ELAR Grade 01 Unit 01 Exemplar Lesson 01: Growing Foundational Reading and Writing Skills

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1 ELAR Grade 01 Unit 01 Exemplar Lesson 01: Growing Foundational Reading and Writing Skills 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 Reading and writing along with listening and speaking are ways in which one can convey a message to others. Students listen and read attentively to understand messages from others. Students speak and write with careful attention to their choice of words to convey messages to others. Students improve their phonological skills through practice through rhyming and alliteration. Students explore the parts of a sentence and parts of a book through guided and independent practice. Performance Indicators Grade 01 ELAR Unit 01 PI 01 Using the conventions of oral language, repeat poems, songs, and rhymes. Generate, write, and read aloud a series of rhyming words and a sentence demonstrating alliteration. Standard(s): 1.2A, 1.3B, 1.3D, 1.8A, 1.21A, 1.22A, 1.22E, 1.28A ELPS ELPS.c.1H, ELPS.c.2A, ELPS.c.2B, ELPS.c.2C, ELPS.c.2E, ELPS.c.3A, ELPS.c.4A, ELPS.c.5A, ELPS.c.5B, ELPS.c.5C Key Understandings Understanding that print is associated with spoken language supports the development of word recognition and enhances oral and written communication. Letters and letter combinations represent sounds. Writers use personal experiences to develop stories which they communicate with others. Listening and speaking are critical in learning new words. page 1 of 84

2 The Texas Essential Knowledge and Skills () 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 are available on the Texas Education Agency website at Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to: 1.1B Identify upper- and lower-case letters. 1.1C Sequence the letters of the alphabet. 1.1D Recognize the distinguishing features of a sentence (e.g., capitalization of first word, ending punctuation). 1.1E Read texts by moving from top to bottom of the page and tracking words from left to right with return sweep; and 1.1F Identify the information that different parts of a book provide (e.g., title, author, illustrator, table of contents). 1.2 Reading/Beginning Reading Skills/Phonological Awareness. Students display phonological awareness. Students are expected to: 1.2A Orally generate a series of original rhyming words using a variety of phonograms (e.g., -ake, - ant, -ain) and consonant blends (e.g., bl, st, tr). 1.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to: 1.3A Decode words in context and in isolation by applying common letter-sound correspondences. 1.3A.i 1.3A.ii 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. single letters (vowels) including short a, short e, short i, short o, short u, long a (a-e), long e (e), long i (i-e), long o (o-e), long u (u-e), y=long e, and y=long i. page 2 of 84

3 1.3B Combine sounds from letters and common spelling patterns (e.g., consonant blends, long- and short-vowel patterns) to create recognizable words. 1.3C Use common syllabication patterns to decode words, including: 1.3C.i closed syllable (CVC) (e.g., mat, rab-bit). 1.3D Decode words with common spelling patterns (e.g., -ink, -onk, -ick). 1.8 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 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 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: 1.17A Plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas). 1.17B Develop drafts by sequencing ideas through writing sentences Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: 1.20B Speak in complete sentences with correct subject-verb agreement 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. page 3 of 84

4 1.22 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: 1.22A Use phonological knowledge to match sounds to letters to construct known words. 1.22B Use letter-sound patterns to spell: 1.22B.i consonant-vowel-consonant (CVC) words Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to: 1.27A Listen attentively to speakers and ask relevant questions to clarify information. 1.27B Follow, restate, and give oral instructions that involve a short related sequence of actions Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to: 1.29A Follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions. Ongoing Materials alignment coming soon. Writer s Notebook (1 per student) Teacher Writer s Notebook (1) Cardstock (12) White cardstock (10) Sentence strip (20-30) Pocket chart (4) Crayons (1 set per student) Blank paper (3 per student) Box or basket for selected texts (1 per 3-4 students) Plastic upper-case letters A-Z (1 set per student) Plastic lower-case letters A-Z (1 set per student) page 4 of 84

5 Plastic sealable bags (2 per student) Pointer (1) Ball (1) Variety of upper-case (A-Z) alphabet manipulatives (1 set per 2 students) Chart paper (if applicable) 5 grade-appropriate big book or picture book with large print for read aloud (1 copy of each) 3-5 grade-appropriate poems with alliteration to read aloud (1 copy of each) 4 grade-appropriate poems, songs and/or rhymes (1 copy of each) 2 grade-appropriate poems with rhyme to read aloud (1 copy of each) Grade-appropriate poem with alliteration to read aloud (1) Collection of grade-appropriate texts for student selection 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: Alphabet Mat Handout: Attentive Listeners Teacher Resource: Letter-Sound Deck Teacher Resource: Letter-Sound Routines Teacher Resource: Word Wall Routines Resources and References Possible/Optional Literature Selections None identified None identified page 5 of 84

6 Growing Foundational Reading and Writing Skills Lesson Preparation Daily Lesson #: 01 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing 1.1B,C 1.27A 1.1E 1.12A 1.17A Key Understandings and Guiding Questions Letters and letter combinations represent sounds. Listening and speaking are critical in learning new words. Understanding that print is associated with spoken language Writers use personal experiences to develop stories -What do you know about letters? - What does a good listener do? supports the development of word which they communicate with - How can you be a good listener? recognition and enhances oral and others. written communication. - Where do authors find topics for -What does a good reader do while writing? reading? Vocabulary of Instruction Alphabet Letter Listening Independent Idea Materials Plastic uppercase letters A-Z (1 set per student) Plastic sealable bag (1 per student) Chart paper (if applicable) Grade-appropriate big book or picture book with large print for read aloud (1) Chart paper (if applicable) Box or basket for selected texts (1 per 3-4 students) Collection of gradeappropriate texts 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 Handout: Alphabet Mat (1 per student) Handout: Attentive Listeners (1 per student) page 6 of 84

7 Daily Lesson #: 01 WORD STUDY SHARED READING INDEPENDENT READING WRITING Advance Preparation 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. Duplicate the Handout: Alphabet Mat on 11x17 cardstock for each student. Consider laminating the alphabet mats as students will be using them throughout the Daily Lessons. 3. Prepare bags of plastic upper-case letters A-Z for each student. These bags of letters will be used in multiple Daily Lessons. 2. Select a gradeappropriate fiction book to read aloud. 3. Duplicate the Handout: Attentive Listeners for each student. 2. Select an assortment of independent level texts (most will probably be at the emergent level) to place in each box or basket for every 3-4 students. If students reading levels are known, create leveled boxes/baskets and assign 3-4 students to each basket. These boxes/baskets will be used throughout the Daily Lessons. Refer to Teacher Notes. 3. Select one of the books from the box to use during the modeling of Independent Reading. 2. Label one Writer s Notebook for each student. This can be a composition book, a spiral notebook, a small threering binder, or a folder with paper in the brads. The first few pages will be designated for keeping a list of writing ideas or possible topics. 3. Create a Teacher Writer s Notebook to model writing and the writing process. Students need to be able to see the modeling so consider the best way to display (chart paper, computer projector, etc.) Background Information It is important that students have During Shared Reading, the Emergent readers can read text Writing or drawing a story is a a strong foundation in letter name teacher shares the task of independently, even with very form of encoding our ideas and knowledge accompanied by reading a carefully selected text limited word knowledge. By understandings into a message. explicit instruction on letter sound, (preferably an enlarged text) with rereading carefully selected Later, we can revisit what we have or graphophonemic knowledge. a group of students. If possible, predictable text, the emergent encoded and remember those A quality language arts program students are gathered on the floor reader builds self-confidence, ideas. We can use them to share should be balanced. Phonics and sit closely together. vocabulary, comprehension, and our ideas with others. skills are delivered through The enlarged text is often a big fluency. Encoded messages must carry page 7 of 84

8 Daily Lesson #: 01 WORD STUDY SHARED READING INDEPENDENT READING WRITING explicit and systematic instruction. book, which contains predictable The daily rereading of familiar text meaning, and they must be able These skills are then reinforced language patterns, ample picture builds self-confidence and to be decoded. The emergent through interactive, hands-on support, and large spacing automaticity with high-frequency writer is not yet conventional. practice within authentic between words to support one-to- words and phrases. It provides an However, they can look at their connected text. one self-monitoring. opportunity for the student to learn work and remember their ideas. Shared Reading is meant to be and practice problem-solving Decoding a message involves an enjoyable and risk-free strategies, with the assistance and extracting meaning. In first grade, reading experience. scaffolding of the teacher. telling about one's picture can be considered the very beginning of decoding. Most importantly at this stage, the teacher stresses that writing has a purpose. Writing is a way to convey ideas. It is critical that students understand that their writing, whether drawn or conventionally written, must represent an idea with meaning. Teacher Notes The boxes/baskets of texts for student selection will be used throughout the Daily Lessons. These boxes/baskets need to refreshed and updated with new texts often to keep students interested. This Daily Lesson provides the foundation for Writer s Workshop. The routines and procedures will gradually build throughout upcoming Daily Lessons. The Writer s Notebooks need to have two sections labeled Ideas and Drafts. This can be done ahead of time for students or it can be done together. Also, determine how students will date the pages of the Writer s Notebook. Ideas include a date stamp, writing the date in numbers, or writing the date out page 8 of 84

9 Daily Lesson #: 01 WORD STUDY SHARED READING INDEPENDENT READING WRITING (for example: August 27, 2010). This is teacher preference, but it is important to establish this routine from the beginning. page 9 of 84

