Embedded Files
Phonics and Word Recognition | Level E = 16% | Estimated Time 5 hrs
Mini-Lesson Targeted Skill:
Mini-Lesson Targeted Skill:
Engage learners in a targeted content-driven presentation based on a specific lesson, skill of study. Provide a brief explanation of the skill relevance through modeling and demonstrations. Be prepared to remediate and or reteach when necessary.
(15-20 minutes).
The learner will be able to identify and form singular, plural and possessive nouns in sentences as practice to support the student in gaining and or refreshing learner understanding of the content presented.
The learner will be able to identify and form singular, plural and possessive nouns in sentences as practice to support the student in gaining and or refreshing learner understanding of the content presented.
Instructional Materials
Instructional Materials
Student HyperDocs
Click image above to Download here and upload into Google classroom to assign activities for absent students
VIDEO
VIDEO
When watching videos, student’s will use the Cornell Notetaking method to take notes and use during activity(ies). Click HERE to see how.
Supportive Handouts
Supportive Handouts
Materials Needed
Materials Needed
Small Dry Erase Boards
Index Cards
Bingo Chips or Game Pieces
Independent Practice
Independent Practice
Facilitate learning groups to engage in problem-based learning to reinforce mini lesson. Students self-explore.
(20-25 minutes)
Working in pairs learner groups will explore to demonstrate skill understanding by completing the Plural Rule Match Activity using the following steps:
Step 1: Students will match Plural word cards to their Plural Rules Match Worksheet
Step 2: Rewrite the words in the correct plural form.
Guided Practice
Guided Practice
Engage with small groups to guide lines of thinking.
(20-25 minutes)
The instructor will engage the learner groups in a short oral formative assessment on Steps 1 and 2. Prior to having the learners complete Step 3.
Step 3 : Download the Bingo Board Template and have students create a bingo board using their own words that match concept rules discussed during both mini-lesson and independent practice. Play the game!
Note: The instructor will need to take a picture or copy each groups bingo board as a source for playing the bingo game. Mix their words with words studied in Step and 1 and 2 of the Matching Activity as you call BINGO!
Lesson Flip/Pull-Outs
Lesson Flip/Pull-Outs
Work with the learner to demonstrate mastery utilizing instructor-selected tools through presentation and/or pull-outs.
(20-25 minutes)
At this stage the learner becomes the instructor by explaining the completed activity and the steps taken towards completion. This lesson flip provides the instructor with another opportunity to listen for skill mastery and/or guide learner thinking toward sound understanding.
Personal Skill Development
Personal Skill Development
Provide an opportunity for students to utilize online learning tools to facilitate individualized instruction.
(20-30 minutes)
Probe | Learner Reflection
Probe | Learner Reflection
Provide an opportunity for students to review, ask additional questions, reflect on changes to their thinking, and identify new skills they have developed.
(15-20 minutes)
Have your learners evaluate and rate their day by engaging them in the exit activity : 2 Thumbs up 2 Thumbs down
Instructor Reflection
Instructor Reflection
(How effective was the instruction today)
Review the learner artifacts and exit tickets from each group. Develop a plan of remediation, reteach and or review.
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