Download Unit 1 Lesson 2 Exchanging Ideas and Messages

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
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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
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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
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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.
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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
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.