Whole Group Lesson Plan: Wednesday, November 2, 2011 Subject: Reading

Topic: Short /a/ words Standard 1.0 General Reading Processes Topic: A. Phonemic Awareness: Students will master the ability to hear, identify, and manipulate individual sounds in spoken words by the end of grade one. Indicator: 1. Discriminate sounds and words Objectives: 1. Identify initial, medial, and final sounds in one-syllable word Objective: Students will be able to identify, generate and read short /a/ words through a whole group activity of creating a poster. Introduction: Two different colored markers (one for the short /a/ and one of the consonants) One large post-it note poster Students will be informed that we are going to work on short /a/ words. This is a review for all of us. Thumbs up if you remember when we created a short /a/ poster with Ms. Simon a few weeks ago. Teacher will write the letter a on the white board. What sound does this make? Very good! Begin with the Daily Phonemic Awareness activity (Blending and Segmenting Phonemes; Simon Says Blend) in the Houghton Mifflin book (Theme 3, Page T45). Students will be asked to blend the word that I say and then complete that task. As an example, say Simon says to raise your /h/ /a/ /n/ /d/. Students will say the word that they have blended and then complete the task. Students will then be asked to /s/ /t/ /a/ /n/ /d/ up. o Simon says to /t/ /a/ /p/ your toes. o Simon says to /s/ /l/ /a/ /p/ your knees. o Simon says to /k/ /l/ /a/ /p/ your hands. o Simon says to salute the /f/ /l/ /a/ /g/. o Simon says to /f/ /l/ /a/ /p/ your arms. o Simon says to /kw/ /a/ /k/ your knees. o Simon says to step /b/ /a/ /c/ /k/ your knees. o Simon says to /s/ /t/ /a/ /m/ /p/ your feet. o Simon says to take a /s/ /eat/ on the rug. Teacher will ask one student to select two different color markers (only to someone who is showing me they are ready). The poster will be labeled short a. Teacher will generate three short /a/ words, asking that the students blend each word after I have written them. The three words will be: tap, clap, stamp. We will

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Wrap Up:

first say each phoneme, then blend, then say the word and snap. The short /a/ sound will be written in one color and the consonants will be written in another. Teacher will call on 4 friends to make words that have the short a sound. The words will be written on the poster. The words will be written in the same fashion the short /a/ sound in one color and the consonants in another. After each word is given, we will say the sound of each phoneme, blend the phonemes, say the word and snap. Ms. Maya will write a sentence based on all the short /a/ words that have been generated. Ms. Maya will pick one student who has been outstanding all morning to read the sentence to the class. Then, the class will read the sentence together two times. Teacher will ask students to show thumbs up if they hear the short /a/ sound in a word. The three words to be used: lamp, step, apple, dog.

Transition to Reading Centers:

After journal, Ms. Maya will make sure that the reading centers slide is open on the computer. Ms. Maya will ask the center crew to set-up centers. First, Ms. Simons purple group will be asked to go to the back table. Joseph will be asked to get the My Feet book from Ms. Mayas pink bin and put one book in front of each chair at the table. Next, Ms. Mayas red group will be asked to go to Table 3 and informed that they should be quietly reading the book at our table. Then, students at worksheet will be asked to go to worksheet. Finally, I will go through each group of students to make sure they go to the correct center.

Comment [R1]: Note for the morning: Make sure there are new batteries for Tag Reader.