Reading Lesson

Date
Teacher Name Erin Wieser 4/12/2019
(DD/MM/YYYY)

Subject Area Reading/LA Grade 1

Topic ‘Partners Don’t Tell, They Help!’ Time/Duration 9:15-10:00 (45 minutes)

 ‘We Don’t Just Tell-We Help!’ post it note

Materials  Anchor chart
What resources will you  ‘Is This A Moose?’ big book, small books for students
need?
 ‘Mean Soup’ by Betsy Everett
 Levelled books in book bins

- Key Idea: good readers support each other by helping them through diffi-
cult words-not telling them!
- Have students settle down onto the carpet in their specific spots, pull the
popsicle stick for the blue chair
- Suggest a familiar scenario-a game of dress up- and ask children to con-
Introduction: (3
sider whether they hog all the roles or if, instead, they share the roles,
minutes, 9:15-
supporting each other’s part in the game
9:18)
• ask students if they pretend to be the mom, dad, cat, kids and
dog too?
• explain that they take one roll and then all work together to
make the game go well, each person plays a part and everyone
supports one another
 Introduction of Key Idea-
- Teacher Actions
o Instructional Sequence: Explain
▪ just like when we support our friends when we play dress up, to-
day we are going to learn about how when you read with a part-
ner and you come across a tricky word, your partner doesn’t el-
bow you and say ‘oh, I know that!’ and take away your chance
to work it out! Partners cheer for each other to get stronger-and
help each other do the hard work
▪ put up the ‘we don’t just tell, we help’ sticky on the board/an-
chor chart
▪ read it together: ‘we don’t just tell, we help’
▪ ask students how they could practice helping without shouting
Activity #1: In-
out the word? what are some phrases that could be used to help
troduction of
our partners? (ex. the word starts with…does the word start
Key Idea (10
with a…you can try to…You should try…maybe that will help you
minutes, 9:18-
can do it, try something else…look at the parts of the word…try
9:28)
scooping the word…check the picture…does it make sense?
- Student Actions
o Students will get a chance to learn new concepts in good reading hab-
its, learn about socio-emotional skills through the support and encour-
agement of others and begin understanding what a discussion or brain-
storm may look like in the future
- Assessment Evidence
Lesson objective #1: formatively assessed using auditory discussion. Check
that students are describing how a good reader could encourage their part-
ner
- Transition Details
o Explain to students that I will model how to practice supporting our
partners when you do partner read using a read aloud
 Read Aloud –
- Teacher Actions
o Instructional sequence:
▪ ask students to help by showing me how they can cheer me on
as I read, ‘not just telling me, but helping me’
▪ “Great, lets try it! I’m going to read a the book ‘Mean Soup’ by
Betsy Everitt, and will you cheer me on if I get stuck? Remem-
ber, don’t just shout out the word!”
▪ Read ‘Mean Soup’ aloud, stopping at a word and asking the stu-
Activity #2: dents to help me without shouting the word out
Read Aloud (5 - Student Actions
minutes, 9:28- o Students will get a chance to practice the newest good reading habit by
9:33) helping me read the book mean soup
- Assessment Evidence
Lesson objective #1: formatively assessed using auditory discussion. Check
that students are describing how a good reader could encourage their part-
ner
- Transition Details
o “Wow! Grade 1’s, you were so helpful! I heard so many of you teaching
me instead of just telling me! Let’s try using this strategy with a shared
read ‘Is This a Moose’
o Pull out ‘Is This a Moose’ big book

Shared Read Aloud –

- Teacher Actions
o Instruction sequence:
▪ ‘Is This a Moose’ bring out big book, small books
▪ Read ‘Is This a Moose’ aloud with students, stopping to work out
words using the given strategy
- Student Actions
o Students will get a chance to practice their sharing skills with partners,
Activity #3:
following along skills
Shared Read (5
- Assessment Evidence
minutes, 9:33-
Lesson objective #2: formatively assessed using visual checks, auditory dis-
9:38 minutes)
cussion. Check that students are able to produce suggestions for tricky
parts in the books
- Transition Details
o “Wow! Grade 1’s, you were so helpful! I heard so many of you teaching
me instead of just telling me! Let’s try using the kind words you used to
challenge and help me read with your partners! Find your reading part-
ners and I want you to try some of the reading strategies that we tried
today! Remember, partners don’t tell, they help!
 Partner Reading Time –
- Teacher Actions
o Let students grab their book bins and spread out with their reading
partners
o Circulate around the classroom, offering ideas and strategies/phrases
- Student Actions
o Students will get a chance to practice the new technique for good read-
ing habits
Activity #4:
- Assessment Evidence
Partner Read-
Lesson objective #2: formatively assessed using visual checks, auditory dis-
ing (10 minutes,
cussion. Check that students are able to produce suggestions for tricky
9:38-9:48)
parts in the books
-Lesson objective #3: formatively assessed using visual checks, auditory dis-
cussion. Check that students are able to demonstrate proper timing for sup-
portive phrases during partner read.
- Transition Details
o Students can put their book bins away and come back to the carpet in
their reading buddy partners and get ready to share a strategy that they
used in partner read

 When students are settled onto the carpet, have student do a silent pat-
tern repeat-after-me game (tapping elbows, tapping shoulders, tapping
knees) until everyone is quiet and ready
Closure: (10
 Ask students: what strategy did you use with your partner to help them
minutes, 9:48-
figure out a tricky word? What strategy could we try in the future?
9:58)
 Key Idea: good readers support each other by helping them through diffi-
cult words-not telling them!
 Have students give me a high five and head out to get ready for recess!