UNIT 1 PROJECT

Sherita Tharrington
EDU 3410: Principles of Teaching Reading
Grade Level: 1st Grade
Common Core/ELA Standards:
CCSS.ELA-Literacy.RF.1.3.B (Mini Lesson)
CCSS.ELA-Literacy.RF.1.4.A (Computer Center)
CCSS.ELA-Literacy.W.1.3 (Writing Center)
CCSS.ELA-Literacy.RF.1.2. (Phonics/Word Work Center)
CCSS.ELA-Literacy.RF.1.4.B (Reading Center/Meet the Teach)

TABLE OF
CONTENTS
Daily Class Schedule
3
Mini-Lesson Plan
4
Summary of Centers
5
Parent Newsletter

Daily Class
Schedule
* is placed by Literacy Activities
Time
8:30-8:45

8:45-9:00
9:00-9:20
9:20-10:45

10:45-11:35
11:40-12:10
12:10-12:30
12:30-1:10
1:10-1:50
1:50-2:50
2:50-3:15

Topic

Arrival, Unpack & Morning Work

Students arrive at school, eat breakfast, unpack, complete morning work activit
independent reading, Rise and Shine activities). Teacher welcomes students
folders
Calendar Time
Teacher and students begin the day by listening to announcements, reviewi
attendance, behavior expectations and checking-in about the day a
*Shared Reading
Teacher and students participate in reading comprehension strategies through d
text.
*Readers Workshop
Mini-lesson (20min.) working solely on reading strategies to help students beco
Students participate in Independent literacy centers. Teacher and students pa
reading instruction
*Writers Workshop
Teacher and students participate in writing instruction through writing mini-les
student writing and teacher conferences.
Staggered Lunch
Recess
Science
Teacher and students explore hands on science learning through mini-lesson
journaling and experiments using kindergarten science kit mater
Encore
Students participate in Mon.Technology, Tues. PE, Wed. Media, Thurs.
Math
Teacher and students work on learning and reviewing math concepts through w
interactive learning, math centers, and whole group share.
*Phonics/Vocabulary
3

3:15-3:25

Teacher and students work on learning a weekly phonics principle that strateg
students about words.
Pack-up/Dismissal

Mini-Phonics Lesson Plan

NC Standards
Materials

CCSS.ELA-Literacy.RF.1.3.C
Know final -e and common vowel team conventions for representing long vowel sounds.
Word cards with CVC patterns (which can be converted to CVCE pattern words), a wooden clothes pin with
the letter e on the front of it, Word Work/Phonics notebook, and a pencil.

ANTICIPATORY SET

Will show a video on YouTube called Super E www.youtube.com/watch?v=rD9dwkrUf8s and ask for feed
back on the students thoughts of what they saw.

OBJECTIVES

Students will be able to identify long vowel sounds by placing an e at the end of a CVC word to create a
CVCE word.
Review
We will review short/long vowel sounds. The students will be given a CVC word i.e. kit. They will identify
which letters are the consonants and which letter is the vowel.
Modeling
The students will be shown a CVC card. Place (the teacher) the clothes pin with the e on it at the end of
the word. i.e. CVC word is bit. Once the e is placed at the end, the word is bite. Explain to the students
the - i is no longer a short vowel but a long vowel sound. Explain to the students the e is silent and it
changes the short vowel to a long vowel sound.
Check for Understanding
Review what the students saw in the Super e video. Ask them what they noticed once the super e was
placed at the end of the word. Give the students an opportunity to come up with a CVC word and change it
to a CVCE word.

PRESENTATION OF
MATERIAL

GUIDED PRACTICE

INDEPENDENT
PRACTICE
CLOSURE

Students will return to their seats and are given 5 CVC cards and one clothes pin with the letter e placed
on the front of it. They are to work as a team and take turns placing the letter -e at the end of each word
to come up with a CVCE word. They are to write the words in their Word Work/Phonics notebook.
Students will receive their homework sheets and find an assignment under the Literacy section to create
CVCE words. They are to take the CVC words and place an -e at the end. They can earn bonus points by
writing both the CVC and CVCE words in a sentence so they can realize the words have different meanings.
Once the groups are done making new words, the students will be asked what makes the e Super e.
They will be reminded the letter e is silent and it allows the short vowel to become a long vowel.

Literacy Centers
Computer Center
Standard: CCSS.ELA-Literacy.RF.1.4.A, Fluency
Starfall.com (www.starfall.com/n/fiction-nonfiction/dragon-gttf/load.htm?f&filter=first)
Students are to read Dragon goes to the Farm. They do have the option to use the cursor and place it
over the word and it can be read to them. They are encouraged to read it alone before listening to it being
read to them.
Phonics/Word Work Center
Standard: CCSS.ELA-Literacy.RF.1.2, Phonological Awareness
Its all in the Family
On magnetic boards, students will place -ake, ook, ick, and ill (one at a time) and place consonant
vowels (magnetic letters) infront of each to make a word. They have to make five words for each word
family and choose one word per family to use in a sentence.
Reading Center
Standard: CCSS.ELA-Literacy.RF.1.4.B, Fluency
Independent Reading
Students will read independently one book of their choice. Once finished reading their story, they are to
complete a Book Report sheet. They are able to share their reports with their peers in their group if time
permits.
Writing Center
Standard: CCSS.ELA-Literacy.W.1.3, Types and Purposes
Personal Narratives
Students are to write about an event that occurred over winter break. They will create a graphic organizer
which will include a main idea and supporting details. They will write their story and must include a
beginning, middle, and end.
Meet the Teach
Standard: CCSS.ELA-Literacy.RF.1.4.B, Fluency
Guided Reading: Jans New Home (Story)
Question of the day: Why are changes excited? Students will preview the story and discuss the question of
the day. While reading, we will stop and questions will be asked, point out sight words, and the students will
use their reading strategies for words they do not know.

Mrs. Tharringtons 1st Grade

Literacy Newsletter:
This Week:
Sight Words: because, house, high, many, & learn.
Reading: We will discuss the importance of sequence in a story. We will continue to
use our reading strategies to decode words we dont know.

Phonics: Discovering what the letter e does when you add it to a CVC (consonantvowel-consonant) word.

Writing: Understanding what a personal narrative is. We will also take facts on
African Americans and write a brief summary of each person based off the facts we wrote.

A Note from the Teacher:

A big Thank You to the parents who supported our school wide
food drive. Also a big Thank You to Mrs. Bee, our class
mystery reader for last week. The kids enjoyed your story!
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Be a READER!

Parents make sure your child reads each night for at least 20
minutes and sign their reading logs. Ask them questions at the
end of their story to build their comprehension skills.
A big Thank You to:
Cynthia Watkins: Provided the Daily Schedule
Template
Professor Hooker: Provided the Lesson Plan
Template