Download ELAR Grade 01 Unit 03 Exemplar Lesson 01

Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
ELAR Grade 01 Unit 03 Exemplar Lesson 01: Developing Readers and Writers through Poetry
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with
district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts
may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s
teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle
State Adopted Instructional Materials.)
Lesson Organizer
Lesson Synopsis
Performance Indicators
Students examine poetry to establish purposes for reading and writing. Students discover literary elements including
rhythm, rhyme, alliteration, and sensory details. Students use this understanding to compose brief poems. In Word
Study, students decode and spell words through identifying spelling patterns including the vowel-consonant-e
pattern and more complex digraphs and trigraphs.
Grade 01 ELAR Unit 03 PI 02
Using legible handwriting, create a flip book to collect and maintain words that follow the spelling and syllable patterns taught in this
unit (e.g., long vowels/CVCe, consonant digraphs). In a small group or with a partner, read the collected words.
Standard(s): 1.3B , 1.21A , 1.22A , 1.27B , 1.3A.ii , 1.3A.iv , 1.3C.iv , 1.22B.ii
ELPS ELPS.c.1C , ELPS.c.1E , ELPS.c.1H , ELPS.c.2B , ELPS.c.3A , ELPS.c.4A , ELPS.c.4B , ELPS.c.4C
, ELPS.c.4D , ELPS.c.5A , ELPS.c.5B , ELPS.c.5C
Grade 01 ELAR Unit 03 PI 04
Listen to multiple poems read aloud and recognize sensory details, predictable rhythm, rhyme, and alliteration. Write an original
poem with alliteration and sensory details.
Standard(s): 1.8A , 1.11A , 1.18B , 1.21A , 1.22A
ELPS ELPS.c.1H , ELPS.c.2A , ELPS.c.2C , ELPS.c.3F , ELPS.c.5A , ELPS.c.5B , ELPS.c.5C
Last Updated 05/08/2013
page 1 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Grade 01 ELAR Unit 03 PI 06
Record multiple notebook entries through writing, drawing or dictation that demonstrate connections and thoughts about texts.
Standard(s): 1.4A , 1.4B , 1.4C , 1.6C , 1.7A , 1.19C , 1.Fig19A , 1.Fig19E
ELPS ELPS.c.1E , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5G
Key Understandings
Awareness of word patterns supports the development of word reading, fluency, and spelling.
Writers use literary techniques to enhance the reader’s and/or listener’s experience.
Fluent readers group words quickly to help them gain meaning from what they read.
Authors write for a purpose and readers choose text to reflect purpose and interest.
Readers use strategies to support understanding of text.
TEKS
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.
1.2
Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological
awareness. Students are expected to:
1.2B
Distinguish between long- and short-vowel sounds in spoken one-syllable words (e.g.,
bit/bite).
1.2C
Recognize the change in a spoken word when a specified phoneme is added, changed, or
removed (e.g.,/b/l/o/w/ to/g/l/o/w/).
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, including:
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
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page 2 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
(i-e), long o (o-e), long u (u-e), y=long e, and y=long i.
1.3A.iv
consonant digraphs including ch, tch, sh, th=as in thing, wh, ng, ck, kn, -dge, and ph.
1.3B
Combine sounds from letters and common spelling patterns (e.g., consonant blends, longand short-vowel patterns) to create recognizable words.
1.3C
Use common syllabication patterns to decode words, including:
1.3C.iv
vowel-consonant-silent "e" words (VCe) (e.g., kite, hide).
1.3D
Decode words with common spelling patterns (e.g., -ink, -onk, -ick).
1.3H
Identify and read at least 100 high-frequency words from a commonly used list.
1.4
Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on
useful strategies as needed. Students are expected to:
1.4C
Establish purpose for reading selected texts and monitor comprehension, making
corrections and adjustments when that understanding breaks down (e.g., identifying clues,
using background knowledge, generating questions, re-reading a portion aloud).
1.5
Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are
expected to:
1.5A
Read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate
phrasing) and comprehension.
1.6
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading
and writing. Students are expected to:
1.6C
Determine what words mean from how they are used in a sentence, either heard or read.
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.
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page 3 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
1.11
Reading/Comprehension of Literary Text/Sensory Language. Students understand, make
inferences and draw conclusions about how an author's sensory language creates imagery in
literary text and provide evidence from text to support their understanding. Students are
expected to:
1.11A
Recognize sensory details in literary text.
1.18
Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real
or imagined people, events, and ideas. Students are expected to:
1.18B
Write short poems that convey sensory details.
1.19
Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes.
Students are expected to:
1.19C
Write brief comments on literary or informational texts.
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.ii
consonant-vowel-consonant-silent e (CVCe) words (e.g., "hope")
1.22C
Spell high-frequency words from a commonly used list.
1.Fig19
Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in
both assigned and independent reading to understand an author’s message. Students will
continue to apply earlier standards with greater depth in increasingly more complex texts as they
become self-directed, critical readers. The student is expected to:
1.Fig19A Establish purposes for reading selected texts based upon desired outcome to enhance
comprehension.
1.Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory
images, rereading a portion aloud).
Ongoing TEKS
1.1
Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and
Last Updated 05/08/2013
page 4 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
printed. Students are expected to:
1.1A
Recognize that spoken words are represented in written English by specific sequences of
letters.
1.1B
Identify upper- and lower-case letters.
1.1E
Read texts by moving from top to bottom of the page and tracking words from left to right with
return sweep.
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).
1.2D
Blend spoken phonemes to form one- and two-syllable words, including consonant blends (e.g.,
spr).
1.2F
Segment spoken one-syllable words of three to five phonemes into individual phonemes (e.g.,
splat =/s/p/l/a/t/).
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,
including:
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.iii consonant blends (e.g., bl, st).
1.3C
Use common syllabication patterns to decode words, including:
1.3C.i
closed syllable (CVC) (e.g., mat, rab-bit).
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page 5 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
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).
1.21
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.
1.27
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:
1.27B Follow, restate, and give oral instructions that involve a short related sequence of actions.
Materials
Box or basket (1 per group of 3-4 students)
Card stock (12-18 sheets)
Chart paper (optional)
Chips or counters (6 per student)
Colored Sticker (1 per student )
Dry erase board (1 per student)
Dry erase marker (1 per student)
Eraser (1 per student)
Highlighter (several different colors)
Marker (1 of several different colors)
Note card (multiple packs)
Note card, large (10-15)
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page 6 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Object to describe (1 per 2 students)
Paper (4 pieces per student)
Pocket chart (1)
Poem for modeling fluency (4)
Poem on the reading level of most students (3)
Poems and/or poetry books for student selection, grade-appropriate (1+ per student)
Poems on the independent level of students containing sensory details (1-2)
Poems that contain alliteration, grade-appropriate (3-4)
Poems that demonstrate rhythm and rhyme, grade-appropriate (4-5)
Poems to read aloud containing sensory details, grade-appropriate (3-4)
Reader’s Notebook (1 per student)
Sentence strip (5)
Teacher Reader’s Notebook (1)
Teacher Writer’s Notebook (1)
Writer’s Notebook (1 per student)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for
grading or student assessment, attachments that are connected with Performance Indicators or serve as answer
keys are available in the district site and are not accessible on the public website.
Handout: Word Lotto (1 per student)
Teacher Resource: Hand Clapping Game
Teacher Resource: Word Wall Routines (1)
Resources and References
None Identified
Possible/Optional Literature
Selections
None Identified
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page 7 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Developing Readers and Writers through Poetry
Lesson Preparation
Daily Lesson #: 1
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
Ongoing
TEKS
1.1E
1.2A
INDEPENDENT READING
TEKS
1.4C
1.Fig19A
1.8A
Ongoing
TEKS
TEKS
1.6C
1.18B
1.22A
Ongoing TEKS
1.2B,C
1.3Aii,B,Civ,D
1.22A,Bii
1.4C
1.Fig19A
1.8A
Key Understandings
and Guiding Questions
• Awareness of word patterns
supports the development of
word reading, fluency, and
spelling.
- How does recognizing word
patterns help you become a
better reader?
• Authors write for a purpose
and readers choose text to
reflect purpose and interest.
- Why do authors write?
- Why do readers read?
• Writers use literary
techniques to enhance the
reader’s and/or listener’s
experience.
- What makes poetry special?
• Authors write for a purpose
and readers choose text to
reflect purpose and interest.
- Why do authors write?
- Why do readers read?
• Writers use literary techniques to enhance
the reader’s and/or listener’s experience.
- What makes poetry special?
