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Campus: Harper Author(s): McIntire Date Created / Revised: July 2016 Six Weeks Period: 1st Grade Level & Course: First Grade Language Arts Timeline: 10 Days Unit Title: Unit 1 Lesson 2 Exchanging Ideas and Messages Stated Objectives: TEK # and SE Lesson #2 The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148. 1.1 Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to: 1.1B Identify upper- and lower-case letters. 1.1C Sequence the letters of the alphabet. 1.1D Recognize the distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation). 1.1E Read texts by moving from top to bottom of the page and tracking words from left to right with return sweep; and 1.1F Identify the information that different parts of a book provide (e.g., title, author, illustrator, table of contents). 1.2 Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to: 1.2A Orally generate a series of original rhyming words using a variety of phonograms (e.g., -ake, ant, -ain) and consonant blends (e.g., bl, st, tr). 1.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: 1.3A Decode words in context and in isolation by applying common letter-sound correspondences. 1.3A.i single letters (consonants) including b, c=/k/, c=/s/, d, f, g=/g/ (hard), g=/j/ (soft), h, j, k, l, m, n, p, qu=/kw/, r, s=/s/, s=/z/, t, v, w, x=/ks/, y, and z. 1.3A.ii single letters (vowels) including short a, short e, short i, short o, short u, long a (a-e), long e (e), long i (i-e), long o (o-e), long u (u-e), y=long e, and y=long i. 1.3B Combine sounds from letters and common spelling patterns (e.g., consonant blends, long- and short-vowel patterns) to create recognizable words. 1.3C Use common syllabication patterns to decode words, including: 1.3C.i closed syllable (CVC) (e.g., mat, rab-bit). 1.3D Decode words with common spelling patterns (e.g., -ink, -onk, -ick). 1.6A Identify words that name actions (verbs) and words that name persons, places, or things (nouns) 1.8 Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to: 1.8A Respond to and use rhythm, rhyme, and alliteration in poetry. 1.12 Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to: 1.12A Read independently for a sustained period of time. 1.17 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: 1.17A Plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas). 1.17B Develop drafts by sequencing ideas through writing sentences. 1.20 Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: 1.20B Speak in complete sentences with correct subject-verb agreement. 1.21 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: 1.21A Form upper- and lower-case letters legibly in text, using the basic conventions of print (left-toright and top-to-bottom progression), including spacing between words and sentences. 1.2B Recognize and use basic capitalization for; 1.21Bi The beginning of sentences; 1.21Bii The pronoun “I”; and 1.21iii The names of people; and 1.2C Recognize and use punctuation marks at the end of declarative, exclamatory (2 nd six weeks), and interrogative sentences (3rd six weeks). 1.22 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: 1.22A Use phonological knowledge to match sounds to letters to construct known words. 1.22B Use letter-sound patterns to spell: 1.22B.i consonant-vowel-consonant (CVC) words. 1.27 Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: 1.27A Listen attentively to speakers and ask relevant questions to clarify information. 1.27B Follow, restate, and give oral instructions that involve a short related sequence of actions. 1.29 Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to: 1.29A Follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions. See Instructional Focus Document (IFD) for TEK Specificity Key Understandings Misconceptions Awareness of sound structure of a spoken word supports the development of word reading, comprehension, and spelling. Understanding that print is associated with spoken language supports the development of word recognition and enhances oral and written communication. Letters and letter combinations represent sounds. Writers use personal experiences to develop stories, which they communicate with others. Listening and speaking are critical in learning new words. Readers use strategies to support understanding of text. It is not unusual for students to confuse words that rhyme with pairs of words that begin with the same initial sound Key Vocabulary Rhyme – identical or very similar recurring final sounds in words; in poetry, rhyming words may occur at the ends of lines or within lines Decode – apply knowledge of letter-sound relationships in order to sound out a word. In reading practice, the term is used primarily to refer to word identification rather than word comprehension. Alliteration – the repetition of the same sounds at the beginning of two or more adjacent words or stressed syllable Suggested Day 5E Model Instructional Procedures Day 1 Engage Explore Phonics 1. Introduce baby (short) /i/ with grandmother vowel story. 