Southwestern College-Educator Preparation Program

Lesson designer: Francesca Gilley

Subject area of lesson: ELA Block

Date: 10-20-2014
Grade level of lesson: 1st grade

Standard(s) for this lessons objective(s):

Strand: Use illustrations and details in a story to describe its characters, setting, or events.
Boxed Sub-heading: Integration of Knowledge and Ideas.
Code:
CCSS.ELA-LITERACY.RL.1.7
Strand: Ask and answer questions about key details in a text.
Code:
CCSS.ELA-LITERACY.RL.1.1
Boxed Sub-heading: Key Ideas and Details

Lesson title: Little Red Hen

Objective (s): The students will read Little Red Hen Gets Help.
The students will review high frequency words.
[Blooms Taxonomy: Comprehension and Knowledge]
Assessment: Comprehension questions
What was the setting? Who were the characters? What was the problem? What was the
solution?
Reading Strategy used: Story Map
Instructional Plan:
Opening:
**Begin with sight word/high frequency word review as a class
Has anyone ever heard of a story about a little red hen?
**Read aloud The Little Red Hen
How is the little red hen different from the other animals? How are the other animals the
same?
How do the animals respond to the little red hen when she asks for help? How do they
respond when she asks if they want bread? Why do you think they said yes?
This story is an example of a folk tale. A folk tale is a story that was told a long time ago
and was carried down through time and eventually written down. A folk tale often has
events or words that are repeated or that may follow a pattern. Who can tell me an
event or pattern that they remember from the story?
Instruction:

Now we are going to read a story as a class. In this story, Little Red Hen and her friends
share a meal. Have any of you ever gone to your friends house for dinner or had your
friends over? Did you help your friends or their parents? What did you do?
What do you think Little Red Hen is going to do in the story? Look at the picture and
think of the title, Little Red Hen Gets Help. What do you think is going to happen?
After we read, we are going to fill out a story map, so I want you to pay attention to the
key details of the story.
**Read as a class. Have a student volunteer read each page.
I want you to talk in your teams. Each of you will have a Story Map. Discuss the story
with your group. If you need help, you can refer back to your story and illustrations. I also
want you to be able to give me support for your answer. Tell me how you know. You can
use pictures, words, or even page numbers to show me how you know.
Go over what each word on the story map means. What is a setting? What is a solution?
Model how to use the story map by finding the title and citing the page number. How did
I know it was the title? The title is at the beginning of the story and tells us what the
name of the story is.
Practice:
**Students work in groups to complete the story map. Have each group share what they
found out about the story and how they know.
**Fluency practice---model reading with expression from pg 28-32 and have the students
follow along by pointing to the words and pointing out ending punctuation. Remind
students that periods are for telling, question marks are for asking, and exclamation
points are for strong feeling.
**After modeling, have students echo read in order to practice expression. Read aloud
until the end of the story.
Break into 2 groups to work on grammar and robust vocabulary: Mrs. Gilley-review and
act out robust vocabulary; Mrs. Holloway- work on exclamations: how they look, what
they mean, and how they sound
Closing;
**Write the spelling words on the board. Have students write one telling, one asking, and
one exclamatory sentence. Each sentence should use a spelling word. Model an example
for each and write it out. Also quickly review the differences. Tell students that they can
use yours or come up with their own.
Materials/ Resources:
Story Map, Little Red Hen, Little Red Hen Gets Help, sight words

Southwestern College-Educator Preparation Program

Lesson designer: Francesca Gilley
Subject area of lesson: ELA

Date: 10-21-2014
Grade level of lesson: 1st grade

Standard(s) for this lessons objective(s):

Strand: Retell stories, including key details, and demonstrate understanding of their central
message or lesson.
Boxed Sub-heading: Key Ideas and Details
Code:
CCSS.ELA-LITERACY.RL.1.2
Strand: Ask and answer questions about key details in a text.
Code:
CCSS.ELA-LITERACY.RL.1.1
Boxed Sub-heading: Key Ideas and Details

Lesson title: Little Red Hen Gets Help

Objective (s):
Students will summarize the story Little Red Hen Gets Help.
Students will answer questions about details from the story.
[Blooms Taxonomy: Comprehension and Knowledge]
Assessment: Comprehension questions
What did little red hen ask? What did the other characters say and do?
Reading Strategy used: Questioning-Graphic Organizer
Instructional Plan:
Opening:
Boost Tuesday--Above level- (begin reading reader independently, write a word that is unknown on a
post-it, try to decode it using context clues, or chunking and blending, then use it in a
meaningful sentence) Read first half of the book.
On level- (Use first 5 spelling words to make sentences that make sense)
Below level- (phoneme blends, sight words, spelling using letter tiles)
Instruction:

**Have the students work as partners to re-read Little Red Hen Gets Help. After reading
have each pair take turns summarizing the story to one another. When pairs are done
have them go back to their seats and work on answering questions about the story.
What Little Red Hen Asks

What the Characters Say and Do

Who wants to eat bread?

Cat said no.