10 Instructional Routines Daily Lesson # 01 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students Content Objective: Students listen Content Objective: Students read Content Objective: Students identify the letters of the alphabet attentively and ask relevant independently and demonstrate generate ideas for writing. and name them in sequence. questions. appropriate Independent Reading behaviors. Mini Lesson 1. Distribute the Handout: Alphabet Mat to each student. Model the 1. Explain that, in first grade, students will use good listening skills. Explain that 1. Introduce a browsing box/basket filled with selected texts. 1. Ask: Where do authors find good topics for writing? Discuss page 10 of 84

11 following routine with the first three letters: Teacher says the letter. Students echo and touch the letter on the Handout: Alphabet Mat. 2. Practice with all of the letters. Repeat again with just the girls echoing while everyone touches the letters on the Handout: Alphabet Mat and then repeat with the boys while everyone touches the letters on their mat. 3. Distribute the bag of plastic letters and instruct students to place all the letters from the plastic bag at the bottom of the Handout: Alphabet Mat so each letter can be seen. 4. Instruct students to find each letter one at a time in correct sequence and place it on the Handout: Alphabet Mat using the routine Find, Place, Name. Demonstrate the routine for students: Find the letter. good listeners use their whole bodies to listen, not just their ears. 2. On chart paper, draw and label a simple picture of eyes. Ask: How do good listeners use their eyes? Discuss responses, including eyes on speaker. 3. Draw and label a simple picture of lips. Ask: How do good listeners use their lips? Discuss responses, including mouths closed, ask questions, and give compliments. 4. Draw and label a simple picture of two hands. Ask: How do good listeners use their hands? Discuss responses, including hands to themselves. 5. Draw and label a simple picture of two feet. Ask: How do good listeners use their feet? Discuss responses, including feet still. 2. Explain that they will be given a text to read independently. Discuss what independent means. 3. Reference the chart paper with the pictures of eyes, ears, etc. used in Shared Reading. Ask: How do good readers use their eyes when reading? Discuss responses, including look at the book, look at the pictures, and look for letters and words. 4. Ask: How do good readers use their lips when reading? Discuss responses including quiet or whispering to yourself. 5. Ask: How do good readers use their hands? Discuss responses including hold the book properly, turn the pages carefully, and point to pictures, letters, and words. Model holding the book properly, turning the pages, and pointing. 6. Ask: How do good readers use their feet? responses. 2. Ask: What is a list? Key words or phrases to help the writer remember, not complete sentences. 3. Think Aloud about topics for the teacher list and write them in the Teachers Writer s Notebook. Draw a simple picture next to each topic to aid in remembering the topic. Explain how writers can write about things they have experienced in their own lives. page 11 of 84

12 Find the letter. Place it on the mat in the correct space. Name the letter as you place it on the mat. 5. Practice once as a whole class. Say one letter name at a time in ABC order. Students Find, Place, Name. Continue with the next letter when all students are ready. 6. Draw and label a simple picture of two ears. Ask: How do good listeners use their ears? Discuss responses, including ears open, to hear the speaker. 7. Draw and label a picture of a brain. Ask: How do good listeners use their brain? Discuss responses, including thinking about what the speaker is saying. Note: Leave the display of pictures and words up, as they will be used as a word bank during the Learning Application and in Independent Reading. readers use their feet? Discuss responses including feet are still and stay in one place. 7. Ask: How do good readers use their ears? Discuss responses including listen for teacher directions. 8. Ask: How do good readers use their brain? Discuss responses including think about the book, pictures, and words. 9. Think Aloud and use the pictures to activate prior knowledge and make predictions. 10. Read at a steady pace. Tell students to notice the spoken words matching the printed words. Model reading top to bottom, left to right with return sweep if applicable. 11. Ask: What can you do if you do not know the words? Discuss responses including try and figure out the words, ask for help, tell the story page 12 of 84

13 through the pictures, choose another book. Learning Applications 1. Using the routine, Find, Place, Name students place letters in alphabetic order on Handout: Alphabet Mat. Monitor and provide assistance. 2. When finished, students mix up the letters and repeat the routine. 3. Assign partners. Partners take turns with each letter using Find, Place, Name. 1. Students use their whole bodies (eyes, lips, hands, feet, ears, and brain) to be good listeners while the teacher reads aloud a book. 2. Follow the Shared Reading Routine: Conduct a Book Walk of the selected text: Show and discuss the cover Read the title, author, and illustrator Preview and discuss 2-3 illustrations Pose questions that activate background knowledge, elicit predictions, and establish a purpose for reading Conduct a Read Aloud of the selected text, stopping periodically to reinforce listening skills through modeling, thinking 1. Students are given an independent level text. 2. Students read for a developmentally appropriate amount of time. At the beginning of the year, this may only be a couple of minutes. 3. Monitor and provide assistance. While visiting students, invite them to briefly share their thoughts about the text they are exploring. 1. Explain that the first few pages of the Writer s Notebook will be saved for brainstorming writing ideas. 2. Students brainstorm ideas from personal experiences. Students write the topics and draw a simple picture in the Writer s Notebook. 3. Confer with students and provide targeted instruction by questioning them about experiences they may have had over the summer that might be included on their list. page 13 of 84

14 aloud, and interactive questioning. 3. Distribute the Handout: Attentive Listeners. Discuss that good listeners pay attention to the speaker and ask questions. Point out that attentive listeners are good listeners. 4. Ask: Which word from the word bank (from the Mini Lesson) makes sense in this sentence? Read the sentence using the correct word in the blank and verify that it makes sense. 5. Demonstrate how to copy the word in the blank. Students copy the word onto the Handout: Attentive Listeners. Monitor and assist as needed. 6. When everyone is finished writing the word, Choral Read the sentence. Inform students that they will draw pictures of the page 14 of 84

15 body parts in the boxes when they finish writing all of the words. 7. Continue in the same manner with the other sentences. When sentences are complete, students draw a picture in each box. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. Ask: What do we know about letters? Discuss responses, including letters have names, letters make sounds, letters are used to make words. 1. Ask: What do attentive listeners do? Discuss responses. 2. Choose students to come and point to one of the pictures (eyes, lips, hand, feet, ears, brain) and explain how they use that body part to listen attentively. 1. Students return books and regroup as a whole class. 2. Ask students to share observations, discoveries, and other thoughts about the texts that they explored. 3. Ask: What did you do as a good reader? Discuss responses. 1. Begin the Author s Chair routine by asking 2-3 students to come to the front and sit in the special Author s Chair. Those students read their lists of writing ideas to the class. page 15 of 84

16 Growing Foundational Reading and Writing Skills Lesson Preparation Daily Lesson #: 02 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing 1.1B,C 1.29A 1.1E 1.12A 1.17A,B 1.21A Key Understandings and Guiding Questions Letters and letter combinations represent sounds. Listening and speaking are critical in learning new words. Understanding that print is associated with spoken language Writers use personal experiences to develop stories - What do you know about letters - What is a discussion and why do supports the development of word which they communicate with and letter sounds? people have discussions? recognition and enhances oral others. - What rules do we need in order and written communication. - How can you share your ideas? to have a discussion? - How do you select a book to read during independent reading time? Vocabulary of Instruction Alphabet Listening Independent Idea Letter Speaking Sound Discussion Materials Cardstock (12) Blank paper (1 per student) Collection of grade Writer s Notebook (1 per Bag of plastic upper case letters Grade appropriate big book or appropriate texts for student student) from Daily Lesson 1 Word Study (1 picture book with large print for selection Teacher Writer s Notebook (1) per student) read aloud (1) Chart paper (if applicable) Chart paper (if applicable) Variety of uppe rcase (A Z) Chart paper (if applicable) alphabet manipulatives (1 set per 2 students) Chart paper (if applicable) Attachments and Handout: Alphabet Mat (1 per page 16 of 84

17 Daily Lesson #: 02 WORD STUDY SHARED READING INDEPENDENT READING WRITING Resources student) Teacher Resource: Letter-Sound Deck (1) Teacher Resource: Letter-Sound Routine (1) Advance Preparation 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. Duplicate the Teacher Resource: Letter-Sound Deck on cardstock. This deck will be used throughout the year. Prepare to use the Teacher Resource: Letter-Sound Routine. 3. Prepare to use the bags of plastic upper-case letters A-Z from Daily Lesson 1 Word Study. 2. Select a gradeappropriate fiction book to read aloud. 2. Prepare to use the boxes/baskets of selected texts from Daily Lesson 1 Independent Reading. 3. Pre-select one of the books from the box to model Independent Reading. 2. Plan to introduce a daily handwriting routine to students. Refer to Teacher Notes. 3. Plan to demonstrate thinking of an idea to write about and drawing a simple picture of the idea. 4. Make or gather enough upper-case (A-Z) alphabet manipulatives to have one set for every 2 students. For example: paper plates with one upper-case letter written on each plate, popsicle sticks with one upper-case letter written on each, beads, plastic page 17 of 84

18 Daily Lesson #: 02 WORD STUDY SHARED READING INDEPENDENT READING WRITING letters, alphabet puzzles, etc. 5. Each student will need the Handout: Alphabet Mat from Daily Lesson 1 Word Study. Background Information Refer to Daily Lesson 1 Word Refer to Daily Lesson 1 Shared Refer to Daily Lesson 1 Refer to Daily Lesson 1 Writing Study Reading Independent Reading Teacher Notes Beginning with Daily Lesson 2 Word Study, the focus will be on introducing one or two lettersounds at the beginning of the Mini Lesson using the directions from the Teacher Resource: Letter-Sound Routine and the corresponding card(s) from the Teacher Resource: Letter-Sound Deck. Refer to Daily Lesson 1 Independent Reading The routine of Think, Tell, Draw, Write is used in first grade to help students get from idea to first draft: Think (choose a topic from the teacher list and think about the experience or idea) Tell (talk with a partner about that experience or idea) Draw (draw a simple picture of your idea) Write (put your ideas down in sentences) The Draw step serves as a temporary scaffold for those students who are still emergent writers. As students progress, this scaffold can removed to focus page 18 of 84

