Minilesson Planning Sheet
Name:Whitney Hamilton
Grade Level: 3rd
Content: Communication Arts- Phonics
Lesson: R-Controlled Vowels: The combinations of ir, er, and ur make an /ir/ sound (like in bird)
Content Objective(s):
After teacher modeling and guided practice, students will be able to identify the spelling patterns of ir, er, and ur for r-controlled vowels by completing an r-controlled chart using words from My Rotten Redheaded Older Brother.
GLE:
Apply decoding strategies to independently “problem-solve” unknown words when reading
R1C3
Modifications:
Basic Beginner: Use scrambled letter cards to arrange in the correct word order form with teacher support.
High Beginner: Make new words applying known decoding strategies with familiar two to three syllable words with support.
Low Intermediate: Use previously taught decoding strategies to decode words found in a leveled text with assistance.
High Intermediate: In a leveled text, decode unknown words when reading a story with support.
Advanced/Proficient: When reading a grade-level text, use decoding strategies to solve unknown words to answer comprehensive questions to a story with minimal support.
Materials/Media/Resources:
Polacco, P. (1994). My rotten redheaded older brother. New York, NY: Scholastic
Inc.
Smart Board
Phonics R-Controlled chart for Smart Board
Guided practice/Independent practice worksheets (charts)
Anticipatory Set:
Today we are going to talk about bossy R’s. When a vowel has an r right after it, it makes a special sound. These are called r-controlled vowels, but we will call them bossy R’s. Bird, curd, and fern all have the same /ir/ sound; however, they are all spelled a different way. Today, we are going to take a look at the three different ways you can spell this special sound.
Instructional Input:
Like I mentioned, we are going to learn about bossy R’s and the three different ways to spell the special sound of /ir/. The Smart board, I am going to make a chart. It will be similar to a T-chart, but it will have three columns instead of just two. At the top of the first column, I am going to write the first way that we can spell the sound of /ir/. I will put “ir” along with the rule on the board.
Have students repeat the spelling and rule after EACH column is created.
Now, the second way to spell the sound of /ir/ is “er.” On the board, I am going to write “er” along with the rule. The third and final way to spell the special sound of /ir/ is “ur.” I will write “ur” in the third column along with its rule.
The board should now look like this:
Bossy R’sir
this spelling makes the special sound of ‘ir’ like in ‘bird’ / er
this spelling makes the special sound of ‘ir’ like in bird / ur
this spelling makes the special sound of ‘ir’ like in bird
Today, we are going to use these three spellings for /ir/ to decode words from My Rotten Redheaded Older Brother. First, we are going to practice with other words that make this sound.
Modeling/Demonstrating:
Next, I open a document that has the exact same chart as above, with multiple /ir/ words around the edges. It should look like this:
Bossy R'sbird energy curl jerk girl firm burn blur different / ir
this spelling makes the special sound of ‘ir’ like in ‘bird’ / er
this spelling makes the special sound of ‘ir’ like in bird / ur
this spelling makes the special sound of ‘ir’ like in bird / dirt thirst yogurt fur squirt her stir after term
As I look at the new words surrounding my chart, I need to determine which words go in which column. I will start with the first word, “bird.” Here, I pause and say ‘bird’ then spell the word.
This word is used in our rule. I know it makes the /ir/ sound and is also spelled using an “ir.” I will move this word into the ir column.
I take my finger on the Smart board and move the word to the corresponding column.
Now, I see that the next word is “energy.”
Here, I pause and say “energy” then spell the word.
There is not an “ir” in this word or a “ur,” but there is an “er.” I will place this /ir/ word in the “er” column.
I take my finger on the Smart board and move the word to the corresponding column.
The next word is “curl.”
Spell “curl.”
There is not an “ir” in this word or an “er.” There is a “ur” that makes the special sound of “ir” though. I will put this word under the “ur” column.
I take my finger on the Smart board and move the word to the corresponding column.
Guided Practice:
You are all going to help me with the rest of the words. I need volunteers to come up to the Smart Board and show me which word you are going to choose and where you would place this word. I am going to pass out half-sheets with this chart and the words. As we fill the chart out on the Smart Board, you will fill your own chart out.
Pass out charts.
Come up to the board and select a word, then place it in the column you think it belongs in. That’s correct. How does this word sound? What is the rule?
This will continue until all words have been chosen.
Now, everyone take a minute to think up a new word that will follow this rule. Remember it has to have the /ir/ sound as well as it must be spelled with an “ir,” “ur,” or an “er.”
Pause for a minute while circulating the room.
Ok, we are going to go around the room, telling the class of our new words and the class will have to determine together if the word applies to the rule and if so, which column would it go under. Class, you will give a thumbs up or down as to whether it will work with the rule or not.
Go around the room until each student has told their word while the class gives thumbs up or thumbs down. Encourage positive feedback here.
Checking for Understanding:
As students come up to the board I will ask them to pronounce the word they chose and why they put it in the column it’s in. I will also ask them to repeat the rule.
Throughout this time, I will also circulate the room to monitor student progress.
Students having to think up their own word that would apply to the rule is also a way of checking for understanding.
Independent Practice:
Now that we have practiced this rule together, you are going to work alone with the rule. We are going to take some words from our book, My Rotten Redheaded Older Brother, and put them into the same three categories: “ir,” “er,” and “ur.” On the back of the paper I already handed out to you, there are several sentences that contain one or two /ir/ sound word. Next to each sentence there is a number in parenthesis that will tell you how many Bossy R words you should find in the sentence. I am not going to tell you which word it is or what spelling it uses. You have to use the knowledge you just gained from watching my demonstration and practicing as a class to figure the words out. You will use a chart just like what is on the front of the page to put the words from each sentence into. When you complete this, you may choose one or several of the sentences to use to draw a picture. You may begin.
Closure:
Today we learned about that bossy “r.” If an “i,” “e,” or “u” is followed by an “r,” then it will have the sound of /ir/ like in “bird.” It is controlled by the “r.” Tomorrow we will learn about other R-Controlled words and spellings.
Evaluation/Assessment:
Students’ charts will be graded to see if they correctly used and applied the R-Controlled rule to the sentences taken from the book.
/ir/ Sentences from My Rotten Redheaded Older Brother
- “The one thing my bubbie didn’t seem to know was how perfectly awful my brother really was!” (2)
- “Mind you, he was nice whenever she was around us; but as soon as she’d leave, he would do something terrible to me and laugh.” (1)
- “’Can,’ he whispered.” (1)
- “He could run the fastest, climb the highest, throw the farthest, sit the longest, get the dirtiest, burp the loudest…” (2)
- “He had no equal, certainly not me!” (1)
- “’It’s the sourest stuff on this planet!’” (1)
- “’Do,’ I said furiously as I grabbed the first stalk and started chewing it almost down to the leaf.” (1)
- “’I thought you said you don’t like rhubarb,’ I said through pursed lips.” (1)
- “We must have taken fifty turns on that carousel.” (1)
- “’You even passed out!’ my brother chirped.” (1)
Bossy R’s
ir
this spelling makes the special sound of ‘ir’ like in ‘bird’ / er
this spelling makes the special sound of ‘ir’ like in bird / ur
this spelling makes the special sound of ‘ir’ like in bird
Bossy R words in My Rotten Readheaded Older Brother
Teacher Name: Mrs. Hamilton
Student Name: ______
CATEGORY / 4 / 3 / 2 / 1
R-Controlled words / R-Controlled words are correctly identified with 100% accuracy / R-Controlled words are identified with 80% accuracy or less / R-Controlled words are identified with 50% accuracy or less / R-Controlled words are identified with 30% accuracy or less
Placement / R-Controlled words are correctly placed within the three columns / R-Controlled words are mostly placed within the correct columns / R-Controlled words are sometimes placed within the correct columns / R-Controlled words are not placed in the correct columns
legibility/neatness / Writing is legible and chart is neat / Writing is mostly legible and chart is mostly neat / Writing is legible with much effort exerted by the reader and chart is not neat / Writing is not legible and chart is messy
Minilesson Planning Sheet
Name:Whitney Hamilton
Grade Level: 3rd
Content: Communication Arts-Vocabulary
Lesson: Synonyms and Antonyms usingMy Rotten Redheaded Older Brother
Content Objective(s):
After teacher modeling and guided practice, students will be able to express their understanding of synonyms and antonyms from My Rotten Redheaded Older Brother by creating a synonym/antonym re-write of sentences from the book.
GLE:
Develop vocabulary through text, using (b.) synonyms and antonyms
R1E3
Modifications:
Basic Beginner: Students sort synonyms and antonym picture/word cards into groups. Complete a “T” chart writing their list of synonym and antonym words with teacher modeling and assistance.
High Beginner:Group synonym and antonym picture/word cards. Students write these words on a “T” chart (synonyms on one side and antonyms on the other).
Low Intermediate:Students are given a list of words they know with no picture prompts. Students sort these words into groups of synonyms and antonyms with support.
High Intermediate: Classify synonym and antonym words into groups. Verify words with a picture dictionary with support.
