Name _Sherry Kelley_

Title: Short u Sounds and Reading our Writing Like We Read Our Books (From
Small Moments by Lucy Calkins. Pp. 56-66
Grade _1____ Subject Area __Literacy ____Length of lesson _60 min.___
1. NEWMEXICOACADEMICCONTENTSTANDARD(S):

RF.1.2 Demonstrate understanding of spoken words, syllables, and

sounds (phonemes).
W.1.3 Write narratives in which they recount two or more
appropriately sequenced events, include some details regarding
what happened, use temporal words to signal event order, and
provide some sense of closure
W.1.5 With guidance and support from adults, focus on a topic,
respond to questions and suggestions from peers, and add details
to strengthen writing as needed.

2. OBJECTIVE(S):
Objective(s)
Students will spell CVC
words with short u
sounds.
With guidance and
support students will
revise their writing.

What Students will learn

Students will learn to
spell CVC words with
short u sounds.
Students will learn to
read their writing in
order to clarify their
writing.

I Can . . . statement
I can write words with
short u sounds.
I can read my writing
like I read a book.

3. ESSENTIAL QUESTIONS:

How can I spell words that I dont know?

How can I write about a small moment?

4. LESSON SUMMARY:
Students will start this literacy lesson by applying what they have been
learning about the short u sound to spelling CVC words that contain the short u
sound. They will spell short u CVC words, glue them into their notebooks, and
draw a picture that matches the word.
The students have been learning to write personal narratives about small
moments. Today, they will reread one of their stories with the eyes of a reader.
As they read, I want them to fix mistakes that are important to the narrative. At
the end of the session, well hold an authors gallery. Students will look at their
beginning of the year writing and their best writing. Well close by talking about
the ways weve learned to become better writers.

5. RESOURCES:

Short u page.
Literacy notebook
Pencil
Writers Workshop folder with writing in it.
Writing paper.
Conference notes.

6. LESSON COMPONENTS:
a. INTRODUCTION/ READINESS
Show students the short u work page. Each section has u word
patterns. Remind them of the previous work they have done with other short
vowels.
b. DIRECT INSTRUCTION (I DO)
On the interactive white board, demonstrate how to fill out one of
the short u words. Demonstrate how we cut out each section, glue it
on the paper, and draw a picture that matches it. Remind students not
to cut all the way through the middle lines.
c. GUIDED PRACTICE (WE DO)
Lets all do the first word together.
d. INDEPENDENT PRACTICE (YOU DO)
The students have done this activity before, so should be able to
cut and paste their words, independently. I will circulate to offer support
to any students who need help.
e. CLOSURE
Students can go back through their journal to finish any work that
they werent able to, before.
f. ASSESSMENT
Look at students journals to see that they were able to accurately
write short u words.
g. ADAPTATIONS FOR ENGLISH LEARNERS AND STUDENTS
WITH SPECIAL NEEDS
Make sure students know the meaning of the words. Encourage
the students to break up each word into phonemes as they spell the
word.
a. INTRODUCTION/ READINESS

Writing partners watch a classmate reread his writing. Ask

partners to whisper about ways the writer is doing things that kids usually do
during reading time.
Yesterday, I watched C. work on his writing and I thought, Is this
reading time or writing time? C. was doing a ton of stuff that readers do.
Will you and your writing partner team up and watch Cash with me?
Cash will you do the work you did yesterday?
Make a list of the ways that childrens work is similar whether
theyre reading published books or rereading their own writing. (ex looking
at the picture, then read the words, tracking.)
h. DIRECT INSTRUCTION (I DO)
Writers go from being a writer to being a reader. Sometimes they
hear a mess-up and say Oops and fix that part. Demonstrate
with a teacher piece.
i. GUIDED PRACTICE (WE DO)
Have students read a page to their writing partner, with pencil in
hand, to fix any oops parts.
j. INDEPENDENT PRACTICE (YOU DO)
Students go to tables and read their writing with pencil in hand.
Writers,
k. CLOSURE
Authors Gallery: Have students set out their beginning of the year
writing and their best piece of writing. Students take 5-10 minutes (2
minutes at each table, switch with bell) to read fellow authors writing,
looking at how theyve grown.
Gather on the rug. What kind of writer are you? Writers who now write
seed stories about one time. I used all I know about words to help me
spell. I added details. Congratulations Writers!
l. ASSESSMENT
During conferences, work on individual goals.(eg, spelling, adding more
details, focusing on small moment, beginning middle end.)
ADAPTATIONS FOR ENGLISH LEARNERS AND STUDENTS WITH
SPECIAL NEEDS
Each student has individual goals that they are working on.
7. REFLECTION: