Trophieslesson(day1AtHomeAroundtheWorld
Transcript of Trophieslesson(day1AtHomeAroundtheWorld
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Description of Classroom:
1st grade inclusion classroom. 24 students; 14 boys, 10 girls. 3 students have an IEP.Ages range from 6-8
Background:
We are using Trophies Book 4 Time Together; At Home Around the World. Day 1 of 5
Content Objective(s):
Students will focus on phoneme isolation using beginning word sounds from the big book
On a Hot, Hot Day and identify ending phonemes using this weeks spelling pattern (long
e). Students will brainstorm words with spelling pattern (long e) as I write them on the
board and then take a spelling pre-test to determine which students get challenge words
for the week. Spelling words for the week are (jelly, belly, bunny, funny, furry, hurry,
take, came, world and over).
Language Objective(s):
Students will listen to the big bookOn a Hot, Hot Day and identify from the words I read
off, what sound they hear at the beginning of the word and then what sound they hear at
the end of the word. Students will then say the word back to me.
Students will read sentences on the board together out loud. The sentences contain words
with this weeks spelling pattern (long /e/ y).
Students will write this weeks spelling words on their spelling pre-test.
Nevada Standards:
RF.1.3c Know final -e and common vowel team conventions for representing long vowel
sounds.
RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
Key Vocabulary:
Jelly, belly, bunny, funny, furry, hurry, take, came, world, over
Best Practices: (put an X ne t to those that you address in you lesson)
Preparation Scaffolding Grouping Options
X Adaptation of content Modeling X Whole Class
X Links to background X Guided practice Small groups
NEVADA STATE COLLEGE
TEACHERPREPARATIONPROGRAM
LESSONPLANFORMAT
TROPHIES LESSON
BRITTANY BASILE
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X Links to past learning X Independent practice Partners
X Strategies incorporated X Verbal scaffolds X Independent
X Procedural scaffolds
In egration of Processes Application Assessment
X Listening Hands-on Individual
X Speaking X Authentic (Meaningful) Group
X Reading X Linked to objectives Written
X Writing X Promotes engagement Oral
Tea
Diff
hing Strategies:
rentiated instruction, whole roup instruction.
War
I wil
Stud
ques
go
kind
ask
in, st
m Up Activity:
l introduce the lesson by
ents will activate prior k
ions in a whole group se
hen it snows? What kind
of weather? Students wil
or volunteers to fill in th
udents will re-read morn
read
owl
tting
of
l the
bla
ng
ing the big book, On a H
edge by thinking about a
: Where do you go when
eather are we having tod
n read the Morning Mes
nks to the morning messa
essage aloud.
t,
d di
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ay?
sage
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ot Day aloud to students.
scussing the following
hot outside? Where coul
hat do you like to do in
together with the blanks
hen all blanks have bee
you
this
. I will
filled
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on Sequence:
udents will be called to t
y and participate in read
ory.
udents will be reminded
ill model the skill of phooneme /r/.I will ask stu
ill continue to practice t
eather words (icy, snow
ord and students will tell
ext, we will move on to i
ated above (using the sa
entify what sound is hea
ill tell students that I h
fter a little bit of practice
ainstorm as many wordsard. We will then go thr
en say it again. (Some p
udents will be dismissed
y-erase marker and their
tivity by writing the wo
ords by: changing theJ t
elly). Students will read
. Students will build the
udents will then be instr
me up to get a privacy fand get out a pencil. I
at spell all the words cor
Friday.
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d at
ar t
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djel
o B
the
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ldeill
rectl
arpet where they listen to
he morning message and
On a Hot, Hot Day is a s
e isolation by saying thewhat sound they hear at
ill using the weather wor
udy, chilly, sunny, breezy
what sound is at the begi
ifying ending phonemes.
eather words) but this ti
the end of the word. I wi
e long e sound at the end
our spelling pattern (lo
ossible using our spellinall the words and studen
le words might be: many
to their seats and instru
teboard erasers. I will tell
ly on their whiteboard. S
nd then put their whiteb
ord together aloud once
ds (bunny, funny, furry a
to put their whiteboards
. Students will go back te passing around the stu
y will get challenge word
me
disc
ory
or the
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ude
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awa
theents
s rat
ead the story On a Hot,
ussing questions related t
about weather. From ther
rainy, emphasizing the ieginning of the word. St
om the big book and othe
dy, and foggy). I will say
of the word.
ill repeat the same activ
dents will go through an
del again using the word
ainy.
y), students will be able
ern as I write them on thll say the word, spell it, a
, penny, funny etc...)
to get out their whiteboar
ents to begin the word b
ts will build and read ne
up to show me the new
everyone has their white
rry).
y as I call up table groups
r seats, put their privacyspelling pre-test. The stu
her than the regular spelli
ot
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itialdents
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ty as
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oldersdents
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Acc
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do T
mmodations: I will co
ing activity. Those stude
ophies.
e ar
ts
ound and help students w
ho have an IEP are in th
ho a
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e struggling with the the
urce room during the ti
word
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Sup
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(Ti
lementary Materials:
eboards for each student
e Together)
, dr -erase makers, spelling re-t st, Trophies Teachers Edition
Revi
Stud
wor
to de
ew/Assessment:
ents are informally asses
building activity. The s
termine which students
ed
elli
et c
s I walk around and look
g pre-test will also be us
allenge words.
at t
d as
eir whiteboards during t
a form of informal asses
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ment