FIELDS 3 AND 4 LESSON PLAN

Date March 1, 2023 Lesson Title Finding Heart Words (high frequency words) Grade Level 1 and 2
30 minutes (15
Time in Lesson per small group) Subject[s] Lesson #
English Language Arts 42
Developed by Heidi Beck
SECTION 1. IDENTIFY DESIRED RESULTS
Learner Outcomes from the Program of Studies

The Guiding Question for this lesson is How can understanding relationships between sounds and letter (phonics) increase knowledge of words? [ELA grade 1],
How can understanding relationships between sounds and letters (phonics) enhance decoding and encoding? [ELA grade 2] (Learn Alberta, 2022, pg. 10).

The Specific Outcome for this lesson [ELA, pg. 10] is:
1. Students recognize and analyze letters and sounds in words (grade 1); Students apply understandings of letter combinations and sounds in a word (grade 2).

Assessment
- Which Specific Outcome[s] are you evaluating in this lesson? Students recognize and analyze letters and sounds in words (grade 1); Students apply
understandings of letter combinations and sounds in word (grade 2).
- Which 1-3 formative assessments are you using to evaluate the Outcome[s] and how will you use them?
- Observation, used when students are reading (demonstrating how they can recognize and analyze letters and sounds in words)
- Questions, used to see what students already know about letters and sounds
- What evidence will you collect to show that the Outcome[s] have or have not been met?
- Students will create a list of heart words they find, when observing them reading it will demonstrate how much they know about heart words and are
able to recognize them. The list of word each student creates will be evidence for students recognizing sounds and letters in words as they read
Personalization/Differentiation/Individualization
Resources How will you attend to the needs of ALL learners in this lesson?
What materials/resources/technology will be required?
- Books students are familiar with or can read I will personalize each student’s learning
independently - By working in small groups
- Whiteboards - Picking books students are familiar with

I will differentiate groups of students’ learning

- By finding more or less heart words in a book
- The level of difficulty can also change (writing a sentence or saying a sentence)
- Having more or less students in a group

I will individualize students’ learning

- By supported each students’ ability, meeting them where they are at
- Ex. supporting a student when writing, and providing instruction to support letters being
written correctly

SECTION 2 LESSON PLAN SEQUENCE

Introduction
The Essential Question based on the Specific Outcome for this lesson is:
Adapted from Wiggins, Grant & J. McTighe (1998)
 - Why are heart words important? Can I recognize and analyze sounds in words? (specifically sounds that do not follow rules)
- Have these heart words become words I quickly recognize and read successfully?

I will activate prior knowledge by asking students if they know what heart words are. If students do know what heart words are, I will ask them to provide examples
of heart words they know. I will also ask if they believe knowing heart words is important, and why.

The hook for this lesson will be to have students pick a book to look through to find heart words (this may depend on the group, as it may be good for a group to
read the same book)

Students will start on a page looking for heart words, once they find one, they will write it on their white board and continue to look for more.

I will connect this lesson with prior lessons by pointing out heart words the students have been practicing when they find them in their book.

Learning/Activity Sequence
How will you plan:
To engage the students?
1. Tell the students what they will be learning
2. Tell the students why they are doing this [“it is in the
Curriculum” and “Because in your real world this looks like/is
used ….”]
3. Tell the students how they will know they have learned: “When
you can answer the Essential Question [EQ]” for this lesson
4. The W of KWL
5. Create a “hook” [a story/ a related current event etc./ a carry-
over from a previous lesson]
The opportunities for the students to explore the lesson.
The opportunities for the students to elaborate on the lesson.
The opportunities for the students to self-evaluate their learning
through Formative Assessment strategies aligned with the Specific
Outcomes above.
How will your students:
Engage:
- The students find a book they are interested in reading and looking for
heart words
- Students will be told that they will be learning about heart words and
practice seeing them as they read
- We are doing this to become better readers and writers, because in the real
world we need to read and spell words correctly to communicate our ideas to
other people. We also need to be good at reading and writing to be engineers,
scientists, doctors, teachers and salespeople.
- Want to be able to read heart words without needing to sound them out and
read them right away
- Connect to words they have learned or practiced spelling
Explore:
- Students will write the heart words they find in their book, they will make a
list.
- They will notice how many times heart words come up in their reading,
making it noticeable why heart words are important to practice
Elaborate:
- Students will create a sentence verbally that includes the heart word being
reviewed or learned
Self-Evaluate:
- Students will read over their list, checking to make sure the words they
wrote down are heart words – checking letter and sound combinations

Conclusion
How will you organize so that students can individually and collectively answer the EQ for this lesson?
- Use student friendly language
- Their list will demonstrate how frequently heart words appear as they read, showing the importance of knowing heart words. Recognize and analyze the
Adapted from Wiggins, Grant & J. McTighe (1998)
 sounds in words? How did you know these were heart words, what strategies did you use? Allow time for students to provide information on the words in
their list.
How will you organize so that students can show their learning through the L of KWL
- Students will show their learning through their list of heart words
- By answering questions
How will you celebrate the learning that has happened in this lesson?
- Using positive reinforcement
- Reminding students how often we read heart words in our books
- Reminding students to practice, so they can become better readers and writers
SECTION 3 REFLECTION

1. What went well in your lesson? What were the strengths of the lesson? What are the areas that need to be refined? What might you do differently next
time?
The students were successful in reading their book and finding heart words. Students were also able to explain heart words and why they are important.
The strengths in this lesson allowed students time to read and think about the words they are reading. An area to refine would also be something to do
differently next time, which would be to have each student reading the same book and going through each page together looking for heart words, so that
one student does not rush through and the words we are looking for are written down.

2. What are your next steps to further develop/refine this lesson?

To further refine this lesson, I would start by reading the page to students and have them write down heart words they heard. Next, I would have a student
read a page and the other students write down heart words they heard. This would continue until each student has read a page or the book is finished.

3. How will you continue to grow in your practice? What actions will you take?
I will grow my practice by learning more about reading and writing programs available to teachers. I will do this by researching online and by asking
elementary teachers in other schools what they do to teach reading and writing.

4. How do you feel your students experienced this lesson?

It seemed as though students enjoyed the lesson as they were quick to get to work, reading their book and writing down words.

5. How were they able to make explicit and self-evaluate their growing understanding, skills and/or knowledge?
Students were able to recognize how their reading is coming a long by noticing that they can read heart words as they did not need to stop and sound out
the word. They are able to recognize words and know how to read them.

6. How did you employ formative assessment for/of/as learning?

Assessment for learning was employed by considering what to teach students next or what the focus should be. Assessment of learning was employed by
observing the students read, write and explain heart words. Assessment as learning was employed as students evaluated their reading ability and realized
they could read words without needing to stop and sound them out.

7. Were you successful in reaching all students? How do you know? How did you accommodate for diverse learners and those requiring accommodations?
In a small group I was successful in reaching all students, as each student read their book and wrote down heart words. To accommodate diverse learners I
supported students as they read the book, and also helped them recognize heart words.

8. Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?
No.
Adapted from Wiggins, Grant & J. McTighe (1998)
Adapted from Wiggins, Grant & J. McTighe (1998)