Vocabulary of
Instruction
• Pattern
• Vowel­consonant­e
• Rhythm
• Rhyme
• Purpose
• Rhythm
• Rhyme
• Purpose
• Poem
• Couplet
• Rhyme
Materials
• Colored Sticker (1 per student)
• Posters (1 per small group of
students)
• Note card (20)
• Chart paper (if applicable)
• 4­5 Grade­appropriate poems
demonstrating rhythm and
rhyme
• Grade­appropriate poem on
the reading level of most
students (1)
• Chart paper (if applicable)
• Box or basket (1 per group of
3-4 students)
• Collection of grade­
appropriate poems and/or
poetry books for student
selection (1+ per student)
• Chart paper (if applicable)
• 3­5 Examples of grade­appropriate couplets • Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Last Updated 05/08/2013
1.1E
1.12A
WRITING
1.2A
1.21A
page 8 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 1
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Attachments and
Resources
• Teacher Resource: Word Wall
Routines
Advance Preparation
1. Prepare to display
visuals as appropriate.
1. Prepare to display
visuals as appropriate.
1. Prepare to display
visuals as appropriate.
2. Select the words to be
reviewed from the Word
Wall.
2. Select at least 4-5
poems that include
rhythm and rhyme to
read aloud.
2. Collect grade2. Consult this site for examples of
appropriate poems
couplets and other information
and/or poetry books for
related to poetry for children:
student selection.
http://www.underdown.org/poetryformats.htm
3. Make browsing boxes of
selected poetry for
3. Prepare to write a short couplet
each table or small
poem during the Mini Lesson.
group of students.
Rhythm - regular patterns that
emphasize sound
Possible examples of
purposes for reading:
3. Create four posters that
are exactly alike. Write
3. Select a rhyming poem
the same 20 three-letter
that is on the reading
short vowel “a” words on
level of most students.
each poster. Leave
Write the poem on
enough space after each
chart paper.
word (students will be
adding “silent e”) and
between words vertically.
Possible words include:
pan, nap, man, rat, mad,
can, Sam, fad, mat, fat.
1. Prepare to display visuals as
appropriate.
4. Write the 20 words from
the poster on note cards
to use during Learning
Applications.
Background Information
Last Updated 05/08/2013
Couplet - A poem made up of two lines
whose last words rhyme
page 9 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 1
WORD STUDY
SHARED READING
INDEPENDENT READING
Rhyme - identical or very
similar recurring final sounds
in words; in poetry, rhyming
words may occur at the ends of
lines or within lines
Possible examples of
purposes for reading:
To learn
To follow directions
For enjoyment
Refer to 1.Fig19A
WRITING
For example:
The cat ate a mouse
Then brought it in the house.
To learn
To follow directions
For enjoyment
Refer to 1.Fig19A
Teacher Notes
Word wall routines and highfrequency words were
introduced in Unit 01.
In this Instructional Routine,
students are introduced to the
vowel-consonant-silent e
pattern. They will practice
changing words with short vowel
sounds to different words by
adding a silent –e.
Students will select poetry to
read during Daily Lessons 1-8
for Independent Reading.
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page 10 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Instructional Routines
Daily Lesson # 1
WORD STUDY
SHARED READING
INDEPENDENT READING
Duration and Objective
Suggested Duration: 20-25 min.
Content Objective: Students read
and spell words with vowel –
consonant-silent e (a-e).
Mini Lesson
1. Review 3-5 words from the 1. Explain that authors write 1. Ask: How do you select
Word Wall using Teacher
for a purpose and readers
a poem to read? Discuss
Resource: Word Wall
read for a purpose.
responses.
Routines.
Review that two purposes
2. Using the collection of
for writing are to entertain
2. Display the letters:
poems for Independent
and to inform. Ask: What
A,E,I,O,U. Ask the
Reading, model selecting
are some purposes for
students to identify and
a poem based on reader’s
reading? Discuss.
state the name of each
purpose and interest. Ask:
letter and its sound. Ask:
2. Read aloud one of the
What is the purpose for
What makes these
selected poems. Ask:
reading this poem?
letters special? Discuss
What is the purpose for
Discuss responses.
responses, including that
reading this poem?
3. Model reading the
the letters are vowels.
Discuss responses.
selected poem
3. Remind students that
3. Explain that some poems
emphasizing the pattern
vowels can make more
rhyme. Quickly review the
used (i.e., alliteration
than one sound. Explain to
concept of rhyming by
rhyme, sensory
the students that when a
leading students in orally
language).
word has the pattern v-c-e
generating rhyming words.
(vowel-consonant-e), the
4. Read aloud several of the
first vowel says its name
selected poems and ask
and the "e” is silent.
students to raise their
4. Display the following three
hand when they hear
Suggested Duration: 25-30 min.
Content Objective: Students
establish a purpose for reading
and respond to poems with
rhythm and rhyme.
Last Updated 05/08/2013
Suggested Duration: 15-20 min.
Content Objective: Students
establish a purpose for reading
poetry.
WRITING
Suggested Duration: 20-25 min.
Content Objective: Students
generate a simple couplet.
1. Display the selected
examples of gradeappropriate couplets.
Read each aloud,
involving students as
applicable. Explain that
these short poems are
called couplets.
2. Write the word couplet for
all to see. Underline the
word couple within
couplet. Ask: What does
the word couple mean?
Affirm that it means two
and explain that couplets
consist of two lines.
3. Ask: What did you
notice about the last
words in each line of
the couplets? Discuss,
including that they rhyme.
4. Review that rhyming words
page 11 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
words: bit, bite, bit. Ask
students to hold up one,
two or three fingers to tell
which word is different
from the other two.
5. Review that the word “bit”
follows the closed syllable
pattern (vowel followed by
a consonant) and so it
makes the short vowel
sound. Practice decoding
the word together.
rhyming words.
List rhyming words on a
chart.
are words that end with
the same vowel part.
5. Involve students in making
several word webs using
word families from the
Word Study lesson (for
example: ate, ale, ame,
ade, etc.)
5. Discuss that poems also
have a rhythm or rhythmic
pattern like music. Read
aloud a poem and
emphasize the rhythm of
the poem. Encourage
students to respond to
rhythm through kinesthetic
movement while listening.
6. In the Teacher Writer’s
Notebook, model writing a
couplet that includes two
rhyming words from the
web. For example:
The dog ate and ate and
ate,
And now he is very, very
late.
6. Next add “e” to the end to
make the word “bite”.
Review that this word
follows the vowelconsonant-silent e pattern
which makes the vowel
say its name and the “e” is
silent.
7. Repeat with another pair
of rhyming words, but this
time involve students in
composing the couplet
through partner talk,
discussion, and sharing
the pen.
7. Repeat steps 4-6 with as
many additional a-e words
as needed.
Learning Applications
1. Students play “Pin the
Tail” on the silent e word.
1. Display the prepared
poem that is on the
Last Updated 05/08/2013
1. Students select a poetry
book or copies of poems
1. Pair students and assign
each pair a common word
page 12 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
2. Divide students into four
groups and distribute the
colored stickers and a
poster to each group.
Students write an “e” on
the colored stickers.
3. The first student in each
group goes to the poster
and the teacher reads a
word from one of the note
cards.
reading level of students.
2. Choral Read the poem
and emphasize the
rhythm.
3. Invite students to
underline the rhyming
words
from the browsing box on
their table that sparks
their interest. Students
share with a partner their
purpose for reading a
selected poem.
2. Students explore and read
poetry independently for a
developmentally
appropriate duration.
family.
2. Students brainstorm
rhyming words and make
a web in their Writer’s
Notebook.
3. Students work together to
verbally compose couplets
that include rhyming words
from their web.
4. The student finds the
correct word on the poster
and adds the “e” sticker to
the end to change the
word to a vowelconsonant-silent e word.
5. Students read the new
word correctly changing
the vowel from a short
sound to a long sound.
6. Repeat steps 3-5, with the
other students taking
turns until all the words
have been made into
vowel-consonant-silent e
words.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Using one poster, Choral
1. Choral Read the poem
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1. Select several students to
1. Invite students to share
page 13 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Read the words.
again and invite students
to respond to rhythm
through kinesthetic
movement.
Last Updated 05/08/2013
share the title of the poem
they chose and the
purpose for reading the
poem.
their rhyming words and
verbal couplets.
page 14 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Developing Readers and Writers through Poetry
Lesson Preparation
Daily Lesson #: 2
WORD STUDY
TEKS
1.2B,C
1.3Aii,B,Civ,D,H
1.22A,Bii,C
SHARED READING
Ongoing
TEKS
1.1A,B
1.3Ai,Ci
TEKS
1.5A
1.8A
Ongoing
TEKS
1.1E
1.2A
1.27B
INDEPENDENT READING
TEKS
1.4C
1.5A
1.Fig19A
1.8A
Ongoing
TEKS
1.1E
1.12A
WRITING
TEKS
1.18B
1.22A
Ongoing
TEKS
1.2A
1.21A
Key Understandings and
Guiding Questions
• Awareness of word patterns
supports the development of word
reading, fluency, and spelling.
- How does recognizing word
patterns help you become a better
reader?
• Writers use literary techniques to
enhance the reader’s and/or
listener’s experience.
- What makes poetry special?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to help them understand what
they are reading?
• Writers use literary techniques to
enhance the reader’s and/or
listener’s experience.
- What makes poetry special?
