Chrysanthemum
Title: Chrysanthemum
Author: Kevin Henkes
Subject: Reading Foundations- Phonics
Grade Level: 2nd grade
IEP classification: ADHD, Specific Learning Disability
Common Core Standard: {CCSS.ELA.LITERACY.RF.2.3.B} Know spelling-sound correspondences for additional common vowel teams
Lesson Goals: The Students will be able to identify,spell, and read vowel pairs ow in unknown words with an accuracy of 90%.
Lesson Materials: Smartboard, ELMO, Anchor Chart paper, marker, letter blocks/tiles, worksheet, white board, pencils, scissors, glue
Instructional Lesson Methods and Assessment
Anticipatory Set (10 Minutes):
- The lesson will begin by showing the student's the book Chrysanthemum. Ask the students what they think will happen in the book.
- I will explain to the students that a Chrysanthemum is a type of flower. I will show them a variety of pictures of an actual example of Chrysanthemum flowers. I will give them descriptions such as when and where they usually grow by the website that is linked.
- Next, I will ask students what do they think a Chrysanthemum flower and the mouse on the front cover have in common. I will ask them do they think that the mouse is name Chrysanthemum? I will then ask the students if they know anyone who is named after a flower or plant?
- I will then ask students who do they think the main characters is and what do they think the problem will be in the book? I will choose random students the questions if they are quietly and patiently raising their hand. When students give an answer, I will then ask the rest of the class what do they think about the predictions that their classmates just made? I will ask them to turn to their partner and discuss what they think was said to their classmates.
- After the predictions are made of the book, I will then begin to read the book aloud to the students on the carpet. To keep the students engaged into the story every time the name "Chrysanthemum" is mentioned, I will stop and have the students say the word aloud as a whole. This will allow them to stay focused, alert, and be able to break down the word and say it correctly since it is a long a difficult word to pronounce.
| Recognition “What” Multiple means of Representation | Strategic “How” Multiple means of Action and Expression | Affective “Why” Multiple means of Engagement |
| 3.1Provide or activate background knowledge The teacher gives them information on the Chrysanthemum flower so students will have background knowledge throughout the book. 3.2Highlight critical features, big ideas, and relationships The teacher will promote students thinking to make connections between the character and the flower "Chrysanthemum" along with trying to guess what will happen in the story. | 5.3Provide ways to scaffold practice and performance The teacher will scaffold and assist students in sounding out the words as well as promoting ideas of events that may occur in the book. | 7.1Increase individual choice and autonomy The teacher will encourage self creativeness and imagination of what events they believe will occur in the book. |
- After reading the book, I will introduce the vowel sound of ow. I will ask the students what sound they hear in words flower, now, down, and cow.
- Using an anchor chart, I will demonstrate the word cow and explain that the vowel combination ow for the sound in cow. I will sound the word out with them by separating the word such as c-ow so students are understanding the vowel combination.
- I will then give students letter blocks or tiles individually and have them practice with me as I use words such as: bow, now, sow, grow, show, and snow. I will practice with the students by showing them how to move the letter blocks/tiles underneath the ELMO so they can see it on the Smartboard. As I practice with students, I will walk through the concept very slowly such as, what sound do you first hear in the word bow? (B) is the first sound so now lets add the (ow) sound. What do you get once you sound it out, b-ow. We will then sound the words out together as a class.
- I will then continue with words such as flow, throw, and wow just because flow and throw have a blending sound in the middle and wow because it might be difficult for the students to sound out with the word having a (w) at the beginning and end of the word. I will go through the same concept as sliding the first two blocks together fl and then combining the ow combination.
- After the students have the concept down, I will then go to the Smartboard and write the word bow. I will explain to the student that the word can be pronounced in the same way that you say cow or the sound in snow. I will demonstrate this by giving them two example sentences such as: "The girl had a pink _ to match her dress." Then I will write the sentence, "The spelling bee winner took a __ after winning the competition." I will then pick two students to read the sentences with the word "bow" fitting the blank. I will explain to students that sometimes you must read the whole sentence to know which sound the ow is making in the selected word.
