Multicomponent Lesson Plan

Grade: 1st grade

Story: Frog Facts (pg. 1550

Lesson one: Phonics Instruction (multisensory approach)

TEKS: (3) Reading/Beginning Reading Skills/Phonics. Students use the relationships between
letters and sounds, spelling patterns, and morphological analysis to decode written English.
Students will continue to apply earlier standards with greater depth in increasingly more complex
texts. Students are expected to:

(A) decode words in context and in isolation by applying common letter-sound correspondences,
including:

(i) single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/ (hard), g=/j/ (soft), h, j, k, l, m,
n, p, qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z;

Purpose of lesson: It is important for students to practice and recognize letter sound
correspondence because it will lead to better fluency and spelling.

Objective: By the end of the days lesson, the student will be able to recognize, sound out, and
use the letter in a word of the new letters that were introduced.

Activity: Multisensory Letter Introduction

1. Review reading deck cards

a. Students will see the letter card, say the letter name, the sound, and the key
word that will unlock the sound.
i. A- Apple
ii. B- big
iii. C- cow
iv. D- Dog
v. F- Frog
2. Auditory Discovery
a. Teacher will read 3-4 words that contain the new letter sounds. Students will
echo the sound or repeat each sound after the teacher and listen for the sound
that is the same in all of the words.
Listen to the words I say. Repeat each word after me. Listen for the sound
that is the same.
b. H- How, Happy, Have, Her
c. R- Reptile, run, rat, red
d. G- big, leg, frog, egg
3. New reading Deck Cards
 a. Teacher shows the new reading deck card. Students say the letter name, the
sound, and the key word the will unlock the sound.
4. Practice Words
a. Students practice reading words with the new letter and previously introduced
letters.
Lesson two: Vocabulary

TEKS: (5) Reading/Vocabulary Development. Students understand new vocabulary and use it
correctly when reading and writing. Students are expected to:

(A) identify and use words that name actions, directions, positions, sequences, and locations;

Purpose of lesson: Vocabulary is obtained through both incidental learning and Explicit teaching.
By explicitly teaching vocabulary to students it will help students broaden their own personal
vocabulary and increase reading comprehension.

Student Objective: By the end of the days lesson, the student will be able to identify and define
three new vocabulary words that were introduced throughout the specific text.

Story: Frog Facts (pg. 155)

1. The teacher will pick out a piece of literature and then pull three vocabulary words from
the text.
2. Before reading the book aloud, the teacher will introduce the words to the kids and ask
them to predict what those words might mean. The teacher will have a few kids help with
this & the teacher will write their pre-reading predictions on our chart.

WORDS PREDICT IN CONTEXT Dictionary Definition

What these words After I heard this
mean word used in the story,
this is what I think it
means.
Hatch Students prediction breaks an opening of
restricted size
allowing for passage
from one area to
another, in particular.
Hind Students prediction Legs in the back, (especially of a bodily
because it said strong part) situated at the
and their front legs are back; posterior
tiny
Hibernate Students prediction sleep (of an animal or plant)
spend the winter in a
dormant state
3. After the students are doe making their predictions, the teacher will tell the student to
listen for the words in the text. Tell them to raise their hands when they hear one of the
words. The teacher will then read the text, and when the teacher comes to one of the
 words she will call on one of the students raising their hands to tell what they think the
word means in context.
4. When you hear their idea, encourage them to back up why they think that. You will then
call on another student to verify or correct the definition by looking it up in the
dictionary.

Lesson three: Comprehension

Passage Title: Frog Facts

1. Hook (How will you get the students attention?)

https://www.youtube.com/watch?v=AMs3waaW75g

2. Purpose (What will students learn from reading the passage?)

Students will learn multiple facts about the life cycle of frogs and facts about them.

3. Activate Background Knowledge (Write 4-6 questions for activating background knowledge.
The students should be able to answer the questions after reading the passage.)

Connect Correct Collect

1. What type of animal is a frog?

2. Where does a frog begin their

life?

3. How big can a frogs jump be?

4. How do frogs help humans?

 Read Passage page ___155______ in the activity book

5. Oral Summary card pyramid

Facts about frogs

what are frogs life of a frog what a frog can how they help
do

amphibian; starts as an egg jump 20 times eats insects, can

spends life in in water, size, breathe be food, and
water at birth hatches into through skin, fishing bait.
and land for tadpole, then hibernates in
most of life becomes a frog winter, closes
 6. Written Summary (Write a prcis with to the number of words in the original
passage.)

Number of words in passage ___152__________

Frogs are an amphibian and start as an egg in water. They hatch into a tadpole then
become a frog and live on land. A frog can jump 20 times their size, breathe through
skin, hibernate, and close eyes. They can help humans by eating insects, be food, and
fishing bait.

________51____ words
7. Answering Questions (Write 3 simple and 3 complex questions.)
a. How can frogs help humans?

b. How big is a frogs jump?

c. Where does a frog spend the majority of their life?

d. What object would be the tallest thing a frog could jump onto?

e. What do you think a frogs ability to jump high helps?

f. Why do you think a frog starts their life in water?