Teacher Candidate: Lauren Salmon Grade Level: 1st Lesson: Sound Words Unit of Study: Writing Workshop/ uthors

s !entors

Goals of Lesson: NYS Common Core State Standards: Writing Standards: " #$ %roduction and &istri'ution of Writing: With guidance and support from adults( focus on a topic( respond to )uestions and suggestions from peers and add details to strengthen *riting as needed$ " 11$ +ange of Writing: +esponding to Literature: Create and present a poem( dramati,ation( art*ork or personal response to a particular author or theme studied in class( *ith support as needed$ Language Standards: " -e$ Conventions of Standard .nglish: Spell untaught *ords phonetically( dra*ing on phonemic a*areness and spelling conventions$ Objectives: - Students *ill 'e a'le to identify sound *ords$ - Students *ill 'e a'le to create a conte/tually relevant sound *ord 'ased on their small moment topic$ - Students *ill 'e a'le to include at least one sound *ord into their o*n creative *riting stories$ Pre-Assessment: - Class is currently studying !em 0o/ as part of their uthors as !entors Unit$ fter teacher read the 'ook 1ight 1oises( 'y !em 0o/( she asks children to form a circle on the rug$ Teacher then asks children to think of sound *ord like !em 0o/ did 'ut does not go into detail a'out *hat a sound *ord is$ Teacher prompts class once 2 *hat sound does the phone make3 Teacher gives students a chance to 4pass5 if they do not kno* and tells them they *ill have another chance after everyone has had a turn$ Teacher creates a Sound Word chart as students share ideas$ o +esults: 16 students present 6 children 4passed5 " after giving them another chance( 7 *ere a'le to think of a sound *ord - children needed multiple prompts 8 shared 4sounds5 independent of any assistance ie: ding dong( tick tock( crack( s)ueak

lso note( 'ased off of current *riting samples( students have not yet incorporated sound *ords into their small moment *riting pieces$

Post-Assessment: fter mini lesson( *riters are asked to go 'ack to their desks to continue their small moment stories$ Teacher *ill ask them to include a sound *ord into their stories$ 9efore packing up their *riting folders( the teacher *ill ask that children *ho included a sound *ord put a post it on the sound *ord so that she can assess *hether or not they understand *hat *ords are appropriate to use as a sound *ord$ 9y having the child use the post it( it ensures that the teacher is clear as to *hat *ord they intended as the sound *ord$ - Teachers *ill assess 'ased on: o Child sho*s no evidence of understanding the strategy$ o Child can ver'ali,e the strategy 'ut does not sho* evidence in their *ork$ o Child attempts to use the strategy in their *riting$ o Child successfully uses the strategy in their *riting$ Materials: - 1ight 1oises *ritten 'y !em 0o/ illustrated 'y Terry &enton - Writing paper - Writing folders 2 folder monitors *ill collect for each ta'le - %encils 2 pencil monitors *ill collect for each ta'le - %ost"it:s Use of Tec nolo!": s an e/tension activity/game( sounds could 'e played through a computer/i%ad to have students guess the sound$ s an e/tension activity/game( images or videos could 'e played on m#te through a computer/i%ad to have students discuss and 'rainstorm *hat types of sounds they might e/pect to hear ;ie: a video of a 'us driving through the city( picture of a tree in a forest< $ifferentiation: &o*n: - Students *ill *rite a list of sound *ords 'efore incorporating into a *riting piece$ - Students *ill 'e given a conte/tually relevant choice of *ords to use ;'ased on their small moment story< 'y the teacher and asked to pick a *ord to include$

Up: -

Student *ill 'e given a list of e/amples of sound *ords that may help them 'rainstorm their o*n$ Students *ill include more that one sound *ord into their *riting piece$ Students *ill *rite sound *ord in a different color ;not pencil<$ ;like !em 0o/< Students *ill *rite sound *ord in a larger si,e$ ;like !em 0o/<

cross: - Student may 'e given a set amount of time to *ork on the activity ;timer< 'efore they receive a 'reak

Seatin! Confi!#ration%Use of P "sical S&ace: - Students *ill sit on rug during mini lesson - Students *ill sit at desks during independent *riting time: o Ta'le 1: =ailey( lioune( Tierra( !arie ;children at this ta'le did not send 'ack video permission< o Ta'le -: .d*ard( !enachem( =annah( !ila( Tierra( &estiny o Ta'le 7: Savannah( >sa'ella( Gennesis( 9enin( Christopher - Students *ill sit in a circle to share during final summary of the lesson Teac in! roles and collaboration: - T*o teachers *ill *ork *ith students lending support as needed$ ;?ne teacher *ill video< - ?ne teacher *ill e/plain assignment to !enachem at his desk and set a @"minute timer$ ?nce timer goes off and he has demonstrated that he *as *orking hard( he *ill 'e allo*ed a 'reak A7 minutes$ Classroom mana!ement: s needed( students that are having difficulty sitting on the rug *ill 'e asked to pull over a chair to increase focus and attention on the speaker$ - !enachem *ill sit in his cu'e to physically support his 'ody and keep him upright( also increasing his a'ility to attend to speaker$ - !ila *ill sit in a chair to increase her a'ility to attend to speaker and keep movements to a minimum$ - &uring turn and talk( teacher *ill make sure to remind students a'out 7B seconds in to s*itch and if your partner has not spoken yet to give them a chance to share their idea 'efore turning 'ack around to the front of the room$

