Independent Reading/Guided Reading: See plans in Guided reading binder

Transcription

1 Ms. Jackson s First Grade Lesson Plans Week of: 10/31-11/4 Monday: Playground Duty, ***Make Vowel Teams chart*** 8:35-8:45 Shared Reading Introduce The Lost Keys 8:45-9:40 Reading Workshop (Bring whiteboard and marker) Mini lesson Session 14 Word Detective Don t Let Vowel Trip Them Up Connection: Readers, last week we watched out for endings on words. Yesterday the most embarrassing thing happened. I tripped and fell on the sidewalk. OUCH!! WHen I got up, I noticed a big crack in the pavement. There wasn t a sign warning me to Watch Out. It was my job to look closely. Sometimes tricky parts in a word, like vowels, can trip you up. Your job is to look closely at these parts. You don t want to trip like I did. Teaching Point: Today I want to teach you that word detectives don t let vowels trip them up. They remember to look closely at the vowels inside words, noticing when two vowels are side by side. Then, they try the word one way and then another until it makes sense and sounds right. **Add new strategy to chart.** Teaching/Active Engagement: Watch me. Readers you already know that one ways to solve tricky words is to try a vowel sound two ways. Talk about vowel teams, two vowels that are side by side in a word. Ex: out, friend, look, you. Let s look at the word see. The vowel team /ee/ makes the long /e/ sound. Let s read some other words that have this vowel team. Write the word feet on the board. Oh, I see a vowel team, /ee/. Meet, seed, weed, tree, seem. Now it s your turn to try. With your partner, write other words that also have /ou/ in them. An example could be out. Link: Today and everyday, remember you can be word detectives that don t let tricky parts like vowel teams trip them up. No way! Be word detectives that look closely. They spot tricky vowels and think how they might sound and then try the word. Independent Reading/Guided Reading: See plans in Guided reading binder Midworkshop teaching point Show vowel teams from pg Look especially at the word rain. Brainstorm other words with /ai/. Give each student a vowel team chart to add to their detective kits. Share Use vowel teams to read the letter from the package from the Super Secret Detective Agency. 9:40-10:05 Word Knowledge Introduce new spelling words- ship dish shack that then bath chin chop more for

2 Lesson 7 Introduce /m/ spelled _mb Reread Monkey story Phonemic Awareness Blending Review /ch/ page 10:05-10:10 Restroom/Brain Break 10:10-10:20 Read Aloud 10:20-11:20 Writing Workshop Mini lesson Session 9 Writing Tables of Contents Connection: Writers, yesterday we edited our writing by ourselves and with partners. Teaching Point: Today s lesson is an inquiry lesson meaning we will have a question we are trying to answer. You will soon be writing teaching books that are longer than anything you have written so far. Today we will focus on our mentor text, Sharks! We will study this book and see if we can get some tips for our writing. Ask yourself, What did this writer do that I could do as well? Anne Schreiber s book Sharks! Is longer than the books you all have been writing. What did Anne do that we could try as we get started writing really long chapter books? Teaching/Active Engagement: Watch me. Enlarge table of contents from Sharks! On the screen. Have students read it with me. I thought we d need to read about 10 pages, but here is already stuff to learn. Show students some other table of contents from other books. Now it s your turn to try. What do you notice? What is the author doing? Why? Today you will start working on a table of contents for your own book. Just like the schedule on our board, a table of contents lets you know what will be coming up. Make Chapter Titles chart from pg. 69 Link: Today and everyday, remember you can make a table of contents to help your reader know what you will be teaching about and what page number to find it on. Independent Writing/Conferring Share 11:20-12:05 Lunch/Recess

3 12:05-12:10 Restroom/Daily Spiral Review 12:10-12:40 CHARGE Purpose for teacher: Meet with reading group Purpose for other students not meeting with teacher: New spelling words with magnets, WWW practice, XtraMath 1:00 - Good Citizens 12:40-1:45 Math Workshop 4-6 Problem Based Learning/Solve and Share Visual Learning Guided practice #1-4, #15-17 Independent practice #5-14 Assess and Differentiate Reteaching group at table 1:45-1:55 Calendar 1:55-2:15 Halloween Read aloud 2:15-2:45 Music 2:45 Planners/Dismissal

