LESSON PROCEDURE FOR TEACHING ROUTINES SOUNDING OUT WORDS ROUTINES

CLASSROOM TESTED LESSON VIDEO DESCRIPTION “SECRETS OF THE
LESSON PLAN FORMAT FOR ELEMENTARY MIDDLE SCHOOL METHODS
SCIENCE LESSON PLAN IONIC AND COVALENT BODING

Teach Engineering Stem Curriculum Lesson Designing Bridges
UNIT SLAVERY LESSON 25 FREDERICK DOUGLASS (2
013_Spring1_UKS2_Yr5_Lesson_5

Lesson

Procedure for Teaching Routines

Sounding Out Words

Routines include solving math problems, conducting experiments, writing papers, analyzing documents to identify the main points, and even sounding out words. These are so different; how can these be the SAME form of knowledge? Well, do they all involve a sequence of steps? Yes. Does the sequence lead to something accomplished? Yes. Then they are all routines. And this means that despite differences in the subject matter (math problems, reading words), you use the same procedure for teaching them. The difference would be that some routines have few steps and involve fewer background skills. Here is an example.

Procedure for Teaching Cognitive Routines:

Decoding or Sounding out Words

Set up

What are the steps and pre-skills involved in sounding out words, such as run and sit? [We find out what these are either by reading the scientific research or by doing knowledge analysis.]

1. Look at the letter on the far left. r

2. Say the sound of that letter. rrr

3. Shift your eyes to the right, focus on the next letter (u), but continue saying the first sound. rrr

4. Now say the next sound. uhh

5. Shift your eyes to the right, focus on the next letter (n), but continue saying the second sound. uhh

6. Now say the last sound. nnn

The teacher has already taught students the pre-skills needed to decode words: (1) say sounds; (2) say the sounds that goes with the letters; (3) shift eyes to the right. These are some of the pre-skills USED in the sounding out routine. So, the main NEW skills and steps that are taught are in steps 3-6---mainly, shifting eyes to the next letter and saying the next sound. Students don’t know how to do this yet.

[In other words, if you know that eventually you want students to learn a complex cognitive routine, such as sounding out or decoding words, solving equations, and writing essays, you first do a knowledge analysis of these skills to see what students have to know in order to do the routines. Then you teach the pre-skills. Therefore, teaching the cognitive routine itself should be little more than teaching students the steps. You do NOT want students trying to learn the pre-skills or the elementary skills at the SAME time that they are learning to assemble these skills into a routine. This will be too big a load for many students, and they will fail.]


2. Objective

The teacher writes on the board words whose letter-sounds students already know (a, m, s). The teacher points to each word and says, “Sound it out.” Students sound out each word within 3 seconds.

3. Review.

Three pre-skills are reviewed. Why? Because they are PART of the cognitive routine for sounding out. If students don’t have these pre-skills, they can’t sound out words.

Teacher. “Get ready to say some sounds. First I’ll say a sound and then you’ll say that sound. Get ready. ahhh.”

Class. “ahhh.

Teacher. “mmm.”

Class. “mmm.”

Teacher. “sss.”

Class. “sss.”

Teacher. “Individual turns. Julie…aaa.” [The teacher makes sure to call on students who may need the extra practice.]

Julie. “ah.”

Teacher. “Yes, ah.”

“Sammy…mmm”

Sammy. “mmm.”

Teacher. “Yes, mmm.”

“Phyllis…sss.”

Phyllis. “sss.”

Teacher. “Yes, sss.”

“Okay, let’s review our letter-sounds. [Teacher writes letters on the board. Notice that they are the same ones whose pronunciation was just reviewed.]

“Everybody. What sound?” [Teacher points to each letter. Students say the sound. If any student makes an error, the teacher corrects it, with model, lead, test/check. “That sound (points) is ahhh. Say it with me… What sound?...” The teacher makes sure to come back to that sound to retest the student who erred.]

“Now let’s read our sounds.” [Teacher writes letters on the board. The letters are the ones in the words students will sound out.] “When I touch under a letter, you say the sound.” [Teacher starts at the ball and moves her finger under the letter.]

a m
o----> o---->


s
o---->

[The teacher corrects any errors. “That sound is aaa. Say it with me… What sound?]



4. Readiness.

Teacher. “Everybody, sit big. Eyes on me. Feet on the floor….Oh, you are such good students. You got ready so fast.”

5. Frame.

Teacher. “Now you are going to learn how to SOUND OUT words!!”


Focused Instruction

6-8. Model—lead—test/check.

Teacher. [Writes am on the board.]


a m
o-------->

“I’ll read this word the slow way. When I touch under a sound I will SAY the sound. I WON’T stop between sounds. Here I go.” [Touches under edach letter] “aaammm.” [Model] “Again. aaammm.”

“Do it with me. Get ready.” [Lead]

Teacher/
Class. “aaammm”


Teacher. “All by yourselves. Get ready.” [Touches under each letter] [Test/check]

Class. “aaammm.”

Teacher. “Yes, aaammm.” [Verification.]

[Teacher repeats these steps with ma, and sa.]


Closing

The teacher reviews all the words students have sounded out and corrects errors. The teacher decides if some children need extra practice later that day and before the next lesson on sounding out. If they are not firm on these first words, surely they will never be firm on newer and longer ones.


1 EDTPA LESSON PLAN PROFESSIONAL GUIDELINES 72314 REVISED 8417
10 AMAZING LIFE LESSONS YOU CAN LEARN FROM ALBERT
10 MICRO I LESSON 3 PREFERENCES LESSON 2


Tags: routines sounding, some routines, routines, lesson, teaching, procedure, sounding, words