Lesson #1

Early Literacy

Grade

1/2

Subject

Inclusive of ELA

Time Duration

25 minutes

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

ELA General Learning Outcomes: Students will listen,
ELA Specific Learning Outcomes:
speak, read, write, view and represent to:
1.1 Discover and explore
1.2 Clarify and extend
Explore thoughts, ideas, feelings and
2.1 Use Strategies and clues
experiences.
2.2 Respond to texts
Comprehend and respond to text
2.3 Understand forms, elements and techniques
To enhance the clarity and artistry of
4.1 Enhance and improve
communication
LEARNING OBJECTIVES
Students will:
Identify main and sub titles.
Deduce information about the book from the pictures.
Use pronunciation tables.
Reflect on predictions.
Use a glossary and index.
ASSESSMENTS
Key Questions:
Observations:
Students participate in the group reading.
What do you think an inuksuk is made of and where could you
Students answer questions.
find one?
Students use the strategies they have learned previously
Why do you think we build them?
to help them read through the book.
How can you tell this is a title?
How can we find information in this book?
Do you know what this word means?
Written/Performance Assessments:
Students read the book aloud.
Students work through the words using strategies.
Students create an inuksuk with the strategies worked on in the lesson.
LEARNING RESOURCES CONSULTED
Program of Studies
Literacy Place for Early Learners Teaching Resource
MATERIALS AND EQUIPMENT

Literacy Place for Early Learners Teaching Resource

Construction paper

Glue

Markers
PROCEDURE
Introduction (2 min.):
Hook/Attention Grabber: Bring out the book and ask who remembers what it was about,
Assessment of Prior Knowledge: Have everyone provide a summary.
Expectations for Learning and Behaviour: Respectful group discussion, raising hands and giving others a chance to
contribute. Staying on task and respecting other classmates as well as the teacher.
Advance Organizer/Agenda: Before reading strategies, strategies during reading, after reading strategies.
Transition to Body: So what did we say about inuksuk yesterday?
Body (17 min.):
Learning Activity #1: Before reading strategies. Talk about how to build an inuksuk and where/why it is made.
Watch that everyone is contributing.
Use guiding questions to lead to students to the answer.
Record their predictions about the book from using the title and images.
Learning Activity #2: Read the book aloud together (each have their own books). Clarify words that cause issues having
students use their strategies (pull it apart). Talk about the A Note About Words page.
Have students use strategies to work through new words, have them say the words aloud.
Ask questions about the words that are bolded.
Allow students to try new vocabulary on their own and watch for them using strategies they have already learned.
Learning Activity #3: Reflect on predictions from activity 1. Discuss the book and ask for facts about the inuksuk. Talk about
which inuksuks the students lied and why.
Ask comprehension questions.

Ask students what strategies they used.

Use leading questions if students are struggling.

Closure (5 min.):
Consolidation/Assessment of Learning: Briefly review the strategies used and build the inuksuk. Have students write the
main strategy they used that day.
Feedback From Students: Ask for questions or comments about the book and their strategies.
Feedback To Students: Thank the students for their good work and good behaviour in respecting their peers.
Transition To Next Lesson: Next lesson we will look at the pictures and how they help us.
Reflection

Today I only had 2 students for the lesson and so I had to adjust my lesson on the spot to suit their
understanding and learning needs. I had the students read the book out loud together with limited help
from me on difficult words. Both students used many of the strategies they had learned previously but it
took quite a long time for them to progress through the book on their own. This slow pace was worth it
for them to apply their knowledge and build their knowledge base through practice. It can be easier to
guide them through the reading and hand them the answers but they dont really gain anything from this.
We need to challenge them to apply their knowledge and learn through discovery.
As there was such a small class today, I will have to review what we did today next lesson and
should be prepared to repeat the skills we learned today. I was given the opportunity to assess these
students more thoroughly and can tailor future lessons to their needs while taking into account the needs
of other students. Having worked closely with these students today, I can ensure that their needs are met
while also focusing on assessing other students next lesson.
If I could change one thing for this lesson, I would have had students read an entire sentence again
after breaking it down so that they read it seamlessly. Breaking down the individual words is a great way
for them to learn the individual words but they should see how they fit in the entire sentence while also
review what the word was. This would allow me to see if they can recall the word after applying their
strategies. Using the word in the sentence will help them to remember it in the future without needing to
apply their strategies to figure it out every time.