Vocabulary of Instruction
• Word Wall
• High­frequency word
• Vowel­consonant­e
• Rhyme
• Rhythm
• Rhythm
• Rhyme
• Purpose
• Poem
• Couplet
Materials
• White card stock (4­6 sheets) or
large note card (4-6)
• Dry erase board (1 per student)
• Dry erase marker (1 per student)
• Eraser (1 per student)
• Chart paper (if applicable)
• Highlighters (multiple colors)
• Chart paper (if applicable)
• Box or basket (1 per 3 students)
• Collection of grade­appropriate
engaging poems or poetry books
for student selection (1+ per
student)
• Chart paper (if applicable)
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Attachments and
Resources
• Teacher Resource: Word Wall
Routines
• Teacher Resource: Hand
Clapping Game (1)
Advance Preparation
1. Prepare to display visuals
1. Prepare to display visuals
1. Prepare to display visuals
1. Prepare to display visuals
Last Updated 05/08/2013
page 15 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 2
WORD STUDY
as appropriate.
SHARED READING
as appropriate.
2. Refer to the following
2. Copy Miss Mary Mack
Teacher Resource: Word
poem from Teacher
Wall Routines. Select 4-6
Resource: Hand
new words to be
Clapping Game on chart
introduced and prepare
paper.
accordingly. Write or print
3. Study Teacher Resource:
the words in large letters
Hand Clapping Game
on card stock or note
and become familiar with
cards. Select highgestures for Miss Mary
frequency words and
Mack.
words that reflect the
patterns taught in previous
Daily Lessons.
Background Information
Teacher Notes
INDEPENDENT READING
as appropriate.
2. Prepare to display the
following response stem: I
selected this poem
because_______.
WRITING
as appropriate.
2. Display the word webs
from Daily Lesson 1.
Refer to Daily Lesson 1
Word wall routines and highfrequency words were introduced
in Unit 01. In subsequent units,
there will be approximately 5
lessons that instruct the teacher to
select new words to be introduced
and added to the word wall. These
words can include both highfrequency words and words that
follow patterns recently introduced.
Two different colors can be used
to distinguish between highfrequency words and words that
follow a spelling pattern. The other
A routine for practicing
handwriting was established in
Unit 01 and continued in Unit 02.
The routine is continued in Unit 03
to support ongoing formal practice
of letter formation and handwriting
conventions (TEKS1.21A).
Beginning in Unit 04, the routine
will be discontinued in the Daily
Lessons; however, teachers
should provide additional practice
and scaffolding based on student
need.
Last Updated 05/08/2013
page 16 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 2
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Daily Lessons will include
direction for the teacher to review
selected words from the word
wall.
Last Updated 05/08/2013
page 17 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Instructional Routines
Daily Lesson # 2
WORD STUDY
SHARED READING
INDEPENDENT READING
Duration and Objective
Suggested Duration: 20-25 min.
Content Objective: Students read
and spell high-frequency words
and words with vowel-consonantsilent e (a-e).
Mini Lesson
1. Follow Teacher Resource: 1. Read the displayed poem 1. Review that one strategy
Word Wall Routines and
from Teacher Resource:
readers use is to establish
introduce 4-6 new words
Hand Clapping Game.
a purpose for reading a
including high frequency
Explain that poems have a
selected text. Display and
words and words that
beat, or rhythm to them.
read the following stem: I
reflect spelling patterns
Read the poem again
selected this poem
recently introduced.
exaggerating the rhythm.
because_______.
Think Aloud about how
2. Review the vowel2. Invite students to select
the rhythm is like a song.
consonant-e pattern (a-e)
poems for independent
using the following steps:
2. Review that some poems
reading. Call on several to
also have rhyming words.
verbally complete the
Teacher says the word.
Invite students to highlight
stem.
Students echo.
a pair of words that rhyme
Together say the
in the poem. Continue
phonemes in the word.
until all of the rhyming
Students write the
words are highlighted.
word.
Students read the
word.
Suggested Duration: 25-30 min.
Content Objective: Students
respond to rhythm and rhyme in
poetry.
Suggested Duration: 15-20 min.
Content Objective: Students
establish a purpose for reading
poetry.
WRITING
Suggested Duration: 20-25 min.
Content Objective: Students write
short couplets using rhyming
words.
1. Continue the routine for
practicing handwriting.
2. Review the rhyming words
on the word webs and that
a couplet is a kind of
poem that has two lines
that rhyme.
3. Review examples of
couplets from Daily
Lesson 1.
4. Model how to write a
couplet poem in the
Teacher Writer’s
Notebook. Use the word
webs from Daily Lesson 1
to help find rhyming
words.
5. Review the writing routine
established in previous
lessons:
Think (choose a topic
Last Updated 05/08/2013
page 18 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
and think about the
experience or idea)
Tell (talk with a partner
about that experience
or idea)
Write (put your ideas
down in sentences)
Learning Applications
1. Using words on the Word 1. Using the displayed poem 1. Students explore and read 1. Distribute Writer’s
Wall, students play
from Teacher Resource:
poetry independently for a
Notebooks.
“Hangman” with a partner
Hand Clapping Game,
developmentally
2. In partners, students use
on their dry erase boards.
model the gestures that
appropriate duration.
Think, Tell, Write to
Students take turns writing
go to Miss Mary Mack.
2. Actively monitor students
compose couplets that
dashes for the letters in
2. Teach students the hand
and/or work with small
include rhyming words
the chosen words. The
gestures while reading the
groups to support fluent
from the webs created in
other student guesses
poem one line at a time
reading.
Daily Lesson 1.
letters until they can
and emphasize the poem’s
guess the word.
3. Confer with students and
rhythm. Students repeat
provide targeted
each line.
instruction to support
3. With a partner, students
writing.
practice the hand
gestures as the poem is
read aloud slowly one line
at a time.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Review the vowelconsonant-e pattern. Ask:
What happens to the
vowel when you see
the vowel-consonant-
1. Ask: Why do authors
1. Solicit volunteers to read
use rhythm and rhyme
selected poems aloud.
in poetry? Discuss
Respond to and discuss
responses including, that
the rhythm of the poems
rhythm is what allows them
read aloud.
Last Updated 05/08/2013
1. Conduct Author’s Chair
routine.
page 19 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
silent e? Review that the
vowel makes the long
sound and says its name.
to clap and keep a beat.
Point out that students
could not clap their way
through a traditional
storybook or newspaper
article, but because of
rhythm in poems and
songs, they can.
Last Updated 05/08/2013
page 20 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Developing Readers and Writers through Poetry
Lesson Preparation
Daily Lesson #: 3
WORD STUDY
TEKS
1.3Aiv
SHARED READING
Ongoing
TEKS
1.2D,F
1.3Aiii
TEKS
1.5A
1.8A
Ongoing
TEKS
1.1E
INDEPENDENT READING
TEKS
1.4C
1.5A
1.Fig19A
1.8A
Ongoing
TEKS
1.1E
1.12A
WRITING
TEKS
1.18B
1.22A
Ongoing
TEKS
1.17A
1.21A
Key Understandings and
Guiding Questions
• Awareness of word patterns
supports the development of word
reading, fluency, and spelling.
- How does recognizing word
patterns help you become a better
reader?
• Writers use literary techniques to
enhance the reader’s and/or
listener’s experience.
- What makes poetry special?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to help them understand what
they are reading?
• Writers use literary techniques to
enhance the reader’s and/or
listener’s experience.
- What makes poetry special?
Vocabulary of Instruction
• Consonant digraph
• Consonant blend
• Alliteration
• Rhythm
• Rhyme
• Alliteration
• Purpose
• Poem
• Alliteration
Materials
• Dry erase boards (1 per student )
• Dry erase markers (1 per
student)
• Eraser (1 per student)
• Chart paper (if applicable)
• 3­4 Grade­appropriate poems
that contain alliteration
• Sentence strip (5)
• Marker (multiple colors)
• Chart paper (if applicable)
• Box or basket (1 per 3 students)
• Collection of grade­appropriate
engaging poems or poetry books
for student selection (1+ per
student)
• Chart paper (if applicable)
• 3­4 Grade­appropriate poems
that contain alliteration from
Shared Reading
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Attachments and
Resources
• Teacher Resource: Word Wall
Routines
Last Updated 05/08/2013
page 21 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 3
Advance Preparation
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Select the words to be
reviewed from the Word
Wall.
2. Write 5 sentences
containing alliteration on
the sentence strips.
Alliteration - the repetition of the
same sounds at the beginning of
two or more adjacent words or
stressed syllables (e.g., furrow
followed free in Coleridge’s The
Rime of the Ancient Mariner)
Alliteration - the repetition of the
same sounds at the beginning of
two or more adjacent words or
stressed syllables (e.g., furrow
followed free in Coleridge’s The
Rime of the Ancient Mariner)
3. Prepare to display pictures 3. Select 3-4 poems with
of items that start with whalliteration. Copy one on
ph-and kn- and end with –
chart paper.
ph. Possible pictures
include a whale, wheel,
whip, wheat, phone,
phase, Phil, photo, knee,
knife, knight, graph, etc.
