|
I. Launch/Engaging Focus
|
|
Lesson Design > Launch > Modeling > Guided > Independent > Literacy Work Stations > Reflection
|
|
Initial Engagement/“Hook”
|
|
Choose one of the following for each day:
Read Nutcracker
· Discuss what a ballet is.
· Retell the story.
· Review the characters in the story.
· Identify type of text (fiction)
|
|
II. Modeling the Strategies
|
|
Lesson Design > Launch > Modeling > Guided > Independent > Literacy Work Stations > Reflection
|
|
Mini-Lesson(s) Modeling the Strategies
|
|
Modeled Reading (Read Aloud)
|
|
GLEs:1,2,3,4,6,7, 30,31,32,36,42,46
Modeled reading activities are incorporated throughout the unit. The teacher demonstrates the act of fluent reading and the process of comprehension. Through the modeling process students…
- are motivated to learn to read.
- are involved in a variety of critical thinking processes.
- develop a sense of story.
- learn the process of comprehension.
- build their vocabulary.
Class Schedule (GLEs: 30,31,32,42,46) (Oral Language)
Open each day of class with a shared writing or reading of
The class schedule for the day. (Refer to the schedule
throughout the day.)
Weekly Words (GLEs: 3,4) (Oral Language / High Frequency Words)
Nine, no, not
The children will explore these words using developmentally
appropriate materials. (Ex. Clay, reading rods, magnetic
letters, link letters, painting, rubbings)
Add weekly words to CLASS WORD WALL to be read
daily.
Phonemic Awareness (GLEs: 1,2,3,6,7,32,36)
Open each day of class with a phonemic awareness drill
PHONEME FUN (Whole Group)
Sounds and Letters for Readers and Spellers, Unit 3:
Stages 3 and 4 Page 28
· Phoneme Segmentation and Counting
· Phoneme Blending
Phonics Phonology Lesson Plan, Vol. 1 Language Circle
Introduce [n] in pocket chart.
Teacher states: This consonant captures the sound /n/. This sound is in the word [nab].
Use [nab] in a sentence.
Pocket chart: Display a, t, s, m, b, c, f, r, h, n in pocket chart. Review their sounds.
Word Build: nab, ban, tan, fan, fat, hat, ham,
bam, mat
(Use hammer and sweep strategy)
|
|
Modeled Writing
|
|
Modeled writing activities are incorporated throughout the unit. The teacher models for the students how to write a story. Throughout the school year, the instructional focus of the modeled writing sessions will differ. Initially, the modeled writing sessions in T-1 will focus on the alphabetic principle. Through modeling or demonstrating one’s writing, teachers show students the patterns and structures associated with written language.
Essential Questions:
· How do you write a story?
· What is the difference between a letter/word/sentence?
· What do you do if you don't know how to spell a word?
Knowledge:
· Alphabetic principle- The words we speak can be represented on paper by using letters that represent sounds
· Letter/Sound recognition
· Letter/Word/Sentence discrimination
· Directionality
Skills
· Represent words phonetically
· Write a story, leaving spaces between words and printing from left-to-right and top-to-bottom
· Reread own text, with a match between what is said and what is written on paper
|
|
III. Guided Learning
|
|
Lesson Design > Launch > Modeling > Guided > Independent > Literacy Work Stations > Reflection
|
|
Guided Practice with the Strategies
|
|
Guided/Shared Reading
NOTE: Implement Guided Reading while students are engaged in Literacy Work Stations.
|
- GLEs: (1,2,3,5,6,7,8,9,10,11,12,14,15,16,19,27,34,35,37,38,39,40)
- Rhyme and Rhythm
The children will recite a poem, rhyme or song which is
related to the specific phoneme(s) for the week. Introduce
letter name and sound. (Ex. ABC Sing-Along Flip Chart
by: Scholastic) Use Zaner-Bloser Letter Card N and Touch
and Trace Letter Card N. You may also use
http://www.kiddyhouse.com/Teachers/
Click on Teacher’s corner and then ‘Songs for Kids’. Here
you will find phonetic sing-along songs for each letter of
the alphabet.
- Shared Reading: (GLEs: 1,2,3,5,6,7,8,9,10,11,12,14,15,16,19,34,35,37,38)
The children will interact with a text focusing on rhyme,
rhythm and repetition.
- Use leveled readers from your guided reading library.
Leveled readers may be found in the reading on line data base. http://treasures.macmillanmh.com/national/students/k/book1
|
|
Guided/Shared Writing
|
- Shared writing activities are incorporated in the Daily Guided Learning activities.
