Running head: ARRIAZA’S LESSON PLANS 1-5 1

Arriaza’s Digraphs Lesson Plan 1

Topic: Digraphs Class: 1st Grade Reading Date: February 20, 2018

Preparation
Standards : CCSS.RF.1.3: “Know and apply grade level phonics and word analysis
skills in decoding words”
CCSS.RF.1.3.a. :Know the spelling sound correspondences for common consonant
digraphs”

Content Objectives: By the end of the
activity, students will be able to Know the
spelling sound correspondences for
common consonant digraphs.
Student Friendly Content Objective: I will
be able to correspond the spelling sound to
my weekly words.
Language Objectives: By the end of the
activity, students will be able to orally read
the digraphs for the week.
Student Friendly Language Objective: I can
orally read the words.

Learning Strategies: Learner Materials (supplemental and adapted)

Outcomes: Students will be able to match,Lakeshore Blends & Digraphs: Sort and
read, and say the digraphs in activities.Match, Teacher created Bingo, WORD
Work center, and teacher table
Key Vocabulary: Vocabulary Words: chin, wheel, ship, phone, chick, shell, chip, rich

Lakeshore: chin, queen, whistle, shell, photo, whale, shoe, chick, phone, chart, wheat,
cherry, quail, wheel, ship, quarter, quill, shamrock, shovel, chimney, quilt

Bingo: rich, chap, chess, Chad, bench, chuck, chop, chill, punch, church, chin, chick,
chat, lunch, chomp, March, chip, pinch, inch, chum, much, check, bunch, chest, hunch

Time: 3 Motivation INPUT

minutes
Motivation: Students need to understand two consonants can represent
one sound, known as a digraph

Building Background Knowledge: Teacher asks students to recall

yesterday’s digraph sight words with partners using their individual
word cards.

Links to Learning:
Purpose for Motivation:
The purpose of using hands-on activities, is so that students can
have a clearer image and understanding of digraphs. Student will
review previous learned sight words as the teacher reviews them on the
promethean board PDF daily list.
ARRIAZA’S LESSON PLANS 1-5 2

5 minutes Presentation MODELING/I Do

*“I do": Teacher: Using the promethean board, I review digraphs on the
PDF that is aligned to our basal. Students will review the digraph
words introduced earlier in the week.

I will choral read with students as I use my pointer to read each word.
The PDF also has the words written in a sentence for a better
understanding.

After the review of sight words I will go over the visual cards with
illustrations of words to help my LEPs

5-7 minutes Practice (explicitly describe) GUIDED PRACTICE /We Do

“We do": Teacher will continue showing picture cards,

Teacher will model with another student saying the sight word out
loud, and the partner will say the digraph and spell digraph, then use
the word in a sentence.

Students will take turns saying sight words aloud, stating digraph,
spelling and correctly use sight word in a sentence without repeating
their partner’s sentence.
10 minutes Application INDEPENDENT PRACTICE/ASSESSMENT/You do
each (Total 50
minutes) “You do": Students will be in small groups completing Daily 5.

Teacher Table, Word Work, Writing in Journal, Listening to Reading,

AR Read to Self

Teacher Table: Teacher will be conducting Teacher Table Bingo.

Students in her group will play BINGO if they are lower level reading
group, Teacher will show sight word after reading, higher levels will
only listen to word and must read in their BINGO card.

Word Work: Students will complete the digraph sort and match from
Lakeshore independently. If time permits, students will review blends
from previous week, with the blend sort and match.

Writing in Journal: Students will have a writing prompt to complete. If

students finish before it’s time to switch they can draw a picture, coor
and label it.

Listen to Reading: Students will listen to Main Selection of basal

Adapted from the Pearson Lesson Plan Template. Originally developed by John Seidlitz
ARRIAZA’S LESSON PLANS 1-5 3

AR Read to Self: Students will read their leveled series books two
times, and take AR quizzes. They will exchange books if they receive
an 80% or above.

As a reflection, students will be able to identify sight words during

small groups through Bingo, Sort and Match, reading, and listening to
reading. Students will be able to use teacher and peer support while
developing L2 vocabulary skills.
3 minutes Review

Key Vocabulary: Vocabulary Words: chin, wheel, ship, phone, chick,

shell, chip, rich

Teacher will have students sit down on the floor and show pictures,
students are to say and spell each word aloud.

Key Concepts:
Students are expected to read, write, and review sight words.

Arriaza’s Writing Conferencing Lesson Plan 2

Topic: Writing Conference Class: 1st Grade Reading Date: March 16, 2018

Preparation
Standards: CCSS.ELA-Literacy.W.1.3: Write narratives in which they recount two or
more appropriately sequenced events, include some details regarding what happened, use
of temporal to signal event order, and provide some sense of closure.
Content Objectives: By the end of the Language Objectives: By the end of the
activity, students will be able to work on activity, students will be able to orally read
one of their weaknesses in writing after our their writing during individual writing
individual writing conference. conference.