2. Use reading street student edition picture to introduce short /i/. Invite students to identify different things in the picture that has the /i/ sound in the middle. 3. Human word builders – students dress up in different letters to practice blending spelling words. 4. Watch starfall.com story here: http://www.starfall.com/n/shorti/si/load.htm?f – The Big Hit to review short /i/. 5. Reading routine. Whole group guided reading lesson using the decodable reader 2A (homework.) 6. In partners, ask students to find 5-10 words that have short /i/ and write them on their whiteboards. Shared Reading/Skills 7. Watch http://www.getreadytoread.org/games/game2/ to review rhyming. 8. Play “I have, who has” rhyming game. Teacher: “Who has a word that rhymes with cat?” Next student “I have bat, who has a word that rhymes with sled” Next student “I have red, who has a word that rhymes with pot?” repeat. 9. Students will create a 3-flap book using construction paper. Give students 3 pictures with different word endings such as hat, log, wig. Students will write the word, draw a picture rhymes and use the two rhyming words in a sentence. Ex: Cat – Hat, My cat wears a hat. 10. Introduce Nouns with Pearson Successnet online Unit 2, week 1, day 3. 11. Read the story The Noun Hound. Lead a discussion on nouns. Invite students to look for ways to categorize words. Guide students to identify different types of nouns (people, places, things, and/or animals.) 12. Go on a noun scavenger hunt around school with noun hound. Invite students to help noun hound “sniff out” nouns and record them on a recording form. Upon return, discuss different nouns found around our school. Writing 13. Lead a discussion about how author’s use nouns in writing. Read a short rhyming poem to the students. Work together to circle the noun(s) in each sentence. Encourage students to write a simple story including a person, place, and thing. Review elements of a good sentence (beginning capital, spaces, ending punctuation.) Students should illustrate and share as time allows. Explain/Explore Extend Engage Explore/Explain Extend Engage Explain Explore Elaborate (Engage, Explore, Explain, Extend/Elaborate, Evaluate) Materials, Resources, Notes Grandmother vowel costume (optional) Basal Decodable Letter necklaces Whiteboards/ markers Computer/projector Rhyming “I have, who has” Construction paper Pictures for rhyming Book: The Noun Hound Stuffed dog (optional) Noun scavenger hunt recording page Rhyming poem with nouns. Writing paper Day 2 Explain/Explore Engage Explore/Explain Extend Explore Extend Day 3 Engage Explore Extend Engage Explore Extend Shared Reading 1. Explain the importance of questioning. On chart paper, draw a large hand. Write 5 w question words (who, what, where, when, why) on the fingertips and thumb. Put how on the palm. Coral read. 2. Prepare to read the basal story by looking at the 5w’s + h. Ask students to think about questions they may have about the story. As students begin answering, write the questions on sticky notes and have them place them on the appropriate place on the hand. 3. Reading Routine. Review the author’s job and introduce the illustrator’s job. Discuss the genre of the story. Read the basal story Pig in a Wig (homework.) When you finish reading the story, discuss author’s purpose (writing to entertain.) Revisit the 5w + h chart to see if the questions were answered. Discuss. 4. Complete a retell of the story using Pearson Successnet online or the story sequencing cards. Phonics 5. Medial sound short /i/ game on starfall.com 6. In table groups, give each group 4 pictures and words that rhyming. Have students work together to sort the words by rhyme. 7. Reading Routine. Read story Rhyming Dust Bunnies. 8. Students will make their own rhyming dust bunnies (2 per student) and write a rhyming word on each. Skills 9. Read Mink, Fink, Skating Rink: What is a noun? to review nouns. Make a list of nouns in our community on the white board. 10. In table groups make a noun town – include elements of maps such as map key, compass rose. Writing 11. As students to begin to finish, encourage them to write about things we can do if we visit their town. Students should circle the nouns. Phonics 1. Review spelling pattern short /i/ with game from starfall.com 2. Play swat with short /i/ spelling words. Divide students into two groups. Give students a clue and the first kid to swat the correct word, wins a point for their team; team with the most points, wins. 3. Reading routine. Whole group guided reading lesson with decodable story 2B short/i/ and final sound /k/. (homework) 4. In partners, ask students to find and sort short a/i words from the decodable story. Then students can choose a short /a/ and short /i/ word to use in a sentence. Shared Reading/Skills 5. Review rhyming words with game: http://www.roythezebra.com/reading-games/words-that-rhymewith-ug.html 6. Make a rhyming honeybee to go with the game. Use pattern or coloring sheet then have students write words that rhyme on the stripes. Students can put their honeybees on a tree. 7. Read a book with many nouns such as Splish, Splash, Splat by Rob Scotton or watch a read aloud here: https://www.youtube.com/watch?v=o1pMZq1I_7s&list=PLRTtzh7 R4l8AoOxK5CvNGlPDysw1YdvU8&index=2 As you read ask students to write as many nouns as they can. Give each group a four-section chart, have students work together to sort the words into categories – people, places, things, and animals. 8. Give each table group 4-6 sentences and sticky notes. The 5w+h Hand chart Basal Retelling cards Computer/projector Book: Rhyming Dust Bunnies Construction paper for rhyming dust bunnies Book: Mink, Fink, Skating Rink: What is a noun? Butcher paper for noun town, map key, compass rose Writing paper. Computer/Projector Swatters for game Decodable Student whiteboards and markers Construction paper honeybee Book: Splish, Splash, Splat by Rob Scotton Sentences (4-6 per table) with nouns missing Sticky notes Construction paper for flap book sentences should have a space where the noun goes. Ask students to write nouns on sticky notes to complete the sentences. Ex: The funny brown ____ ate carrots. (bunny), (cat), (frog), etc. Students can make these silly sentences. Switch tables to read what other groups created and then they can change them as well. Elaborate Day 4 Engage Explain/Explore Extend Engage Explore Extend Engage Explore Extend Day 5 Engage Evaluate Explore Writing 9. Invite students to write their own Splat the Cat story. Students should include characters, places, and things. Phonics 1. Review short /i/ spelling pattern by giving each student shaving cream. Encourage students to write each word in the shaving cream. Teacher may give students clues about what word to write or use student choice. 2. Reading routine. Whole group guided reading lesson with decodable story 2C short/i/ and final sound /k/. (homework) 3. Review sight words with games on Pearson Successnet.com 4. Add sight words/ high frequency words to word wall. 5. Use “I can read…” poem in the basal to practice reading sight words in context. Invite students to read aloud to a partner or use whisper phones to practice fluency. Shared Reading/Skills 6. Read a rhyming story such as Commotion in the Ocean. Ask students to identify rhyming words throughout the story. 7. Review rhyming words with game http://pbskids.org/superwhy/#/game/freezedance 8. Turn on kid appropriate music. While the kids are dancing, the teacher should call pairs of words. When they hear rhyming words, they should freeze. Divide students into groups and have them take turns playing the game together. 9. Give each student a sentence strip with a word that rhymes with one on his/her paper. Make hats with the sentence strips. Give each student a recording sheet. Students should walk around the classroom finding other students that have rhyming words on their hats and match them to the rhyming words on their paper. 10. Watch brainpopjr.com (free) video on nouns. Review common nouns and introduce proper nouns. 