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1st GRADE READING LESSON PLAN

DATE/SESSION: Session 1 PSU STUDENT: Tambree Davis

This plan should include the following items:


Share the Learning Goals with your students,
Create your Practicum Community Guidelines,
Get to Know You game,
All About Me project (share your project and students begin on their project),
Benchmark Word Test,
Extra activity Read aloud one of your favorite books with response activity

Complete the following lesson plan elements for EACH required item above (except the
Learning Goals).

Objective/Evaluation/Common Core Standard: All About Me Project


TSW create an All About Me poster that includes their picture and name, pictures and labels of 5
favorite items, pictures and labels of 3 favorite books, and a title, sentence, and picture to match
3 questions.
Strand: Writing
Box Sub Heading: Production and Distribution of Writing
Standard: W. 1.5 with guidance and support from adults, focus on a topic, respond to questions
and suggestions from peers, and add details to strengthen writing as needed.

Materials:
Poster board
Teacher example of what is expected of them.
Poster worksheet
Pencils
Markers
Pictures (will get after the worksheet is completed)

The Plan:
Anticipatory Set:
Since its our first day together I made a little poster to help me introduce myself
and you will make one to you can introduce yourself to me.
Introduction:
Introduce myself with the poster I made. Going over each section.
Say you are going to complete your own All About Me Poster and we are going
to fill out this worksheet together with what you want to put on your poster
Instruction:
Take a picture of the student and make sure you have the correct spelling of the
students name.
Have student talk and write down 5 of their favorite things.
Have students pick 3 of their favorite books, talk and write.
Have student pick their favorite activity at school and home, talk and write.
Have student answer something that they want to try.
Have student talk and write about where they would like to take a trip.
Provide any assistance needed.
After student has completed the worksheet. Print materials that will go on their
poster. Print the pictures, book covers, favorite things, something they want to try,
where they want to travel and their favorite activities.
Paste materials on their poster to bring to practicum next time.
Closure:
What are some things we have in common?
What are some unique things about us?
Assessment/Evaluation:

Objective/Evaluation/Common Core Standard: Create Practicum Community Guidelines


TSW create guidelines of behavior for practicum by contributing at least three appropriate ideas
to the discussion.
Strand: Speaking and Listening
Box Sub Heading: Comprehension and Collaboration
Standard: SL 1.1 Participate in collaborative conversations with diverse partners about grade 1
topics and text with peers and adults in small and large groups.
SL 1.1b- Build on others talk in conversations by responding to the comments of others through
multiple exchanges.

Materials:
Construction paper (1 regular size page)
3 different color markers

The Plan:
Anticipatory set:
Do you have rules in school or at home?
What are some of those rules?
Why do you think we have those rules?
Introduction:
Ask students- what does it mean to do your best?
Ask students- describe what doing your best looks like.
Today were are going to create our guidelines to follow while I am here
and we are working together but I want you to come up with them so we
are going to have a discussion. Well eventually have 3 important
guidelines. So what do you think is important?

Instruction:
Modeling
One of the biggest rules that I always like to follow is the golden rule;
treat others the way you wanted to be treated?
A way that I make sure I am doing my best is making certain that I am
always listening to my teachers and their directions.
We-do/ Discuss
So you are going to come up with three rules that you want to follow
while you are working with me.
Discuss with your peers (if applicable) and me.
If I am looking around the room and talking to my friend, is that doing my
best?
Why do you think it is important to have rules and guidelines?
Jot down their ideas on the construction paper. Leave a big space for them
to write their three rules.
You Do
Come up with some guidelines you would like to follow while I am here
with you.
Write the guidelines.
Closure:
After students have discussed have them choose three important guidelines
they plan to follow while you are working with them. Have students write the
guidelines on the construction paper and have students sign at the bottom.
Assessment/Evaluation:
What are our 3 rules?
Why are they important?
Objective/Evaluation/Common Core Standard:
TSW read and respond to questions on the question ball 5-6 times responding to others
responses.
Strand: Speaking and Listening
Box Sub-heading: Comprehension and Collaboration
Standard: SL 1.1 Participate in collaborative conversations with diverse partners about grade 1
topics and text with peers and adults in small and large groups.

Materials:
Question ball

The Plan:
Anticipatory set:
We are going to play a little ball game with my question ball.
Introduction:
I want to get to know a little more about you and I have a question ball to help
me get to know you a little better.
Instruction:
We do have some rules regarding the question ball.
o We must throw softly and under hand, like this (demonstrate)
o You will read the question out loud and answer in
complete sentences.
Okay, lets start. (Toss the ball 5-6 times to get to know the student a little better)
If student lands on a question they have already answered have them pick a
different question.
Participate in the activity with the students; have them throw to you as well.
Answer in complete sentences.
Closure:
Restate something you learned about the student. For example, I think it is really
cool that you have a pet turtle.

Assessment/Evaluation:
Whats one thing you learned about me (or the other student if there is one)?

Objective/Evaluation/Common Core Standard: Benchmark Word Test


TSW read words aloud from the Benchmark Word Test until 90% or less is achieved.
Strand: Reading Foundational Skills
Box Sub Heading: Phonics and Word Recognition
Standard: RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding
words.

Materials:
Word Lists
Where-to-Start Individual Record
Where-to-Start word directions
Where-to-Start Chart
Pencil

The Plan:

Introduction:
Say: I want you to read some words. When you come to a hard word, try it. If you
cannot read it, go on to the next word. Ill be making notes while you read. Start
here (point to the beginning of the list).
Instruction:
Prompt student to start reading. If student is having difficulty with a word have
them move on. By saying read the next one
As students are reading the record their responses on the Where to start Individual
record sheet. Use the running record marks
Score errors when student
o Doesnt read the word
o Substitutes the word or sounds
o Says the word in different ways and is uncertain of pronunciation
o Doesnt read the whole word
Do not prompt, coach or ask student to repeat a word (unless you didnt hear it)
Record the number of words read correctly at the bottom of the where to start
individual record sheet and the bottom of each list.
If the child reads 19 to 20 words on a list correctly, then go to the next list. If the
child reads less than 18 words correctly, then stop and begin the text reading at
the appropriate level shown on the Where-to- Start Chart.
Closure:
Thank you. What kind of books would you like to read?

Assessment/Evaluation:
Pick level appropriate books to bring next lesson.

Objective/Evaluation/Common Core Standard:


TSW listen to the story Miss Nelson Is Missing and the will answer questions about key details
after the reading.
Strand: Reading
Box Sub-heading: Key Ideas and Details
Standard: R. 1.1 Students ask and answer questions about key details in text.
R. 3.1 Students describe characters, settings and major events in a story, using key details.

Materials:
The book Miss Nelson Is Missing
Reading response questions

The Plan:
Anticipatory Set:
Do you like being read to?
I am going to practice being a teacher by reading a story out loud.
Introduction:
Have you read Miss Nelson is Missing?
Miss Nelson is Missing is a story about a teacher who has a class that gets a little
out of hand. Lets read to find out what Miss. Nelson does and how the class
behaves.
Instructions:
Read with prosody, out loud to the student(s)
Stop after page 4 and ask the students about the text. Ask them to explain what
the students were doing that Miss Nelson was not happy about.
Continue reading; pause to check for understanding after the students go to the
detective. Why did the kids want Miss Nelson back?
After reading the book ask them the questions from the worksheet.
o Who is Miss Viola Swamp?
o Where is this story taking place?
o Describe Miss Nelson.
o Describe Miss Viola Swamp.
o Why did Miss Viola Swamp show up?
o How were the students behaving at the beginning of the book? How do
you know?
o How were the students behaving at the end of the book? How do you
know?
o Whats the main idea of Miss Nelson is Missing?
o Put an A next to appropriate behavior and an I in front of inappropriate
behavior.
___ Squirmed and made faces
___ Sitting attentively during story time
___ Refusing to do lessons
___ Sticking spitballs to the ceiling
Help them work through the worksheet.
Closure:
What did you like about the story
Is there anything you didnt like about the story?

Assessment/Evaluation:
Students are able to identify key ideas and main details.
Students are able to describe characters and settings.

Share Learning Goals


Present learning goals to students So everyday I am here, I am going to give an Idea of
what we are going to do today Put the list in front of the student (s)
Today we our goals are (read list and cross of items already done)
Do you have any questions
Okay, lets continue on
Learning Goals
1. Get to know each other and start
on your All About Me Poster. We
wont finish today. We will also
play a get to know me ball game.

2. We will create some guidelines to


help us always do our best.

3. Trying your very best, read a word


list out loud.

4. Ms. Wilson will share one of her


favorite books Miss Nelson Is
Missing and you will practice your
reading and writing skills.
Miss Nelson Is Missing
1. Who is Miss Viola Swamp?

2. Where is this story taking place?

3. Describe Miss Nelson.

4. Describe Miss Viola Swamp.

5. Why did Miss Viola Swamp show up?

6. How were the students behaving at the beginning of the book?


How do you know?

7. How were the students behaving at the end of the book? How do
you know?

8. Whats the main idea of Miss Nelson is Missing?

9. Put an A next to appropriate behavior and an I in front of


inappropriate behavior.
___ Squirmed and made faces
___ Sitting attentively during story time
___ Refusing to do lessons
___ Sticking spitballs to the ceiling
Name:

5 Favorite things
1.

2.

3.

4.

5.

3 Favorite Books
1.

2.

3.

Whats your favorite activity/subject at home and at


school?

Whats something that you want to try?

Where would you like to travel?