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Teacher: Ryan Franke

Date: 11/30 12/4

Grade Level: 1st Grade

Reading: Fiction: Story Elements


STAGE 1: Desired Results-What will students learn?
1.9 The student will read and demonstrate comprehension of a variety of fiction texts.
e. Ask and answer who, what, where, when, why, and how questions about what is read.
f. Identify characters, setting, and important events.
g. Retell stories and events, using beginning, middle, and end.
Comprehension:

Vocabulary:
SOL/Learning
Objective

I can ask questions about what is read in a fictional text.


I can answer questions about what is read in a fictional text.
Who, what, when, where, why, how
I can identify characters, setting, and important events in a fictional text.
I can retell stories and events, using beginning, middle, and end.
1.7 The student will use semantic clues and syntax to expand vocabulary when reading.
e. Use knowledge of story structure.
1.8 The student will expand vocabulary.
a Discuss meanings of words in context.
c. Ask for the meaning of unknown words and make connections to familiar words.
d. Use text clues such as words or pictures to discern meanings of unknown words.
I can use text clues such as words or pictures to understand unknown words.
I can discuss meanings of words in context.

Phonics:

Oral Language/
Phonemic Awareness:

1.6. The student will apply phonetic principals to read and spell
b. use two-letter consonant blends to decode and spell single-syllable words.
d. Use short vowel sounds to decode & spell.
e. Blend beginning, middle, and ending sounds to recognize and read words.
f. Use word patterns to decode unfamiliar words.
h. Read and spell commonly used sight words
I can use two-letter consonant blends to decode and spell single-syllable words.
1.2 The student will expand understanding & use of word meanings.
a. Increase listening and speaking vocabularies.
d. Use vocabulary from other content areas.
1.4 The student will orally identify, produce and manipulate various units of speech sounds within words.
d. segment one-syllable words into individual speech sounds (phonemes).
e. add or delete phonemes (sounds) to make new words

Essential
Questions

Ask and answer simple questions (e.g., who, what, when, where, why, how) about a selection.
Identify and describe characters, settings, and important events in a story using details.
Use illustrations and details to describe characters, settings, and important events in a story using details.
Demonstrate comprehension by retelling stories and events orally or in writing, using beginning, middle, and end structure, and demonstrating comprehension of the central message
or lesson.

Key Vocabulary

Fiction, questions, identify, describe, characters, settings, important events, details, illustrations, retell, beginning, middle, end

Learning Gaps

Deciphering which events are beginning, middle, and end, picking out which events are important vs unimportant, knowing what a question is vs a statement
STAGE 2: Assessment Evidence- What is evidence of mastery?

Assessment 1

Can students ask questions about a fictional text? Can students answer questions about a fictional text? Can students identify characters of a fictional text? Can students identify the
setting of a fictional story? Can students identify important events from a fictional text? Can students retell a fictional story using beginning, middle, and end?

STAGE 3: Learning Plan- What are the strategies and activities you plan to use?
Monday
Tuesday
Wednesday
Thursday
This week we are going to be
Display the learning target on the Display the learning target on the
Display the learning target on the
reading fictional books again.
board. Read it, circle the verb
board. Read it, circle the verb and board. Read it, circle the verb and
What is fiction?
and underline the what, then
underline the what, then discuss
underline the what, then discuss
Display learning target on board.
discuss why these are important
why these are important to do
why these are important to do
Read it with the kids. Circle the
to do while reading.
while reading.
while reading.
verb and underline the what. Have
children discuss amongst each
Display Story Elements poster
other what they think it means.
and review.
Discuss the reading target.
Book: Corduroy by Don Freeman.
Book: A Pocket for Corduroy by Don Freeman.
Look at the pictures in the story and ask students if they think this book
Look at the pictures in the story and ask students if they think this
is a fiction or nonfiction text. Why?
book is a fiction or nonfiction text. Why?
Remind students what we are looking for while we read.
Remind students what we are looking for while we read.
Go over vocabulary words: suddenly, palace, gasped, admiring,
Go over vocabulary words: patiently, precious, hesitating, reluctant,
exclaimed, enormous
insisted, inspired, gradually, drowsy, affectionate
Who is Corduroy?
What does she do with Corduroy when she helps with the laundry? What
Why doesnt the girls mother buy the bear?
do you predict will happen?
How do you think Corduroy is feeling right now?
What does he want to have?
What is he thinking when he is on an escalator?
Where has he always wanted to live? Where do real bears live?
What does he see when he gets to the top?
How do you think Lisa is feeling about leaving her bear?
Who else is awake? Does he know what made the noise?
What does the artist draw?
Where did Lisa get the money to buy Corduroy?
What does he think the laundry soap is?
How do you think Corduroy is feeling now?
Who is waiting for him in the morning?

