USAID/MOE Partnership for Improved
Reading Outcomes
Ministry of Education, Caenwood Centre, Grant Hall,
37 Arnold Road, Kingston 5
Tel/Fax: (876) 967-5192
LESSON PLAN
BOOKLET
FOR GRADE 1
Developing Decoding,
Comprehension, Fluency,
Study Skills, Grammar and
Writing Skills in Boys
and Girls
TABLE OF CONTENTS
Introduction.........................................................................................................................3
Breakdown Of Language Art Window Period....................................................................4
Lesson Plan: Concept of Print .............................................................................................7
Lesson Plan: Speaking ........................................................................................................9
Lesson Plan: Listening ........................................................................................................13
Lesson Plan: Vocabulary.....................................................................................................18
Lesson Plan: Decoding ........................................................................................................28
Lesson Plan: Comprehension .............................................................................................46
Lesson Plan: Fluency ..........................................................................................................57
Lesson Plan: Study Skills ...................................................................................................61
Lesson Plan: Grammar .......................................................................................................67
Lesson Plan: Writing ..........................................................................................................71
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USAID/Ministry of Education Partnership for Improved Reading Outcomes
Lesson Plan Booklet – Grade 1
INTRODUCTION
The following lessons were developed as one of the deliverables of the USAID/Ministry of Education
Project for Improved Reading Outcomes. The plans were developed to provide teachers at Grades
1-3 with a model which they could utilize in lesson planning. The need for this document was
in response to the observations by teachers and administrators that more support was needed
in effectively delivering literacy instruction, using group rotations. These sample lesson plans
reflect the format suggested by the Literacy 1-2-3 strategy, a critical component of the National
Comprehensive Literacy Programme.
In November 2013, ninety (90) Reading Coaches were employed to support literacy instruction
in schools across the island. The 90 Reading Coaches who support select schools were given
additional training in the development and monitoring of plans using the Literacy 1-2-3 Strategy.
Subsequently, the Reading Coaches were required to develop Language Arts lessons using the
Literacy 1-2-3 format. The lesson plans were reviewed by the Regional Literacy Coordinators,
Project Reading Specialists/Advisors and the Core Curriculum Unit. The final product is therefore
a combined effort of the Reading Coaches, the Regional Literacy Coordinators and the Project
Reading Specialists/Advisors.
The Revised Primary Curriculum specifically the themes, objectives and skills informed the
development of these lessons. This set of lesson plans reflects the literacy skills to be developed at
Grade 1. The sample lessons provide suggestions about some texts (teacher created texts, Literacy
1-2-3 texts, as well as others) and activities that may be used to support the lessons. However, the
teacher may make his/her own selection of texts and activities, ensuring that the content adequately
supports the achievement of the lessons’ objectives.
Remember that these lessons are a guide especially with regard to how to manage the grouping
aspect of a lesson that reflects the Literacy 1-2-3 format.
Structure of the Literacy 1-2-3 Lesson
The Literacy 1-2-3 programme suggests teacher guided and independent sessions during a onehour Language Arts Window period. Time must be effectively utilized to facilitate the sequential
development of the lesson. The plans should therefore provide opportunities for the teacher to
transmit content, skills and/or strategies using explicit instruction and modelling. Time should
also be allocated for students to use their new knowledge/skills, through guided and independent
practice.
USAID/Ministry of Education Partnership for Improved Reading Outcomes
Lesson Plan Booklet – Grade 1
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BREAKDOWN OF LANGUAGE ARTS WINDOW PERIOD
BREAKDOWN OF LANGUAGE ARTS WINDOW PERIOD
Children entering Grade One would have different levels of experiences relating to exposure and
quality of schooling. The Grade One teacher has the awesome responsibility and at the same time
a great opportunity to influence the children’s learning in the right direction- to get it right, the
first time.
The children at the early grade come to school with varying educational, learning and social needs
which must be addressed if they are to perform at their maximum potential; hence, these factors
were given careful consideration when we selected the topics, the strategies and skills to be included
in the development of the lessons.
The Literacy 1-2-3 programme at Grade One offers a gradual introduction to group work. At this
grade more opportunities are created for students to engage in short periods, for example, five (5)
minutes of pair work. As the year progresses, the Pair Work activities are reduced and the lesson
begins to adhere to the model used at Grades 2 and 3 where the pair activities become small group
activities which last for a longer period. By the beginning of the third term, all Grade 1 classes
should have been exposed to and using the format outlined for Grades 2 and 3; that is, whole and
small group activities. The format below gives suggestions for the development of a Literacy 1-2-3
lesson in Grade One.
Literacy 1-2-3 in Term One
First Whole Class Session (Whole Class 1)
The teacher starts with a Whole Class session where she teaches explicitly and models the skills,
strategies and content that students will need to help them perform the independent tasks that they
will be required to do later in the small group sessions. This Whole Class session should not go
beyond 20 minutes.
First Pair Work session (Pair Work 1)
This session facilitates the practice of skills/strategies through peer supported practice under the
keen observation of the teacher. The teacher provides guided support as necessary.
Second Whole Class Session (Whole Class2)
The second whole class session provides the opportunity for the teacher to give feedback on the
previous pair work session, and to further extend the lesson. Instruction may also be given for the
next pair work session.
Second Pair Work Session (Pair Work 2)
The final pair work session again facilities the practice of the skills by students. It is also used to
further clarify any misconceptions.
Final Whole Class Session (Whole Class 3)
The final whole cases session allows students to showcase what they have learned and for the
teacher to review critical elements of the lesson.
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USAID/Ministry of Education Partnership for Improved Reading Outcomes
Lesson Plan Booklet – Grade 1
BREAKDOWN OF LANGUAGE ARTS WINDOW PERIOD
Examples of Lesson Formats for Term 1 and or Term 2 of Grade 1
TERM 1
Estimated Time Organisation
20 minutes
Whole Class 1
5 minutes
Pair Work 1
15 minutes
Whole Class 2
5 minutes
Pair Work 2
15 minutes
Whole Class 3
TERM 2
Estimated Time
Organisation
20 minutes
Whole Class 1
5 minutes
Pair Work 1
10 minutes
Whole Class 2
15 minutes
Group Work
10 minutes
Whole Class 3
General Literacy 1-2-3 Format (Terms 2-3)
1. The First Whole Class Session
The teacher starts with a Whole Class session in which she teaches explicitly and models the skills,
strategies and content that students will need to help them perform the independent tasks that they
will be required to do later in the small group sessions. This Whole Class session should not go
beyond 20 minutes.
2. Group Sessions - Teacher Guided and Independent
The teacher divides the class into groups (ability, interest, etc.) Depending on the size of the class,
the teacher can have up to four small groups. The group sessions will last between
30 to 40 minutes. This session facilitates the extension and practice of knowledge/
skills/strategies through teacher guided support and independent practice.
The teacher will rotate in order to provide direct support to any two (2) groups within the
period. This is referred to as the Teacher Guided Group. While the teacher is supporting a
group, the other students will work at meaningful activities on their own. This is referred to
as the Independent Group.
Example of How Grouping Works
Group 1
Group 2
Group 3
Teacher Guided
(Rotation 1)
Independent
15 minutes
Group 4
Independent
15 minutes
Independent
30 minutes
Independent
30 minutes
USAID/Ministry of Education Partnership for Improved Reading Outcomes
Lesson Plan Booklet – Grade 1
Teacher Guided
(Rotation 2)
15 minutes
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BREAKDOWN OF LANGUAGE ARTS WINDOW PERIOD
In the example above, the teacher has grouped her class in four, but has decided to provide
direct support to Groups 1 and 4. She will therefore have Group 4 do independent activities for
the first fifteen minutes while offering direct, focused support to Group 1 during that period. In the
second fifteen minutes, Group 4 will receive the focused attention of the teacher, while Group 1
will be engaged in fifteen minutes of independent practice. During the 30-minute period, Groups
2 and 3 would have been engaged in independent activities, with oversight from the teacher.
3. The Final Whole Class Session
The final session of the lesson should not go beyond 15 minutes. The time allocated for this session is
dependent on the time spent on the first whole class and small group sessions. During this session all
groups share, with the whole class, what they have learnt and/or products that they have developed
in the small group setting. The teacher may also take the opportunity to reinforce/remind students
about rules, tips or other pertinent information necessary to the understanding of the lesson.
Some Considerations
In planning the lessons, the teacher must give consideration to the following:
a.
b.
c.
d.
e.
Number of small groups
Duration of the small group sessions
Which group(s) will be Independent
Which two (2) groups will be Teacher Guided
Selection of appropriate meaningful activities which
will support the attainment of the objectives, especially
as students transition between teacher guided and
independent group sessions.
f. Selection of suitable resources (written text, technology
based etc.) that will enable students to learn and practise
the skills/content /strategies being transmitted
It is hoped that these lessons will provide a better understanding of how to incorporate the Literacy
1-2-3 format in lesson planning and lesson execution.
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USAID/Ministry of Education Partnership for Improved Reading Outcomes
Lesson Plan Booklet – Grade 1
LESSON PLAN: CONCEPT OF PRINT
CONCEPT OF PRINT
Grade:
One
Subject:
Language Arts
Duration:
1 hour
Unit Title:
Who Am I?
Focus Question:
To which group do I belong?
Topic:
Concept of Print
Sub-Topic:
Directionality (Using return sweep when reading)
Attainment Targets:
1. Apply study skills and be able to search for information
Objectives:
By the end of the lesson, students should be able to:
1. Use their fingers to show the return sweep orientation while reading
2. Read paragraph demonstrating the return sweep process
Materials: red and green circles/dots with adhesive or tape at the back, pointer, sentence strips,
chalkboard, marker/ chalk, text.