19 Daily Lesson #: 02 WORD STUDY SHARED READING INDEPENDENT READING WRITING more on putting ideas down using words rather than pictures. Starting with Daily Lesson 2 Writing, students will begin the Writing component with a handwriting routine. Teachers may choose to introduce letters as they are introduced in Word Study or use their district-adopted handwriting program. Handwriting should not last more than 3-5 minutes and should focus on correct formation of both upper and lower case letters using paper that is supportive of first grade handwriting. This should be review for first graders who were taught proper formation in Kindergarten. Teachers should identify students that have developed poor habits and spend time with those students one on one or in small group with more intensive instruction. page 19 of 84

20 Instructional Routines Daily Lesson # 02 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students Content Objective: Students follow Content Objective: Students read Content Objective: Students share understand the relationship the rules for discussion. self-select text independently and ideas orally with a partner and between letters and sounds. demonstrate print concepts. correctly form letters when writing. Students name the letters of the alphabet in sequence. Mini Lesson 1. Letter-Sound Routine/Phonological Awareness: 1. Ask: What is a discussion? Discuss responses, including that 1. Instruct students to notice the browsing boxes/baskets filled with 1. Introduce the routine for practicing handwriting. Model correct formation of page 20 of 84

21 Instruct students to listen for the sound /ĭ/ at the beginning of a word. If the word starts with /ĭ/, students show thumbs up. If it starts with another sound, they show thumbs down. Use the following words: itch, hand, igloo, book, rain, iguana, if, swing, ill, it Say: The letter I makes the sound: /ĭ/. Watch my mouth. I, /ĭ/ Ask students to notice what their mouths and throats do as they echo the sound. Possible prompts include: What do your lips, tongue, and throat do as you make this sound? Is your mouth opened or closed? Does your throat wiggle? Is your voice on or off? Do you feel air coming out of your mouth? Ask students to listen and echo again. Review: The letter I a discussion is taking turns talking about a certain topic or having a conversation. 2. Ask: What are some rules we will need to follow when we have discussions as a class or in small groups? Discuss responses. 3. Teach children the following hand signals for discussion rules: Raise your hand to speak (put hand in air.) Listen to the speaker (put hand by ear.) No interruptions (make an x with two fingers and hold it over mouth.) Speak one a time (hold up one finger.) Talk about the topic (shake finger.) books. 2. Explain that during Independent Reading, they will sometimes select books from the browsing box/basket. 3. Think Aloud to model selecting a book that sparks an interest from a browsing box/basket. 4. Display the book cover. Model the proper way to hold the book, point to the text, and turn the pages of the book. Use the pictures to demonstrate activating prior knowledge to make predictions. 5. Read at a steady pace. Provide time for the students to notice the spoken words matching the printed words. Model phrasing and expression. a selected letter(s). Students write the letter using correct letter formation. 2. Remind students that they learned that writers make lists of their ideas. Ask: What is a list? Discuss responses including key words or phrases to help the writer remember, not complete sentences. 3. Using the Teacher Writer s Notebook, review the list of ideas that were generated in Daily Lesson 1 Writing. Explain that writers can write about things they have experienced in their own lives. Brainstorm additional ideas and add them to the list of topics in the Teacher Writer s Notebook. Include a simple picture for each idea. 4. Explain that writers take all their ideas and choose one to write about. Tell students that a draft is a page 21 of 84

22 makes the sound: /ĭ/. Watch my mouth. I, /ĭ/ 2. Letter-Sound Routine/Phonics: Show the card for the letter I. Explain that each Letter-Sound Card has a picture which will help students remember the sound that the letter makes. The picture for I is an iguana. Instruct students to repeat after you in the following pattern: letter name, picture, letter sound (I, iguana, /ĭ/) 3. Distribute the Handout: Alphabet Mat to each student. Warm up by touching and saying the names of the letters in order. first attempt at putting an idea into words on paper. 5. Model the Think, Tell, Draw, Write process. Think Aloud about which topic would make a good story. Put a star by it. Tell students briefly about the selected experience or idea. Add details to the picture that correspond with what is being told to students. Explain that writers tell stories by writing words on paper. Telling the story out loud and drawing the picture helps a writer know what to write on paper. 6. Think Aloud while modeling how to generate at least one complete sentence that represents the selected idea. 4. Tell students that they can also practice the letters in a random order. Say the letters in a random order. Students echo and touch. page 22 of 84

23 Check to see if students are touching the correct letters. Continue with all of the letters. Learning Applications 1. Students work independently or with a partner to practice placing the letters of the alphabet in order using the Find, 1. Students use their whole bodies (eyes, lips, hands, feet, ears, and brain) while listening to a book read aloud (refer to step #2). 1. Each student selects a book that sparks his or her interest from the provided browsing boxes/baskets. 1. Remind students that the first several pages of the Writer s Notebook are used to keep a list of writing ideas. Remind page 23 of 84

24 Place, Name routine. 2. Instruct student to clean up the letters but ask them to keep the Handout: Alphabet Mat to use as a scaffold for the following activity. 3. Show students the alphabet manipulatives. Model how to place the letters in alphabetical order. Demonstrate how to use Handout: Alphabet Mat to help remember the next letter if they get stuck. 4. With a partner, students use at least two manipulative sets to place the letters in order. 2. Follow the Shared Reading Routine: Conduct a Book Walk of the selected text: Display and discuss the cover Read the title, author, and illustrator Preview and discuss 2-3 illustrations Pose questions that activate background knowledge, elicit predictions, and establish a purpose for reading Conduct a Read Aloud of the selected text, stopping periodically to reinforce listening and discussion skills through modeling, and interactive questioning. 3. Distribute a piece of blank paper to each student. Students draw a picture of their favorite part of the book and compose a sentence about it (either written or oral). As a scaffold, write: My 2. Students explore books independently by looking at illustrations/photographs and pointing to the words or by reading, depending on their levels of reading proficiency. 3. Actively monitor students and provide assistance as necessary. 4. When students begin to show signs of disengagement, display a signal that ends Independent Reading. students that they listed and/or drew a few ideas in a previous lesson. Students add more ideas to their lists. 2. Students choose one idea to write about and put a star beside it. With a partner, students tell their stories. Students add details to their pictures. 3. Students begin writing drafts of their stories. At this point, writing may include letter strings, single letters, invented spelling, labels, short sentences, and/or drawings. 4. Confer with as many students as possible. Monitor and provide assistance to reluctant writers by asking them to tell about their ideas and then prompt them to put those words on paper. page 24 of 84

25 favorite part was. Students copy the sentence stem on their paper and complete the sentence (on paper or orally). 4. Review the discussion rules using the hand signals. Model with 2-4 students how to show their pictures and participate in a discussion by sharing their favorite part. 5. In groups of 3-4, students share their pictures and talk about the book. Give specific feedback and praise to students who are following the rules for discussion. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. Remind students that letters make sounds to help us read and write words. Ask: What sound did we learn today for the letter I? Review the letter-sound card for I: I, iguana, /ĭ/. 1. Ask: Why do we need rules for discussions? How did your group follow the rules for discussion? Discuss responses. 1. Ask: Why did you choose the book you read independently? Discuss responses. 1. Continue the Author s Chair routine by asking 2-3 students to come to the front and sit in the special Author s Chair. Selected students read their sentences (or tell their story) and show their pictures to the class. page 25 of 84

26 Growing Foundational Reading and Writing Skills Lesson Preparation Daily Lesson #: 03 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing 1.1B,C 1.27B 1.1E 1.12A 1.17A,B 1.21A 1.22A Key Understandings and Guiding Questions Letters and letter combinations represent sounds. Listening and speaking are critical in learning new words. Understanding that print is associated with spoken language Writers use personal experiences to develop stories - What do you know about letters - How does being a good listener supports the development of word which they communicate with and letter sounds? help you follow directions? recognition and enhances oral others. and written communication. - How do you share your ideas? - How do you select a book to read during independent reading time? Vocabulary of Instruction Alphabet Listening Independent Idea Letter Following directions Draft Upper case Materials Bag of upper case (A Z) alphabet Grade appropriate big book or Collection of grade Writer s Notebook (1 per manipulatives from picture book with large print for appropriate texts for student student) Daily Lesson 2 Word Study (1 set read aloud (1) selection Teacher Writer s Notebook (1) per pair of students) Chart paper (if applicable) Chart paper (if applicable) Chart paper (if applicable) Chart paper (if applicable) Attachments and Resources Handout: Alphabet Mat (1 per student) Teacher Resource: Letter-Sound page 26 of 84