4 Tuesday: Write shook, greener, couch, treats, standing, plain on index cards. 8:35-8:45 Shared Reading Choose some words from The Lost Keys to solve using MSV 8:45-9:40 Reading Workshop Mini lesson Session 15 Word Detectives Use Word Parts They Know to Read New Words. Connection: Readers, yesterday we looked closely at some words with vowel teams. This helped us read new words with vowel teams. Sing Readers Look Closely song - pg Teaching Point: Today I want to teach you that you can use parts of words you know to help you figure out new words. When you come to a tricky word, stop and think, Does part of this look like a word I know? Read or say the word you know, then go back to the tricky word to figure out the part that is the same. Teaching/Active Engagement: Watch me. You already know that you can use words you know to solve words. If you know this word...quickly write a word as students read it...then you can

5 read this word. Think about the word flat, We can use parts from two or even three words to solve a mystery word. Let me show you what I mean. Look at the book, Lost Socks. Turn to page 4. Look at the word, please. I see a word that reminds me of the word play. That part must say /pl/ Move my finger across the letters in the middle. This reminds me of the word eat, a vowel team. Quickly read the entire word to see if it makes sense. Did you see how I used parts from two words that I already know to solve this word in the book? Now it s your turn to try. Give each partnership a mystery word. See if groups can figure out the words using other words that they already know. Link: Today and everyday, remember you can Use two or maybe even three of your snap words to figure out a new word. Snap words can help you solve lots of mysteries. Get to it word detectives. **Add strategy to chart.** Independent Reading/Guided Reading: See plans in Guided reading binder Midworkshop teaching point Remember knowing lots of words is important because they can help you solve many new words. That s why you need to keep practicing your snap words. You never know when you re going to need them. You might find a mystery word and think, Wow am I glad I know that word she, because without it, I never would have figured out this word shake. Share 9:40-10:05 Word Knowledge Lesson 8 I Spy Game Introduce /w/ - Read Washer story Phonemic Awareness Introduce /wh/ - Read Whale story Phonemic Awareness 10:05-10:10 Restroom 10:10-10:20 Read Aloud 10:20-11:20 Writing Workshop Mini lesson Session 10 Planning and Writing Chapters While Resolving to Get Better

6 Connection: Writers, yesterday we worked on writing table of contents for our books. Teaching Point: Today I want to teach you that when you are writing a chapter book, you can plan that chapter the very same way you planned your teaching picture book. For example, you can plan what you will say in a chapter across your fingers, saying a whole bunch about each finger, or each part of the chapter. Teaching/Active Engagement: Watch me. So if we are going to write a chapter book, All about Bike Riding, and our table of contents page says that one chapter will be about bike riding in the park, our job will be to plan the different things we will write in that chapter. What could the different things be that we say about bike riding in the park? We could tell how they wear stretchy outfits. Should I put in that I got a bike on my birthday? No. Put up second finger - I could say that they have bike paths all over the place in the park. I could tell that the paths go about the lake even. Let s plan a second chapter that could go in this bike riding book, not about bike riding in the park. What could be the name of another chapter? Maybe Cool bikes. Now it s your turn to try. Turn to your partner. What are a few things we could add in our Cool Bike chapter? Examples - streamers, cool colors Today and everyday remember you can plan each chapter of your book the same way that you plan for your whole book. Independent Writing/Conferring Share 11:20-12:05 Lunch/Recess 12:05-12:10 Restroom 12:10-12:40 CHARGE Purpose for teacher: Meet with reading group Purpose for other students not meeting with teacher: Spelling words with magnets, WWW practice, XtraMath 12:40-1:45 Math Workshop 4-7 Problem Based Learning/Solve and Share Model how to use an appropriate strategy for subtracting. Visual Learning Bridge

7 Guided Practice #1-4, Independent Practice 5-19 Assess and Differentiate Reteaching group at table 1:45-2:15 Library 2:15-2:45 Music 2:45 Planners/Dismissal

8 Wednesday:Playground Duty 8:45-9:40 Reading Workshop Mini lesson Give the Close Reading Assessment 9:40-10:05 Word Knowledge Lesson 9 Review Phonemes Introduce /er/ spelled er, ir, ur - Read Bird Story 10:05-10:10 Restroom 10:10-10:20 Read Aloud 10:20-11:20 Writing Workshop Mini lesson Session 11 Writers Write with Details and Help Readers Picture the Details by Using Comparisons Connection: Writers, yesterday we started planning and writing chapters of our chapter books. Teaching Point: So writers you already know how to write in details. You just sometimes forget to do it. Today I want to teach you that you don t just tell a fact (a detail). You help readers to picture the fact (the detail) and to understand why it matters. One way you do that is by using comparisons. Teaching/Active Engagement: Watch me. Writers, let me tell you a story. The other day my computer froze. I clicked the mouse and nothing happened. I presson on the keyboard, still nothing. I called my friend who is good with computers and he said he know what the problem was. So much information has been traveling into your computer that it is like there are too many cars on a road, so there is a traffic jam and nothing can move. When my friend said that it was like a traffic jam of information inside my computer, I could picture what he was saying.