Skills: listening, speaking, reading, writing
Content:
We read or write from left to right. When we come to the end of a sentence, we go to the other
line and continue to read from left to right.
Procedure:
Whole Class Activities 1 [20 minutes]
1. Provide a group of one-line sentences.
2. Use a green dot to identify the starting point of a line of print and a red dot to indicate the last
or ending point in the line.
3. The teacher will demonstrate left to right progression in reading by running her fingers or
pointer along the line of print-beginning at the green dot and ending at the red dot.
4. Guide students to read together one-line sentences demonstrating the left-to-right
progression.
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Lesson Plan Booklet – Grade 1
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LESSON PLAN: CONCEPT OF PRINT
Pair Work 1 [5 minutes]
1. Provide students with sentence strips and ask them to place green and red dots to indicate
the start and ending points.
2. Students will read sentences to each other.
Whole Class Activities 2 [15 minutes]
1 Provide a short paragraph. Each line should be colour coded.
2. For each coloured line, have students place green and red dots (directional markers).
3. Teacher models the return sweep using the colour coded lines.
4. Have students Echo Read the same paragraph.
5. Provide at least one other colour-coded paragraph for students to practise reading,
demonstrating the return sweep.
Pair Work 2 [5 minutes]
1. Provide colour- coded sentences for students to practise the return sweep.
Whole Class Activities 3 [15 minutes]
1. Provide a short paragraph without any codes. Mount on the chalkboard or wall.
2. Have volunteers read, using the pointer or their finger to demonstrate the left to right
progression and return sweep.
SONG
The Reader’s Hokey Pokey, by Georgiana Stewart.
When I read a book, I start from left to right. (pretend to read)
I do the same thing when I want to write. (pretend to write)
I do the reader wiggle and I turn myself about. (wiggle and turn)
That’s how I read and write. (clap)
I do the reader wiggle. (repeat three times)
That’s how I read and write. (clap)
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USAID/Ministry of Education Partnership for Improved Reading Outcomes
Lesson Plan Booklet – Grade 1
LESSON PLAN: SPEAKING
SPEAKING
Grade:
One
Subject:
Language Arts
Duration:
1 hour
Unit Title:
My Family
Focus Question:
Who are my family members?
Topic:
Speaking and Study Skills
Sub- Topic:
Conducting Simple Interviews
Attainment Targets:
1. Give and receive information
1. Listen to and speak with sensitivity to audience
Objective:
By the end of the lesson students will be able to:
1. Ask and respond to questions expressed in Standard Jamaican English.
Content:
In order to get information from someone you need to ask questions.
Skills: writing, reading, speaking & viewing.
Strategy: Questioning
Materials: Literacy 1-2-3 Big Book CD (Happy Family), Answer sheet
Previous Knowledge: Students would have been exposed to being questioned and giving responses.
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Lesson Plan Booklet – Grade 1
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LESSON PLAN: SPEAKING
Procedure:
Whole Class Activities 1 [20 minutes]
1. Teacher and students will view Literacy 1-2-3 Big Book CD (book entitled Happy Family)
and briefly identify some of activities the family participated in.
2. Ask students to suggest some things they would like to know about their classmates’ families.
3. Teacher and students will brainstorm to formulate the set of questions that will guide the
interview/questioning. These questions will be written on the chalk board.
4. Students will be encouraged, not forced, to speak using as much Standard Jamaican English
as possible during questioning and in responding.
5. To model how to interview someone asking relevant questions, the teacher questions a
student about his/her family (he/she will speak in Standard Jamaican English).
Examples of the questions to be asked are:
•
What is your family name?
•
Who are the persons in your family?
•
What does your family enjoy doing?
•
What do you like best about your family?
6. Teacher will record student’s responses on the chalkboard.
7. Teacher and students will review what was done.
8. Students will be encouraged to think of one other question they would like to ask their
classmates about their families. They will ask their elbow partner the question and share the responses.
Pair Work 1 [5 minutes]
1. Students will be paired to interview their classmates using the set of questions developed.
2. They will record the responses on the questionnaire answer sheet supplied by the teacher.
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USAID/Ministry of Education Partnership for Improved Reading Outcomes
Lesson Plan Booklet – Grade 1
LESSON PLAN: SPEAKING
Example
Questionnaire Answer Sheet
Question
Sentences
What is your family’s name?
Markland’s family name is ______________
How many members are in your family?
There are ________ members in Markland’s
family
What does your family enjoy doing together? The family enjoys______________________
Whole Class Activities 2 [15 minutes]
1
Teacher will observe the work being done by the pairs, and give feedback to clarify any misconceptions.
2
Teacher will ask for a volunteer whom she will question using the questions on the Question and Answer
Sheet above. These responses will also be recorded on the sheet provided.
3
Another volunteer will be asked to question the teacher. This information will also be recorded.
4
Students and teacher will read the responses that were recorded.
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Lesson Plan Booklet – Grade 1
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LESSON PLAN: SPEAKING
Pair Work 2 [5minutes]
1
Give each pair of students a copy of the closed questionnaire sheet. Students will switch roles; those who
were questioned in the previous activity will now be allowed to ask the questions.
2
Teacher will observe the work done being done by in pairs, and give feedback to clarify any misconceptions.
Whole Class Activities 3 [15 minutes]
1. Students and teacher will read the questions that were developed and written on the chalk board.
2. He/she will invite the principal or another teacher to be questioned by a student. The responses will be
orally supplied.
3. One pair of students from each group will be asked to share the information received from each interview
conducted with a peer.
4.
Students will again be encouraged to speak in Standard Jamaican English.
Evaluation:
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USAID/Ministry of Education Partnership for Improved Reading Outcomes
Lesson Plan Booklet – Grade 1
LESSON PLAN: LISTENING
LISTENING
Grade:
One
Subject:
Language Arts
Duration:
1 hour
Unit Title:
Myself at School
Focus Question:
How do I know my School?
Topic:
Listening for Information
Sub-Topic:
Listen to retell specific information
Attainment Target:
1. Listen and speak with sensitivity to audience
Objective:
By the end of the lesson students will be able to:
1. Listen to retell specific information.
Skills: Listening, speaking, writing, reading
Materials: Literacy 1-2-3 Big Book/Little Book – Colouring My School, song-Oh I am a Good
Listener, checklist for Good Listeners/ chart with “Rules for Listening”, taped story,
Strategies: Read-Aloud & Think Aloud
Content Summary:
We listen carefully to be able to correctly retell what we have heard.
People often retell what they have read or heard in their own words.
When a person retells a story he/she should include the important points and say the things in the
correct order in which they were said or done.
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Lesson Plan Booklet – Grade 1
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LESSON PLAN: LISTENING
RULES FOR LISTENING
1. Be quiet.
2. Be sure that you can hear what is being said.
3. Look at the person who is speaking.
4. Do not move away from the speaker.
5. Be sure you understand what is being said
6. Know what to listen for.
7. Think about what you hear and ask yourself, “Does this answer the question asked?”
8. Raise your hand to indicate when you want to join a conversation.
9. Wait until you are recognised to speak before you start talking.
Previous Knowledge:
Students are familiar with the “I Am a Good Listener” song.
Procedure:
Whole Class Activities 1 [20 minutes]
1.
2.
3.
4.
Engage the students in a game of Chinese Telephone - see Example 1B at end of lesson.
Record the information given by the last student, on board, then share the original message.
Compare original message from the teacher with the final message delivered by the student.
Using the “Rules for Listening”, discuss the importance of being careful listeners and the actions,
courtesies or habits they should cultivate ( adopt) as good listeners.
5. Ask students to listen carefully for colours that will be mentioned in a story as they will be required to
tell the class, the colour and the object with the named colour.
6. Read aloud the story, Colouring My School. Stop at the end of each page and ask students to tell the
colours mentioned and the corresponding objects.
7. Pose questions from the Listening Checklist to help students assess their listening behaviours.
Listening Checklist
Did I know what I was to listen for?
Was I quiet?
Did I pay attention to what was said?
Could I hear what was being said?
Did I know what was being spoken about?
Did I hear the information I was asked to listen for?
8. Sing the song, “Oh I am a Good Listener”. See attachment.
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USAID/Ministry of Education Partnership for Improved Reading Outcomes
Lesson Plan Booklet – Grade 1
LESSON PLAN: LISTENING
Group Activities [30 minutes]
Group 1
A. Teacher Guided (15 minutes)
1. Students listen to a story being read by the teacher and answer specific questions at points during the
reading and at the end.
2. Students assess their listening skills using the listening checklist.
B. Independent (15 minutes)
1. Individual students read sentence cards while the others listen.
2. Students repeat the sentences heard.
Group 2
A. Independent (15 minutes)
1. Students listen to a taped recording of a story in order to retell it. Provide guiding questions for the
retelling.
Examples of questions
(a) What is the story about?
(b) Where did the story take place?
(c) What is the name of the main character?
(d) How did the story begin?
(e) How did the story end?
B. Teacher Guided (15 minutes)
1. Students share what they have done in the independent session.
2. Help students to assess whether their retelling reflected the questions posed or if they could accurately
repeat what had been heard.
Group 3
A. Independent (30 minutes)
1. Provide a set of questions that students will answer when they listen to a taped story.
Examples of questions
a. What is the story about?
b. Where is the playground?
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Lesson Plan Booklet – Grade 1
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LESSON PLAN: LISTENING
c. When did the bell ring?
d. Why should there be desks in the classroom?
1. Provide a retelling story frame that students will complete using the answers from the question
posed.
Example of Story Frame
The story talks about _________________________. You can find the playground
on____________________________________. The bell rang at_______________. Desks should
be in the classrooms to ___________________
Whole Class Activities [10 minutes]
1. Students from each group will:
a. Share activities done in their groups.
b. Repeat the listening rules.
