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“Crap Detecting”

Independent Practice Activities

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Model Lesson Plan

1. Set (objectives)

2. Instructional Input

3. Guided Practice

4. Independent Practice

5. Review/reinforcement

6. Closure

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

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SENTENCE POINTS

Use the words to make sentences. Add your points. Use correct capitalization and punctuation. You may use each word many times.

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1

bike

blue

likemy boy

have is

aI

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Actual steps:

1. Trial & error practice rearranging words2. Finding shape associated with word3. Recording the number of points4. Repeating steps 2 & 3 for every word5. Adding the points

(Students are more interested in pointsthan the quality of the sentence)

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2. Directions for next picture:

.

Circle the the words beginningwith the letter “h.” Then color the picture

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QuickTime™ and a decompressor

are needed to see this picture.

letter

mailbox

babymother

foot

shoe

pants

arm

hand

collar

hair

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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.

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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.

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In other words …

Spend most of your time cutting out thepuzzle pieces and putting them together,

andjust 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!)

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4. Word Search

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

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What was learned?

Ability to recognize state names?

Reading backwards and diagonally?Discriminating?

How does it affect perceptual difficulties?

Word spacing? Visual discrimination?

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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)

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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)?

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6. Spelling Practice

All of your spellingwords fit into thepuzzle. Clues havebeen provided.

Station, wasp, wit, southern….(etc.)

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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

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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)?

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Blending vowels and consonants

U O A

A E

I

A

O U

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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?

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8. Visual and auditory discrimination: U

Each word has

the “u” sound.

Finish the words.

H _____ g

R _____ g

S _____ n

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Discrimination: evaluation

• Possible objective: printing a “u”

• Not congruent with auditory or visual discrimination

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9. Vocabulary: Morse Code

.__ = A

__… = B

__.__ = C

(etc.)

• __…/ . __ / __.__ = ________

• __ . / , __ , / __ __ __ / ,__ =

___________

(Not congruent with vocabulary development! This is time-consuming matching.)