9 Nonfiction writers do that all the time. They compare something that is hard to picture with something that is easy to picture. Show example of Sharks! On pg. 7. She is teaching all about sharks skin. She starts of writing a detail. Then she adds a comparison to help readers picture it. I have never felt a shark s skin, let me tell you! But I have felt sandpaper many times. Now I can picture the shark s skin. Now it s your turn to try. Let s pretend you writing a book about airplanes. What could you compare an airplane to? Talk to your partner. Have partners share out. Ex - birds, kits **Add comparison to How Can I Teach My Readers chart.** Link: Today and everyday, remember you can use comparisons in your writing to help you reader better understand your topic. Independent Writing/Conferring Share 11:20-12:05 Lunch/Recess 12:05-12:10 Restroom 12:10-12:55 Math Workshop 4-8 Problem Based Learning/Solve and Share Visual Learning Guided Practice #1, 5-7 Independent Practice #2-4 Assess and Differentiate Reteaching group at table 12:55-1:25 P.E. 1:25-1:45 Math/Calendar/Daily Spiral Review 1:45-2:00 Planners/Dismissal

10 Thursday: 8:35-8:45 Shared Reading The Lost Keys - Word work focus 8:45-9:40 Reading Workshop(Session 16 Word Detectives Watch Out of Unusual Words)

11 Connection: Readers, yesterday we looked at words with vowel teams. Whenever I am watching a detective show, and there s a mystery to solve, detectives call in some suspects. Often they see the usual suspects again and again. They line them up and take a careful look at each one to see who might be the one to blame. They take a close look to see if they notice anything unusual. Teaching Point: Today I want to teach you that word detectives watch out for unusual words in their books. They notice when words they know are a part of words they don t know, like in contractions. **Add strategy to chart.** Teaching/Active Engagement: Watch me. Our word wall is like a lineup of usual suspects. We see them again and again in books. So I ve got some here. Let s line them up and take a closer look to notice if there is anything unusual here. Ready? Place have, I, are, I m, we in a pocket chart. Ok, let s look at each of these words. Put a thumb up if there s an unusual word. Yes, that s right, I m. I m is another way of saying I am. It is a contraction. I m sitting in the classroom. I m the teacher. Let s look at another bunch of suspects. Place can, you, he, she, can t in the pocket chart. Do you spy another unusual word? Yes, can t. Can t means can not. Now it s your turn to try. Look at here, can, is, don t and went on the board. Sky write the word that looks unusual. What two words does it combine? Whisper it to your partner. Link: Today and everyday, remember you can find lots of contractions or other unusual words in your books. Jot them down on post-it notes when you find them. Independent Reading/Guided Reading: See plans in Guided reading binder Midworkshop teaching point Thumbs up if you ve already found some sight words in disguise. Were those words wearing an apostrophe like the word can t or I m? You can keep a record of these words on post-it notes and keep them to remind yourself of the word. Share There are unusual words like compound words. We ve talked about these during word work. Words that are made up of two different words like something, or superstar, or playground. A hint to solve this word is to search left to right to find the first little word, then the second. Then combine both words to say the whole word. 9:40-10:05 Word Knowledge Lesson 10 Phonics Review of /ar/, _mb, w_, wh_ and /er/ 10:05-10:10 Restroom