Evaluation:
Example 1A:
I’M A GOOD LISTENER
Oh I am a good listener
I listen quietly
I close my mouth
And open my ears
When others speak to me
I always try to listen
Cause listening is good
Oh I am a good listener
I listen the way I should.
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USAID/Ministry of Education Partnership for Improved Reading Outcomes
Lesson Plan Booklet – Grade 1
LESSON PLAN: LISTENING
Example 1B:
CHINESE TELEPHONE
How to play Chinese Telephone:
1. Arrange the students in a circle.
2. Inform students that they will be playing a game that requires them to listen
carefully to what the persons beside them will whisper in their ears.
3. Teacher will whisper a message in the ear of a selected student.
4. The next person will then whisper what he/she has heard to the next person,
and so on until the last person in the circle receives the message.
5. The last student to receive the message will say what was heard.
Example 2A:
SENTENCES FOR SENTENCE CARDS
1. I go to a red school.
2. The big blue windows are open.
3. There are long yellow bookshelves.
4. There are brown desks.
black chalkboard.
Over here we have two orange fishes.
We have a pink slide and purple swings.
There are lots of green plants.
Look at the white walls.
5. There is a
6.
7.
8.
9.
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Lesson Plan Booklet – Grade 1
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LESSON PLAN: VOCABULARY
VOCABULARY
Grade:
One
Subject:
Language Arts
Duration:
1 hour
Unit Title:
Who Am I?
Focus Question:
How do you know me?
Topic:
Vocabulary and Concept Development
Sub Topic:
Identifying and Using Simple Synonyms
Attainment Targets:
1. Apply relevant decoding skills to the reading process.
2. Read for meaning fluency and enjoyment.
Objectives:
By the end of the lesson students will be able to:
1. Give a simple definition of a synonym
2. Identify synonyms from a given group of words
3. Use simple synonyms accurately in context
Skills: listening, reading, writing, viewing
Materials: vocabulary word map, story, sentence strips, synonym poem/song
Strategy: Think- Pair- Share , Mapping
Content:
A synonym is a word that means the same as another word or words or have nearly the same
meaning/s e.g. large means the same as big.
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USAID/Ministry of Education Partnership for Improved Reading Outcomes
Lesson Plan Booklet – Grade 1
LESSON PLAN: VOCABULARY
Procedure:
Whole Class Activities 1 [20 minutes]
1. Teacher reads a Synonym Poem/Song to students and have them listen to identify the
synonyms in the poem. (See poem/song at end of lesson).
2. Using questioning, guide students to develop a simple definition of a synonym.
3. Use some of the synonyms in the poem in sentences.
4. Ask students to make other sentences using synonyms in the poem.
5. Mount and share other examples of synonyms on a chart
6. Demonstrate to students how to input the information on a Vocabulary Word Map (see
example below).
Vocabulary Word Map
Tell what the word means
Not big
Use a word in a sentence
Write a synonym
small
Tiny
Draw a picture
The ant is tiny.
Pair Work 1 [5 minutes]
1. Give each pair of students a sentence in which the key word is underlined .e.g. The umbrella
is pretty.
2. Have students complete the Vocabulary Word Map for the word given.
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Lesson Plan Booklet – Grade 1
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LESSON PLAN: VOCABULARY
Whole Class Activities 2 [15 minutes]
1. Students share their pair work activity.
2. Have students listen to a story in which synonyms are used.
3. Write targeted words in jumbled order on board and have story pair them as synonyms.
Pair Work 2 [5 minutes]
1. Give each pair of students the sentences below. Have them replace the underlined words
with its appropriate synonym in the circle.
large,
glad, good.
sad, bright
1.
2.
3.
4.
Mary is a nice girl.
I am happy to see you.
This is a big tree.
John is a kind boy.
Whole Class Activities 3 [15 minutes]
1. Provide feedback on the Pair Work 2 activity.
2. Guide students to do Word Search Activity on synonyms (See activity at end of the lesson).
3. Review lesson by singing synonym song.
Evaluation :
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USAID/Ministry of Education Partnership for Improved Reading Outcomes
Lesson Plan Booklet – Grade 1
LESSON PLAN: VOCABULARY
SYNONYM POEM/SONG
Synonyms ( can you say it?)
Synonyms almost mean the same. Come let’s play a
matching game!
When I’m happy, I am glad. When I’m naughty, I am bad.
If it’s large, it’s also big. Another name for hog is pig!
See me hurry, see me rush. To be quiet means to hush.
If I want, I also wish. A plastic bowl is still a DISH!
Word Search Activity
Find a word in the box that is a synonym to a word on the left of the page. Write the word on the
line e.g. large big
tiny ________________
F
A
S
T
A
R
M
H
C
glad ________________
L
O
N
G
T
S
R
A
O
quick________________
O
S
M
A
L
L
M
P
L
U
I
N
O
R
S
P
P
O
D
C
A
N
G
R
Y
Y
W
K
K
B
I
G
S
O
W
Q
S
A
S
Q
U
I
E
T
N
silent _______________
mad _______________
noisy _______________
ill
________________
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LESSON PLAN: VOCABULARY
VOCABULARY
Grade:
One
Subject:
Language Arts
Duration:
1 hour
Unit Title:
Things in the Home
Focus Question:
What are things in the home and who made them?
Topic:
Vocabulary and Concept Development
Sub-Topic:
Directional Words
Attainment Targets:
1. Give and receive information
2. Use recognisable handwriting and appropriate spelling and vocabulary
Objectives:
By the end of the lesson students should be able to:
1. Identify directional words.
2. Respond to directional words to complete tasks accurately.
Skills: reading, writing, listening, speaking
Materials: worksheet, objects and pictures
Content:
Directional words help people to give and follow directions.
Some words that provide direction are: up, down, under, behind.
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USAID/Ministry of Education Partnership for Improved Reading Outcomes
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LESSON PLAN: VOCABULARY
Procedure:
Whole Class Activities 1 [20 minutes]
1. Teacher sings a song-Blue Bird, and dramatizes the directional words.
2. Have students repeat the words that tell where the Blue Bird flies.
3. Repeat song and have students act out the song to demonstrate their understanding of the
directional words.
SONG
Blue Bird Blue Bird flies in
Blue Bird Blue Bird flies under
Blue Bird Blue Bird flies behind
Blue Bird Blue Bird flies over
4. Do another activity in which objects/ people are placed in specific direction. For Example,
The bag to the left of the table; John standing behind Joe.
5. Assist students to use the directional words in sentences e. g.(a) The bag is at the left of the
table
(b) John is standing behind Joe.
Pair Work 1 [5 minutes]
1. Have students complete a worksheet with the correct directional words.
Example:
Draw a line under the word that shows where the cat is.
The cat is on / under the table
Whole Class Activities 2 [15 minutes]
1. Place students in teams.
2. Do Treasure Hunt. Give teams simple written directions that will lead them to find a treasure.
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LESSON PLAN: VOCABULARY
Example:
“Go to the teacher’s table at the front of the class. Look in the box under the table. Read the note
in the box. It will tell you where the treasure is.”
3. Do another exercise. Give oral instructions and have students demonstrate their understanding
of the directional words by responding correctly to the instructions e.g. John, stand at the back
of the class. Mary, sit beside June. Sue, put your hand above your head.
Pair Work 2 [5 minutes]
1. Have students complete sentences with the most suitable directional words
Example
Directions: Use the following directional words to complete the sentences.
in front, on, in, below, outside
1. John is playing ___________________.
2. He puts the cap ___________________his head.
3. He stands__________________of me.
4. He is _________________the room.
5. My nose is ______________my eyes.
Whole Class Activities 3 [15 minutes]
1. Have students follow teacher’s instructions to demonstrate their understanding of directional words taught.
For Example:
1. Students, put your pencil beside your book.
2. Roy, get up out of your seat.
3. John, go to the back of the class.
4. Tom, stand next to Mary.
Evaluation:
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USAID/Ministry of Education Partnership for Improved Reading Outcomes
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LESSON PLAN: VOCABULARY
VOCABULARY
Grade:
One
Subject:
Language Arts
Duration:
1 hour
Unit Title:
Who Am I?
Focus Question:
To which group do I belong?
Topic:
Vocabulary and Concept Development
Sub-Topic:
Categorizing Words and Pictures
Attainment Target:
1. Use recognizable handwriting and appropriate spelling and vocabulary.
Objectives:
By the end of the lesson students will be able to:
1. Categorize words under given headings.
2. Provide headings for groups of words.
3. Sort given words and pictures independently.
Skills: categorizing, listening, speaking,
Materials: Literacy 1-2-3, Story-Happy Family-pictures
Strategy: Sorting
Content:
We can group words together based on what they have in common. We group some words under
headings such as people, place, animal, and thing.
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LESSON PLAN: VOCABULARY
People
Place
Animal
Thing
Jason
Mother
Dad
Children
Kingston
church
school
kitchen
dog
pig
chicken
cat
broom
table
book
bat
Whole Class Activities 1 [20 minutes]
1. Do a Picture Walk of the story Happy Family.
2. Discuss or identify the people, places, animals and things.
3. Write a few of the words from the discussion on the chalkboard.
4. Discuss the words to elicit the features they have in common.
5. Tell students that we place the words in groups based on what they have in common
6. Provide groups/headings under which the selected words may be placed e.g. People, Place,
Things.
7. Work with students to place the selected words under the category outlined.
8. Have students supply additional words for each heading/category
Pair Work 1 [5 minutes]
1. Provide a set of words or pictures.
2. Ask students to categorize them under the headings - People, Place, Thing, Animal.
Whole Class Activities 2 [15 minutes]
1. Provide a list of words.
Example:
a. Thursday, Saturday, Monday
b. apple, mango, banana,
c. March, April June
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2. Discuss the common features of each list
3. Through questioning guide students to decide on a heading for each list. (days of the week,
fruits, months of the year).
