Saint Mary-of-the-Woods College

Education Department
Lesson/Activity Plan
Teacher Candidate

Sarah New

Name of Lesson

4.3 How do animals survive in nature?

Grade

1st Grade

Subject

Reading & Language Arts

Rationale for Lesson:

Throughout this lesson there are many important pieces that work together to make
students better readers. From high frequency words, spelling, blending sounds (long o), and
discussing main topics through books all create better readers. Students who can read well will
overall have better performance in their schooling which can lead them to a better life.
Learning Outcomes:
Students will be able to identify main topics throughout stories and retell key details of a
text. Students isolate and pronounce initial, medial vowel, and final sounds (phonemes)
in single syllable words. Students will define words by category and by one or more key
attributes (using long o).
Assessment of Student Outcomes:
Classroom discussion over main topic and key details (on-going assessment)
(word work) Practice workbook page 179-182 (complete one/two, use judgment based on
time and/or how the students are doing with the assignment.
(During Center Time) Using the high frequency words quickly flash the word to each
child make a mark of any unknown words.
Related Foundations/ Indiana Academic Standards:
1.RF.2.1 Students are expected to build upon and continue applying concepts learned previously.
1.RF.3.4 Distinguish beginning, middle (medial), and final sounds in single-syllable words.
1.RF.3.2 Blend sounds, including consonant blends, to produce single- and multi-syllable words.
1.RL.2.1

Ask and answer questions about main idea and key details in a text.

Materials Needed:
Wonders Practice workbook pages 179-182.
Spelling pretest
Sharpened Pencils
Black Board
Large reader Vulture View pg. 58-67
Lesson/Activity Presentation
Anticipatory Set:
Quickly review the spelling words with the children with a read/spell/write. Give spelling
pretest. Begin the lesson by reviewing what weve been working on (focus wall- essential
question).
Teaching Procedures:
Allow the students to watch and listen Go Wild on the projector at the carpet (this is
their second day with the story). While you do this be sure to click on the story questions
(per page) at the bottom of each slide for main topics and key ideas. To reinforce and to
give all students opportunities to talk ask the same questions for The Day the Crayons
Quit be sure to emphasis the difference in specific details and the main ideas. Have
students return to their desks. Next, complete a picture walk of Vulture View let the
children know that they need to read this at home and we will have a quiz over it
tomorrow. Ask questions to keep them engaged during the picture walk, examples: What
animal is this? By looking at the picture where do you think he/she lives? What will
happen next? What do you think the main idea will be about this story? After wrapping
up the picture walk students should place their books closed on the corner of their desk to
take home tonight.
Phonemic Awareness Contrast sounds: Use most and must. Say them slowly. Tell the
students that you hear one sound that is different from the other. It is the long o, again say
most. Now, have children practice contrasting vowel sounds in word pairs. Use words
such as coat and cute, mean and moan, hop and hope, blue and blow, crow and crew, bait
and boat, and sock and soak. Next: Test help, ask students to tell you how many
SOUNDS they here in the above long o words.
Spelling: Using the chalk board write o, oa, ow, and oe at the top. Using the spelling
words invite the students to tap each spelling word onto the chalk board on the correct
vowel sound. Model first. Once all the words are sorted (by vowel sound) see if the

students could come up with some other words that fall into the same category, to make
this easier, ask them to rhyme.
Guided & Independent Practice:
Although the teaching procedures already include a lot of guided practice considering
there are three separate lessons in the reading block, the last thing that we will do is a
work sheet page. Again, use your best judgment of what you think the students should do
or maybe you need something quick for the sake of time. The children my do together
one or two workbook pages between 179 and 181, however 182 must be completed and
done so independently (vocabulary matching)
Closure:
Remind students of their reading homework (Vulture View) and that they will have a
quiz over it tomorrow. Thank them for listening, tell them to keep this knowledge tucked
away in their machines once again encourage them to ask questions about specific details
AND the main idea while they read Vulture View with a parent tonight.
Differentiated Instruction:
To keep students on track some may need to be casually called out or upon to get their
attention. Walk around the classroom. During the workbook pages complete together first
two questions then give students time to complete the rest as a group. Write the answers
on the board with their corresponding number.
Multicultural Influence:
None
Technology:
Ziggie, McGraw Hill Wonders Online Source
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