Spring Arbor University School of Education Guided Reading Lesson

Title: Cherish the Ch Subject(s): Reading (phonics) Grade Level: 1st Materials Required: White boards and markers

Teacher Candidate: Emily Thompson

Time Allotted: 20-30 Minutes

Chip and Chicks Lunch by Liza Charlesworth (copies for students) /ch/ phonics worksheet Crayons, colored pencils, or markers

_____________________________________________________________________________________ Common Core Standard: (write out) 1. Reading Standard for literature k-5 or Informational text k-5: (Comprehension focused) 1) Ask and answer questions about key details in the text 2. Reading Standards: Foundational Skills: 3(a) Know the spelling-sound correspondences for common consonant digraphs Objective(s): Stated in terms of Blooms taxonomy (level/verb)The student will {Blooms taxonomy verb} 1. The learner will be able to recall specific details and information from the story. (Blooms: Knowledge) 2. The learner will recognize the /ch/ spelling and sound in words. (Blooms: Comprehension) Purpose of the lesson: To teach the /ch/ digraph and ask the students questions about the story to help them remember details. _____________________________________________________________________________________ Instructional Procedure: What information do students need to accomplish the objective?

Time Essential Elements Allotted 1. Anticipatory Set: 5 mins Begin by telling the students we will be doing a lesson that includes some spelling and reading. Let them know they are expected to be very well behaved, listen to the lesson, do what is asked, and to have fun! Use a white board to write out a /ch/ word from the story (chimp, chum, and chick). Ask the students to help make the dots and dashes underneath the letters as they have been doing in class. Review that the dash under two letters means those two letters are put together to make one sound and every time they see a c that comes before an h it makes the /ch/ sound. Lastly, talk about the new vocabulary from the story that includes the /ch/ digraph to get them familiar with it. These terms will be written on a white board one at a time and talked about separately: chum, chat, chestnut, and chuckle. Ask the students what they think each word means and then help them come up with a good, short definition. This is merely to help them become familiar with the terms; they do not have to remember these as an objective. 1. State Purpose and Objective(s) of Lesson: Tell the students they should try to pay attention to what they read. I want them to be 2 mins able to remember details about the story to tell me after they read and to answer some questions asked to them as they read. Let them know the following details so they know why this is an objective. Importance: So you can read a book and explain it to someone who might want to read it after you So you can make sure you understand what you read Also, I want them to be able to find the /ch/ sound in words and sound out the words to me. Let the students know this is what they both seemed to need work on according to their spelling tests given a few weeks ago. Tell them the following so they know why

this is an objective: Importance: /ch/ shows up in a lot of words. It is good to know how to say the sound to learn the word Helps you become a better reader

2. Instructional Input Plan: 15 mins a. Modeling: First, show them the books cover and ask them some literal questions about it. Some examples of these questions may be, What are these animals? or What are they doing? Follow up the last question by asking the students to explain how they came up with their answer based on the cover. A question to be asked is, what in the picture makes you think that? Also take a moment to point out the /ch/ digraphs on the cover and tell the students that they will be seeing many of these sounds and words in the book. b. Guided Practice: Then, have the students read the text out loud, some with the teacher and some on their own. Ask them to follow each word with their fingers to stay on track. When they come to certain spots, stop them and ask more literal, inferential, and critical questions such as, Do you think a chick and a chimp would do these things together in real life? (critical) Whose idea was it to get lunch? (literal) Who keeps choosing what they should eat? (inferential) Would you have eaten this sandwich? (critical) and What did they drink for lunch? (literal) As they read, ask students to make predictions about the story such as, What do you think chick will pick next? or Do you think chimp will eat the sandwich with all that weird food on it? Pay attention to strategies they use in reading and complement the students when they

perform well. c. Independent Practice: To practice the /ch/ digraph, I want the students to go back through the book and circle some words they find with the beginning /ch/ sound. This is simple to do and will help them recognize the spelling now that they have mastered the speech sound. 3. Differentiation Considerations (accommodations): No students should really finish reading the text first because at this level we will move through this together for the most part. However, if students finish finding all the words in the story that begin with a /ch/ they may practice writing out words with the /ch/ on their white boards. Students who need extra time may have it, but if time does not allow them to finish they may take it home to finish on their own time. 4. Assessment: Assessment will partly be done throughout this lesson as questions are asked about information in the story and also by observing how the students do with the /ch/ digraph. This is somewhat new for them so they may not get it the first time, but that is normal. I also have a worksheet to practice this recognition of the /ch/ digraph. They can color or circle the words that include a /ch/. This will help them practice reading and seeing this digraph both at the beginning of a word and the end. If they do not recognize the digraph at the end of a word that is fine. I just need them to master recognition at the beginning of the word. If they understand it at the end then they are progressing very well in this area. 5. Closure: Have the students state what they learned in the lesson. Guide them by having them 5 mins try to remember the main parts of the story to see how well they remember it. Also, ask them

what sound they learned about and have each student state two words with the /ch/ in them. This will serve as a kind of review as well as a mini informal assessment.