Kayla German

1st Grade
Burnley-Moran Elementary, Laura Melton
November 11, 2014
Topic:
Language Arts: Guided reading and word study
Enduring Understandings:

Every word is made up of multiple sounds or phonemes

A book consists of sentences
A sentence is made up of words
Words are made of letters

Essential Questions:

How can I sort my words and pictures?

What sounds does this letter make?
What strategies can I use to help me figure out words I dont know?

Primary Content Objectives:

Students will know: (facts/information)

Each word or picture card can fit under one of the headers
Phonemes are the smallest unit of sound in a word
Spaces are between each word
Their voice should match the print

Students will be able to do: (skills and behaviors)

Blend phonemes to say or read a word

Sort picture cards by beginning sound or phoneme
Say the sound of a letter without a schwa
Use their finger to match their words to print

Related state or national standards:

SOL 1.4d The student will orally identify, produce, and manipulate various units of speech
sounds within words. Segment one-syllable words into individual speech sounds (phonemes).
SOL 1.5a-b The student will apply knowledge of how print is organized and read. Read from left
to right and from top to bottom. Match spoken words with print.
Assessment:

Word Sort Formative Assessment: Did the student sort properly? Can the student identify
the sounds correctly? (Attached)
Reading Formative Assessment: What strategies does the student do when he/she cannot
read a word? (i.e. use a picture clue, blend the sounds together)

Materials and Resources:

2 Computers (www.starfall.com)
2 iPods
Headphones
Tape Player
Books on Tape
Word Sort from Monday
Little Pig
Vultures on Vacation
Up in a Tree
Two Little Chicks
Book Log

Key Vocabulary and Definitions:

Chimney: On top of a house

Chief: An American Indian
Horn: Something you can play music with
Candy Cane: Peppermint flavored candy, red and white
Hook: Used to catch fish

Lesson Procedures:
Station 1 with me: Orange Group
1. Warm up: The students will warm up by reading their book from yesterdays reading
group and last nights homework: Little Pig.
2. Word Sort (d, h, ch): Students will sort their words for a second time today (they cut and
sorted on Monday). First review the letters of the week and the sounds they make. Watch

for schwa sounds (huh vs /h/). If students ask what a picture is tell them; recognizing
pictures will be especially hard for English Language Learners. When the students have
sorted ask them to read their sort out loud. Once they read every word they can put away
their sort.
a. What sound does c, h, or ch say?
3. Worksheet: When the student has put away their word sort they can begin the worksheet.
On this worksheet the students spell the words depicted by the picture. Hold the students
accountable for this weeks features (c, h, ch). When the students finish they can go
through their words they wrote and check the vowel in the middle. Once they have gone
through their words they picture walk through their new book, Up in a Tree.
a. What sound does c, h, or ch say?
b. What other words start with /c/, /h/, or /ch/?
4. Guided Reading: Picture walk through Up in a Tree together, be sure to identify the
actions happening on each page. Ask the students to read the title. Students should be
able to figure out the title, but if they have trouble have the students use a picture clue to
figure out the title. Have the students take turns reading each page. All students should
follow along and point to the words. Remind the students of their reading strategies if
they are stuck (picture clue or use their sounds). If there is time students can take turns
reading to a partner.
a. Do you know any words in the title?
b. Do you recognize words in the title from your sight word work with Mrs. Rae?
c. Can you use your sounds for this word?
d. Can the picture help you figure out this word?
e. Have you ever climbed a tree?
Station 2: Read to Self
1. If students have any work to finish they can finish it with the volunteer first.
2. The students read to themselves in their own body space. When the students finish a book
they record it in their book log (write the title, their favorite sentence, and if they liked
the book). The volunteer will call over one student at a time to read together.
Station 3: Sight words with the Instructional Assistant
1. Students work with the Instructional Assistant on their five sight words of the week.
2. Students say and spell their sight words from last week and this week together.
3. Students work on a packet. One page for each letter. On each page the students spell the
word 3 times, identify the word in a box, and circle the word in sentences.
Station 4: Independent Station
1. Students will work independently on the computer playing Starfall, on the iPod playing a
reading game, at the writing station, or listening to a book on tape. The students know to
check their clip on the chart to know which independent station to go to today.

Accommodations for individual differences:

For students who are using a schwa sound or are saying the wrong sound:
o Remind students how to properly say each sound (/h/ not huh)
o Accentuate your mouth when correcting students on their sounds

Behavioral and organizational strategies:

1, 2, 3, eyes on me. 1, 2, eyes on you. is used to get the students attention.

When necessary students will change their clip on the behavior management stick, for
positive or negative behavior.
Tell students their expected behavior ahead of time i.e this is a quiet work station or a
whisper work station.
Give the students a 2 minute warning before switching groups so they are able to finish
up what they are working on and have time to line up.
Between stations have the students do exercises to get out some energy and wake up their
brains (jumping jacks, toe touches, lunges)

Orange Group Word Study Formative Assessment:

Student Name

Did the student sort correctly?

Orange Group Reading Formative Assessment

Student Name

Strategies Used

Did the student say the correct sound?

Book Log
Name: ________________________________

Book Title

Write 1 sentence from the book.