Lesson #1

Early Literacy

Grade

1/2

Subject

Inclusive of ELA

Time Duration

25 minutes

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

ELA General Learning Outcomes: Students will listen,
ELA Specific Learning Outcomes:
speak, read, write, view and represent to:
1.1 Discover and explore
1.2 Clarify and extend
Explore thoughts, ideas, feelings and
2.1 Use Strategies and clues
experiences.
2.2 Respond to texts
Comprehend and respond to text
2.3 Understand forms, elements and techniques
To enhance the clarity and artistry of
4.1 Enhance and improve
communication
LEARNING OBJECTIVES
Students will:
Identify main and sub titles.
Deduce information about the book from the pictures.
Use pronunciation tables.
Reflect on predictions.
Use a glossary and index.
ASSESSMENTS
Key Questions:
Observations:
Students participate in the group reading.
What do you think an inuksuk is made of and where could you
Students answer questions.
find one?
Students use the strategies they have learned previously
Why do you think we build them?
to help them read through the book.
How can you tell this is a title?
How can we find information in this book?
Do you know what this word means?
Written/Performance Assessments:
Students read the book aloud.
Students work through the words using strategies.
Students create an inuksuk with the strategies worked on in the lesson.
LEARNING RESOURCES CONSULTED
Program of Studies
Literacy Place for Early Learners Teaching Resource
MATERIALS AND EQUIPMENT

Literacy Place for Early Learners Teaching Resource

Construction paper

Glue

Markers
PROCEDURE
Introduction (2 min.):
Hook/Attention Grabber: Bring out the book and ask who knows what the image on the front is.
Assessment of Prior Knowledge: What strategies do we already know that could help us answer this question?
Expectations for Learning and Behaviour: Respectful group discussion, raising hands and giving others a chance to
contribute. Staying on task and respecting other classmates as well as the teacher.
Advance Organizer/Agenda: Before reading strategies, strategies during reading, after reading strategies.
Transition to Body: Lets take a look at the title of the book, can anyone tell me something they notice about the title?
Body (17 min.):
Learning Activity #1: Before reading strategies. Talk about the titles (main and sub), what they tell us and why the author
might have used a sub title too. Have students analyze the picture and titles to deduce what an inuksuk is made of and where
they might find it.
Prompt students to use strategies they have learned before (looking at pictures for clues).
Watch that everyone is contributing.
Use guiding questions to lead to students to the answer.
Record their predictions about the book from using the title and images.
Learning Activity #2: Read the book aloud and talk about the Note About Words, Index, glossary and pronunciation table.
Have students use strategies to work through new words, have them say the words aloud.
Ask questions about the images and text (who has a map and why did they use it? What is the map of? How can you
tell?)
Allow students to try new vocabulary on their own and watch for them using strategies they have already learned.

Learning Activity #3: Reflect on predictions from activity 1. Confirm or revise the answers. Discuss the book and what it was
about. Talk about the glossary and what new words students learned.
Ask comprehension questions.
Ask students what strategies they used.
Use leading questions if students are struggling.
Closure (5 min.):
Consolidation/Assessment of Learning: Briefly review the strategies used and start building the inuksuk. Have students write
the main strategy they used that day.
Feedback From Students: Ask for questions or comments about the book and their strategies.
Feedback To Students: Thank the students for their good work and good behaviour in respecting their peers.
Transition To Next Lesson: Next lesson we will go through the book together!
Reflection

Grade 1 and 2 students have a crazy amount of energy. I was so glad that I had the Literary Place for
Early Learners Teaching Resource as it gave me the strategies to used and guided me through the lesson
process. Having this helped me gear the lesson towards this age group and their endless supply of energy.
I had observed some of their other Early Literacy lessons and had an idea of what strategies I could use
which I was able to apply with this new book. I found that asking lots of questions helped direct their
energy and attention, and allowing them a chance to speak their minds about what the books was about
kept them engaged. The comprehension questions were a great formative assessment tool and the
information I gained about their learning can be applied when I teach the next lesson. The hardest part
will be balancing the lesson for all their abilities.
This lesson I was the only one with a book and have learned that giving each student their own
book will help focus their attention. This will also mean that everyone can see where we are in the book
and the pictures. Having their own books will let them apply the strategies they have learned for
following along with a reading and for reading on their own. This week I introduced the book to them
and read it through, stopping to discuss the information on each page and to ask questions. Next week I
would like to allow them a chance to go through some of the pages by themselves and to work with them
on pulling the words apart. I also plan on encouraging them to apply the strategies they have already
learned so that I can assess what works for each of them and what new strategies I can address.
I think the lesson went really well and I was able to introduce the new book to them effectively.
The students were engaged and demonstrated their knowledge when asked questions. I will have to use
my class management skills a lot during these lessons but it will be good practice.