Grade One

Alisha McCorriston
Wednesday, September 30th, 2015

Time: 9:00 am 10:00 am

Subject/Period: Language Arts

Curriculum Outcomes:
CR1.3
Listen to and comprehend a variety of texts (including a book read aloud, a person
speaking, and directions) to retell the sequence and key points (who, what, when,
where, why, and how).
a.
Listen to texts and retell the most important information (e.g., who, what, when, where, why,
and how).
b.

Listen courteously and attentively to understand the meaning and intent of others.

c.
Demonstrate attentiveness and comprehension as a listener through body language and facial
expressions (e.g., nodding in agreement).

CR1.1
Comprehend and respond to a variety of grade-level texts (including contemporary
and traditional visual, oral, written, and multimedia) that address: identity (e.g., All
About Me) community (e.g., Friends and Family) social responsibility (e.g.,
Conservation) and relate to own feelings, ideas, and experiences.
a.
View, listen to, read, and respond to a variety of texts including First Nations and Mtis
resources that present different viewpoints and perspectives on issues related to identity,
community, and social responsibility.
b.
Make and share connections among texts, prior knowledge, and personal experiences (e.g.,
family traditions).
c.
Relate aspects of stories and characters from various texts to personal feelings and
experiences.
d.

Show awareness of the experiences and ideas of other persons encountered through texts.

e.

Describe characters, the way they might feel, and the way situations might cause them to feel.

Objectives for the lesson:

Students will continue to build their listening and turn taking skills through our Sharing Circle and
Morning Message. By finding words they know in the morning message, students will act on prior
knowledge. Having already learned the sounds for a and t, this introduction of word families will
assist students in reading and writing more words in the future.
Material/Resources/Technology:
-

iPad and Apple TV

Dice
Scoot cards
Scoot answer pages
Chart paper and markers
Calendar board
Pencils
House at Activity
Cut and Paste Sort
Sight word printing page
I Have, Who Has? Game Cards
Splat Says Thank You! Rob Scotton

Procedure (Beginning, middle, closing):

As students enter in the morning, there will be a sight word printing page on their desk for them to
work on (with, for, an).
Beginning (25 minutes):
9:00 am Sight Word and Sounds I Have Who Has..?
As a quick brain break and reading practice, the class will play I Have Who Has? This game
consists of our sight words and words we have learned so far in Animated Literacy. Students have to
be focused on their card so they know when it is their turn.
9:05 am Sharing Circle
The question for the sharing circle will be: One way someone has been a bucket filler this week
9:10 am Morning Message and Calendar Time
Together we will read our morning message, choose special helper, and review what the date is. Sing
the days of the week song. Put a dot on the ten frame for how many days we have been in school.
Unscramble sight words and do whole body spelling.
Brain Break if needed: Do As I Say, Not As I Do. Teacher facilitates actions and the students have to
do what the teacher says, not what the teacher does.
Middle (30 minutes):

9:25 am Introduce at Word Family (iPad app)

As a group, we will talk about Word Families (words that are related, have a pattern). Explain that
when we know word families, we can figure out other words by replacing the initial sound in the
word.
If there are problems with the iPad and Apple TV:
We will roll dice to see what letter we can put up on the chart paper. We will practice putting the
sounds together to see what word we can create. We will try rolling both dice for two consonants
(blends) to see if we create a sense word or a nonsense word.
9:35 am Scoot at Word Family Game
Around the room are at words. Students have to find all 8 and write them down on their answer
card in 5 minutes. Afterwards, we will review answers as a class. They have to work with a partner to
see if they can figure out what the picture is representing. The partners are:
________
9:45 am Building an at House!
Each child will have a page of a house in which they will have to write down at words on each part
of the roof. Kailah will be given a cut and paste sorting activity while Tristin will have the option if he
is having difficulties writing within the smaller lines.
If students are finished before the allotted time is completed, they can draw an at superhero on
white paper. It must be an image of a word that has at in it.
End (5 minutes):
9:55 am Splat Says Thank You! Read Aloud
We will review what a prediction is and will make predictions as we go through the story. The
children will be asked to describe instances of bucket filling that they see as we move along.
Modifications/Classroom Management Notes:
Remind students to sit criss-cross apple sauce and show whole-body listening while in group time.
Explain to students that we raise our hands if we have a comment or question. Remind students that
we need to be quiet workers (whispering) while moving around the classroom (working at a Level 2
Spy Talk).
___ and ____ are on a three strike warning system. If ____ gets three strikes, a phone call goes
home to mom as soon as possible when strike is given. If three strikes are given to ___, a note is sent
home to mom and he is to spend some time with me outside of our class time to discuss his actions
(time at recess or lunch). If ___ and ____ do not feel confident in a task, they can become silly
and/or frustrated.
__ has autism and is on an IPP. As his goals are different than the other kids, he works with
Morganna (Ms. Senyk) in the mornings on a different schedule, and works with the whole class when
he can. As he also has difficulties focusing, sensory breaks are required from him throughout the
day.

_____ needs step-by-step instructions in order to complete a task; this means that she must be
given one step at a time to complete or will feel overwhelmed and confused. It is important that is an
eye is kept on _____ to ensure she is staying on task. It is suggested that she completes cut and
paste activities when she can.
Assessments:
Students learning will be assessed on observations made during the lesson. I will take in the
students activity sheets and review them. I will observe who is listening appropriately to others and
who is having a more difficult time. Students sight word practice pages will also be submitted in the
morning.