Joe Harrison Carter Elementary School Lesson Plan
Unit Title:
Unit 1
Subject:
ELA
Dates:
Week of
September 9,
2013
Grade:
1st
Teacher:
Keri Beth
Turner / Kela
Wright
Daily Learning Targets:
RF 1.1: Demonstrate understanding of the organization and basic features of print.
a. Recognizes the distinguishing features of a sentence (first word, capitalization, ending
punctuation). (Morning Message - Daily)
RF 1.2 Demonstrate understanding of spoken words, syllables and sounds (phonemes).
c.) Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single
syllable words. (Daily)
RF 1.3 Know and apply grade level phonics and word analysis skills in decoding words.
Know the spelling sound correspondences for common constant digraphs.
b.) Decode regularly spelled one-syllable words. (Daily)
RF 1.4
a.) Read on-level text with purpose and understanding.
b.) Read on-level text orally with accuracy, appropriate rate and expression on successive
readings.
c.) Use context to confirm or self-correct word recognition and understanding, rereading
as necessary. (daily)
RL 1.10 With prompting and support read prose and poetry of appropriate complexity for
grade 1. (daily)
L.1.1 Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
a.) Print all upper- and lowercase letters. (daily)
L.1.2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
(Daily)
a. Capitalize dates and names of people.
b. Use end punctuation for sentences.
c. Use commas in dates and to separate single words in a series.
d. Use conventional spelling for word with common spelling patterns and for frequently
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Joe Harrison Carter Elementary School Lesson Plan
occurring irregular words.
Day One Activities:
-Morning Message: We focus on various skills such as
complete sentences. Capital letter, punctuation, capitals
for names, spaces between words, stretching out sounds
to write, sentences make sense, staying on topic, letter
writing, spelling, word wall words, and even math and
science skills on Thinking Thursdays.
-Spelling : Introduce Spelling Words by using
SpellingCity.com
-Spelling Words (pg. 74a)
-Handwriting Sheet
Day One Formative Assessments:
-Morning Message
-Handwriting Sheet
-Literacy Block
-SSRW books
-Word Detective
-final s sheet
Day One Summative
Assessments:
Day One HOT Questions:
-Literacy Block: We are each working with small groups
How are zookeepers similar to
with varying ability levels. The Below Level group will
vets? How are they different?
work on foundational skills, like letter sounds, sight words
and repetitive reading. The on-level group will read first
grade material and work on reading fluency,
comprehension, and skills. The above level group with
read appropriate material for their level and work on
reading fluency, comprehension, and skills.
-Sing, Spell, Read, Write Program Begins : Students will
use SSRW books to begin the program.
-Phonics: Blend and Build “final s”
-Play word detective and try to find final s words.
-Read “Animal Detective” and find final s sound in the
song.
-“How Zookeepers care for animals” web to bulid
background for the story
-Picture Walk Through “The Fox and the Kit”
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Joe Harrison Carter Elementary School Lesson Plan
-Listen the story “The Fox and the Kit”
-final s worksheet
Day Two Learning Targets:
RF 1.1: Demonstrate understanding of the organization and basic features of print.
a. Recognizes the distinguishing features of a sentence (first word, capitalization, ending
punctuation). (Morning Message - Daily)
RF 1.2 Demonstrate understanding of spoken words, syllables and sounds (phonemes).
a.) Orally produce single syllable words by blending sounds, including constant blends.
b.) Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken
single syllable words.
Segment spoken single-syllable words into their complete sequence of individual sound.
(Daily)
RF 1.4
a.) Read on-level text with purpose and understanding.
b.) Read on-level text orally with accuracy, appropriate rate and expression on successive
readings.
c.) Use context to confirm or self-correct word recognition and understanding, rereading
as necessary. (Daily)
L.1.2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
b. Use end punctuation for sentences.
d. Use conventional spelling for word with common spelling patterns and for frequently
occurring irregular words.