| Recognition “What” Multiple means of Representation | Strategic “How” Multiple means of Action and Expression | Affective “Why” Multiple means of Engagement |
| 3.3Guide information processing The teacher will guide the children with new information by explaining the lesson and demonstrating by block tiles. | 4.2Provide varied ways to interact with materials Students interact with the materials provided and the Smartboard. 5.2Provide appropriate tools for composition and problem solving The teacher will provide interaction by using letter blocks/tile and example sentences. | 9.2Scaffold coping skills and strategies The teacher will observe students in seeing which skills and strategies is best suited for their learning. |
- The students will be instructed to partner up with the partner sitting across them. Each group will be given a zip-lock bag of index cards with words with images to represent the words. The students will be instructed to separate the words into two categories. The two categories will be ow as in rhymes with cow and ow as in rhymes with low.
- The words that will be used are: bow, cow, chow, how, now, plow, sow, vow, wow, bow, blow, crow, flow, glow, grow, low, mow, row, show, snow, sow, slow, sow, stow, throw, tow
- I will walk through the students as they are working with their partner and make sure their is equal participation. I will remind students that they should be discussing and sounding out the words.
- Once each group has completed their words, I will ask them to turn to the Smartboard. As a class, I will then draw students names out of the can that has their names on pop sickle sticks. When a students name is drawn they are to tell me where the word I've drawn from my zip-lock bag should go between the two different categories.
- After all the words have been drawn, and the students answers categorized onto a T-chart, I will then go to the following link. http://www.enchantedlearning.com/rhymes/wordfamilies/
- The link will show the students the correct way that the words should have been categorized. I will then allow students observe the data and compare the class results to the correct ow vowel data.
| ow (rhymes with cow) bow cow chow how now plow sow vow wow | ow (rhymes with low) bow blow crow flow glow grow low mow row show slow snow sow stow throw tow |
| Recognition “What” Multiple means of Representation | Strategic “How” Multiple means of Action and Expression | Affective “Why” Multiple means of Engagement |
| 1.2Provide alternatives for auditory information The students will be handed index cards and be expected to sound them out and then separate them into categories with their partner. | 4.1Provide varied ways to respond Students can choose their own method to accomplish the goal with their partner. | 7.2Enhance relevance, value, and authenticity Students will be encouraged to use their own authenticity to sounds out words. 8.3Foster collaboration and communication Students will be encouraged to work together to accomplish the goal in a way best that suites them. |
- For independent practice, students will be instructed to clear off their desks and get their pencils out. They will be given the following worksheet that I created.
Chrysanthemum “ow” Word List
Directions: Write down any words that you hear having the “ow” vowel sound in the word. You may also write down any words you may see from pictures in the book that may have an “ow” sound in that picture.
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- Once the students have been given the worksheet, I will then explain that we are going to watch and listen to the video of the book Chrysanthemum on the Smartboard from YouTube.
- I will explain to students that they are to write down any word they hear with the ow combination vowel sound onto their worksheet. They are also allowed to write down any word that describes a picture in the book that may have an ow combination to spell the word.
- The video will be coming from this link: https://www.youtube.com/watch?v=Ch_KD65Hc7o
- Once the video has been watched, I will randomly choose students to tell me words they wrote down that they thought had the ow vowel combination sound. I will write all the words on the white board that they give me. We will then as a class filter out the words on whether they had the ow vowel combination sound or not.
| Recognition “What” Multiple means of Representation | Strategic “How” Multiple means of Action and Expression | Affective “Why” Multiple means of Engagement |
| 3.4Support memory and transfer Students will have to transfer new knowledge to accomplish the assessment on their own. | 5.1Allow choices of media for communication Students will use technology and prior knowledge to complete the assessment activity and worksheet | 5.2Provide appropriate tools for composition and problem solving Students will be chosen to give me words after the video has been watched. They will tell me the word and why they chose it. |
Wrap Up (5 Minutes): 3-2-1
- As the teacher I will pass out post it notes to each student. They will be instructed to write down words that have the ow vowel combination that haven't been used or brought up in today lesson. They will have to write down three words that have the ow combination in words such as cow, two words that have the ow combination in words such as low, and one word that sounds like it has an ow vowel combination.
