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Lesson Plan 1
Lesson Title: Language Centres/Reading Groups Grade: 1 Date: Monday-Friday
Subject/Strand: Language Unit: Reading/Writing/Oral Location: Classroom Time:
120 minutes

(length in minutes):

60-

Lesson Plan Description

(What are you teaching? How does it fit into the context of the unit? What are the big
ideas/essential/enduring understandings?)

Students will be doing their routine weekly centres. Students have been doing their centres since the beginning
of September. Students all have designated group centres that they go to for a listening activity, writing
activity, reading activity or an oral activity.
CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations

(numbers from documents and details)

Oral

2. use speaking skills and strategies appropriately to communicate with different audiences
for a variety of purposes;
Reading
3. use knowledge of words and cueing systems to read fluently;
Writing

3. use editing, proofreading, and publishing skills and strategies, and knowledge of language
conventions, to correct errors, refine expression, and present their work effectively;
Ontario Curricular Specific Expectations

(numbers from documents and details) selected & listed from the Ont.
Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3), have
expectations that match assessment

Interactive Strategies: Oral

2.2 demonstrate an understanding of appropriate speaking behaviour in a few different situations, including
paired sharing and small- and large group discussions (e.g., give other group members an opportunity to
speak; respond positively to the contributions of others; stay on topic and speak to the point)
Reading Unfamiliar Words: Reading
3.2 predict the meaning of and solve unfamiliar words using different types of cues, including:
semantic (meaning) cues (e.g., familiar words, phrases, sentences, and visuals that activate existing
knowledge of oral and written language);
syntactic (language structure) cues (e.g., predictable word order, predictable language patterns,
punctuation);
graphophonic (phonological and graphic) cues (e.g., blending and segmenting
of individual sounds in words; visual features of words such as shape and orientation; sound-letter
relationships for initial, final, and medial
sounds; onset and rime; common spelling patterns; words within words) Teacher prompt (for cross-checking of
cues): It looks right and sounds right, but does it make sense?
Spelling Familiar Words
3.1 spell some high-frequency words correctly (e.g., words from their oral vocabulary, the class word wall, and
shared-, guided-, and independent-reading texts)

Learning Goals

Discuss with students: What will I be learning today? (clearly identify what students are expected to know
and be able to do, in language that students can readily understand.)

Today I will learn

How to spell new words
How to read unfamiliar words
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ASSESSMENT and EVALUATION

Success Criteria

Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria
to assess students learning, as well as what evidence of learning students will provide to demonstrate their knowledge, skills and
thinking, in language that students can readily understand).

I know that through repetition and copying of words I can extend my vocabulary
I can: read unfamiliar words but reading them in chunks
I can:
Assessment

How will I know students have learned what I intended?

Achievement Chart Categories (highlight/circle the ones that apply):

Knowledge and Understanding;

Thinking;

Communication;

Application
Assessment For, As, Of Learning (Circle One)
Assessment Mode
Written, Oral, Performance
(Write, Say, Do)

Students will be assessed

in a variety of ways as
there are different modes
of assessment for each
centre. For the spelling
and poetry and journal
students will assessed in a
written format. How neat
their writing is, have they
spelled everything
correctly? Used finger
spaces? Are their poems in
the correct order?
Students will be assessed
orally in the reading
centre. How well can they
pronounce each word?

(Describe way(s) you and/or your students will assess.)

Assessment Strategy and Task

for Students- What are the students

Assessment Tool - Instrument used to

assess task and record learning e.g.,

doing to show their learning? e.g. turn and

talk, role play/individual, cooperative, etc.

rubric, checklist, observation sheet, turn/talk, role play

etc.

The task for students in these centres is

to further their language skills in written,
oral, reading and listening. Students will
be gaining knowledge tips and be
practicing each of these intelligences and
will be demonstrating their knowledge
through each of these activities. By
rotating through these activities students
will have the chance to improve in each
of these skills. Students will be working
individually in each of these centres, all
but the listening centre. Students have
books for each individual centre and will
complete individually the written
assessment that will be submitted to the
instructor. The oral and reading
component will be assessed by the
instructor at the horseshoe table.

