Unit 1 Lesson 5 Kayla Butterfield Lesson: Child Study First Grade October 9, 2013 General Context Instructional Program

Journeys Houghton Mifflin Harcourt 2012 Expectations/Requirements Journeys curriculum requirements for this lesson Target Skill: story structure Target Strategy: analyze/evaluate Time 20-25 minutes Ability Grouping/Tracking First grade, entry level reading student Special Features of the Classroom Class library, small tables, Journeys Information about the Lesson Standards RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson RL.1.3 Describe characters, settings, and major events in a story, using key details RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words SL.1.2

Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood Essential Question Why is the order of a story important? Objective(s) and DOK 1. The student will classify words with the short u sound. (2) 2. The student will organize story pictures into the correct order. (2) 3. After reading, the student will recall details from the story. (1) 4. After reading, the student will summarize the story using his own words. (2) Academic Language Many Hold Good Friend Begs fan

Prior Learning The first grader has been learning about story structure and parts of a story such as setting, characters, plot, etc. He also will have already learned about the short u sound in words and alone.

Lesson Implementation Procedure 1. Anticipatory Set The student will play a story structure game. There will be four different pictures cut up in a mixed order that, when put together correctly, create a picture story. (ie A dog being carried to a bath basin, a dog being washed in a bath basin, a dog shaking off the water, a clean dog) 2. Purpose Statement We are going to work with our u sound, story structure, fluency, and summarizing the story.

3. Write-In Reader p. 42-43 The student will read the sight words at the top of page 42, then go through one by one and read the sentence with the specific sight word. Once they read a sentence they will point out the sight word, copy the dotted version of it, and rewrite it up to two more times depending on what the teacher sees they need to work on. 4. Write-In Reader p. 44 The student will read each of the short u words on page 44 and match them with their picture on the same page. Then the student will write the word under the picture. 5. Read The student will read the story, only asking the teacher for help after they have tried to sound out a word three times on their own. 6. Write-In Reader p. 51 The student will answer the reading comprehension questions on page 51. The teacher will redirect if the student is heading down the wrong direction of the question. 7. Closing The student will summarize the story to the teacher using the beginning, middle, end, drawing sheet and their description during a discussion with the teacher.

Differentiation Included in procedure. Student will be redirected if they are acting out or getting off topic, if acting out continues, the student will be asked to fill out a refocus form. Materials/Resources Journeys Write-In Reader Beginning, middle, end worksheet Pencil Story structure game cards crayons

Classroom Management The student knows that he must follow the class rules whether he is with the class or not when he is in the school. He knows that if he acts out he will be asked to fill out a focus form and will have to have a meeting with the teacher.

Assessment Formative Before: Talking with the student about what he remembers about story structure and parts of a story and having him remind me what are parts of a story. Organizing the story pictures into the correct order so that they make sense Pronouncing the words with the short u sound. The student will read the story to the teacher and sound out the words that he cannot pronounce. After: Summative Before: N/A The student will organize, pronounce and write the correct short u sound word with the correct picture. After: The student will answer the story comprehension questions after the story correctly. The student will finish one sentence about one of the animals from the story. The student will retell the story to the teacher in his own words.

During:

During: