Bluefield State College

Daily Lesson Plan (Template)

Name: Ashley Folden Date: 02/03/17-

02/06/17

Subject: Reading Topic: Where

does are food come from?

Grade: 1st Length of

Lesson: Day 1 35 minutes

Introduction (Essential Question): What do farmers need to grow food, and where does our food come
from?
Standard: Reading
Cluster: Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas
Objective:
Reading
o ELA.1.R.C1.4 ask and answer questions about key details in an informational
text.
o ELA.1.R.C2.1 identify words and phrases that suggest feelings or appeal to
senses
o ELA.1.R.C3.use illustrations and details to describe key ideas
o ELA.1R.C3.2 compare and contrast adventures and experiences of characters.
o ELA.1.R.C3.4 identify the reasons an author gives to support points.
ELA.1.R.C3.5 identify similarities in and differences between texts on the
same topic.
o ELA.1.R.C4.2 read informational texts.
o ELA.1.R.C6.1 demonstrate understanding of spoken words, syllables, and
sounds (phonemes
Speaking and Listening
o ELA. 1.SL.C13.1 participate in collaborative conversation with diverse
partners in grade 1 topics and texts with peers and adults in small and larger
groups.
o ELA.1.SL.C13.2 ask and answer questions about details in a text read aloud,
information presented orally, or through other media.
o ELA.1.SL.C14.1 describe people, places, things, and events with
details/express ideas, thoughts, and feelings.
o ELA.1.SL.C14.2 add drawings or visual displays to descriptions to clarify
ideas, thoughts, and feelings.
o ELA.1.SL.C14.3 produce complete sentences when appropriate to task and
situation.
Language
o ELA.1.L.C15.1 demonstrate command of the conventions of standard
English grammar and usage when writing and speaking.
o ELA.1.L.C15.2 demonstrate command of the conventions of standard
 English capitalization, punctuation, and spelling when writing.
o ELA.1.L.C17.1 determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade 1 reading and content, choosing
flexibly from ab array of strategies.

Specific Objective: Students will practice weekly reading strategies such as listening and
comprehending to the weekly story, practice and understand daily phonemic awareness for
segmenting words, read and understand high frequency sight words and vocabulary words,
practice and understand spelling words with the long ai and ay, practice comprehension
strategies analyzing the text and looking for the authors purpose behind photographs and
text meaning in other words reading to comprehend.

Method(s): The lesson will first take place in whole group instruction. The students will use Ashlock to
practice saying and spelling high-frequency sight words, blending words, understanding phonemes, and
spelling words. The students will use whole group instruction during phonics instruction, teacher read
aloud, phonics/spelling, vocabulary, and reading/listening and comprehending the story. The students will
then work independently to practice these skills in their reading notebooks and practice their writing
capabilities in their writing notebooks.

Materials:
Whiteboard
Smartboard
Computer
Thinkaloud website (To listen and interact with the story)
Reading books and readers notebooks
Sound/spelling card a for the long ai and ay
Vocabulary cards with the words for the week with sentences and definitions
Writing notebooks
Decodable Book Ray Trains Dex

Direct Instruction:

High Frequency/Sight Words- The teacher will use Ashlock to write and say-spell-say the words: first,
right, under, food, sometimes, your, ground, these.
Phonemic Awareness- The teacher will use Ashlock practice sounds and blending for the words: meet,
mitt, might, mat, and mutt.
Vocabulary- The teacher will go over the vocabulary cards which are the same words as the sight words
and will read the sentence on the card, and give the meaning, as well give examples.
Phonemic Awareness/Phonics- The teacher will use Ashlock to practice blending the words clay, day,
hay, rain, pail, braid, peach, think shade, and its. The students will say the sound, blend, and will then
say the word with each individual decoding word.
Teacher Read Aloud- the teacher will read aloud the story The Three Wishes. The teacher will then
give the students comprehension questions to test their listening abilities as well as introduce oral
vocabulary words and their meanings. The words will be shelter, delighted, complain, pleaded, lonely,
and horizon. Eagerly, scampered, slippery, spotted, disappointed, and fancy.
Spelling Words- the teacher will give the students their spelling words and will go over them using
Ashlock to say-spell-say. The words will be play, grain, sail, mail, may, rain, way, day, stay, pain, paint,
 and spray. The students will be practicing writing their spelling words for the week and the teacher will
check them and will place them in the students folder for practice and studying for the rest of the week.
Reading/Listening- The teacher will go over the story in the book including the meaning of
understanding the authors purpose and what we can listen and comprehend while we are reading. The
teacher will then turn the smart board on for the students to listen and follow along to their story be read
to them. The teacher will point out details from the story as it is read, and will help them analyze the
story and how it relates to the authors purpose and how to comprehend as we read.
Grammar- As a class the teacher will show the students a calendar to demonstrate how we capitalize
the names of months. The teacher will then explain that each year has twelve months and how the class
will review the names. The class will also cover how holidays, days, and moths all begin by writing with
a capital letter.
Readers Notebook- The teacher will go over the directions to the readers notebook pages so that the
students will know what to do independently.
Writing- the teacher will instruct and demonstrate writing the next letter that is given in the students
writing notebooks.

Guided Practice: The students will be active participants during the Ashlock instructions for phonics,
sight words, blending, and writing and sounding out their spelling words. The students will also perform
reading and listening to the story as well as answering questions, as well as listening and participating in
the grammar instruction.

Differentiation: The differentiation for this lesson will be the individual turns during the word work such
as using Ashlock for the sight/high frequency words. The individual words will be based on students level
and will show if they have an understanding of the phonemes and words.

Lesson Closure: The lesson will close with the teacher reviewing the story and going over the answers to
the workbook pages in the reading notebooks and going over their writing books. The lesson will also
close with the teacher stamping the students spelling words, and giving them their decodable book Ray
Trains Dex to take home.

Independent Practice: The independent practice will consist of the students working in their reading note
books on pages 31-32 and in their writing books on page 118 (may vary) as well as reading their
decodable books at home or in their extra time.
Assessment: The first assessment will be a visual assessment during group activities and if they
understand their words and sounds. The next assessment will be the workbook pages and if the students
are showing an understanding of their sight and vocabulary word, as well as writing the letter they have
been assigned correctly. The students will be assessed after they have completed these pages and will be
given a check if they are correct.
Reflection: The lesson well. My Ashlock skills are still rusty and they need to be improved. I need to work
on blending as well as my own phonemic awareness. I need to remember to focus on lending and not so
much on the meaning of the words. Time management is something I also need to work on especially
when it comes to getting through the word work so we have more time to complete our in-class
assignments.

Bluefield State College

Daily Lesson Plan (Template)

Name: Ashley Folden Date: 02/07/17

Subject: Reading Topic: Where

does are food come from?

Grade: 1st Length of

Lesson: Day 2 35 minutes

Introduction (Essential Question): What do farmers need to grow food, and where does are food come
from?
Standard: Reading
Cluster: Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas
Objective:
Reading
o ELA.1.R.C1.4 ask and answer questions about key details in an informational
text.
o ELA.1.R.C2.1 identify words and phrases that suggest feelings or appeal to
senses
o ELA.1.R.C3.use illustrations and details to describe key ideas
o ELA.1R.C3.2 compare and contrast adventures and experiences of characters.
o ELA.1.R.C3.4 identify the reasons an author gives to support points.
ELA.1.R.C3.5 identify similarities in and differences between texts on the
same topic.
o ELA.1.R.C4.2 read informational texts.
o ELA.1.R.C6.1 demonstrate understanding of spoken words, syllables, and
sounds (phonemes
Speaking and Listening
o ELA. 1.SL.C13.1 participate in collaborative conversation with diverse
partners in grade 1 topics and texts with peers and adults in small and larger
groups.
o ELA.1.SL.C13.2 ask and answer questions about details in a text read aloud,
information presented orally, or through other media.
o ELA.1.SL.C14.1 describe people, places, things, and events with
details/express ideas, thoughts, and feelings.
o ELA.1.SL.C14.2 add drawings or visual displays to descriptions to clarify
ideas, thoughts, and feelings.
o ELA.1.SL.C14.3 produce complete sentences when appropriate to task and
 situation.
Language
o ELA.1.L.C15.1 demonstrate command of the conventions of standard
English grammar and usage when writing and speaking.
o ELA.1.L.C15.2 demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
o ELA.1.L.C17.1 determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade 1 reading and content, choosing
flexibly from ab array of strategies.