Day Two Activities:
-Morning Message: We focus on various skills such as
complete sentences. Capital letter, punctuation, capitals
for names, spaces between words, stretching out sounds
2012-2013
Day Two Formative Assessments:
-Morning Message
-Literacy Block
-SSRW
-Sort sentence activity
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Joe Harrison Carter Elementary School Lesson Plan
to write, sentences make sense, staying on topic, letter
writing, spelling, word wall words, and even math and
science skills on Thinking Thursdays.
Day Two Summative
Assessments:
-Spelling :
-Chant Spelling Words
-Play Memory using spelling words on Spelling city
Day Two HOT Questions:
How do we know when a
sentence is a telling sentence?
-Literacy Block: We are each working with small groups
with varying ability levels. The Below Level group will
work on foundational skills, like letter sounds, sight words How do we know when a
and repetitive reading. The on-level group will read first
sentence is an asking sentence?
grade material and work on reading fluency,
comprehension, and skills. The above level group with
read appropriate material for their level and work on
reading fluency, comprehension, and skills.
-Sing, Spell, Read, Write Program Begins : Students will
use SSRW books to complete the program.
-Phonics: Blend and Build words
-Asking and Telling Anchor Chart
-Use paper plates to identify if a sentence is asking or
telling
-Sort sentences into asking or telling category
Day Three Learning Targets
RF 1.1: Demonstrate understanding of the organization and basic features of print.
a. Recognizes the distinguishing features of a sentence (first word, capitalization, ending
punctuation). (Morning Message - Daily)
RF 1.2 Demonstrate understanding of spoken words, syllables and sounds (phonemes).
b.) Orally produce single syllable words by blending sounds, including constant blends.
c.) Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken
single syllable words.
d.)Segment spoken single-syllable words into their complete sequence of individual sound.
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Joe Harrison Carter Elementary School Lesson Plan
(Daily)
RF 1.3 Know and apply grade level phonics and word analysis skills in decoding words.
Know the spelling sound correspondences for common constant digraphs.
b.) Decode regularly spelled one-syllable words. (Daily)
RI.1.5 Know and use various text features to locate key facts or information in a text.
RI. 1.10 With prompting and support, read informational text appropriately complex for grade
1.
Day Three Activities:
Day Three Formative Assessments:
-Morning Message: We focus on various skills such as
-Morning Message
complete sentences. Capital letter, punctuation, capitals -Marker boards to spell spelling
for names, spaces between words, stretching out sounds words and words of the week
to write, sentences make sense, staying on topic, letter
-Literacy Block
writing, spelling, word wall words, and even math and
-SSRW
science skills on Thinking Thursdays.
-Informational Text Features
Booklet
-Spelling :
-Use marker boards to write spelling words and words of Day Three Summative
the week
Assessments:
-Literacy Block: We are each working with small groups
with varying ability levels. The Below Level group will
work on foundational skills, like letter sounds, sight words
and repetitive reading. The on-level group will read first
grade material and work on reading fluency,
comprehension, and skills. The above level group with
read appropriate material for their level and work on
reading fluency, comprehension, and skills.
-Sing, Spell, Read, Write Program Begins : Students will
use SSRW books to complete the program.
Day Three HOT Questions:
-Where should I go if I want to
read about….?
-What page is ____?
(Using the table of contents,
students will need to locate page
numbers, headings, etc.)
-Read, “Sharks” informational text
-Find the Table of contents and discuss its use
-Find the table of contents in various books
-Make a page “Table of Contents” to show examples and
explain a table of contents in the Text Feature Booklet for
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Joe Harrison Carter Elementary School Lesson Plan
Informational Texts
Day Four Learning Targets:
RF 1.1: Demonstrate understanding of the organization and basic features of print.
a. Recognizes the distinguishing features of a sentence (first word, capitalization, ending
punctuation). (Morning Message - Daily)
b.
RF 1.2 Demonstrate understanding of spoken words, syllables and sounds (phonemes).
b.) Orally produce single syllable words by blending sounds, including constant blends.
c.) Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken
single syllable words. (Daily)
Segment spoken single-syllable words into their complete sequence of individual sound.
RF 1.3 Know and apply grade level phonics and word analysis skills in decoding words.