27 Daily Lesson #: 03 WORD STUDY SHARED READING INDEPENDENT READING WRITING Routine (1) Teacher Resource: Letter-Sound Deck (1) Advance Preparation 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. Prepare to use the alphabet manipulatives from Daily Lesson 2 Word Study. 2. Prepare for the handwriting routine. 3. Prepare to use the Handout: Alphabet Mat and the sets of alphabet manipulatives from Daily Lesson 2 Word Study. Background Information Refer to Daily Lesson 1 Shared Refer to Daily Lesson 1 Refer to Daily Lesson 1 Writing Reading Independent Reading Teacher Notes This Daily Lesson demonstrates how to use known letter sounds to spell unknown words. After other routines have been established, such as the Word Wall, students can also use those resources to assist with spelling. Refer to Daily Lesson 2 Writing for information related to teaching handwriting. page 27 of 84

28 Instructional Routines Daily Lesson # 03 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students Content Objective: Students Content Objective: Students read Content Objective: Students write understand the relationship follow, restate and give two-step independently and demonstrate drafts based on a personal between letters and sounds. directions orally. appropriate Independent Reading experience and match sounds to Students name the letters of the behaviors. letters to spell unknown words. alphabet in sequence and in random order. Mini Lesson 1. Conduct the Letter-Sound Routine/Phonological 1. Explain that good listeners follow directions. 1. Review the expectations for Independent Reading 1. Conduct the routine for practicing handwriting. page 28 of 84

29 Awareness Instruct students to listen for the sound /t/ at the beginning of a word. If the word starts with /t/, students show thumbs up. If it starts with another sound, they show thumbs down. Use the following words: table, girl, tooth, tickle, book, two, car, turtle, head, Texas Say: The letter T makes the sound: /t/. Watch my mouth. T, /t/. Ask students to notice what their mouths and throats do as they echo the sound. Possible prompts include: What do your lips, tongue, and throat do as you make this sound? Is your mouth 2. Explain that students will play a game like Follow the Leader. Give two directions (for example: clap two times and touch your toes). Students repeat them orally and then complete the actions. 3. Repeat several times using other actions (for example: hop on one foot, snap your fingers, point to something, count to three, touch a body part, run in place). using the following questions: How does a reader choose a book for Independent Reading? What does a reader look like during Independent Reading? What does a reader sound like during Independent Reading? Discuss responses. 2. Choose a book from the browsing box to model reading. 3. Display the book cover. Turn to the first page and demonstrate (by pointing) how to read from top to bottom and track left to right with return sweep. 4. Read at a steady pace. Provide opportunities for students to notice the spoken words matching the printed words. Model Model correct formation of a selected letter(s). Students write the letter using correct letter formation. 2. Ask: What is a draft? Discuss responses, including: a draft is a first attempt at putting an idea into words on paper. 3. Review the steps introduced in Daily Lesson 2 Writing: Think (choose a topic from your list and think about the experience or idea) Tell (talk with a partner about that experience or idea) Draw (draw a simple picture of your idea) Write (put your ideas down in sentences) page 29 of 84

30 opened or closed? Does your throat wiggle? Is your voice on or off? Do you feel air coming out of your mouth? Ask students to listen and echo again. Review: The letter T makes the sound: /t/. Watch my mouth. T, /t/. 2. Conduct the Letter-Sound Routine/Phonics: Show the card for the letter T. Explain that each Letter-Sound Card has a picture which will help students remember the sound that the letter makes. The picture for T is turtle. Instruct students to repeat after you in the following pattern: letter name, picture, letter sound (T, turtle, /t/) 3. Distribute the Handout: Alphabet Mat to each phrasing and expression. 3. Display and read the draft from the Teacher Writer s Notebook that was started in Daily Lesson 2 Writing. Model how to remember the next part of the story and continue writing. Demonstrate how to think about what comes next, decide how to write it as a sentence, and then write it on the paper. 4. Explicitly model how to spell an unfamiliar word. Choose a word that might be difficult for students to spell. Stop at that word and ask students what to do. Invite students to share suggestions. 5. Explain that when writing a draft, the focus is on getting the ideas down on paper. During editing the spelling is checked. Beginning writers say the word slowly and spell the word the best they can during drafting. Model with one or two more words. page 30 of 84

31 student. Warm up by touching and saying the names of the letters in order. 4. Tell students that they can also practice the letters in a random order. Say the letters in a random order. Students echo and touch. Check to see if students are touching the correct letters. Continue with all of the letters. Learning Applications 1. Review how to use each set of alphabet manipulatives correctly 1. Remind students to be good listeners during the Read Aloud. 1. Students select books from browsing boxes/baskets and read 1. Students reread what they wrote in Daily Lesson 2 Writing. page 31 of 84

32 placing the letters in ABC order. Demonstrate how to use the Handout: Alphabet Mat for a scaffold if needed. 2. Pair students and give them a set of manipulatives. Students practice placing the letters in sequence using at least two sets of alphabet manipulatives. 3. Students practice naming letters in random order. Using one set of manipulatives, demonstrate how to carefully mix up the letters. Then, touch and name each letter in random order. 4. Students work in pairs and take turns. One student mixes up the letters. The other student touches and names them in random order. 2. Follow the Shared Reading Routine: Conduct a Book Walk of the selected text: Display and discuss the cover Read the title, author, and illustrator Preview and discuss 2-3 illustrations Pose questions that activate background knowledge, elicit predictions, and establish a purpose for reading Conduct a Read Aloud of the selected text, stopping periodically to reinforce listening and discussion skills through modeling and interactive questioning. 3. Explain that students will practice following directions using the book. Open to a page and give two directions (for example, touch the picture of, then touch the letter ). Students independently for a developmentally appropriate time. Reading independently may include telling stories using the illustrations, reading sentences, or a combination of the two depending on the reading proficiency level of the student. 2. Students continue writing, if applicable. When finished, students turn back to the ideas section and add to the list of possible writing topics. 3. Confer with students and provide assistance by asking questions and guiding students to Think, Tell, Draw and Write. page 32 of 84

33 repeat the directions. 4. Choose one student to come and follow the directions that were given. Repeat two more times. 5. Students take turns giving the directions. Instruct them to pick a page in the book. They give two directions and the class will repeat. Let the student pick another student to come to the front and follow the directions that were given. 6. Continue until everyone has had a turn to either give or follow the directions. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. Ask: What sound did we learn? Review the card for T. T, turtle, /t/ 2. Ask: What have we learned about letters and sounds? Discuss responses. 1. Ask: What are other directions we should follow in school? What directions do we follow at home or at play? Discuss responses. 1. Ask several students to demonstrate moving from top to bottom and tracking left to right with return sweep (if applicable) using their selected book. 1. Continue the Author s Chair routine by asking 2-3 students to come to the front and sit in the special Author s Chair. Selected students each read their sentence (or tell their story) and show their picture to the class. page 33 of 84

34 Growing Foundational Reading and Writing Skills Lesson Preparation Daily Lesson #: 04 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing 1.1B,C 1.1D,E,F 1.1F 1.12A 1.17A,B 1.20B 1.21A Key Understandings and Guiding Questions Letters and letter combinations represent sounds. Understanding that print is associated with spoken language Understanding that print is associated with spoken language Writers use personal experiences to develop stories - What do we know about letters supports the development of word supports the development of word which they communicate with and letter sounds? recognition and enhances oral recognition and enhances oral others. and written communication. and written communication. - How do writers tell their stories? - What information can a reader - How can you pay close attention get from the different parts of a as you read? book? - Why is it important to read the words in a certain order? Vocabulary of Instruction Alphabet Front/back cover Front/back cover Idea Letter Author Draft Upper case Illustrator Complete sentence Lower case Title page Table of contents Sentence Capital letter Punctuation Materials Bag of plastic upper case letters Pointer (1) Pointer (1, optional) Writer s Notebook (1 per A-Z (1 per student) 2 grade appropriate big books or Collection of grade student) page 34 of 84

35 Daily Lesson #: 04 WORD STUDY SHARED READING INDEPENDENT READING WRITING Bag of plastic lower case letters books with large print (1 copy of appropriate texts for student Teacher Writer s Notebook (1) a-z (1 per student) each) selection Chart paper (if applicable) Chart paper (if applicable) Collection of grade Chart paper (if applicable) appropriate texts for student selection Chart paper (if applicable) Attachments and Resources Handout: Alphabet Mat (1 per student) Teacher Resource: Letter-Sound Routine (1) Advance Preparation 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. Prepare separate bags of plastic upper-case letters A-Z and lowercase letters a-z (1 per student). Bags of upper-case letters were used in Daily Lessons 1 and 2 Word Study. 3. Prepare to use the Handout: Alphabet Mat used in previous Daily Lessons. 2. Select two books for demonstrating the parts of a book. Make sure one book has a table of contents. 3. Gather a collection of different books for students to identify parts of a book. Be sure that some, if not all the books include a table of contents. Background Information Teacher Notes As the writing workshop progresses, students will be at different points in the writing page 35 of 84

36 Daily Lesson #: 04 WORD STUDY SHARED READING INDEPENDENT READING WRITING process. This Daily Lesson will introduce how to give feedback to a partner. Only the first step (telling one thing you liked) is practiced. Feedback routines will be further developed in upcoming lessons. page 36 of 84

37 Instructional Routines Daily Lesson # 04 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students Content Objective: Students Content Objective: Students read Content Objectives: Students understand the relationship identify parts of a book and independently and demonstrate complete drafts based on a between letters and sounds. recognize parts of a sentence. print concepts. personal experience and share in Students name the letters of the Students demonstrate print partners. alphabet in sequence and in concepts. random order. Mini Lesson 1. Conduct the Letter-Sound Routine/Phonological Awareness 1. Students sit in a circle and play a game of Roll the Ball. To play, say a key 1. Review the expectations for Independent Reading that have been taught 1. Conduct the routine for practicing handwriting. Model correct formation of page 37 of 84