Specific Objective: Students will practice weekly reading strategies such as listening and
comprehending to the weekly story, practice and understand daily phonemic awareness for
segmenting words, read and understand high frequency sight words and vocabulary words,
practice and understand spelling words with the long ai and ay, practice comprehension
strategies analyzing the text and looking for the authors purpose behind photographs and
text meaning in other words reading to comprehend.

Method(s): The lesson will first take place in whole group instruction. The students will use Ashlock to
practice saying and spelling high-frequency sight words, blending words, understanding phonemes, and
spelling words. The students will use whole group instruction during phonics instruction, teacher read
aloud, phonics/spelling, vocabulary, and reading/listening and comprehending the story. The students will
then work independently to practice these skills in their reading notebooks and practice their writing
capabilities in their writing notebooks.

Materials:
Whiteboard
Smartboard
Computer
Thinkaloud website (To listen and interact with the story) and to give the projectables for Grammar for
the unit for the week.
Reading books and readers notebooks
Sound/spelling card a for the long ai and ay
Vocabulary cards with the words for the week with sentences and definitions
Writing notebooks
Decodable Book Sweet Treats

Direct Instruction:

Phonemic Awareness- The teacher will use Ashlock practice sounds and blending for the words: pat,
pit, put, tooth, hall, ole, hat, hit, hoot, hate, cat, kit, coat, and cut.
Vocabulary- The teacher will go over the vocabulary cards which are the same words as the sight words
and will read the sentence on the card, and give the meaning, as well give examples.
Phonemic Awareness/Phonics- The teacher will use Ashlock to practice blending the words maid,
spray, brain, tail, gain, paid, rail, bay, cash, and sheep. The students will say the sound, blend, and will
then say the word with each individual decoding word.
Grammar- As a class the teacher will show the projectable 18.3 about months, days, and holidays. The
teacher will review that a year has twelve months a week has seven days, and holidays are special days
 for rest or celebration. The teacher will point out that the names of months, days of the week, and
holidays begin with a capital letter. The teacher will model how to write months, days and holidays with
a capital letter before working together to complete 18.3.
Readers Notebook- The teacher will go over the directions to the readers notebook pages so that the
students will know what to do independently.
Writing- the teacher will instruct and demonstrate writing the next letter that is given in the students
writing notebooks.

Guided Practice: The students will be active participants during the Ashlock instructions for phonics,
sight words, blending, and writing and sounding out their spelling words. The students will also perform
participating in the grammar instruction, and coming up together to complete the projectable 18.3

Differentiation: The differentiation for this lesson will be the individual turns during the word work such
as using Ashlock for the sight/high frequency words. The individual words will be based on students level
and will show if they have an understanding of the phonemes and words.

Lesson Closure: The lesson will close with the teacher reviewing the story and going over the answers to
the workbook pages in the reading notebooks and going over their writing books. The lesson will also
close with the giving the students their decodable book Sweet Treats to take home.

Independent Practice: The independent practice will consist of the students working in their reading note
books on pages 33-35 and in their writing books on page 119 (may vary) as well as reading their
decodable books at home or in their extra time.

Assessment: The first assessment will be a visual assessment during group activities and if they
understand their words and sounds. The next assessment will be the workbook pages and if the students
are showing an understanding of their sight/vocabulary words, and doing the grammar pages correctly,
as well as writing the letter they have been assigned correctly. The students will be assessed after they
have completed these pages and will be given a check if they are correct.

Reflection: The lesson went well! The students seemed to catch on to capitalizing the months, holidays,
and days of the week. A goal of mine is to teach students to take time on their work and not to rush,
especially in their writing notebooks. I want them to be able to pay attention to their work and make it
nice, neat, and presentable so that they can be proud to show it to others and make good grades. I feel
this will help them later through the year and in other grades.
 Bluefield State College
Daily Lesson Plan (Template)

Name: Ashley Folden Date: 02/08/17

Subject: Reading Topic: Where

does are food come from?

Grade: 1st Length of

Lesson: Day 3 35 minutes

Introduction (Essential Question): What do farmers need to grow food, and where does are food come
from?
Standard: Reading
Cluster: Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas
Objective:
Reading
o ELA.1.R.C1.4 ask and answer questions about key details in an informational
text.
o ELA.1.R.C2.1 identify words and phrases that suggest feelings or appeal to
senses
o ELA.1.R.C3.use illustrations and details to describe key ideas
o ELA.1R.C3.2 compare and contrast adventures and experiences of characters.
o ELA.1.R.C3.4 identify the reasons an author gives to support points.
ELA.1.R.C3.5 identify similarities in and differences between texts on the
same topic.
o ELA.1.R.C4.2 read informational texts.
o ELA.1.R.C6.1 demonstrate understanding of spoken words, syllables, and
sounds (phonemes
Speaking and Listening
o ELA. 1.SL.C13.1 participate in collaborative conversation with diverse
partners in grade 1 topics and texts with peers and adults in small and larger
groups.
o ELA.1.SL.C13.2 ask and answer questions about details in a text read aloud,
information presented orally, or through other media.
o ELA.1.SL.C14.1 describe people, places, things, and events with
details/express ideas, thoughts, and feelings.
o ELA.1.SL.C14.2 add drawings or visual displays to descriptions to clarify
ideas, thoughts, and feelings.
o ELA.1.SL.C14.3 produce complete sentences when appropriate to task and
situation.
 Language
o ELA.1.L.C15.1 demonstrate command of the conventions of standard
English grammar and usage when writing and speaking.
o ELA.1.L.C15.2 demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
o ELA.1.L.C17.1 determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade 1 reading and content, choosing
flexibly from ab array of strategies.

Specific Objective: Students will practice weekly reading strategies such as listening and
comprehending to the weekly story, practice and understand daily phonemic awareness for
segmenting words, read and understand high frequency sight words and vocabulary words,
practice and understand spelling words with the contractions ll and d, practice their
fluency with reading with expression, as well as working on grammar instruction for
capitalization.

Method(s): The lesson will first take place in whole group instruction. The students will use Ashlock to
practice saying and spelling high-frequency sight words, blending words, understanding phonemes, and
spelling words. The students will use whole group instruction during phonics instruction, teacher read
aloud, phonics/spelling, vocabulary, and reading/listening and comprehending the story. The students will
then work independently to practice these skills in their reading notebooks and practice their writing
capabilities in their writing notebooks.

Materials:
Whiteboard
Smartboard
Computer
Thinkaloud website (To listen and interact with the story) and to give the projectable for grammar for the
week.
Reading books and readers notebooks
Sound/spelling card a for the long ai and ay and the long e
Vocabulary cards with the words for the week with sentences and definitions
Writing notebooks
Decodable Book What Will We Do?