Background Information
Consonant digraph - a
combination of two consonant
letters to stand for a single
speech sound (e.g., gn for /n/ in
gnaw or gh for /f/ in tough)
Spelling patterns - letter
sequences that frequently occur in
certain positions in words; also
known as phonograms or rimes.
Alliteration - the repetition of the
same sounds at the beginning of
two or more adjacent words or
stressed syllables (e.g., furrow
followed free in Coleridge’s The
Rime of the Ancient Mariner)
Rhythm - regular patterns that
emphasize sound
Rhyme - identical or very similar
recurring final sounds in words; in
poetry, rhyming words may occur
at the ends of lines or within lines
Teacher Notes
Last Updated 05/08/2013
page 22 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Instructional Routines
Daily Lesson # 3
WORD STUDY
SHARED READING
Duration and Objective
Suggested Duration: 20-25 min.
Content Objective: Students
decode words that begin with
consonant digraphs wh- and kn-.
Mini Lesson
1. Review 3-5 words from the 1. Review that writers
Word Wall using the Word
sometimes write poetry
Wall Routine.
that contains rhythm and
rhyme.
2. Display the selected
pictures representing the
2. Explain that another
consonant digraphs on
technique that writers use
the pocket chart.
in poetry is alliteration.
Display and read one of
3. Point to the picture
the sentence strips. Ask:
representing /wh/ and ask:
What do you notice
What is this a picture
about the words in this
of? What is the first
sentence? Discuss
sound you hear in (say
responses including that
the word)? Discuss
many of the words start
responses.
with the same beginning
sound.
4. Explain that /wh/ is made
up of two letters. Write the
3. Ask a student to use a
letters wh next to the
marker to underline the
picture.
words that begin with the
Suggested Duration: 25-30 min.
Content Objective: Students
respond to alliteration in poetry.
Last Updated 05/08/2013
INDEPENDENT READING
Suggested Duration: 15-20 min.
Content Objective: Students
establish a purpose for reading
poetry.
WRITING
Suggested Duration: 20-25 min.
Content Objective: Students write
short poems that contain
alliteration.
1. Review that one strategy
1. Review the concept of
readers use is to establish
alliteration that was
a purpose for reading a
introduced during Shared
selected text. Display and
Reading. Read aloud the
read the following stem: I
poems from Shared
selected this poem
Reading if additional
because_______.
review is needed.
2. Invite students to select
2. On chart paper, display a
poems for independent
large square with a
reading. Call on several to
common consonant written
verbally complete the
in the middle, leaving
stem.
space around the letter to
record words.
3. Students take turns
naming words that begin
with the letter. Write the
words on the chart paper
around the square
containing the letter.
page 23 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
same sound.
5. Explain that the two letters
work together to make one
4. Repeat steps 1-2 with the
sound, /wh/. It is called a
remaining sentence strips.
consonant digraph.
Explain that it is different
5. Read aloud several of the
than a blend because in a
selected poems and
blend you can still hear
discuss which words
both sounds and in a
contain alliteration.
digraph the two letters
make one unique sound.
Show an example of a
blend such as “plate” or
“step”.
4. Model using some of the
words to write a short
poem containing
alliteration in the Teacher
Writer’s Notebook. Remind
students that the poem
can be about anything
and that writers use
personal experiences to
get ideas. Also share that
poems do not have to
rhyme.
6. Repeat steps 3-5 with the
pictures representing the
consonant digraphs kn
and ph.
Learning Applications
1. Write the word “knot” on
1. Display the poem on chart 1. Students explore and read 1. Pair students. Students
the board. Underline the
paper. Choral Read the
poetry independently for a
select a letter and write it
consonant digraph “kn”.
poem.
developmentally
at the center of the page
Review that the “kn” sticks
appropriate duration.
in the Writer’s Notebook.
2. Invite students to
together to make one
underline examples of
2. Actively monitor students
2. Students make a word
sound. Underline the “o”
alliteration.
and/or work with small
web with words that begin
and say the sound.
groups to support fluent
with the letter.
Underline the “t” and say
reading.
the sound. Repeat each
3. Individually, students
sound quickly and then
brainstorm topics and
read the word.
ideas for an alliteration
Last Updated 05/08/2013
page 24 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
poem. Students draw
pictures and write their
ideas in the Writer’s
Notebook.
2. Ask: How many sounds
did you hear? Discuss
responses and emphasize
that the consonant
digraph sticks together to
make one sound.
4. Confer with students to
support brainstorming.
3. Distribute white boards,
markers, and erasers.
Write the word “when” on
the board and ask
students to copy the word
on their board. Ask: How
many letters are in this
word? Discuss
responses.
4. Repeat the underlining
procedure in step 1 with
the word “when”.
5. Continue practicing with
additional words that
begin with wh- and kn-. If
needed, practice words
with the beginning
consonant digraphs sh-,
ch-, and th- introduced in
Unit 02.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Review the difference
between a consonant
1. Review the elements of
rhythm, rhyme, and
Last Updated 05/08/2013
1. Students share the reason 1. Explain that students will
for selecting their poem
write poems with
page 25 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
blend and a consonant
digraph.
alliteration in poetry.
with a partner.
alliteration in Daily Lesson
4.
2. Ask: What is
alliteration? Why do
author’s use alliteration
in poetry? Discuss and
clarify responses.
Last Updated 05/08/2013
page 26 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Developing Readers and Writers through Poetry
Lesson Preparation
Daily Lesson #: 4
WORD STUDY
TEKS
1.3Aiv
Ongoing
TEKS
1.2D,F
1.3Aiii
SHARED READING
TEKS
1.Fig19C
1.8A
1.11A
Ongoing
TEKS
1.1E
INDEPENDENT READING
TEKS
1.4C
1.Fig19A
1.8A
1.19C
Ongoing
TEKS
1.1E
1.12A
WRITING
TEKS
1.18B
1.22A
Ongoing
TEKS
1.21A
Key Understandings and
Guiding Questions
• Awareness of word patterns
support the development of word
reading, fluency, and spelling.
- How does recognizing word
patterns help you become a better
reader?
• Writers use literary techniques to
enhance the reader’s and/or
listener’s experience.
- What makes poetry special?
• Readers use strategies to
support understanding of text.
- What strategies do readers use
to help them understand what
they are reading?
• Writers use literary techniques to
enhance the reader’s and/or
listener’s experience.
- What makes poetry special?
Vocabulary of Instruction
• Consonant digraph
• Consonant blend
• Sensory detail
• Purpose
• Poem
• Alliteration
Materials
• Dry erase board (1 per student)
• Dry erase marker (1 per student)
• Eraser (1 per student)
• Chart paper (if applicable)
• Pocket chart
• 3­4 Grade­appropriate poems to
read aloud containing sensory
details
• Objects to describe • Chart paper (if applicable)
• Reader’s Notebook (1 per
student)
• Teacher Reader’s Notebook (1)
• Collection of grade­appropriate
leveled poetry books for student
selection
• Chart paper (if applicable)
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Attachments and
Resources
• Teacher Resource: Word Wall
Routines
Advance Preparation
1. Prepare to display visuals
1. Prepare to display visuals
1. Prepare to display visuals
1. Prepare to display visuals
Last Updated 05/08/2013
page 27 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 4
WORD STUDY
as appropriate.
SHARED READING
as appropriate.
INDEPENDENT READING
as appropriate.
WRITING
as appropriate.
2. Select the words to be
reviewed from the Word
Wall.
2. Collect 5-10 objects that
can be described using
sensory words. (For
example: cinnamon sticks,
3. Prepare to display pictures
stuffed animal, maraca,
of items that end with the
etc.)
consonant digraphs: -gh,
-ck and -ng. Possible
3. Create an Anchor Chart:
pictures could include
Sensory Details. Divide it
laugh, rough, sock, rock,
into 5 columns using icons
track, king, song, etc.
to represent each of the
five senses.
4. Select grade-appropriate
poems with examples of
sensory details.
Background Information
Refer to Daily Lesson 3
Sensory detail - a detail in writing
that describes what is seen,
heard, smelled, tasted, or
touched
This Instructional Routine
assesses Performance Indicator
06.
Refer to Daily Lesson 3
Sight - visual detail
ensures that the
reader is able to give
faces to characters; or
details to a setting and
action
Sound - enables the
reader to be a part of
the action
Last Updated 05/08/2013
page 28 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 4
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Smell - provides a
strong power over
feelings, thoughts, and
emotions
Taste - memories,
people, places, and
feelings can be
suggested through
taste
Touch - tactile
descriptions create
sensory triggers to
help the reader not
only visualize a scene,
but to experience it.
The sense of touch
helps the reader put
themselves in the place
of the characters.
Teacher Notes
This Instructional Routine on
sensory details will be continued
in Daily Lesson 5.
Last Updated 05/08/2013
page 29 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Instructional Routines
Daily Lesson # 4
WORD STUDY
SHARED READING
Duration and Objective
Suggested Duration: 20-25 min.
