Joe Harrison Carter Elementary School Lesson Plan
Unit Title:
Unit 2
The Big Circle
Subject:
ELA
Dates:
Week of
October 28,
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)
c. ) Know the final –e and common vowel team conventions for representing long
vowel sounds
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.
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Joe Harrison Carter Elementary School Lesson Plan
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
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
-long o / short o word sort
Day One Summative
Assessments:
Day One HOT Questions:
We have been studying
-Literacy Block: We are each working with small groups
communities and community
with varying ability levels. The Below Level group will
helpers. Do you think the herd
work on foundational skills, like letter sounds, sight words was a community? Why?
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.
-Sing SSRW silent e song. Discuss the vowels, and that they say
their letter name in words unlike short vowels.
-Phonics: Build and blend long o words
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Joe Harrison Carter Elementary School Lesson Plan
-Schema (What we already know) with post-its/ Our New Learning
Chart about Dinosaurs
-Read aloud, The Big Circle modeling think alouds about schema
(This reminds me of….One time, I read a book about….)
-Our New learning section on chart after reading the story
-Long o or Short o vowel sort (in groups of two)
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 1.3 Know and apply grade level phonics and word analysis skills in decoding words.
Know the spelling sound correspondences for common constant digraphs.
a.) Know the spelling sound correspondences for common consonant digraphs
b.) Decode regularly spelled one-syllable words. (Daily)
c. ) Know the final –e and common vowel team conventions for representing long
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Joe Harrison Carter Elementary School Lesson Plan
vowel sounds
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. (Daily)
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
to write, sentences make sense, staying on topic, letter
writing, spelling, word wall words, and even math and
science skills on Thinking Thursdays.
-Spelling :
-Chant Spelling Words
-Play Hang Mouse using spelling words on Spelling city
-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
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Day Two Formative Assessments:
-Morning Message
-Literacy Block
-SSRW
-Hangmouse
-Contraction Match Up Activity
-My Book of Contractions
Day Two Summative
Assessments:
Day Two HOT Questions:
How can we put the words we
will together with a contraction?
What letters will the apostrophe
take place of?
Continue will other letters.
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Joe Harrison Carter Elementary School Lesson Plan
reading fluency, comprehension, and skills.
-Sing, Spell, Read, Write Program Begins : Students will
use SSRW books to complete the program.
-Phonics: Review long vowels with SSRW long vowels song
-Blend contractions n’t, ‘m, ‘ll
-“Contractions” song on you tube:
http://www.youtube.com/watch?v=sScHUorw-Hc
Read, “Green Eggs and Ham” modeling a think-aloud about
contractions as you read (I read the word didn’t, I think didn’t means
did not because it has the word did at the beginning. I know the n’t
means not, and when I read it says….” Do this for each contraction.)
-Contraction match Up Activity (Have words like “do not”, “will not”,
etc. on cards and have their contractions on cards as well. Randomly
pass out words. Have students find their contraction partner.
-Complete ‘My Book of Contraction Words’ in groups
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.
(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.
a.) Know the spelling sound correspondences for common consonant digraphs
b.) Decode regularly spelled one-syllable words. (Daily)
c. ) Know the final –e and common vowel team conventions for representing long vowel
sounds
RI.1.5 Know and use various text features to locate key facts or information in a text.
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Joe Harrison Carter Elementary School Lesson Plan
RI. 1.10 With prompting and support, read informational text appropriately complex for grade
1.
Day Three 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 :
-Use marker boards to write spelling words and words of
the week
Day Three Formative Assessments:
-Morning Message
-Marker boards to spell spelling
words and words of the week
-Literacy Block
-SSRW
-Informational Text Features
Booklet
Day Three Summative
Assessments:
-Literacy Block: We are each working with small groups
with varying ability levels. The Below Level group will
Day Three HOT Questions:
work on foundational skills, like letter sounds, sight words
and repetitive reading. The on-level group will read first
How is an index like a glossary?
grade material and work on reading fluency,
How are they different?
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.
-Sing Fiction vs. Nonfiction Song by Harry Kindergarten
http://www.youtube.com/watch?v=imjGDRj7INg
-Review Table of Contents, Labels, Photographs, Glossary, Captions,
& Headings
- Anchor Chart/ Poster introducing Headings
-Discussion about Index
-Read nonfiction book, “__________” Show students examples of
an index in this book and other Nonfiction books.
-Students will complete their Text Features Notebook on Index
-Listen to Text Features Rap
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Joe Harrison Carter Elementary School Lesson Plan
http://www.youtube.com/watch?v=8D6cq_-mV90
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.
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
to write, sentences make sense, staying on topic, letter
writing, spelling, word wall words, and even math and
science skills on Thinking Thursdays.
Day Four Formative Assessments:
-Morning Message
-Practice Spelling Test
-Literacy Block
-SSRW
-Reader’s Response Journal
Comprehension Spinners / Cubes
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Joe Harrison Carter Elementary School Lesson Plan
-Spelling :
-Spelling Shoot Out
-Practice Test
Day Four Summative Assessments:
Practice Spelling Test
-Literacy Block: We are each working with small groups
Day Four HOT Questions:
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
What are the problems or conflicts
grade material and work on reading fluency,
in the story? How are they fixed?
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.
-Brain Pop Video about fossils
http://www.brainpopjr.com/search/?keyword=dinosaurs
-Review setting anchor chart. They had a rough time with this last
week.
-Partner Read, The Big Circle
-Use prompts about story elements for each group to discuss
including character, setting, beginning, middle, and end.
- Reader Response Journals. Prompt:
The Big Circle
Look back at the story. How does the triceratops
protect the baby?
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Joe Harrison Carter Elementary School Lesson Plan
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.
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.
a.) Know the spelling sound correspondences for common consonant digraphs
b.) Decode regularly spelled one-syllable words. (Daily)
c. ) Know the final –e and common vowel team conventions for representing long vowel
sounds
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.
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Joe Harrison Carter Elementary School Lesson Plan
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
-Working with Words: Making Words Lesson with long o
words
-Sing, Spell, Read, Write Program Begins : Students will
sing SSRW songs and fill out data chart for SSRW in
leadership binder
Day Five Formative Assessments:
-Morning Message
-Spelling Test
-Word Family flipbook
Day Five Summative Assessments:
Spelling Test
Spiral Assessment
Day Five HOT Questions:
If you wanted to find out how to
pick a hat and a scarf where would
you look?
-Spiral Reading Assessment (Work on Skills from the
week)
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