Fox said no.
Pig said no.
Who wants tacos?
Cat said yes.
Pig said yes.
Fox said yes.
They help make tacos.
Who will pick up?
Cat, fox, and pig said no but the ants said
yes.
The ants help.
**After the students finish working on their questions, review possible answers.
Practice:
**Split the class in half. Have one group use a short excerpt that uses exclamations. Pg.
170 Write it on the board. First read the story out loud and emphasize the emotions.
Read again and have students echo. Ask them to identify the different types of
sentences. Then have students work in their grammar workbook on page 25.
**In the second group have students dictate exclamations and have the teacher write
them on the board. Then have the students read them with expression. Ask them about
the parts of the sentence and if it makes sense.
Closing;
*Write five sentences on the board with mistakes. Ask for volunteers to come up and fix
them. Have them explain why.
Materials/ Resources:
Grammar workbook pg. 25, Literature model pg. 170
Little Red Hen question table, Readers,
letter tiles, phonemes pg. T51, The Little Red Hen Gets Help, post-its

Southwestern College-Educator Preparation Program

Lesson designer: Francesca Gilley
Subject area of lesson: ELA

Date: 10-22-2014
Grade level of lesson: 1st grade

Standard(s) for this lessons objective(s):

Strand: Recognize and read grade-appropriate irregularly spelled words.
Code:
CCSS.ELA-LITERACY.RF.1.3.G
Boxed Sub-heading: Phonics and Word Recognition
Strand: Read grade-level text orally with accuracy, appropriate rate, and expression on
successive readings.
Boxed Sub-heading: Fluency

Lesson title: Little Red Hen Again

Objective (s):
The students will review high frequency words.
The students will practice grammar and using exclamatory sentences.
The students will work on fluency skills.
[Blooms Taxonomy: Comprehension and Knowledge]
Assessment:
Grammar workbook pages
Reading Strategy used: Fluency check, Illustrate and write a story summary
Instructional Plan:
Opening:
**Review high frequency words and sight words.
Instruction:
**Play spelling feud to review spelling words
**Model how you want students to complete each task in their group.
Practice:
**Split class into three groups. Have one group read the story as partners using
expression. Check for fluency. Have second group do workbook practice lesson 7 pg. 5
and 6. The third group will review robust vocabulary and exclamatory sentences. Then
have the students rotate groups.

When we compare and contrast, we talk about ways that characters are similar and ways
that they are different. It can be the way they do things or the things that they say. You
can even compare and contrast two different stories by finding ways that they are the
same and ways that they are different. If I was going to contrast Little Red Hen and
Little Red Hen Gets Help, what are some things that were similar and what are some
ways the stories were different?
**Model how to compare and contrast the two stories. Then have the students write
about something similar and different from the story. Then ask them to draw a picture to
go with it.
Closing
Give the students a few minutes to go around the room and share their pictures and
story summaries.
Materials/ Resources:
Little Red Hen Gets Help
Grammar practice workbook pg. 5&6
Sight words

Southwestern College-Educator Preparation Program

Lesson designer: Francesca Gilley
Subject area of lesson: ELA

Date: 10-23-2014
Grade level of lesson: 1st grade

Standard(s) for this lessons objective(s):

Strand: Recognize the distinguishing features of a sentence (e.g., first word, capitalization,
ending punctuation).
Boxed Sub-heading: Print Concepts
Code:
CCSS.ELA-LITERACY.RF.1.1.A
Strand: Know and apply grade-level phonics and word analysis skills in decoding words
Boxed Sub-heading: Phonics and Word Recognition
Code:

Lesson title: Exclaim it!

Objective (s):
The students will
[Blooms Taxonomy: Comprehension and Knowledge]
Assessment: exclamatory sentence writing
Reading Strategy used: decoding text, phoneme blends, reading-writing connection
Instructional Plan:
Opening:
Boost---Thursday
Above- (keep reading reader independently, write a word that is unknown on a post-it,
try to decode it using context clues, or chunking and blending, then use it in a
meaningful sentence) Read second half of the book.
On- (Use last 5 spelling words to make sentences that make sense)
Below- (phoneme blends, sight words, spelling using letter tiles) pg. T85
Instruction:

**Write some words on the board and have the students read them. Then add an l to
make blends and ask what is different. Write new words and show them how adding l
changes the word. Ask for volunteers to change the words and to read them. Pg. T86
**Guided practice work with sentences on the board. Have student volunteers come up
and fix the sentences then read them aloud.
Practice:
**Have students work independently to create an exclamation about something they
have seen or done. Have them proofread their sentence and make sure that it looks
correct. Then ask for a few volunteers to share with the class.
Review robust vocabulary words.
Closing;
What type of punctuation do I use when I am saying something with emotion or
excitement.
How do I begin my sentence and how should I end it if I am exclaiming something?
Would I use an exclamation point if I said, What time is it? Why not?
Materials/ Resources:
Letter tiles, readers, phoneme blends on pg. T85

Subject area of lesson: ELA

Grade level of lesson: 1st grade

Standard(s) for this lessons objective(s):

Strand: Recognize the distinguishing features of a sentence (e.g., first word, capitalization,
ending punctuation).
Boxed Sub-heading: Print Concepts
Code:
CCSS.ELA-LITERACY.RF.1.1.A
Strand: Know and apply grade-level phonics and word analysis skills in decoding words
Boxed Sub-heading: Phonics and Word Recognition
Code:
CCSS.ELA-LITERACY.RF.1.3

Lesson title: Lets Review!

Objective (s):
The students will recognize correctly written sentences.
The students will decode and read words.
The students will answer questions about details from the text.
[Blooms Taxonomy: Comprehension and Knowledge]
Assessment: Spelling test and Reading Test
Instructional Plan:
Opening:
Review spelling words by giving a sentence and asking the students to write the word.
Have 3 students write at the board and ask class thumbs up or down.
Instruction:
Take spelling test.
Review high frequency words and robust vocabulary
Practice:
Who can tell me how our two little red hen stories are similar and different? In other
words, who can compare and contrast them?
-Both stories have a hen, in one story the friends dont help but they do in the other, In
one they eat bread and in the other they eat tacos
Closing;
Reading test

Little Red Hen Gets Help

What Little Red Hen
Asks

Story
Setti
Proble
Charact
Titl
Soluti

What the Characters

Say and Do

Map