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Title of Lesson: Guided Writing Lesson- Cooperating Teacher: Dr. Charlene Winley
“when”
Core Components
Subject, Content Area, or Topic
Language Art- Guided Writing- Sight Words
Learning Objectives
ELA.K.8.1- Demonstrate early concepts of print.
ELA.K.8.1a- Print uppercase and lowercase letters of the alphabet independently.
ELA.K.8.1b- Print his/her first and last names.
ELA.K.8.1c- Demonstrate mastery of directionality in writing.
ELA.K.8.1d- Use appropriate spacing between letters, words, and sentences.
ELA.K.2.2- Identify words according to shared beginning sounds.
ELA.K.5.2- Match consonant, short vowels, and initial consonant digraph sounds to
appropriate letters.
ELA.K.5.4 - Identify beginning consonant sounds in single-syllable words.
ELA.K.8.5- Write complete sentences.
Materials/Resources
Guided writing flip-chart, promethean board, guided writing paper, pencil, crayons
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS
YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
ü Practice by Doing 75%
ü Discussion 50%
ü Demonstration 30%
Audio Visual 20%
ü Reading 10%
Lecture 05%
Time
(min.) Process Components
1 *Anticipatory Set
minute TTW remind the students writing is very important and is used every day.
Different forms of writing include letters, print, words, sentences, and
drawing pictures.
TTW read the “I can” statement to the class.
3 *Modeling
minutes TTW write the sight word on the board and write the sentence starter.
Point out which letters start at the top of the line and which start at
the bottom (h is at the top and the other letters start at the dotted
middle line).
Remind the students that they will start on the left side of the paper and
move to the right.
30 *Check for Understanding
seconds TTW say, “Give me a thumbs up if you understand what we are supposed
to be working on.
20 *Independent Practice
minutes Centers:
per TSW rewrite the sight words on the guided writing paper. After they have
center written it multiples of times, TSW write down sentences using the sentence
(4 starter, “He said, “When ________?” or “She said, “When_________?”
centers) Students will draw pictures of their sentences.
1 *Closure
minute TTW wrap up the lesson by reminding the students that the new word is on
the word wall for their reference.
Repeat the “I can” statement to the class.