Reading Unit Plan

Bluefield State College
Daily Lesson Plan

Subject: English Language Arts
Topic: Reading
Grade: First
Length of Lesson: 120 Minutes
Name: Travis McKinney
Date: November 8, 2014
Reading Unit Plan

Weekly Theme: Whats the Weather?
Grade: 1
Travis McKinney
EDUC 280
November 8, 2014
Daily Lesson Plan
Topic: Reading
Grade: First
Day 1 Reading
Introduction (Essential Question)
RLA.O.1.1.8 use directly taught vocabulary words in oral and written
reading experiences.
The morning message for the teacher to write on the board is: Look outside.
Is it raining? Is there any snow? What is it like today? The teacher will point
to each word as they read the message aloud with expression.
The class will review long /o/ words. The teacher will get the class to say the
word snow. The teacher will ask the class what vowel sound do they hear.
Students will clap when they hear the long /o/ sound when the teacher reads
the morning message for the second time.
The teacher will talk about high-frequency words that are in the morning
message. The teacher will pick a student to come up and point to the words
there and any.
The weekly theme will be introduced by the teacher next. The teacher will
explain to the children that they will read stories and talk about weather.
What is it like today? The teacher will then add the childrens responses to
the Morning Messages.

Daily Lesson Plan
Topic: Reading
Grade: First
Standard:
Students should be able to find and say long /o/ sounds in a sentence or
paragraph.
Objectives:
The steps towards understanding this lesson is to practice more and more.
The teacher needs to give examples and practice them over and over.
General:
RLA.O.1.1.8 use directly taught vocabulary words in oral and written
reading experiences.
Specific:
Students Will:
Read and say words with long /o/.

Read a sentence and be able to find the words with long /o/.
Tell what the weather is like outside.
Understand that the words there and any are high-frequency words.
Read a short story as a group and find words with long /o/ sounds.
Daily Lesson Plan
Topic: Reading
Grade: First
Length of Lesson: 120Minutes
Go over the vocabulary words and understand there meanings and
when to use them.
Methods:
The students will work in small groups for this assignment. They will be given
a short story and they will have to read the story together as a group. While
reading the story, the students are responsible for finding all words in the
short story that has the long /o/ sounds. The students will write down all the
words they found. After the groups are finished, the class will share all the
words they found in the story and the rest of the class will have to agree or
disagree if it has a long /o/ sound.

Materials: (including technology, internet sites)
Printable short story off the internet called: Row the Boat
Direct Instruction:
The teacher will read the directions for the assignment to the students
several times so the teacher knows that the students completely understand.
The teacher will pass out all the

Daily Lesson Plan
Topic: Reading
Grade: First
material that is needed for this assignment. The teacher will divide the
groups up. The teacher will walk around from group to group making sure all
students are working on the assignment. The teacher will answer any
questions the students have. The teacher will go over vocabulary words after
the assignment is over. The teacher will then read the short story called,
Warm and Cold Days. The teacher will talk about the story and how each
definition is used in the story. The teacher will discuss what the students will
do with the vocabulary words for homework.

Guided Practice:
1. Make sure all students know what long /o/ word sound like and how to
say them.
2. Read the directions over and over to make sure the students
understand the assignment correctly.

3. Go over the vocabulary words and their meanings. Read the word and
its meaning three times, then the teacher says the word and the
students say the meaning.

4. Read the little story with the definitions in it. The story is called: Warm
and Cold Days
Differentiation

Daily Lesson Plan
Topic: Reading
Grade: First
Tier 1- These students are my gifted students. They will catch on to the
assignments that we are doing very quickly. They will help out the tier 3
students when they need it. These students will understand most of the
vocabulary and how to use it in a sentence. They will be able to find almost
all of the long /o/ words in the short story.

Tier 2- These students are my average students. These students will
understand the assignment to a certain extent, but will then need help
understanding something. These students will take more time doing the
assignment. They will understand maybe a couple of the vocabulary and
know how to use them in a sentence. They will be able to find some long /o/
words, but they will have to have help with some, too.
Tier 3- These students are my slower learners. These students have trouble
reading and understand the material. The teacher will need to help these
students the most and make sure they understand the material. The teacher
might need to read the story to them and let them listen and write
information down. Some students in this tier get embarrassed when the
teacher is always helping them. They like it better when other students help
them instead of the teacher always there to help. They will have a hard time
finding the long /o/ words and will need extra help understanding the
vocabulary.