11. Give each table common and proper cards. Ask student to work together to match the common and proper nouns. Ex: girl, Sally; store, Wal-Mart. 12. Ask students to write 2 sentences exactly the same except using common/proper nouns. Ex: The boy eats pizza. Sam eats pizza. We go to the store. We go to Target. Writing 13. Give students a Think, Draw, and Write page. Ask students to complete page. Remind students to use appropriate sentences structure including beginning capitalization, ending punctuation, spacing, and nouns. Phonics 1. To review spelling words play spelling hopscotch. Using painters tape make a grid on the floor. Invite students to spell words as they hop across the board. 2. Take weekly spelling test. Shared Reading/Skills 3. Review rhyming words with http://www.bbc.co.uk/schools/laac/words/dg3.shtml 4. Ask students to write three sets of rhyming words. 5. Review nouns with common/proper bingo. Computer/projector Shaving cream Decodable Basal Teacher’s Choice book that rhymes such as Commotion in the Ocean Sentence strip hats with rhyming words. Common/proper noun cards – 1 set per table Writing paper Think, Draw, and Write page Painter’s tape for hopscotch Spelling test paper Computer/projector Rhyming page Common/proper noun bingo with counters Noun paper Evaluate Explore Day 6 Engage Explore/Explain Extend Engage Explore Engage/Explain Extend Explore Explain Extend Day 7 Explain/Explore Engage/Explore Engage Explore Extend 6. Ask students to illustrate 3 nouns and label. Students should also write the common and proper name for the place. Writing 7. Reading Routine. Read a rhyming story. Encourage students to write two lines that rhyme. Phonics 1. Grandmother Vowel short /o/ story. Read a short /o/ story if time allows. 2. Review medial sounds with short /o/ game on starfall.com 3. Use the basal picture to find things that have short /o/ in the middle. Begin routine where students write the words on their whiteboards. 4. Reading Routine. Decodable 3A short /o/ - use 2M to teach self monitoring (does it Match, does it make sense) Demonstrate correct, then make obvious mistakes for students to catch. Shared Reading/Skills 5. Rhyming activity – watch video: http://www.youtube.com/watch?feature=player_embedded&v=pP Grb-ZSz3Y 6. Make a word family bear book. Students will make a bear and the circle on the tummy will have pages. Each page will have a different rhyming word. 7. Introduce verbs with Pearson Successnet grammar jammer – Unit 3, week 1, day 3. 8. Play verb Simon Says as a class. 9. Give students manila paper. Fold into 6 sections. Ask students to draw 6 verbs and write a sentence to match each picture. Writing 10. Read story If I Were a Verb or watch it here: https://www.youtube.com/watch?v=OS31sznXrpE 11. Discuss why author’s use verbs in writing. Propose the sentence “I can ___ in the pool” Ask students if the sentence makes sense, and what word could help us better understand the sentence. 12. Create an If I Were a Verb class book. Shared Reading 1. Book walk, read aloud routines. Basal story The Big Blue Ox 2. Complete retell day 5 story sort, identify characters, setting, problem, solution, BME 3. Review and complete 5w+h hand chart about the book. 4. Complete a story comprehension page to go with the basal story. Remind students that we can use the text when we are unsure. Phonics 5. Give students an ox. Ask students to find short /o/ words in the story and write them on the ox. Skills 6. Read Root, Toot, Parachute: What is a verb? Discuss verbs and action words. 7. Watch video: https://www.youtube.com/watch?v=ineCCpqpZrM to get kids moving with verbs. 8. Ask table groups to come up with a different series of movements that we can do. Ask students to teach their verb movements to the class, and then perform the movements together. Repeat as time allows. Teacher’s choice rhyming story. Writing paper Grandmother vowel costume (optional) Computer/projector Basal Decodable Construction paper bear Circles for rhyming words Gold brads Manila paper Book: If I Were a Verb Writing Paper Basal Computer/projector 5w+h hand chart Book Root, Toot, Parachute: What is a verb? Paper hamster Book Charlie Hits it Big Writing paper 9. Watch hamster video on youtube: https://www.youtube.com/watch?v=6z72ZT5B7ZI 10. Ask students to write verbs the hamster is doing on a construction paper hamster. Writing 11. Read Charlie Hits it Big about a hamster. Then ask students to write their own story and circle the verbs in each sentence. Allow students time to share their story. As students are sharing, invite other students to listen for the