Student Friendly Content Objective: I will Student Friendly Language Objective: I can
be able to work on one writing strategy. orally read my writing.

Learning Strategies: Learner Materials (supplemental and adapted)

Outcomes: Students will be able to apply Anecdotal notes
conferencing skills and strategies to better
their writing.
Key Vocabulary: Vocabulary Words: First, next, last, conclusion, introduction
Time: 3 Motivation INPUT
minutes
Motivation: Students will work on the stages of the writing process

Adapted from the Pearson Lesson Plan Template. Originally developed by John Seidlitz
ARRIAZA’S LESSON PLANS 1-5 4

based on our conferences

Building Background Knowledge: Teacher asks students to recall

sequencing, details, temporal words, adjectives, and closure.

Links to Learning:
Purpose for Motivation:
The purpose of writing conferences, is to assist students on a one to one
conference in which they can have a clearer image and understanding
of the writing process.
5 minutes Presentation MODELING/I Do

*“I do": Teacher: Using the promethean board, I review my own

narrative by focusing on temporal words, introduction and conclusion.

I previously read the fictional story The Kite from Days with Frog and
Toad.

After reviewing the story I wrote down in a graphic organizer my

narrative of the story in sequential order.

5-7 minutes Practice (explicitly describe) GUIDED PRACTICE /We Do

“We do": The students and teacher used a graphic organizer to recap
the story in sequential order,

Teacher will rewrite using the graphic organizer.

Students will assist throughout the process.

20 minutes (5 Application INDEPENDENT PRACTICE/ASSESSMENT/You do
minutes each)
“You do": Students will be independently writing their narratives.
Some will be typing (higher reading groups)

Teacher will conference with four students in each day, Approximately

5 minutes each. These lessons will have attachments of my case study
Nancy*.

Teacher will conference with each of the four students. Depending on

what Teacher sees, student will be asked to focus on one writing
strategy at a time. This lesson is to find out what to focus on with each
student. This will provide the teacher with enough evidence for
individualized lessons along with groupings for small group.

As a reflection, students will be able to work on the one writing

strategy after conferencing. Example: Temporal words. Student will

Adapted from the Pearson Lesson Plan Template. Originally developed by John Seidlitz
ARRIAZA’S LESSON PLANS 1-5 5

have a discourse with teacher on where and why temporal words are
used. Student is to then make the corrections.
3 minutes Review

Key Vocabulary: Vocabulary Words: First, next, last, conclusion,

introduction

Teacher will close the writing block by reviewing key vocabulary and
rereading what has been written thus far as a group.
Key Concepts:
Students are expected to read, write, and review their narratives.

Arriaza’s Temporal Lesson Plan 3

Topic: Writing Conference Class: 1st Grade Reading Date: March 23, 2018
Temporal Words

Preparation
Standards: CCSS.ELA-Literacy.1.3: Write narratives in which they recount two or more
appropriately sequenced events, include some details regarding what happened, use of
temporal to signal event order, and provide some sense of closure.
Content Objectives: By the end of the Language Objectives: By the end of the
activity, students will be able to work on activity, students will be able to orally read
ensuring they have temporal words. their writing during individual writing
conference.
Student Friendly Content Objective: I will
be able to write my story using first, next Student Friendly Language Objective: I can
and last. orally read my writing.

Learning Strategies: Learner Materials (supplemental and adapted)

Outcomes: Students will be able to apply
conferencing skills and strategies to better Anecdotal notes, student writing, Clever
their writing, in this case sequencing and Kids Match and Learn What Comes Next?
using temporal words. Board game
Key Vocabulary: Vocabulary Words: First, next, last, conclusion, introduction

Time: 3 Motivation INPUT

minutes
Motivation: Students will work on the stages of the writing process
based on our conferences

Adapted from the Pearson Lesson Plan Template. Originally developed by John Seidlitz
ARRIAZA’S LESSON PLANS 1-5 6

Building Background Knowledge: Teacher asks students to recall

sequencing, details, temporal words, adjectives, and closure.

Links to Learning:
Purpose for Motivation:
The purpose of writing conferences is to assist students on a one to one
conference in which they can have a clearer image and understanding
of the writing process. In this case sequencing and temporal words.

5 minutes Presentation MODELING/I Do

*“I do": Teacher: Using the promethean board, I review my own

narrative by focusing on temporal words.

I use a writing sample (made up) missing temporal words and in wrong
sequential orders. I read the story and make faces of confusion as I am

reading. This is to show the incorrect sequential order.