Know the spelling sound correspondences for common constant digraphs.
b.) Decode regularly spelled one-syllable words. (Daily)
RF 1.4
a.) Read on-level text with purpose and understanding.
b.) Read on-level text orally with accuracy, appropriate rate and expression on successive
readings.
c.) Use context to confirm or self-correct word recognition and understanding, rereading as
necessary. (Daily)
RL 1.3 Describe characters, settings, and major events in a story using key details.
RL.1.7: Use illustrations and details in a story to describe its characters, setting, or events.
RI.1.2: Identify the main topic and retell key details of a text.
Day Four Activities:
-Morning Message: We focus on various skills such as
complete sentences. Capital letter, punctuation, capitals
for names, spaces between words, stretching out sounds
2012-2013
Day Four Formative Assessments:
-Morning Message
-Practice Spelling Test
-Literacy Block
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Joe Harrison Carter Elementary School Lesson Plan
to write, sentences make sense, staying on topic, letter
writing, spelling, word wall words, and even math and
science skills on Thinking Thursdays.
-SSRW
-B-M-E
Comprehension Spinners / Cubes
-Spelling :
-Cherry Pie
-Practice Test
Day Four Summative Assessments:
Practice Spelling Test
-Literacy Block: We are each working with small groups
with varying ability levels. The Below Level group will
Day Four HOT Questions:
work on foundational skills, like letter sounds, sight words
and repetitive reading. The on-level group will read first
-Describe the beginning, middle,
grade material and work on reading fluency,
and end of the story. (Sequence)
comprehension, and skills. The above level group with
read appropriate material for their level and work on
reading fluency, comprehension, and skills.
-Sing, Spell, Read, Write Program Begins : Students will
use SSRW books to complete the program.
-Review the sequence anchor chart
-Read aloud, “The Ugly Little Duckling”
-Complete a sequence chart B-M-E, explain this will be
used in listening center as well
Day Five Learning Targets:
RF 1.1: Demonstrate understanding of the organization and basic features of print.
a. Recognizes the distinguishing features of a sentence (first word, capitalization, ending
punctuation). (Morning Message - Daily)
RF 1.2 Demonstrate understanding of spoken words, syllables and sounds (phonemes).
a.) Distinguish long from short vowel sounds in spoken single-syllable words.
b.) Orally produce signle syllable wordsby blending sounds, including constant blends.
c.) Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken
single syllable words.
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Joe Harrison Carter Elementary School Lesson Plan
Segment spoken single-syllable words into their complete sequence of individual sound.
RF 1.3 Know and apply grade level phonics and word analysis skills in decoding words.
Know the spelling sound correspondences for common constant digraphs.
b.) Decode regularly spelled one-syllable words.
RF 1.4
a.) Read on-level text with purpose and understanding.
b.) Read on-level text orally with accuracy, appropriate rate and expression on successive
readings.
c.) Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
RL 1.3 Describe characters, settings, and major events in a story using key details.
RI.1.5 Know and use various text features to locate key facts or information in a text.
L.1.2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
b. Use end punctuation for sentences.
d. Use conventional spelling for word with common spelling patterns and for frequently
occurring irregular words.
Day Five Activities:
-Morning Message: We focus on various skills such as
complete sentences. Capital letter, punctuation, capitals
for names, spaces between words, stretching out sounds
to write, sentences make sense, staying on topic, letter
writing, spelling, word wall words, and even math and
science skills on Thinking Thursdays.
-Spelling :
-Cherry Pie
-Test
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Day Five Formative Assessments:
-Morning Message
-Spelling Test
-Word Family flipbook
-
Day Five Summative Assessments:
Spelling Test
Spiral Assessment
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Joe Harrison Carter Elementary School Lesson Plan
Day Five HOT Questions:
-Working with Words: Word family –og
-Sing, “Jog in a Bog” Blend and Build –og family words
-Word Family –og flipbooks with words and illustrations
-Sing, Spell, Read, Write Program Begins : Students will
sing SSRW songs and fill out data chart for SSRW in
leadership binder
Create your own made up word
from the –og family and spell it
and illustrate it on the last page of
flipbook. Share these.
-Spiral Reading Assessment (Work on Skills from the
week)
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