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LESSON PLANNING GUIDE

Lesson Plan: Curious George at School - Phonics Estimated Time of Lesson Plan: 45 minutes

Date: October 24, 2013 Grade/Subject: First Grade/Reading Language Arts

Organization of Student Learning: whole class and small group Learning Objectives and Assessment: Objective 1: The learner will know how inflection s changes the sound of the word. I can read words with inflection s. Standard:

Assessment:
Formative xSummative Students will be formally assessed on Thursday through a multiple choice phonics assessment. Formative Summative

RF.1.3f Read words with inflectional endings.

Students will be assessed on Friday through a reading of this weeks words.

Objective 2: The learner will understand how to read grade level text with accuracy, appropriate rate, and expression.

Standard:

Assessment:
Formative xSummative

I can read correctly with speed and feeling.


Objective 3: The learner will be able to create a complete sentence using one of the words with inflection ending s and tell the type of sentence. I can make a sentence with words with inflection s and tell what kind of sentence.

RF.1.4b The learner will Students will be assessed on Friday Read grade-level appropriate through a fluency assessment. text orally with accuracy, appropriate rate, and expression on successive readings.
Standard:

Assessment:
x Formative Summative Students will be assessed throughout the lesson and by the exit slip in the closure.

L.1.1i The learner will be able to produce complete simple declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Leading Questions: How does inflection s change the sound of the word? Why do we need to read smoothly and with feeling? How do we use the words when we talk and write sentences?

Lipscomb College of Education, Fall 2012

Materials and Resources:

* Objective for the day * computer and powerpoint with Daily Fix-It and phonics words for the week * Sticks with each students name on one * Unit 1 Houghton Mifflin Journeys Reading Series * Differentiated sets of phonics and sight words for Go Fish * Paper for students to write sentences on
Technology Use: I will use technology with daily fix it and phonics words for the week.

Set: (Initiating Activity/Questions) TTW ask the students what sounds have we been learning about this week in phonics. TTW hold up a root word and ask students to turn to their desk buddy and tell them the word. TTW then ask students how the word will change when we add an inflection s. TTW have students turn to the objective of the day and have students read the objective aloud. Instruction: (Step by step presentation of the lesson) TTW pull up Daily Fix it for the day on the computer to have the students correct problems in sentences reviewing previous concepts. TTW explain to students when we add an inflected s behind a root word it makes the noun end in the sound /s/. TTW hold up a series of root words and draw sticks for students to read the word and add an inflected s to change the word. TTW explain to students that we are going to play Word Chairs (previously taught how to play) will reading our words with inflection s. TLW will stand up behind their desk. TTW pull up the word list powerpoint with one word on a page and draw a stick for the first student to read. The class then gives a thumbs up or thumbs down to show if the student was correct or incorrect. If the student was correct all students rotate one desk. If the student is wrong TTW prompt the student to sound out the word and try again. TLW pull out their reading books and open to the Words to Know page for Curious George at School. TTW ask students to name the four types of sentences we have learned about and explain each one. (statement, question, command, and exclamation) TLW read each word out loud as a class then TTW draw sticks to for different students to use the sight word in a sentence and tell what type of sentence they told. TTW explain that now that we can read our sight words lets read them in a paragraph. TTW draw a stick to read the entire paragraph. Guided Practice: TTW instruct students to turn to the story Curious George at School. TTW draw sticks for students to read the story with words with inflected s and this weeks sight words. Independent Practice: TTW place students into differentiated small groups and give them each a different set of words with inflected s and this weeks sight words. TTW instruct students to play Go Fish with the words for 10 minutes.

Lipscomb College of Education, Fall 2012

TTW take up the set of words and have students return to their seats.

Closure: TTW ask students what phonics skill are we learning this week. TLW receive a piece of paper and have students choose one word from their set of words and write one sentence using that word and identify what type of sentence it is as an exit slip.

Cross-curriculum Connections: This lesson involves multiple different reading, writing, and language common core standards. Differentiated Instruction: Differentiated instruction occurs within the Word Chairs game in which TTW show certain words of difficulty for different students. During small groups students are placed by reading capabilities and given a differentiated set of word cards. ELL Modifications: ELL students will have modification and differentiation in words expected to read. ELL students will be placed in a group with the teacher for Go Fish. SPED Modifications: ELL students will have modification and differentiation in words expected to read. ELL students will be placed in a group with the teacher for Go Fish. Assignment: On Monday the students are given a homework sheet with phonics words, spelling words, sight words, and sentences for the students to practice throughout the week. Students are to read this homework every night, get parent signature, and return on Friday.

Lipscomb College of Education, Fall 2012