Week 6 Assessment Lesson

Candidate’s Name: Kylie Hubbard

Grade Level:3rd Grade

Title of the lesson: Plurals and Complicated Words

Length of the lesson:45-60 Minutes

Central focus: Students will identify words or phrases they are struggling with while reading short stories. Students will be able to correct and read more fluently upon becoming more comfortable with their struggling words. Key questions: Students will develop the skills to read exactly what is on the page without struggling. Students will be able to understand what they are reading. Students will be able to tell a story and understand the story they are telling. Students will be able to recognize words and their meanings while reading a story. Phonics and word recognitions (Grades 2nd - 3rd)

Key questions: What words do you find your struggle with? Or find hard to remember? What words do you find hard to identify their meanings? When do we use plurals? What is the best way to remember the words means and when to use them as a plural? Many students have experiences reading stories in and out of school. They should be familiar with the layout of reading a story, as well as producing their own story in words and illustrations.

Common Core State Standards Phonics and Word Recognition: CCSS.ELA-Literacy.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.RF.3.3.a Identify and know the meaning of the most common prefixes and derivational suffixes. Fluency: CCSS.ELA-Literacy.RF.3.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-Literacy.RF.3.4.a Read grade-level text with purpose and understanding. CCSS.ELA-Literacy.RF.3.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Support literacy development through language This lesson will help to clarify words that students may have struggled with in the past and how to help identify any words that could become a struggle. Vocabulary ●     Words students were struggling with: Must, Most, Though, Thought, Like, Liked, Likes, Baby, Babies, Both, Blow. Sentence Level ●       Sentence structure will include: a subject, verb, and object. Discourse ●     Students will work to identify plurals and similar looking words.

Learning objectives Students will be able to identify the correct use for words. Students will be able to identify when plurals should be used. Students will be able to understand what they are reading in provided text.

Formal and Informal assessment Were students able to identify words they struggled with? Were students able to make an appropriate word selection? Did students need to make any corrections?

Instructional procedure: Explain to students the difference in the following words: Must, Most, Though, Thought, Like, Liked, Likes, Baby, Babies, Both, Blow. Instruct students the complete the follow worksheet with the correct word. Review as a class, instruct students to make appropriate correction.

Part A. Fill in the blank with the appropriate word. I ___________ complete my homework before I can play outside. (Must, Most) How old is the _____________? (Babies, Baby) I really ________ how my friend colored this picture. (Like, Liked, Likes) I can’t believe the rain and wind will  ________ the leaves around. (Both, Blow) Do you ____________ blue over orange? (Like, Liked, Likes) I completed my chores even __________ I don’t enjoy them. (Though, Thought) There are so many __________ at the nursery. (Babies, Baby) I am __________ likely to pick an apple over a banana. (Must, Most) I will complete __________ my homework and my chores before playing video games. (Both, Blow) She ____________ to play on the swingset. (Like, Liked, Likes) They __________ the assignment was completed, even when it wasn’t. (Though, Thought) Part B. Create a sentence for each of the following words: Must, Most, Though, Thought, Like, Liked, Baby, Babies, Both, Blow. 1._____________________________________________________________   _____________________________________________________________ 2._____________________________________________________________   _____________________________________________________________ 3._____________________________________________________________   _____________________________________________________________ 4._____________________________________________________________   _____________________________________________________________ 5._____________________________________________________________   _____________________________________________________________ 6._____________________________________________________________   _____________________________________________________________ 7._____________________________________________________________   _____________________________________________________________ 8._____________________________________________________________   _____________________________________________________________ 9._____________________________________________________________   _____________________________________________________________ 10._____________________________________________________________     _____________________________________________________________ 11._____________________________________________________________     _____________________________________________________________

Reflection  Were students able to identify the correct words in the sentences Did students accurately complete the sentences with the correct word? Are students more comfortable using these terms?