Content Objective: Students
decode words that end with the
consonant digraphs –gh, -ck, and
-ng.
Mini Lesson
1. Review 3-5 words from the 1. Display prepared Anchor
Word Wall using Teacher
Chart: Sensory Details.
Resource: Word Wall
2. Ask: What are the 5
Routine.
senses? Discuss
2. Display the pictures
responses.
representing the
3. Show the selected objects
consonant digraphs in the
one at a time. Invite
pocket chart.
students to give examples
3. Point to the picture
of words or phrases that
representing -gh and ask:
describe the object using
What is this a picture
one of the senses. Write
of? What is the final
the words on the Anchor
sound you hear in (say
Chart.
the word)? Discuss
responses.
Suggested Duration: 25-30 min.
Content Objective: Students
recognize sensory details.
4. Explain that /f/ is made up
of two letters in this word.
Write the letters gh next to
the picture. Note that
neither letter is an “f”.
INDEPENDENT READING
Suggested Duration: 15-20 min.
Content Objective: Students
establish a purpose for reading
poetry.
WRITING
Suggested Duration: 20-25 min.
Content Objective: Students write
short poems that contain
alliteration.
1. Review that one strategy
1. Continue the routine for
readers use is to establish
practicing handwriting.
a purpose for reading a
2. Review alliteration by
selected text. Display and
reading the teacher
read the following stem: I
written poem from Daily
selected this poem
Lesson 3. Ask students to
because_______.
identify examples of
2. Model selecting a poem
alliteration in the poem.
and completing the
3. Remind students that in
response stem in writing in
Daily Lesson 3 they
the Teacher Reader’s
generated words that all
Notebook. Consider
begin with the same
writing the date and the
consonant and
title of the poem.
brainstormed ideas for
their poems. Explain that
today they will write short
poems containing
alliteration.
4. Review the writing routine
established in previous
lessons:
5. Explain that the two letters
Last Updated 05/08/2013
page 30 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
work together to make one
sound, /f/. It is called a
consonant digraph.
Explain that it is different
than a blend because in a
blend you can still hear
both sounds. In a digraph,
the two letters make one
sound.
Think (choose a topic
and think about the
experience or idea)
Tell (talk with a partner
about that experience
or idea)
Write (put your ideas
down in sentences)
6. Repeat steps 3-5 with the
pictures representing the
consonant digraph –ck, ­
ng.
Learning Applications
1. Write the word “rock” on
the board. Underline the
“r” and say the sound.
Underline the “o” and say
the sound. Underline the
consonant digraph “ck”.
Review that the “ck” sticks
together to make one
sound. Repeat each
sound quickly and then
read the word.
1. Read aloud the selected
poems.
1. Students select a poem to
read independently and
complete the response
stem in the Reader’s
Notebook following the
procedures modeled
during the Mini Lesson.
2. Students recognize the
sensory details heard in
the poem. Add the
sensory detail words to
the Anchor Chart. Discuss
how the writer uses the
2. Students read
sensory details to better
independently for a
describe something for the
developmentally
reader.
appropriate duration.
2. Ask: How many sounds
did you hear? Discuss
responses and emphasize
that the consonant
digraph sticks together to
make one sound.
3. Monitor and provide
assistance as needed .
Last Updated 05/08/2013
1. Distribute Writer’s
Notebooks and direct
students to review their
alliteration webs and
possible topics.
2. Students talk with a
partner about their ideas.
3. In the Writer’s Notebook,
each student writes a
short poem with
alliteration.
4. Confer with students and
provide targeted
instruction to support
writing.
page 31 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
3. Distribute white boards,
markers, and erasers.
Write the word “song” on
the board and ask
students to copy the word
on their board. Ask: How
many letters are in this
word? Discuss
responses.
4. Repeat the underlining
procedure in step 1 with
the word “song”.
5. Continue practicing with
additional words that end
with –gh, ­ck, and –ng. If
needed, practice words
with the ending consonant
digraphs –sh, ­ch, and –th
introduced in Unit 02.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Review the sound for the
1. Review the Anchor Chart.
consonant digraphs –gh, ­
ck, and –ng..
Last Updated 05/08/2013
1. In partners, students use
their completed Reader’s
Notebook entries to share
purposes for reading
selected poems.
1. Conduct Author’s Chair
routine.
page 32 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Developing Readers and Writers through Poetry
Lesson Preparation
Daily Lesson #: 5
WORD STUDY
TEKS
1.2B,C
1.3Aii,B,Civ,D
Ongoing
TEKS
1.3Ai,Ci
SHARED READING
TEKS
1.Fig19C
1.5A
INDEPENDENT READING
Ongoing
TEKS
1.1E
TEKS
1.5A
1.8A
Ongoing
TEKS
1.1E
1.12A
WRITING
TEKS
1.11A
1.18B
Ongoing
TEKS
1.17A
1.21A
1.22A,Bii
1.8A
1.11A
1.22A
Key Understandings and
Guiding Questions
• Awareness of word patterns
support the development of word
reading, fluency, and spelling.
- How does recognizing word
patterns help you become a better
reader?
• Writers use literary techniques to
enhance the reader’s and/or
listener’s experience.
- What makes poetry special?
• Fluent readers group words
quickly to help them gain meaning
from what they read.
- How does fluent reading help
readers understand what they are
reading?
• Writers use literary techniques to
enhance the reader’s and/or
listener’s experience.
- What makes poetry special?
Vocabulary of Instruction
• Vowel­consonant­e
• Sensory detail
• Fluency
• Poem
• Sensory detail
Materials
• Dry erase board (1 per student)
• Dry erase marker (1 per student)
• Eraser (1 per student)
• Note card (10 per group of 4
students)
• Chart paper (if applicable)
• 1­2 Grade­appropriate poems on
the independent level of students
containing sensory details
• Chart paper (if applicable)
• Grade­appropriate poem for
modeling fluency (1)
• Collection of grade­appropriate
leveled poetry books for student
selection
• Chart paper (if applicable)
• Collection of grade­appropriate
objects for student selection (1
per 2 students)
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Attachments and
Resources
• Teacher Resource: Word Wall
Routines
Advance Preparation
1. Prepare to display visuals
1. Prepare to display visuals
1. Prepare to display visuals
1. Prepare to display visuals
Last Updated 05/08/2013
page 33 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 5
WORD STUDY
as appropriate.
2. Select the words to be
reviewed from the Word
Wall.
3. Write seven words
containing the vowelconsonant-e pattern (o-e)
on note cards for each
group. On the other three
cards, write a CVC word
that contains short o.
SHARED READING
as appropriate.
INDEPENDENT READING
as appropriate.
2. Select grade-appropriate 2. Prepare to display the
poems containing sensory
selected poem to model
details that are on the
fluency.
reading level of most
students.
3. Copy the selected poems
on chart paper.
WRITING
as appropriate.
2. Write the following frame
for the Senses Poem on
chart paper for students
to see:
I smell _____
I hear _____
I taste _____
I feel _____
I see _____
3. Write the poem frame in
the Teacher Writer’s
Notebook and prepare to
model writing in front of
students.
4. Collect grade-appropriate
objects for pairs of
students to use when
writing poems with
sensory details. Pairs may
have the same objects.
Examples include: cotton
ball, leaf, fruits,
vegetables, soil, shaving
cream, rock, etc.
5. Choose an object, such
as popcorn, to use as an
example.
Last Updated 05/08/2013
page 34 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 5
Background Information
WORD STUDY
SHARED READING
Sensory detail - a detail in writing
that describes what is seen,
heard, smelled, tasted, or
touched
Last Updated 05/08/2013
INDEPENDENT READING
Fluency - the ability to read text
at an appropriate rate, and with
accuracy, expression, and
appropriate phrasing
WRITING
Refer to Shared Reading
page 35 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 5
WORD STUDY
SHARED READING
Sight - visual detail
ensures that the
reader is able to give
faces to characters; or
details to a setting and
action
Sound - enables the
reader to be a part of
the action
Smell - provides a
strong power over
feelings, thoughts, and
emotions
Taste - memories,
people, places, and
feelings can be
suggested through
taste
Touch - tactile
descriptions create
sensory triggers to
help the reader not
only visualize a scene,
but to experience it.
The sense of touch
helps the reader put
themselves in the place
of the characters.
INDEPENDENT READING
WRITING
Rate - the number of words read
per minute
Accuracy - reading words in text
with no errors
Oral reading accuracy - is the
ability to identify or decode
words with appropriate
pronunciation and is measured
as a percentage of words read
correctly
Note:
The goal of fluency is the time (not
speed) needed to ensure
comprehension.
Fluency may be practiced and
assessed using independentlevel texts that are easy to read
and understand at 95% accuracy
or above (no more than 1 in 20
words are difficult for the reader).
Fluency may be directly taught and
modeled using instructional-level
texts that are challenging but
manageable to read and
understand at 90-95% accuracy
(no more than 1 in 10 words are
difficult for the reader).
