SPELLING LESSON PLAN

COLEGIO LOS FRESNOS PRIMARIA

Formato de Planeación Didáctica.

(LESSON PLAN)

Grade: _____3rd______. Group : __Blue/Red____

Week: _____3________

From _19_ ¬to 23__ ___August____2013__.

Number of sessions: _________5_________

Teacher’s name: _Sandra Patricia Mora Sosa_

School-year: ______2013-2014____________

SUBJECT:

__Spelling & Listening______ UNIT:

_3.1 Learnig Journeys_

THEME:

Words with short /i/

COMPETENCE:

HOW TO LEARN:

• Cognitive Abilities

• Learning strategies

• To take possession and transfer knowledge

BASIC KNOWLEGE:

Factual Learning.

DAY 1: MONDAY

EXPECTED KNOWLEDGE: Blend, read, and build regular short /i/ sounds.

WELCOME STUDENTS AND PARENTS. SET THE CLASSROOM RULES WITH STUDENTS. PLAY WITH AN ICEBREAKER TO GET FAMILIAR WITH THE STUDENTS ANS WELL AS CREATING A TRUST AND HAPPY ENVIRONMENT.

Warm up:

(1) Use a pretest to asses children's ability to spell words Teacher will bring wordcards to check Ss pronunciation. Ask them to Spell words with and with no cards.

Development:

(3)Ask them to identify the sounds by SAYING, LOOKING, WRITING and CHECKING . Write the word insect The sound they hear at the beginning is short i, ask them to repeat. Model the word pig and ask them to identify the middle sound , segment and blend words together, /p/ /i/ /g/ pig, Teacher will write Spelling List # 2 Short /i/: in, did, sit, six, it, fix, lip, mix, pin, wig.

Wrap up:

(6) Teacher asks students how they feel about reviewing words. Are they confident of knowing them or do they think they need to study more?

DAY 2: TUESDAY

WELCOME PARENTS AND HELP THEM WRAP THE KIDS’ DESKS.

EXPECTED KNOWLEDGE: Apply knowledge of letters-sounds to decode unknown words when reading.

Warm up:

(4) As a warm up use a pretest to asses children's ability to spell words.Say the sound of each letter and blend the words together. Continue with it, in, hip, lip,

Development:

(3) Write spelling sentences on the board and direct children's attention to the picture while the teacher says words and children repeat. Ask them to identify the vowel sound by SAYING, LOOKING, WRITING and CHECKING. Spelling Sentences # 2 Short /i/: Ask them to use the words in a sentence and to tell a meaning.1. It has six legs. 2. She has big lips and a wig.

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