Snapshot

Comprehension:
Whole Group
Mini-lesson
Comprehension
Strategy:
Story Elements
Metacognitive:
Asking and
Answering
Questions

Lesson Closure:

Assessment 2

Together as a class, write a


summary of the books using a
sequencing anchor chart.

Restate the learning target. Have


students turn and talk about what
they took away from todays
lesson. Have a few students
share.

Whole-group discussion
Small group lesson

Whole-group discussion
Small group lesson

Phonics: blend picture sort


review

COW

Go over our charts from the books


we read.

Fill out questions on the chart: characters, setting, problem, solution,


Fill out questions on the chart: characters, setting, problem, solution,
important events
important events
STAGE 4: What did the students master & what are they missing?
Restate the learning target. Have
Restate the learning target. Have
Restate the learning target. Have
Restate the learning target. Have
students turn and talk about what
students turn and talk about
students turn and talk about what students turn and talk about what
they took away from todays
what they took away from
they took away from todays
they took away from todays
lesson. Have a few students share.
todays lesson. Have a few
lesson. Have a few students
lesson. Have a few students
students share.
share.
share.

Work Stations:
STATION 1

Groups

Friday
Display the learning target on the
board. Read it, circle the verb and
underline the what, then discuss
why these are important to do
while reading.

Whole-group discussion
Small group lesson

STATION 2
Poetry: sequence poem, buddy
read poem, write poem,
illustrate poem

Monday
Word Study: Reintroduce new blends.
Go over picture sort and model
decoding each word.
Reread: Students reread poem from
previous lesson then go over word
cards.

Whole-group discussion
Small group lesson

STATION 3
Poetry: sequence poem, buddy
read poem, write poem,
illustrate poem

Tuesday
Word Study: Students practice sorting
as I guide them.
Reread: Students reread poem from
previous lesson then go over word
cards.

Whole-group discussion
Small group lesson

STATION 4

STATION 5

STATION 6

Phonics: blend picture sort


review

Classroom Library:
Independent reading of selfselected texts, buddy reading

Computer: istation

Wednesday
Word Study:

Word Study:

Thursday

Reread: Students reread poem from


previous lesson then go over word
cards.

Reread: Students reread poem from


previous lesson then go over word
cards.

New Poem: The Farm

New Poem: Cookies

Friday
Word Study Game

New Poem: Football


Help students learn the poem
while using picture cues and
hand gestures.
Model finger-point reading then
echo read, choral read, and
independent read.
Match words on cards to the
words in the poemdiscuss each
word pointing out beginning and
end sounds
Be a word detective: using one
sentence from the poem, tell
students to find a word beginning
with a particular initial
consonant sound.
Word Study: Introduce new blends.
Go over picture sort and model
decoding each word.
Reread: Students reread text from
previous lesson and go over word
bank cards.
Level C

New Text: No, Tim!


- Segment phonemes (I do, we do, you
do) for words they need to know:
- Picture walk and make predictions
- Have students read aloud while I help
guide them with sounding out
unknown words.
- Encourage students to use picture
clues and beginning sounds to
figure out unknown words.
Word Study: Introduce new blends.
Go over picture sort and model
decoding each word.
Poem: Students glue this weeks poem
in their poetry notebook and read it
with a partner.

