1st Grade

Comprehension Lesson
20-30 minutes
Standard:
CCSS.ELA-LITERACY.RL.1.1
Ask and answer questions about key details in a text.
CCSS.ELA-LITERACY.RL.1.3
Describe characters, settings, and major events in a story, using key details.
Goals:
The goal of this lesson is for students to comprehend and show an understanding of
what it is that they are reading.
Rationale:
It is important for students to not only be able to read but be able to show what it is
that they read.
Objective:
Have students show an understanding over a given text
Materials:
Book
Easel Board
Marker
Teaching Instructions:
1. Have students gather and sit in the carpet area in assigned seats. The
students are to sit quietly and properly. Once everyone is seated correctly
begin lesson.
2. Next introduce the lesson for the day: Today we are going to be reading
_______ and we are going to pay attention to what is happening in the book,
who all is in the story and where it takes place. Does anyone know what we
say when talking about where a story takes place, what do we call that?
(Setting)
3. We are going to fill out what is called a story map today. Has anyone heard
of this before? Introduce what a story map is and what all is incorporated
into a story map. Draw one on the easel board for the children to see.
4. Now read the book to the children. You are going to want to stop periodically
throughout the book to as the children questions like: what has happened so
far? Who have we met? Where have they been? What do you think will
happen next?
5. When you have finished reading the book it is now time to fill in the story
map. Ask the children who was in the story? Where did the story take place?
And then three main events, something from the beginning, middle, and end.
6. After the chart is filled in check for understanding that the students know:
what characters are, what a setting is, can identify events at the beginning,
middle, and end of the story, and can fill out a story map.

Extensions:
1. This activity has students focusing on order of events. Have note cards filled
out with events that happened from a story. Have the children read the story
a couple times carefully. Once they are finished reading the child has to put
the note cards with events in order from beginning to end. While the child is
ordering the notecards he/she cannot look in the book for help.
2. Have the children fill out important points. Pick a book for children to read
and give them post-it-notes to fill out. The child is to read one page and then
fill out a post-it-note with an important point or event that happened. The
child is to do this for every page and when they are finished they have to put
all of their points/events in order of importance to understanding the story.
3. The question ball! Have a big, inflatable beach ball with: who (characters),
what (events), where (setting), when, and why (did something happen in
story). Read a story with the children and then when finished have the
children throw the ball around and when they catch it whichever question is
closest to their right hand they have to answer.
4. Story in a jar. Get a jar of Popsicle sticks, and on the sticks write down short
sentences to help improve your story. Start by having one child pull a stick
and read what it says. From there the student will add one more sentence to
the story on what will happen next. You can call on students to continue on
with the story. When another person gets called on they have to recite the
story from the beginning and then add something of their own. If they child
cant think of anything else to add they can pull another Popsicle stick.
Assessment:
For this lesson I will be informally assessing the students. I will be listening and
asking questions to see how the students respond and comprehend what is being
asked about the story and key concepts.

1st Grade
Phonics Lesson Plan
30-35 minutes
Standard:
CCSS.ELA-LITERACY.RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.1.3
Read common high-frequency words by sight
(e.g., the, of, to, you, she, my, is, are, do, does)
Goals:
To have students be able to identify and be able to read high-frequency sight words
by charting different sight words throughout a book as the students read.
Rationale:
This lesson is important because it helps the students better recognize sight words
so they can read more fluently and comprehend more of what they read. Also it has
the student coloring and graphing in so the students can work on math concepts.
Objective:
Students will be reading a book selected for them and will be aware of common
sight words to look for and be able to color in and fill out a graph of the sight words.
Materials:
Book
Crayons
Worksheet
Teaching Instructions:
1. Begin by having all the students gather around the carpet area in their
assigned floor seats and sitting properly and quietly.
2. Next introduce the lesson for the day: Today we will be reading a short story
and we will be paying extra close attention to sight words. Can anyone give
me an example of a sight word? (the,of,to,you,my,she,he,is,are,do, etc.)
3. Call on students to give you examples of sight words and write them down on
the easel board as they say them. Go over them and add any if needed.
4. After reviewing sight words introduce now that you will be recording the
number of sight words in the book as we read. This will be done by filling in
the graph. You will only focus on the 5 sight words: he, the, you, are, do.
5. Now go over an example and model what to do for the children. Use the
example book and read to the kids. Stop after every page and look for any of
the sight words. If there are any fill out a graph as a class.

