Alphabetizing: Beyond the First Letter

Submitted By: Caitlin Andrews

EDRL 442: Teaching Literacy 1 Nevada State College Fall 2012 Instructor: Karen Powell

Lesson Title: Alphabetizing: Beyond the First Letter Trophies Teacher Edition: Time Together 1-4 Trophies Story: A Bed Full of Cats T Ed Pages: 33I

Submitted By: Caitlin Andrews CCSS: L.2.4e

A. Summary of the Lesson Plan Students will sequence and arrange words in alphabetical order beyond just using the first letter. B. Student Population Grade level- 1st grade Skill level on-level Grouping - whole group (direct instruction), partners (independent practice) C. Materials Student white boards, markers, erasers Pupil edition pgs. 34-35 Practice page 38, alphabetizing D. Objectives Common Core State Standard L.2.4e- Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words. Learning Targets Knowledge Targets 1. Students must alphabetize words. E. Procedure 1. Discuss with students why alphabetizing words might be important. a. Ask students to think about why and when we would want to alphabetize things b. Call on students to share their opinions 2. Explain to students in order to alphabetize words: students need to first locate the first letter in each word. 3. Teacher will write the words hear, ear, and newspaper on the white board. Students will write the three words on their student whiteboards. 4. Ask a volunteer to come up to the board and underline the first letter in each of the words. 5. While student is underlining the letters on the main whiteboard, have other students underline the first letters on their whiteboards. 6. If students are struggling, teacher will help them compare the order of letters by referring to the alphabetical chart above the whiteboard. 7. Teacher explains the correct order of words: ear, hear, newspaper. 8. Teacher will then write the weeks spelling words on the whiteboard. a. Me, mean, bean, be, beet, feet, low, road, who, door 9. Teacher will ask students to call out the first letter of each word on the board, as the teacher will underline them. 10. Next, the teacher will explain to students if more than one word begins with the same letter, the second letter (or third) in the word then needs to be looked at for proper alphabetizing. 11. As a class, put the spelling words in alphabetical order on the board. Students will write the same order on their whiteboards. 12. Read pg. 34 from Trophies to students
Lesson Plan - EDRL 442 Fall 2012 Page 2

Lesson Title: Alphabetizing: Beyond the First Letter Trophies Teacher Edition: Time Together 1-4 Trophies Story: A Bed Full of Cats T Ed Pages: 33I

Submitted By: Caitlin Andrews CCSS: L.2.4e

a. Have students write the names in alphabetical order on their whiteboards and check with shoulder partners (student sitting next to them) for accuracy. b. When students are done, they will hold up their whiteboards to let the teacher know c. Teacher will scan room and whiteboards for accuracy (informal assessment) 13. Hand out practice worksheet 38 F. Assessment Independent practice on worksheet 38 Teacher will also write 10 more random words on the whiteboard When students finish the worksheet, they will alphabetize the 10 words from the board on the back of the worksheet and turn it in By completing the worksheet with accuracy and then moving to the extra words, mastery will be evident from students who have competed work and which students will need more work. G. Reflection Which part of the lesson do you think will be the easiest to teach? I think teaching students that alphabetizing always begins with the first letter of every word will be the easiest to teach because its the most basic rule and something students will always need to remember. Which part of the lesson do you think will be the most challenging to teach? Teaching students to look at the 2nd and 3rd letters in words that begin with the same letter will be challenging. This might become really confusing for some students. What lesson or concept should be taught prior to this lesson? Students need to have mastered the alphabet prior to this lesson. How will you follow up or extend this lesson? Follow up assignments will occur with the following weeks spelling words. Students will practice alphabetizing their words each week. An extension to this lesson will be having students look up the definition to their spelling words in a dictionary, print and digital. This will tell me that students know how to use the resource as well as be able to locate words alphabetically. What will you do for students who dont grasp the concepts? Reteach T Ed. Pg. T14 Review T Ed. Pg. 121I-123, 213I-215 Which part of the lesson, if any, do you think might need to change? Because we are working with second grade standards and the lesson is out of a 1st grade Trophies book, I added extra group and independent practice. Students might need a little more time practicing the new alphabetizing skill for mastery.
Lesson Plan - EDRL 442 Fall 2012 Page 3

Lesson Title: Alphabetizing: Beyond the First Letter Trophies Teacher Edition: Time Together 1-4 Trophies Story: A Bed Full of Cats T Ed Pages: 33I

Submitted By: Caitlin Andrews CCSS: L.2.4e

When you were writing this lesson plan, what was the most difficult part? The most difficult part of creating this lesson was relating my activities to the teacher/students edition of Trophies. Alphabetizing does not really relate to the assigned story for the unit in Trophies. I chose to use the given spelling words as something students can be familiar with, and also come from their Trophies book.

Lesson Plan - EDRL 442

Fall 2012

Page 4