Level E

New Book: Sorting at the Nature


Center
Segment phonemes (I do, we do, you
do) for words they need to know:
- Picture walk and make predictions
- Have students whisper read to
themselves while I do a running
record

New Poem: Lucky to Have a Friend


Help students learn the poem
while using picture cues and
hand gestures.
Model finger-point reading then
echo read, choral read, and
independent read.
Match words on cards to the
words in the poemdiscuss each
word pointing out beginning and
end sounds
Be a word detective: using one
sentence from the poem, tell
students to find a word beginning
with a particular initial
consonant sound.

Word Study: Students practice sorting


as I guide them.

Word Study:

Word Study:

Reread: Students reread text from


previous lesson and go over word
bank cards.

Reread: Students reread text from


previous lesson and go over word
bank cards.

New Text: Farm Work


- Segment phonemes (I do, we do, you
do) for words they need to know:
- Picture walk and make predictions
- Have students read aloud while I help
guide them with sounding out
unknown words.
- Encourage students to use picture
clues and beginning sounds to
figure out unknown words.

New Text: Tim the Tortoise


- Segment phonemes (I do, we do, you
do) for words they need to know:
- Picture walk and make predictions
- Have students read aloud while I help
guide them with sounding out
unknown words.
Encourage students to use picture
clues and beginning sounds to figure
out unknown words.

Word Study:

Word Study:

Reread: Students reread text from


previous lesson and go over word
bank cards.

Reread: Students reread text from


previous lesson and go over word
bank cards.

New Book: Ed Makes Shapes


- Segment phonemes (I do, we do, you
do) for words they need to know:
- Picture walk and make predictions
Have students whisper read to
themselves while I do a running
record

New Book: Martas Cupcake Problem


- Segment phonemes (I do, we do, you
do) for words they need to know:
- Picture walk and make predictions
- Have students whisper read to
themselves while I do a running
record

Reread: Students reread text from


previous lesson and go over word
bank cards.
New Text: Bills First Day
- Segment phonemes (I do, we do, you
do) for words they need to know:
- Picture walk and make predictions
- Have students read aloud while I help
guide them with sounding out
unknown words.
- Encourage students to use picture
clues and beginning sounds to
figure out unknown words.
Word Study: Students practice sorting
as I guide them.
Reread: Students reread text from
previous lesson and go over word
bank cards.
New Book: Not Now, Sam
- Segment phonemes (I do, we do, you
do) for words they need to know:
- Picture walk and make predictions
- Have students whisper read to
themselves while I do a running
record

Help students learn the poem


while using picture cues and
hand gestures.
Model finger-point reading then
echo read, choral read, and
independent read.
Match words on cards to the
words in the poemdiscuss each
word pointing out beginning and
end sounds
Be a word detective: using one
sentence from the poem, tell
students to find a word beginning
with a particular initial
consonant sound.

Help students learn the poem


while using picture cues and
hand gestures.
Model finger-point reading then
echo read, choral read, and
independent read.
Match words on cards to the
words in the poemdiscuss each
word pointing out beginning and
end sounds
Be a word detective: using one
sentence from the poem, tell
students to find a word beginning
with a particular initial
consonant sound.

Play Oh No! with


word bank cards
from this week.

Play Oh No! with


word bank cards
from this week.

CONSIDERATIONS:
Instructional Strategies:
-Identifying similarities & differences
-Summarizing & note taking
-reinforcing effort & providing recognition
-Homework & practice
-Nonlinguistic representations
-cooperative learning
-setting objectives & providing feedbacks
-Generating & testing hypothesis
-Questions, cues & advance organizers
Higher Level Thinking:
Teacher Reflection: What went well? What do we need to improve in our instruction?

Differentiation:
-flexible grouping
-tiered instruction
-interest-based activities
-varied products
-task cards
-personal agendas
-graphic organizers

Checking for Understanding:


-Question & Answer
-class discussions
-group response
-Demonstrations
-practice sheets
-Quick Quizzes

Connections to other subject areas:

Technology Use:
Computer - istation