Direct Instruction:

Phonemic Awareness- The teacher will use Ashlock practice sounds and blending for the words: pat,
pit, put, tooth, hall, ole, hat, hit, hoot, hate, cat, kit, coat, and cut.
Vocabulary- The teacher will go over the vocabulary cards which are the same words as the sight words
and will read the sentence on the card, and give the meaning, as well give examples.
Phonemic Awareness/Phonics- The teacher will use Ashlock to practice blending the words maid,
spray, brain, tail, gain, paid, rail, bay, cash, and sheep. The students will say the sound, blend, and will
then say the word with each individual decoding word.
Fluency- The teacher will go over the projectable 18.5 to remind students that good readers show
meaning of sentences with their voices. The teacher will demonstrate how to short stop, and how to have
a stronger more fluent voice when reading. The teacher will have the students do projectable 18.5 as a
group demonstrating each example.
 Grammar- As a class the teacher will show the projectable 18.6 about months, days, and holidays. The
teacher will review that a year has twelve months a week has seven days, and holidays are special days
for rest or celebration. The teacher will demonstrate how to write date using a capitalized moth, day of
the week, and commas. The teacher will perform projectable 18.6 with the class.
Readers Notebook- The teacher will go over the directions to the readers notebook pages so that the
students will know what to do independently.
Writing- the teacher will instruct and demonstrate writing the next letter that is given in the students
writing notebooks.

Guided Practice: The students will be active participants during the Ashlock instructions for phonics,
sight words, blending, and writing and sounding out their spelling words. The students will also perform
participating in the grammar instruction, and coming up together to complete the projectable 18.6.

Differentiation: The differentiation for this lesson will be the individual turns during the word work such
as using Ashlock for the sight/high frequency words. The individual words will be based on students level
and will show if they have an understanding of the phonemes and words.

Lesson Closure: The lesson will close with the teacher reviewing the story and going over the answers to
the workbook pages in the reading notebooks and going over their writing books. The lesson will also
close with the giving the students their decodable book Sweet Treats to take home.

Independent Practice: The independent practice will consist of the students working in their reading note
books on pages 37-38 and 41, and in their writing books on page 120 (may vary) as well as reading their
decodable books at home or in their extra time.

Assessment: The first assessment will be a visual assessment during group activities and if they
understand their words and sounds. The next assessment will be the workbook pages and if the students
are showing an understanding of their sight/vocabulary words, and doing the grammar pages correctly,
as well as writing the letter they have been assigned correctly. The students will be assessed after they
have completed these pages and will be given a check if they are correct.

Reflection: Teaching contractions is one of the hardest things I have done so far! I feel that it is a topic
that needs more time then what is allotted with the reading series, I also feel that there needed to mre
resources included with the reading series to teach contractions. The students whole grammar portion of
their test is on contractions so I am going to try and complete a foldable for us to practice using in class,
and also write and demonstrate more examples on the board. I also feel it will be helpful for the students
to come up to the board and change the words to contracts on their own. I feel that it is a topic we will
need to keep reinforcing and revisit as time goes on.
 Bluefield State College
Daily Lesson Plan (Template)

Name: Ashley Folden Date: 02/09/17

Subject: Reading Topic: Where

does are food come from?