38 Instruct students to listen for the sound /p/ at the beginning of a word. If the word starts with /p/, students show thumbs up. If it starts with another sound, they show thumbs down. Use the following words: pickle, tiger, popcorn, paint, girl, school, party, apple, pocket, pencil Say: The letter P makes the sound: /p/. Watch my mouth. P, /p/ Ask students to notice what their mouths and throats do as they echo the sound. Possible prompts include: What are your lips, tongues, and throats doing as you make this sound? Is your mouth opened or closed? Does your throat wiggle? Is your voice on or off? Do you feel air coming out of your mouth? Ask students to listen and word (such as, cake, hat, hill, dog, bug, pan, red, big, top, map, ball, feet, hand, book, jump, back, leg, fun). Students think of words that rhyme with the key word. Roll the ball to three different students as they give a rhyming word. After the three words have been given, all students repeat the key word and the three rhyming words aloud. 2. Write the word sip on chart paper to make a Rhyme Chart. Students suggest real words that end with the sound /ip/. Possible words include: blip, chip, dip, drip, flip, grip, hip, lip, rip, ship, skip, slip, snip, tip, trip, zip. 3. Make other Rhyme Charts as time allows. thus far. 2. Reassure students that even if they are unable to yet read books by themselves, Independent Reading time may also be spent thinking and telling about illustrations or using pictures to retell familiar stories. 3. Display the front cover of the selected book and review that a cover usually contains the title of the book and the names of the author and illustrator names. Discuss the meanings of author and illustrator. Show the back cover of the book and discuss as applicable. 4. While displaying the book, Ask: Where do readers begin to read? Where do they go next? Discuss responses. 5. Read the page at a steady pace while modeling fluent reading. Using a finger or pointer, model matching spoken words one-to-one the letter of the day. Students write the letter using correct letter formation. 2. Display and read the draft from the Teacher Writer s Notebook from previous lessons. 3. Review the steps of Think, Tell, Draw, and Write introduced in Daily Lesson 2 Writing. 4. Model how to remember the next part of the story and continue writing. While modeling the Tell step, emphasize that we speak in complete sentences. Demonstrate examples of complete sentences. 5. Think Aloud while writing to show how to think about what comes next, decide how to write it as a complete sentence, and then write it on the paper. Complete the draft and explain that the piece is finished (for now). 6. Explain that at the end of page 38 of 84

39 students to listen and echo again. Review: The letter P makes the sound: /p/. Watch my mouth. P, /p/ 2. Conduct the Letter-Sound Routine/Phonics: Show the card for the letter P. Explain that each Letter-Sound Card has a picture which will help students remember the sound that the letter makes. The picture for P is pig. Instruct students to repeat after you in the following pattern: letter name, picture, letter sound (P, pig, /p/). under each printed word. 6. Explain that at the end of writing, students will read completed drafts in partners. The student who is the listener will respond using the following sentence stem: I liked the part. Model and practice this routine using the teacher draft. Invite students to respond using the stem. 3. Distribute the Handout: Alphabet Mat to each student. Warm up by touching and saying the names of the letters in order. 4. Tell students that they can also practice the letters in page 39 of 84

40 a random order. Say the letters in a random order. Students echo and touch. Check to see if students are touching the correct letters. Continue with all of the letters. 5. Explain that in previous lessons they practiced with upper-case letters. Write the alphabet in order on the board using lower-case letters. Distribute the bag of lower-case letters and instruct students to put the lower-case letter on the matching upper-case letter on the Alphabet Mat. Learning Applications 1. Model the following steps for students using the plastic letters: 1. Follow the Shared Reading Routine: Conduct a Book Walk of 1. Students select books from browsing boxes/baskets and read 1. Inform students that their goal is to finish a draft so that they can share in page 40 of 84

41 Take one letter out of the bag. Name the letter. Place it correctly on the Handout: Alphabet Mat. 2. Using the bag of lowercase letters and the Handout: Alphabet Mat, students practice the routine in step #1. Students repeat this process several times. 3. Repeat step #1 using the upper-case letters. 4. Instruct students to stop and place all of the plastic letters in the bag to play a Letter Bingo game using Handout: Alphabet Mat. 5. Students draw out 10 letters from the bag of lower-case letters and place them on the Handout: Alphabet Mat in the correct place. Instruct them to leave all of the remaining letters in the bag. the selected text: Display and discuss the cover Read the title, author, and illustrator Preview and discuss 2-3 illustrations Pose questions that activate background knowledge, elicit predictions, and establish a purpose for reading Conduct a Read Aloud of the selected text, stopping periodically to reinforce listening and discussion skills through modeling and interactive questioning. 2. Distribute copies of individual texts to students. Provide the following clues and ask students to find the correct book part: This person drew the pictures in the book. (illustrator) This part shows information similar to independently for a developmentally appropriate time. 2. Students explore books independently by looking at pictures and pointing to the words or reading, depending on reading proficiency levels. 3. Actively monitor students and provide support as needed. partners. 2. Students continue writing drafts. When finished, students return to the ideas section of the Writer s Notebook to add to the list of possible writing topics. 3. Confer with students and provide assistance by asking questions and guiding students to Think, Tell, and Write. Students may also need to draw to express ideas. page 41 of 84

42 6. Select a letter from a bag containing all 26 letters and show it to students. Ask a student to name the letter. 7. Students check their mat for the letter. If the letter is on their mat, they move it to the bottom (not back in the bag.) When all of their letters are at the bottom, they have a Letter Bingo. 8. Continue drawing letters one at a time until a student has a Letter Bingo. The student names the letters to verify that they have all been called. 9. Play again using the upper-case letters. the book cover. (title page) This sometimes shows illustrations or other information about the book. (back cover) This person wrote the words in the book. (author) This part shows the title of the book, the author, and the illustrator. (front cover) This part lists parts of the book and the page where they are located. (table of contents) This part is at the beginning of a sentence. (capital letter) This part is at the end of a sentence. (punctuation mark) 3. Students explore their book with a partner. 4. Name a book part and instruct one partner to find the book part and the other partner to tell what information it contains. page 42 of 84

43 Repeat with all book parts. 5. Ask students to locate the first page of text in their book and touch the first word. Partners take turns tracking from the first word showing the order the words are read. Note: It is not necessary for students to actually read the words yet, but they should demonstrate an understanding of reading from left to right. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. Ask: What are uppercase letters? What are lower-case letters? Discuss responses. 1. Ask: What have we learned about the parts of a book and parts of a sentence? Discuss responses. 1. Ask students to touch the front cover of their book. Ask: What information is usually on the front cover? Discuss responses. Repeat with the back cover. 1. Students read completed drafts in partners. The student who is the listener responds using the following sentence stem: I liked the part. page 43 of 84

44 Growing Foundational Reading and Writing Skills Lesson Preparation Daily Lesson #: 05 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing 1.3Ai,Aii,B,Ci,D 1.22A,Bi 1.8A 1.1E 1.12A 1.1D 1.17A,B 1.20B Key Understandings and Guiding Questions Letters and letter combinations represent sounds. Awareness of sound structure of a spoken word supports the Understanding that print is associated with spoken language Writers use personal experiences to develop stories - How can we use letters to make development of word reading, supports the development of word which they communicate with words? comprehension, and spelling. recognition and enhances oral others. - How do authors use alliteration? and written communication. - How do we give feedback after - Why is it important to read the someone shares their writing? words in a certain order? Vocabulary of Instruction Poem Complete sentence Alliteration Materials Plastic letters i, t, p, n (1 set per 3 5 grade appropriate poems Collection of grade appropriate Writer s Notebook (1 per student) with alliteration to read aloud (1 texts for student selection student) White cardstock (5) copy of each) Chart paper (if applicable) Teacher Writer s Notebook (1) Chart paper (if applicable) Chart paper (if applicable) Chart paper (if applicable) Attachments and Resources Teacher Resource: Letter-Sound Routine (1) Teacher Resource: Word Wall Routines (1) Advance Preparation 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. page 44 of 84

45 Daily Lesson #: 05 WORD STUDY SHARED READING INDEPENDENT READING WRITING 2. Refer to the following Teacher Resources: Letter-Sound Routine and Word Wall Routines. Prepare accordingly. 3. Prepare sets of plastic letters for each student containing the letters i, t, p, n. 2. Select 3-5 gradeappropriate poems with examples of alliteration. 2. Add new books to the browsing boxes, if applicable. 2. Prepare an Anchor Chart: How to Give Feedback. Include the following steps: Tell one thing you liked. Ask one question. Give one suggestion. 4. Select words to be added to the Word Wall. Consider using short i word family words. Write or print the words in large letters on card stock to be displayed on the Word Wall. Background Information Word Walls can be an important Alliteration the repetition of the An Anchor Chart is created with part of a first grade classroom. same sounds at the beginning of students and displayed to support They provide students with instant two or more adjacent words or learning. It anchors learning. access to important words. stressed syllables However, the Word Wall is only effective if it is used in a regular and consistent way. Daily practice of a few words can build automaticity in reading, spelling, and writing. There are different schools of thought regarding which words page 45 of 84

46 Daily Lesson #: 05 WORD STUDY SHARED READING INDEPENDENT READING WRITING should be placed on the Word Wall. Some advocate that it is only for high-frequency words. Others use words with common spelling patterns (word families), vocabulary words, or even content area words. One suggestion is to have a Word Wall with high-frequency words, word family words, and vocabulary words. Words can be color-coded (for example: green for decodable words, red for words that are not decodable). Another suggestion is to have separate Word Walls and practice with each Word Wall regularly. High-frequency word - a small group of words ( ) that account for a large percentage of words in print; can be regular or irregular words. Often, they are referred to as "sight words" since automatic recognition of these words is required for fluent reading. Sight word - a word that is recognized immediately. Note: Sometimes sight words are thought to be only words that are irregular or high-frequency page 46 of 84

47 Daily Lesson #: 05 WORD STUDY SHARED READING INDEPENDENT READING WRITING words (e.g., on the Dolch and Fry lists). However, any word that is recognized automatically is a sight word. These words may be phonetically regular or irregular. Teacher Notes The Word Wall Routine is After reading the poems aloud, Daily Lesson 4 Writing introduced introduced in this lesson with a consider adding them to a literacy how to give feedback to a partner suggestion of using short i word center or library for students to by telling one thing you liked. This family words. High-frequency will practicing rereading. Daily Lesson includes how to ask be included starting in Daily a question and give a suggestion. Lesson 16 Word Study. For During the Learning Application emergent readers, words with part of Writing, students will often decodable patterns are used for work through the writing process several lessons to allow for at their own pace on self-selected sufficient practice prior to topics from their list of ideas. introducing high-frequency words Some teachers take a class that may or may not be decodable. status so that students can indicate which part of the writing process they will be working on for that day. There are times when specific skills are taught that more directed or prompted writing will be necessary. page 47 of 84

48 Instructional Routines Daily Lesson # 05 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students use Content Objective: Students Content Objective: Students read Content Objective: Students write the relationship between letters respond to and use alliteration in independently and demonstrate drafts based on a personal and sounds to build, read, and poetry. print concepts. experience and give feedback to write words. other students. Mini Lesson 1. Use the Teacher Resource: Letter-Sound Routine to introduce the letter N. Suggested words for phonological practice include: nose, necklace, nickel, nail, nest, net, night, nine, nut, number, note. 2. Distribute the plastic letters i, t, p, and n to each student. Say a word that uses those letters. Students echo then build the word with the plastic letters. The following words can be made using previously introduced letters: in, it, nip, pin, pit, tin, tip. 3. Display the following words: pit, pin, and tip. Ask: What do you 1. Ask: What sounds the same in these three words ball, bear, bug? Discuss responses including that the beginning sounds the same; they all start with /b/. 2. Explain that when words all start with the same sound it is called alliteration. Display the word alliteration and have students echo. 3. Say a word (for example: lake). Write it on a chart paper. Ask students to give three more words that start with the beginning sound. Circle the beginning letter in all of the words. Repeat with several more words. 1. Review the expectations for Independent Reading. 2. Reassure students that even if they are not yet able to read independently, they may tell stories using illustrations or retell familiar stories. 3. Show the first page of a book and review how to find the first word and track top to bottom and left to right with return sweep. Instruct students to read top to bottom and left to right with return sweep. 1. Conduct the routine for practicing handwriting. Model correct formation of a selected letter(s). Students write the letter using correct letter formation. 2. Explain that students will practice three ways to give feedback during Author s Chair. Display the Anchor Chart: How to Give Feedback and read each step. 3. Share a piece of writing from the Teacher Writer s Notebook. Refer to the first step on the Anchor Chart. Ask students to tell one thing they liked. Model using I statements like I liked the part Remind students to speak page 48 of 84

49 notice about these words? Discuss responses including the words all have one vowel, one syllable, and end in a consonant. 4. Explain that these words have closed syllables. Ask: What do you think that means? Discuss responses. 5. Explain that a closed syllable is one vowel followed by a consonant. A closed syllable usually makes the short vowel sound. Review the sound for short i. in complete sentences. 4. Explain that the next step is to ask a question about something that they are confused about or are wondering about from the writing. Model possible questions. 5. Explain that the final step is to give one suggestion or idea that might make the writing better. Practice giving suggestions in a positive way and using I statements rather than you statements. For example, I think it would be more exciting to add more detail to the part 6. Turn back to the idea section of the Teacher Writer s Notebook. Model the Think, Tell, Draw, and Write process. Think Aloud about which topic would make a good story. Put a star by it. Briefly tell about the selected experience or idea. Add details to the picture that support what was verbally page 49 of 84

50 shared. Explain that writers tell stories by putting words on paper. Telling the story out loud and drawing a picture helps you know what to write on paper. 7. Think Aloud while modeling how to generate at least one complete sentence that represents the selected idea. Learning Applications 1. Use the Teacher Resource: Word Wall Routines to introduce 4-5 new words. Complete the suggested steps for each 1. Read aloud the selected poems. Review the words that have alliteration and list them on chart paper. Select students to 1. Students select books from browsing boxes/baskets and read independently for a developmentally 1. Instruct students to review their ideas section and think about which idea they would like to use for their next story. page 50 of 84

51 new word one at a time. Show the word card and explain what the word means and point out any special features. Say the word and instruct students to echo. Students chant the spelling of the word 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. Place the word on the Word Wall under the correct beginning letter. Choose a Word Wall Practice Activity to build, read, and/or write the new words. underline the first letter of each word to emphasize the concept of alliteration. 2. Demonstrate how to make silly sentences using names and alliteration (for example: Lindsey likes lemonade and lamps. Billy buys baseballs and brooms). 3. Each student verbally generates a silly sentence using alliteration and his or her first name. appropriate time. 2. Students explore books independently by looking at pictures and pointing to the words or reading, depending on reading proficiency levels. Students demonstrate reading top to bottom, left to right with return sweep. 3. Actively monitor students and provide support as needed. 2. With a partner, each student tells about his or idea. Students draw pictures to go with the idea in the Writer s Notebook. 3. With adult assistance as needed, students write at least one sentence to begin a story. 4. Confer with students and provide assistance by asking questions and guiding students to Think, Tell, Draw and Write. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. Ask: What is a Word Wall? How can the 1. Ask: What is alliteration? Discuss 1. Select 3-4 students to share a page in their book 1. Conduct the Author s Chair routine. Refer to the page 51 of 84

52 Word Wall help you as a reader and writer? Discuss responses. responses. and tell one thing about the book. Anchor Chart and encourage students to provide effective feedback. page 52 of 84

53 Growing Foundational Reading and Writing Skills Lesson Preparation Daily Lesson #: 06 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing 1.2A 1.3Ai,Aii,B,D 1.22A,B 1.8A 1.1E 1.12A 1.17A,B 1.22Bi Key Understandings and Guiding Questions Awareness of sound structure of a spoken word supports the Awareness of sound structure of a spoken word supports the Understanding that print is associated with spoken language Writers use personal experiences to develop stories development of word reading, development of word reading, supports the development of word which they communicate with comprehension, and spelling. comprehension, and spelling. recognition and enhances oral others. Letters and letter combinations - How do authors use rhythm and and written communication. - How do writers tell their stories? represent sounds. rhyme? - Why is it important to read the - How do you know when words words in a certain order? rhyme? Vocabulary of Instruction Rhyme Rhythm Rhyme Draft Materials Plastic letters i, t, p, n, s (1 set per student) Ball (1) Chart paper (if applicable) Sentence strip (20-30) Pocket chart (4) Pointer (4) 4 grade-appropriate poems, songs and/or rhymes (1 copy of each) Chart paper (if applicable) Collection of grade appropriate text for student selection Chart paper (if applicable) Writer s Notebook (1 per student) Teacher Writer s Notebook (1) Chart paper (if applicable) page 53 of 84

54 Daily Lesson #: 06 WORD STUDY SHARED READING INDEPENDENT READING WRITING Attachments and Resources Teacher Resource: Letter-Sound Routine (1) Teacher Resource: Word Wall Routines (1) Advance Preparation 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. Refer to the Teacher Resources: Letter-Sound Routine and Word Wall Routines. 3. Prepare sets of plastic letters for each student containing the letters i, t, p, n, s. 4. Select words to be reviewed from the Word Wall. 2. Choose four poems, songs, and/or rhymes to use during Daily Lessons 6 and 7 Shared Reading. Display them so all students can see the text. 3. Write each phrase or sentence of the selected poems on individual sentence strips. Background Information Phonological awareness is an Rhyme - identical or very similar important skill even in first grade. recurring final sounds in words; in Students need practice to hear the poetry, rhyming words may occur differences in sounds and words. at the ends of lines or within lines Rhyming is one part of Rhythm - regular patterns that phonological awareness. emphasize sound Students should understand what a rhyming word is and be able to generate rhyming words. This practice can be done in fun, playful page 54 of 84

55 Daily Lesson #: 06 WORD STUDY SHARED READING INDEPENDENT READING WRITING ways. Blends will be formally taught in Unit 02, but the concept may be introduced through word-building in this Unit. Teacher Notes Daily Lessons 6-8 Word Study include a variety of ways to practice with rhyming words in isolation (phonological practice at the sound level), connecting rhyming words to print, and enjoying rhyming words through books, poems and songs. UNDERDEVELOPED CONCEPT: It is not unusual for students to confuse words that rhyme with pairs of words that begin with the same initial sound. Continuous instruction and practice will lead to eventual understanding. page 55 of 84

