Rebekah Lotti- Lit Block 1 (Spring 2013 Clinical)

Peters Chair
Day 1: Whole Group Reading Lesson
Comprehension Strategy: Understanding Characters Feelings Benchmarks: Content Objectives: 1. Students will engage in a welcoming activity. 2. Students will participate in a discussion about expectations for the week. 3. Before reading Peters Chair, students will be participating in a brainstorm about feelings. 4. After reading Peters Chair, students will identify the character feelings and make text-to-self connections. Language Objectives: 1. I can talk about how Peter feels in the story, Peters Chair. 2. I can make text-to-self connections about the feelings in Peters Chair. Materials: Anchor chart with activity sentence frame Anchor chart with language objectives Instructional Plan: Anticipatory Set Good morning, 1st graders! We are so excited to be learning with you for the next few days! My name is Miss Bekah, and the rest of our team will introduce themselves in just a minute. I thought I would tell you a little bit about who we are and why we are in your classroom. Right now all of us are going to school, just like you. We are going to school to learn how to be teachers! We have spent some time getting some super fun activities and stations ready so we can learn with you. We will be here for your Action 100 time every day this week, and we are just so excited to be with you for this time. Before we can do our first fun activity, I would like to let you know about some expectations we have. I wonder if one of the other teachers can help us out and remind us what expectations are? Marie? Right! Thanks! So one of the things we want to see in this classroom is watchful eyes and listening ears. When a teacher is talking, we expect that your eyes will be watching and your ears will be listening to that teacher. We also expect that your lips will stay quiet when a teacher or another classmate is talking. That will we will all be able to learn. When we transition from one activity to another, we expect that you will move quietly and safely. Eric, can you demonstrate an unsafe way to walk? Now, Kayla, can you show us a safe way to walk? Thanks! We want to have lots of fun with you, 1st graders, but we will need you help to make this a successful learning time. Can someone raise their hand and reminds us what our expectations are? Input Alright! I think it is high time for our first fun activity. When I say go, I would like you to quietly stand up and form one big circle on the carpet. Ready? Go!

Wow! What a circle! Thanks for moving quietly, 1st graders! If you can move your eyes over here, you can see that I have a sentence frame written on this anchor chart. Ill read the sentence frame once, and then you will each get a chance to read it. It says, Hello! My name is ___________. Please greet me in a ____________voice. I know something specific needs to go in the first blank. Can anyone think of what that is? (Take ideas) Thats right! Your name. Then, for he second blank, we are going to say any kind of voice you would like your classmates to greet you with. It could be a baby voice (demonstrate) or an opera voice (demonstrate) or even a whisper voice (demonstrate). After you read the sentence frames with your name and the voice you want filled in, your classmates will say, Hello (your name)! in the silly voice you chose. Modeling The teachers in this room have done this activity before, so lets watch and listen while they show us how to do it! Miss Stefanie, will you please start? (Continue with activity until all students have had a chance) Input Thanks 1st graders! Will everyone please quietly find a spot to sit? You need to be able to see me clearly. Ok! I see 1st graders watching me with their eyes and I dont hear anyone talking. We are ready to begin. Today we are going to be reading a story called Peters Chair. Before we read the story, I would like us to read our target for the day. Its written right here on this anchor chart. Lets read together. I can talk about the way Peter felt in the story Peters Chair and I will be able to make a text-to-self connection with the book Peters Chair. Who can raise their hand and tell me about a time they felt happy? I will call on three friends this time. (take three stories) Thanks for sharing and listening, friends! I am going to read our story now, and Id like you to be thinking about how Peter, the main character, is feeling. Be ready to share an idea when we are done. Here we go! (Read story) Check for Understanding/Assessment Wow. That was an interesting story! I noticed a lot of feeling in this book. I will call on a few friends to share what feelings they noticed in this story. (Call and discuss) You are thinking deeply, 1st graders! It is time for us to get ready for our Step time. We will be calling on a few students to conference with us today. Until you are called, or if you arent called today, please be following Ms. Bryants expectations for Step time. Dont forget your books and logs! When I say go, you may quietly get up and gather what you need, then find your space to read. Ready? Go. Evaluation: Because this lesson is the initial lesson that the rest of the week will be built upon, our team decided that the assessment for this lesson would simply be informal. We will be able to identify some students who have a grasp on character feelings and others who are struggling. The data collected from these basis observations will be used during conferencing as well as during flex group time.

