1 “Crap Detecting” Independent Practice Activities

2 Model Lesson Plan 1.Set (objectives) 2.Instructional Input 3.Guided Practice 4.Independent Practice 5.Review/reinforcement 6.Closure

3 1. What steps must students take to accomplish this next task?

4 SENTENCE POINTS Use the words to make sentences. Add your points. Use correct capitalization and punctuation. You may use each word many times bike blue likemyboy have is a I

5 Actual steps: 1.Trial & error practice rearranging words 2.Finding shape associated with word 3.Recording the number of points 4.Repeating steps 2 & 3 for every word 5.Adding the points (Students are more interested in points than the quality of the sentence)

6 2. Directions for next picture:. Circle the the words beginning with the letter “h.” Then color the picture

7 letter mailbox baby mother foot shoe pants arm hand collar hair

8 What does this really ask the student to do? 1.Find the “h” words. 2.Circle these words. 3.Spend much of their time trying to stay within the lines as they color the picture.

9 3. Directions: Cut out the puzzle pieces. Then put them together to make a word. Identify the spelling rule for the word you have made.

10 In other words … Spend most of your time cutting out the puzzle pieces and putting them together, and just a moment to identify the word that it contains. (Plus, if the student does a poor job cutting out the pieces,the result will be a poorly written word!)

11 4. Word Search Directions: Circle the names of the 50 states … horizontal, diagonal, vertical or backward.

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13 What was learned? Ability to recognize state names? Reading backwards and diagonally? Discriminating? How does it affect perceptual difficulties? Word spacing? Visual discrimination?

14 5. Evaluate these activities: “Unscramble these spelling words” (tceu, rimrro, dnah) “Unscramble these vocabulary words” (eaatb, feyd) Bilingual: “Unscramble these items of clothing” (tcoa, saptn)

15 Teacher’s Responsibility Examine activities and ask: –Is the allotted time appropriate? –What kind of thinking is required? –Is the activity a direct match with the intended learning (objective)?

16 6. Spelling Practice All of your spelling words fit into the puzzle. Clues have been provided. Station, wasp, wit, southern ….(etc.)

17 Spelling Practice evaluation 1. Not congruent with spelling 2. Count number of squares 3. Use trial and error to fill squares 4. Possible objective: matching equal sets

18 B T M G R P C N S 7. Cut out the letters above. How many words can you make by placing the letters in front or behind the vowels on the chart (next page)?

19 Blending vowels and consonants UOA AE I A OU

20 Blending evaluation 1.Trial and error practice (similar to Scrabble) 2.A convoluted vocabulary check 3.Can student recognize which combination of letters form an acceptable word?

21 8. Visual and auditory discrimination: U Each word has the “u” sound. Finish the words. H _____ g R _____ g S _____ n

22 Discrimination: evaluation Possible objective: printing a “u” Not congruent with auditory or visual discrimination

23 9. Vocabulary: Morse Code.__ = A __… = B __.__ = C (etc.) __…/. __ / __.__ = ________ __. /, __, / __ __ __ /,__ = ___________ (Not congruent with vocabulary development! This is time- consuming matching.)