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Planning Observation

Megan Tramel
First Grade
Lesson Plan: Phonics mini lesson on R controlled sounds “ar” and “or”, read aloud Inch by
Inch, complete a shared writing of a cinquain poem, and completing a measurement activity.
Date: February 14, 2018
Estimated Time of Lesson Plan: 11:20-12:40
Grade/Subject: First Grade, ELA
Organization of Student Learning: whole group mini lessons/small group if needed

Learning Objective and Assessment:


Objective 1: TSW read and write words with the r controlled sound “ar” and “or” with 80% class
accuracy.
Objective 2: TSW answer questions about a story by providing key details with 80% class
accuracy
Objective 3: TSW learn what a cinquain poem is and how to write a cinquain poem

Common Core Standard:


1.FL.PWR.3 Know and apply grade-level phonics and word analysis skills when decoding
isolated words and in connected text. c. Know the final – e and common vowel team conventions
for representing long vowel sounds, including r controlled vowels.
RL. 1.10 With prompting and support, read stories, poems, and informational texts of
appropriate complexity for grade 1.
1.R/RIl. KID.1 Ask and answer questions about key details in a text.
1.FL.PWR.3 Know and apply grade-level phonics and word analysis skills when decoding
isolated words and in connected text. c. Know the final – e and common vowel team conventions
for representing long vowel sounds, including r-controlled vowels.
1.W.PDW.4 With guidance and support, produce clear ad coherent writing in which the
development, organization, and style, are appropriate to task, purpose, and audience.
Cross curricular connections: Throughout the week, I will incorporate science/math in my
ELA block by having students measure items in the classroom and write cinquain poems about
the items they measure.
GLE 0007.T/E.2 Apply engineering design and creative thinking to solve practical problems.
1.MD.A.2 Measure the length of an object using non-standard units and express this length as a
whole number of units.
Assessments: Students will record three r-controlled “ar” and “or” words on paper, students will
complete a reading response, and on Friday students will write a cinquain poem independently
(summative).

Leading Questions:
Where have you heard the “ar” and “or” sound?
What is a cinquain poem?
What is nonstandard measurement?

Materials and Resources:


Phonics ppt, Elmo, handwriting paper, Pencil, computer, Projector, sticky notes, chart paper,
expo markers, crayons , paper clips, Inch by Inch book, paper bags, bubble gum, candy, flowers
Technology I use: I will be using a powerpoint to do my phonics lesson and Elmo.
Vocabulary: cinquain poem, nonstandard measurement, nouns, adjectives, and verbs ending in –
ing.

Instruction
Phonics: The Teacher will (TTW) say, “Today, we are going to continue to work on r controlled
sound ‘ar’.” TTW say, “What sound does ‘ar’ make? Today, we are going to continue to learn
about words that make the ‘ar’ sound such as the words arm and barn.” TTW say “Mirror” and
the student will repeat, “I can read and write words with the r controlled sound ‘ar’ and ‘or’.
TTW go through the phonics powerpoint with students and students will segment words, work
on letter formation, review sight words, reviewing syllables and end with the teacher passing out
an exit ticket. Then, TSW practice applying the spelling strategy to three words .TTW take up
the exit ticket to check for a formative assessment. Students will get ready to transition to the rug
for a read aloud.
Read Aloud: TTW read and ask think aloud questions from the book Inch by Inch. The students
will (TSW) participate in turn and talks with questioning based on bloomz taxonomy.

Hook: “I have a bag full of items that might give you some clues as to what we will be working
on today. Let’s see what is in my bag.” Some questions I might ask the students: Why do you
think I have these items in my bag? What do you think we are going to do with them? How are
they going to help us? Today we will measure these items in the bags using nonstandard
measurement. Then tomorrow you will use the items to write a cinquain poem.

Comprehension: Today, I am going to read aloud the book Inch by Inch. “While I am reading,
I want you to be thinking about what is your favorite part in the book and why is it your favorite
part.” TTW will say “Mirror” and students will repeat “I can with prompting and support, read
stories, poems, and informational texts of appropriate complexity for grade 1.” TTW will stop
and ask questions throughout the book. After the read aloud, TTW say “Since we finished our
book, Inch by Inch, I want you to think about what was your favorite part in the story? Why was
it your favorite part?” TTW model sharing her favorite part with the class and instruct the
students to turn and talk about what was their favorite part and why. TTW model writing her
favorite part on a sticky note and place it on the anchor chart. TTW will have students transition
back to their seats by table numbers and write their quick write on a sticky note. Students will
respond to the prompt they discussed before leaving the rug. TTW have students transition back
to the rug and TTW will go over a few of the students quick writes. TTW will say “Mirror” and
students will repeat “I can with prompting and support, read stories, poems, and informational
texts of appropriate complexity for grade 1.”

Exit Ticket: Students will quick write about their favorite part in the book on a sticky note and
place it on the anchor chart.

Writing: “This week we having been working on what in writing?” TSW state cinquain poems.
“Let’s review what a cinquain poem is. A cinquain poem is a simple five line poem that
describes a person, place, or thing. Yesterday, you helped me write a cinquain poem lets read it
together.” TTW say mirror and students will read the poem all together. “Today, we are going to
be writing a cinquain poem together.” Students will turn and talk and help the teacher create a
cinquain poem on a topic. TTW say, “Today, we wrote a cinquain poem together. Tomorrow,
you will write a cinquain poem on your own; but, first, we need to measure these items in our
bags. TTW model how to measure an item using nonstandard measurement and record
information on a sticky note. Then TTW call tables to their seats and students will measure their
item. After students measure their items, they will write their items name and nonstandard
measurement on a sticky note. Then, students will transition back to the rug and place their
sticky notes on the anchor chart. TTW go over the sticky notes and refer to which items were the
longest and shortest under each category, as well as, referring back to the suffix –est, which we
learned about recently.
Today you measured an item using nonstandard measurement. What did you use for nonstandard
measurement?

Closure: TTW close the lesson saying, “Tomorrow we will use the items we measured today
and you will write a cinquain poem. What are some things we learned about today? Turn and talk
about one thing that went well for you today and one thing you would like to work on.”

Differentiated Instruction/ accommodation: Daniel will need reminders throughout the lesson
to stay on task and will need scaffolding to complete work. I will allow students more time if
needed to complete a task and scaffold my questioning to help learners. My students will be
placed at tables and on rug based on behavior/academics. During turn and talks on the rug, I will
have students work in pairs of three to accommodate the possibility of students being absent.
Edwin and Henry will join us on the rug for the read aloud; however, if needed, they will sit in a
chair near the rug for the read aloud. If students are not following expectations, they will be
given a warning. Next, students will have to take a break at the guided reading table and fill out a
Stop and Think sheet regarding their choices.
Assessment Evaluation System:
Assessment 1 Phonics- 1 Students will write three words with r-controlled sounds “ar”
and “or” (formative)

3 words correct E
2 words correct S
1 word correct P
0 words correct N

Assessment 2 Student responses (formative)


I will use anecdotal notes to assess students responses and TTW use a check sheet to
record student data.
Assessment 3 Cinquain Poem (Summative)

All 5 lines are


correct
E

1 or 2 lines are
incorrect
S

3 or more lines are


incorrect
P

I will use the data from my formative assessments to guide my instruction in whole group and
small group instruction.
Phonics is assessed on Friday with our Feature Test, above 90% is considered mastery
(Summative)
Writing will be assessed after students complete their cinquain poem on Friday (Summative)