Learning Experience 1

Central Focus: Reading Comprehension

st

Grade Level: 1 Grade

Subject: Language Arts
Illinois Core Area: Language Arts and Social Sciences
Common Core Standards:
Language Arts:
CCSS.ELA-Literacy.RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.1.4
Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-Literacy.RF.1.4.c
Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
Social Science
SS.IS.3.K-2: Gather information from one or two sources with guidance and support from adults
Social-Emotional
2A.1b. Use listening skills to identify the feelings and perspectives of others.
Goals: Children will identify prior knowledge about book reports. They will develop
background knowledge about their text in groups by making predictions, reading the book, and
comparing and contrasting their predictions with the actual plot of the books.
Learning Targets/ Lesson Objectives:
- Children will make logical oral responses to questions about a book regarding components of a
book report
-Children will discuss components of a book report in groups.
-Children will read selected texts in small groups
Duration: 30 minutes
Procedures:
Introduction/Anticipatory Set

1. The Children will be seated on the whole group rug, and the instructor will introduce
the learning segment by discussing the activities that will be completed.
a. This week, we will be reading books and completing activities that help us
share what we read with others. We will talk about ways to use transition
words when we share what we read- those are words that help us make
connections between events that happen in a story which makes them easier to
read.
2. The instructor will ask guiding questions
i. Why is it important to share what we read with others?
ii. What are some ways we can do that?
iii. One way we could share what we read is through a book report.
What could that be? What does it look like?
Learning Tasks
3. The instructor will read a model book report to the children, (attached) based on a
previous read aloud.
4. Children will be placed in small groups to answer the following question: What are
some things in the report that helped you learn about the book?
5. The instructor will write student ideas on the smartboard.
6. Children will read their books in small groups once through, considering the
components of book reports they previously identified.
Below Target Reading Level (Group 1)- Little Bear
On Target Reading Level (Group 2)- Corduroy
On Target Reading Level (Group 3)- Big Al
Above Target Reading Level (Group 4)- Frog and Toad All Year
Assessment: The assessment for this lesson is informal. Children will be assessed on their
responses to questions, and their participation in small groups.
Resources:
Minarik, E.H. (1957). Little bear. Harper Collins. NY: New York.
Lobel, A. (1976). Frog and toad all year. Harper Collins. NY: New York.
Freeman, D. (1968). Corduroy. Penguin Books. NY: New York.
Yoshi, A.C. (1988). Big Al. Scholastic, Inc. NY: New York.

Adaptations: Children who need extra support for this lesson will receive step by step
prompting from the instructor. Children will also be placed in groups based on their reading
ability. Children in need of extra support will receive guidance during the reading portion of the
lesson.

Learning Experience 2
Central Focus: Reading Comprehension
st

Grade Level: 1 Grade

Subject: Language Arts
Illinois Core Area: Language Arts and Social Sciences
Common Core Standards:
Phonics and Word Recognition:
CCSS.ELA-Literacy.RF.1.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.1.4
Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-Literacy.RF.1.4.c
Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
Social Science
SS.IS.3.K-2: Gather information from one or two sources with guidance and support from adults
Social-Emotional
2A.1b. Use listening skills to identify the feelings and perspectives of others.
Goals: Children will already have general knowledge about the purpose of book reports from the
previous learning experience. They will reread their stories in groups, this time focusing on
specific aspects related to the book reports they will be writing.
Learning Targets/ Objectives:
-Children will fluently read a leveled text with a small group.
-Children will collaborate with their group to complete tasks.
-Children will identify components of a book report within their text.
Duration: 30 minutes

Procedures:
Anticipatory Set: Children will review the previous days activities within the whole group,
considering what a book report is, and why it is important.
Learning Tasks:
1. Children will form their previous small groups.
2. Children will reread their texts in their small groups, looking for the components of
a book report previously discussed from the model book report:
a. Title:
b. Author:
c. Subject/ Theme: (What is the story mostly about?)
d. Setting: (Where does the story take place?)
e. Plot: (What happens in the story?)
f. What do you like about the book?
3. Children will have discussions in their groups about what they find.
a. Children will use sticky notes during discussions to mark important parts of
the text, related to the components of a book report.
4. Children will fill out the template (attached), using their sticky notes as a guide to
identify components of a book report within the text.
Assessment:
Children will be informally assessed through anecdotal notes. They will be assessed on their
participation in small groups and correctly identifying important parts of their texts related to
book reports with the sticky notes.
Adaptations:
Children in need of extra support will receive extra prompting with regards to verbal directions.
They will receive step by step guidance when needed with regards to identifying important
parts of a book report.
Resources:
Minarik, E.H. (1957). Little bear. Harper Collins. NY: New York.
Lobel, A. (1976). Frog and toad all year. Harper Collins. NY: New York.
Freeman, D. (1968). Corduroy. Penguin Books. NY: New York.
Yoshi, A.C. (1988). Big Al. Scholastic, Inc. NY: New York.

