521 - Field Observation #6

TC NAME: Melisa Finney

RICA Domain: 2 – Word Analysis

RICA Competency: Syllabic Analysis, Structural Analysis, and Orthographic Knowledge

Grade Level: Third Grade

Ms. X had asked if I could conduct a lesson on compound words. Since she had introduced the concept of compound words to her students a day before my lesson, I started my lesson with an activity to activate prior knowledge from their last lesson. Each student received a part of a compound word. Students were instructed to find their word partner. Once the students found their word partner, they had to walk to the white board and find the picture that matched their word. For example, student A had “rain”, student B had “bow”, and they had to find the picture of a “rainbow”. Finally, they had to glue the two words together with the image glued next to the two combined words. Once everyone was done gluing their words and picture together, I asked if someone could tell me what we just did. I had students say, “We combined two words” and “We combined two words to make one word”.  I had acknowledged their great answers and introduced an extension to Ms. X’s prior compound lesson from the day before.

                After the activity, students were provided a worksheet relating to the activity. Again, the concept of placing two words coming together to make one word is illustrated in the worksheet. For example, straw + berry = strawberry . For differentiation, I provided visuals for the students who I knew would benefit from it. It was great because I noticed a majority of the students were walking to the board to use the visuals I provided. Once the students were done with their worksheet, I had the students tell their elbow partner one new compound word they learned today. Also, I had the students share the definition of a compound word with each other.

Instructional Setting:

                The instructional setting included glue, paper, prepped compound words, and a worksheet.