- After the students write their words on the sticky notes, they will stick the stick notes to their paper and turn them into the assignment tray as the teacher calls on their section of seating such as red table, blue table, yellow table.
| Recognition “What” Multiple means of Representation | Strategic “How” Multiple means of Action and Expression | Affective “Why” Multiple means of Engagement |
| 3.1Provide or activate background knowledge Students will be expected to use their background knowledge to complete a post it note with new words that have an "ow" vowel combination. | 6.2Support planning and strategy development Students will be encouraged to take their time and sound out the new words that they are going to use. | 9.3Develop self-assessment and reflection The teacher will encourage students to use all their new learning methods to figure out new words that have the "ow" vowel combination. |
Assessment (5-10 Minutes):
- The teacher will pass out a created worksheet that has the ow vowel combination words into sentences.
- The students will have to cut sentence strips and place them into the correct category.
- The teacher will observe and listen for students understanding and sounding out words to figure out which ow vowel combination is being used.
- The teacher will grade the worksheet when they are completed based on the answer key. Students should get 6 out of 8 correct to receive a passing score.
Copy this link to get my assessment worksheet.
https://drive.google.com/file/d/0B8o_cFkWrCAJakVyQjh6MlRuWUk/view?usp=sharing
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UDL Principle
I. Multiple Means of Representation ensures that the Recognition networks of students are supported.
Specific UDL Acommodations (1.1 - 3.4) Recognition Networks "What"
| Key Elements | Please Put a Check Mark Next To the Ones You Incorporated | Where in the project?(Which Lesson Phase 1-6) |
| **Provide options for perception** | ||
| 1.1 Customize the display of information | ||
| 1.2 Provide alternatives for auditory information | X | Guided Practice |
| 1.3 Provide alternatives for visual information | ||
| **Provide options for language and symbols** | ||
| 2.1 Define vocabulary and symbols | ||
| 2.2 Clarify syntax and structure | ||
| 2.3 Decode text and mathematical notation | ||
| 2.4 Promote cross-linguistic understanding | ||
| 2.5 Illustrate key concepts non-linguistically | ||
| **Provide options for comprehension** | ||
| 3.1 Provide or activate background knowledge | X | Set, Introduce and Model New Knowledge, Wrap-Up |
| 3.2 Highlight critical features, big ideas, and relationships | X | Set |
| 3.3 Guide information processing | ||
| 3.4 Support memory and transfer | X | Independent Practice, Assessment |
Specific UDL Accommodations (4.1 - 6.4) Strategic Networks "How"
| Key Elements | Please Put a Check Mark Next To the Ones You Incorporated | Where in the project?(Which Lesson Phase 1-6) |
| **Provide options for physical actions** | ||
| 4.1 Provide varied ways to respond | X | Guided Practice |
| 4.2 Provide varied ways to interact with materials | X | Introduce and Model New Knowledge |
| 4.3 Integrate assistive technologies | ||
| **Provide options for expressive skills and fluency** | ||
| 5.1 Allow choices of media for communication | ||
| 5.2 Provide appropriate tools for composition and problem solving | X | Independent Practice |
| 5.3 Provide ways to scaffold practice and performance | X | Set |
| **Provide options for executive functions** | ||
| 6.1 Guide effective goal setting | X | Assessment |
| 6.2 Support planning and strategy development | X | Independent Practice |
| 6.3 Facilitate managing information and resources | ||
| 6.4 Enhance capacity for monitoring progress | ||
Specific UDL Accomodations (7.1 - 9.3) Affective Networks "Why"
| Key Elements | Please Put a Check Mark Next To the Ones You Incorporated | Where in the project?(Which Lesson Phase 1-6) |
| **Provide options for recruiting interest** | ||
| 7.1 Increase individual choice and autonomy | X | Set |
| 7.2 Enhance relevance, value, and authenticity | X | Guided Practice, Assessment |
| 7.3 Reduce threats and distractions | ||
| **Provide options for sustaining effort and persistence** | ||
| 8.1 Heighten salience of goals and objectives | ||
| 8.2 Vary levels of challenge and support | ||
| 8.3 Foster collaboration and communication | X | Guided Practice |
| 8.4 Increase mastery-oriented feedback | ||
| **Provide options for self-regulation** | ||
| 9.1 Guide personal goal-setting and expectations | ||
| 9.2 Scaffold coping skills and strategies | X | Introduce and Model New Knowledge |
| 9.3 Develop self-assessment and reflection | X | Independent Practice |
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