LESSON PLAN

Name: Christina Lantero Date: 11/06/13 Grade Level/Subject: Gifted First Grade, Guided Reading groups Prerequisite Knowledge: classroom rules and expectations; small group expectations, formatting of small group work/reading time Approximate Time: 20-25 minutes Student Objectives/Student Outcomes: Students will be able to 1) Whisper read pages 3-7 to themselves fluently when provided with book Showing Good Manners 2) Give the definition and find examples in the text of what Manners means after reading the text 3) Write out the words clank, cramp, crash, and flash provided sound box charts Content Standards: CCSS.ELA-Literacy.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CCSS.ELA-Literacy.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. CCSS.ELA-Literacy.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. CCSS.ELA-Literacy.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.RF.2.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-Literacy.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. CCSS.ELA-Literacy.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). Materials/Resources/Technology: 1) 5 copies of the book Showing Good Manners 2) Sound box charts 3) Small white board 4) Dry erase marker 5) Copy of Jan Richardson lesson plan Implementation: I will make sure the students are complying with their previously set standards for behavior and if I see them misbehaving or not following the established routine I will remind them to be on task, or if severely misbehaving they will be asked to move their clips down on the clip chart. They understand the pre-set classroom behaviors and expectations and will be held accountable for their behaviors according to those standards.

Time
12:30

Opening of lesson: (Objectives, hook, behavior expectations) I will call the leveled group over to the small table in the back, while the other students continu to work on their Daily 5 activities. Procedures: I will start by getting the students attention by introducing our new book. I will show them the cover and ask them what they think the story will be about and if they have any predictions about what might happen. We will also discuss any names in the story that may come up and be difficult for them to say. Then I will go over the word manners with them. I will write the word out on my small white board, and ask them to help me sound the word out. Then I will ask them to raise their hands if they know what the word means, and I will call on each person to share their ideas of what the word might mean. Then I will have them each to discuss a time when they saw good or bad manners being displayed. Now I will instruct them to whisper read up to page seven by themselves. I will rotate from student to student taking notes and listening to them read one at a time to hear what they are struggling with. If a child finishes and I have not had time to hear them yet, I will have them go back and reread part of a passage. I will listen to see if any of the students need help with decoding, vocab, fluency, and or comprehension while listening to them. depending on what is observed I will make a teaching point to them of either their success or struggle, asking questions like does that word make sense here or great work at chunking that tough word to sound it out!. And if I see a particularly great instance of a strategy being used I will note it and bring it up as an example to the whole group when we finish reading. Once everyone is finished reading we will discuss any instances we saw in the story of good manners being used, and then find examples of this in the text. Now I provide each student with a soundbox chart to fill out and will ask the students to spell the words clank cramp crash and flash one at a time and independently. This will help the students with their consonant blends and spelling. Summary/Closing: I will thank the students for listening and praise them for their hard work, explain that we will finish the story tomorrow and to come up with some predictions about what they think will come next, and then allow them to return to their Daily 5. Student Assessment: Observe student participation and note any of the sections they struggled with, look back on the notes from each student, and place notes in the students reading binder.

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