Spring Arbor University School of Education Guided Reading Lesson Plan Format Title: Reading with Short e Grade Level: 1 Teacher Candidate: Ryan Moyer Time Allotted: 20-30 Materials Required: 3 copies of Get the Pets, pre-cut individual letters, 3 Elkonin Box templates, pre-cut word cards, highlighters, pencils Common Core Standard: 1. Reading Standard for literature k-5 or Informational text k-5: (Comprehension focused) CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details. 2. Reading Standards: Foundational Skills: CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. Objectives - Stated in terms of Bloom s taxonomy: 1. The student will describe what happens in a story. (comprehension) 2. The student will demonstrate how to read and write words with the short e sound. (application) Purpose of lesson: The purpose of this lesson is to get students to understand the sound and usage of the short E sound, and be able to explain the plot of a story. Instructional Procedure: Time Allotted 1-2 Essential Elements Anticipatory Set: Point to the letter E poster. Can someone tell me what letter is this? In the word egg, what sound does the letter E make?
C Asya and Alyssa, do you remember a couple weeks ago I had you do a spelling test? Amir, I know you didn t take the test with me and that s OK. There were some words on the test that I knew you might not know how to spell. Girls, do remember what I said to do? I said to just do your best. And you did! Today I hope that you can do your best again as we do some reading and practice of the short e sound. 1. State Purpose and Objective(s) of Lesson: a. So today what I want you to learn is what sound short e makes and how to use it in words. We re also going to read a short book and talk about what happened during it and how we know that s what happened. 1-2 b. Learning this is really important because you ll need to know how to use all the letters to become better readers and writers. c. Now, before we start I want you to know that what we are doing is being filmed by Miss Becca so that my teacher can see it later so do your best and be on your best behavior. When you want to answer, raise your hand so we re not all shouting answers at once. 2. Instructional Input Plan: a. Working with words: Someone tell me again what sound E makes. We call this the short e sound. I m going to teach you a fun way to remember the /e/ sound. Everyone give me a thumbs up. Now you re going to e-e-exercise your thumb every time we say /e/. I m 3-5 going to point at the picture and every time I touch it, I want you to say /e/ and exercise your thumb. Now we re going to do some work with the short e sound. Line up the m, e, and n cards below the boxes on the mat. SLOWLY: M-e-n. Repeat m-e-n, pushing each letter up into a box. Now I m going to have you do this with me.
Hand out the cut out letters: n, p, s, t, m, and e and a work mat. Take out all the letters and put them on the table so you can see all of them at once. Are we ready? Now, take your m, e, and n cards and line them up like I did a minute ago. Let s sound out the word and slide up the letters together. M-E-N. Great job! Now, at the bottom of the page, can you all write down the word men. Let s try another word. Take your P, E, and T cards and put them on your mat. Let s slide the letters up and sound out this word. P-E-T. Pet. Now write pet at the bottom. Let s take away the P? Can you make another word with a different letter there? C Asya, can you sound out what word you made? Alyssa, what word did you make? Amir, show me what word you thought of. Great job! Now, write down each of these words on your paper. 3-4 b. Modeling: Picture walk through the text. Now we re going to do some reading. Show the students the cover of the book, Get the Pets. Look at the title of this book. Can we read it together? Run finger underneath the words as they read the title. Did you notice any short e sounds in the title? Amir, what do you think the story might be about from the picture? Alyssa, what do you think? How about you, C Asya, what s going to happen in this book? Pass out the books. Turn to the first page, it s actually page 3. Can someone tell me what is going on in this picture? Now turn to page 5. What do we think it happening here? Let s go to page 6. What s going on here? Look at the bottom of the page where the words are. What is that second word? Cannot. Do you notice any words on this page that have the short e sound? (get, ten, pets)
2-3 c. Guided Practice: All right. Now we re going to start reading. Let s go back to the first page, page 3. We ll slowly read it together. Tam has a pet. Tam can pat the pet. Amir, tell me what the main idea of this page is. What s going on? C Asya, who is our main character on this page? d. Independent Practice: Now I m going to let you read by yourselves. I want you to read out loud in an indoor 4-5 voice. As you re reading, I ll come around to help if you need help. If you finish reading the story, reread the story and circle or highlight words you notice have the short e sound. Don t rush through it. If you get stuck remember to stretch out the sounds to sound out he words you re not sure of. Make sure to ask about what is going on in the story and about any words they are struggling with. What s happening on this page? What kinds of pets are here? Why is he/she doing this? 3. Differentiation Considerations (accommodations): Students who finish reading during the guided reading will be able to reread the book and highlight the words that have the /e/ sound. For students who are struggling, I will try to help them and work on stretching out the sounds of the words that they struggle with. 4. Assessment: a. Informal: The word work will be assessed by having students write down the words that were created. While the students are reading the book during the guided reading, I will be informally assessing them by asking questions to them individually. b. Discussing and revisiting the text: It looks like everyone is done reading so let s talk about the story. 2 Who were the two characters we read about? Alyssa, who was one of our characters? Amir, who was the other?
Someone raise your hand and tell me what kinds of pets Tam and Tom had. How do we know those were the pets they had? Where do we see that in the book? Can someone tell me what the main problem in the story was? What page is that on? So the pets got out of the cage. How did they resolve the problem? Can someone find that in the book? How do you think Tom felt when his pets got out? c. Extending the meaning. Do you have any pets? What would you do if any of your pets got out of the house or pen? 3 How would you feel? It s important that we take good care of our pets and are responsible. Can you tell me what responsible means? Being responsible means taking good care of what we have to do. It means doing the right thing. When Tom left the door of the pen open, was he being responsible? No. It s really important to always try to do the right thing. If you walk down the hall and find five dollars on the ground, is it responsible to keep the five dollars or to turn it in to a teacher so they can find out who it belongs to? It s better to turn it and you might even get a reward. Then to go back to our short e concept. Now, let s go back to our short e, when we read this book, did you notice all the short e sounds we were working on earlier? Hold up a word card pet. Can someone tell me what word this is? Can someone find it in the book? It may be on more than one page. What page do you see it on? What does this word mean in the story? Can you think of any other meanings of this
word? Repeat with the word pen (Pet: a dog/cat/etc. or physically touching an animal; Pen: a cage or a writing tool) 5. Closure: 2-3 a. I hope you guys had a fun time with me today and hopefully you understand how to use the short e and understand how to tell what has happened in a story. Can someone tell me what you learned? Start your sentence with I can
Adapted Elkonin Boxes Why I chose this strategy: On their pre-assessment, my students were having trouble distinguishing the short e sound so I wanted something that would allow them to sound out the /e/ sound in different words. The strategy allows students to hear the sound as they are spelling the words. I adapted the strategy because I wanted to be able to create more words than I would be able to by permanently writing or gluing the cutout letters in the boxes. Benefits of this strategy: The students can sound out the words and hear the short e sound. This allows students to create several words using the same sound by changing one letter. Possible cons of this strategy: Students can become distracted with too many letters. I can limit the number of letters to six or seven letters to reduce an overwhelming feeling of having 26 letters. Since the letters are never attached to the paper, I will have no tangible evidence that this activity took place.