Word Work

Day 2: ue/ew slider sheets

ELA Benchmark(s): 1.3.0.3.c - Know final -e and common vowel team conventions for representing long vowel sounds. 1.3.0.3.a Know the spelling-sound correspondences for common consonant diagraphs, and initial and final consonant blends. Content Objectives: SWBAT recognize and use the vowel team ue and ew. SWBAT read words that combine familiar blends with the new vowel teams (ue and ew) Language Objectives: I know ue/ew sometimes make the oo sound. I can use my knowledge of blends and new vowel teams to sound out words I didnt know before. Materials: Ue/ew slider sheets. (Two laminated sheets of paper, one with ue and one with ew. Slips of paper with blends to slide past the vowel teams, making words) Instructional Plan: Input: Hey 1st graders! My name is Miss Bekah, just in case you forgot. Can we swing around so I can remember your names please? Today we are going to learn about two vowel teams. These vowel teams make the same sound as long u. Can anyone raise their hand and remind us what long u sounds like? Thats right! Long u says, oo. Im going to write the two vowel teams here on my white board so you can see what they look like. The first vowel team is ue. This vowel team says, oo. You can find it at the end of words like, (write as I speak) blue and barbeque. Lets say these words together. Our next vowel team is ew. This vowel team also says, oo. You can find it at the end of words like chew and stew. Lets say these words together. Anticipatory Set: Now we are going to work on some fun slider sheets we have. On this sheet, you can see there is a sheep. This is a funny picture to have, because the word sheep does not have the oo sound in it. But I know something tricky. I know that a momma sheep is actually called an ewe. This word looks like this. (write on white board) Do you see the vowel team ew? Do we hear the oo sound when we say it? Ewe. Sure we do! So that is why there is a picture of a sheep here. Modeling: Now Ill explain what we are going to do with the sheet! I like to call it a slider sheet because we are going to slide some consonants past our vowel team like this (show the sliding action). Every time we slide, we are going to read the word out loud. Ill give you an example. Ok. My first blend is bl and when you put it next my vowel team I can sound it out to say Blew. I know this word! I can use it in a sentence: The wind blew. Guided Practice:

Now we are going to work together. Im going to slide my paper and Jimmy is going to read the word for us. What is our new blend, Jimmy? Thats right, ch. So when we combine our blend and our vowel team, we can sound out to make the word, Chew. Wow! Now Jill, the friend who is to the right of Jimmy, will try to think of a way we could use the word chew in a sentence. Do you have an idea, Jill? (Listen to student idea) Now I am going to move around to each of you. When I come to you, Ill slide my paper, and Id like you to read the word. Then the friend next to you will help us use the word in a sentence. Lets work as a team to learn some new words! (as time allows, this activity will continue in the same way with the slider sheet for ue) Check for Understanding: Thanks for working and having fun with me first graders! Lets do a quick check. Im going to ask you a question, and when you know the answer, Id like you to put your hand over your mouth and then we will say the answer all together. Ready? Here is your question: what sound does the vowel team ue make? (wait time) Ready? Answer! Great! The vowel team ue makes the sound oo. Ready for your next question? Dont forget to trap your answer until we are all ready (model hand over mouth). What sound does the vowel team ew make? (wait time) Ready? Answer! Nice work! Its time to change stations. Please take your pencils and silently walk to your next station. (Direct them to the correct station) Evaluation:

This station will include an informal assessment of the students. As they are working on the slider sheets, the instructor should be carefully observing and taking notes of which children are correctly reading the blends and using vowel teams. Another thing that should be observed is the students abilities to put a word into a sentence. This can be used as a vocabulary assessment.

Word Work
Day 3: Compound Word Blocks
ELA Benchmark: Compound words Content Objectives: Students will continue building their knowledge of compound words by engaging in an activity with compound words. Students will be able to identify two words that make up a compound word. Language Objectives:

I can build compound words by putting to small words together to make a big word with a new meaning. Materials: Compound word block set Compound word block worksheet Instructional Plan: Anticipatory Set: Well hello there, 1st graders! Today at this station we are going to do some learning about compound words. Now, we know you have been learning about compound words already, so can someone please raise their hand and tell me a few things they already know about compound words? (Listen for key components-two small words, one big, new meaning) Good thinking! Anyone else have a thought to add? Input: In front of you are some cubes. We are going to use these cubes to be compound word builders. I will show you an example and then you will get to try on your own for the rest of our time. Modeling: Going to set this one aside and start looking for blocks that might have another small word that would form a compound word with my first cube. I see the word rain. Im going to think, Hmis baserain a word? Nope! and then Ill try another one. Here I see a cube that says ball. I think, Is baseball a word? Yes! Then I will take my two cubes and put them together to build my compound word, baseball! My next step is to record my word. On this sheet of paper, I will write the word base on the first block, and the word ball on the second block. Then I will write the new word baseball on the last line. (Think aloud while writing) Check for Understanding: Ok! Jimmy, will you remind us what we are doing first? Ok. Johnny, will you remind us what comes next. Nice job listening to directions! Everyone ready to be word builders? Here we go! (Continue until time is up. If extra time is available, have students share and discuss their findings) Evaluation: The evaluation of this station will come in the form of the worksheets students fill out. This can be used to assess the level of compound word understanding.

Sight Words
Day 4: Sight Word Freeze!
ELA Benchmark:

RL 3.g Recognize and read grade-appropriate irregularly spelled words, including highfrequency words. Content Objectives: SW engage in an activity in order to practice grade-appropriate sight words Language Objectives: I can play a game using sight words I am working on. Materials: Sight word flashcards Bucket or something to hold the cards Freeze or Buzz cards Instructional Plan: Anticipatory Set: Hello again 1st grade friends! Welcome to our sight word station. Today we are going to play a fun game with our sight words. Is everyone ready for a fun game? Input: So here is how our game works. I have a bucket, and it is full of sight words you have been working on. One at a time, you are going to pull out a sight-word card. If you can read the word on the card, you get to keep it. I will pass the bucket around so everyone gets several turns. But some cards are tricky. These cards will have a picture of a snowflake and the word FREEZE! on them. If you get one of these snowflakes, you have to all the cards you had back into the bucket. Check for Understanding: Who can tell me what I expect you to do when you draw a card from the bucket? What happens if you get a snowflake card? Ready to play? Here we go! (as time allows, harder words will be added) Conclusion: Thank you so much for playing, 1st graders! It is time for us to switch stations. Can someone give me an idea of how we can switch stations respectfully? Evaluation: The assessment for this station will consist of a sheet the instructor uses to track which sight words students can read, and which they struggle with.

Text
Day 5: Emotion Detectives
Comprehension Strategy: Understanding Characters Feelings through inferring. ELA Benchmarks: RL 04 (Characters feelings) Content Objectives: SWBAT use inferring skills to discuss and determine a characters feelings Language Objectives: I know this character feels _________ because ___________

Materials: Anchor chart divided into four sections labeled happy, sad, surprised, and angry Strips of paper with sentences that convey one of the four emotions in the section Worksheet with the sentence frame to complete as an assessment piece Instructional Plan: Anticipatory Set: Hey there, 1st graders! How are you? At this station today we are going to do practice using our inference skills to decide how a character is feeling. I know you have been learning about inferring, so I am wondering if one of you could raise your hand and remind us what it means to infer something about a text. (Take ideas, use rephrasing as necessary) Thats right! To infer something means to use the text to make a guess about a story or character. Sometimes we have to think really hard about what we are reading to figure out what it means. Its kind of like we are detective readers! We have to search for clues in order to find the meaning in a book or text. Input: Today we are going to be emotion detectives. Does anyone know or have a guess about what the word emotion means? (Take ideas, rephrasing as necessary) Yes! Emotion is another word for a feeling. Happy is one emotion and sad is a very different emotion. Authors can give us lots and lots of clues about emotions in their writing. Sometime we need to be detectives and use our inferring skills to figure out how a character is feeling. Lets try something together! Modeling: I am going to read a clue that will be on a strip of paper. After I read it, you will do a think-pairshare with the friend next to you. The goal of you think-pair-share is to try and guess what emotion the person in the sentence is feeling. Be ready to infer! When the pairs have their ideas, Id like you to put your thumbs together and then we will take turns sharing our ideas to the whole group. As a group, we will decide which emotion the sentence is inferring, and we will tape the sentence in the right section of this chart. The four sections of the chart are each labeled with a different emotion. (Have the students read each label: happy, sad, angry, surprised and talk a little bit about each) Guided Practice: Ok, detectives! Are you ready for your first clue? I will read this one and then we will do our pair thinking. Marie danced around the kitchen and laughed at her dad, who was making silly faces. Ooo. Detectives, please quietly talk with a partner and see if you can tell what emotion Marie was feeling. Use your number 1 voices and put your thumbs together when you think you have figured it out. (Hear ideas and ask for reasons. Encourage inferring and place the sentence on the chart. Continue until time is almost up.) Modeling: Wow, word detectives! You have worked hard to determine the emotions we found in our text. I am going to give you one last clue, but this time, I would like you to fill out a sentence frame with your ideas instead of sharing them with a partner. Please put your name on the top of your paper. The sentence frame says I know this character feels _______ because ________. When I read the clue, I would like you to use your detective skills to infer how the character might be feeling. When you think

you know, you can write that on the first line. For the second line, I would like you to write how you know the character feels that way. Checking for Understanding: Who can tell me what you will write on the first line? How about the second one? Independent Practice: Ok, detectives! Here is your first clue: (read sentence) I can see you have thought hard about your sentence frames, detectives! You are becoming great at inferring! Its time to move on to the next station now, so please quietly get up and silently walk to the next station. Ready? Go. Evaluation: The assessment of this station will be the completed sentence frames. Because they will be done independently, it should be fairly clear which students grasp character feelings and inferring, and which do not.