Grade1writinglesson

Author:Amandawilliams
Datecreated:11/04/20145:10PMESTDatemodified:12/01/201412:34AMEST

VITALINFORMATION
TotalNumberofStudents

12girls
10boys

Area(s)StudentsLiveIn
rural

Free/ReducedLunch
Allstudentsreceivefreelunch

EthnicityofStudents

17caucasian
6Hispanic/Latino
1AfricanAmerican/Black

EnglishLanguageLearners
E,N,A1,A2areELLandareLEPLEVEL1inreading.
JandKarerepeating1stgradetoworkontheirlanguageartsskills.LEPLEVEL2

StudentswithSpecialNeeds

L1hasbehavioraldifficulties,hewillbeseatedatthefrontofthegroup.Heisaboveaverageintellience.
Ralsoleavesforresourceservices.

Subject(s)

LanguageArts(English)

TopicorUnitofStudy
ThislessonispartoftheLanguageartscurriculum,focusingonphonicsinstruction,understandingpartsofspeech,and
constructingcompletesentenceswithanounandonedescriptiveword.
Grade/Level

Grade1

Comments

KEYCONCEPTS&STANDARDS
BigIdea&Essential
Questions

ThisisanEnglishLanguageArtsunitwhichseekstopromotelearningvowelsandspeciallettercombinationsdipthongs.
Theunitiscomprisedofsomeworkbook,somegenrefictionalandrealtolifefictionalreading.Theconceptofretellinga
storyisbeingintroducedtothisclassinthecontextoflearningtheNGdipthong.

LearningOutcome(s)
Studentswillidentifywhichwordsarenounsinagroupingofwordsandstateorallyacompletesentencewithfourof
thenouns.
StudentswillfindtheincorrectCVCwordinasentence,crossitoutandwriteanewCVCwordonlinedpaperthatwould
fitthecontextofthesentence.
Studentswillanswerquestionstoverballyretellthestoryanddrawapicturethatrepresentsthestoryline.
Summary
Standards

CACaliforniaCommonCoreStateStandards(2012)
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
Grade:Grade1students:
ContentArea:FoundationalSkills(K5)
Strand:Reading
Domain:PhonologicalAwareness
Standard:
2.Demonstrateunderstandingofspokenwords,syllables,andsounds(phonemes).
Domain:PhonicsandWordRecognition
Standard:
3.Knowandapplygradelevelphonicsandwordanalysisskillsindecodingwordsbothinisolationandintext.
Indicator:
b.Decoderegularlyspelledonesyllablewords.

Page 1 of 5

Strand:Writing
Domain:
ProductionandDistributionofWriting
Standard:
5.Withguidanceandsupportfromadults,focusonatopic,respondtoquestionsandsuggestionsfrompeers,and
adddetailstostrengthenwritingasneeded.
Strand:SpeakingandListening
Domain:
PresentationofKnowledgeandIdeas
Standard:
6.Producecompletesentenceswhenappropriatetotaskandsituation.(Seegrade1Languagestandards1and3
onpage26forspecificexpectations.)

Comments

ASSESSMENTS
Assessment/Rubrics
Ihaveaddedaformativerubric

Rubrics:
1. writinglessongrade1

Comments

MATERIALSANDRESOURCES
InstructionalMaterials&
Technology(handouts,etc.)

1.HspCalifoniaexcursionsworkbook
2.27sharpenedpencils
3.27workbookpages
4.overheadprojector
5.Whiteboard
6.Popsiclestickswithstudentnumbers.
for2ndlesson
1.Literaturebook
2.audioclip
3.listofquestions

Comments

IMPLEMENTATION
SequenceofActivities

Tier1

Tier2

This

mud

is

net

sits

this

pig

beg

good

swims

eat

duck

MiniLessononnouns:Askchildreniftheyrememberwhatnounsare?Theyarenamingwords.People
placeorthing.workingwithapicture,havechildrenpointtoallthepeople,places,orthingsinthepicture.
Drawcolumnsonapieceofpaperforeachandgroupthewordsundereachheading.List810nounsinthe
picture.Introduceworkbookpageandtransitionchildrentotheirdesks.Tellthemwhatpagetoturntoin
theirworkbook.
2ndLessononphonicsandnouns:

Page 2 of 5

Hook:Wearegoingtofindthewrongwordineachsentenceandcorrectthesentencewiththerightword.
Connectiontopreviouslesson:Rememberthewordswejustlearnedwiththeletteru?Wearegoingto
workonsomemorewordswiththeletterutoday.
Sequence:
Asktheclasstoopentopage24intheirworkbook.
"Wearegoingtofindthewrongwordineachsentenceandwriteinthecorrectwordbelow."
Usingtheoverhead.Showthesentence.Readitaloud."thispigisinthemad."Doesthatsoundright?Pick
aPopsiclestickandcallonperson"Beth,whichworddoyouthinkiswrong?"Rereadthesentenceifshe
doesn'tget.YesMadiswrong,whatisthepigsittingin?whatwordshouldweplacehere?Mud?Yesthat's
right.Canyoureadthesentencefortheclass?Great!
Readthesentencefortheclass."thispigisinthemud.Everyonewritethewordmudonthelinesbelow,
modelfortheclass,crossingoutthemiddlevowelandchangingittou.Rememberwedon'tneedto
capitalizemudsinceit'sthelastwordinthesentence.Canyouseeapatterndevelopinghere?Whatletter
arewechangingineachword?yeswearechangingeachvoweltothevowelU.Callondifferentchildrenfor
each.Ifachildcannotanswertrytopromptthemwiththepicturewhatdoyouthinkthepigisrollingin?
etc.
Repeatforall6problems.Walkingaroundtheroomaftereachproblemtoseeifthechildrenaresuccessful.
"Whenyouaredoneraiseyourpencil,soIcanseeyouareready."
Turntopage21Forthenextworksheet.Theworksheethasagroupofwordsatthetopandlinesatthe
bottom.Wearegoingtofindthenouns.Whocantellmewhatnounsare?Nounsarewordsthatdowhat?
namepeople,places,orthings.Rememberthelessonearlierwiththedadandthelittlegirlwhowent
shopping?Wearegoingtocirclethenounsinthelistofwordshere.remembernounsinthisboxare
people(oranimals),andthings.I'mgoingtopickyournamesonthePopsiclesticks,soremembertobe
thinkingaboutananswer.Callonsomeone.CanyoutellmeonenouninthislistthatIcancircle?fox?
Doesanyoneoneagree?raiseyourhandifyouagreewith______(name)?Greatthat'sright.Foxisa
noun.IfanyonegetsstuckorforELLremindthethatnounsarethingsyoucantouch."Doyouseeaword
intheboxthatyoucantouch?"Yesyoucantouchasled.Verygood.Nowwewillpickfourofthesenouns
towrite4sentenceswithbelow.Letsaddsomedescribingwordstooursentences.Startingwithdog,who
hasasentencewiththeworddog?Canyouaddacolorforthedogoranotherdescribingword?Thedog
hassoftfur.Greatsentence,whohasanothersentence?Ihaveadogthatisbrownandwhite.Yesandwe
couldalsosay:Ihaveabrownandwhitedog.Chooseasentenceandmodelwritingitontheboard.When
choosingtheadjectivehavethestudentsvote:"howmanypeoplewanttowritetheorangefox?"count
outloud."howmanypeoplewanttowritetheredfox?"Orangefoxwins!Okayifyoureallywantaredfox
youmaywritethatin.Modeleachsentencefortheclassontheoverhead.Walkaroundtheroomtocheck
studentworkasyougo.GiveextrapromptingtoELLstudentstodrawoutanswers.Doyouhaveadogat
home?Haveyoueverseenafox?
Transitionchildrentonextactivity.PartnerReading:
"Whenyouarefinishedwritingyoursentencewewilldopartnerreading.Iwillletpeoplechoosetheir
partnersforreadingwhenIseethatyouarereadywithyourbooksandpencilsinyourdeskandsittingin
yourseatsquietly."
Whentheyarereadycallonchildreninordertochoosetheirpartners."Youmaygoandgetyour
anthologiesandfindaplacetoreadtogether,rememberourrulesforreading?getourbook,findaplaceto
sit,openthebookandread.Nomorethan6inthelibrary,theotherscansitatthebacktableandinthe
carpetarea."
Minilessononngwords:Teacherusesapoemtopointoutwordswithngandclassdoesachoral
reading.
Followinglesson:ReadAloud:StorypredictionReadingthestory"FrogGetshisSong"byLindaBarr
Hook:Audioclipoffrogssinging"Whohasheardafrogsinging?
Sequence:

"Wearegoingtogatheronthecarpetforastoryaboutacatandafrog"
Hook:Playanaudioclipoffrogssinging

WearegoingseesomeofthesamewordsendinginNGfromthisweekslessons,pointoutthengwords
ontheboard.

