PSD Lesson Plan Template (EATS)
Teacher: ___first grade_____________________________ Course/Level: _____L.A./Grammar_____lesson 25__________
Week Of:
Ap27-May 1
Monday ______4-27-15____
Focused
Standard/
Element (s)
Phonemic Awareness/Spelling:
ELACC1RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
b. Decode regularly spelled one-syllable words.
c. Know the final –e and common vowel team conventions for representing long vowel sounds.
f. Read words with inflectional endings.
g. Recognize and read grade-appropriate irregularly spelled words.
ELACC1RF2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
a Distinguish long from short vowel sounds in spoken single-syllable words
Grammar:
ELACC1L1: Demonstrate command of the conventions of standard grammar & usage when writing & speaking.
c. Use singular and plural nouns with matching verbs in basic sentences
e. Use verbs to convey a sense of past, present, and future
j. Produce and expand sentences in response to questions and prompts (simple & compound declarative, interrogative,
imperative, and exclamatory)
ELACC1L4: Determine or clarify meaning of unknown words……
c. Identify frequently occurring root words and their inflectional endings
Standard 2 ELL communicate
Standard 2 ELL communicate
Standard 2 ELL communicate information,
information, ideas, and concepts
information, ideas, and concepts
ideas, and concepts necessary for
necessary for academic success in the
necessary for academic success in the
academic success in the area of language
area of language arts.
area of language arts.
arts.
Phonemic Awareness/Spelling:
What does this final e tell you about this word?
How are long vowel words different from short vowel words?
I can tell what the final e tells about a word. I can tell how long vowel words are different from short vowel words.
Grammar:
How can the ending of a verb tell me when it is happening?
How can I find the root word?
I can tell when an action is happening by the ending of the verb. I can find the root word.
Teacher Meet: whole group
Brainstorm & Categorize: whole group
Review of essential questions and anchor
For Spelling and Grammar lessons today Anchor chart of spelling pattern
charts
Anchor chart: with long u/sneaky e
Anchor chart of grammar skill
Focus
sound:
Long u
silent e
verbs
WIDA
Standard
Essential
Question
Activating
Strategy
Tuesday ______4-28-15______
Wednesday ____4-29-15_____
Instructional
Technology
and
Resources
Phonemic Awareness/Spelling:
https://www.youtube.com/watch?v=FU
bswTV_D64
Grammar:
https://www.youtube.com/watch?v=pLb
VThfQSlY
Phonemic Awareness/Spelling:
https://www.youtube.com/watch?v=LwP
Vc-6w3no
Grammar:
https://www.youtube.com/watch?v=cgN
UdhEd5qc
Phonemic Awareness/Spelling:
https://www.youtube.com/watch?v=jhZx7V
sCKE8
Grammar:
https://www.youtube.com/watch?v=e3GLFP
cAPio
Teaching
Opening (1015 min)
Spelling:
Video clip- introduce word pattern
Grammar:
Smart exchange lesson
Spelling:
Activity with spelling pattern
Grammar:
Grammar activity-
Spelling:
Video clip
Grammar:
Video clip
Spelling:
Activity with spelling pattern
Grammar:
Grammar activity
Spelling:
Video clip
Grammar:
Smart Exchange lesson
Spelling:
Activity with spelling pattern
Grammar:
Grammar activity
For ESL or low students who don’t hear
or understand the sound you can give
visual clues or study guide
Abcmouse.com, reading eggs,
classworks, abcya, starfall, spelling
city, myon,
(whole group lessons- lesson
introduced today)
Ticket out the door: for spelling and
grammar lessons
For ESL or low students who don’t hear
or understand the sound you can give
visual clues or study guide
Abcmouse.com, reading eggs,
classworks, abcya, starfall, spelling
city, myon,
(whole group lessons- lesson
introduced today)
Exit slip- for spelling and grammar
For ESL or low students who don’t hear or
understand the sound you can give visual
clues or study guide
Abcmouse.com, reading eggs, classworks,
abcya, starfall, spelling city, myon,
leveled differentiation offered during
small group / centers
Thursday ____4-30-15_____
Friday _______5-1-15___
Work-Time
Activities
(45-55 min)
Differentiation
Offered
Summarizing
Closure Act
(20-30 min)
Focused
Standard/
Element (s)
Focus
sound:
Long u
silent e
verbs
Phonemic Awareness/Spelling:
ELACC1RF3: Know and apply grade-level phonics and word analysis skills in
decoding words.
b. Decode regularly spelled one-syllable words.
c. Know the final –e and common vowel team conventions for representing long
vowel sounds.
f. Read words with inflectional endings.
g. Recognize and read grade-appropriate irregularly spelled words.
ELACC1RF2: Demonstrate understanding of spoken words, syllables, and sounds
(phonemes)
Ticket out the door activities for spelling
and grammar
Additional Notes:
Whole group lessons for spelling and
grammar: Monday and Tuesday
Differentiation offered: Wednesday and
Thursday through small group instruction
and centers
WIDA
Standard
Essential
Question
Activating
Strategy
Instructional
Technology
and
Resources
a Distinguish long from short vowel sounds in spoken single-syllable words
Grammar:
ELACC1L1: Demonstrate command of the conventions of standard grammar &
usage when writing & speaking.
c. Use singular and plural nouns with matching verbs in basic sentences
e. Use verbs to convey a sense of past, present, and future
j. Produce and expand sentences in response to questions and prompts (simple &
compound declarative, interrogative, imperative, and exclamatory)
ELACC1L4: Determine or clarify meaning of unknown words……
c. Identify frequently occurring root words and their inflectional endings
Standard 2 ELL communicate
Standard 2 ELL communicate
information, ideas, and concepts
information, ideas, and concepts
necessary for academic success in the
necessary for academic success in the
area of language arts.
area of language arts.
Phonemic Awareness/Spelling:
What does this final e tell you about this word?
How are long vowel words different from short vowel words?
I can tell what the final e tells about a word. I can tell how long vowel words are
different from short vowel words.
Grammar:
How can the ending of a verb tell me when it is happening?
How can I find the root word?
I can tell when an action is happening by the ending of the verb. I can find the
root word.
In The Hot Seat:
Think-Pair-Share:
Take turns answering the essential
Work with partner to share thoughts
questions for spelling and grammar
about what was learned this week
Phonemic Awareness/Spelling:
Phonemic Awareness/Spelling:
http://www.starfall.com/n/make-ahttps://www.youtube.com/watch?v=Mv
word/long-u/load.htm?f
UiOU-2SMc
Grammar:
Grammar:
https://www.youtube.com/watch?v=bA
https://jr.brainpop.com/readingandwrit
WFVOWghEU
ing/word/tenses/
Assessments are varied by ability and
offered through small group instruction or
on an individual basis
Variety of assessments will be offered for
spelling and grammar standards
Varied Assessments:
Paper assessments
Oral assessments
Performance tasks
Exit slips
Study Island
Classworks
Long vowel u rap:
https://www.youtube.com/watch?v=xj0khB
VAkwY
long vowel sound game:
https://www.youtube.com/watch?v=Fa5gGg
4g19s
cute u song (some long, some short)
https://www.youtube.com/watch?v=0Dwm7
-aSpxs
Teaching
Opening (1015 min)
Work-Time
Activities
(45-55 min)
Differentiation
Offered
Summarizing
Closure
Activ (20-30
min)
Spelling:
Smart exchange lesson/video clip
Grammar:
Smart exchange lesson/video clip
Spelling:
Activity with spelling pattern
Grammar:
Activity with grammar lesson
For ESL or low students who don’t hear
or understand the sound use visual
clues or study guide
Abcmouse.com
reading eggs
classworks practice
abcya
starfall
spelling city
leveled differentiation offered during
small group / center
ticket out the doorreflection/journaling
Spelling:
Practice spelling pattern/video review
Play Sparkle to review words
Grammar:
Review with video clips/ smart
exchange lesson
Spelling:
Spelling Test (variety of assessments
offered)
Grammar:
Complete performance task for
grammar skill (variety of tasks offered
for assessment)
Whole group activities and
assessments
For ESL or low students who don’t hear
or understand the sound of use visual
clues or study guide
As assessments are finished, extra
time can be spent on re-teaching,
enrichment, online resources,
centers, language games, etc. –to be
decided by teacher
Share your performance task, reading a
book, or weekly writing with class
Kelley EIP plans:
Monday: join classroom teacher for whole
group introductory lesson for weekly story,
skills, etc.
Tuesday: sight word review with bitsboard,
flashcards; practice reading fluency with
students reading orally with teacher using get
started story; identify and discuss story
elements and main idea as students read;
identify words within the story that follow the
focus phonics pattern
Wednesday: sight word
review with bitsboard, flashcards; practice
reading fluency with students reading orally
with teacher using weekly selection story;
identify and discuss story elements and main
ideas as students read; discuss weekly reading
skills; identify words within the story that
follow the focus phonics pattern
Thursday: use computer lab to work on
Classworks, reading eggs, starfall, etc;
complete RTI probes of sight words and/or
comprehension/fluency passages
Friday: morning class: review weekly spelling
words with spelling bee, spelling city activity,
etc.; practice reading fluency with students
reading orally with teacher using weekly
selection story; identify and discuss story
elements and main ideas as students read;
identify words within the story that follow the
focus phonics pattern. Afternoon classes:
preview weekly spelling words/pattern from
next lesson with spelling city activity; preview
focus skills and stories for next week’s lesson
by taking a picture walk thru story; read orally
to students and discuss story elements.