Grade: 1st Length of

Lesson: Day 4 35 minutes

Introduction (Essential Question): What do farmers need to grow food, and where does are food come
from?
Standard: Reading
Cluster: Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas
Objective:
Reading
o ELA.1.R.C1.4 ask and answer questions about key details in an informational
text.
o ELA.1.R.C2.1 identify words and phrases that suggest feelings or appeal to
senses
o ELA.1.R.C3.use illustrations and details to describe key ideas
o ELA.1R.C3.2 compare and contrast adventures and experiences of characters.
o ELA.1.R.C3.4 identify the reasons an author gives to support points.
ELA.1.R.C3.5 identify similarities in and differences between texts on the
same topic.
o ELA.1.R.C4.2 read informational texts.
o ELA.1.R.C6.1 demonstrate understanding of spoken words, syllables, and
sounds (phonemes
Speaking and Listening
o ELA. 1.SL.C13.1 participate in collaborative conversation with diverse
partners in grade 1 topics and texts with peers and adults in small and larger
groups.
o ELA.1.SL.C13.2 ask and answer questions about details in a text read aloud,
information presented orally, or through other media.
o ELA.1.SL.C14.1 describe people, places, things, and events with
details/express ideas, thoughts, and feelings.
 o ELA.1.SL.C14.2 add drawings or visual displays to descriptions to clarify
ideas, thoughts, and feelings.
o ELA.1.SL.C14.3 produce complete sentences when appropriate to task and
situation.
Language
o ELA.1.L.C15.1 demonstrate command of the conventions of standard
English grammar and usage when writing and speaking.
o ELA.1.L.C15.2 demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
o ELA.1.L.C17.1 determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade 1 reading and content, choosing
flexibly from ab array of strategies.

Specific Objective: Students will practice weekly reading strategies such as listening and
comprehending to the weekly story, practice and understand daily phonemic awareness for
segmenting words, read and understand high frequency sight words and vocabulary words,
practice and understand spelling words, the students will practice phonemic awareness
with a review of ai, ay, ee, ea and a review with the contractions ll and d, as well as be
introduced to a new genre of fairy tale and will reread or hear the story read aloud once
more to have an understanding of comprehending the text and analyzing the authors
purpose.

Method(s): The lesson will first take place in whole group instruction. The students will use Ashlock to
practice saying and spelling high-frequency sight words, blending words, understanding phonemes, and
spelling words. The students will use whole group instruction during phonics instruction, teacher read
aloud, phonics/spelling, vocabulary, and reading/listening and comprehending the story. The students will
then work independently to practice these skills in their reading notebooks and practice their writing
capabilities in their writing notebooks.

Materials:
Whiteboard
Smartboard
Computer
Thinkaloud website (To listen and interact with the stories) and to give the projectable for Grammar for
the unit and the week.
Reading books and readers notebooks
Sound/spelling card a for the long ai and ay and the long e
Vocabulary cards with the words for the week with sentences and definitions
Writing notebooks

Direct Instruction:

Phonemic Awareness- The teacher will use Ashlock practice sounds and blending for the words: tap,
tack, tan, tab, peep, peace, peal, lick, lip, lit, live, cab, calf, can, cat, lab, lamb, lap, and lass.
Vocabulary- The teacher will go over the vocabulary cards which are the same words as the sight words
and will read the sentence on the card, and give the meaning, as well give examples. The teacher will
also go over these with using Ashlock to say word and have the students say the word as a group and
then with individual turns. At this time the teacher will also go over prefixes and suffixes.
 Phonemic Awareness/Phonics- The teacher will use Ashlock to practice blending the Ill wed, whatd,
and hell. The students will say the sound, blend, and will then say the word with each individual
decoding word. There will also be a review of the long e and the long a sound as well as the review on
how contractions come together.
Reading/Listening- The teacher will use Think Central to play the story for the students to listen and
follow along and will go over key details such as the authors purpose for photographs and text as the
story goes along. The teacher will also introduce the second story for the week as well as the second
genre of fairy tales and will have the students listen and follow along as well as hear the explanation of a
fairy tale. The teacher will then help the students compare the two texts such as how they compare text
to text, text to self, and how the relate to the real world.
Grammar- As a class the teacher will demonstrate a spiral review on subjects and verbs. The teacher
will review that you add s to most verbs when they tell a noun that names one. If the verb tells about a
noun that names more than one, you do not add s to the verb. The teacher will draw and use a chart to
show the subject and the verb agreement. The teacher will write sentences for examples and will have
student volunteers explain which verbs goes with the subject.
Readers Notebook- The teacher will go over the directions to the readers notebook pages so that the
students will know what to do independently.
Writing- the teacher will instruct and demonstrate writing the next letter that is given in the students
writing notebooks.