After reviewing the story; I allow students to discuss what needs to

change in the narrative.

5-7 minutes Practice (explicitly describe) GUIDED PRACTICE /We Do

“We do": The students turn to their partners and using Kagan strategy
Think-Pair-Share they take turns “fixing” my made-up narrative
through orally explaining.

Teacher will rewrite using students’ notations.

Students will assist Teacher throughout the process. Teacher then uses
Kids Match and Learn What Comes Next? Board game to show how to
put together a first, next, last activity for one of the centers during
independent writing/conferencing.
20 minutes (5 Application INDEPENDENT PRACTICE/ASSESSMENT/You do
minutes each)
“You do": Students will be independently fix their narratives as
Teacher conferences with students. Some will continue writing their
narratives. Some will be typing (higher reading groups). Others will
work on Kids Match and Learn What Comes Next? Board game.

Teacher will conference with four students in each day, Approximately

5 minutes each.

Teacher will conference with each of the four students. Depending on

what Teacher sees, student will be asked to focus on one writing

Adapted from the Pearson Lesson Plan Template. Originally developed by John Seidlitz
ARRIAZA’S LESSON PLANS 1-5 7

strategy at a time. For this assessment teacher meet with case study.

Before case study begins writing, Teacher works with temporal words
and sequencing using Clever Kids Match and Learn What Comes Next?
Board game. Teacher did this with a small group of four students. All
similar in writing level with case study.

As a reflection, students will be able to work on temporal words after

conferencing. The small group working on sequencing is then asked to
write in their journal. The topic is What do you do in the Morning?
This will continue after our small group conferencing is done.

3 minutes Review

Key Vocabulary: Vocabulary Words: First, next, last, conclusion,

introduction

Teacher will close the writing block by reviewing key vocabulary and
rereading the corrected sequential ordered narrative story.
Key Concepts:
Students are expected to read, write, and review their narratives.

Arriaza’s Conventions Lesson Plan 4

Topic: Writing Conference Class: 1st Grade Reading Date: April 20, 2018
Conventions

Preparation

Standards: CCSS.ELA-Literacy.1.3: Write narratives in which they recount two or more

appropriately sequenced events, include some details regarding what happened, use of
temporal to signal event order, and provide some sense of closure.
CCSS.ELA-Literacy.L.1.1A: Print all upper- and lowercase letters.
CCSS.ELA-Literacy.L.1.1J: Produce and expand complete simple and compound
declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
CCSS.ELA-LITERACY.L.1.2.B: Use end punctuation for sentences.

Content Objectives: By the end of the Language Objectives: By the end of the
activity, students will be able to work on activity, students will be able to orally read
ensuring they have capital letters and their writing during individual writing
punctuation. conference.

Student Friendly Content Objective: I will Student Friendly Language Objective: I can

Adapted from the Pearson Lesson Plan Template. Originally developed by John Seidlitz
ARRIAZA’S LESSON PLANS 1-5 8

be able to write my story with capital orally read my writing.

letters and periods.

Learning Strategies: Learner Materials (supplemental and adapted)

Outcomes: Students will be able to apply Anecdotal notes, student writing, red flair
conferencing skills and strategies to better pens, and green flair pens
their writing, in this case conventions.

Key Vocabulary: Vocabulary Words: conventions, periods, commas, capital letters

Time: 3 Motivation INPUT

minutes
Motivation: Students will work on the stages of the writing process
based on our conferences

Building Background Knowledge: Teacher asks students to recall what

sentences need at the beginning and at the end.

Links to Learning:
Purpose for Motivation:
The purpose of writing conferences is to assist students on a one to one
conference in which they can have a clearer image and understanding
of the writing process.

5 minutes Presentation MODELING/I Do

*“I do": Teacher: Using the promethean board, I review my own

narrative by focusing on conventions.

I use a writing sample (made up) missing some periods, commas, and
capital letters.

After reviewing the narrative I allow students to discuss what needs to

change in the narrative.

5-7 minutes Practice (explicitly describe) GUIDED PRACTICE /We Do

“We do": The students turn to their partners and using Kagan strategy
Think-Pair-Share they take turns “fixing” my made-up narrative
through orally explaining. Students are allowed to review the writing
displayed on Promethean Board.

Teacher will ask groups to help fix the writing. Teacher will use green
for each capital letter. Teacher will explain “green means go”. If it is a
capital letter at the beginning it means we are just starting our writing.
Each sentence must begin with a capital letter. Teacher usage grammar

Adapted from the Pearson Lesson Plan Template. Originally developed by John Seidlitz
ARRIAZA’S LESSON PLANS 1-5 9

correction symbols (three lines under the letter) to ensure students can
identify capital letters. The next step is periods. Students are to circle
their periods with red. “Red means stop”. We stop at the end of every
sentence.

