Lesson 5

Lesson# 5: Guided Reading (Day 5 Writing) - EEDA

Gregorie 1

Teacher Candidate: Gabrielle Gregorie Lesson #: 5 Subject/Grade: Guided Writing/Grade 1 Date and Time of Lesson: April 4th, 2014 Learning Objective: TSW create a plan to use for guided writing (day 5) on their book A Sticky Business by Joy Cowley, and produce high quality writing reflecting their knowledge of the text and formal writing structure. Alignment with Standards: Common Core State Standards
CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. CCSS.ELALITERACY.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

South Carolina Academic Standards (2008)

Standard 1-1 Understanding and Using Literary Texts: The student will read and comprehend a variety of literary texts in print and non-print formats. Standard 1-2 The student will read and comprehend a variety of informational texts in print and non-print formats.

South Carolina Education and Economic Development Act

SECTION 59-59-80. Integrating career awareness programs into curricula for first through fifth grades.

Developmental Appropriateness or Cross-curricular connections: The learning goals and objective for this lesson are appropriate and beneficial for students learning. The students have worked on A Sticky Business in small reading groups (3 students) daily, and taken their book home every night for four days prior to the writing lesson (day 5). Students are accustomed to their reading groups and the pattern of reading a book for a few days, writing about it, and staring a new text to improve reading skills. Assessment(s) of the Objectives:
Lesson Objective TSW create a plan to use for guided writing (day 5) on their book A Sticky Business by Joy Cowley, and produce high quality writing reflecting their knowledge of the text and formal writing structure. Assessment of the Objective Pre: The attached Transitional/Fluent Guided Reading Lesson Plan (attached) assess the students knowledge and learning throughout days 1 - 4 of their guided reading group time on the text A Sticky Business. Comments, notes, and running records will be taken to assess the students learning towards the objective throughout the week. During: Comments, notes, and the participation and completion of their writing plan will be used to assess the students achievement towards the lesson objective during the writing lesson. Lesson 5: A Sticky Business Day 5 Writing Use of Formative Assessment The formative assessment collected from this lesson will be used to assess the overall reading ability of the students. This determines their future text, their progress, and their level of ability (A Sticky Business: level 24).

Lesson 5

Lesson# 5: Guided Reading (Day 5 Writing) - EEDA

Gregorie 2

Post: Students participation, effort (notes/comments) and final edited writing pieces will be used to assess the their overall learning and connection with the text through writing. The final high quality writing reflects the students knowledge of the text and formal writing structure after the day 5 writing lesson.

Materials: A Sticky Business by Joy Cowley (set of 4 for guided reading) Pre-planned writing plan for lesson *attached 5 day guided reading lesson plan *attached White board and marker (teachers use only) Students guided reading notebooks and pencil Procedures:
1. Gather students at guided reading table on Day 5 (Wednesday April, 16) for writing chapter summaries. Have students bring their Guided Reading Writing Notebooks (yellow notebook) to the table with them and open up to their first clean writing page. **Set timer for twenty-five minutes. 2. Have students write the date at the top of the page and model how we will begin our writing plan, Ch 1, on the white board as they do the same in their notebooks. Explain the overall goal of our lesson and what they will be doing and set expectations for student behavior and learning. Looking at the table of contents on pg. 1 and pages in their text, the students will generate a structured plan through guidance. Staring with chapter 1, students will think of a keyword(s)/topic about that chapter: bubble gum. Have student copy your plan, writing the keyword directly below the chapter heading, as you write it on the white board. Next, name the characters in this chapter: Leroy Cardno, Mr. Mario. After copying down the characters onto their writing plan below the keyword, it is important to list the setting: sidewalk. To finish off chapter 1, we will think of any other important details included in that chapter: the girls are pet shop. 3. Then move on to chapter 2. Continue this process to complete the plan with chapters 2 - 7(writing plan attached). 4. Once students have completed their plan they will begin to write about A Sticky Business. They will start with chapter 1 and come up with one or two sentences to explain the whole chapter. Since we have our awesome plan, we HAVE to use every word on our plan in our sentence(s). After you use a word, check it off your plan. You are only aloud 1 and in a sentence. If we use and check off every word on our plan and write one or two sentences that explain all the important details of each chapter, we can have great writing about our entire book, A Sticky Business, in 7 14 sentences (a paragraph). Continue this writing process throughout the whole plan, chapters 1 - 7. Move back and forth between students monitoring and guiding them throughout the process. 5. Once students have completed their writing, they will go back and read it using their pencil to point at every word to help catch their mistakes. When writing and final discussion is complete, the group will move on to a new book. **If at any point the timer goes off for twenty-five minute times-up, find a stopping point and students can complete at their desk or finish up the following day before starting a new book.

Lesson 5: A Sticky Business Day 5 Writing