Guided Practice: The students will be active participants during the Ashlock instructions for phonics,
sight words, blending, and writing and sounding out their spelling words. The students will also perform
participating in the grammar instruction, refreshing subject and verbs and volunteering to help with
sentence examples that the teacher has written on the board.

Differentiation: The differentiation for this lesson will be the individual turns during the word work such
as using Ashlock for the sight/high frequency words. The individual words will be based on students level
and will show if they have an understanding of the phonemes and words.

Lesson Closure: The lesson will close with the teacher reviewing the story and going over the answers to
the workbook pages in the reading notebooks and going over their writing books. The lesson will also
close with the giving the students their decodable book Sweet Lets Eat to take home.

Independent Practice: The independent practice will consist of the students working in their reading note
books on pages 43-44, and in their writing books on page 121 (may vary) as well as reading their
decodable books at home or in their extra time.

Assessment: The first assessment will be a visual assessment during group activities and if they
understand their words and sounds. The next assessment will be the workbook pages and if the students
are showing an understanding of their sight/vocabulary words, and doing the grammar pages correctly,
as well as writing the letter they have been assigned correctly. The students will be assessed after they
have completed these pages and will be given a check if they are correct.
Reflection: This lesson was hard to complete for many reasons. One of the main reasons is that the smart
board bulb blew in the middle of the lesson! Everything in the lesson felt rushed with all the activities we
had to do throughout the day. One of the main things I did was review contractions and have the students
practice them the best we could. Not having the technology, we are used to made things difficult, but it
proved that you cannot always rely on it and it is helpful to have whiteboards for the teacher and the
students on hand for this type of situation.

Bluefield State College

Daily Lesson Plan (Template)

Name: Ashley Folden Date: 02/10/17-

02/11/17
Subject: Reading Topic: Where
does are food come from?

Grade: 1st Length of

Lesson: Day 5/6 35 minutes

Introduction (Essential Question): What do farmers need to grow food, and where does are food come
from?
Standard: Reading
Cluster: Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas
Objective:
Reading
o ELA.1.R.C1.4 ask and answer questions about key details in an informational
text.
o ELA.1.R.C2.1 identify words and phrases that suggest feelings or appeal to
senses
o ELA.1.R.C3.use illustrations and details to describe key ideas
o ELA.1R.C3.2 compare and contrast adventures and experiences of characters.
o ELA.1.R.C3.4 identify the reasons an author gives to support points.
ELA.1.R.C3.5 identify similarities in and differences between texts on the
same topic.
o ELA.1.R.C4.2 read informational texts.
o ELA.1.R.C6.1 demonstrate understanding of spoken words, syllables, and
sounds (phonemes
Speaking and Listening
o ELA. 1.SL.C13.1 participate in collaborative conversation with diverse
partners in grade 1 topics and texts with peers and adults in small and larger
groups.
o ELA.1.SL.C13.2 ask and answer questions about details in a text read aloud,
 information presented orally, or through other media.
o ELA.1.SL.C14.1 describe people, places, things, and events with
details/express ideas, thoughts, and feelings.
o ELA.1.SL.C14.2 add drawings or visual displays to descriptions to clarify
ideas, thoughts, and feelings.
o ELA.1.SL.C14.3 produce complete sentences when appropriate to task and
situation.
Language
o ELA.1.L.C15.1 demonstrate command of the conventions of standard
English grammar and usage when writing and speaking.
o ELA.1.L.C15.2 demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
o ELA.1.L.C17.1 determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade 1 reading and content, choosing
flexibly from ab array of strategies.

