- Go to Massachusetts ELA Frameworks and find a standard that you feel supplemental rehearsal might be beneficial. (Under resources for Day 1)
- Once you have chosen the standard, go to the resources listed under day two and choose a highly effective interactive game that will achieve your goal.
- Determine what you would use to assess student engagement and mastery. (You can be creative with this.).
- Comment on this post with the game you chose and what standard it matches. Write a couple sentances explaining the form assessment you would use.
<a href="http://thebexter.com">The Bexter Review</a>
We will do a museum walk with a stop at each computer. You will relate your standard, a quick look at the game and an explanation of a form of assessment you could utilize at the center.
I chose a picture match game to go with standard 1.RL.2a -Distinguish long from short vowel sounds in spoken single-syllable words. At the end of the game the student can print out a copy of their match game. It is a cut and paste without the mess!!
ReplyDeleteI chose standard 2.RF.3.a: Distinguish long and short vowels when reading regularly spelled
ReplyDeleteone-syllable words. I would have students play Word Family Sort .
The students would choose the vowel we were learning about for the week. They would work through the interactive sorting game to sort words on the computer. As a form of assessment, I would then have the students go back to their seats and give them a list of words to cut out and sort. They would paste them into categories to be handed in. This would check their understanding of short vowel families.
Moby's Match
ReplyDeleteReading Standards: Foundational Skills Pre-K–5
Grade 1 students:
3.Know and apply grade-level phonics and word analysis skills in decoding words.
c.Know final -e and common vowel team conventions for representing long vowel sounds.
Moby’s Match
Students will be provided a recording sheet to record the words that use silent e.
Standard
ReplyDelete3. Know and apply grade-level phonics and word analysis skills in decoding words.
c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
The Green Grass song
1.Click on The Green Grass Grows All Around and watch the story the whole way through.
2. Watch the story again and pause the story when you see 6 cows. Read the sight words on the provided white board and circle the words that you see on the story page (six cows page). Then write the words you circled on the provided lined paper.
Practiced sight words: and the all and on in
Standard:
ReplyDeleteMA.2.c. Identify the initial sound of a spoken word and, with guidance and support, generate several other words that have the same initial sound.
http://teacher.scholastic.com/clifford1/
In this game, students need to identify the picture and its initial sound, then find other pictures that have the same initial sound and drag them into the box. This game aligns well with the above standard because students are required to identify an inital sound and find other pictures with the same sound. This is a very simple phonemic awareness activity.
To assess the students, you could have a printed worksheet of pictures and students need to circle the pictures that have the same initial sound. Or for a more fun and colorful assessment, have students color the pictures on a worksheet that have the same initial sound.
I chose the kindergarten standard: MA.3.C. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
ReplyDeletehttp://www.starfall.com/n/matching/sight-words/load.htm
The students will be able to create matches with sight words by reading the word and matching it with the same word, just like in the game memory match. Once they found the matches they need to read the words to themselves and then to a friend that is at the center. After the student has found the matches, read to themselves, and read to a friend they need to write the words once on a piece of paper that is folded into 3 parts. The students need to repeat these steps until they have been through three levels or it is time to switch centers.
Short Vowel Sounds
ReplyDeleteI chose a kindergarten lesson for this standard: RF.3.b. 3. Know and apply grade-level phonics and word analysis skills in decoding words. b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. Students will begin by reviewing all five vowel videos
online. During this, they should interact with the video and repeat after the announcer for additional practice. They will then pick a vowel packet and complete one of the following silly vowel stories of their choice. This will be their assessment in which they can write the word or draw a picture of the object within the story.
Standard: Grade 1 - MA.3.a. Know the spelling-sound correspondences for common consonant digraphs.
ReplyDeleteCenter: Digraph Beginnings
In this center, this game provides a picture with a choice of 3 digraphs. The student must chose the correct digraph. If they click on the picture, the word is read aloud to them.
Assessment: Students will print the final page which indicates how many right and wrong they received.
I chose the Kindergarten standard 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
ReplyDeletea. Recognize and produce rhyming words
http://pbskids.org/lions/games/smartydoors.
This rhyming game guides students through a series of choices in which the child must select the word that rhymes with the primary choice. If the child makes an incorrect choice, the computer provides guidance about the sound that must be matched.
To assess student understanding, there would be prepared pages, with the student's name, for the child to identify rhyming words by placing a letter that correlates with the primary object from a multiple choice group.
3. Know and apply grade-level phonics and word
ReplyDeleteanalysis skills in decoding words.
a. Know the spelling-sound correspondences
for common consonant digraphs
http://www.starfall.com/n/level-a/learn-to-read/load.htm?f
Students will navigate through the Starfall activities for the digraph /sh/:
Listening for /sh/ in the word sheep
Visual discrimination: click to identify the letters that make the sound /sh/
in the words she, shop, sheep, wish and fish
Center Assessment:
Student will sort a group of word/picture cards into two groups to identify the words that have the sound of /sh/
Student will write the words that have the sound /sh/
I selected the Kindergarten standard 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
ReplyDeletea.Recognize and produce rhyming words.
http://pbskids.org/superwhy/#game/freezedance
Students identify rhyming words from a group of various words. Correct choices are verbally confirmed as rhyming words and added to the target list. In correct choices receive a verbal reminder that the chosen word does not rhyme.
Center Assessment: Using three target pictures at the top of a worksheet, students will cut, sort, and glue pictures under the target picture and word. Space is also provided for student to write the label for each picture.
Phonemic Awareness/Phonics Center
ReplyDeleteReading Standard: Foundational Skills Pre-K-5
Grade: Kindergarten
Phonological Awareness, MA.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Recognize and produce rhyming words.
Freeze Dance Rhyming
In this engaging interactive phonemic awareness activity, students listen to rhyming word families and choose words that come across the screen that rhyme with the target word family. The animated character provides prompts, positive, and corrective feedback throughout.
I would assess students understand through a rhyming activity worksheet. Students would sort and glue pictures under rhyming word families and write the rhyming word under each picture.