ACQUISITION LESSON PLAN for
Grade K-1
Unit: During Reading
Topic: Decoding Strategies – Lesson 5 of 5
Concept: Using the Whole Sentence
*This is a higher level strategy. It may not be suitable at lower reading levels.
Essential Question:
How can I use the whole sentence to help me when I read?
Activating Strategy:
5
R
bug
15
G
R
bog
20
G
big
B
beg
The teacher has written each of the above patterns on a chart or white board.
He/she has a sentence strip or construction paper strip covering each pattern.
For each pattern the teacher will reveal one box at a time, allowing students to
make predictions of the correct missing item. The teacher should be sure to
emphasize to the students that it is necessary to go to the end of the line before
correctly identifying the missing item.
Accelerating/Preview: (Key Vocabulary)
pattern
sentence
a chart focusing on the steps of this strategy(attached)
Teaching Strategies:
Direct Teaching:
The teacher displays the following sentences written on a chart or
white board. The teacher will continue to use a sentence strip or
construction paper strip to reveal one word or phrase at a time (as
indicated by the /), stopping periodically for predictions of the
correct missing word. The teacher explicitly tells the students that
they should follow the four steps as outlined on the chart.
6/2/08
The following sentences may be used as examples:
A
zebra
/ looks like a horse / with black / and white stripes.
Mom took my
temperature
/ and said I was sick.
When children have demonstrated good understanding of the
process, continue with sentences that require the children to also use
previously taught strategies to determine the correct missing word
(i.e., say the beginning sound(s), look for chunks, slide and blend).
At the
I ate
playground
/ Mike fell / off the swing.
chicken nuggets
/ for lunch today.
Shared Demonstration:
Teacher preselects a series of sentences from a text that will enable
the use of this strategy. Teacher will cover a selected word in each
sentence. A student, in turn, will model the use of the strategy to
determine the missing word.
Distributed Guided Practice:
Use appropriate-level multiple copy books. The teacher will have
previously selected a tricky word on each page which would require
the student to utilize the strategy of reading to the end of the
sentence. Cover the tricky word with a dark-colored sticky note.
Assign numbered heads and have students pair with their partner.
Ask students to read the book with their partner, alternating pages.
When the reader comes to a sticky note, he/she should read to the
end of the sentence and make a prediction about what would fit in
the blank. The second student would uncover the word, and
together they should confirm or correct their predictions, using a
variety of decoding strategies. Students will finish reading the book in
this way. The teacher will circulate among the pairs and check for
accuracy.
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Summarizing:
Cut apart the attached worksheet. Give a strip to each student.
Ask students to use the strategy of using the whole sentence to fill in
the blanks.
Each student should hand in his/her strip of paper as the Ticket out
the Door.
Teacher note: Teacher should accept any answer that makes sense
in the sentence.
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How can I use the whole sentence
to help me when I read?
1. Read up to the tricky word and then read
the rest of the sentence.
2. Think about the sentence or story.
3. Go back to the beginning of the sentence
and read up to the tricky word.
4. Say a word that looks right and makes
sense.
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Name:__________________________
Use the Whole Sentence
1. Open the _________________________ to let in some fresh
air.
2. When we went to the _________________________, we
ate a box of popcorn.
Name:__________________________
Use the Whole Sentence
1. Open the _________________________ to let in some fresh
air.
2. When we went to the _________________________, we
ate a box of popcorn.
Name:__________________________
Use the Whole Sentence
1. Open the _________________________ to let in some fresh
air.
2. When we went to the _________________________, we
ate a box of popcorn.
6/2/08