Shared Reading

Shared reading is the most interactive reading experience. Student participation is more prevalent here than when doing a read-aloud. I learned from doing this particular lesson that reading lessons can be integrated with English concepts to teach students new things.

I. Subject/Content Area

• Reading/Language Arts

II. Alabama Course of Study

• 4.2-Demonstrate reading vocabulary knowledge, including recognition of a variety of synonyms and antonyms.
• Using context clues
• Reading multiple-meaning words
• Increasing number of sight words

III. Concepts

• Synonyms-different words that have similar meaning.
• Antonyms-different words that have the opposite meaning.
• Homonym-a word that has the same pronunciation and spelling as another word, but a different meaning.
• Homophones-words that are pronounced the same but differ in spelling and meaning.

IV. Behavioral Objectives

• TSW recall what synonyms and antonyms are and give examples of each.
• TSW learn the meaning of homonyms.

V. Evaluation

• I will observe students to see if they are capable of giving the definition of the words ‘synonym’ and ‘antonym’ and see if they are able to give the appropriate synonyms or antonyms in response to the words I give them on the Smart Board.
• I will observe each student to see if they are able to distinguish between homonyms and homophones in the poem.

VI. Materials

• Poem “Dear Dear: A Story of Homonyms and Homophones”
• Smart Board

VII. Teaching/Learning Procedures

1. Motivation

• Ask the students, “Can anyone remember what synonyms are?” Wait for the correct response. “That’s right. Synonyms are different words that have similar meaning.” Write words on the Smart board such as: happy, sad, good, bad, etc. Draw straws and allow students to give you the synonym of the word.
• Ask them, “Can anyone remember what antonyms are?” Wait for the correct response. “That’s right. Antonyms are different words that have the exact opposite meaning.” Write words on the Smart board such as: up, clean, bright, pretty, etc. Draw straws and allow students to give the antonym of the word.
• Today we are going to learn even more about different word relationships. Today we will be discovering homonyms and homophones.

2. Instructional Procedures

• Tell the students what homonyms are by definition.
• Write words on the Smart board that have homonyms such as: bear, bail, etc. Allow students to discuss the different meanings of those words and see if they can think of anymore.
• Tell the students what homophones are by definition.
• Write words on the Smart board that are homophones such as: acts/ax, foul, fowl, pore/pour, etc. Allow students to tell the different meanings of those words and see if they can think of any more.
• Read “Dear Deer: A Story of Homonyms and Homophones”. Allow students to create a list of all homonyms and homophones they see within the poem.

3. Closure

• Review all of the homonyms and homophones in the poem as a class.
• So today not only do we know a lot about synonyms and antonyms, but we also know about homonyms and homophones. What are homonyms? (allow for response) What are homophones? (allow for response)

VIII. Supplemental Activities

• This will be done as a whole group activity so there will be no early finishers.
• Students who desire enrichment will be allowed to draw pictures representing the homonyms and homophones within the poem.
• Students who need remediation will be allowed to work in small groups and given an opportunity to read more about homonyms and homophones within the text.