Week 6: Assignment 1

Candidate’s Name: Mary

Grade Level: 3

Title of the lesson: Past and Present

Length of the lesson: 30 Minutes

Central focus of the lesson is to provide students with some basic rules for determining when a past or present tense verb should be used. Suffix recognition (Grade 2)

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Mary sounds out words she is struggling with and self-corrects 1 out of 4 errors. Mary also is good at comprehending what she is reading.

Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].) Common Core Learning Standards for ELA and Literacy) CCSS.ELA-Literacy.RF.2.3.d Decode words with common prefixes and suffixes.

Support literacy development through language (academic language) Determine if a past or present tense verb is required Complete a sentence with either a past or present tense verb Student must be able to recognize and pronounce both past and present tense forms of a verb

Learning objectives Sample: Will know when to use a past tense-verb instead of a present-tense verb and vice versa. Will understand that adding “ed” to some verbs will cause them to become past tense verbs.

Formal and informal assessment (including type[s] of assessment and what is being assessed) Tense Recognition: Students will be informally assessed based on their correct or incorrect choice of verb tense when filling in the blanks of sentences. Tense Recognition & Reading Fluency: Students will be formally assessed by a running record and miscue analysis.

Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following: Students will each receive a packet with a story. Each page of the story will be split down the middle. One side will say something along the lines of “When I was a baby, I _____ all the time.” The other side will say something along the lines of “Now, I do not _____ as much.” The teacher will ask a student to read the first sentence then ask the class if the blank should be filled in by “cry” or “cried”. This will be continued through the rest of the story with words like “walk/walked”, “play/played”, etc. At the end of the story, the teacher will ask if any of the students notice a pattern with the verbs on the baby side of the story. The teacher will explain that adding “ed” to some verbs can make them past tense verbs. After this lesson, a running record will be performed with this story to determine if the student recognized the “ed” suffix.

Instructional resources and materials used to engage students in learning. Story SMART Board

Reflection This instruction supports learning for the whole class as it solidifies a pattern that many students may have already noticed and clears up confusion for struggling students. A variation to this lesson would be to have the students work to complete the story in pairs rather than with the entire class. This method would promote scaffolding, teamwork, and peer mentoring