Joe Harrison Carter Elementary School Lesson Plan
Unit Title:
Unit 2
Life in the forest
Subject:
ELA
Dates:
Week of
November 4
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.
RL 1.3 Describe characters, settings, and major events in a story using key details.
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
-Literacy Centers/ Small Group
-long u / long e word sort
-Reader’s Response journal
Day One Summative
Assessments:
Day One HOT Questions:
-Literacy Block: We are each working with small groups
Think of a busy place you have
with varying ability levels. The Below Level group will
visited. How is it like the forest
work on foundational skills, like letter sounds, sight words in this story? How is it different?
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.
- Literacy Centers: We will have the students working in
literacy centers while a small group will be working with
the teacher on reading, phonics, spelling, or writing
appropriate for their ability.
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Joe Harrison Carter Elementary School Lesson Plan
ELA Lesson:
-Phonics: Build and blend long u and long e words
-Long u or Long e vowel sort with cards whole group (ask
Kela for cards)
-Living Things vs. Non living Things T-chart
-Read along with audio, Life in the Forest
-Retelling Sticks or Spinners to question comprehension
-Prompt:
Life in the Forest
Look back at the story. Choose an animal in the
story. Illustrate the animal you chose, and
write about it.
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
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Joe Harrison Carter Elementary School Lesson Plan
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)
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)
RL 1.3 Describe characters, settings, and major events in a story using key details.
RF.1.3f Phonics and Word Recognition: Read words with inflectional endings.
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
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Day Two Formative Assessments:
-Morning Message
-Literacy Block
-Literacy Centers/ Small Group
-Hangmouse
-inflected endings sort
-Super Hero endings page
Day Two Summative
Assessments:
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Joe Harrison Carter Elementary School Lesson Plan
Day Two HOT Questions:
-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.
If I cover up the root word, what
word would this be? How would
that change the meaning of this
word?
For example, kick & kicked
(present and past tense)
- Literacy Centers: We will have the students working in
literacy centers while a small group will be working with
the teacher on reading, phonics, spelling, or writing
appropriate for their ability.
ELA Lesson:
-Review long vowels with SSRW silent e song
-Phonics: Inflected endings
-Sort endings ing and ed words using “Word ending sort”
whole group
-Partner Read, Life in the Forest
-Retelling Sticks to check comprehension
-Independent work: Super hero endings Page (add ing
or ed)
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.
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.
RI. 1.10 With prompting and support, read informational text appropriately complex for grade
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
-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.
Day Three Formative Assessments:
-Morning Message
-Marker boards to spell spelling
words and words of the week
-Literacy Block
-Literacy Centers & small group
-Informational Text Features
Booklet
Day Three Summative
Assessments:
Day Three HOT Questions:
Where do I find the key words in
the story? How might the glossary
help me in the real world?
- Literacy Centers: We will have the students working in
literacy centers while a small group will be working with
the teacher on reading, phonics, spelling, or writing
appropriate for their ability.
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Joe Harrison Carter Elementary School Lesson Plan
ELA Lesson:
-Sing Fiction vs. Nonfiction Song by Harry Kindergarten
http://www.youtube.com/watch?v=imjGDRj7INg
-Review Table of Contents, Labels, Photographs, Glossary,
Captions, Headings, & Key words
- Anchor Chart/ Poster introducing Key Words
-Discussion about Key Words (Glossary & Index using
them in ABC order)
-Read nonfiction book, “Plant Lifecycle” Show students an
example of key words and within in this book and other
Nonfiction / Fiction books.
-Students will complete their Text Features Notebook on
Key Words
-Listen to Text Features Rap
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)
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.
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Joe Harrison Carter Elementary School Lesson Plan
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.
-Spelling :
-Spelling Shoot Out
-Practice Test
Day Four Formative Assessments:
-Morning Message
-Practice Spelling Test
-Literacy Block
-Literacy Centers & small group
-Fall into a Good Book Sheet
Comprehension Spinners / Cubes
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
How is a tree different that a
grade material and work on reading fluency,
flower? How are they the same?
comprehension, and skills. The above level group with
read appropriate material for their level and work on
reading fluency, comprehension, and skills.
- Literacy Centers: We will have the students working in
literacy centers while a small group will be working with
the teacher on reading, phonics, spelling, or writing
appropriate for their ability.
ELA Lesson:
-Schema Chart about Trees
-Youtube “Parts of a Tree”
http://www.youtube.com/watch?v=5eTA9m8OCrs
-Read Aloud, The Busy Tree
-Nature Walk to observe trees (if time)
-Our New Learning on Schema Chart
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Joe Harrison Carter Elementary School Lesson Plan
-Fall into a Good Book (Reader Response Sheet)
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
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Joe Harrison Carter Elementary School Lesson Plan
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
-Working with Words: Making Words Lesson with long
u/long e words
- Literacy Centers: We will have the students working in
literacy centers while a small group will be working with
the teacher on reading, phonics, spelling, or writing
appropriate for their ability.
Day Five Formative Assessments:
-Morning Message
-Spelling Test
-Making Words Lesson
Day Five Summative Assessments:
Spelling Test
Spiral Assessment
Day Five HOT Questions:
What would happen if I changed
this a letter __? What letters do I
add if wanted to make this word in
past tense?
-Spiral Reading Assessment (Work on Skills from the
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Joe Harrison Carter Elementary School Lesson Plan
week)
-Extension:
Red Leaf, Yellow Leaf Art lesson introducing the primary
and secondary colors to make sponge painting leaves
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