Bianca Barajas

Lesson Cycle

Lesson Title/Topic: Beginning Reading Skills

Concept: Contractions

Standards/Rationale: TEKS 110.12 (b) (3) (G) - Students are expected to identify and read
contractions

Learning Target: The student will be able to Assessment: Completed flash card set
identify and form 5 “n’t” contractions through
flashcards with at least 80% accuracy.

Materials: Building blocks, plastic bag with laminated contraction note card set, word
necklaces, apostrophe bandanas, paint sample cards, markers, book rings
Lesson Cycle: (Direct instruction)

The teacher will: The student will:

Focus/Mental Set: - Watch the video as an introduction to
Play the video: contractions
https://www.youtube.com/watch?v=5xE-
vw2ctqo&t=6s
Teacher Input: - Repeat new vocabulary words and newly
- Introduce the concept of “contractions” and formed contraction words
“apostrophes:”
• Contraction: combining 2 words into 1
using an apostrophe
• Apostrophe: the punctuation mark
used to show the omission of letters –
space holder when we take one or
more of the letters away
*Remind students that the words used in the
contractions are all sight words they’ve seen
before.
- Watch the “Agent Apostrophe” video
→ Play “Agent Apostrophe” video:
https://www.youtube.com/watch?v=7
UdDjpGmx-0
- Instruct students to add “contraction” and - Add “contraction and “apostrophe” to their
“apostrophe” to their student dictionaries student dictionaries
- Today, we’re going to learn 5 new
contractions that include the word “not”
• Example: do not > don’t - Use the building blocks to build 5 new
• Pass out building block set and plastic contractions
bags with laminated contraction note
cards.
1. Write the words “do” and “not” on the
board, leaving space between letters to
erase later.
• Instruct students to find the words
“do” and “not” in their bags and stick
them on the smaller blocks.
*Before combining the words to form the - Discuss sight words and meanings. Create
contraction, review the sight words and what hand motions for the word “not” in
they mean. Create hand motions as a class to contractions.
represent the “not” in the contraction.
2. Tell students to keep the first word.
 You won’t always keep the first word,
but most of the time, you will.
3. Erase the “o” in “not” and replace it
with an apostrophe. Remind students
that the apostrophe is to replace the
missing letter.
4. Rewrite the new word “don’t” below
the original 2 words without the space.
5. Read the new word “don’t” and have
students repeat.
• Instruct students to find the word
“don’t” and stick it to the bigger
block.
- Introduce the following contractions using
the building blocks and laminated note cards
as hands-on model:
• isn't
• won't
• wasn’t
• didn't
Guided Practice:
 BEFORE beginning this activity, - Play the “3-legged contraction race” game:
ensure there is room at the front of the
classroom for students to move around
freely.
- Break the students up into 2 groups: - Students are divided into 2 groups (base
words and “not”) to complete activity
 • Give the first group of students base
word necklaces with either “do,” “is,”
“will,” “was,” of “did.”
• Give the second group of students
“not” necklaces.
- Introduce the rules for the 3-legged
contraction race:
• When I say go, find a partner from the
second group.
• Together, go back to the start line and
find the piece of paper with the
contraction your 2 words make.
• This paper should be attached to a
bandana with an apostrophe on it. Use
the bandana to tie 1 of each of your
legs together so you are now one new
word. - Student will demonstrate how to tie the legs
*Model how tying the legs together forms 3 together to form “3 legs,” thus explaining the
legs, using a student volunteer. name of the game.
• Race to the finish line together!
- Begin race and guide students who are
having trouble finding their contractions. - Discuss how the race symbolizes the
- After the race, instruct pairs to discuss how contraction process
the race symbolizes the contraction process.
Independent Practice: - Complete flashcard set by writing base
- Using paint sample cards, students will word, second word, and n’t on their paint
create a set of flashcards using their 5 “n’t” sample cards
contractions:
*Be sure to clearly explain each step,
displaying the steps with a picture of the
completed product on the doc cam for student
assistance.
1. Instruct students to write the first word
in the first box.
2. Instruct students to write the second
word in the second box. - Follow teacher instruction to fold cards and
3. Instruct students to leave the third box model contractions
blank and write the contraction ending
“n’t” in the last box.
 4. Model how to fold the last two boxes to
create contractions. - Complete teacher review session and ring
(See example below for reference) cards together
5. Instruct students to complete set of
cards for all 5 contractions and raise their
hand when finished for teacher review.
• If correct, punch a hole in the top left
corner of the first box for every card
and use a book ring to attach the cards
into a set.
• If incorrect, review with students what
two words make up each contraction
and apostrophe placement.

Closure: - Discuss open-ended questions

- Ask students to discuss the following open-
ended questions: Why do you think we use
contractions? Where have you seen/heard
people use contractions?

Options:
Enrichment: Instruct these students to write a
sentence using the contraction on the back of
their set cards.
Reteach: Allow students to visit the following
website to view an alternative video about
contractions and play a game/complete an
activity:
https://jr.brainpop.com/readingandwriting/wo
rd/contractions/
Modifications/Correctives:
IEP
- 504: Organizational/Planning Skills – To - Student will refer to checklist for task
accommodate students who require assistance completion order, checking off the boxes as
with organization and planning, provide a completed.
written checklist of each step for both the
blocks activity and the flashcard activity.
Remind student to check off the boxes when a
task is completed and praise the student for
completion.
- 504: Self-Esteem – To assist students - Student will engage in activities that require
struggling with self-esteem, assign specific constant praise, such as passing out the
roles throughout the lesson. Allow the student materials or setting the time for the race.
to pass out the materials for the Student will become “personal cheerleader”
blocks/flashcards or set the timer for the race. for partner and vice versa.
Encourage the student to cheer on their
partner if participating in the race and vice
versa. - Student will trace the dotted lines to form
- Special Education: Dysgraphia – To assist the letters on the flash cards (paint sample
students with dysgraphia, prepare the cards).
flashcards by giving the student a pre-folded
set with dotted letters for the student to trace.
References: