Identify and produce beginning, middle (medial), and final sounds in single-syllable words. 2. Segment individual phonemes in one-syllable words. 3. Use letter-sound knowledge of single consonants (hard and soft sounds), short and long vowels, consonant blends and digraphs, vowel teams (e.g., ai) and digraphs, and r-controlled vowels to decode phonetically regular words (e.g., cat, go, black, boat, her) independent of context.
Standard
1. Identify and produce beginning, middle (medial), and final sounds in single-syllable words.
2. Segment individual phonemes in one-syllable words.
3. Use letter-sound knowledge of single consonants (hard and soft sounds), short and long vowels, consonant blends and digraphs, vowel teams (e.g., ai) and digraphs, and r-controlled vowels to decode phonetically regular words (e.g., cat, go, black, boat, her) independent of context.
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.
Feedback
Looking at the first student's results, they have achieved an 85% score in the weekly encoding assessment. This indicates that they have a good understanding of the learning objectives and are able to correctly identify and pronounce r-controlled vowels in most of the words. However, there is still room for improvement. The student should continue practicing the identification and pronunciation of r-controlled vowels, particularly focusing on the words they struggled with during the assessment. The second student's results show a score of 69% in the weekly encoding assessment. This suggests that the student is struggling with the learning objectives. They are having difficulty correctly identifying and pronouncing r-controlled vowels in a significant number of words. The student should focus on improving their understanding of r-controlled vowels. This can be done through additional reading aloud exercises, writing exercises, and word sorts. They should also spend more time practicing the pronunciation of r-controlled vowels, particularly in the words they struggled with during the assessment. In summary, the first student has a good understanding of the learning objectives but should continue practicing for further improvement. The second student is struggling with the learning objectives and should focus on improving their understanding and pronunciation of r-controlled vowels.
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