4. Have students place the words under their appropriate heading
Pair Work 2 [5 minutes]
1. Have students develop a category/heading for a list of words or set of pictures provided by
teacher.
Whole Class Activities 3 [15 minutes]
1. Provide a list of words/items.
2. Have students identify the odd one out and give a heading for the rest of words/items.
3. Have students explain the decision they make.
Suggestions
Word/ Items
Cow, rat, pig, book, dog
Heading
Animal
Table, car, mango, pencil, chair
Thing
Yam, Mary, rice, milk, cake
Food
Grandma, street, father, teacher, Bob
People
Evaluation:
USAID/Ministry of Education Partnership for Improved Reading Outcomes
Lesson Plan Booklet – Grade 1
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LESSON PLAN: DECODING
DECODING
Grade:
One
Subject:
Language Arts
Duration:
1 hour
Unit Title:
The Family
Focus Question:
How does my family satisfy basic needs?
Topic:
Word Recognition
Sub-Topic:
Basic Sight Words
Attainment Target:
1. Apply relevant decoding skills to the reading process
Objectives:
By the end of the lesson students will be able to:
1. Identify and pronounce selected sight words accurately.
2. Read selected sight words in isolation and in context.
Skills: spelling, reading, writing
Strategy: Picture Clues/Rebus
Materials: Word cards, teacher made story
Content:
Some words appear many times in a reading book. If
a reader knows these words, then he/she is able to call
them quickly. Fluent readers are able to better extract
meaning from a text and sight word knowledge helps
to build fluency.
Vocabulary - we, play, look, like, can, run
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LESSON PLAN: DECODING
Procedure:
Whole Class Activities 1 [20 minutes]
1. Introduce the targeted words in a story. Use pictures to illustrate the words where appropriate.
Example
We like to play in the yard.
Look, they run into the yard.
We play with a bat and ball in the yard.
Can you play with a bat and ball?
Look, I can run in the yard.
We like to run in the yard.
2. Read the story twice, pointing especially to the targeted words.
3. Have students read the story with you.
4. Say the underlined words and have students repeat them.
5. Point out that the pictures can assist them in identifying the words; for e.g. run, play may be
accompanied by pictures showing these actions.
6. Place the words on word cards and have students do a visual scrutiny of the words- length,
shape, letters that go below and above the line.
7. Have students identify and call the words from other sources - classroom walls, books.
8. Have students practise spelling the words by looking at them.
9. Have students close their eyes and spell the words
Pair Work 1 [5minutes]
1. Give students a set of cards with the words repeated.
2. Have students play a game of matching in which one student calls a targeted word and the
other finds the matching word.
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LESSON PLAN: DECODING
Whole Class Activities 2 [15 minutes]
1. Guide students in giving oral sentences using the targeted words.
2. Teacher writes the sentences on board.
3. Invite volunteers to read the sentences and to underline the targeted words.
Pair Work 2 [5minutes]
1. Have students write the targeted words in their books.
Whole Class Activities 2 [15 minutes]
1. Play games with the words.
Examples:
(a) Go Fishing- The targeted words are placed in a box. Students “fish out” a word and call it.
They keep the word if they correctly read it.
(b) Hop Scotch - Words are placed in each square/ box of a Hop Scotch. Students jump in each
square/ box and call the word in each box in order to complete the game
(c) Memory- Students spell the words from memory.
(d) Snake and Ladder- Students call the word placed in each square of the ladder. If they fail,
they move down the ladder the number of spaces specified in the square/box
(e) Crossing the River. Words are placed on cards representing stones. Students will have to
correctly call the words in order to “cross the river”- complete the game. Someone may save
the reader from drowning by calling the word.
2. Place the words on Word Wall
Evaluation:
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LESSON PLAN: DECODING
DECODING
Grade:
One
Subject:
Language Arts
Duration:
1 hour
Unit Title:
Who Am I?
Focus Question:
How do you know me?
Topic:
Word Recognition
Sub-Topic:
Applying Context Clues
Attainment Target:
1. Apply relevant decoding skills to the reading process
Objectives:
By the end of the lesson students will be able to
1. Use picture context clues to identify word.
2. Use knowledge of letter sounds to identify word.
3. Recognize basic sight words appropriate to grade.
Skills: reading, speaking, listening, analysing
Materials: wordless picture book, sentences, story, chartlets with tips
Strategies: Picture Walk, Choral Reading, Independent Reading, Think Aloud
Content:
Pictures and surrounding words in a text can help you figure out an unknown word.
We should also look at the letters in the word to help us to figure out the word. If, for example, we
know the first letter of an unknown word and we look at the picture, we can guess the word.
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LESSON PLAN: DECODING
Procedure:
Whole Class Activities 1 [20 minutes]
1. Share a wordless picture book showing familiar objects.
2. Do a Picture Walk and ask students to identify the object. Write the names of the objects identified.
3. Share the following tip.
Tip:
You can use the pictures in a book to help you know a word
4. Place sentences or story with supporting pictures on a chart.
5. Have students read the story with you, modelling how to use the pictures to identify unknown/unfamiliar words using Think Aloud.
Example:
a) Read the ‘known’ words. Stop at the ‘unknown’ word.
b) Say, “I am not sure what this word is. What can I do to help me? I remember the tip that
tells me that I can use the picture to help me identify a word.
c) The picture shows me a girl.
d) I will read the sentence again using the word “girl” to see if the sentence makes sense.”
Examples of sentence-
I am a big girl.
I like to read books.
7. Provide other sentences. Have students figure out the targeted unknown words using picture clues.
Pair Work 1 [5 minutes]
1. Provide each student with a sentence with pictures and targeted words missing.
2. Have students supply the missing words using the picture clues to guide them.
3. Students should read their sentences to their partners.
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LESSON PLAN: DECODING
Whole Class Activities 2 [15 minutes]
1. Display and read the chartlet with the tip “Good readers look at the letters in the word to help
them to figure out the word. You can use first letter of a word to guess what the word says”.
2. Model an example using the sentence below.
This is my family.
3. Highlight that the unknown word begins with the letter /f/. Review the /f/ sound.
4. Question students about a word with the letter F or the /f/ that could be inserted to make the
sentence correct. Also remind them to use the picture clues to assist them.
5. Do other examples with students.
Pair Work 2 [5 minutes]
1. Have students practise reading other sentences, using picture clues and initial letter sounds of
targeted words to decipher the targeted words.
Whole Class Activities 3 [15 minutes]
1. Students do choral reading of passages using picture clues and initial letter sound of targeted
words to unlock the unknown words
Evaluation:
USAID/Ministry of Education Partnership for Improved Reading Outcomes
Lesson Plan Booklet – Grade 1
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LESSON PLAN: DECODING
DECODING
Grade:
One
Subject:
Language Arts
Duration:
1 hour
Unit Title:
Getting To Know Me
Focus Question:
How do you know me?
Topic:
Phonics
Sub-Topic:
The Initial ‘Mm’ Sound
Attainment Target:
1. Apply relevant decoding skills to the reading process.z
Objectives:
By the end of the lesson students should be able to:
1. Use sound–symbol relationships when encountering words beginning with the phoneme/
letter sound /Mm/.
2. Recognize sight words appropriate to grade beginning with the /phoneme/letter sound /
Mm/.
3. Produce the phoneme/letter sound /Mm/ and associate it with the letter ‘Mm’.
4. Substitute initial phonemes with the ‘Mm’ sound in naming other words.
5. Name words independently beginning with the phoneme/letter sound ‘Mm.
Skills: speaking, listening, analyzing, interpreting, reading, writing, comprehending
Materials: Jolly Phonics ‘Mm’ song, laptop/ computer, projector or chart.
Strategies: Phoneme Blending, Phoneme Segmenting
Content:
/Mm/ is the sound of the letter ‘Mm’. Some words beginning with the /Mm/ are: month, May,
March, mother, mat, man and so on.
Previous Knowledge: Students are aware that each letter has a special sound.
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Procedure:
Whole Class Activities 1 [20 minutes]
1. Students will listen as teacher states the day’s objectives and plays the song from the Jolly Phonics CD (See song at end of lesson).
2. Students repeat the letter sound they hear most often in the song (Expected response - /m/).
3.
Students listen and observe as teacher produces the letter sound /m/ using the correct mouth
formation and carries out the Jolly Phonics action of rubbing her belly.
4. Students repeat the action until it is heard and observed that students are accurately producing the sound.
5. Repeat the song and emphasize the word mum. Draw students’ attention to the sound at the
beginning of the word. Ask students to clap when they hear other words that begin with the
/Mm/ as the song is being re-played (Expected responses: students clap when they hear the
words ‘make’, ‘many’ and ‘meals’).
6. List words on board. Have students call the words
Pair Work 1 [5 minutes]
1. Students work in pairs to produce words with the /Mm/ at the initial position.
2. Teacher moves around to listen and observes if students are doing the correct task.
3. Teacher provides feedback to students.
Whole Class Activities 2 [15 minutes]
1. Have students view projected picture of body formation of letter ‘M’.
2. Get students to repeat the /Mm/sound while they use their bodies to form the upper case ‘M’
as seen in the picture.
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LESSON PLAN: DECODING
3.
Students spell and do further pronunciation of words, using sound segmentation and blending while placing emphasis on the beginning sound.
4. Students listen as teacher substitutes the initial or beginning sounds of words with the /Mm/
to arrive at new words; for example: ‘pan’ to ‘man’ and ‘pet’ to ‘met’.
