Danielle Nugent Word Study Lesson Plan

Most Beloved Sister By: Astrid Lindgren & Hans Arnold Introduction: Most Beloved Sister is narrated by Barbara, a young girl who has a secret imaginary sister whom she calls her most beloved sister, Lalla-Lee. At home Barbara feels forgotten by her parents and younger brother. So she escapes with her imaginary sister Lalla-Lee and goes on adventures with their beautiful horses to magical lands. One day Lalla-Lee tells Barbara that when the rosebush die so too will she. Barbara realizes she must grow up and let go of LallaLee. Barbara returns home after a day of adventure and is surprised to see her family dearly misses her. This book fits in with my theme about Growing Up, it portrays a stage many children go through. Barbara feels forgotten by her family with the arrival of her little brother, so she makes up an imaginary friend. In the end of the story Barbara realizes her family needs her at home. A comprehensive word study plan can be incorporated based off the readings of this story. Sight words, phonics generalizations, structural analysis, analogizing words and vocabulary can be incorporated in accordance with the book Most Beloved Sister.

Day One- Sight Words

NJ- New Jersey Core Curriculum Content Standards Subject: Language Arts Literacy (Prior to the adoption of Common Core standards) Standard 3.1: READING - ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION. Range/Grade Level: By the end of Grade 1 Strand: F. Vocabulary and Concept Development Cumulative Progress Indicator 1: Develop a vocabulary of 300-500 high-frequency sight words and phonetically regular words. Students will be engaged in discussion and review some of the high-frequency sight words in the book Most Beloved Sister. Then students will participate in a game of sight word bingo. Each student will be given a bingo board with different words. The teacher will call out different words and students will be required to recognize the word. When students have bingo they will have to read back all the words.

Day Two-Phonics generalizations

NJ- New Jersey Core Curriculum Content Standards Subject: Language Arts Literacy (Prior to the adoption of Common Core standards) Standard 3.1: READING - ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION. Range/Grade Level: By the end of Grade 1 Strand: B. Phonological Awareness (oral language activities) Cumulative Progress Indicator 3: Listen and identify the number of syllables in a word. The objective of this lesson is for students to listen and identify the number of syllables in a word. Students will read the book Most Beloved Sister. The teacher will pick out an array of words and have the students practice identifying the syllables. Students will be taught to identify the number of syllables by resting their chin on their hands and by reciting the word normally. Students will carefully say the words in a regular manner and not stretch out the words. This will helps students identify what they need to count. If students are having difficulty then the teacher will model an example. They will follow along so they can see and hear how to differentiate a syllable. Along with saying the word aloud they will count how many syllables there are on their hand. Students will quiz one another using flash cards, words will include common words in the book Most Beloved Sister. List Sister Emma Lalla-Lee Barbara Rosebush Ladder Queen Dearest Rabbits Hall Horse Meadow Pancakes We Brother

For the closure, I will put together a short song about the book Most Beloved Sister and have student clap out the syllables. This will be a fun game and be beneficial for kinesthetic learners. Here is an example of an interactive song. http://youtu.be/KWK9XXyKOH4

Third day- Structural Analysis

NJ- New Jersey Core Curriculum Content Standards Subject: Language Arts Literacy (Prior to the adoption of Common Core standards) Standard 3.1: READING - ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION. Range/Grade Level: By the end of Grade 1 Strand: B. Phonological Awareness (oral language activities) Cumulative Progress Indicator 4: Merge spoken segments into a word. Analytic phonics teaches children the phonic relationship among words. Children are taught how to analyze letter-sound relationships and decode words based upon spelling and letter patterns in their sounds. The teacher will review what the students already know about letters in the alphabet and their sounds. The children will then identify the sounds in the beginning, middle and end of a word. Then the teacher will use the book Most Beloved Sister. The teacher will use words from the text like light, bright, and night. The teacher will ask the students how these words are alike. Students will respond that they have ight at the end . Then students will go through the book and pick a word and find other words it similar to the words pattern.

Fourth day Analogizing Words

NJ- New Jersey Core Curriculum Content Standards Subject: Language Arts Literacy (Prior to the adoption of Common Core standards) Standard 3.1: READING - ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION. Range/Grade Level: By the end of Grade 1 Strand: B. Phonological Awareness (oral language activities) Cumulative Progress Indicator 4: Merge spoken segments into a word. Strand: G. Comprehension Skills and Response to Text Cumulative Progress Indicator 5: Make simple inferences. The objective for this lesson is for students to apply analogizing words. Students will be introduced to analogies. The teacher will explain that analogies are comparisons of two similar relationships. The teacher will explain that on one side of the analogy the words are related to one another and on the other side the words are also related in the same way. Students will complete an independent worksheet and then work together to create their own analogies using material from Most Beloved Sister.

1. Wolf is to mammal as frog is to _________________. amphibian fish toad tadpole

2. Allow is to permit as find is to _________________. let lose search locate

3. Warm is to hot as _________________ is to cold. ice cool temperature degrees

5. Bird is to fly as fish is to _________________.

scales

swim

water

gills

6. Bird is to feathers as fish is to _________________. scales swim water gills

8. Prevent is to stop as _________________ is to view. look review careful preview

10. Remember is to past as predict is to _________________. forecast weather guess future

11. Invite is to invitation as create is to _________________. action build request creation

12 Children is to _________________ as mice is to mouse. adults kids child rodents

15. Bother is to annoy as help is to _________________.

aid

needy

nice

helpful

Day 5 Vocabulary
NJ- New Jersey Core Curriculum Content Standards Subject: Language Arts Literacy (Prior to the adoption of Common Core standards) Standard 3.1: READING - ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION. Range/Grade Level: By the end of Grade 1 Strand: F. Vocabulary and Concept Development Cumulative Progress Indicator 3: Comprehend common and/or specific vocabulary in informational texts and literature Objective: SWBT apply their new vocabulary words to create a story using the words. At the end of the unit, students will be tested on the vocabulary they have learned over the course of the week. Students will then create their own story explaining their favorite get away place or create a fantasy adventure using vocabulary words. Students are encouraged to be creative and draw a cover picture. Vocabulary 1. all 2. am 3. an 4. and 5. any 6. are 7. ask 8. at 9. ate 10. away 11. be 12. because 13. been 14. before 15. big 16. black 17. blue 18. but 19. came 20. can