56 Instructional Routines Daily Lesson # 06 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students Content Objective: Students Content Objective: Students read Content Objective: Students write understand the relationship respond to and use rhythm and independently and demonstrate drafts based on a personal between letters and sounds and rhyme in poetry. print concepts. experience. Students use generate rhyming words. phonological knowledge to match sounds to letters to spell CVC words. Mini Lesson 1. Use the Teacher Resource: Letter-Sound Routine to introduce the letter S. Suggested words for phonological practice include: sandals, seven, sock, sun, six, seal, sack, sad, sunflower, sit. 2. Distribute the plastic letters i, t, p, n, and s to each student. Say a word from the suggested list below. Students echo then build the word with the plastic letters. Suggested words: sit, sip, pit, pits, snip, spin, spit, tip, tips. 3. Tell students that these words have closed syllables. Ask: What do you think that means? 1. Display one of the selected poems. Read it aloud to the class. Echo Read each line. 2. Explain that a poem has a beat, or rhythm, to it. Read the poem again exaggerating the rhythm. Talk about how the rhythm is like a song. 3. Show students one of the rhyming words. Ask if they can find other words that rhyme. Brainstorm other real words that rhyme with the selected word. 4. Repeat steps 1-3 with the other poems. 5. Show students one poem on sentence strips. 1. Review the expectations for Independent Reading. 2. Reassure students that even if they are not yet able to read independently, they may tell stories using illustrations or retell familiar stories. 3. Show the first page of a book and review how to find the first word and track top to bottom and left to right with return sweep. Tell students to practice reading top to bottom, left to right with return sweep while they are reading their independent book. 1. Continue the routine for practicing handwriting. Model correct formation of the letter of the day. Students write the letter using correct letter formation. 2. Display and read the draft from the Teacher Writer s Notebook that was started in Daily Lesson 5 Writing. Model how to remember the next part of the story and continue writing. 3. Review what to do when you do not know how to spell a word. Demonstrate how some words are spelled exactly as they sound. Show examples of CVC words in the Teacher page 56 of 84

57 Discuss responses. 4. Review that a closed syllable is one vowel followed by a consonant. A closed syllable usually makes the short vowel sound. Review the sound for short i. 5. Review 2-3 words from the Word Wall using the Teacher Resource: Word Wall Routines. 6. Tell students that they will practice making words that rhyme. Ask: What does rhyme mean? How do you know when words rhyme? Discuss responses. 7. Remind students that words rhyme when the vowel part (the vowel and ending consonant or consonant blend) sounds the same, but the beginning sound is different. 8. Tell students that many rhyming words are part of a word family and are Demonstrate how to say the poem slowly and find the corresponding sentence strip. Place the strips in order on the pocket chart. When finished, use the pointer and repeat the poem to check to see if it is in the correct order. Writer s Notebook and explain that these words can be spelled easily. 4. Model stretching out several CVC words and invite students to help identify the correct letters to spell each word. page 57 of 84

58 spelled the same at the end (for example: sit, spit). Sometimes words can sound the same at the end but are spelled using different letters (for example: beat, feet). Learning Applications 1. Students sit in a circle and play a game of Roll the Ball. To play, say a key word (such as, cake, hat, hill, dog, bug, pan, red, big, top, map, ball, feet, hand, book, jump, back, leg, fun.) Students think of words that rhyme with the key word. Roll the ball to three different students as they give a rhyming word. After the three words have been given, all students repeat the key word and the three rhyming words aloud. 2. Write the word sip on chart paper to make a Rhyme Chart. Students think of real words that end with the sound /ip/. Possible words include: blip, chip, dip, drip, flip, grip, hip, lip, rip, ship, skip, 1. Divide students into four groups. Students work together to put the poems in order as demonstrated. 2. Groups rotate through all four pocket charts and complete each poem. 1. Students select books from browsing boxes and read independently for a developmentally appropriate time. 2. Students explore books independently by looking at pictures and pointing to the words or reading, depending on reading proficiency levels. Students demonstrate reading top to bottom, left to right with return sweep. 3. Actively monitor students and provide support as needed. 1. Students reread what they wrote in Daily Lesson 5 Writing. 2. Students continue writing. When finished, students turn to the ideas section and add to the list of possible writing topics or begin a new draft. 3. Confer with students and provide assistance by asking questions and guiding students to Think, Tell, Draw and Write. page 58 of 84

59 slip, snip, tip, trip, zip. 3. Make other Rhyme Charts as time allows. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. Review the definition of a rhyming word. 1. Choral Read all four poems. 1. Choose 3-4 students to share a page in their book and tell one thing about the book. 1. Conduct the Author s Chair routine. Refer to Anchor Chart: How to Give Feedback and encourage students to provide effective feedback. page 59 of 84

60 Growing Foundational Reading and Writing Skills Lesson Preparation Daily Lesson #: 07 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing 1.2A 1.3Ai,Aii,B,Ci,D 1.22A,Bi 1.8A 1.1D 1.12A 1.17A,B 1.22Bi Key Understandings and Guiding Questions Awareness of sound structure of a spoken word supports the Awareness of sound structure of a spoken word supports the Understanding that print is associated with spoken language Writers use personal experiences to develop stories development of word reading, development of word reading, supports the development of word which they communicate with comprehension, and spelling. comprehension, and spelling. recognition and enhances oral others. - How can you make rhyming - What is the difference between and written communication. - How do writers tell their stories? words? rhyming words and alliteration? - What is a sentence? Vocabulary of Instruction Rhyme Rhyme Alliteration Sentence Materials White card stock (5) Blank paper (1 per student) Collection of grade appropriate Writer s Notebook (1 per Lower case plastic letters a z (1 2 grade appropriate poems with texts for student selection student) set per student) rhyme to read aloud (1 copy of Chart paper (if applicable) Teacher Writer s Notebook (1) Blank paper (1 per student) each) Chart paper (if applicable) Crayons (1 set per student) Grade appropriate poem with Chart paper (if applicable) alliteration (1) Chart paper (if applicable) Attachments and Resources Teacher Resource: Letter-Sound Routine (1) Teacher Resource: Word Wall Routines (1) page 60 of 84

61 Daily Lesson #: 07 WORD STUDY SHARED READING INDEPENDENT READING WRITING Advance Preparation 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. Refer to the following Teacher Resources: Letter-Sound Routine and Word Wall Routines. Prepare accordingly. 3. Prepare a bag of lowercase plastic letters (a-z) for each student. 4. Select the words to be added to the Word Wall. Consider using short ă word family words. Write or print the words in large letters on card stock to be displayed on the Word Wall. 2. Select three gradeappropriate poems, two with rhyme and another with alliteration. Write one of the rhyming poems on chart paper leaving blanks for the rhyming words. 3. Prepare to display poems from Daily Lesson 6 Shared Reading. 5. Select words for the class rhyming book (one word per student). Turn the paper landscape and draw a solid line down the middle. Either print or type the selected word on the top left side. Possible words include: boat, cake, feet, hand, dress, book, fish, rain, ball, swam, cat, page 61 of 84

62 Daily Lesson #: 07 WORD STUDY SHARED READING INDEPENDENT READING WRITING fan, map, sheep, bell, nest, dice, brick, slide, boat, rock, frog, duck, bug, jump. Background Information Teacher Notes Refer to Daily Lesson 6 Word Study Refer to Daily Lesson 6 Shared Reading UNDERDEVELOPED CONCEPT: It is not unusual for students to confuse words that rhyme with pairs of words that begin with the same initial sound. page 62 of 84

63 Instructional Routines Daily Lesson # 07 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Suggested Duration: 0-25 min. Content Objective: Students Content Objective: Students Content Objective: Students read Content Objective: Students write recognize the relationship respond to and use rhythm, independently and demonstrate drafts based on a personal between letters and sounds and rhyme, and alliteration in poetry. print concepts by recognizing experience. Students use generate rhyming words. sentences in text. phonological knowledge to match sounds to letters as they spell CVC words. Mini Lesson 1. Use the Teacher Resource: Letter-Sound Routine to introduce the short sound for the letter A. Suggested words for phonological practice include: alligator, ax, act, adventure, Africa, actor, astronaut. 2. Distribute the plastic letters to each student. Focus on short a word families an, ap, at. Ask students to make the vowel part an. Check to make sure everyone has the correct letters. 1. Review the poems from Daily Lesson 6 Shared Reading. Echo Read and/or Choral Read each one. 2. Read one of the selected poem with rhyming words and ask students what they noticed about the poem. Discuss the rhythm and rhyming words. 3. Read the selected poem with alliteration and ask students what they noticed about the poem. Discuss alliteration. 1. Display the first page of a book. Demonstrate how to frame a sentence with your fingers starting at the capital letter and ending at the punctuation mark. Read the sentence aloud. Review that a sentence expresses a complete thought and point out the features of the sentence (capital letter and end punctuation). 1. Conduct the routine for practicing handwriting. Model correct formation of a selected letter(s). Students write the letter using correct letter formation. 2. Display and read the draft from Daily Lessons 5 and 6 Writing in the Teacher Writer s Notebook. Model how to remember the next part of the story and continue writing. Demonstrate the Think, Tell, Draw, and Write routine, if needed. 3. Instruct students to make real words that end with an by adding a letter to the beginning. Students 3. Review what to do when you do not know how to spell a word. Review how CVC words can be spelled page 63 of 84

