Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
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 Last Updated 05/08/2013 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. Last Updated 05/08/2013 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). Last Updated 05/08/2013 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) Last Updated 05/08/2013 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 Last Updated 05/08/2013 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. Last Updated 05/08/2013 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 Last Updated 05/08/2013 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