620 Field

NAME: Melanie Facinger

Lesson Title: LLI Grade level: 1st Total Time: 45 min

# Students: 1
Learning Goal:
(Content CCSS.ELA-Literacy.RL.1.4
Standard/Common Core) Identify words and phrases in stories or poems that suggest
feelings or appeal to the senses.
CCSS.ELA-Literacy.RL.1.3
Describe characters, settings, and major events in a story,
using key details.
CCSS.ELA-Literacy.RL.1.6
Identify who is telling the story at various points in a text.
Target Goal or Skill: Identifying different word families, AY, ENT, EE. Identifying
Phoneme Isolation, Phoneme Segmentation, and Phoneme
Substitution.
Essential Question(s): Why is it important to know who is telling the story?
Why is it important to understand the different aspects of a story,
characters, setting, and major events?

Topical question(s): How can I use my word work to help me while I read?

Instructional How can I use my context clues to help me understand who is

Objective(s): telling the story? How can I use my new understand of letter
sounds to develop better word fluency.
Assessment Formative Assessment: I will assess my students abilities on their
(Criteria / Look Fors/ success and participation during class activities.
Performance Tasks)

Summative Assessment: I will have my student develop a story

map of what is happening in the story using main events and new
vocabulary words.

Disabilities/Diverse
Needs Represented
Student Accommodations Needs more repetition of reading and using word flash cards,
and/or Modifications helping to decode. Guidance to sounding out words correctly,
identifying letters and sounds. Reminders to read what she sees, not
to add lets, and say correct sounds.

Instructional Procedures
(including specific times)

Introduction: 8:40Start by going over flash cards, 7 that she knows and 3-4 that
(including motivational she is still struggling with
hook where applicable)
8:45 start by doing word work from words families we practiced
yesterday AY, ENT. Student will use magnetic letters to substitute
Learning Activities: different phonemes to identify different word families. While
manipulates different letters to create new words she will then
write the word in her journal. We used our previous knowledge of
phoneme isolation to use phoneme substitution and expand our
understanding of literacy.

8:55 we will start to do a reread of the three bears. One we are

dont with the reread. We read this book before so this will be a
quick overview before we move on to the next book.
Closure:
9:05 we will build on our word family boards and add the EE
family. We will search for letters that focus on the EE family of
words. As she puts up her letters she will write them down in her
journal.

9:10 we will start to read a new book Puppets I will start by

introducing the book, giving background knowledge, what we
think the book will be about. Then we start reading the book. I
will be providing guiding questions throughout her reading
observing her comprehension of the story and how well she is
remembering what is happening.

9:30 if there is time we will discuss the similarities and differences

between The Three Bears and Puppets talking about the word
families we discussed having her say the sounds of the word
families, and go over her flash cards.

Language Demands: Flash Cards Vocab: They, All, Pulled, Went

Function AY word families, ENT word families, EE word families.
Vocabulary Narrator, self-correcting
Syntax
Discourse

5 Questions (Blooms or Evaluating who is telling the story.

DOK) Understanding different word families.
Being able to retell the story.
Describing the similarities and differences.
Recognizing high frequency words.
Curriculum (APA) Fountas, I., & Pinnell, G. (n.d.). Heinemann.
e.g.
Investigations in
Number, Data, and
Space. (2012). Pearson.
Materials
Magnetic letters, white boards, pencil, journal book, flash cards.

Notes