Students will assist throughout the process. Since this is a review they
know to chant “capital needs three green lines” and “at the end of my
thought I put a dot, and circle it in red.” We continue this until we are
done with my narrative.

20 minutes (5 Application INDEPENDENT PRACTICE/ASSESSMENT/You do

minutes each)
“You do": Students will be independently circle their periods with red,
and draw three green lines under their capital letters in their narratives,
as Teacher conferences with students. Some will continue writing their
narratives. Some will be typing (higher reading groups).

Teacher will conference with four students in each day, Approximately

5 minutes each.

Teacher will conference with each of the four students. Depending on

what Teacher sees, student will be asked to focus on one writing
strategy at a time. For this assessment teacher meets with case study.

As a reflection, students will be able to work on their conventions after

conferencing.

3 minutes Review

Key Vocabulary: Vocabulary Words: conventions, periods, commas,

capital letters
Teacher will close the writing block by reviewing key vocabulary and
rereading the corrected sequential ordered narrative story.
Key Concepts:
Students are expected to read, write, and review their narratives.

Arriaza’s Publishing with Conferencing Lesson Plan 5

Topic: Writing Conference Class: 1st Grade Reading Date: April 27, 2018
Conventions

Preparation

Adapted from the Pearson Lesson Plan Template. Originally developed by John Seidlitz
ARRIAZA’S LESSON PLANS 1-5 10

Standards: CCSS.ELA-LITERACY.W.1.2.: Write informative/explanatory texts in

which they name a topic, supply some facts about the topic, and provide some sense of
closure.

Content Objectives: This is the final piece Language Objectives: By the end of the
of a month long How-To Unit. Students activity, students will be able to orally read
will be able to publish their how-to writing their writing during individual writing
into a book. conference.

Student Friendly Content Objective: I will Student Friendly Language Objective: I can
be able to type my finished how-to. orally read my writing.

Learning Strategies: Learner Materials (supplemental and adapted)

Outcomes: Students will be able to apply
conferencing skills and strategies to better Anecdotal notes, student writing, computer,
their how-to writing, and publish crayons, pencil

Key Vocabulary: Vocabulary Words: how-to, continue, materials, list

Time: 3 Motivation INPUT

minutes
Motivation: Students will complete their how-to by publishing into our
class book

Building Background Knowledge: Teacher asks students to recall steps

to their how-to, as well as materials.

Links to Learning:
Purpose for Motivation:
The purpose of writing conferences is to assist students on a one to one
conference in which they can have a clearer image and understanding
of the writing process.

5 minutes Presentation MODELING/I Do

*“I do": Teacher: Using the promethean board, I have been working on
each section every week. First week was the introduction with a hook,
the following week was listing materials. These were edited by the end
of the week they were introduced. Week three was sequencing first,
next, then, finally (alternatively using last). Week four was the
conclusion and editing, and week five publishing.

I use a writing sample we have been working on and using as an

example titled “How to Plant a Flower Seed”. I published and show the

Adapted from the Pearson Lesson Plan Template. Originally developed by John Seidlitz
ARRIAZA’S LESSON PLANS 1-5 11

final step: drawing with labeling.

After reviewing the story I allow students to discuss their own writing,
with a visible checklist and Word Bank

5-7 minutes Practice (explicitly describe) GUIDED PRACTICE /We Do

“We do": The students turn to their partners and using Kagan strategy
Think-Pair-Share they take turns reading their How-to’s to each other
“fixing” any mistakes they hear or find through orally explaining.

Teacher will take note of their interaction to further assist those that
will need the assistance.

50 minutes Application INDEPENDENT PRACTICE/ASSESSMENT/You do

“You do": Students will be independently fix their How-To’s and type
in computer lab, as Teacher conferences with students. Most will be
typing. Some may be drawing and labeling (Higher writing group)

Teacher will conference with as many students as possible in this fifty

minute block.

Depending on what Teacher sees, student will be asked to focus on one

writing strategy at a time. For the purpose of this assessment teacher
will make sure to meet with case study. Case study was absent during
most editing/conferencing dates and teacher took time out of other
activities to independently work with case study.

As a reflection, students will be able to work on typing on their own.

Teacher will print for each and hand the student their printed work for
them to draw and label on published item.

3 minutes Review

Key Vocabulary: Vocabulary Words: how-to, continue, materials, list

Teacher will close the writing block by reviewing completed how-to’s

whole group and allow students to share in Author’s Chair.

Key Concepts:
Students are expected to read, write, and review their narratives.

Adapted from the Pearson Lesson Plan Template. Originally developed by John Seidlitz