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Vocabulary:
SOL/Learning
Objective
Phonics:
Oral Language/
Phonemic Awareness:
1.6. The student will apply phonetic principals to read and spell
b. use two-letter consonant blends to decode and spell single-syllable words.
d. Use short vowel sounds to decode & spell.
e. Blend beginning, middle, and ending sounds to recognize and read words.
f. Use word patterns to decode unfamiliar words.
h. Read and spell commonly used sight words
I can use two-letter consonant blends to decode and spell single-syllable words.
1.2 The student will expand understanding & use of word meanings.
a. Increase listening and speaking vocabularies.
d. Use vocabulary from other content areas.
1.4 The student will orally identify, produce and manipulate various units of speech sounds within words.
d. segment one-syllable words into individual speech sounds (phonemes).
e. add or delete phonemes (sounds) to make new words
Essential
Questions
Ask and answer simple questions (e.g., who, what, when, where, why, how) about a selection.
Identify and describe characters, settings, and important events in a story using details.
Use illustrations and details to describe characters, settings, and important events in a story using details.
Demonstrate comprehension by retelling stories and events orally or in writing, using beginning, middle, and end structure, and demonstrating comprehension of the central message
or lesson.
Key Vocabulary
Fiction, questions, identify, describe, characters, settings, important events, details, illustrations, retell, beginning, middle, end
Learning Gaps
Deciphering which events are beginning, middle, and end, picking out which events are important vs unimportant, knowing what a question is vs a statement
STAGE 2: Assessment Evidence- What is evidence of mastery?
Assessment 1
Can students ask questions about a fictional text? Can students answer questions about a fictional text? Can students identify characters of a fictional text? Can students identify the
setting of a fictional story? Can students identify important events from a fictional text? Can students retell a fictional story using beginning, middle, and end?
STAGE 3: Learning Plan- What are the strategies and activities you plan to use?
Monday
Tuesday
Wednesday
Thursday
This week we are going to be
Display the learning target on the Display the learning target on the
Display the learning target on the
reading fictional books again.
board. Read it, circle the verb
board. Read it, circle the verb and board. Read it, circle the verb and
What is fiction?
and underline the what, then
underline the what, then discuss
underline the what, then discuss
Display learning target on board.
discuss why these are important
why these are important to do
why these are important to do
Read it with the kids. Circle the
to do while reading.
while reading.
while reading.
verb and underline the what. Have
children discuss amongst each
Display Story Elements poster
other what they think it means.
and review.
Discuss the reading target.
Book: Corduroy by Don Freeman.
Book: A Pocket for Corduroy by Don Freeman.
Look at the pictures in the story and ask students if they think this book
Look at the pictures in the story and ask students if they think this
is a fiction or nonfiction text. Why?
book is a fiction or nonfiction text. Why?
Remind students what we are looking for while we read.
Remind students what we are looking for while we read.
Go over vocabulary words: suddenly, palace, gasped, admiring,
Go over vocabulary words: patiently, precious, hesitating, reluctant,
exclaimed, enormous
insisted, inspired, gradually, drowsy, affectionate
Who is Corduroy?
What does she do with Corduroy when she helps with the laundry? What
Why doesnt the girls mother buy the bear?
do you predict will happen?
How do you think Corduroy is feeling right now?
What does he want to have?
What is he thinking when he is on an escalator?
Where has he always wanted to live? Where do real bears live?
What does he see when he gets to the top?
How do you think Lisa is feeling about leaving her bear?
Who else is awake? Does he know what made the noise?
What does the artist draw?
Where did Lisa get the money to buy Corduroy?
What does he think the laundry soap is?
How do you think Corduroy is feeling now?
Who is waiting for him in the morning?
Snapshot
Comprehension:
Whole Group
Mini-lesson
Comprehension
Strategy:
Story Elements
Metacognitive:
Asking and
Answering
Questions
Lesson Closure:
Assessment 2
Whole-group discussion
Small group lesson
Whole-group discussion
Small group lesson
COW
Work Stations:
STATION 1
Groups
Friday
Display the learning target on the
board. Read it, circle the verb and
underline the what, then discuss
why these are important to do
while reading.
Whole-group discussion
Small group lesson
STATION 2
Poetry: sequence poem, buddy
read poem, write poem,
illustrate poem
Monday
Word Study: Reintroduce new blends.
Go over picture sort and model
decoding each word.
Reread: Students reread poem from
previous lesson then go over word
cards.
Whole-group discussion
Small group lesson
STATION 3
Poetry: sequence poem, buddy
read poem, write poem,
illustrate poem
Tuesday
Word Study: Students practice sorting
as I guide them.
Reread: Students reread poem from
previous lesson then go over word
cards.
Whole-group discussion
Small group lesson
STATION 4
STATION 5
STATION 6
Classroom Library:
Independent reading of selfselected texts, buddy reading
Computer: istation
Wednesday
Word Study:
Word Study:
Thursday
Friday
Word Study Game
Level E
Word Study:
Word Study:
Word Study:
Word Study:
CONSIDERATIONS:
Instructional Strategies:
-Identifying similarities & differences
-Summarizing & note taking
-reinforcing effort & providing recognition
-Homework & practice
-Nonlinguistic representations
-cooperative learning
-setting objectives & providing feedbacks
-Generating & testing hypothesis
-Questions, cues & advance organizers
Higher Level Thinking:
Teacher Reflection: What went well? What do we need to improve in our instruction?
Differentiation:
-flexible grouping
-tiered instruction
-interest-based activities
-varied products
-task cards
-personal agendas
-graphic organizers
Technology Use:
Computer - istation