Rewiring the Brain Stealer G

(Language Arts)

LESSON PREPARATION:
List Common Core Standards
objective (specific
content/learning target)
List materials needed for
lesson
List vocabulary to be taught
Plan strategies for equal
participation of all students
throughout the lesson
Determine lesson length and
pacing

R.WS.01.03 understand the alphabetic principle, that sounds in words are

expressed by the letters of the alphabet.

Vocabulary Words:
Stealer G

Materials: vocab sheet, scissors, Stealer G worksheet, glue, construction

paper

Accommodations:
Academic
Cultural

OPENING:
I Can Statement posted and
taught
Determine and engage Prior
Knowledge
Pre-assessment
Review Behavioral
Expectations
Anticipatory Set relate to real
world

Time allotment: 5 minutes

Strategies for Equal Participation: Give time for students to discuss with a
partner, pull name sticks, call on students with hands raised and circulate
the room to keep students on task
Lesson Length: 20-35 minutes
Pacing: Moderate, children will have prior knowledge of Stealer G

I can sort nonsense words into /g/ and /j/ sounds.

Prior Knowledge & Pre-Assessment: Students will complete the Stealer
G worksheet as a warm-up
Behavioral Expectations: I will ask students what is expected of them/how
they should behave during lessons. If it is not already mentioned, I will
remind students to raise their hands when they have something to say, and
to respect what their peers say.
Anticipatory Set: Can anyone think of a word that has a Stealer G?

PRESENTATION I DO:
Lesson aligns with objective
Material presented in small
steps
Modeling/Examples 4 or more
visual representations provided
Check for Understanding
STRUCTURED PRACTICE
WE DO
Teacher leads students
through step-by-step practice 3
or more examples
Use visual models
Check for understanding
Correct / clarify misconceptions

Time allotment: N/A

GUIDED PRACTICE YOU

DO
Goal is 90% accuracy
Monitor individual and/or small
group practice
Provide corrective feedback
(re-teach as needed)
Reinforce correct responses

Time allotment: 5 minutes

Since this lesson is a review, students will mostly be showing what

they know about Stealer G.

Time allotment: 5 minutes

1.
2.
3.

4.
5.

1.

2.
3.
4.
5.

6.
INDEPENDENT PRACTICE
YOU DO
Short individual practice

I will introduce the lesson, hand out vocab sheets and pass out the
scissors.
Students will cut out the words on the vocab sheet.
I will then ask students to sort them into words that: start with g
vs. not beginning with g, three letter words vs. longer words, and
real words vs. nonsense words.
I will be walking around the room as students are sorting words.
I will ask students to show a partner what they did.

The students will mainly be working on word sorts individually and

we will have classroom discussions about how they chose to sort
them.
I will ask students to sort them in a way that makes sense to them.
I will be walking around the room and looking at how students are
deciding to sort their words.
I will ask students to share with a partner how they sorted the
words.
If someone hasnt mentioned it, I will ask students to sort the words
into /g/ vs. /j/ groups. The word engage will be a challenge word
because it could fit into either category.
I will pass out the glue and construction paper and ask students to
glue their word sorts on a piece of colored construction paper.

Time allotment: N/A

This section is combined with the guided practice.

Check for
Understanding:
Individual Responses
Questions
Think, pair, share
Formative
assessments while
students are sorting

Check for
Understanding:
Individual Responses
Completed
Assignment
Formative
assessments while
students are sorting

 Provide practice for different

abilities below, on, above
grade level
CLOSING / TRANSITION:
Objective (I Can) reviewed
Students articulate learning
goal
Teacher determines next steps
Clean up / prepare for next
lesson

Time allotment: 2 minutes

1.
2.

I will make the I can statements into questions: Did we sort

words into /g/ and /j/ categories?
I will ask students to turn in their word sorts to me and take a seat
at their desk.

Check for
Understanding:
Completed
Assignment