Learning Experience 3
Central Focus: Reading Comprehension
st

Grade Level: 1 Grade

Subject: Language Arts
Illinois Core Area: Language Arts and Social Sciences
Common Core Standards:
Language Arts:
CCSS.ELA-Literacy.L.1.1
Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
CCSS.ELA-Literacy.W.1.1
Write opinion pieces in which they introduce the topic or name the book they are writing about,
state an opinion, supply a reason for the opinion, and provide some sense of closure.
Social Science
Gathering and Evaluating Sources
SS.IS.3.K-2: Gather information from one or two sources with guidance and support from adults
and/or peers
Social-Emotional
2A.1b. Use listening skills to identify the feelings and perspectives of others.
Goals: Children will take the knowledge they have built upon in the previous lessons with their
groups to compose an individual book report.
Learning Targets/Objectives:
-Children will compose a book report using information they have gathered from their text,
including: title, author, setting, plot including transition words, main character, reason for
recommendation, favorite part, and a rating of 1-3 stars based on how much or little they liked
the book.
Duration: 30 minutes

Procedures:
Anticipatory Set:
1. Children will review the learning tasks of the previous day and discuss new things they
have learned.
2. The instructor will complete a mini lesson on transition words.
a. The instructor will ask Children how we tell about what the plot was like in our
texts.
b. The instructor will ask children to point out transition words in the model book
report, reminding children that transition words help us connect events that
happen in the plot.
i. The instructor will highlight words the children point out, and add any
new ones the Children identify.
Learning Tasks:
1. Children will return to their small groups.
2. Children will discuss their findings from their text by noting the placement of their sticky
notes, and the elements they included from their lists.
3. Children will retell their story to a partner from a different group.
4. Instructor will present the model book report, reminding children of the components
needed.
5. Children will begin following the model (attached) to compose their book reports
individually.
a. Children will compose their book reports at their desks, individually.
Assessment: Children will be assessed informally through observation and anecdotal notes.
Children will be assessed on their on task work and accurately filling in the parts of a book report
with their text.
Adaptations: Children in need of extra support will receive extra prompting with regards to
verbal directions. They will receive step by step guidance when needed with regards to
identifying important parts of a book report.
Resources:
Minarik, E.H. (1957). Little bear. Harper Collins. NY: New York.
Lobel, A. (1976). Frog and toad all year. Harper Collins. NY: New York.
Freeman, D. (1968). Corduroy. Penguin Books. NY: New York.
Yoshi, A.C. (1988). Big Al. Scholastic, Inc. NY: New York.

Learning Experience 4
Central Focus: Reading Comprehension
st

Grade Level: 1 Grade

Subject: Language Arts
Illinois Core Area: Language Arts
Common Core Standards:
Language Arts:
CCSS.ELA-Literacy.L.1.1
Demonstrate command of the conventions of Standard English grammar and usage when writing
or speaking.
CCSS.ELA-Literacy.W.1.1
Write opinion pieces in which they introduce the topic or name the book they are writing about,
state an opinion, supply a reason for the opinion, and provide some sense of closure.

Social-Emotional
2A.1b. Use listening skills to identify the feelings and perspectives of others.
Goals: Children will complete their book reports, edit their peers book reports and make
suggestions.
Learning Targets/ Objectives:
Children will review their book reports for any missing components.
Children will review peers book reports for any missing components.
Children will edit their book reports.

Procedures:
Anticipatory Set:
1. Children will discuss the previous days activities in the whole group, identifying any
new things they learned.

Learning Tasks:
2. Children will read the book report of the peer next to them.
a. Children will look for any missing components using the checklist (attached)
3. Children will discuss their peers book report with the peer of whom they traded.
a. Children will point out any missing components they found on the checklist.
b. Children will identify their favorite part of their peers book report.
Assessment: Children will be assessed informally through anecdotal notes. Children will be
assessed on their participation both individually and as a group.
Adaptations: Children in need of extra support will receive extra prompting with regards to
verbal directions. They will receive step by step guidance when needed with regards to
identifying important parts of a book report.
Resources:
Minarik, E.H. (1957). Little bear. Harper Collins. NY: New York.
Lobel, A. (1976). Frog and toad all year. Harper Collins. NY: New York. Freeman,
D. (1968). Corduroy. Penguin Books. NY: New York.
Yoshi, A.C. (1988). Big Al. Scholastic, Inc. NY: New York.

Learning Experience 5
Central Focus: Reading Comprehension
st

Grade Level: 1 Grade

Subject: Language Arts
Illinois Core Area: Language Arts and Social Sciences
Common Core Standards:
Language Arts:
CCSS.ELA-Literacy.L.1.1
Demonstrate command of the conventions of Standard English grammar and usage when writing
or speaking.
CCSS.ELA-Literacy.W.1.1
Write opinion pieces in which they introduce the topic or name the book they are writing about,
state an opinion, supply a reason for the opinion, and provide some sense of closure.
Goals: Children will present their completed book reports so that peers may have a general
understanding of the text, even if they didnt read it.
Learning Targets/ Objectives:
-Children will read their own book reports to peers in small groups, focusing on their
recommendation of the book.
-Children will show whole body listening when peers read their book reports.
- Children will respond to peers book reports with related questions or comments.
Procedures:
Anticipatory Set:
1. Children will discuss the previous days activities in the whole group, identifying any
new things they learned.
Learning Tasks:
2. Children will take turns presenting their book reports to the whole group
a. Children will identify the most important parts of their book reports including:

i. Title, Author, major plot points, favorite part, reason for recommendation
and rating (stars)
Assessment: Children will be formally assessed through a checklist about their writing regarding
the book reports. They will be informally assessed through observation on their ability to listen
to peers book reports and offer questions and comments.
Adaptations: Children in need of extra support will receive extra prompting with regards to
verbal directions. They will receive step by step guidance when needed with regards to
identifying important parts of a book report during their presentation.
Resources:
Minarik, E.H. (1957). Little bear. Harper Collins. NY: New York.
Lobel, A. (1976). Frog and toad all year. Harper Collins. NY: New York.
Freeman, D. (1968). Corduroy. Penguin Books. NY: New York.
Yoshi, A.C. (1988). Big Al. Scholastic, Inc. NY: New York.