Lesson Title

Students will add and write precise (action words) to their How- To Books.

Discipline

Writing

Grade Level

1st Grade

Grouping

Class consists of 25 students. Students will be seated in the meeting area during the discussion about adding precise
words to their how-to books.
Students will then return to their tables and continue to work on their how-to books.
Student with an IEP will be grouped with 3 other students and the students paraprofessional.
Whole class discussion in the meeting area.
Small group work
Quick transition to and from based on structure put in place
Good listening skills, respect for each other as demonstrated by students remaining quiet when a student is speaking
and being able to provide feedback to the student.

Class Organization/Class
Management:

Central Learning Focus

Central Focus
Content Standard

Student Learning
Goal(s)/Objective(s)
Prior Academic Knowledge
and Conceptions

Students will be able to provide a how-to informational book and demonstrate knowledge of how to (i.e., procedural)
writing.
CCSS. ELA- LITERACY RI 1.1.: Ask and answer questions about key details in a text
CCSS.ELA-LITERACY.W.1.2 Write informative/explanatory texts in which they name their topic, supply facts about
the topic, and end with a sense of closure.
CCSS.ELA-LITERACY.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.
CCSS. ELA- LITERACY W.1.6: With guidance and support from adults, use a variety of digital tools to produce and
publish writing, including in collaboration with peers.CCSS.ELA-LITERACY.SL.1.1.A Follow agreed-upon rules for
discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-LITERACY.SL.1.1.B: Build on others' talk in conversations by responding to the comments of others
through multiple exchanges.
Students will be able to write and add precise words to their how-to books. .
Students will be able to state and demonstrate action words to the class.
Students will use academic language when sharing with partners, whole class and small groups
Prior knowledge of action words.
Prior knowledge of how to add action words to the students writing based on previous writing of small
moments pieces.


Academic Language
Demands
Differentiation/ Planned
Support

Prior knowledge of the different strategies that were used in the previous writing unit, such as precise words,
such as play, run, etc., a good lead, an ending and details (e.g. describing words, speech bubbles, and
labels).
Precise language
How to procedural writing
Action words
The student who has an IEP will be grouped with 3 other students and also with the students
paraprofessional who will prompt precise words for the students.
Teacher will work with small groups providing students with a list of action words and pictures for the students
to match, students will also be provided with fill in sentences with a word bank consisting of action words.
Chart of action words will be displayed.
Teacher will also provide the struggling writers with the same prompts that the teacher is using with the small
group.
A model of what the students will be doing will be available to the students on display in front of the
classroom.
Instructional Strategies and Learning Tasks

Resources and Materials

Launch

Exploration

Pencils
Elmo
How to Booklet (blank)
1 chart paper called Wow, Look at all the Action words that we know displayed to the class
A completed model displaying How to Make Play-Doh in front of the classroom
A How to Book called Making Raisins by
Print outs of action word list, fill in sentence print out, action words with corresponding pictures printed and
cut out
Teacher will remind students what an action word means to our writing and give students some examples of
action words.
Students will be able to write down action words on a post-it with a drawing to be added to the chart paper
Wow, Look at all the Action words that we know
Teacher will read a how-to book to the students called Making Raisins by and display it on the ELMO.
Teacher will ask the students what are some action words we can use in the book or another way we can
write the steps of the book by using action words, while the teacher points and reads the book to the
students.
Once the teacher and students complete the chart paper and reading Making Raisins, the students will turn
and talk with their partners about more precise words that they may know.
Teacher will go around the room and listen to the students responses to determine if the students understand
what is being asked of them.
Teacher will then display a white blank computer paper on the ELMO and ask the students for some of the

Structured Practice

Application

Student Feedback

Closure/Discussion

action words they talk to their partners about.

Teacher will then write the words down and leave the list displayed for the students to use as another
reference material to help add action words to their own writing.
Teacher will then model adding action words to the teachers how-to book and it will be displayed for the
students.
Teacher will provide the students with a large chart paper that is displaying a list of action words along with
drawings.
Teacher will live the list of action words discussed on the ELMO for students to see.
Students will be able to add action words to their writing booklets they are currently working on.
Teacher will work with a small group and will provide students with prompts, such as a fill-in the blank
sentences with a word bank consisting of action words, print out of action words and action words with
corresponding pictures printed and cut out
Conference notes will be kept to inform teaching.
Students work will be collected and analyzed.
Students will apply what they learned about adding action words to their writing by describing and explaining
the words that the student wrote in their books to the rest of the class.
Students can read what they wrote down or explain it to the class without using what is written down.
During the time the students are working individually, go around the room to see how each student is doing.
Make sure to observe if the students are using action words in their books and that the action word
corresponds with what is written down in the steps.
Once the students have completed adding action words to their work students will share what they have
written down with the class and provide verbal feedback to the students.
Once students have finished discussing and sharing their books ask and answer any questions if needed.
Collection of students work to determine if the students meet the learning objective.

Academic Language Demand(s)

Academic Language

Language Functions
Engagement

Student Support

Precise language
Action words
How-to procedural writing
The knowledge that students will be able to explain their procedural writing to other students.
Students will use listening during the group discussion and share circle when the students are sharing what
action words they added to their writing and where they added the words to.
Students will use writing when they are adding actions words in the booklet that is provided to them.
Students will use speaking when they are discussing and sharing their ideas of action words they wrote in their
booklets.
The teacher will provide a model of a how-to book using academic language, and will add and write down

action words in the teachers book.

A chart will be displayed showing the students how to make our writing better, a chart displaying the action
words the class discussed and wrote together.
Students will be able to support each other by sharing their ideas using action words.
Assessments

Expectations of Student
Learning

Type and description of

assessment (summative
and formative, informal and
formal)
Modifications to the
assessment so that all
students could
demonstrate their learning
Evaluation Criteria of Data

I expect students will be able to brainstorm action words

I expect students will be able to add action words to how-to books making writing more precise
I expect students will be able to provide feedback to classmates
I expect the students will be able to work and communicate with other students at their table and during the
group discussion.
I will document observations of students work and student share time to determine if the students made
progress and meet the expectations.
Teachers notes during the lesson
Observations of partnerships if students requested help from a fellow classmate.
Listening in to partner share
Small group work
Evaluation of student writing
Provide written models of what is to be done.
Small group work with either the teacher or the paraprofessional in the classroom to support the struggling
students.
The assessments would be able to provide me with evidence on whether students understood the material that
was taught or if they had trouble with the material being discussed.
Since the students have worked on writing procedural writing in their small moments books, I should be able to
see if the students were able to write and add action words successfully or not based on the individual work
provided by the student
Were action words incorporated into writing appropriately
A check list titled How did I do? will be provided to the students to help the students complete their how-to
books.