Daily Lesson Plan
Topic: Reading
Grade: First
Closure:
Writing down all the long /o/ words on the board after all the groups tell
which ones they found will help all the students out. Explaining why all of
them are long /o/ and making all the students say them will help the
students understand. Writing all the definitions down on the board and the
meanings will help the students understand them better. Giving an example
of the definitions in a sentence will help the students, too.
Independent Practice:
The students will have a homework assignment to do. They will have to write
down five things that are in their house that has the long /o/ sound. They will
also have to create their own sentences using each vocabulary word. They
have to write down two sentences per vocabulary word.
Assessment: Evaluation of Lesson (objectives met?)
The teacher will collect the work done after all questions from the students
are answered. The teacher will then pass out a twenty-five question quiz on
the material just covered. The quiz will have two kinds of questions. The first
ten questions will be true or false. These types of

Daily Lesson Plan
Topic: Reading
Grade: First
questions will be asking if the word given is a long /o/ sound word. The next
ten questions will be about the vocabulary words. The vocabulary word will
be given and the students have to write down a sentence using it correctly.
The last five questions will be what the difference between two words is. The
students should do well on the quiz. No student should make below an 85%.
How I would teach this lesson differently next time. (Reflection)
Another way this lesson could be taught would be for the teacher to give a
list of the vocabulary words and a list of long /o/ words out. Then the teacher
would go over all the words two or three times while answering any
questions the students had. The teacher would then call on students to go up
to the board and write down either the meaning of the word, a correct
sentence with the word in it, or a word with long /o/ and a word like the same
word but without long /o/.

Daily Lesson Plan
Topic: Reading
Grade: First
Quiz
True/False 1-10
1. robot 2. boat 3. toy 4. goat 5.
boy
6. school 7. rose 8. vote 9. snow 10.
grow
11-20 create your own sentences
11. warm
12. sound
13. their
14. extreme
15. predict
16. cold
17. know
18. great
19. rain
20. play
21-25 difference between the two words

21. rain-cold
22. warm-cold
23. extreme-predict
24. sound-know
25. great-extreme

Daily Lesson Plan
Topic: Reading
Grade: First
Day 1 Spelling
How are one syllable words with long /a/, ay, ai spelled?
The students need to brainstorm. Can they remember spelling words? How
many can they remember? As the list of words is being wrote down on the
board, the students need to say them and spelling them out loud as a group.
Standard:
Students will write down the words that are written on the board. The
students will end up using those spelling word many times throughout the
class period.
Objectives:
The steps to this activity is to do as many things as we can with the spelling
words. It is important to know the word, what it means, how to use it, how to
spell it, and to make sure it is used right in a sentence. We will be practicing
that throughout the class time.

Daily Lesson Plan
Topic: Reading
Grade: First
General:
ELA.1.L.C.17.2- With guidance and support from adults, demonstrate
understanding of word relationships
Specific:
Knowing what each spelling word means and how it should be used
Writing spelling words
Using spelling words in a sentence
Classroom activities with spelling words (spelling bee with all the
students, class game called sparkle)

Read a story with the class called: Too Much Rain Today (spelling words
are throughout the story).
Methods:
Brainstorming
Whole group activities

Daily Lesson Plan
Topic: Reading
Grade: First
Spelling word list

Spelling word cards
Direct Instruction:
The teacher will remind the students that most of the spelling words have
the long /a/, ay, and ai sound. A couple of the words is material that we
covered in the past couple weeks. The teacher will go over all the words and
their definition. The teacher will call on students, one by one to give an
answer to the teachers questions. The teacher will give a word then ask
what the meaning of the word is. The teacher will also ask for some students
to use the word in a sentence. The teacher will do many activities and games
that is fun for the students to learn about the new spelling words. The games
the teacher will be doing will let the students learn how to spell the word,
how to use it in a sentence, and the meaning of the word. The teacher will
read a story to the class called, Too Much Rain Today. This story is about
weather, and it helps the students with the spelling words because the
teacher is reading it and the spelling words are used in the story.

Daily Lesson Plan
Topic: Reading
Grade: First
Guided Practice:
The students will get practice with the spelling words. The students will learn
the word, learn the meaning of the word, how to use it, and how to spell it.
Having the students to do classroom activities to learn will keep them
focused and willing to learn. The students will listen to a story with the
spelling words used throughout the story. This will allow the students to hear
how the words are used in an actual sentence.
Differentiation:
Tier 1- These students are the teachers most talented students. They will
know a lot of the material that the teacher will go over. They will know the
words, most of the meanings, how to use it in a sentence, and how to spell
them.
Tier 2- These students are the teachers average students. They will know
some of the words, but they will also learn some new words. They will be
able to spell most of the words, but they will also misspell some of the words.
They will learn some new information with this lesson that is being taught.

Daily Lesson Plan
Topic: Reading
Grade: First
Tier 3- These students are the teachers slower learners. They need some
extra information to learn some words. These students will know a few
words, but they will learn more than they already knew. They will learn a lot
when the teacher gives information on each word. These students will need
extra help from the teacher or a tier 1 student when there is extra time.
Closure:
Having a spelling test at the end of all activities will be how the subject ends.
The students should have all kinds of information and knowledge with the
spelling words. They have done many activities and listened to a story with
the words in it. The students will have a twenty question quiz. The first ten
questions will be just to spell the word. I will say a word and they spell it. The
next ten questions will be either a definition of the word or to write a
sentence with the spelling word used correctly.
Independent Practice
The students will have homework to do with this material. They will have to
go home and write three sentences per spelling word. That will make a total
of thirty sentences they will have to do for homework. This will help them
learn the word, the meaning of the word, how to spell it,

Daily Lesson Plan
Topic: Reading
Grade: First
and how to use it in a sentence. The more practice they get with the spelling
words, the more they will learn about the word.
Students should have get two good grades from this. The first grade will
come from the quiz. After going over all the information for each spelling
word, the students should know a lot about the words. All students should
make nothing below an 85% on the quiz. The second grade with this material
will come from the homework. Students are responsible to turn the
homework in on time and it completed. This should be an easy grade for the
students and all students should make nothing less than a 95% on the
homework.
Another way the teacher could teach this lesson would be to test the
students first just to get an idea of what they already know about each
spelling word. After getting the results from the test, the teacher could then
teach what they believed needed to be taught. This would be a harder way
for the teacher, but it might help the students.