12 10:05-10:20 Read Aloud 10:20-11:20 Writing Workshop Mini lesson (Different Kinds of Writing in Teaching Books) (How-to paper) Connection: Writers, we have been learning ways to teach our reader like using twin sentences and comparisons. Sometimes information chapter books have chapters with different kinds of writing. Some chapters might just tell facts and others might have a how-to page. Teaching Point: My point is not really that you have how-to pages in your books, although you do (or you could). No, the thing I want to teach you is bigger than that. I want to teach you that whenever a writer goes to write something new--even if it is a chapter, not a book, the writer pauses and thinks, What kind of writing am I making? Then the writer makes sure that his or her writing follows the rules of that kind of writing. Teaching/Active Engagement: Watch me. (Show examples of different kinds of chapters in student exemplars.) Model writing a how to for a book about baking, have how to paper for steps available if wanted. Now it s your turn to try. Think of a how to, or list chapter you want to write today. How will you make it look? Link: Today and everyday, remember before you start a chapter, think about what you are writing and how your page should look. Independent Writing/Conferring Share 11:20-12:05 Lunch/Recess 12:05-12:10 Restroom 12:10-12:40 CHARGE Purpose for teacher: Reading Group Purpose for other students not meeting with teacher: XtraMath, magnets, WWW 12:40-1:45 Math Workshop 4-9 Problem Based Learning/Solve and Share

13 Visual Learning Guided practice- #1, 5-7 Independent practice- #2-4 Assess and Differentiate Reteaching Group 1:45-2:45 Art Meet with Mentor 2:45 Planners/Dismissal

14 Friday: Playground Duty 8:35-8:45 Shared Reading The Lost Keys - fluency focus 8:45-9:40 Reading Workshop Mini lesson Session 17 Word Detectives Smooth Out Their Reading Connection: Readers, yesterday we learned about contractions and compound words. Teaching Point: Today I want to remind you that after readers have read once to fix up the tricky words, they can reread to make their reading sound smooth. You read, fix it, and then read again, putting it all back together. Teaching/Active Engagement: Watch me. Watch how I use all the strategies to solve a hard word, then reread to make my reading voice sound smooth and put the whole sentence back together. Place Lost Socks on the screen. Look at pg. 10. Read and get stuck on the word again. Break the word into parts noticing the vowel team. Then reread to think about what makes sense and sounds right. No, my job isn t done. I have to reread the whole sentence again. That ll help me not only make my reading voice smooth but it will also help me understand what s happening. Reread the line and finish the page in a fluent voice. Now it s your turn to try. WHen we get to the covered word, you and your partner try to stop and solve it. Don t forget to go back and reread the sentence again, putting it all back together in your smoothest voice. Show pg. 14. Stop at the word white. Have students guess the covered word. Show the word and then pretend like I m done. Students should remind me to reread to smooth out my voice. Link: Today and everyday, remember you can use the tools in the room to help you with really tough words like our class charts and the word wall. Don t forget to reread to make your voice sound smoother.

15 Independent Reading/Guided Reading: See plans in Guided reading binder Midworkshop teaching point I want to remind you that one of the good habits you have as a reader is to reread your books. The second time you read a book, you can read even the tough words in a snap and your voice will sound so much smoother. Share 9:40-10:05 Word Knowledge Introduce silent e (compare /at/ to /ate/, i_e, ) Point to both vowels using right hand Only make sound of vowel pointing to 10:05-10:10 Restroom 10:10-10:20 Read Aloud 10:20-11:20 Writing Workshop Mini lesson (Session 13 Introductions and Conclusions) Connection: Writers, we have been learning information books can have special chapters like how to or lists, but all information books tell facts. In our lives, we have certain routines that help our day go smoothly. We have some things we do each day at school that help us get ready and finish our day. Each day we have a special way to begin and end our day. Teaching Point: Today I want to teach you that when you write a teaching book, readers expect that your writing, like a school day, will have a beginning and an ending. Teaching/Active Engagement: Watch me. Look at examples in mentor texts or introductions, and ways to get started in an interesting way. (questions, sound words) (Model writing an introduction chapter for new info book about baking.) Now it s your turn to try. Tell your partner an introduction for your story today. Link: Today and everyday, remember each book you write should have an introduction and a conclusion. Independent Writing/Conferring

16 Share 11:20-12:05 Lunch/Recess 12:05-12:10 Restroom 12:10-12:40 CHARGE Purpose for teacher: Purpose for other students not meeting with teacher: 12:40-1:15 Math Workshop Topic 4 Review Practice Performance Task (In Blackline Master) Problem Based Learning/Solve and Share Complete reteaching workbook page together Assess and Differentiate Reteaching strategies used in topic 4-9 game on computers 1:15-1:45 P.E. 1:45-2:15 Calendar/Daily Spiral Review/Health 2:15-2:45 Science/Social Studies Talk about community and community helpers 2:45 Planners/Dismissal

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