Specific Objective: Students will practice weekly reading strategies such as listening and
comprehending to the weekly story, practice and understand daily phonemic awareness for
segmenting words, read and understand high frequency sight words and vocabulary words,
practice and understand spelling words, the students will practice phonemic awareness
with a review of ai, ay, ee, ea and a review with the contractions ll and d, as well as be
introduced to a new genre of fairy tale and will reread or hear the story read aloud once
more to have an understanding of comprehending the text and analyzing the authors
purpose.

Method(s): The lesson will first take place in whole group instruction. The students will use Ashlock to
practice saying and spelling high-frequency sight words, blending words, understanding phonemes, and
spelling words. The students will use whole group instruction during phonics instruction, teacher read
aloud, phonics/spelling, vocabulary, and reading/listening and comprehending the story. The students will
then work independently to practice these skills in their reading notebooks and practice their writing
capabilities in their writing notebooks.

Materials:
Whiteboard
Smartboard
Computer
Thinkaloud website (To listen and interact with the stories) and to have for Grammar projectable
Reading books and readers notebooks
Sound/spelling card a for the long ai and ay
Vocabulary cards with the words for the week with sentences and definitions
Writing notebooks
Direct Instruction:

Phonemic Awareness- The teacher will use Ashlock practice sounds and blending for the words: bale,
bell, bet, beg, big, bag, and bat. The teacher will also review the long ai, ay, ee, and contractions ll and
d for the test.
Vocabulary- The teacher will go over the vocabulary cards which are the same words as the sight words
and will read the sentence on the card, and give the meaning, as well give examples. The teacher will
 also go over these with using Ashlock to say word and have the students say the word as a group and
then with individual turns. At this time the teacher will also go over prefixes and suffixes.
Spelling- The teacher will use Ashlock to say spell say the students vocabulary words for a review
before they take their weekly spelling test.
Grammar- the teacher will explain once more how to write months, days, and holidays with a capital
letter by having the students do the student book p. 120. The class will also do p. 121 together. Overall it
will be a review on how to capitalize the names of months, days, and holidays.
Test- The teacher will begin the vocabulary portion of the test on the fifth day and will complete the test
on the sixth day if needed. The direction and the test being read aloud depends on the section. The only
section where the answer choices are read aloud to the students is the comprehension section. The rest of
the sections only have the teacher reading the questions to the students.

Guided Practice: The students will be active participants during the Ashlock instructions for phonics,
sight words, blending, and writing and sounding out their spelling words. The students will also perform
participating in the grammar instruction, refreshing all the instruction that was learned over the week.
The class will also be taking the test together at the same time with folders up for no cheating and the
students will listen and pay attention closely as they listen to directions, questions, and answer choices for
the tests.

Differentiation: The differentiation for this lesson will be the individual turns during the word work such
as using Ashlock for the sight/high frequency words. The individual words will be based on students level
and will show if they have an understanding of the phonemes and words. Another form of differentiation
will be the students tests and if the students need questions repeated or the test read individually to them.

Lesson Closure: The lesson will close will be taking the spelling and the reading tests and the teacher
taking them up for a grade at the end of what could be the fifth or sixth day.

Independent Practice: The independent practice will consist of the students taking their spelling and
reading tests for a grade.

Assessment: The first assessment will be a visual assessment during group activities and if they
understand their words and sounds. The next assessment will be the spelling test and if the students can
sound and spell all the words for the week correctly. The last assessment will be each individual part of
the reading test such as the vocabulary, phonics, and comprehension. The teacher will be able to see
where the students excelled and what the students need extra help with (e.g. comprehension or phonics).
The reading test sections will be graded separately and inserted into the grading book.

Reflection: The students completed their reading test and I graded them, they did fairly well. One student
did not do well on the comprehension portion of the test. I dont know if this is due to him playing around
and not paying attention or he really need remediation for reading comprehension. I plan on remediating
with the student on his comprehension skills through reading more closely with him. The young man is
also in my walk to intervention group so I am going to incorporate some small reading where we will
work more on comprehension through fun activities such as a dice comprehension game as well as
graphic organizers.