LaKC+Lesson+3

Date: March 14, 2011
 * LaKesha Curtain**
 * Shady Lane Elementary School**
 * Spelling: 3rd Grade – Lesson 3 - Day 1 Pretest and Word Lists**
 * Instructional Model: Backward Design**


 * Lesson Title: Preconsonant Nasals**

Phonics and Word Recognition 3. Know and apply grade-level phonics Students will understand that the n sound in preconsonant nasals is hard to hear. What are Preconsonant Nasals? //__Students will know__// What Preconsonant nasals are. //__Students will be able to:__// Recognize when a Preconsonant nasal is present and be familiar with the spelling patterns associated with them. Spelling Student Book 1. Give Pretest- Say each spelling word and read a sentence in context using the word. Repeat the word. Have the students record the pretest words in the pretest column on page 97 of the Student Book. 1. Give Pretest 2. Let students check their pretest with the Answer Key/Shopping List 3. Let students choose words to work on at home from the shopping List. Students who had 0-6 words correct will pick from the left column. Students with 7-9 correct will pick from the middle column, and students with 10-11 correct will pick from the right column. //NOTE: The shopping list provides words below grade level – left column, at grade level – middle column, and above grade level – right column.// __Wrap Up__ - **Have the students write words from their shopping list in their assignment. notebooks.**
 * Content**
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 * __Essential Questions__:**
 * __Knowledge and Skill Objectives__:**
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 * __Assessment of Student Outcomes__**__:__
 * __Process__**
 * Talk about Preconsonant Nasals – When words have a Preconsonant nasal sound (such as n in nk or nd), the /n/ sound gets swallowed by the final consonant sound and so is hard to hear (dunk, behind)**

Post Lesson Analysis Reflection Grade Level: 3 Subject: Spelling Date: March 14, 2011 Instructional Model : Backward Design Lesson Title: Lesson 25 Preconsonant Nasals 1. **As I reflect on the lesson, I think the students were engaged because they were able to choose words that they could take home to work on. I also liked the idea of students being able to be involved in an enrichment activity if they spelled all of the words correctly on the pretest. 2. My instructional goals were met  ** because the students understood what preconsonant nasals were through practice of writing the words. The recognized the spelling pattern early in the lesson. ** 3. If I had the opportunity to teach this lesson again, I would **incorporate a fill in the blank activity to reinforce the spelling pattern.** Range of abilities of student work from this lesson: ** Although all of the students did not spell the words correctly during the pretest all of the students scored at least a C on the pretest.
 * Lakesha Curtain Shady Lane Elementary School