Teacher Notes
Last Updated 05/08/2013
page 36 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Last Updated 05/08/2013
page 37 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Instructional Routines
Daily Lesson # 5
WORD STUDY
SHARED READING
Duration and Objective
Suggested Duration: 20-25 min.
Content Objective: Students read
and spell words with vowelconsonant-silent e (o-e).
Mini Lesson
1. Review 3-5 words from the 1. Display Anchor Chart:
Word Wall Teacher
Sensory Details from Daily
Resource: Word Wall
Lesson 4. Review why
Routine.
authors include sensory
details. Read the sensory
2. Write the letters A, E, I, O,
details on the chart.
U, on the board. Ask the
Explain that good readers
students to identify and
use sensory details to
state the name of each
create mental images
letter and its sound. Ask:
while reading.
What makes these
letters special? Discuss 2. If desired, read aloud the
responses.
poems from Daily Lesson
4 to review examples of
3. Remind students that
sensory details and the
these letters are vowels
mental images they
and that they have two
create.
sounds. Explain to the
students that when a word
ends in “e” and has the
pattern v-c-e (vowelconsonant-e), the first
vowel says its name and
the “e” is silent.
Suggested Duration: 25-30 min.
Content Objective: Students
recognize sensory details.
4. Display three words on the
INDEPENDENT READING
WRITING
Suggested Duration: 15-20 min.
Content Objective: Students read
with appropriate fluency.
Suggested Duration: 20-25 min.
Content Objective: Students write
short poems containing sensory
details.
1. Display the selected
poem.
1. Show the selected object
(such as popcorn) and
ask students to describe it
using their 5 senses.
2. Read the poem aloud to
students using poor
fluency.
3. Ask: How was my
reading? Discuss
responses.
4. Reread the poem with
appropriate fluency.
5. Ask: How was my
reading this time? How
was it better? Discuss
responses.
6. Explain to students that
good readers read
fluently. Explain that
fluency is not just reading
fast, but it is also
expression, phrasing, and
accuracy.
2. Explain that the type of
poem they will write today
describes an object using
sensory details.
3. Display the poem frame in
the Teacher Writer’s
Notebook.
4. Using the descriptions
given by students, Think
Aloud to complete the
poem frame. Read the
poem aloud and discuss
how the sensory details
provide a good description
of the object.
5. Display and discuss the
collected objects.
6. Remind students that not
Last Updated 05/08/2013
page 38 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
board, “hop, hope, hop”.
Ask students to hold up
one, two, or three fingers
to tell which word is
different from the other
two.
all objects can be
described by all of the
senses. Encourage
students to think outside
of the box. For example, a
rock on its own does not
make a sound; however, if
thrown it does.
5. Review that the word
“hop” follows the closed
syllable pattern (vowel
followed by a consonant)
and so it makes the short
vowel sound. Practice
decoding the word
together.
6. Next add “e” to the end to
make the word “hope”.
Review that this word
follows the vowelconsonant-silent e pattern
which makes the vowel
say its name and the “e” is
silent.
7. Repeat steps 4-6 with as
many additional o-e words
as needed.
Learning Applications
1. Distribute dry erase
1. Divide students into pairs 1. Students select a poem
boards, dry erase markers
and distribute the selected
they are familiar with.
Last Updated 05/08/2013
1. Pair students. Each pair
selects an object to
page 39 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
and erasers to each
student.
poems.
2.
2. Divide students into
groups of 4 and give each
group a set of prepared
3.
cards.
3. Students take turns being
the “teacher” and read the
word aloud to the group.
The other students write
the word on their dry
erase board. The
“teacher” shows the card
and the “students” check
their word.
Students read the poems
and underline sensory
details.
2. Students read the poem
several times to build
fluency.
Review the elements of
rhythm, rhyme, and
alliteration as needed.
describe in a sensory
poem. Students use
Think, Tell, Write to plan
their poems.
2. Students brainstorm ways
to describe the object
using sensory details.
They write the name of
their object and their ideas
in the Writer’s Notebook.
3. Confer with students and
provide targeted
assistance with listing
sensory detail words.
4. Continue with the
remaining cards.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Ask: How does
recognizing word
patterns help you
become a better
reader? Discuss
responses.
1. Invite students to share
1. Students read their poem
the sensory details they
to a partner with
found in the poems. Ask:
appropriate fluency.
What mental images did
the sensory details
create for you while
reading? Discuss
responses.
1. Ask: Why do authors
include sensory details
in poems? Discuss and
clarify responses.
2. Explain that in Daily
Lesson 6, students will
write poems with sensory
details.
2. Add the sensory details to
the Anchor Chart.
Last Updated 05/08/2013
page 40 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Developing Readers and Writers through Poetry
Lesson Preparation
Daily Lesson #: 6
WORD STUDY
TEKS
Ongoing
TEKS
SHARED READING
TEKS
INDEPENDENT READING
Ongoing
TEKS
1.1E
1.2A
TEKS
1.1E
1.12A
TEKS
1.11A
1.18B
Ongoing
TEKS
1.2B,C
1.3Aii,B,Civ,D,H
1.22A,Bii,C
1.Fig19C
1.5A
1.8A
1.11A
Key Understandings and
Guiding Questions
• Awareness of word patterns
supports the development of word
reading, fluency, and spelling.
- How does recognizing word
patterns help you become a better
reader?
• Writers use literary techniques to
enhance the reader’s and/or
listener’s experience.
- What makes poetry special?
• Fluent readers group words
quickly to help them gain meaning
from what they read.
- How does fluent reading help
readers understand what they are
reading?
• Writers use literary techniques to
enhance the reader’s and/or
listener’s experience.
- What make poetry special?
Vocabulary of Instruction
• Word Wall
• High­frequency word
• Vowel­consonant­e
• Rhythm
• Rhyme
• Alliteration
• Sensory detail
• Fluency
• Accuracy
• Poem
• Sensory detail
Materials
• White card stock (4­6 sheets) or
large note card (4-6)
• Dry erase board (1 per student)
• Dry erase marker (1 per student)
• Eraser (1 per student)
• Chips or counters (6 per student)
• Note card (20­30)
• Chart paper (if applicable)
• 3­4 Grade­appropriate poems to
read aloud
• 2 Grade­appropriate poems on
the reading level of students
• Chart paper (if applicable)
• Grade­appropriate poem for
modeling fluency (1)
• Collection of grade­appropriate
leveled poetry books for student
selection
• Chart paper (if applicable)
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Last Updated 05/08/2013
1.5A
1.8A
Ongoing
TEKS
WRITING
page 41 of 60 1.21A
Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 6
WORD STUDY
Attachments and
Resources
• Teacher Resource: Word Wall
Routines
• Handout: Word Lotto (1 per
student)
Advance Preparation
1. Prepare to display visuals
as appropriate.
SHARED READING
INDEPENDENT READING
WRITING
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Prepare to display the
selected poem to model
fluency.
2. Write the following frame
for the Senses Poem on
chart paper for students
to see (This lesson is
repeated from Daily
Lesson 5):
I smell _____
I hear _____
I taste _____
I feel _____
I see _____
2. Refer to the following
2. Select poems to read
Teacher Resource: Word
aloud.
Wall Routines. Select 4-6
3. Select and duplicate
new words to be
poems on the reading
introduced and prepare
level of most students.
accordingly. Write or print
the words in large letters
on card stock or note
cards. Select highfrequency word and words
that reflect the patterns
taught in previous Daily
Lessons.
3. Prepare a list of words
introduced in recent
lessons including highfrequency words and
vowel-consonant-e words
(a-e, o-e). Write the list on
chart paper and on a set
of note cards.
4. Duplicate Handout: Word
Lotto for each student.
Last Updated 05/08/2013
page 42 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 6
WORD STUDY
SHARED READING
Background Information
Teacher Notes
INDEPENDENT READING
Refer to Daily Lesson 5
WRITING
Refer to Daily Lesson 5
This Instructional Routine will be
repeated in Daily Lesson 7 with a
new set of poems for additional
practice.
Last Updated 05/08/2013
page 43 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Instructional Routines
Daily Lesson # 6
WORD STUDY
SHARED READING
Duration and Objective
Suggested Duration: 20-25 min.
Content Objective: Students read
and spell high frequency words
and words with vowel-consonantsilent e (o-e).
Mini Lesson
1. Follow Teacher Resource: 1. Display the Anchor Chart:
Word Wall Routines and
Sensory Details.
introduce 4-6 new words
2. Review the concept of
including sight words and
sensory details, rhythm,
words that reflect spelling
rhyme, and alliteration.
patterns recently
introduced.
3. Read aloud the selected
poems one at a time.
2. Review the vowelInvite students to share
consonant-e pattern (o-e)
examples of sensory
using the following steps:
details, rhythm, rhyme, or
alliteration that they heard
Teacher says the word.
in the poems.
Students echo.
Suggested Duration: 25-30 min.
Content Objective: Students
recognize sensory details and
respond to rhythm, rhyme, and
alliteration in poetry.
Together say the
phonemes in the word.