5. Have students do substitution tasks orally and in written form.
Example:
pan
man
pop
Ben
let
sap
Pair Work 2 [5 minutes]
1. Have students work in pairs to complete an activity like the one suggested.
Substitute the beginning letter sound with the /Mm/ then name the new words.
pan
_____________________
fill
_____________________
Bob
_____________________
bake
_____________________
cat
_____________________
Kay
_____________________
bag
_____________________
Whole Class Activities 3 [15 minutes]
1. Provide a jingle with words having the targeted sound
2. Have students read and perform the jingle
3. Have students provide feedback to their peers on the accuracy of their pronunciation of the “m words”
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LESSON PLAN: DECODING
Song for the Lesson
Jolly Phonics Song sings to the tune, “The Wheels of the Bus”
The mum and the dad make many meal;
/mmm/!
/mmm/!
The mum and the dad make many meals for their hungry children
Evaluation:
USAID/Ministry of Education Partnership for Improved Reading Outcomes
Lesson Plan Booklet – Grade 1
37
LESSON PLAN: DECODING
DECODING
Grade:
One
Subject:
Language Arts
Duration:
1 hour
Unit Title:
Who Am I?
Focus Question:
To which group do I belong?
Topic:
Phonics
Sub Topic:
Short Vowel ‘a’ Sound in the Medial Position
Attainment Target:
1. Apply relevant decoding skills to the reading process.
Objectives:
By the end of the lesson, students should be able to:
1. Identify the short vowel sound ‘a’ in the medial position in selected words.
2. Use the short vowel sound of ‘a’ to complete C-V-C words.
3. Name different words with the short vowel sound ‘a’ in medial position
Materials: Joly Phonics jingle, Elkonin box, counters, pictures, letter tiles
Skills: listening, speaking, reading, writing
Previous Knowledge: Students know the short sound of the vowel “a”
Content:
The short vowel sound for ‘a’ is /a/ The sound may be heard in the middle of some words such as,
man, pan, Pat, lad, rag, sat
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LESSON PLAN: DECODING
Procedure:
Whole Class Activities 1 [20 minutes]
1. Introduce lesson by reviewing the short “a” sound, using the Jolly Phonics jingle “Ants in my
Arm.”
2. Review words with the short “a” sound in the initial position.
3. Ask students to repeat the words, emphasizing the “short “a” sound.
4. Tell students that the short vowel sound may be heard in the middle of a word.
5. Introduce orally the jingle “The Fat Cat” and ask students to listen for words with the targeted
sound in the middle of certain words.
6. Ask students to repeat the words. Write the words on board and draw students’ attention to the
position of the letter in the words so that students may make the letter/sound connection.
7. Have students provide other words that have the short vowel sound in the medial position.
c
Phoneme Identification
a
t
Pair Work 1 [5 minutes]
1. Provide a worksheet with objects whose names have the short vowel sound of “a” in the medial
position.
2. Have students identify and write the names of these objects.
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LESSON PLAN: DECODING
For Example:
Whole Class Activities 2[15 Minutes]
1. Play a game to highlight the targeted sound in the medial position.
Example:
a. Have a ball in one hand.
b. Start a rhyming jingle highlighting the targeted sound e.g The cat sat on a mat. It saw
a fat_______. It _______after the_______. The_______ cat could not catch the _______ .
c. Pass the ball around and instruct students to continue by supplying other rhyming words with
the targeted sound in the medial position.
Pair Work 2 [5 minutes]
1. Students will be given letter tiles where they will be guided to form c-v-c words with the short
vowel sound in the medial position.
t s a
1. Present students with some riddles and have them provide CVC words with the targeted sound
in the medial position
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LESSON PLAN: DECODING
Example:
A. I am a small animal.
B. Children put books in me.
I like to eat ripe fruits.
I also carry their lunch.
I am sometimes found in the bushes.
I have a strap.
I can run very fast.
I sometimes have pockets.
What am I?
What am I?
Answer: A rat
Answer: A bag
Evaluation:
Riddle Me This
Riddle Me This
People use guava
I start with the
to make me.
letter “h”.
I taste sweet.
I use it to cover
I put it on my
bread
What am I ?
my head
What am I ?
USAID/Ministry of Education Partnership for Improved Reading Outcomes
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LESSON PLAN: DECODING
DECODING
Grade:
One
Subject:
Language Arts
Duration:
1 hour
Unit Title:
Who Am I?
Focus Question:
How do you know me?
Topic:
Phonemic Awareness
Sub-Topic:
Initial Sound /Ff/
Attainment Target:
1. Apply relevant decoding skills to the reading process.
Objectives:
By the end of the lesson students will be able to:
1. Accurately produce the /f/ sound after modeling by teacher.
2. Identify the /f/ sound in different words.
Skills: listening, speaking, sorting
Materials: songs and rhymes with words beginning with /f/
Strategies: Phoneme Substitution, Phoneme Blending, Phoneme Isolation
Content:
The /f/ sound is made by placing the top teeth on the bottom lip and then blow. The /f/ sound is
heard at the beginning of words such as face, fat, fin, for, funny, for, fan.
Whole Class Activities 1 [20 minutes]
1. Begin lesson with a tongue exercise where students roll, wiggle and stick their tongues in and
out.
2.
Share with them that the tongue, teeth and air in our mouths are some of the things that help
us to make/create the words we speak and the sounds we make.
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3. Read the following silly sentence “Fay, the fat fish, fed her friend Fred some food” and ask
students to listen for the sound that is most often heard.
4. Ask students to repeat the sound most often heard.
5. Model making the sound, drawing students’ attention to the formation of her the mouth.
6. Have students repeat the sound. Ask them to observe their classmates making the sound.
7. Teacher and students sing the Song, My Head, My Shoulder, My Knees My Toes.
8. Sing the song again, substituting head, shoulder, knees, toes with words such as face, forehead,
fingers, feet.
Pair Work 1 [5 minutes]
1. Present a set of picture cards to class.
2. Go through the pictures to ensure that students can identify the picture.
3. Give each pair of students four word/ picture cards.
4. Have students practise rhyming riddles.
Example:
a. What rhymes with bat but starts with /f/?
b. What rhymes with sit but starts with /f/?
c. What rhymes with pig but starts with /f/?
d. What rhymes with bog but starts with /f/?
Whole Class Activities 2 [20 minutes]
1. Have students sing the song “Old Mac Donald” substituting words with the /f/ sound.
Example of script
Old McDonald had a farm, E-I-E-I-O
And on his farm he had some________________ .
(Responses could include words such as fish, frog, fowl, food, fun.)
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LESSON PLAN: DECODING
Pair Work 2 [5 minutes]
1. Have pairs of students practise the /f/ sound through a game of sound isolation. Students take
turns asking and answering the question posed. Nonsense words may be used.
Example:
What is the sound that starts these words - fat, fish and fan?
What is the sound that starts these words - fil, fal, fol and fell?
Whole Class Activities 3 [15 minutes]
1. Teacher says a word beginning with /f/, slowly stretching the word so that the other sounds are
obvious e.g. /f/-/a/-/n/
2. Model how to say the word fast. Do this exercise with other words beginning with /f/ several
times then have students practise doing the activity.
3.
Review the critical aspect of the lesson - the /f/ and some words that begin with the targeted
sound.
Evaluation:
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USAID/Ministry of Education Partnership for Improved Reading Outcomes
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LESSON PLAN: DECODING
SONG
Sing to the tune of ‘My head, my shoulder”
My face, my forehead, my fingers and feet
My face, my forehead, my fingers and feet
My face, my forehead, my fingers and feet
God made them all
My /f/, my forehead, my fingers, my feet (rept. x3)
God made them all
My /f/, my /f/, my fingers, my feet (rept. X3)
God made them all
My /f/, my /f/, my /f/, my feet (rept. X3)
God made them all
My /f/, my /f/, my /f/, my /f/ (rept. x3)
God made them all.
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Lesson Plan Booklet – Grade 1
45
LESSON PLAN: COMPREHENSION
COMPREHENSION
Grade:
One
Subject:
Language Arts
Duration:
1 hour
Unit Title:
My Body
Focus Question:
What do I look like and what can I do?
Topic:
Comprehension
Sub-Topic:
Expressing Thoughts and Feeling About Incidents in a Story
Attainment Target:
1. Respond critically and aesthetically to literature and other stimuli.
Objectives:
By the end of the lesson students should be able to:
1. Read and respond to characters/incidents in a story with teacher support.
2. Talk about incidents in stories about which they feel strongly about.
Skills: listening, speaking, reading, writing, role play
Materials: Resources: Harriet the Hen and the Hawk (Lit 1-2-3)
news print, cards
Content:
In a story, things happen. The things that happen are called
incidents. As we listen to stories, we respond by sharing our
thoughts and feelings.
Strategies: Read Aloud, Think Aloud, Shared Reading
Procedure:
Whole Class Activities 1 [20 minutes]
1. Teacher invites class to listen as she recites jingle. Students will listen to state what happened.
Jingle
“Harry went to Hatfield. Harry lost his hat.
Harry’s mother said to Harry, Harry! Where’s your hat?
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2. Teacher and students recite jingle together. Teacher leads students to tell what happened by
modeling thinking aloud.
Example:
a. I wonder who sent Harry to Hatfield?
b. How did he lose his hat?
c. I wonder what will Harry’s mother do when she realized that he lost his hat?
d. I wonder what caused her to react the way she did?
3. Teacher shares her answers with the class followed by class discussion on each response to allow
students to share their own thoughts and feelings.
4. Students give reasons for their thoughts and feelings.
5. Teacher draws Writing Frame on chalkboard.
I think Harry is ________because __________________________________.
I feel Harry’s mother will ____________because she __________________.
6. Teacher and students read and complete Writing Frame.
Pair Work 1 [5minutes]
1. In pairs, students will work together to complete Writing Frame.
2. Teacher circulates among students to listen to the discussion and assist them in composing
their sentences.
