Professional Documents
Culture Documents
Francesca Lipari
Date Teaching: Tuesday, November 22, 9:10-9:55am
READINESS
Big Idea: Little parts make up big pictures
I.
Goals/Objectives/Standard(s)
A.
Goal(s) Students will see and understand a cross-curricular theme of how small
components make up bigger pictures
B.
Objective(s)After participating in a guided reading lesson, students will make connections
between the selected text and their own lives (text-to-self connections)
C.
Standard(s):
Guided Reading: 1.RL.1 With support, read and comprehend literature that is grade-level appropriate.
Seat Work: 1.RF.4.1 Use letter-sound knowledge of single consonants (hard and soft sounds), short and
long vowels, consonant blends and digraphs, vowel teams (e.g., ai) and digraphs, and r-controlled
vowels to decode phonetically regular words (e.g., cat, go, black, boat, her), independent of context.
Write the Room: 1.RF.4.4 Recognize and read common and irregularly spelled high-frequency words by
sight (e.g., have, said).
Technology: 1.RF.5 Orally read grade-level appropriate or higher texts smoothly and accurately, with
expression that connotes comprehension at the independent level. (Rationale: Research shows that
students fluency improves when they listen to fluent reading aloud).
II.
III.
Materials
Turkey book for anticipatory set
c.
IV.
Students: I will not leave the guided reading groups because these lower level groups
need my support more than the higher groups. If students are not on-task at other
stations, they will have to do tasks by themselves at their desks as opposed to
participating at the stations. I will use a timer at all stations so that students can see
how much time they have left, and will notice when it is time to move on.
Anticipatory Set- I heard that you all have been reading this book about a turkey that is
trying to avoid getting eaten for Thanksgiving. Did you all like this book? The turkey
dressed up as a horse and all of these other animals, but just because the turkey dressed
up as a horse, did that make him a horse? That reminds me of a time when I dressed up as
something other than Ms. Lipari. This was my Halloween costume when I was little (show
picture). Does someone have a guess about what I was? Yes- I was a pumpkin. Just because
I was dressed as a pumpkin, did that make me a pumpkin? What I just did was I connected
something that I read to something in my real life. That is called a text-to-self connection,
and that is what we will be learning about today.
Purpose: We make connections as we read because it helps us understand what we read
better, and it is so much more fun when we can connect with what we read. Like I had a lot
more fun when I read this book, because I got to think about all of the funny costumes I
wore as a kid.
V.
The part of this book I connected with the most was when the turkey pretended to be another
animal by dressing up as something he wasnt. When I read that, I thought about my own
experience when I dressed up as a pumpkin, even though I am not a pumpkin. Has anyone
else dressed up as something other than a person?
VI.
This part of the story reminded me of something in my life. That is what a self-to-text
connection means. Everyone say text-to-self connection. When something that you read
reminds you of something from your life. When you are at the teacher table today, we will be
talking more about making these connections.
Workstations:
Seat Work: Students will practice the previous skill of recognizing and writing consonant
blends with the attached sheets
Technology: Students will listen to and read audiobooks through Epic! in order to have
comprehension practice and build fluency
Write Around the Room: Students will practice recognizing and writing sight words using a
write around the room activity. The recording sheet students will be using and
examples of sight word cards that will be around the room are attached.
Group
Time
Book Title
Members
Names
have been
removed
Names
have been
removed
Names
have been
removed
Names
have been
removed
Red
Blue
YellowNOT
OBSERVED
GreenNOT
OBSERVED
9:25-9:40
9:40-9:55
Blue, Blue,
Blue (Level
A)
Its Raining
(Level B)
9:55-10:10
Games
(Level C)
10:10-10:25
Going
Places
(Level I)
Look at the pictures on the cover of this book. What do they all
have in common? Yes, they are all blue! This story is going to
be about things that are blue.
2.
We are going to read this book to find out what blue things the
boy has.
3.
5.
Responding
4.
When I say bl- in the word blue, what letters do you hear?
Yes, you hear the letters b and l. (The students already know
this blend- so I do not need to go into more detail here). Blue,
starts with the blend bl. The title of this book is called Blue,
Blue, Blue.
Exploring
Applying
If time, go back and ask kids to search for words they know
and read them to me.
When you read or listen to books on the computers, try to make connections between what you read and your
own life, especially when you are having a hard time understanding it. Making connections will help you
understand what you read better, and it makes reading a lot more fun.
Prereading
This is the word its. This word is a shorter version of the
words it is. Have the words it is glued to the top of a
piece of construction paper. Also have strips of paper with
it is . Students will cut and paste what they need to from
their strips of paper to make the contraction of it is,
which will be its.
If I cover up -ing in this word, what word do you see?
Right, this is the word rain. Now what sound does -ing
make. So when we put rain and -ing together, what
word does that make? This book is called Its Raining
2.
Reading: There are too few pages/words in this text to
chunk it
Read this book and see if you can make a text-to-self connection.
After you read, I am going to ask you if anything you read reminded
you of an experience you had.
4.
Applying
When you read or listen to books on the computers, try to make connections between what
you read and your own life, especially when you are having a hard time understanding it.
Making connections will help you understand what you read better, and it makes reading a lot
more fun.
(ACEI 3.3)
VII. Check for understanding. Informal observation and listening as students read, respond to
prompts, and make text-to-self connections during guided reading. There will be more formal
assessment of review content at other stations.
Does someone want to share a text-to-self connection they made while they were at
the teacher table today?
Do you remember when we did tally charts? Show me with your fingers about how big
a tally mark is. Tally marks are tiny, but when we put them together in a chart, they
show important information.
Do you remember when we built cars? The tiny building pieces we used do not do
much on their own, but when we put them together to build something, they are
super awesome.
How about when we do reading exercises? What are the little things that make up
words? (letters of the alphabet). Letters do not do too much on their own, but when
you put them together to make words, they share stories with us.
The theme of all of these lessons together is the idea that little parts make up big
pictures. But what does that mean for us? If all of you were little parts, you help make
up the big picture of your families. Your family would not be complete without you.
Another example would be that all of you together make up the big picture of our
class. We need each of you to make up our class. Just like little tally marks, building
materials, and letters, each of you is very important to make something great.