64 read the words to a partner or their table group. Repeat with ap and at. 4. Review that these words have closed syllables. A closed syllable is one vowel followed by a consonant. A closed syllable usually makes the short vowel sound. exactly as they sound. 4. Model stretching out several CVC words and ask students to help identify the correct letters to spell each word. 5. Use the Teacher Resource: Word Wall Routines to introduce 4-5 new words. 6. Review one of the Rhyme Charts from Daily Lesson 6 Word Study. Remind students that words rhyme when the vowel part (the vowel and ending consonant or consonant blend) sounds the same. Learning Applications 1. Explain that the class is going to make a class rhyming book. Each 1. Display the selected poem to rewrite together as a class. Explain that there is 1. Students select books from browsing boxes/baskets and read 1. Students reread what they wrote in Daily Lesson 6 Writing. page 64 of 84

65 student will complete one page. 2. Display a sample page and explain the directions: Draw a picture to match the word on the left side of the page. With the teacher s help, write a rhyming word on the right side and draw a picture to match. 3. Distribute one prepared page to each student. Read the word and direct him or her to draw a matching picture. 4. Visit each student and ask him or her to think of a rhyming word to match the picture they are drawing. Provide assistance as needed to spell the word. Students draw a picture to match the new word. 5. When all students are finished, staple the book together. Make a front cover that includes a title and the author (Ms. /Mr. s class). a line where the rhyming words used to be. Read one portion of the poem. Brainstorm rhyming words that could go in the blank. Choose words and write them in the blanks. 2. When the poem is complete, read it aloud together. independently for a developmentally appropriate time. 2. Students explore books independently by looking at pictures and pointing to the words or reading, depending on reading proficiency levels. Students demonstrate reading top to bottom, left to right with return sweep. 3. Actively monitor students and provide support as needed. 2. Students continue writing drafts. If finished, they begin a new draft on another topic from the list in the Writer s Notebook. 3. Confer with students and provide assistance by asking questions and guiding students to Think, Tell, Draw and Write. page 65 of 84

66 Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. Read the class rhyming book aloud. 1. Reread several of the poems from this Daily Lesson and Daily Lesson 6 Shared Reading. 1. Choose 3-4 students to each share a page from the book and tell one thing about it. Ask them to frame a sentence from their book. 1. Conduct the Author s Chair routine. Refer to Anchor Chart: How to Give Feedback and encourage students to provide effective feedback. page 66 of 84

67 Growing Foundational Reading and Writing Skills Lesson Preparation Daily Lesson #: 08 WORD STUDY SHARED READING INDEPENDENT READING WRITING Ongoing Ongoing Ongoing Ongoing 1.3Ai,Aii,B,Ci, D 1.2A 1.1D 1.17A,B 1.8A 1.3B,D 1.12A 1.21A 1.22A,Bi 1.8A 1.21A 1.22A,E Key Understandings and Guiding Questions Awareness of sound structure of a spoken word supports the Awareness of sound structure of a spoken word supports the Understanding that print is associated with spoken language Writers use personal experiences to develop stories development of word reading, development of word reading, supports the development of word which they communicate with comprehension, and spelling comprehension, and spelling recognition and enhances oral others. - What do we know about rhyming - What is the difference between and written communication. - How can I use my personal words and alliteration? rhyming and alliteration? - What is a sentence? experiences to tell a story? Vocabulary of Instruction Rhyme Rhyme Sentence Writing Alliteration Alliteration Materials Plastic letters i, t, p, n,s, a, l, d (1 Chart paper (if applicable) Collection of grade appropriate Writer s Notebook (1 per set per student) texts for student selection student) Chart paper (if applicable) Chart paper (if applicable) Teacher Writer s Notebook (1) Chart paper (if applicable) Attachments and Resources Teacher Resource: Letter-Sound Routine (1) Teacher Resource: Word Wall Routines (1) Advance Preparation 1. Prepare to display visuals 1. Prepare to display visuals 1. Prepare to display visuals 1. Prepare to display visuals page 67 of 84

68 Daily Lesson #: 08 WORD STUDY SHARED READING INDEPENDENT READING WRITING as appropriate. as appropriate. as appropriate. as appropriate. 2. Refer to the following Teacher Resources: Letter-Sound Routine and Word Wall Routines. Prepare accordingly. 3. Prepare sets of plastic letters for each student containing the letters i, t, p, n, s, a, l, and d. 2. Display the poems from Daily Lesson 6 and 7 Shared Reading. 3. Prepare a list of words for students to use to generate, write, and read rhyming words. Background Information 4. Select words to be reviewed from the Word Wall. 5. Prepare to read the Class Rhyming Book from Daily Lesson 7 Word Study. Refer to Daily Lesson 6 Word Study Refer to Daily Lesson 6 Shared Reading Teacher Notes This Instructional Routine assesses Performance Indicator 01. page 68 of 84

69 Instructional Routines Daily Lesson # 08 WORD STUDY SHARED READING INDEPENDENT READING WRITING Duration and Objective Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Suggested Duration: min. Content Objective: Students Content Objective: Students Content Objective: Students read Content Objectives: Students recognize the relationship respond to and use rhythm, independently and demonstrate complete drafts and share in between letters and sounds rhyme, and alliteration in poetry. print concepts by recognizing partners. and generate rhyming words. sentences in text. Mini Lesson 1. Follow the Teacher Resource: Letter-Sound Routine to introduce the letter L. Suggested words for phonological practice include: letter, lake, lock, lips, ladybug, ladder, leg, lion, leaf, lamp, log, left. 2. Introduce the letter D using the same routine. Suggested words for phonological practice include: door, duck, dad, deer, dice, desk, dime, doll, dog, dolphin. 1. Review the poems from Daily Lessons 6 and 7 Shared Reading. Echo Read and/or Choral Read each one. 2. Review the concepts of rhythm, rhyme, and alliteration. 1. Show the first page of a book. Demonstrate how to frame a sentence with your fingers starting at the capital letter and ending at the punctuation mark. Read the sentence aloud. Review that a sentence expresses a complete thought. 1. Conduct the routine for practicing handwriting. Model correct formation of a selected letter(s). Students write the letter using correct letter formation. 2. Display and read the draft from the Teacher Writer s Notebook from previous lessons. 3. Model how to remember the ending of the story and continue writing. page 69 of 84

70 3. Distribute the plastic letters i, t, p, n, s, a, l, and d to each student. Say the word. Students echo then build the word with the plastic letters. First build words with the short i sound (for example: dip, lid, lint, list, slid, slip) and then build words with the short a sound (for example: pad, lad, and, land, last, plan, plant, slap). 4. Review 2-3 words from the Word Wall using the Teacher Resource: Word Wall Routines. 5. Review and read aloud the class Rhyming Book from Daily Lesson 7 Word Study. 4. Think Aloud while writing to show how to think about what comes next, decide how to write it as a complete sentence, and then write it on the paper. Complete the draft and explain that the piece is finished for now. 5. Explain that at the end of writing, students will read completed drafts in partners. The student who is the listener will respond using the following sentence stem: I liked the part. Model and practice this routine using your draft. Invite students to respond with the stem. Learning Applications 1. Display a key word. Instruct students to write that word on a piece of paper. Ask students to write two words that rhyme with the word. Repeat with 2-3 additional key words if desired. 1. Students repeat one of the poems, songs, or rhymes. 2. Students generate, write, and read aloud a series of rhyming words and a sentence demonstrating alliteration. Assess each 1. Students select books from browsing boxes and read independently for a developmentally appropriate time. 2. Students explore books independently by looking at pictures and pointing to 1. Inform students that their goal is to finish drafts so that they can share in partners. 2. Students continue writing drafts. When finished, students return to the ideas section of the page 70 of 84

71 student on these skills. the words or reading, depending reading proficiency levels. Students demonstrate reading top to bottom, left to right with return sweep. 3. Actively monitor students and provide support as needed. Writer s Notebook to add to the list of possible writing topics. 3. Confer with students and provide assistance by asking questions and guiding students to Think, Tell, Draw and Write. Engage in Guided Reading and Guided Writing Instruction as appropriate. Closure 1. Students share their rhyming words and/or sentence with the class. 1. Review the concepts of rhythm, rhyme, and alliteration. 1. Choose 3-4 students share a page in their book and tell one thing about the book. Ask them to frame a sentence from their book. 1. Students read completed drafts in partners. The student who is the listener responds using the following sentence stem: I liked the part. Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency page 71 of 84

72 Alphabet Mat First Grade 2011, TESCCC 06/08/12 page 1 of 1

73 First Grade Attentive Listeners Good listeners use their to look at the speaker. Good listeners keep their closed to stay quiet while others are speaking. Good listeners keep their to themselves. Good listeners use their to ask questions. Good listeners use their to hear the ideas of others. Good listeners use their to think about what the speaker is saying. 2011, TESCCC 06/08/12 page 1 of 1

74 Letter-Sound Deck First Grade 2011, TESCCC 06/21/12 page 1 of 9

75 Letter-Sound Deck First Grade 2011, TESCCC 06/21/12 page 2 of 9

76 Letter-Sound Deck First Grade G g H h 2011, TESCCC 06/21/12 page 3 of 9

77 Letter-Sound Deck First Grade 2011, TESCCC 06/21/12 page 4 of 9

78 Letter-Sound Deck First Grade M m 2011, TESCCC 06/21/12 page 5 of 9

79 Letter-Sound Deck First Grade Q q 2011, TESCCC 06/21/12 page 6 of 9

80 Letter-Sound Deck First Grade 2011, TESCCC 06/21/12 page 7 of 9

81 Letter-Sound Deck First Grade W w 2011, TESCCC 06/21/12 page 8 of 9

82 Letter-Sound Deck First Grade Y y 2011, TESCCC 06/21/12 page 9 of 9