The assessment tool that the instructor will be

using will be a a rubric type checklist. Students
have been working on finger spacing, staying in
the lines, word size as well as spelling. The
teacher will give feedback on all of the written
forms. Students know they will range from a level
1- 4 (this is shows on their learning mountain).
There are various forms of anchor charts around
the room for the students to show the difference
between level 1 and level 4 work and how they
can improve. At the read with teacher station,
the instructor will have an observation sheet
noting how the students are reading, what they
are reading a well as how they are reading.

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have
* Students have been working on 3 letter words
* students have been writing senate in journals
* students have been reading certain levelled books

Differentiation: Content, Process, Product, Environment, Assessment/Accommodations,

Modifications
Ellie an ESL student will only be able to read certain books and will only be able to say some words to explain her
knowledge
Enoch will need you to write his words for him and he will trace them
Students are all at different levels and have a book designed for them
Caiden and Simon will use the help of the EA with cutting for poetry as they have trouble with fine motor skills.
Finishers will do bubble letters around all their letters or they may silent read at their desk

Lakehead University Orillia, 09 02 15

Learning Skills/Work Habits

Highlight/circle ones that are assessed:

self-regulation

collaboration,

initiative,

Vocabulary

(for word wall and/or to develop schema)

responsibility,

organization,

independent work,

Resources and Materials /Technology Integration

List ALL items necessary for delivery of the lesson. Include any
attachments of student worksheets used and teacher support material that will support communication of instruction. Include the use
of Information Technology (ICT) in your lesson plan where appropriate.

Students booklets
Students books
CD player
CDs accompanying book
markers
observation sheet
pen
words of the week
poetry chart paper

Learning Environment

(grouping; transitions; physical set up)

Students will be within their designated groups for the remainder of the period. The listening group will be in the
listening centre on the carpet, the read with teacher group will be at the harsh table, the spelling, poetry and journal
group will be at their desks with their group.
Cross Curricular Links
Three Part Lesson
Identify what the students are expected to think about or do. Write the lesson description with
enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do:

What Students do:

Minds on: Motivational Hook/engagement /Introduction (5-15 min)

Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide
lesson.
2 minutes

Students will be on the carpet as they have just

finished their activity from their story.
Ok boys and girls we are going to get ready for our
learning centres

Volunteers had out booklets to designated groups

I am going to call our everyones name and let you

know what centre you need to be in
Can I have some volunteers hand out the booklets for
my centres

Students move by groups to go to their groups

Teacher calls students by group and lets them know

where they need to go.
Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning.

Lakehead University Orillia, 09 02 15

50 minutes
Centres
Reading with teacher
-students have their designated books that they
read aloud to the teacher.
-the teacher will record how well students are
able to read their books, what types of strategies
they are using to figure out their words.
-Do they need to move on? Will they need more
work with their Saganaska sounds?
Listening Centres

-students will be reading along with the CD version of

the book
-if students finish early they are to read another book
and read aloud together
Journal Entry
-Students will be writing to the journal prompt: My
favourite book is.
-students who finish early are to draw a picture to go
with their journal write-up
Poetry
-students will be cutting out the poem that is mixed up
with its verses. Students must cut each of these lines
out and follow along with with the lamented poem that
is on the board and paste them in the correct order.

Students will be working within their centres for the

remainder of the 50 minutes. If all students are finished
they will switch groups if there is time, if not finishers
will read silently at their desks.

Spelling
Students will be spelling 4 words into they spelling
books that are on the board
-they are to write these words out 4 times
-if students are finished they are to write these words
in bubble letters, dotted lines etc.
-words of the week:
each, teach, beach, peach
-students will then be asked to underline the Saganaska
sound within these words
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.
3 minutes

Students will hand in their work as an exit slip in the

done bin

Students will hand their items into the done bin and
clean up their centres.

Ok class, it is time to hand in all your work and get

ready to recess
I need everyone to line up at the door so that
everyone can head to the washroom to wash their
hands.

Students will line up at the front door and get ready to

wash their hands for snack

Extension Activities/Next Steps (where will this lesson lead to next)

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Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:
The Teacher:

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Lakehead University Orillia, 09 02 15

Lakehead University Orillia, 09 02 15

Lakehead University Orillia, 09 02 15

Lakehead University Orillia, 09 02 15