3. Students read sentences to each other, while teacher listens, comments and corrects.
Whole Class Activities 2 [20 minutes]
1. Shared Reading
Teacher reads P.1-19 of story “Harriet Hen and the Hawk” to the class using the enlarged text
in the Big Book and drawing students’ attention to the title and what they see on the front and
back cover of the book.
2. Teacher conducts a quick picture walk through the book to engage students’ thinking about
what is happening in the pictures.
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LESSON PLAN: COMPREHENSION
3. Teacher reads story using a pointer. As teacher reads she models her reactions, expressions and
intonation.
4. Students will then read along with teacher mimicking her reading behaviours.
5. Teacher pauses in the reading at specific actions and incidents in the story as they happen and
discuss each using ‘Wh’ questions to guide the discussion, e.g.
a. Why did Harriet take her chicks to the farmyard?
b. What places did they stop?
c. Why did the hawk ask Harriet for her chicks?
6. Teacher calls on students to share with the class what they think and feel about what happened
Pair Work 2 [5 minutes]
1. Teacher distributes copy of small books to pairs.
2. Students will work together to draw and colour their favourite part of the story.
3. They will write a word or phrase that relates to the picture drawn.
4. Teacher gives support to pairs by explaining the meaning of “favourite” in the context of a story.
Whole Class Activities 3 [20 minutes]
1. Pairs with similar favourite parts of story will form themselves into a group to present it to the
class with students in the groups taking on the role of Harriet, the chicks and the hawk.
2. As group presents, teacher writes sentences that depict favourite parts on newsprint.
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3. Students will be asked to confirm the sentences e.g.
a. Harriet and her chicks go through the pumpkin patch
b. Harriet and her chicks go through the callaloo bed.
c. Harriet and her chicks stop beside the cornfield,
d. Harriet scratches for nice things to eat.
e. Egbert the hawk calls out to Harriet. “Give me that big foot chick”.
f. “No way!” “Danger! Danger!” says Harriet,
g. Egbert throws some corn to the chicks.
h. The chicks run behind Harriet.
4. Teacher and class read sentences recorded on newsprint, with expression.
5. Students share how they feel about Harriet as mother. They will also tell what they think about
the hawk and how Harriet protected the chicks from it.
6. Teacher writes underlined words in sentences on cards for Word Wall.
7. Teacher and students sing “Chi Chi Bud Oh- … Some a hawk” as pairs post their drawings to
be viewed by others. Teacher assists.
Evaluation:
SONG – CHI CHI BUD OH
A chi-chi bud oh! Some a dem a holla some a bawl
Chi-chi bud oh! Some a dem a holla some a bawl
Some a black bud... Some a dem a holla some a bawl
Some a grass bud... Some a dem a holla some a bawl
Some a white bud... Some a dem a holla some a bawl
Some a beeny bud... Some a dem a holla some a bawl
Chi-chi bud oh... Some a dem a holla some a bawl
Some a peer dove... Some a dem a holla some a bawl
Some a grung dove... Some a dem a holla some a bawl
Some a white dove... Some a dem a holla some a bawl
Some a bubble dove... Some a dem a holla some a bawl
Chi-chi bud oh... Some a dem a holla some a bawl
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LESSON PLAN: COMPREHENSION
COMPREHENSION
Grade:
One
Subject:
Language Arts
Duration:
1 hour
Unit Title:
Who am I?
Focus Question:
To which group do I belong?
Topic:
Comprehension
Sub-Topic:
Identifying Main Ideas
Attainment Targets:
1. Read for meaning, fluency and enjoyment.
Objectives:
By the end of the lesson students will be able to:
1. Identify the main idea of a text.
Skills: listening, speaking, reading
Materials: short paragraph/passage, Literacy 1-2-3 text “Harriet Hen and the Hawk”
Strategies: Directed Listening Thinking Activity (DLTA), Read Aloud
Content:
The main idea is what the story is all about. It is the most important message in the story.
Titles, pictures and sentences of a text can give readers clues that will help them to know what is
the main idea of the text.
Procedure:
Whole Class Activities 1 [20 minutes]
1. Share that the lesson will be about identifying the main idea of a text. Explain that the main idea
is what the story is mainly about.
2. Share that text titles, pictures on the cover, pictures in the book as well as the story can help us
to identify the main idea of the text. Demonstrate how to do this with the text “Harriet Hen
and the Hawk”.
3. Read the title of the story and show the pictures on the cover of the book.
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4. Model how to use both the title and the cover pictures to predict what the story is mostly about.
For example, say, “I think the story is about a hen that will protect her chickens from the hawk
that wants to eat them.”
5. Engage students in a picture walk of a few pre-selected pages. These pages should support the
main idea of the story - Harriet the hen protecting her six children from Egbert the hawk.
6. As each page is discussed, solicit from students their thoughts about the events in the pictures
and how they support your initial views about what the main idea is.
7. Read the story to confirm your views about what the main idea is. Highlight some sentences
which help to endorse your views.
8. Help students to rephrase in SJE, beginning the statement with the phrase, The story Harriet
Hen and the Hawk is about_______________________. Document student’s response on the
board.
9. Read response(s) with the class
Pair Work 1 [5 minutes]
1. Have students write the main idea in their book report worksheet / journal and to read the sentence to their partners.
Whole Class Activities 2 [15 minutes]
1. Provide another text (story, passage/paragraph).
2. Provide guided support to students to identify the main idea using the title of the text, pictures
on the cover and/or in the text, and reading of the text.
3. Guide students to fill in the following table with the information.
Before Reading the Text
The title of the text is _________________so
I believe the main idea is _______________
After Reading the Text
When I read the text it tells me that
1.____________________________
2. ___________________________
The pictures on the cover or in the text show
that 1._________________2_____________
3. _____________________so the main idea
is____________________________
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LESSON PLAN: COMPREHENSION
4. Have students compare their views about what the main idea is, before and after reading the
text
Pair Work 2 [10 minutes]
1.
Have students write the main idea at the top / bottom of their book report worksheet / journal
and read the sentence to their partners. Ask students to draw in their book report form or
journal a picture which demonstrates the main idea of the story/paragraph/passage.
Whole Class Activities 3 [10 minutes]
1. Have students share their work with the class.
Evaluation:
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LESSON PLAN: COMPREHENSION
COMPREHENSION
Grade:
One
Subject:
Language Arts
Duration:
1 hour
Unit Title:
Myself
Focus
Question: Who am I?
Topic:
Comprehension
Sub-Topic: Predicting Outcomes Using Titles and Illustrations
Attainment Target:
1.
Read for meaning, fluency and enjoyment
Objectives:
By the end of the lesson students will be able to:
1.
Use a title to predict what they will read about.
2. Use illustrations to predict what they will read about.
Skills: listening, speaking, reading, writing
Materials: Literacy 1-2-3 text- Harriet Hen and the Hawk, copies of other relevant books.
Strategies: Think Aloud; Shared Reading;
Content:
The title of a book tells the reader what the book will be about. The illustrations are pictures,
drawings, paintings or photographs of ideas presented in the story being read. Illustrations make
what you are reading about clearer. Before we read a story we can use the title and illustrations on
the cover and in the book to help us to make guesses or predictions about what will happen in a
story. As we read we may want to keep our/guesses predictions or change them based on what we
read in the story
Previous Knowledge: Students already know
what are illustrations and titles of books.
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LESSON PLAN: COMPREHENSION
Procedure:
Whole Class Activities 1 [20 minutes]
1.
Inform class that they will be using the title and illustrations in a story to make guesses about
what they will read.
2. Share the tip, “Good readers use text titles and illustrations to predict what the story will be
about.”
3. Demonstrate the tip by showing students the cover of text and read the title: Harriet Hen and
the Hawk.
4. Explore with students how to use the title to make predictions modelling through ‘Think Aloud.’
Example:
Holding the book in hand with cover facing the teacher, the teacher says: “I wonder what I am
going to read about?”
The title says Harriet Hen and the Hawk
I know that a hen is a big mother chicken; a hawk is a bird that eats chicken.
Maybe the hawk will eat up the hen. What will the hen do? The hen might protect herself by
fighting the hawk. She might fight the hawk.
5. Ask students what they think they will read about. Ask them to give support for their responses.
6. Record responses on board or chart.
7. Draw students’ attention to the illustration and ask :
a. What animals do you see in the picture?
b. What are the hawk, the hen and the chicks each doing?
c. What words do you think of when you see the illustration?
d. What do you think is going to happen in the story based on the illustration on the cover?
8. Write additional responses on board.
9. Repeat the tip
Pair Work 1 [5 minutes]
1. Direct students to another page in their copy of the book or display another page in the Big
Book format of the story. The written text on the page should have been covered beforehand.
2. Have students talk with their partner about what the illustration is saying.
3. Direct students to read text on selected page to confirm/ reject predictions made
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Whole Class Activities 2 [15 minutes]
1.
2.
3.
4.
5.
Using Big Book, cover the text on other pages and do Picture Walk.
Have students predict what could be written on each page and list them on chalkboard.
Remove covering to reveal text, pointing to the words as the text is being read.
Have students re-read along with teacher (guided reading)
Have students say whether or not their predictions were confirmed.
Pair Work 2 [5 minutes]
1. Give students copies of “book cover’ of another text that has a title and illustrations.
2. Have students make predictions based on title and illustrations on cover
Whole Class Activities 3 [20 minutes]
1. Do Picture Walk with the same book used in Pair Activity above. Have students make further
predictions stating how the picture helped them to make that prediction.
2. Read story to students and have them say whether their predictions were confirmed/disproved.
3. Remind students that a prediction is a guess about what the story is about. “Good readers use
text titles and illustrations to predict what the story will be about”.
