Whole Group Reading Lesson Plan

2/28/2012 Your Name: Kathleen Nolte Grade Level: 1

Subject: Language Arts Lesson Title: Unit 4 Week 3 Day 2 Materials Needed: Elmo Easy Teach lessons student practice books (p.85 & 86) 22 copies of grammar page 81 dry erase markers whiteboards amazing words poster student anthology Scott Foresman Reading Street teacher book

Prerequisite Skills: listening to sounds and associating letters to those sounds reading & listening to directions identify what adjectives mean identify long vowels (/ea/) Lesson Objective: Students will be able to: - explain what the word abandon means - segment phonemes (three-letter blends) and associate their sounds in reading and writing - recognize high frequency words - identify adjectives for sizes - explain their background knowledge with the term, paleontologist, for our story this week 1. Provide objectives: Time: 1 minute (Students should be sitting at the carpet area) Today, we are going to learn a new skill, build background knowledge for our story this week, and work more with adjectives. 2. Demonstrate knowledge or skill: Time: 20 minutes First, we are going to look at our next amazing word. Our next amazing word is abandon. (Direct the students attention to the poster on the blackboard in the front of the room. Read aloud two sentences using the word abandon. If you cannot think of one or the correct definition, it is provided in the back of the teachers book under the tab marked, amazing words.) Example of sentences: - After a bad winter storm, several cars are found off the road and seem abandoned. - This house looks abandoned because of the tall grass growing in the yard and the windows are nailed down. Who can tell me what I mean by abandoned? (Ask for volunteers to share.) Has anyone found or taken home abandoned objects? Now we are going to learn our new skill for this week. Listen to the sounds in splash. (Model

saying each sound, /s/ /p/ /l/ /a/ /sh/. Then have the kids say the sounds with me. Now, model saying each sound as I write the letter that goes with it: s,p,l,a,sh. Have kids say the sounds as I point to the letters. Blend the sounds to say splash. Write the following words on the small whiteboard in front of the carpet area and model segmenting and blending the words.) - squirm, strike, strap, throw, scratch, spray (Write cream). What sounds do the letters cr stand for at the beginning of this sound? The sounds of the two consonant letters are blended together. Today we are going to learn about words with three consonant letters at the beginning. (Now, add and s to cream to make scream. Point out the sounds of s, c, and r are blended together at the beginning. Then write the word, shrink.) What sounds are blended together at the beginning of this word? Whats the word? Shrink has three consonant letters, but only two consonant sounds. (Continue group practice with the words): - spray, stripe, three, splinter Call on individual students to blend these words: - shrimp, scrape, spring, stretch, throat, shrug 3. Provide guided practice: Time: 20 minutes (Instruct students to get their whiteboard, sock/marker, and blue practice book. Dismiss students by crayons to their seats. Use the Easy Teach lesson to guide students here and have students write on their whiteboard here.) Write the word, split. Now change the t to nt. What is the new word? (splint) Change the l to r. What is the new word? (sprint) Change the t to g. What is the word? (spring) Change the p to t. What is the word? (string) (Next, we are going to look at our high frequency words. Open student anthology to page 74-75 and display on Elmo. Point to the first word.) What is this word? (If students struggle, help them decode sounds and say along with them.) (Finish going through the word on page 74 and help students identify the /w/ /l/ /d/ in wild, /f/ /d/ in found, /t/ /k/ in took, /m/ /th/ in mouth. Have students share sentences using these words if time allows.) Now, we are going to build background to our story for this week, Mister Bones. (Open student anthology to page 72-73 and display under Elmo.) - What are these people paleontologists, digging for? (May need to ask or provide what a paleontologist is) - Why do paleontologists want to dig up old bones? - What do you think is the best thing about being a paleontologist? Connect to selection: Sometimes the ground hides surprising treasures. We learned that people dig in the ground for bones. Were going to read a story tomorrow about a real dinosaur hunter named Barnum Brown. Well find out why people call him Mister Bones and what happens when he finds some amazing bones in Montana. - Pull down the U.S. map and have students find the state, Montana. Call on a volunteer to come up front and point it out. Have students see where Montana is in relation to Iowa. 4. Check for understanding and provide student feedback: I circulate through the tables and look in on students whiteboards and practice book pages to make sure they are on the right track. I also check for understanding when I call on students to share what the word is and/or sounds. 5: Provide extended practice and transfer: Time: 10 minutes Now go ahead and open your blue book to page 85. Listen to me and follow along before you start. You are practicing more three letter blends here and are to circle the word for each

picture for one through eight and on 9 and 10 you are to shade the circle that has the same beginning sound as the picture. Turn the page to 86. Here you are practicing with the high frequency words. You are to use the words from the word bank shown to finish each sentence and write in the puzzle. Go ahead and start on either page. Raise your hand when you are done with both pages so I can come check your work. (Students are to do the following when they are done: put away their practice book, whiteboard, sock/marker and read to self at their desk. Call for crayons to get ready for lunch during work time.) (Display grammar page 81 on the Elmo and read the directions. Model what is means by adjective that describe size. Allow students to complete this page.) 6. Assessment / Closure: Time: 2 minutes I will walk around and make sure all the students have correctly completed page 85 and 86 in their blue book and then the grammar page 81. If they have not completed prior to going to lunch, they will leave at their desk and finish during read-to-self time after lunch recess. 7. a) Adaptation for students who need extra help, time, or attention? Provide my assistance to students during independent work time to help them understand the three letter blends. I also went through with the whole class the sounds three letter blends make during guided practice.
Extension for students of high ability?

I have students share their responses about paleontologists. This gives these students the opportunity to share their insight. They can also share sentences using the high frequency words with the class. TOTAL LESSON TIME: 53 minutes (actual time allocated to reading is 60 minutes 8. References Consulted: Scott Foresman Reading Street