STANDARD 3.1 (Reading) All students will understand and apply the knowledge of sounds, letters, and words in written english to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
B. Phonological Awareness (includes phonemic awareness)
- Demonstrate understanding of all sound- symbol relationships.
- Blend or segment the phonemes of most one-syllable words.
C. Decoding and Word Recognition
- Identify all consonant sounds in spoken words (including blends such as bl, br; and digraphs such as th, wh).
- Recognize and use rhyming words to reinforce decoding skills.
- Decode regular one-syllable words and nonsense words (e.g., sit, zot).
- Use sound-letter correspondence knowledge to sound out unknown words when reading text.
- Recognize high frequency words in and out of context.
- Decode unknown words using phonetic analysis
- Decode unknown words using context clues.
State
Standards for New Jersey click on link below:
http://www.state.nj.us/education/cccs/index.html
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Garner's
Multiple Intelligences
Multiple Intelligence Activity
| Verbal-linguistic | Cooperating within a group, using reading clues to problem solve, and sharing farm with teacher |
| Logical-mathematical | Following directions to complete tasks and activities |
| Visual-spatial | Individual tasks, viewing sites, on-line movies, transferring knowledge and completing activities, and hands-on activities |
| Musical-rhymic | Viewing and listening to on-line movie |
| Bodily-kinesthetic | Use of mouse and keyboard, Circling the correct animal or crop on paper, and putting the farm together on construction paper |
| Interpersonal | Working within a cooperative group |
| Intrapersonal | Individual tasks and listening independently to on-line movie |
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Gregoric
Learning Styles
| Concrete Sequential | Following step by step directions, hands on activities, organized activities, having a checklist |
| Concrete Random | Playing trial and error phonics games, using phonics clues to complete their individual task |
| Abstract Sequential | Using phonics skills to solve the problem and using references provided to review before problem solving |
| Abstract Random | Working with partner and working together to create final farm |
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Bloom's Taxonomy
| Knowledge | Using prior knowledge to recall and identify |
| Comprehension | Discuss what you already know |
| Application | Construct a model of their outcomes |
| Analysis | Comparing their finding to what was presented through research |
| Synthesis | Sharing their information, creating the new Alpha Farm, using hands-on-activities to create final project |
| Evaluation | Combining individual strands to create a collaborative farm |
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Emotions
Up until this point, students at the first grade level have been introduced and re-introduced to farm life. Most students also at this point have visited a farm and have met a farmer. The introduction plays an important role in the students emotions by giving them responsibility and a chance to help a fictional character. The students will be engaged in this activity since this is of high interest.
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Retention
Long-term retention is accomplished through rehearsal. This is accomplished during review time, reading directions, during collaborative group work, assessing their work using a checklist, and playing different phonics games. The students are using their phonics skills throughout the lesson which will help them retain the information.