- Guided writing activities are incorporated in the Daily Guided Learning activities.
Guided writing activities can be incorporated in Independent Writing activities
Sentence Frame Review p. 1-14
Teacher states: “A sentence starts with a capital letter and ends with a mark.”
Draw or display sentence frame for students to refer to.
Students will draw the sentence frame in the air while reciting: “A sentence starts with a capital letter and ends with a mark.”
Discuss the different punctuation marks used at the end of a sentence.
EX.: . ! ?
(refer to this throughout the year)
Teacher may want to show an example of the sentence frame drawn over a real sentence.
- Handwriting: The students will practice writing names and letters in the alphabet. Writing templates may be created using Zaner-Bloser FontsOnline.
Sentence Dictation p.1-14 and 1-15
Directions- Teacher dictates the sentence. Students write the sentence on paper. Ex. A fat cat sat.
Steps:
1. With dominant hand and palm downward, teacher says sentence tapping a finger for each word in the sentence.
2. Students repeat sentence also tapping a finger for each word in the sentence with palm downward.
3. While finger spelling each word with non-dominant hand, students write the sentence on paper.
4.
Here are the steps to follow to use guided writing:
- Choose, or have the learner choose, a topic to write about.
- Make a graphic organizer.
- Have the beginning learners write their own graphic organizers by copying as the teacher models.
- Have the intermediate learners write their own graphic organizers using inventive spelling.
- Have the advanced learners write their own graphic organizers.
- Have the learner create a text from the organizer and write it down. (using inventive spelling)
- Have the learner read the text out loud.
Discovery Education Streaming
http://streaming.discoveryeducation.com/
Search: 1. Prewriting: A Visit to the Fire Station
2. Drafting and Revising: Writing a Dog Story
3. Think Big: An Elephant’s Tale
4. Beginning, Middle, and End: Go Bananas
DAY 1: Letter-Sound Introduction
Introduce the /n/ sound through the use of a story focusing on the /n/ sound. EX. Noisy Newt (Alphabet Stories by: Jill M. Coudron), The N Book (Wright Group)
Brainstorm words that begin with the /n/ sound.
Animal Alphabet: Discovery Education Streaming
http://streaming.discoveryeducation.com/
Search: Animal Alphabet
DAY 2: Read and Discuss
Read The New Baby Calf by: Edith Newlin Chase and Barbara Reid (or other appropriate non-fiction calf story). Discuss the story as well as the character(s), and setting. The students can use clay to reproduce one of the pages from the story and write what the new baby calf is doing in their reproduction.
Identify: author, illustrator, and type of text (fiction)
DAY 3: Graphic Organizer
Read a non-fiction calf story in order to complete a graphic organizer to compare The New Baby Calf to the non-fiction calf story.
Identify: author, illustrator, and type of text (non-fiction)
If available show a calf/cow nonfiction video.
DAY 4: Read/Rhyming Words
Identify words (ones you think the students may not know (EX. felled, cellar, shrub, monumental) from the story Noisy Nora by: Rosemary Wells (or other appropriate rhyming story) and have the children listen for those words as you read the story. After reading the story discuss the words you had identified and their meaning. (Vocabulary cards)
Reread Noisy Nora and have the students identify the
Rhyming words.
Group-Shared Writing Activity: Have the student’s think of 2 words that rhyme in order to complete a sentence or short poem using the rhyming words. (EX. frog and log: The frog is sitting on the log.) The teacher will write the sentences/short poems on chart paper.
DAY 5: Read/Sequence
Reread Noisy Nora and have the students brainstorm all the things Nora did to try and get someone’s attention. Write the different ways Nora tried to gain attention on sentence strips in order for the students to sequence the events from the story.
|
|
IV. Independent Application
|
|
Lesson Design > Launch > Modeling > Guided > Independent > Literacy Work Stations > Reflection
|
|
Independent Application with the Strategies
|
|
Independent Reading
|
|
GLEs: 5,6,7,8,20,22,23,24,26,28,29,33,35,43
Student will choose appropriate books at their independent reading level to read during personal reading time and respond to the literature.
|
|
Independent Writing
|
|
The children will write and illustrate a simple story or life
experience using developmental/inventive spelling.
