Whole Group Shared Reading Lesson Plan Template

Name: Millie Kidder-Goshorn

Date: April 1st, 2015

Classroom Location/Teacher: Cumberland Elementary

School ;
1st grade ; Mr. Hughes
Curriculum Standards

Topic/Subject: Word Study

SOL(s):
1.6 The student will apply phonetic principles to read and spell.
e) Blend beginning, middle, and ending sounds to recognize and read words.
f) Use word patterns to decode unfamiliar words.
Essential Question(s):
How can we sort our words ending in ge and dge and learn to spell them?
Lesson Objectives: A statement or statements of what the students will be able to do as a
result of the lesson. Need to be observable and measurable.(ABCD format)
The students will be able to organize and spell the assigned word study words through a word
sort and spelling activity 90% of the time.
Assessment of Objectives: Describe how you will collect evidence that individual students
have indeed met the lesson objective(s). These need to be tied to the degree or criteria from
your objectives.
The
The
The
The

teacher
teacher
teacher
teacher

will
will
will
will

be observant throughout the lesson and informally assess students.

assess students whole group sorting skills.
assess students spelling abilities.
assess students behavior.

BEFORE (Content, Viewing or Listening):

Teacher: Focusing attention, laying the groundwork, creating interest, sparking curiosity,
students understand the purpose the why (set a purpose, explicit explanation of
expectations, modeling)
Student: Strategies to obtain prior knowledge, similarities, connections, analogies, think
about thinking metacognition (discussing, organizing, writing, vocabulary)
All of the students will be asked to come sit on the carpet. When the students are settled and
quiet, the lesson will begin. The teacher will begin, Thank you so much for getting settled and
quiet for me. While I am in your classroom today, I expect you all to be good listeners and to
be respectful to each of your classmates. We will have some time here on the carpet and then
we will get a chance to move around, but we can only do that if I know every body is working
together to behave and respect one another! Mr. Hughes has told me that you all are working
with some new words. These words are ones that end in ge and dge. Im so impressed that
you all are working with these words and today we are going to continue to work with them.
We will be sorting our words and doing an active activity together, so it is going to be a lot of
fun! But, before we begin, I would like to see if you all can think off the top of your head what
words you know that end in either ge or dge.

Whole Group Shared Reading Lesson Plan Template

As students are providing words for the teacher, they will have a visual (chart paper) on the
board of these endings. The teacher will write down which words the students say.
I love the words you have all given me! We may see some of these words in our sort that we
are going to do together. But before we start that, I need to make sure that you all remember
your short and long vowels. When I student taught you all last year, I remember you all were
pros at them! Lets quickly say our short and long vowelsGreat! I wanted to do that because
it is going to help us sort our words.
DURING (Content, Viewing or Listening): Strategies for active engagement with new
content, what are students doing while reading, viewing, or listening? (set a purpose,
modeling, discussing, organizing, writing, vocabulary)
The whole group will be sorting these words: edge, lodge, bridge, fridge, pledge, badge, judge,
dodge, fudge, ridge, stage, cage, page, age, huge
The headers will be: -ge (after a LONG vowel) and dge (after a SHORT vowel).
We will go through each word, I will show the word and we will discuss and decide as a group
where the word should go on our chart.
Once all of the words are sorted, the teacher will explain the spell & clap activity. All of the
students will be sent back to their seat and will begin to listen to instructions when they are all
quiet and ready.
Spell & Clap Activity:
The teacher will say Now that we have sorted our words, we need to practice spelling them.
When we do these sorts, It also connects to helping us write because we want to be able to
spell these words correctly based on the patterns that we have learned. The teacher will draw
a sentence strip on the board. In the drawn sentence strip, the teacher will write: a b y ; The
teacher will then explain that a is a small letter, b is a tall letter, and y is a fall letter. The
teacher explain that these letters are called that because of how they line up on the sentence
strip. The teacher will then write: e f g and ask the students to identify which letter is small,
tall, and fall. The teacher will then ask to identify both: g e and d g e. Once the students
understand why certain letters are small, tall and fall. The teacher will introduce how to clap
these out. For a small letter, the student claps in front of themselves, for a tall letter, the
student claps above their head and for a fall letter, the student claps at their waist. The
teacher will explain that we are going to clap out our words from the sort to practice spelling
them. The teacher will model with the words: page and lodge. Then the whole group will try
them together. The teacher will have had passed out Ziploc baggies with 15 index cards in
them. Once the students have clapped out the word, they will spell it on the index card. Each
index card will have a sentence strip drawn on it. The student will be able to practice their
handwriting and spelling. The word will be spelled on the board, as well.
AFTER (Content, Viewing or Listening): How will students apply new knowledge? How will
students check their understanding? How will students be prompted to reflect on what they
have learned? How will students be prompted to reflect on how they learned it?
The teacher will ask students to demonstrate spelling and clapping a word. The teacher will
also review the index cards that the students wrote on.

Whole Group Shared Reading Lesson Plan Template

Rationale: Why teach this lesson in this way? Why give these objectives, are these the BEST
strategies to choose and use? Explain why this sequence of activities leads to cultivating the
behaviors or performing the skills or displaying the knowledge called for by the objectives.
I have chosen to begin the lesson on the carpet, because I want the students to all learn as a
whole group. I think it is important to sort these words as a group because I am able to
instruct directly and explicitly, while the students get to interact and work together to decide
where our word study words should be placed. I will be able to explain why we are placing
each word in whichever section it belongs, while also giving students an opportunity to explain
why a word goes in a certain spot.
After completing the word sort, the students are returning to their seats. This gives students
an opportunity to change their sitting environment and not feel restless on the carpet. I will be
moving to another board in the classroom and making sure to bring our word sort with me.
This shows that this word sort is important and we are going to continue using it. We are going
to transition into using these words and practice writing and spelling them. I have chosen this
clap & spell activity because it gets students moving our their seat, an opportunity to spell,
and practice handwriting. Each student will be given a Ziploc baggie with pre made mini
sentence strips on index cards. These words will be great to refer back to and quiz one
another on how to spell or say the word they are seeing.