Teacher *ill *ait until the class is )uiet and looking at her 'efore continuing *ith lesson$ Teacher *ill ask children to 'e )uiet and respect peers *hile they speak$ &uring the active involvement portion of the lesson( teacher *ill ask for ideas 'ut *ill ask that children *ho have an idea put their hand on their head to indicate they have an ans*er$ Teacher *ill *ait until the maCority of children ;*ithin reasona'le time< have their hands on their head 'efore calling on someone to give students a chance to think$

'n!a!ement of St#dents: - Teacher *ill use fe*er and simpler *ords during lesson so as to retain attention and increase students understanding of the topic$ - Teacher *ill engage students throughout the lesson 'y asking them to participate and contri'ute ideas$ Connection to Previo#s Lesson%Prior (no)led!e: - Students have 'een studying the author( !em 0o/( and discussing *ays they can *rite like her$ Teacher read 1ight 1oises to the class and they informally shared different sound *ords as a class$ fter reading a !em 0o/ 'ook and having a mini lesson( students have 'een asked to go 'ack to their desks and incorporate ne* techni)ue into their *riting ie: )uotation marks( feelings( )uestionsD Lesson Presentation: Mini Lesson: ;1- minutes< Today *e *ill continue our *riting *orkshop unit on authors as mentors$ &oes anyone remem'er the name of the author *e are studying no*3 Ees( !em 0o/F We have 'een *orking *ith !s$ Gessica to make a list of different *ays *e can *rite like !em 0o/( let:s take a look: 1$ &ialogue 2 Cust like in =arriet( Eou:ll &rive me Wild5 *e can use )uotation marks ;*oop *oop< to sand*ich in *hat someone says -$ %atterns " Cust like in =attie and the 0o/ *e can use patterns in our *riting like 4goodness gracious meF > can see a nose( t*o eyesD5 7$ 0eelings 2 Cust like in Wilfrid Gordon !c&onald %artridge *e can *rite a'out our feelings( like if *e are happy( or sad 6$ Huestions 2 &o you remem'er ho* Wilfrid Gordon !c&onald

%artridge asked a lot of )uestions3 Well( *e can ask )uestions in our *riting tooF >:ve already read the 'ook called 1ight 1oises and *e *ent around thinking of different kinds of sound *ords$ A so#nd )ord is a )ord t at t e a#t or )ants #s readers to ear* Let me repeat that " A so#nd )ord is a )ord t at t e a#t or )ants #s readers to ear* n author can *rite 4The man rang the door'ell5 ?+ an author can *rite 4&>1G &?1G &>1G &?1G the man rang the door'ellF5 > am going to read a'out half of the 'ook and *hile >:m reading > *ant you to put your hand on your head ?1LE *hen you hear a sound *ord$ When are you going to put your hand on your head3 0irst sound *ords I CL>CJ CL CJ$ Teacher pauses$ !em 0o/ says 4car doors open and closed softly 'ut she also really *ants us to ear her *ords so she *rote sound *ords 4Click Clack5$ &oes anyone notice anything special a'out these *ords3 Ees( they are red and 'igF Let:s keep readingD$ Second sound *ords I C+>1C= C+U1C=$ Teacher pauses$ !em 0o/ says 4feet tiptoed up the garden path 'ut she also really *ants us to hear her *ords so she *rote sound *ords 4Crinch Crunch5$ &oes anyone notice anything special a'out these *ords3 E.SF They are also read and 'ig$ Wo* she must +. LLE *ant us to pay attention and hear these *ords$ 1o* if *e all close our eyes and > say 4',,,, the 'ee fle* 'y5( can you picture a 'u,,ing 'e flying 'y3 > can tooF 1o* remem'er( *e use sound *ords *hen *e *rite to help the reader hear something that *e are *riting a'out$ G#ided Practice + 8 minutes 9efore > send you 'ack to your desks to *ork on adding sound *ords to your small moment stories( > am going to sho* you ho* > *ould add sound *ords into my small moment story$ Listen closely 'ecause >:m going to need your helpD$ Over the weekend I was having so much fun running through the leaves _____________. =mmm( 'oys and girls( > *ould really love to add a sound *ord here( may'e *e can think of something together$ Turn and talk to your partner and see if you can *ork together to think of a sound *ord for me to add$ K+emind them to s*itchK

I was running so fast that I ran right into a puddle _______. What do you guys think 2 could > add a sound *ord to this sentence too3 Turn and talkD >t *as so silly( > couldn:t help 'y start to laugh LLLLLL$ What could > add to this sentence so that the reader really kno*s >:m laughing3F = = = F Wo* let me read this to you *hile you close your eyes$ Were you really a'le to picture me running in the leaves and Cumping in the puddle3 Could you hear me laughing in your headF3 Wo* *e must have done a really great Co' thenF ,nde&endent Practice + 1# minutes 1o* >:d like you to please go 'ack to your desks and try to put at least one sound *ord into your *riting today$ Eou may *ant to go 'ack and add it to a small moment story you:ve 'een *orking on or may'e you *ant to start something ne*$ ?nce *e have some time to *rite( *e *ill come 'ack to the rug and share some stories$ S are + #"1B minutes ; fter *alking around room( teacher notices a fe* students *ho used sound *ords( asks them to 'ring their *riting to the rug< -"7 students share *riting$ Students listening are asked to participate 'y figuring out *hich is the sound *ord$ " So remem'er 'oys and girls( if *e *ant the reader to hear the *ords *e are *riting *e can add sound *ords to our storiesF '-tension: - Student:s stories *ith sound *ords *ill 'e pu'lishedF - >nde/ cards can 'e created *ith sound *ords$ Students must *rite a sentence using the *ord or act out the sound *ord or dra* a picture illustrating the sound *ord ;depending on child skill level<$