SVP LessonAudra JohnstonGrade: 1SUBJECT AREA: ELA TOPIC: Language

K-12 ACADEMIC CONTENT STANDARDS

Standards:CCSS.ELA-LITERACY.L.1.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CCSS.ELA-LITERACY.L.1.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CCSS.ELA-LITERACY.L.1.2.DUse conventional spelling for words with common spelling patterns and for frequently occurring irregular words.CCSS.ELA-LITERACY.L.1.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.CCSS.ELA-LITERACY.L.1.4.CIdentify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

MATERIALS:

-Pencil-Making Words Worksheet-Baggy of letters (thanksgiving)

My Supplies:-White board marker-Chart paper-Baggy of cut out letters

OBJECTIVES: (TPE 5)LEARNING OUTCOME/GOAL

Students will use a collection of letters to form different words. They will use the letters from the word thanksgiving to make as many words as they can.

OBJECTIVES Students will be able to complete the worksheet

provided to them with 90% accuracy. Students will complete worksheet, be able to discuss and work with students at their group to form words from the letters in a bag and share with the class.

ANTICIPATORY SET (TPE 11)

Today we have a fun project that I want to do with you all. On your desks I have passed out some baggies that have letters already cut out of them. We are going to take all the letters out of the bag and you’re going to work together in your groups and partner pairs to find some words that you have found. They can be small words or big words! So let’s get started.

MODELING I DO

I’m going to use the doc camera to take my letters out of my baggy and shuffle them together. I’ll pick a smaller word like “than” to model for the students on how to make. I’ll put the T out first. Then look at my blends chart and what letters I still have and find the H. Then I will find each letter and sound it out to try to find the word. I’ll be modeling this for my students, but they will probably help me through it also. WE DO (TPE 2)

Together as a class, the students will work in groups to find words out of their baggy of letters. Once they have all had a chance to find as many words as they can, we will come back together as a group and we will work together in forming the words that each group has found and writing them on the chart paper. I’ll have the chart paper in the front of the class so everyone can see it. Then, I will go table to table so everyone has a chance to give me some words.

YOU DO (TPE 4)Students will have time to work individually

during the second step of this lesson when they are finding words. But the bulk of the “you do” independent work will happen after we have found words and written them on the chart paper. I will have passed out the worksheet “Making Words” and students will write the words that they have found and we have found as a class on that sheet of paper with their pencil. They will still have their letters so, if needed they can go back and form the words again.

Or they can look up at the chart to find words that they have found.

CHECKING FOR UNDERSTANDING/MONITORING (TPE 2)There are a few different signals that I can use

during this lesson to check for understanding. There are call/responses like “Got it good” and they say “got it”. Another is “if you know the answer put your thumb by your heart” (used if I do ask them questions about the project, or anything like that). Short flags when they are done with each step will help me see what students are done and ready to move on. During the lesson I will have them put their thumbs up if they have found all the words they can and are ready to move on.

STRUCTURED PRACTICE (corrective feedback)While students are working in groups and pairs

(whatever they find easiest or best for themselves) I will be walking around and assisting students that still need help. Students might have trouble forming the words and knowing how pliable the letters are and they don’t need to stay in a certain order. So that is something that I’ll talk about during the modeling step, but also in the structured practice step as well.

WE DO (Again)We will go through as a class and make the

words together that they have found. This means that the groups will tell me what words they have found, and then as a class I will model on the doc camera making each word that they are making at their own desks and then I’ll be writing on the chart paper.

CLOSURE“So we’ve gone through as a small groups and

then as a class finding the words and talking about how we’ve formed them and written them on the chart paper here at the front of the classroom. So now, I’d like you all to take a look at the paper that we’ve passed out to you, and you’re going to write the words that you’ve found on the lines of this page.”

ASSESSMENT PLANThe assessment is taken throughout the lesson

as I walk around to see where students are. I also will be checking for understanding and comprehension as we are going through the words as a class. When I ask them to put their thumbs up if they have found the words we have, I will be assessing who knows it and who does not. Then, as they are talking to a partner I will walk around the room and see what they are saying and how they are explaining what they are finding. Students are expected to be speaking in complete sentences during this portion of the lesson also. Finally, by looking at the papers after they have turned them in will be final assessment. Since there will be a chart at the front of the class where I’ve written the words that they’ve all found, this assessment won’t just be on what they have found, but if they can follow directions and are able to complete what is expected of them—which I know most of them will be!

ADAPTATIONS FOR ENGLISH LEARNERSStudents will have verbal directions, modeling

and examples to follow to see under the doc camera that is projected to the front of the classroom. There are only a few EL students in the classroom, and they

are seated next to students that help them. EL students in this classroom are very efficient and do well with verbal and visual instruction.

ADAPTATIONS FOR SPECIAL EDUCATION STUDENTSThere is one student with dyslexia in the

classroom, and so the verbal directions and visual instructions and example will aid him in finishing and following directions. The goal is for him to do the best to his ability. With the type of instruction and lesson this is, I will have time to stop and aid him if necessary. Check to make sure he knows what to do and clarifying instructions.

ADAPTATIONS FOR ADVANCED STUDENTSThis lesson will allow them also to have endless

possibilities to make words and they’ll probably just end up making more words than the other students during the individual/group times. Then, they will be able to show their knowledge during the time where they are giving us words and when they are writing them down on the Making Words worksheet.