6. Once the book is done and the graph is filled out you can ask the children if
they have any questions on what to do. They will now be going back to their
seats to read a short story and fill out a chart on their own.
7. Release the children by row handing them the story and graph as they walk
back to their seats. They are to sit quietly in their seats till everyone is back
sitting down.
8. Once everyone is back in their seats instruct the students to pull out 5
different color crayons and put them in the pencil groove on their desk and
leave them there till they need to use them. The students can now start on
their own.
9. Walk around the room answering any question the children have and asking
the children questions to see how they are doing.
10.
When students are done check their work to see if done correctly. If
there are mistakes have them corrected if everything is right collect
worksheet and have student work on other class work.
Extensions:
1. Additional work that could be used to help students with phonics and
identifying sight words is a bingo game with tiles being sight words. Read a
book to the children while they are listening they have to be paying attention
to any sight words said. As one is said the children can fill in a tile on their
board till someone gets a bingo.
2. Another game you could play with the students involves them saying the
sight word and spelling it. Write multiple sight word on a Popsicle sticks and
put them in a jar. Mixed in with the sight words you can write zap, whammy,
bankrupt or anything on a couple Popsicle sticks. If you pull those sticks then
you lose all your sight word Popsicle sticks you have collected. To get a stick
you have to say the sight word correctly and spell it correctly.
3. You could have children create words out of Lego pieces. This is like writing in
sand or shaving cream only the children are building the words out of Legos.
4. Another activity you could do is a note card matching. Fill out a bunch of note
cards with the same sight word on two cards. Mix the cards up and spread
them out. The children have to flip the cards over to find the same sight
word. When they get a match they have to say the word and spell it without
looking at the card. If they dont do it correctly they have to put the cards
back flipped over.
Assessment:
Walk around the room while the children are reading and filling out the graph of
sight words. Ask students questions as you walk around and see how things are
going. Also collect the papers when finished to make sure each student completed
their worksheet to check their understanding.

1st Grade
Phonemic Awareness Lesson
Minutes
Standard:
CCSS.ELA-LITERACY.RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-LITERACY.RF.1.2.B
Orally produce single-syllable words by blending sounds (phonemes), including
consonant blends.
Goals:
To have students listen, identify different words with the same phonograms, and to
be able to write those words down. The students will be able to circle words with
similar phonograms.
Rationale:
This lesson is important because it helps students gain a better understanding of
the word, and allows them to better remember on how to spell words based on
phonemic recognitions and phonograms.
Objective:
Students will be able to spell their words, know different phonograms, and be able
to make new words with similar phonograms.
Materials:
Book
Pencil
Worksheet for students
Teaching Instructions:
1. Introduce lesson for today: today we are going to be reading One Fish, Two
Fish, Red Fish, Blue Fish by Dr. Seuss. We are going to be paying attention to
spelling words from the story based on phonemic recognition and
phonograms.
2. Before reading the story ask the students to listen for words that end with the
group of phonograms (ex. ad, -op, -ish, -ink, and -ump). Have them write
those phonograms on a piece of paper to refer to. The students are going to
write down words throughout the book with these end phonograms.
3. Model for the students with the first couple pages. Show what they should be
looking for and what to do when they find these words.
4. Continue reading to the students, giving cues to the students to be listening
and writing what they are hearing.
5. When finish reading, ask the students what they have found. Go over words
that were recorded, what letters were added to the front of these to make
them correct words. You can make a chart with the class or write down the
words to make a list for the whole class to see the results.

Extensions:
1. Sound game! Have your students stand up. They are going to listen to
someone say a word. The children are listening for specific phonemes like: /s/,
/m/, /p/, etc. They are to listen to the spoken word and determine if that
sound is at the beginning or end of the word. If it is at the beginning have the
children hop on one foot, if it is at the end have them hop on two feet.
2. Another activities you can do is match pictures with phonemes. Have a
picture of an object, and the student is to look at the picture and match what
phoneme is at the beginning and end of what the object is.
3. The children can do a rhyme match. Hand out notecards to every student. On
the notecards should be a word, and that word rhymes with another word on
a different notecard. The children have to find the other person with a word
that rhymes with their own. Once everyone has found a match you can ask
the students why they made their choice and what makes those two words
rhyme.
4. Another activity to break words down is to have the children fill out a chart.
On the far left side write down each word in their own box. The next box over
will be how many letters are in that word, then the number of different
sounds that they hear in the word, and last how many syllables are in the
word.
Assessment:
Assessment will be done through observations. I will informally asses each child by
walking around the classroom while I read and see what children are writing down. I
will also check for understanding when we come together as a class and discuss
what we found.

1st Grade
Fluency Lesson
20-25 Minutes
Standard:
CCSS.ELA-LITERACY.RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.1.3.A
Know the spelling-sound correspondences for common consonant digraphs
CCSS.ELA-LITERACY.RF.1.4
Adjust and apply different reading rates to match text
Goals:
To have students be able to read fluently and with correct tone and pace.
Rationale:
This lesson is important because it helps students understand the pace for reading
so they can better understand what is going on in the story.
Objective:
Students will be able to read at a correct pace, reading fluently, by using a
demonstration to show pauses in between words.
Materials:
Markers
Construction paper
Ribbon
Easel board
Teaching Instructions:
1. Introduce todays lesson: today we are going to be working on the flow of
reading, and the correct speeds to read at and the incorrect speeds to read
at. We will first look at this through a demonstration and then go over what
we learned on the easel board.
2. Tell the students what the demonstration is going to be. We are going to
write a phrase out on multiple construction papers putting one word per piece
of paper. We are going to play around with these to look at reading
fluency.
3. Once you have a phrase written down (ex. Once upon a time) get children to
volunteer to hold the papers. Put the papers in order.
4. Now spread the words out with lots of space in between them. This will
demonstrate slow reading.
5. Put the words really close together. This will demonstrate reading super-fast.
6. Leave a little space between the words now and show a correct pace to read
at.
7. Go over the differences of the demonstration, and ask the children which one
was the best way to read and why.

