Rachel Crozier

Shared Reading of George and Martha

3/30/16
Content Standards
CCSS.ELA-LITERACY.RF.1.3.C
Know final -e and common vowel team conventions for representing long vowel sounds.
CCSS.ELA-LITERACY.RF.1.3.G
Recognize and read grade-appropriate irregularly spelled words.
CCSS.ELA-LITERACY.RF.1.4.B
Read grade-level text orally with accuracy, appropriate rate, and expression on successive
readings.
Lesson Context
At this point in our Fundations lessons, my students needed to practice finding these phonics
strategies in an authentic story, as a full group, and with a text that we had already read several
times. Therefore, I integrated our phonics lessons in to a Shared Reading. A Shared Reading is a
portion of a balanced literacy program; it is one component of teaching students how to read and
write. It is a full group reading practice, which allows the full class and teacher to share a text
together, and focus on one particular literacy aspect each day. When I select a shared reading for
the week, I consider the phonics lessons for the week, the text structures and details that
correspond with our writers workshop, and the themes and characters that overlap with our
readers workshop. This lesson reinforces their identification and decoding of r-controlled
vowel, vowel teams, and V-E silent E patterns by successive, focused readings of a specific
passage.
Learners Background
My first grade students have been actively learning about a variety of phonetic rules, ways to
read and spell words, and integrating the phonics rules into their own reading. We had been
learning about the differences in sounds between ar/er/ir/ur/or which we fondly refer to as the
r-controlled vowels. This terminology is used because the r affects the sound that the vowel
makes. Therefore, the vowel is controlled by the r. We had been reading, writing, and spelling
words with vowel teams, such as ea and ee, which are pairs of vowels that accompany each
other to make a unique sound. Lastly, we had just learned the concept of a silent E, and a Vowel
Consonant E (V-E) word. My students have been learning how to identify, read, spell, and mark
(a Wilson Fundations procedure) V-E words, and they were finding the application into their own
reading to be fluid and logical.
Student Learning Objective

To identify and decode words on a page of fictional text by their r-controlled vowels,
vowel teams, and V-E silent E spelling patterns.
To re-read, in succession, with expression and appropriate emotion.

Assessment

Students will actively participate in large group discussion and partnership conversations
regarding their findings in the shared reading text. Students will answers probing
questions that begin with Why(is that a vowel team?) etc. to deepen their
comprehension of phonics.
Students will demonstrate ability to identify and decode words with the focused phonics
rules stated above by writing words that they find on wipe-off boards; this is done prior to
their sharing with the full group. These will be monitored by the teacher.

Materials
George and Martha by James Marshall one or two pages that are full of instructional-level
decoding words for the majority of students. This page must be selected during the
planning of the lesson to ensure it contains the phonetic devices being assessed.
Smart Board and Document Camera
Wipe-off Boards and Expo markers
Long-term reading partners
Key Concepts/Vocabulary
R-Controlled Vowels
Vowel Teams
Vowel-Consonant-E spelling pattern
Re-reading with a purpose, and with expression
Initiation
Gather students in a front of the Smart Board, sitting beside their reading partner. Prompt partner
conversations by asking them Can you explain to your partner what an R-Controlled Vowel is,
or give an example? What is a vowel team? What is a Vowel-Consonant-E spelling? Ask
students to share out their ideas. Ask students to share their ideas about what the jobs of a reader
are these answers will undoubtedly vary, but are meant to spark the learning that theyve been
practicing the whole year. Lead students to the concept of re-reading with a purpose, and explain
to them that the group is going to use their knowledge of phonics and re-reading to find as many
phonics rules in the text as possible. Explain that each time they re-read, theyll be looking for a
new phonetic device; theyll also have a secret signal to signal that theyve found a particular
phonics rule in a word. Hand out Wipe-Off Boards and Expo Markers explain that these are to
write down the words that they identify.
Development

R-Controlled Vowels: secret signal is placing the pointer finger on shoulder. Read
passage as a whole group. Ask, can you find any examples of words that are spelled
with an r-controlled vowel? Write them down, and show me the secret signal when you
are ready to share with the full group. While students share findings, invite them to join
you at the Smart Board to circle the word, and model the tapping and blending of that

word (Fundations routine). Extend their thinking by asking, why is this an r-controlled
vowel? and what if there was no r?
Vowel Teams: secret signal is tapping nose. Re-read with added expression of character
voices and emotion, searching for vowel teams within words. Ask, can you find any
examples of words with vowel teams, that making the long vowel sound? Write them
down, and show me the secret signal when you are ready to share with the full group.
While students share findings, invite them to join you at the Smart Board to circle the
word, and model the tapping and blending of that word (Fundations routine). Extend
their thinking by asking, why is this a vowel team? and what if there was only one
vowel? and is this a long or short vowel sound? Why? etc.
V-E silent E: secret signal is the chin stroke (stroking chin to emote thoughtfulness
add some humor! what are you so silent, E??) Following the same format as the
previous two readings, re-read the text with the final focus of V-E words. Students will
write down their findings on their wipe-off boards; encourage them to mark the words
as they have learned to do in their Fundations lessons. Invite students to share their
examples when they show the secret signal by circling and marking words on the smart
board for whole class. Extend their thinking by strategic questioning, such as why do
we call this a silent E? and If you can spell this word, can you spell ___? and is this
a long or short vowel sound?

Closure
Ask students to show their knowledge by writing an example of each type of word (r-controlled,
vowel team, and silent E) from the text, or to create a new word, on their wipe-off boards.
Students will read their words to their reading partner.
Differentiation
Which students do you anticipate may struggle with the content/learning objectives of this
lesson?
Student
name

Evidence that the student

needs differentiated
instruction

How will you differentiate instruction in this lesson to

support student learning?

Sofia

Tier 2 Reading Instruction

One-on-one conference during wipe-off board usage;

asking Sofia to identify just one word and ask her to
explain the sound. Remind Sofia to use the tools in
the room to help her with decoding sounds.
Encourage her to participate in full group discussion.

Adi

Has an IEP

During independent wipe-off board usage, confer

with Adi and re-teach the phonics rule being used.
Ask him to tap and blend one particular word,
reinforcing the decoding strategy.

Which students will need opportunities for enrichment/higher level of challenge?

Student
name

Evidence that the student

needs differentiated
instruction

How will you differentiate instruction in this lesson

to support student learning?

Akshay

Consistently receives
100% on phonics
assessments, is able to
explain how the phonics
rules function within words

Allow Akshay to teach classmates and partner the

function of a phonics rule; during strategic
questioning, invite Akshay to explain a concept in
Akshays own words. Encourage Akshay to
manipulate words and invent his own.

Catalina

Utilizes decoding strategies

automatically, correctly,
and is cognizant of
strategies that work and
dont work in a situation.

Ask Catalina to explain her thought process to

partner, and to whole group; use Catalinas ideas as a
basis for whole group re-stating and creation of
definitions. Extend her learning by posing what if
questions that create new linguistic situations.