Daily Lesson Plan
Topic: Reading
Grade: First
Quiz
Spell the word the teacher says.
Teacher says.
1. mail
2. rain
3. chain
4. way
5. play
6. day
7. cute
8. use
9. great
10. know
Use the word the teacher says in a sentence.
Teacher says..
11. chain
12. play
13. great
14. mail
15. rain
Give the definition of the word the teacher says.
Teacher says.
16. know
17. play
18. rain
19. use
20. great
Daily Lesson Plan
Topic: Reading
Grade: First
Day 1 Grammar/Writing
Explaining the present- and past-tense forms of go and do using Grammar
Transparency 22. Point out that the past-tense forms of the words look very
different from the present-tense forms. Can you fill in the blank with the
correct tense of the word?
Standard:
Students will have to read a sentence and determine what should go in the
blank. If the sentence is in past-tense, then the student should use a past
tense verb. If the sentence is in present-tense, then the student should use a
present tense verb.
Objectives:
The steps to do this correctly is to understand whether the sentence is in
present or past-tense. After understanding what tense it is in, then the
student can chose with tense to use and fill in the blank.
General:
RLA.O.1.2.7 Identify and apply grammar in written composition (e.g.,
nouns, verbs, declarative, interrogative
sentences).

Daily Lesson Plan
Topic: Reading
Grade: First
Specific:
Identify what tense the sentence is in.
Chose which tense to fill in the blank.
Methods:
Whole group
Individual work

Paper
Pencil
Paper with example sentences
Direct Instruction:
The teacher will give example sentences to the students and show how you
tell if the sentence is in past or present-tense. The teacher will go over every
example and answer the students questions. The teacher will pass the
example sentence paper out so students can see it and

Daily Lesson Plan
Topic: Reading
Grade: First
review it while they do their own sentences. The teacher will walk around
making sure all students are doing the sentences the correct way.
Guided Practice:
The teacher will help the students with a couple before they attempt their
own. The teacher will write some sentences on the board and the students
will have to correct them. This will let the teacher know if the students are
ready to start the assignment.
Differentiation:
Tier 1- These students are the students who are the teachers brightest. The
material in this lesson will be something these students will know most of.
These students will learn a few things, but will catch on quickly. These
students will get done and be able to help the tier 3 students.
Tier 2- These students are the average students. These students will know
some of the material, but also learn a lot from the teacher and the examples.
These students will ask questions and learn that way.

Daily Lesson Plan
Topic: Reading
Grade: First
Tier 3- These students are the slower students. They have trouble learning
the material and will need one on one time. Teachers need to take a different
approach to teach these students. Teachers need to sit down and help these
students because these student will have a lot of questions. Teacher can also
pair tier 1 students up with these students.
Closure:
Students will have a little quiz after the assignments are complete. This will
show if the students understand the material. The quiz will be six questions
and come straight from a workbook.
Independent Practice:
Students will have a homework assignment for this lesson. The teacher will
give each student ten different sentences. The student is responsible for
taking the homework home, answering the questions, and bringing it back
the next class period to be graded. The homework assignment will be
sentence in past and present-tense and the students have to fill in the blank.
It will be exactly like the quiz, but the sentences just a little bit easier.

Daily Lesson Plan
Topic: Reading
Grade: First
Students will receive three grades for this. The first grade will be the in class
assignment. If students work on it and discuss the answer when finished with
the class, then they will receive a good grade. No student should make
anything but a 100%. The second grade will come from the quiz. Students
should know all the information need and more to make a good grade on the
quiz. No student should make under a 90% on the quiz. The last grade will
come from the homework assignment. Students should make a good grade
on this. Students will get points for completing everything, turning it in on
time, and doing the work correctly. No student should make under a 90% on
their homework.
Another way this lesson could be taught would be for the teacher to talk
about past and present-tense sentences. The teacher could write on the
board examples and meaning. Then the teacher could call on students one
by one to come up and complete the sentence that the teacher wrote on the
board.

Daily Lesson Plan
Topic: Reading
Grade: First
The Quiz
Go and Do
Present Tense Past tense
I go. You go. I went. You did.
They go. They do. They went. They
did.
We go. We do. We went. We did.
He goes. She does. He went. She
did.
1. I will ____________ to the mall today.

2. I ____________ to the mall yesterday.
3. She ____________ to the mall every day!
4. I __________ my homework at night.
5. I _________my homework last night.
6. He ________ his homework every night.

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Bluefield State College

Daily Lesson Plan