Students write the
word.
Students read the
word.
INDEPENDENT READING
Suggested Duration: 15-20 min.
Content Objective: Students read
with appropriate fluency.
Suggested Duration: 20-25 min.
Content Objective: Students write
a short poem with sensory details.
1. Display the selected
poem.
1. Continue the routine for
practicing handwriting.
2. Read the poem aloud with
intentional poor accuracy.
2. Choral Read the sensory
detail poem in the
Teacher Writer’s
Notebook from Daily
Lesson 5.
3. Ask: How was my
reading? Discuss
responses.
4. Reread the poem with
improved accuracy.
3. Discuss how the poem
describes an object using
the 5 senses.
5. Ask: How was my
reading this time? How
was it better? Discuss
responses.
4. Explain that students will
write poems and include
sensory details.
6. Remind students that
good readers read
fluently. Review that one
part of fluency is
accuracy, or reading the
words correctly. Model
practicing the words in a
difficult sentence.
Last Updated 05/08/2013
WRITING
5. Display the prepared
poem frame and review
how to complete it to write
a poem.
page 44 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Learning Applications
1. Distribute Handout: Word
Lotto and plastic chips to
each student.
1. Divide students into pairs 1. Students read one poem
and distribute the selected
several times focusing on
poems.
accuracy.
2. Display the chart with the
selected words.
2. Students read the poems
together and look for
examples of sensory
details, rhythm, rhyme,
and alliteration.
3. Model how to choose
words and write them in
different blanks on
Handout: Word Lotto.
3. Put two pairs together to
form a small group.
4. Students fill in their card
Students share the
with chosen words.
examples they found with
the group.
5. Draw one card and show it
to students. Students read
the word aloud. If it is on
their card, then they cover
it with a chip.
1. Distribute Writer’s
Notebooks to partners
(formed in Daily Lesson 5)
and instruct them to
review and discuss their
ideas from Daily Lesson 5.
2. In the Writer’s Notebook,
each student uses the
poem frame to write at
least one sensory poem.
3. Confer with students and
provide targeted
assistance to support
writing.
6. When all of the words are
covered, a student calls
out “Lotto” and reads the
words aloud to make sure
they have been called.
Play several times.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Using one set of cards,
Choral Read the words.
1. Invite each group to share 1. Students read their poem
a sensory detail from the
to a partner with
poems with the class. Ask:
appropriate fluency.
What mental images do
the sensory details
Last Updated 05/08/2013
1. Conduct Author’s Chair
routine.
page 45 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
create for you? Discuss.
Last Updated 05/08/2013
page 46 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Developing Readers and Writers through Poetry
Lesson Preparation
Daily Lesson #: 7
WORD STUDY
TEKS
1.3Aiv
Ongoing
TEKS
1.3Ai, iii
SHARED READING
TEKS
1.Fig19C
1.5A
1.8A
1.11A
Ongoing
TEKS
1.1E
1.2A
INDEPENDENT READING
TEKS
1.Fig19C
1.5A
1.8A
1.11A
Ongoing
TEKS
1.1E
1.12A
WRITING
TEKS
1.18B
1.22A
Ongoing
TEKS
1.21A
Key Understandings and
Guiding Questions
• Awareness of word patterns
support the development of word
reading, fluency, and spelling.
- How does recognizing word
patterns help you become a better
reader?
• Writers use literary techniques to
enhance the reader’s and/or
listener’s experience.
- What makes poetry special?
• Fluent readers group words
quickly to help them gain meaning
from what they read.
- How does fluent reading help
readers understand what they are
reading?
• Writers use literary techniques to
enhance the reader’s and/or
listener’s experience.
- What makes poetry special?
Vocabulary of Instruction
• Consonant digraph
• Consonant trigraph
• Consonant blend
• Rhythm
• Rhyme
• Alliteration
• Sensory detail
• Fluency
• Sensory detail
• Bio poem
Materials
• Dry erase board (1 per student)
• Dry erase marker (1 per student)
• Eraser (1 per student)
• Chart paper (if applicable)
• 3­4 Grade­appropriate poems to
read aloud
• 2 Grade­appropriate poems on
the reading level of students
• Chart paper (if applicable)
• Grade­appropriate poem for
modeling fluency (1)
• Collection of grade­appropriate
leveled poetry books for student
selection (1 per 2 students)
• Chart paper (if applicable)
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Attachments and
Resources
• Teacher Resource: Word Wall
Routines
Last Updated 05/08/2013
page 47 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 7
Advance Preparation
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Select the words to be
reviewed from the Word
Wall.
2. Select poems to read
aloud.
2. Prepare to display the
selected poem to model
fluency.
2. Copy the template for the
Bio poem in the Teacher
Writer’s Notebook.
3. Select and duplicate
3. Prepare to display pictures
poems on the reading
of items that end with –tch
level of most students.
and -dge. Possible
Write these poems on
pictures include a watch
chart paper.
and a ledge.
Name
Four words that
describe you
Favorite color
Something you like to
do
3. Prepare to write your own
Bio poem.
Background Information
A consonant trigraph is a
combination of three consonant
letters to stand for a single speech
sound. This is not the same as a
blend, where students can hear
both letter sounds, such as in /pl/.
The focus of this instruction
should center around the
student's application of skills in
their reading and writing.
Teacher Notes
There are many different
templates for Bio poems available
online. Use the one suggested in
the Advance Preparation or select
Last Updated 05/08/2013
page 48 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 7
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
your own. The main point is that it
uses different words and phrases
to describe a person.
Last Updated 05/08/2013
page 49 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Instructional Routines
Daily Lesson # 7
WORD STUDY
Duration and Objective
Suggested Duration: 20-25 min.
Content Objective: Students
decode words that end with the
consonant trigraphs -tch and -dge.
Mini Lesson
SHARED READING
Suggested Duration: 25-30 min.
Content Objective: Students
recognize sensory details and
respond to rhythm, rhyme, and
alliteration in poetry.
INDEPENDENT READING
WRITING
Suggested Duration: 15-20 min.
Content Objective: Students read
with appropriate fluency.
Suggested Duration: 20-25 min.
Content Objective: Students write
short poems.
1. Review 3-5 words from the 1. Review the concept of
Word Wall using Teacher
sensory details, rhythm,
Resource: Word Wall
rhyme, and alliteration.
Routine.
2. Read aloud the selected
2. Display the pictures
poems one at a time.
representing the
Invite students to share
consonant trigraphs in the
examples of sensory
pocket chart.
details, rhythm, rhyme, or
alliteration that they heard
3. Point to the picture
in the poems.
representing /tch/ and
ask: What is this a
picture of? Say the
sounds one at a time?
Discuss responses.
1. Display the selected
poem.
1. Review the different forms
of poems that have been
studied during this unit
(couplet, alliteration,
sensory). Review that
some poems rhyme while
others do not.
4. Explain that the three
letters work together to
make one sound, /tch/. It
is called a consonant
trigraph. Explain that it is
different than a blend
because in a blend you
can still hear both sounds.
6. Explain to students that
good readers read fluently
and one part of fluency is
appropriate phrasing.
Point out how to pause at
commas, stop at periods,
and read parts of
sentences (phrases) that
Last Updated 05/08/2013
2. Read the poem aloud
using poor phrasing.
3. Ask: How was my
reading? Discuss
responses.
4. Reread the poem with
appropriate phrasing.
5. Ask: How was my
reading this time? How
was it better? Discuss
responses.
2. Show the template for the
Bio poem in the Teacher
Writer’s Notebook. Explain
that a Bio poem is a poem
that describes the author.
3. Think Aloud and use the
template to write a teacher
Bio poem.
page 50 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
In a trigraph, the three
letters make one sound.
go together.
5. Repeat steps 3-4 with the
pictures representing the
consonant trigraph -dge
Learning Applications
1. Write the word “catch” on
the board. Underline the
“c” and say the sound.
Underline the “a” and say
the sound Underline the
consonant trigraph “tch”.
Review that the “tch”
sticks together to make
one sound. Repeat each
sound quickly and then
read the word.
1. Divide students into pairs 1. Form partners and instruct 1. Students use the template
and distribute the selected
each pair to select a poem
for the Bio poem to write
poems.
for independent reading.
one in the Writer’s
Notebook.
2. Students read the poems 2. In partners, students take
together and look for
turns reading the same
2. Confer with students to
examples of sensory
poem aloud several times
provide targeted
details, rhythm, rhyme,
to build fluency.
instruction and feedback.
and alliteration.
3. Display the poems written
on chart paper. Invite
each pair of students to
2. Ask: How many sounds
share a sensory detail,
did you hear? Discuss
rhyming words, or example
responses and emphasize
of alliteration and
that the consonant
underline it on the chart.
trigraph sticks together to
make one sound.
3. Distribute white boards,
markers, and erasers.
Write the word “fudge” on
the board and ask
students to copy the word
on their board. Ask: How
many letters are in this
word? Discuss
Last Updated 05/08/2013
page 51 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
responses.
