For example, "What sound do you hear at the end of the word 'her'?" or "How does the sound change when we add 'r' to the vowel 'e'?"

Discussion: I encouraged students to discuss their thoughts and ideas with their peers. This not only promoted critical thinking but also fostered a collaborative learning environment.

Problem-solving: I presented students with problems to solve, such as identifying the correct r-controlled vowel in a given word. This required them to apply their knowledge and think critically about the sounds they were hearing.

To support students as they practiced new learning, I used the following strategies:

Modeling: I demonstrated the correct pronunciation of r-controlled vowels and provided examples of words that contain these sounds.

Guided Practice: I worked with students in small groups or individually to practice identifying and producing r-controlled vowels. I provided immediate feedback and correction as needed.

Independent Practice: I provided opportunities for students to practice independently, such as through worksheets or online activities. I monitored their progress and provided support as needed.

During the lesson, I used a variety of activities to engage students and reinforce their learning. For example, in the reading aloud activity, I asked students to listen for the r-controlled vowels in a story and identify the words that contained these sounds. In the writing exercise, students were asked to write words that contain the r-controlled vowels. In the word sort activity, students were asked to sort words based on the r-controlled vowel they contained.

These activities not only provided opportunities for students to practice their new learning but also allowed me to assess their understanding and provide feedback and support as needed. By the end of the lesson, students were able to correctly identify and pronounce r-controlled vowels in 80% of the words presented to them, demonstrating their mastery of the learning objective.

Student Responses