English Language Arts/Reading – Day 3

Ms. Ashlee Gallaher Grade 1

 RF.1.1: Demonstrate understanding of the organization and basic features of print.

 RF.1.2: Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
 RF.1.3: Know and apply grade-level phonics and word analysis skills in decoding
I: words.
Content & Standards  RF.1.4: Read with sufficient accuracy and fluency to support comprehension.
 L.1.1: Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
 L.1.2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
II: Prerequisites Students should know:
 Recognition with HFW, posted on front board.
o bird, both, eyes, fly, long, or, those, walk
 Spelling words, posted on front board:
o time, like, kite, bike, white, drive, stripe, mice
o Bonus Word: icicle
 Silent k
 Silent w
 Long i
 Lesson 15 Journey’s Story: Animal Groups
III:  Students will learn to read, spell and use the spelling words correctly.
Instructional  Students will establish the patterns necessary for decoding and spelling.
Objective(s)  Students will demonstrate understanding of the organization and basic features of
print.
 Students will demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
 Students will know and apply grade level phonics and word analysis skills in
decoding words.
 Students will read with sufficient accuracy and fluency to support comprehension.
 Students will learn to build comprehension and fluency with reading.
 Students will be exposed to a wide range of literature.
 Students will understand and respond to a story read aloud.
 Students will listen attentively and ask and answer relevant questions.
 Students will use syntax/context to aid in determining meaning of oral vocabulary
words.
 Students will learn and use this week's high frequency words.
Before:
 9:30am – 9: 55am Spelling:
o Cheer the words (cheer card chosen by student of the day: Delaney)
 9:55am – 10:50am Phonics/Language Arts:
IV: Instructional
o Geraldine Learns Silent k:
Procedures
http://www.youtube.com/watch?v=eP3-PCK8bk0
(B,D,A)
o Geraldine Learns Silent w:
http://www.youtube.com/watch?v=TYjrHz7WrVo
 10:50am – 11:00am Guided Reading Block
o Reintroduction to Lesson 15 Weekly Story – Animal Groups
 During:
 Spelling Block:
o Game: Build the words – Students will be given a spelling word that they
must search through magnetic letters to sort and spell correctly for a point.
o Students not at the board will write the words on paper at their desks to
practice as well.
o The team with the most points at the end of the game will receive a dot
dollar.
 Phonics/Language Arts Block:
o This I Know booklet – Students will read along with teacher, highlighting
silent k and silent w words with their yellow and orange crayons.
o Long i Activity – Write the Room with adding e to make long i. Students will
each get a spoon to add e to the end of short i words to make them long i
words. Students will repeat the process for all the words around the room.
o Review answers with students to ensure students can read the short i
words and long i words.
 Guided Reading Block:
o Students will echo read the story. The teacher will read a sentence and
then the students will repeat it.
After:
 Spelling Block:
o Review i_e (CVCe) pattern
 Phonics/Language Arts Block:
o Review silent k/w
 Guided Reading Block:
o Review comprehension questions
 Spelling Words
 Teacher Manual
 Magnetic Letters
 Vocabulary Words
 Whiteboard
V:
 Internet for access to YouTube (Geraldine)
Materials & Equipment
 Student text books
 Projector
 Silent w/k student book.
 Yellow Crayons
 Long i activity (papers/spoons/worksheets)
 Monitor students as they cheer the words for misconceptions in spelling.
VI:
 Use verbal feedback to students that may need guidance or suggestions
Assessment/Evaluation
 Questioning for comprehension review/reflection.
 Pair lower leveled students with higher leveled students for assistance when
VII: appropriate.
Differentiation  Use proximity for students that may need additional guidance when
reading/writing.
 SmartBoard/Projection Equipment
VIII:
 Access to YouTube for Geraldine Videos
Technology
 Copier/Printer for worksheet(s)
 Ask: Where students able to successfully identify all the slient k/w words in book
activity? Where students able to find the pattern to successfully add -e to short i
IX:
words to make long i words?
Self-Assessment
 Where the students engaged throughout the lesson? Is more or less activity
needed?