Literacy Lesson

Julia Coston
Reading Lesson
1st Grade
UNIT BIG IDEA
What We Value Most!
LESSON RATIONALE
This lesson is important and beneficial because it helps the students learn what it means to make
personal connections to books and how much it helps them understand the reading better,
whether it is fiction of nonfiction. They will see that memorizing is not the only way to
remember what happens in a story but being able to connect to something else helps a lot too.
For the r-controlled vowels aspect, it is important that the students get practice with
differentiating those because they are used all the time in the English language and when
speaking it is hard to know which one is used for what words. Practicing them helps solidify that.
READINESS
I.Goals/Objectives/Standard(s)
A. Goal:
a. For the students to be able to reflect on themselves, what they value, and their
lives while reading the books with me.
b. For the students to practice the r-controlled words for later use.
B. Objective:
a. In reading and analyzing the book the students read with me in small groups, the
students should be able to reflect on themselves and the connections they can
make from the book.
b. In going to the stations and practicing the r-controlled vowels, the students should
be able to demonstrate that they are starting to learn the differences between them.
C. Standard(s):
1.W.6.2c Spelling – • Spelling unknown words phonetically, drawing on phonemic
awareness and spelling conventions. • Correctly spelling words with common spelling
patterns. • Correctly spelling common irregularly-spelled, grade-appropriate high-
frequency words.
1.RL.1 – With support read and comprehend literature that is grade level appropriate.
II. Management Plan:
 Time – 1 hour total for the lesson. 45 minutes for guided reading, 5 for anticipatory
set, 3 for whole class instruction, 7 minutes for closure.
 Space – The whole classroom will be used. The students will be at their desks, the
stations around the room, and the kidney table with me.
 List of materials – Pocket charts, pieces for the word sorts, pieces for the board game
and race to the top, the poem and its pieces, their iPads, the letter from Wing, the
pieces from my favorite holiday, and the half sheets of paper.
 Expectations and procedures – The students do not have to be quiet because I want
them to be talking with each other, but they have to keep their inside voices on. While
I am with a group no one is allowed to come up and ask me questions. I will make
sure the directions for each station are clear before they start. The do stations through
times power point slides, so I will be using those and updating them, so they fit my
lesson. Each station is fifteen minutes and then they get 1 minute to clean up and
move to the next station. This will happen three times. Each student will always be
with a partner to help hold each other accountable to be doing what they are supposed
to be doing.
III. Anticipatory Set:
 The last time I taught we talked about place value, and the ones place and tens place.
We talked about how important those are to know when we are using numbers and
trying to figure out what they mean. So, if that is so important and cared about so
much in math. What else should we care a lot about? I care about you guys and
making sure you are engaged and enjoying what you are learning. Do any of you
have any ideas about what else we should care about? What do you guys care about?
Raise your hand if you want to answer. I will allow some students to answer my
question. Some of the things that were said, I think I care about too. You guys talked
about things that got me thinking about myself! How crazy is that!
Purpose: Today in reading we will be focusing on making connections and how making
connections can help us show what we care about or VALUE in our own lives. Why does this
matter? Because connections can help us understand what we read better as well as help us
understand each other better and that is always important.
PLAN FOR INSTRUCTION

IV. Adaptation to Individual Differences and Diverse Learners: Reading each book as a
group will help my struggling readers in each group not feel as if they were put on the spot. I
will go at a controlled pace as to make sure to not overwhelm anyone and would focus
heavily on going over what was just read to make sure everybody knows what is going on. I
have a student who does take ADHD medicine. This student also has a speech impediment.
Having them read with the group would make him feel more comfortable and hopefully
encourage him to talk. Also, my stations are very interactive, and I hope they keep his
attention enough for him to benefit from that learning. None of my students are sitting in one
place for more than fifteen minutes, so that should help with tiredness and lack of focus.
V.Lesson Presentation (Input/Output)

 Whole Group: I will not be teaching anything during whole group, just explaining the
stations and what it means to value something.
 Stations: The stations specifically focus on words with R-controlled vowels.
o Word Sorts
o R-controlled Poem
o R-controlled board game
o R-controlled Race to the top
o iPads
 Guided Reading: My guided reading lessons are focusing heavily on the strategy of
making connections and how the students can make connections with the book characters
or situations in the book. I also am focusing the lessons on my big idea which is “What
we value most”. I want the students to think about what the characters seem to be valuing
most and whether or not that changes. Then reflect on the connection to them and what
they value pertaining to what the book is about.
o Wing’s Visit to Singapore:
 Before: Prereading
 During: Reading
 After: Responding
 After: Exploring
 After: Applying
o Bonk, the Healthy Monster:
 During: Reading
 After: Applying
o World Holidays
 During: Reading
 After: Applying
VI. Check for understanding:
a. The students will be using a timer to rotate and clean up when going through each
station. When I am done with the last reading group, I will have the clean-up timer
go off and then have the students go sit back in their seats. I will then address
them as a whole class. Right now, I am passing out half sheets of paper that I want
you to write on, but not yet, so leave them on the corner of your desks. On these
sheets of paper, I want you to write to me letting me know what you liked about
the book you read with me, what the person or people cared about the most, and
what you care about the most. Now you can pick up you half sheets of paper and
write your answer to me. I will write the question on the board for them to see as
they are writing.
VII. Review learning outcomes / Closure:
a. Once I am done with that, I will have the students focuses their attention bac at
me. Now everybody got to read a book with me in the reading groups, but we did
not all read the same book. We all talked about connections and how being able
to connect the book to ourselves helps us understand what is being read better
and we all got to see how what we love and care about shows through our
connections. What I would like us to do is have one volunteer from each group
stand up at their seat and share their favorite part from the book they read and a
story about them that has to do with their favorite part. I will have a student from
Wing’s Visit to Singapore share, and someone from Bonk, the Healthy Monster
and World Holidays share.
PLAN FOR ASSESSMENT

 Formative Assessment –
o Everything in this lesson is used as formative assessment. In the guided reading
groups, I will be looking for participation in reading together, answering
questions or posing questions. I hope they also give feedback in what I present,
and I will be looking closely to see that they are applying what did through
guidance.
o The half sheets that are written on are to let me know that each student has
retained information gotten about from the books and that they remember it
because they were able to connect it to themselves.
o The stations are to enhance the learning of r-controlled vowels and if I were to
just focus on those stations, I will go around and check that they have been using
them to the best of their benefit. I would also go over a couple words as a class
and see if they knew the correct grouping to go with it.

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Julia Coston

PLAN FOR INSTRUCTION

V.Lesson Presentation (Input/Output)

PLAN FOR ASSESSMENT

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