Evaluation:
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LESSON PLAN: COMPREHENSION
Appendix 1
Harriet
Hen and the
Hawk
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LESSON PLAN: FLUENCY
FLUENCY
Grade:
One
Subject:
Language Arts
Duration:
1 hour
Unit Title:
Who Am I?
Focus:
Question: How do I know me?
Topic:
Reading Fluency
Sub-Topic:
Using the Full Stop and Fluency
Attainment Target:
1. Read for meaning, fluency and enjoyment
Objectives:
By the end of the lesson students will:
1. Read aloud fluently at correct pace.
2. Observe punctuation mark (full stop) to assist with smooth reading.
3. Read text given with expression.
Skills: listening, speaking, reading, writing
Materials: Literacy 1-2-3 Text: I Am Growing, sentence strips
Strategies: Echo Reading, Choral Reading, Readers Theatre
Content: Good readers pay attention to the punctuation marks in a sentence while reading. A full
stop at the end of a sentence tells us that we must stop or pause for a while. The full stop shows the
end of a sentence.
We usually lower our voice at the end of the sentence.
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LESSON PLAN: FLUENCY
Procedure:
Whole Class Activities 1 [20 minutes]
1. Teacher will read aloud the story in Text : I am Growing Pages 1-6
2. Highlight the first sentence of the story on a sentence strip. Show the beginning of the sentence,
the end of the sentence and the full stop.
3. Inform students that when good readers come to the end of a sentence, as indicated by the full
stop, they stop or pause for a while before reading the next sentence.
4. Teacher will engage students in Echo Read (Teacher reads and students repeat) to demonstrate
this.
5. Continue process until all sentences are read.
6. Students identify and read specific sentences.
Pair Work 1 [5 minutes]
1. Group students in pairs.
2. Give each pair at least two sentence strips with sentences from the story.
3. Students practise reading sentence strips together.
Whole Class Activities 2 [15 minutes]
1. Tell students that we can make our story/ passage interesting by the way we read the words.
2. Ask students to listen carefully as the sentences are re-read with expression by the teacher.
3. Make specific reference to actions which impact intonation, for example, point to students that
the voice is lowered at the end of the sentence.
4. Invite students to read the first sentence imitating the tone and expression used by the teacher.
5. Continue process until all the sentences have been read.
6. Engage students in a Choral Reading of the text.
Pair Work 2 [5 minutes]
1. Students read sentence strips with expression to partner reversing roles as listener and reader.
2. Teacher will circulate the class to observe and monitor the readings.
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LESSON PLAN: FLUENCY
Whole Class Activites 3 [15 minutes]
1. Teacher will tell students that they are going to act out story from class reader or other familiar
book for Reader’s Theatre.
2. Teacher and students read story to ensure students are familiar with the words and to identify
the characters.
3. Identify persons/groups for the different
roles.
4. Identify script for each role and have
students practise reading their lines.
5. Class reads the script with each group of
students reading their assigned parts.
6. Whole group presents the different parts
from the story.
Evaluation:
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LESSON PLAN: FLUENCY
Example 1 A
60
Narrator:
Ben and Sam are friends.
Ben:
I am Ben.
Sam:
I am Sam.
All:
We are friends.
We walk to school.
Sam:
Ben, you have to walk fast.
We do not want to be late.
Narrator:
Ben starts to walk faster.
Ben:
I will not be late.
Sam:
Teacher is going to read a story this
morning. I do not want to miss it.
All:
Come on everyone.
We will have fun.
USAID/Ministry of Education Partnership for Improved Reading Outcomes
Lesson Plan Booklet – Grade 1
LESSON PLAN: STUDY SKILLS
STUDY SKILLS
Grade:
One
Subject:
Language Arts
Duration:
1 hour
Unit Title:
My Body
Focus Question:
Who am I?
Topic:
Study Skills
Sub-Topic:
Parts of a Book
Attainment Target:
1. Apply study skills and be able to search for information
Objectives:
By the end of the lesson students will be able to:
1. Identify parts of a book.
2. Label a book.
Skills: viewing, speaking, writing, reading, labelling
Materials: An assortment of books, worksheet- Parts of a Book, word cards, Reading Area
Strategy: Scanning
Content Summary:
A book has a back and front cover. The cover protects the pages, and gives information. The front
cover of the book has the title, the author and the illustrator.
A book has pages on which you will find information. The cover page gives the name of the author
and the illustrator.
The spine holds the book together and gives information.
Previous Knowledge: Students have been exposed to and have interacted with books.
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LESSON PLAN: STUDY SKILLS
Whole Class Activities 1 [20 minutes]
1.
2.
3.
4.
Give each student a book
Point out different parts of the book. Have students do the same.
Have students share the kinds of information to be found in different parts of the book.
Have students locate specific information in various parts of the book (front, back, specific pages)
Pair Work 1 [5 minutes]
1. Have each student exchange his/ her book with another student. Have each point out the various
parts of the book to his/her partner.
Whole Class Activities 2 [15 minutes]
1. Provide worksheet with picture of a book. Guide students to label various parts.
Label Parts of a Book
Use these words to help you.
Title, Author, Illustrator, Spine, Front Cover, Back Cover
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Pair Work 2 [5 minutes]
1. Students share their labelled pictures with 2 classmates.
Whole Class Activities 3 [15 minutes]
1. Have students complete a Cloze passage to explain the uses of the various parts of a book.
For Example:
Instructions: Use the following words to fill the blanks. Use each word only once.
pages, title, spine, illustrator, author, information
When I look at the cover page of a book I will find the name of the ___________________, the name
of the, _____________________ and the _______________________of the book. The cover page
also protects the _______________________of the book. A book has a _____________________
which holds the book together as well as gives information about the book. When you read each
page of a book you will find a lot of ___________________________.
Evaluation:
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LESSON PLAN: GRAMMAR
GRAMMAR
Grade:
One
Subject:
Language Arts
Duration:
1 hour
Unit Title:
Things in the Home
Focus Question:
What are the things in my home and who made them?
Topic:
Grammar
Sub-Topic:
Common Nouns
Attainment Targets:
1. Know and use basic language skills and the conventions of spoken and written language
2. Give and receive information
Objectives:
By the end of the lesson students will be able to:
1. Identify common nouns in and outside the classroom.
2. Read and use words that are common nouns.
3. Make simple sentences using common nouns.
Skills: speaking, reading, writing, listening, making sentences
Strategy: Quick Write
Materials: Story book – Happy Family, Literacy 1-2-3,
Grade 1 Activity book, Classroom Alphabet chart, Show
and tell box with objects, pictures and photographs
Content:
A common noun is a word that names any person, animal,
place or thing. Common nouns name something general
e.g. man, pig, book, student, river. They do not begin with
capital letters unless at the beginning of a sentence.
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Procedure:
Whole Class Activities 1 [20 minutes]
1. Teacher reads the story – Happy Family - to class, pointing at pictures of a person, a place or
thing. Students listen to story and then state the names mentioned in the story, e.g. man, boy,
girl, radio, bag.
2. Teacher and students discuss names to arrive at a definition of common nouns.
3. Students’ attention will be drawn to classroom Alphabet Chart in Grade 1 Activity Book –
Literacy 1-2-3.
4. Students will be asked to study each picture, then name the items that each picture depicts and
then to read the words beside the pictures.
5. Teacher and students read words then list them on the chalk board.
Pair Work 1 [5 minutes]
1. Students turn and talk to give a definition and example of a common noun to their partner.
2. Teacher circulates the room to listen to pair discussion
Whole Class Activities 2 [15 minutes]
1. Teacher introduces Show and Tell Box with several items of objects and pictures,
2. Teacher models what is to be done by dipping her/his hand in the box, taking out an item- e.g.
carrot and says: This is a carrot. ‘Carrot’ is a common noun because it names a thing. Repeat
the steps with other objects e.g. This is the picture of a man. ‘Man’ is a common noun because it
names a person. This is a picture of a street. ‘Street’ is a common noun because it names a place.
3. Students will be called to randomly take an item from the box, name the item and say why it is
a common noun.
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LESSON PLAN: GRAMMAR
Pair Work [5 minutes]
Quick Write
1. Teacher displays all items in the box
2. Students write the names of three (3) items pulled from the box then use one of the words
in a sentence. Teacher circulates the room to assist pairs with the spelling of words and the
composition of the sentences.
3. Teacher randomly calls on pairs to share their work with the class.
Whole Class Activities 2[15 minutes]
1. Teacher writes headings on chalk board, People, Place, Thing and invites students to find
common nouns to fit the different category. Student may supply words from Show and Tell
Box, those listed on the chalk board, Classroom Alphabet Chart and Word Wall. They will also
be encouraged to think of words outside of the classroom.
2. As students call words for each category, teacher writes them under the correct heading.
3. Teacher and students read words together
4. Teacher reinforces common nouns with “What Am I?” Game.
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What Am I?
What Am I?
I am hot.
I live in the sky.
I am bright.
Don’t look straight at me.
I disappear in the night.
I am circular.
I go up and down.
You can throw me.
You can catch me.
Be careful with me near
windows.
USAID/Ministry of Education Partnership for Improved Reading Outcomes
Lesson Plan Booklet – Grade 1
LESSON PLAN: GRAMMAR
GRAMMAR
Grade:
One
Subject:
Language Arts
Duration:
1 hour
Unit Title:
Who Am I?
Focus Question:
To which group do I belong?
Topic:
Grammar
Sub Topic:
Using Capital Letters
Attainment Targets:
1. Give and receive information
2. Use recognizable handwriting and appropriate spelling and vocabulary.
Objectives:
By the end of the lesson students should be able to:
1. Use capital letters to begin the first letter in the first word of a sentence.
2. Use capital letters to begin special names.
3. Demonstrate an attempt to use SJE structures to express self in oral and written sentences.
Skill: writing
Material: Letter charts, work cards, class Fact File/ Registry template, Chart(let) with tip, theme
related picture.
Content:
Capital letters are used at the beginning of a sentence. For e.g., My mother cooks my dinner.
They are also used to begin special names. For example, My name is John Brown. I live in Kingston.
Procedure:
Whole Class Activities 1 [15 minutes]
1. Mount chart with capital and common letters. Have students recite the alphabet as the teacher
points to the letters.
2. Distribute letter cards to students. Tell students that the letters given can be placed in two
groups. Common/Lower Case Letters: Capital/Upper Case Letters.
3. Place the two headings on the chalkboard.
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4. Ask students to place the cards they have received under the appropriate heading.
5. Remind students that they too belong in groups e.g. families, birth month, communities, school
or clubs.
6. Ask students to give their family name or the name of their birth month, school, community,
country.
7.
Write the answers on a table like the one below, highlighting the initial letter of each answer.
8.
Family
Father’s
Mother’s
Birth
Name
Name
Name
Month
School
Community
Country
Guide students to identifying that the names all begin with Capital letters.
9. Have students repeat tip “Capital letters are used to write special names.”
Pair Work 1 [10 minutes]
1. Have each student complete two or three work cards similar to the ones below.
Family name ______________________
Mother’s name _____________________
Father’s name ______________________
Name of the birth month
__________________________
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School___________________________
Community _____________________
2. Reinforce that names should be written with capital letters.
Whole Class Activities 2 [15 minutes]
1. Select or ask for some volunteers to complete the Class Fact File using the cards created in the
activity above.
Example of Class Fact File/ Registry
Student’s
Name
Father’sName
Mother’sName
Birth month
School
Community
Country
2. Ask the students to tell about themselves using the information in the Fact File.
3. Place sentence strips with sentences centred around the theme on the chalkboard, e.g.
I am a Jamaican.
Bev lives in Race Course.
The name of my school is Chalky Hill Primary.
NB. Try to use sentences that begin in different ways.
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LESSON PLAN: GRAMMAR
4. Read sentences with students.
5. Ask students to name and identify the position of the capital letters viewed.
6. Introduce tip “Capital letters are used at the beginning of a sentence.”
7.
Place a theme-related picture on the board.
8. Support students as they create two or three sentences in SJE about the story.
9. Read story together.
10. Document sentences highlighting the Capital letters.
11. Revise tip.
Pair Work 2 [10 minutes]
1. Have children copy a sentence of their choice. Ask partner to check if each completed sentence
begins with a capital letter.
Whole Class Activities 3 [10 minutes]
.
Have students write two or three sentences about themselves using the information from the
class Fact File and /or word cards.
Evaluation:
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LESSON PLAN: WRITING
WRITING
Grade:
One
Subject:
Language Arts
Duration:
1 hour
Unit Title:
My Body
Focus Question:
What do I look like and what can I do?
Topic:
Writing
Sub-Topic:
Penmanship (Letter Hh)
Attainment Target:
1.
Using recognizable hand writing and appropriate spelling and vocabulary
Objectives:
By the end of the lesson students will be able to:
1. Form letter ‘Hh’ and copy sentence and words with the targeted letter.
2. Form both upper and lower case Hh letter correctly when writing and leave space between
words.
3. Use comfortable and efficient pencil grip.
Content:
1. The capital form / lower case of letter H is found at the beginning of words like Harry,
Henry. It has two straight lines and a crossbar.
2. The common form/ lower case is found at the beginning of words like his, hand, hit and
head. The common letter ‘h’ has one straight line on the left and a hump/ curve on the right.
The curve touches the line.
3. We begin writing at the margin and work across the page to compete a line of writing.
4. We can use the index finger or a fudge stick to give sufficient spacing between letters.
Skills: reading, writing, observing, copying
Strategy: Interactive Writing
Materials: Tongue twister: Harry used his hand to hit Henry on his head, easel, strips of ruled
paper suitable for writing word and sentence , ruled word cards, chalkboard, beads, cords, fudge
sticks and play dough.
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Procedure:
Whole Class Activities 1[15 minutes]
1. Teacher will mount and read the tongue twister Harry used his hand and hit Henry on his head.
2. Students will identify the letter that appears most frequently in the tongue twister at the
beginning of the words.
3. The letter” Hh” will be shown on letter card. Students will view same and discuss the features of
the capital and common forms of the letter.
4. Teacher will inform students that focus will be placed on forming this letter correctly.
5. Teacher will demonstrate how the hands and the body can be used to form the letter H and
students will be allowed to do the same. Students will do the same, following the teacher’s
instructions.
6. Teacher forms the upper and lower case forms of the letter in the air. Ensure that the correct
image and not the “mirror’ / reverse image” is shown as the letter is modeled in the air for the
students-taking care that the appropriate image is seen by the students as you model.
Pair Work 1[5 minutes]
1.
Students will be paired to complete formation of the capital and common Hh using beads,
cords, fudge sticks and play dough.
Whole Class Activities 2 [15 minutes]
1. Teacher will observe the work done in pairs, and give feedback and provide coaching support
as necessary.
2. Using the chalkboard, teacher will demonstrate how to trace the capital and common Hh.
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3. Ask volunteers to show on the chalkboard how to trace the letter Hh.
4. Teacher will write several examples of the letter Hh on the chalkboard pointing out left to right
orientation and the return sweep as successive lines are completed.
5. Students will demonstrate how the pencil should be positioned between the thumb and the first
finger after being shown by the teacher.
6. Students will be provided with ruled sheet with dotted capital and common Hh and allowed to
complete a line each of the capital and common forms of the letter on their work sheet. Remind
students that we begin writing at the margin and work across the page to compete a line of
writing.
Pair Work [5 minutes]
1. Give each pair of students’ work sheet with capital and common Hh. Instruct them to trace the
capital H with the colour red and the common h with blue.
2. Teacher will observe the work done in pairs, give feedback to ensure correct grasp, positioning
of pencil and the writing movements.
Whole Class Activities [15 minutes]
1. Students and teacher will read tongue twister from chart. Students will be allowed to identify
words from the chart with the initial letter Hh.
2. Teacher will provide strips of ruled paper for students and allow them to copy a simple sentence
from the tongue twister, for example, Harry hits Henry on his head.
3. Students will be shown how to give sufficient spacing between letters using the index finger or
a fudge stick.
4. Teacher reminds them also that we write from left to right.
5. Teacher will move around to each group and guide them in this process.
Evaluation:
USAID/Ministry of Education Partnership for Improved Reading Outcomes
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LESSON PLAN: WRITING
WRITING
Grade:
One
Subject:
Language Arts
Duration:
1 hour
Unit Title:
My Family
Focus Question:
Who are my family members?
Topic:
Writing
Sub-Topic:
Constructing Simple Sentences
Attainment Targets:
1. Give and receive information
2. Use recognizable handwriting, appropriate spelling and vocabulary
3. Know and use the basic language skills and the conventions of spoken and written language.
Objectives:
By the end of the lesson students will be able to:
1. Attempt to use SJE structures to express self.
2. Construct at least two sentences.
3. Use capital and common letters in written sentences.
4. With assistance, write freely in response to stimuli (pictures).
5. Use full-stops in sentences.
Skills: speaking, reading, writing, viewing, listening
Materials: Literacy 1-2-3 Big Book-Happy Family (Pages 1-5) word tiles
Strategy: 3 Ws
Content:
A sentence is made up of a group of words that make sense. A sentence may give the name of a
person or thing. It may tell what the person or thing is doing. A sentence begins with a capital letter
and ends with a full stop.
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USAID/Ministry of Education Partnership for Improved Reading Outcomes
Lesson Plan Booklet – Grade 1
LESSON PLAN: WRITING
Procedure:
Whole Class Activities 1 [20 minutes]
1. Present stimulus (a picture, object or student) to class.
2. Help students to generate sentences about the stimulus using the 5 Ws as guide.
Example:
Who is this?
What is John doing?
Where is John going?
This is John.
John is running.
John is going to school.
3. Write students’ responses on board.
4. Help students to read the sentences.
5. Introduce a simple sentence construction checklist and guide students to use the checklist to
assess the sentences.
Example:
Sentence construction checklist
Yes
No
Does my sentence make sense?
Does my sentence have the name of the person I am talking about?
Does my sentence tell what the person is doing?
Does my sentence begin with a capital letter?
Does my sentence end with a full stop?
Pair Work 1 [5 minutes]
1. Give each pair of students a stimulus.
2. Have the pair generate a few sentences and use the checklist to evaluate them.
USAID/Ministry of Education Partnership for Improved Reading Outcomes
Lesson Plan Booklet – Grade 1
75
LESSON PLAN: WRITING
Whole Class Activities 2 [15 minutes]
1.
2.
3.
4.
Have volunteers share their sentences.
Write students’ sentences on board.
Guide class to evaluate the sentences using checklist.
Provide word tiles and guide students to re-arrange them to form sentences e.g the playing in
yard John is
5. Write sentences created on the board.
6. Help class to evaluate the sentences using checklist.
Pair Work 2[5 minutes]
1. Provide word tiles and have students make sentences.
2. Have students evaluate their sentences using checklist.
Whole Class Activities 3[15 minutes]
1. Provide a number of sentences on board/chart.
2. Assist students to read the sentences and to orally evaluate using the checklist to guide them.
3. Have students make corrections, where necessary, to the sentences on board/chart, using the
checklist as a guide.
Examples of sentences
(a) This is my mother.
(b) I have a bag.
(c) The cat sits on the mat.
(d) John big is a boy.
(e) Mother is at home.
4. Recap salient points of lesson, using checklist to guide the process.
Evaluation:
76
USAID/Ministry of Education Partnership for Improved Reading Outcomes
Lesson Plan Booklet – Grade 1