Encourage students to use the word wall.
|
|
Literacy Work Stations
|
|
Lesson Design > Launch > Modeling > Guided > Independent > Literacy Work Stations > Reflection
|
|
Guided Reading/Leveled Reading
NOTE: Implement Guided Reading while students are engaged in Literacy Work Stations.
|
|
Classroom Library
- TLW browse books and read or “pretend read” books which have been read aloud several times or books children have listened to on tape at the listening station.
- TLW share favorite books or special parts of books with each other.
- TLW talk about and sometimes write responses to what they read.
- TLW prepare an oral book review to be presented to the class.
- TLW write a note to a friend about a book they enjoyed.
|
|
Reading
- TLW read leveled books using whisper phones.
- TLW use a pointer to read the room. (ex. Word Wall, environmental print, weekly poem, rhyme or song)
- TLW read authentic children’s literature from class library.
- TLW read sight word readers focusing on the weekly words.
- TLW listen and read the Sound Starter Books (Earobics Literacy Launch Kit)
- TLW practice reading words and sentences using the Language Master (Card Master)
- TLW read books related to the Science/Social Studies Unit
- TLW read books related to the weekly phonics skill being introduced
- TLW read fiction and non-fiction stories
- Big Book: TLW practice reading and rereading familiar texts previously taught during shared reading.
|
|
Word Study
- TLW use available hardware and software to practice language skills.
- TLW practice writing the weekly letter. (Zaner-Bloser: Write-On, Wipe-off Practice Boards and Touch and Trace Letter Cards)
- TLW build weekly words using magnetic letters, uniletters, clay, WIKKI sticks, paint, link letters, sand, stitchery, tactile letters, stamps, and puzzles.
- TLW use weekly words to build sentences using Reading Rods, sentence strips, Alpha Smart (if available), paper/pencil.
- TLW write and stamp weekly words and eventually write sentences using their new words
|
|
Writing
- TLW use inventive spelling to write or type a story (on the
computer) based on a piece of literature read in class or
another topic of interest to the child.
- This is in addition to daily journal writing.
|
|
Listening
- TLW listen to a story while following along in the book.
- TLW retell the story using flannel board, puppets, role playing, or the book.
- TLW illustrate their favorite part of the story in their Listening Log and write, using developmental/inventive spelling. The writing should focus on a basic story element. (main character, setting, plot sequence
|
|
Poetry
- TLW read poems.
- TLW buddy read poems.
- TLW illustrate a poem.
- TLW write a poem (incorporate specific literacy skills being taught)
- TLW copy a poem.
- TLW listen to a poem.
- TLW tape record a poem to take home and share.
- TLW make a poem with magnetic letters.
- TLW find special words or kinds of words in a poem.
- TLW find a pattern in a; poem.
- TLW act out a poem.
- TLW create an author study about a poet.
|
|
Drama
- TLW retell a familiar book using the actual book, puppets, simple props (ex. small plastic animals or toys), or flannel board pieces.
|
|
Science
- TLW illustrate the animal on the Zaner-Bloser Letter card (used on day 1 in the Guided Learning Activity) and write, using developmental/inventive spelling about something they learned about the animal.
- TLW have hands-on materials (related to the Science unit they are studying) to use for discovery and learning.
|
|
Math
- TLW participate in specific math activities/games as listed in the T-1 math curriculum.
The teacher will demonstrate and play the activities with the
- students before they are put into the math station.
|
|
Technology
(Earth, Physical, and Life Science)
- Other developmentally appropriate sites
- http://pbskids.org/readingrainbow/index.html
|
|
Art
- TLW use a variety of art mediums to:
Ø recreate story elements (sequence, character(s), setting)
Ø represent animal(s) researched
Ø explore famous art/artist
|
|
V. Reflection
|
|
Lesson Design > Launch > Modeling > Guided > Independent > Literacy Work Stations > Reflection
|
|
Summary/Synthesis:
Revisiting the EUs, EQs, Strategies, and Content Questions
|
|
Focus for daily class discussion:
· How can speaking help us?
· How can different forms of verbal expression (poetry, songs) help develop deeper understanding?
· What is conversation?
Focus for daily class discussion:
- What does an author do?
- Who was the author of a story you read in the reading station (any station)?
- What does an illustrator do?
- Who was the illustrator of a story you read in the reading station (any station)?
- What type of story have you read? (fiction/non-fiction)
- Why is it (fiction/non-fiction)?
- Who can read our new words?
- Who can tell me a word that begins with the /n/ sound?
- Who can name two words that rhyme?
- What does sequence mean?
- Who can retell a story? (sequence)
- Who were the characters in a story you read?
- Where was the setting in the story you read?
|