8. Explain that when we speak and read we actually group our words. This helps
us so we speak and read at a correct pace. Show these groups on the visual
demonstration by using ribbons and connecting them.
9. Go to easel board and go over what was just learned. Have sentence from the
book written on the board. Have students come up and draw the lines
(swoops) to help them slide along the phase while identifying it.
Extensions:
1. Sharing chair/ Authors chair. Have students once a day or week pick a piece
of work, a book, or anything they want to read and share with the class. This
gets the students reading orally to the class and working on fluency.
2. Read Aloud. The best way for children to become more fluent readers is to
have someone model it for them. It is important to read to children every day
and modeling correct reading strategy. You want to use tone, different voices,
and correct pauses. You want to read with feeling!
3. Read to a partner. Pick a book for two children to read. One will read to the
other. The one not reading will time the person reading and then the two will
count the number of words read. The person not reading is to listen and give
the other feedback afterwards on some things they need to work on.
4. You could do a readers Theater. Have the children create plays where they
have to read off scripts or get a script to go along with a book you are
currently reading. Have the children dress up and put on a play reading from
the script. This is a good way to get students active and moving and a great
way to work on reading with feeling.
Assessment:
Assessment will be done informally by the teacher asking multiple questions
throughout the lesson to check for understanding.

3rd Grade
Vocabulary Development Lesson
20-25 Minutes
Standard:
CCSS.ELA-LITERACY.L.3.3
Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
CCSS.ELA-LITERACY.L.3.4
Determine or clarify the meaning of unknown and multiple-meaning word and
phrases based on grade 3 reading and content, choosing flexibly from a range of
strategies.
Goals:
To have students be able to use descriptive vocabulary with given clues to help
describe the unseen word to students.
Rationale:
This lesson is important because it allows students to practice using different
descriptive words to help describe an overall word.
Objective:
Students will be able to know and use correctly different descriptive vocabulary
words to form clues to help another student guess what it is that they are
describing.
Materials:
Notecards
Teaching Instructions:
1. Introduce lesson for the day: Today you will be working on your vocabulary
list for the week. This time you are going to be with partners who are going
to give you three clues to guess one of your vocab words.
2. Have the students get into small groups of two or three. Once they are in
their groups and have your attention go over the specific instructions.
a. One person is going to be the guesser while the others are the ones
giving the clues of the vocab word
b. You are to give three clues and if they still cant guess the word give
additional clues.
c. The guesser is to flip a note card up and show only the people giving
clues, they are to not look at the card. They can hold it on their
forehead if that makes it easier to keep them from cheating and
looking at the word
d. Everyone will get a chance to be the guesser
3. Once everyone knows what they are doing, hand out the stacks of notecards
with the vocab words on them and have the children begin.

4. This will continue until everyone has had a chance to be the guesser and
have gone through all their words.
5. A twist to this could be instead of three clues the children can try to improve
and act out the word for the other to guess.

Extensions:
1. The students can create a vocab book mark. This is for students to keep on
their own for reading. When the student is reading and comes across a word
they dont know, they can write it down on the book mark and can look up
the meaning of the word later, and when they do look up the definition they
are to write it on the bookmark for future use.
2. Divide a paper into even squares, as many as you want, each square will be
for a different word and definition. Write out the definition of the term in the
box but do not write the term. You are going to write the term in the box with
the definition but you are going to scramble the letters of the word. The
objective of the student is to unscramble the word and spell it correctly.
3. You can turn hopscotch into a vocab game. Have your vocab words spelled
out on notecards, and a marker that you can throw into the squares on the
ground. The child is to throw the marker in the first box. He/she is to then hop
in every square except the one with the marker in it. On the way back the
child is to spell a vocab word. If they do it correctly they can pick up the
marker, if they get it wrong they lose their turn and switch with someone
else. The goal is to throw the marker in every box without getting one wrong.
4. You can have a nerf basketball hoop in your classroom or use crumbled up
paper and a trash can. Have the children get in a line and the person at the
front is the shooter. The shooter is to say the vocab word, spell it correctly,
and use it in a sentence. If they do all this correctly they get to shoot the ball
into the hoop. If they get it wrong, go over it with them and make sure they
know what was wrong, they are then to go to the back of the line to wait
another turn.
Assessment:
Be walking around the room and watching to make sure that students are properly
completing the activity and using it to benefit their knowledge and understanding
over their vocabulary words.