Simpler Version:
Objective: Students will be able to use elements of structure to identify words, including the use of familiar word chunks.
Materials:
- Chart paper
- Markers
- Word cards with familiar word chunks (e.g., -ing, -ed, -ful, -less, -ly, etc.)
- Sentence strips with sentences containing words with familiar word chunks
- Whiteboard and markers
- Individual whiteboards and markers (one per student)
- Word chunk worksheet (one per student)
- Pencils
Warm-up (5 minutes):
1. Review what students already know about word chunks.
2. Discuss the importance of word chunks in reading.
Introduction (10 minutes):
1. Show the word cards with familiar word chunks to the class.
2. Model how to identify words using familiar word chunks.
Guided Practice (15 minutes):
1. Distribute the sentence strips to small groups of students.
2. Instruct them to read the sentences and identify the familiar word chunks in each sentence.
3. Provide support and guidance as needed.
4. Have students share their findings with the whole class.
Independent Practice (15 minutes):
1. Distribute the word chunk worksheet to each student.
2. Instruct students to read the words and identify the familiar word chunks in each word.
3. Allow students to work independently.
Closure (5 minutes):
1. Review the importance of using familiar word chunks to identify words.
2. Ask students to share any new word chunks they discovered during the lesson.
3. Summarize the lesson by emphasizing the use of familiar word chunks as a helpful strategy for reading and understanding words.
Same Version:
Objective: Students will be able to use elements of structure to identify words, including the use of familiar word chunks.
Materials:
- Chart paper
- Markers
- Word cards with familiar word chunks (e.g., -ing, -ed, -ful, -less, -ly, etc.)
- Sentence strips with sentences containing words with familiar word chunks
- Whiteboard and markers
- Individual whiteboards and markers (one per student)
- Word chunk worksheet (one per student)
- Pencils
Warm-up (5 minutes):
1. Begin the lesson by reviewing what students already know about word chunks.
2. Discuss the importance of word chunks in reading and how they can help us identify and understand words more easily.
Introduction (10 minutes):
1. Show the word cards with familiar word chunks to the class.
2. Model how to identify words using familiar word chunks by writing a sentence on the whiteboard.
3. Discuss how the word chunk “-ing” is used to show that an action is happening in the present.
Guided Practice (15 minutes):
1. Distribute the sentence strips to small groups of students.
2. Instruct them to read the sentences and identify the familiar word chunks in each sentence.
3. Circulate around the room to provide support and guidance as needed.
4. After students have identified the word chunks, have them share their findings with the whole class.
Independent Practice (15 minutes):
1. Distribute the word chunk worksheet to each student.
2. Instruct students to read the words and identify the familiar word chunks in each word.
3. Allow students to work independently, but be available to answer any questions or provide assistance as needed.
Closure (5 minutes):
1. Gather the students back together as a whole group.
2. Review the importance of using familiar word chunks to identify words.
3. Ask students to share any new word chunks they discovered during the lesson.
4. Summarize the lesson by emphasizing the use of familiar word chunks as a helpful strategy for reading and understanding words.
More Complex Version:
Objective: Students will be able to use elements of structure to identify words, including the use of familiar word chunks.
Materials:
- Chart paper
- Markers
- Word cards with familiar word chunks (e.g., -ing, -ed, -ful, -less, -ly, etc.)
- Sentence strips with sentences containing words with familiar word chunks
- Whiteboard and markers
- Individual whiteboards and markers (one per student)
- Word chunk worksheet (one per student)
- Pencils
Warm-up (5 minutes):
1. Begin the lesson by engaging students in a discussion about word chunks and their importance in reading.
2. Encourage students to share any familiar word chunks they know and write them on the chart paper.
Introduction (10 minutes):
1. Show the word cards with familiar word chunks to the class.
2. Model how to identify words using familiar word chunks by writing a sentence on the whiteboard and underlining the word chunk.
3. Discuss the meaning and function of the word chunk in the sentence.
Guided Practice (15 minutes):
1. Divide students into small groups and distribute the sentence strips.
2. Instruct them to read the sentences and identify the familiar word chunks in each sentence.
3. Encourage students to discuss the meaning and function of the word chunks within the context of the sentences.
4. Circulate around the room to provide support and guidance as needed.
5. Have each group share their findings with the whole class.
Independent Practice (15 minutes):
1. Distribute the word chunk worksheet to each student.
2. Instruct students to read the words and identify the familiar word chunks in each word.
3. Encourage students to write sentences using the identified word chunks to demonstrate their understanding.
4. Allow students to work independently, but be available to answer any questions or provide assistance as needed.
Closure (5 minutes):
1. Gather the students back together as a whole group.
2. Review the importance of using familiar word chunks to identify words and enhance reading comprehension.
3. Ask students to share any new word chunks they discovered during the lesson.
4. Summarize the lesson by emphasizing the use of familiar word chunks as a powerful tool for decoding and understanding words in context.