verbs in the story. Day 8 Engage Explain/Explore Extend Engage/Explain Explore Extend Phonics 1. Review short /o/ spelling pattern with starfall.com game. 2. Reading routine. Whole group guided reading lesson with decodable story 3B short /o/ and final sound /s/. (homework) 3. Make an –s book. Give students 4 index cards. Ask students to cut 3 of them in half. Then staple the halves on the top left corner of the whole so half of the whole remains showing. Then write s on the back page. On each of the front pages ask students to write nouns. Ex: cat, dog, frog, mat, map etc. Then when students read it with the ending –s words become plural. Shared Reading 4. Reading routine. Read the story Super Action Hero Verb. Teacher can dress up as the character and read if time allows. You can share with students that you (super action hero verb) have crash-landed on Earth and ask the students to help power you up with verb power. Invite students to write verbs on sticky notes and place them on your cape to power you up so you can fly back to your verb village. 5. In table groups, invite students to create a verb village where Super Action Hero Verb might live. Ask students to draw and label verbs that might be happening around the village. 6. Students should create their own super action hero verb and write verbs around their character. Writing 7. Students should write a story about their character. Decodable Computer/projector Book Super Action Hero Verb Super Hero Verb costume (optional) Butcher paper for verb village Super action hero verb page Writing paper Day 9 Engage Explore/Explain Extend Engage Explore/Explain Day 10 Engage Evaluate Explain/Explore Extend Evaluate Accommodations for Special Populations Phonics 1. Play spelling game such as musical chairs. Place chairs in a circle and have all students take a seat with their whiteboard and marker. Students will walk around the chairs. When the music stops call a spelling word. If the student spells the word incorrectly, they must leave the game, but should continue to write the words called on white boards. Play as time allows. 2. Reading Routine. Reading routine. Whole group guided reading lesson with decodable story 3C short /o/ and final sound /s/. (homework) 3. Invite students to practice spelling words with magic spelling. Students can write their words with a white crayon on white paper. Then invite student to watercolor over the crayon and watch the words appear. Shared Reading/Skills 4. Watch verb video to review verbs: https://www.youtube.com/watch?v=wqsDKIheaek 5. In table groups ask students to match word cards - nouns to verbs ex: car drives, child plays, etc. 6. Review alliteration. Ask students to write their name and circle the first letter. Then ask students to think of a verb that begins with the same letter. EX: Amanda ate; McIntire Moves, etc. Ask students to illustrate. Put pages together to make a class book. Writing 7. Review the perfect sentence. Discuss the parts of a good sentence. Hide sentence parts around the classroom. Ask students to find and order the words and punctuation. (If you wish to divide students into small groups, color code cards and hide more than one sentence.) 8. Read a story Teacher’s choice. Ask students to write 4-6 sentences on a topic using a noun and verb in each sentence. Phonics 1. To review spelling words play spelling swat. 2. Take weekly spelling test. Shared Reading/Skills 3. Review verbs words with pearsonsuccessnet.com Unit 3, Week 1, Day 3. 4. Divide students into groups. Ask each group of students to come up with an obstacle course using classroom materials. Encourage each group to complete the obstacle courses writing the verbs used to complete each. 5. Ask students to illustrate 4 verbs. Writing 6. Read a fall story. Create a craftivity and ask students to write a story to go with it. Chairs Music Whiteboards and markers Decodable White construction paper White crayons Water colors Computer/projector Noun/verb cards Pages for alliteration book Writing paper Sentence cards (multiple sets optional) Teacher’s choice story Swatters Spelling test Computer/projector Different classroom materials to use for obstacle course Construction paper for verbs Teachers’ choice book and craftivity Writing paper Accommodations for instruction will be provided as stated on each student’s (IEP) Individual Education Plan for special education, 504, at risk, and ESL/Bilingual.