Wednesday, December 6, 2017

First Grade Reading Lesson on Welded/Glued Sounds “an” and “am”

A Technology Integration Lesson Plan for First Grade Reading
Designed by Samantha James
sjjames@buffalo.edu
Lesson Summary
These next few days, the students will be focusing on the welded sounds or glued sounds, -an, and -am.  A glued sound is two or more letters that keep their individual sound but are glued together. These lessons are designed to follow the Fundations reading program. Students will be tapping their fingers to different sounds in a word. Previously, the students learned about the glued sound -all that is in words like ball or fall. To practice this skill, students will be reading a story while searching for the glued sounds. They will also be playing supplemental games called "Don't Get Stung" and -an/-am bingo. The students will be assessed by completing a TEDEd Lesson at the end of each class period.


Duration: This lesson will take approximately two class periods (Monday and Tuesday).


Standards:
    1. Know the spelling-sound correspondences for common consonant digraphs.
    1. Decode regularly spelled one-syllable words.
    1. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).


Objective: Students will be able to recognize words that have the welded sound –an in the “Dan and Pam Have Fun” reading, and the TEDEd Lesson.


Lesson Type: Students will be listening to the lesson as a whole group.  The games will be played in small groups.  The reading activity will be done in partners.  The TEDEd Lessons will be done independently. 

Materials:


Technology Integration: The teacher will present videos from YouTube.com on the Smartboard or using the projector. Students will be using their individual iPads or Chromebooks to read a story on Epic!  and complete a TEDEd Lesson at the end of each class period.


Day One
Introduction (10 minutes)
  • Use the Fundations sound cards and the videos Fundations random practice letters A - Z and Fundations Digraphs to review the letter sounds and digraphs.  Present the videos to the class on the Smartboard or Projector
  • Review that some words need a bonus letter. These letters appear at the end of a word, after a short vowel sound.  The bonus letters include f, l, s, and sometimes z.
  • Ask students how to tap and spell different words that require a bonus letter.
    • Examples: mess, full, miss, pass, shell, puff


  • Explain to students that when marking up the word, a star is put above the bonus letter


Lesson One (10 minutes)
  • Teacher will explain to the students that they will now be learning about welded/glued sounds.  
    • A welded sound, or a glued sound, is when two or more letters are put together to make one sound.  To tap these sounds out, use two or three fingers “glued” to represent the number of sounds working together.
  • The teacher will then remind the students that they have previously learned the glued sound -all.  The sound we are going to be learning about today is the -an sound.
  • Present the new glued sound card to the class.
  • Teacher will then have the students repeat “a, n, fan, an” then hang the card up with the other sounds they have learned.
  • Teacher will then have the students tap out different words that end in “an” such as fan, man, can, pan.

  • Teacher will then have students try and think of words that end with the new glued sound. Write them down on a whiteboard or on the smartboard.
  • The teacher will then explain that when marking up words with a glued sound, you would put a box around the two letters that make one sound.  For example, when you go to mark up the word “van,” you would put a box around the letters “an” to show they go together.
  • The teacher will then have student volunteers come up, tap out a word, write it on the board, then mark it up.


Activity (15-20 minutes)
  • Students will be given a partner to complete the reading of “Dan and Pam Have Fun
  • Students will take turns reading each sentence out loud.  After reading through it once, the students will then go back and highlight any word that ends with the glued sound -an.  
  • Once finished, students will then record any -an words from the books on the bookshelves or on the website Epic! using their iPads or Chromebooks. The students will record these words on the Scavenger Hunt Worksheet


Formative Assessment (10 minutes)


Day Two
Introduction (5-10 minutes):
  • Play the game “Don’t Get Stung”
    • Teacher will have written words on the bottom of the popsicle sticks.  The words are all decodable.
    • One student at a time will pick a popsicle stick out of a container. The student will then read the word on the stick out loud.
    • If they read the word correctly, the student keeps the stick.  If the word is read incorrectly, the stick is put back into the container.
    • If students pick out the stick with the bee, all students must put back their sticks in the container.  If students pick out the fly repellent, students can use it as a “save” if they were to pick the bee stick.
    • Words include: mall, puff, mill, tall, fuss, puff, Jeff, fell, huff, shell, wall, ball, mess, cuff, Bill, hill, chill, yell, miss, Jill, pass, less, ran, tan, man, van, Dan, can, fan, pan
Lesson Two (10 minutes):
  • The teacher will remind the students that they have already learned two glued sounds, the sound -all as in “ball” and -an as in “fan”.  The sound we are going to be learning about today is the -am sound.
  • Teacher will then have the students repeat “a, m, ham, am” then hang the card up with the other sounds they have learned.
  • Teacher will then have the students tap out different words that end in -am such as ham, Pam, bam, jam, Sam, clam, etc.
  • Teacher will then have students try and think of words that end with the new glued sound of -am.  Write them down on a whiteboard or on the smartboard.
  • The teacher will then explain that when marking up words with a glued sound, you would put a box around the two letters that make one sound.
  • The teacher will then have student volunteers come up, tap out a word, write it on the board, then mark it up.


Activity (15-20 minutes)
  • Explain to the students that we will now be playing -am, -an bingo. The teacher will hand out a blank Bingo Board to each student.
  • The teacher will pull up the saved list of -an words the students came up with in the previous lesson.  With both lists of words ending in -am and -an, have the students fill out their Bingo boards.
  • Once every student has filled their bingo boards, call out one word at a time.  The first student to get five words in a row is the winner.


Formative Assessment (10 minutes)
  • Students will use their iPads or Chromebooks to complete the TEDEd Lesson on -am independently.

Evaluation:
  • Students will be evaluated on their ability to read and recognize words that end in the glued sounds -an and -am. Their knowledge will be assessed by the completion of the TEDEd lessons and their ability to locate the glued sound -an in the reading "Dan and Pam Have Fun."

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