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§74.4.(c)(3)(A) practice
producing sounds of
newly acquired
vocabulary such as long
and short vowels, silent
letters, and consonant
clusters to pronounce
English words in a
manner that is
increasingly
comprehensible;
Anticipatory Set
1. At the start of each guiding reading group, I will state the content objective that pertains to that group.
a. I will be able to identify and match sounds to the corresponding letter.
b. I will be able to recognize that sentences are comprised of words separated by spaces.
c. I will be able to spell high-frequency words found in text.
2. Group A:
a. I will read the title of the book “At the Pond” and I will activate prior knowledge by asking what
they hear at the beginning of the word pond. I will then ask the students to look at the cover and
using the illustration ask them what a pond is. “What animals might we see at a pond?”
3. Group B:
a. I will introduce the book by reading the title and activating prior knowledge by asking the
students what a sentence is made up of.
4. Group D: I will introduce the book by first activating prior knowledge and asking the students what kind
of people do they see in their town? Do you see people working? What kind of workers?
Input/Modeling
5. Group A:
a. We will go page by page using the pictures to figure out what the repeated text reads. “What
animal is that? Can you find that word in the book?
b. We will read each page together using the pictures.
6. Group B:
a. We will go page by page and I will ask the students “How many sentences do you see?” I will
then talk about what a sentence is made up of.
b. I will remind them to use the pictures to help them read and we will read the page together,
“Look at the frog. A frog can hop.”
c. I will choose two sentences from the book to write on a sentence strip. I will cut them to show
them that a sentence is made up of words.
7. Group D:
a. They are able to read more independently, so we will go through the pictures and look at the
people in the town.
b. As we go through the book I will give them a piece of tape to put over high frequency words that
we find. “What letters do you see?” What sounds do those letters make?” I will point out that
sometimes the word isn’t spelled how it sounds.
c. I will allow for them to read silently on their own while I listen and take notes.
Guided Practice
For each group, I will state the content objective again before beginning the guided practice.
8. Group A:
a. I will use the beginning letter of each animal included in the book (b, f, t, p) and I will make that
sound and ask the students to write the letter that makes that sound. They will then erase it by
tracing their finger over the letter.
9. Group B:
a. I will choose two sentences from the book to write on a sentence strip. I will cut them to show
them that a sentence is made up of words.
b. I will have the students arrange them to make a sentence.
10. Group D:
a. I will give each student a white board and a marker. I will say a word and I will ask them to
write the word. (see, they, she, the, have, her)
Independent Practice
For independence practice, the students will be rotating to six different stations that allows for
six different Language Arts Skills.
1. Writing - Things I Love
2. Technology - Istation
3. Poetry - My Head
4. Word Work - Syllable Sort
5. Library - Students read/look at books
6. Listening - Beginning, Middle, End
Closure
1. With each group, depending on what was covered, I will wrap up by restating what we learned and
asking questions to check for understanding.
2. For group D I will ask them to write a sentence using at least one of the high frequency words that we
covered. I will take a picture of them.
In thinking about your first two responses --- So What does it mean about your planning? So What does
it mean about student learning? So What does it mean about your learning to teach?
Now What did you learn from teaching this lesson that can apply to other lessons? How will you apply
what you learned from teaching this lesson to your teaching of future lessons?