4. Repeat the underlining
procedure in step 1 with
the word “fudge”.
5. Continue practicing with
additional words that end
with –tch and –dge. If
needed, practice words
with digraphs previously
introduced.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Review the difference
between a digraph and a
trigraph. Select students
to give an example word
for each.
1. Choral Read the poems.
Last Updated 05/08/2013
1. Invite partners to share
sensory details and
related mental images
from their poem.
1. Conduct Author’s Chair
routine.
page 52 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Developing Readers and Writers through Poetry
Lesson Preparation
Daily Lesson #: 8
WORD STUDY
TEKS
1.3Aii, Aiv, B
1.21A
1.22A, Bii
Ongoing
TEKS
1.3Ai
1.27B
SHARED READING
TEKS
1.8A
1.11A
Ongoing
TEKS
1.1E
1.27B
INDEPENDENT READING
TEKS
1.5A
1.8A
1.19C
Ongoing
TEKS
1.1E
1.12A
WRITING
TEKS
1.18B
1.22A
Ongoing
TEKS
1.21A
Key Understandings and
Guiding Questions
• Awareness of word patterns
supports the development of word
reading, fluency, and spelling.
- How does recognizing word
patterns help you become a better
reader?
• Writers use literary techniques to
enhance the reader’s and/or
listener’s experience.
- What makes poetry special?
• Fluent readers group words
quickly to help them gain meaning
from what they read.
- How does fluent reading help
readers understand what they are
reading?
• Writers use literary techniques to
enhance the reader’s and/or
listener’s experience.
- What makes poetry special?
Vocabulary of Instruction
• Consonant digraph
• Rhythm
• Rhyme
• Alliteration
• Sensory detail
• Fluency
• Rhyme
• Rhythm
• Alliteration
• Sensory detail
• Poem
Materials
• Paper (4 pieces per student)
• Collection of grade­appropriate
texts for student selection
• Chart paper (if applicable)
• 3­4 Grade­appropriate poems to
read aloud
• Chart paper (if applicable)
• Grade­appropriate poem for
modeling fluency (1)
• Collection of grade­appropriate
leveled poetry books for student
selection
• Reader’s Notebook (1 per
student)
• Teacher Reader’s Notebook (1)
• Chart paper (if applicable)
• Writer’s Notebook (1 per
student)
• Teacher Writer’s Notebook (1)
• Chart paper (if applicable)
Last Updated 05/08/2013
page 53 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 8
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
1. Prepare to display visuals
as appropriate.
2. Make a flip book for each
student. Directions for the
Flip Book:
2. Select poems to read
aloud.
Attachments and
Resources
Advance Preparation
Place 4 sheets of
paper (8 ½ X 11)
together.
Spread the top of each
sheet down about ½ to
¾ of an inch below the
sheet behind it.
Fold the bottom of all
the sheets up and align
the edges about ½ to
¾ of an inch below the
layer edge closest to
the bottom.
Adjust layers to assure
the layers are about
the same distance
apart.
Staple along the top.
3. Collect grade-appropriate
texts for students to use.
Last Updated 05/08/2013
page 54 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Daily Lesson #: 8
WORD STUDY
SHARED READING
Background Information
This Instructional Routine partially
assesses Performance Indicator
02.
This Instructional Routine partially
assesses Performance Indicator
04.
Teacher Notes
Consonant digraphs and trigraphs
introduced in Unit 03 will be
assessed in this Instructional
Routine. Vowel-consonant-e
words will be assessed in Daily
Lesson 20.
The first part of the Performance
Indicator is assessed in Shared
Reading.
Determine how you want students
to demonstrate their recognition of
sensory details, predictable
rhythm, rhyme, and alliteration.
Students can record examples in
writing or can be called
individually to share examples
orally.
Last Updated 05/08/2013
INDEPENDENT READING
WRITING
This Instructional Routine partially
assesses Performance Indicator
04.
The duration for Independent
Reading has been reduced in this
Instructional Routine to allow for
additional time to complete the
Writing Performance Indicator.
The second part of the
Performance Indicator is
assessed in Writing.
For this Performance Indicator,
students can write any form of
poem. During the previous daily
lessons, students have written
couplets, alliteration poems, a
senses poem, and a bio poem.
Students can use one of these
templates or write an original
poem using another template or
free verse.
page 55 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
Instructional Routines
Daily Lesson # 8
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
Duration and Objective
Suggested Duration: 15-20 min.
Content Objective: Students read
words containing consonant
digraphs and trigraphs.
Suggested Duration: 25-30 min.
Content Objective: Students
recognize sensory details and
respond to rhythm, rhyme, and
alliteration in poetry.
Suggested Duration: 10-15 min.
Content Objective: Students read
grade-level texts with fluency.
Suggested Duration: 30-35 min.
Content Objective: Students write
a short poem using alliteration
and sensory details.
Mini Lesson
1. Ask: Why is it important
to identify patterns in
words? Discuss
responses.
1. Review the concept of
sensory details, rhythm,
rhyme, and alliteration.
1. Ask: What is reading
fluency? Discuss and
clarify responses.
1. Review the poems written
during Daily Lessons 1-7
in the Teacher Writer’s
Notebook.
2. Distribute the prepared flip
books.
2. Read aloud the selected
poems one at a time.
3. Model how to add
“Digraphs and Trigraphs”
to the title and label each
of the tabs with the
following
digraphs/trigraphs: wh-,
kn-, -gh, -ck, -ng, -tch,
and –dge.
Learning Applications
2. Review how authors use
alliteration and sensory
details in poems.
3. Explain that in this Daily
Lesson students will write
a short poem that contains
an example of alliteration
and at least one sensory
detail.
4. If needed, demonstrate
writing an original poem in
the Teacher Writer’s
Notebook that contains
alliteration and a sensory
detail.
1. With a partner, students
1. Students respond either
search for words that have
orally or in writing to
Last Updated 05/08/2013
1. Students select poems
1. In the Writer’s Notebook,
and read independently or
students write an original
page 56 of 60 Grade 1
English Language Arts and Reading
Unit: 03
Lesson: 01
Suggested Duration: Days 1-8
the consonant diagraphs
and trigraphs.
2. Students add new words
to the flip books.
demonstrate recognition
of sensory details,
predictable rhythm, rhyme,
and alliteration.
in partners.
poem containing
alliteration and sensory
details.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
1. Students read their words
in a small group or with a
partner and verify that all
of the words fit the
pattern.
1. Invite students to share
something they have
learned about poetry or a
favorite part of a poem.
1. Invite students to share
examples of rhyming
words from their poems.
1. Conduct Author’s Chair
routine.
2. Collect the Writer’s
Notebooks to assess the
poems.
2. Collect the flip books to
assess for students’
knowledge of consonant
digraphs and trigraphs.
Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas
Education Agency
Last Updated 05/08/2013
page 57 of 60 First Grade
English Language Arts and Reading
Unit: 03 Lesson: 01
Word Lotto
©2011, TESCCC
09/10/12
page 1 of 1
First Grade
English Language Arts and Reading
Unit: 03 Lesson: 01
Hand Clapping Game Poem and Directions
Miss Mary Mack
1. Miss Mary Mac, Mac, Mac
All dressed in black, black, black,
With silver buttons, buttons, buttons,
All down her back, back, back.
2. She asked her mother, mother, mother,
For fifteen cents, cents, cents,
To see the elephant, elephant, elephant,
Jump over the fence, fence, fence.
3. He jumped so high, high, high,
He reached the sky, sky, sky,
And didn't come back, back, back,
‘Til the 4th of July, ly, ly.
Chant the rhyme performing the following actions according to the
word or syllable below:
Miss - cross arms and slap own shoulders
Mar - uncross arms and slap thighs
y - clap own hands
Mac - clap right hand with partner
(pause) - clap own hands
Mac - clap left hand with partner
(pause) - clap own hands
Mac - clap partner's hands
Continue the sequence for the remaining verses.
©2011, TESCCC
09/10/12
page 1 of 1
Grade 01
English Language Arts and Reading
Unit: 01-06
Word Wall Routines
New Words Routine
Introduce 4-5 new words. Complete the suggested steps for each new word one at a time:
1. Show the word card, explain what the word means, and point out any special
features.
2. Say the word and have students echo.
3. Students chant the spelling of the word using a kinesthetic chant or cheer.
4. Students write the word.
5. Students check the spelling of the word as the teacher says the letters one at a
time.
6. Place the word on the Word Wall under the correct beginning letter.
7. Choose a Word Wall Practice Activity to build, read, and/or write the new words.
Review Words Routine
Select any 3-5 words from the Word Wall that have been previously introduced. Complete
the suggested steps for each word one at a time:
1.
2.
3.
4.
5.
Point to the word card and read the word.
Students echo the word.
Students chant the spelling using a kinesthetic chant or cheer.
Students write the word.
Students check the spelling of the word as the teacher says the letters one at a
time.
6. Choose a Word Wall Practice Activity to review words.
©2012, TESCCC
11/09/12
page 1 of 1