Advanced/Proficient: Rewrite a paragraph or passage replacing given words with an appropriate synonym and antonym
Materials/Media/Resources:
Polacco, P. (1994). My rotten redheaded older brother. New York, NY: Scholastic
Inc.
Re-writing with Rotten Synonyms and Antonyms worksheets
Sticky tack for word cards
Index cards with synonym/antonym words written on them from list below
T-chart papers
Anticipatory Set:
We read My Rotten Redheaded Older Brother earlier today. Patricia Polacco uses a lot of words to describe the different things that happen to her throughout the story. We are going to explore these words using synonyms and antonyms today.
Instructional Input:
Today we are going to learn more about synonyms and antonyms so that we can better understand vocabulary words while reading. We have already read My Rotten Redheaded Older Brother, so we will use some vocabulary words from that book to help us dive into synonyms and antonyms. We will begin by finding the synonyms and antonyms to various words from our book.Who can tell me what a synonym is? That’s right; it is a word that has the same meaning or very close to the same meaning as another word. Who can tell me what an antonym is? Yes; it is a word that has the opposite meaning of another word. We are going to look at these descriptive words in the text and see how we can change them using synonyms and antonyms.
Modeling/Demonstrating:I begin by drawing a T-chart up on the board with ‘synonyms’ written on one side and ‘antonyms’ on the other. I scatter the pre-made synonym and antonym word cards (from the list below) around the T-chart.
I am going to place a word on the board that is from our book and we will have to sort through our word list to find the correct synonym or antonym. The first vocabulary word I will use is ‘terrible.’ I need to find the synonym for terrible. As I read through the synonym and antonym word choices, I will sort them into words that could make sense and words that don’t.
The students watch as I sort all of the cards into the pile of words that don’t make sense except for two: ‘dreadful’ and ‘angry.’ I narrow my choice down to one and explain why I chose this word.
I considered angry because terrible is unpleasant and so is angry; however, just because you are terrible doesn’t mean you are angry. If you are terrible you are also dreadful. Dreadful is the synonym of terrible.
I place the two word cards side by side in the synonym column.
I am going to place another word on the board. This time, I need to find an antonym for the word. The word is ‘biggest.’ I need to look at all the options on the board. No other word on the board would be opposite of biggest except for the word ‘smallest.’
I place the two cards side by side in the antonym column.
Guided Practice:You are all going to help me finish our word list. Pass out T-charts. We all have our own chart now. Go ahead and write ‘synonym’ on one side and ‘antonym’ on the other.
I will continue to alternate through our word list. I will place a new word on the board and the students have to choose which word they want to place with the given word. We will do this together and if needed, I will return back to modeling for those students who need to go through the thought process again.
Checking for Understanding: I will circulate the room as the students are determining which words to pair together. I will stop and ask the class again what synonyms and antonyms are. I will also ask specific students why they paired two words together.
Independent Practice: I am passing out a “Re-writing with Rotten Synonyms and Antonyms paper that you will complete on your own. You need to think about the story we read and how you could most effectively re-write this story for Patricia Polacco. Spelling the synonyms and antonyms correctly is encouraged but will not be graded. I want to see that you understand what synonyms and antonyms are and how we can use them. Make sure to read ALL of the directions! After I am finished grading these papers, we will take a class vote on the top choices and I will re-read My Rotten Redheaded Older Brother with the new words and picture!
Closure: Today we focused on using synonyms and antonyms to better understand vocabulary words. When reading other books, you can use synonyms to help you comprehend your book easier or you can use synonyms when writing responses to make your words the best they can be. You can use antonyms when reading when you are more comfortable with the definition of an antonym than the actual word. This will help you to better understand the word by simply thinking of the opposite to the antonym’s definition. When you are writing, you can use antonyms when you can only seem to think of the opposite of the word you need. Synonyms and antonyms are important parts of reading and writing!
Evaluation/Assessment:The Re-writing with Rotten Synonyms and Antonyms worksheets will be graded and the class will vote on the top choices of new words to exchange for the actual words while re-reading the book. The worksheet will be graded on accurate usage of synonyms and antonyms. The pictures will be graded on correct and unique (original) depictions of the sentences.
Re-writing with Rotten Synonyms and Antonyms
For My Rotten Redheaded Older Brother
Directions: For each problem, read the line from the story then change the chosen word by replacing it with a synonym or antonym. Make sure to check under the blank lines whether you are replacing the word with a synonym or antonym. When you complete this side of the page, turn the paper over and draw a line in the middle of your paper. You will pick one of the sentences below to draw. On the top half of the page, draw what comes to your mind with the original sentence. On the bottom half, draw what comes to your mind with your new sentence.