Page 3 of 5

Listofwordsinbook:Sing,sang,wing,song,fang,pingpong,ring,tong,long,bang,bingo,
Pointourthetitleandtheauthorandillustrator.Thisisastoryaboutacatandafrog.Let'slookatthe
picture,Whatisthecatdoing?Haveyouseenacatcatchasmallanimal?whichones?doyouthinkit's
unusualthatshehasafrog?doyouthinkthecatandthefrogarefriends?Whynot?Let'sreadandfind
out.read"minghadfroginhergrip""helpyelledfrogletmego"howdoyouthinkfrogisfeeling?(scared,
sad,madetc)whydoyouthinkhe'sscared?(b/cheisyellinghelp,etc)WhenIreadthestoryIthink
abouthowIwouldfeelifIwereasmallfrogandMingthecathadmebetweenherpaws.
WhatdoesMingthecatwantfrogtodo?(sing)anddoyouthinkshewillletfroggo?137Frogsaysfrogs
can'tsing.whatkindofsoundstofrogsmake?(ribbit)Frogisintrouble.Whatisfrog'sproblem(hewant
togetawaybuthedoesn'tknowhowtosingnextpage138.Doyouthinkfrogwilllearnhowtosing?
140DidMingletfroggo?(yes)howdoyouknow?Didfrogstopsinging?NoDoesthecat,Minglike
Frog'ssinging?Howdoyouknow?Dofrogssing?
Playanaudioclipoffrogssingingforthe2ndtime.
Doyoulikethesoundoffrogssinging?
DoyouthinkthatMingwasabullyinthisstory?
WhatdidFroglearntodointhisstory?Lookatthestoryagainlet'sfindalltheNGwordsinthestoryand
writethemontheboard.
Headbacktodesksandhave57minutesoftimetodrawapicturethatrepresentswhathappenedinthe
book.
Connectionstochildren:
Beingscared.Havetheyheardafrogsing?Doesanyonehaveacat?Docat'scatchsmalleranimals?Whichones?(bird,
mouse,)Havetheyeverbeenbullied,beingcarefulofwhatyouaskfor.Dotheylikefrogs?Havetheyfoundafrog?
Objective:Theyhavecompletedtheobjectiveiftheycanorallydoaretellingasaclass.
Transition:Calleachtablebynumberandtheyquietlygetupandgototheirtabletoprepareforthenextactivity.

GroupingStrategies
Pairsforshortsections,wholegroupformostofthelesson.ELstudentspairedwithahigherlevelELstudent.

DifferentiatedInstruction

ForthefirstlessonIusedalternativewordingtoidentifywhatnoundsare:"thingsyoucantouch"Iusedlotsof
examplesofnounsaswell.
Forthe2ndlesson,IusedmoretalkandthepicturestoenhancethelearningfortheELLstudentsandanystudents
withspecialneedsbyexplaininghowIthinkaboutthestory"whenIreadthestoryIaskmyself,howwouldIfeelifI
wereFrogandMingthecathadmeinherpaws?""Letslookatthepictures,isFrogsinging?"Yes,hehashismouth
open,andtheiraremusicalsoundscomingfromhismouth"ThesearemusicalnotesHasanyoneseethesebefore?"
Theytellthemusicianwhatnotetoplayonaninstrument.
Iwillaskquestionsthatwillinteresttheadvancedlearnersmusicalnotes,whohasheardafrogsing?Whydoyou
thinkfrogssing?tocommunicate?tofindeachother?
Iwillplayanaudioclipoffrogssingingforalllevelsoflearning.

Comments

REFLECTIONS
PriortoLesson

Iwillhavethequestionswrittenoutformyselfwiththepagenumbersandmarkedonthebook,sothatIpauseafter
theappropriatepassagesforeachquestion.Iwillhavegiventhestudentsastorymap,andtheywouldbefamiliarwith
theconceptofmainidea,characters,problem,settingandresolution.
IwillknowiftheylearningoutcomeismetiftheycananswerquestionsthatIposeduringthereadingandiftheyare
abletoretellchunksofthestorycorrectly.

Page 4 of 5

PostLesson

Fortheinitiallessonthestudentswereabletofinishtheworksheetsasaclass,andseemedtounderstandtheconcept
mostly.Theclassroomhadaparentthatdaywhowasabletodosomeassistingasneededatthedesks.Inretrospect,I
shouldhavebeenmovingthroughouttheclassduringthispartofthelessontocheckontheworksheetsmyself.The
classroomteacherpointedoutthatIdiddosomedifferentiationbyrelatingnounsto"thingsyoucantouch"foroneELL
studentwhocouldnotfindanounatfirstduringtheactivity,shewassuccessfulwiththatprompting.Iusedpopsicle
stickstocallonstudents,butsinceIdidn'tknowallofthestudentsnames,thisbecameproblematicwhensomeofthem
leftforresourceandELDclasses.Theclassroomteacherpointedoutthatwith1stgraderstheteacherneedstotalk
themthrougheverything,andIneedtodomoretalkingthroughouttheprocess.
IusedthisinformationwhenIpresentedthelessononMingtheCat,whichwasaretell.Thislessonoccuredacoupleof
daysaftermyfirstlessonandwasabetterlessoninmyopinion.Ibroughtinanaudioclipoffrogssingingtostartthe
lesson.Ipointedtothingsinthepagesandaskedalotofquestions.Therewasalotofparticipationinthislesson,and
everyonewantedtotellstoriesaboutfrogs.InthislessonIdidnotrelyonthepopsiclemethodasmuchbecauseIknew
theirnames,howevertheteacherpointedoutthatIneedtoaskforquietraisedhandsmore,becauseIwasgettingalot
ofrepeatsfromatalkativestudentandsomeoftheotherchildrenwouldnotspeakupiftheythoughttheywouldbe
talkedover.IreallyusedthisfeedbacktohelpmewhenItookherclassonFridaythefollwingweekwhenshewasout,
anditreallyhelped!

Comments

Page 5 of 5