Using Communication in a Variety of Ways
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1 Using Communication in a Variety of Ways First Grade Daily Lesson 1.2A 1.3Ai,Aii,B,D 1.22A,Bi,E TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS TEKS Ongoing TEKS 1.8A 1.1E 1.12A 1.1A 1.17A,B 1.20B 1.21A 1.22A,Bi Key Understandings and Guiding Questions Awareness of sound structure of a spoken word supports the development of word reading, comprehension, and spelling. Letters and letter combinations represent sounds. How do you know when words rhyme? Awareness of sound structure of a spoken word supports the development of word reading, comprehension, and spelling. How do authors use rhythm and rhyme? Understanding that print is associated with spoken language supports the development of word recognition and enhances oral and written communication. Why is it important to read the words in a certain order? Writers use personal experiences to develop stories which they communicate with others. How can I use my personal experiences to tell a story? Vocabulary of Instruction Rhyme Rhythm Rhyme Materials Plastic letters i, t, p, n, s (1 set per student) Ball (1) Sentence strip (20-30) Pocket chart (4) Pointer (4) Box or basket (1 per table) Collection of emergent level text containing pictures and words (2+ per student) Attachments and Resources Teacher Resource: Letter- Sound Introduction Routine-First Grade Teacher Resource: Letter- Sound Deck Routine Teacher Resource: Word Wall-New Words Routine 2010, TESCCC 08/05/10 Page 1 of 7
2 Advance Preparation 2. Refer to the following Teacher Resources: Letter- Sound Introduction Routine-First Grade, Letter-Sound Deck Routine, and Word Wall- New Words Routine. 3. Prepare sets of plastic letters for each student containing the letters i, t, p, n, s. 2. Choose four nursery rhymes to practice during Daily Lessons 6-8. Display them in such a way that all students can clearly see the text. (Possible resource for printable nursery rhymes: _rhymes.htm) 2. Students will need to access their drawings from Daily Lesson Prepare to demonstrate writing 1-3 sentences about the modeled drawing based on a memory of the special person, place or thing from Daily Lesson Select the words to be reviewed from the Word Wall and choose a Word Wall Practice Activity. 3. Write each phrase or sentence of the selected nursery rhymes on individual sentence strips. 4. Print a copy of one of the nursery rhymes for students to illustrate. (optional) Background Information Teacher Notes Phonological awareness is an important skill even in first grade. Students need practice to hear the differences in sounds and words. Rhyming is one part of phonological awareness. Students should understand what a rhyming word is and be able to generate rhyming words. This practice can be done in fun, playful ways. Daily Lessons 6-8 include a variety of ways to practice with rhyming words in isolation In this Daily Lesson, students will write sentences to match their drawing from Daily Lesson 2010, TESCCC 08/05/10 Page 2 of 7
3 (phonological practice at the sound level), connecting rhyming words to print, and enjoying rhyming words through books, poems and songs. 5. Determine which students will need more support in getting their ideas into words. This may includes support in stretching out words and using an alphabet chart or it could be that some students need to dictate their sentence to an adult. Refer to Daily Lesson 2 for information related to teaching handwriting. 2010, TESCCC 08/05/10 Page 3 of 7
4 Mini Lesson Suggested Duration: min. Suggested Duration: min. Suggested Duration: 2-3 min. Suggested Duration: 10 min. Content Objective: Students understand the relationship between letters and sound. Students generate rhyming words when given a key word. 1. Follow the Letter-Sound Introduction Routine-First Grade to introduce the letter S. Suggested words for phonological practice include: sandals, seven, sock, sun, six, seal, sack, sad, sunflower, sit. 2. For the Build Words Activity, distribute the plastic letters i, t, p, n, and s to each student. Say the word. Students echo then build the word with the plastic letters. The following words can be made using previously introduced letters: sit, sip, pit, pits, snip, spin, spit, tip, tips. 3. Review all previously introduced letter-sounds using the Letter-Sound Deck Routine. 4. Practice 2-3 words from the Word Wall using the Word Wall - Review Words Routine followed by a selected Word Wall practice activity to build, read, and/or write the new words. (see Content Objective: Students use rhythm and rhyme in nursery rhymes. 1. Display one of the selected nursery rhymes. Read it aloud to the class. Echo Read each line. 2. Explain that a nursery rhyme has a beat, or rhythm, to it. Read the nursery rhyme again exaggerating the rhythm. Talk about how the rhythm is like a song. 3. Show students one of the rhyming words. Ask if they can find other words that rhyme. Brainstorm other real words that rhyme with the selected word. 4. Repeat steps 1-3 with the other three nursery rhymes. 5. Show students one nursery rhyme on sentence strips. Demonstrate how to say the nursery rhyme slowly and find the corresponding sentence strip. Place the strips in order on the pocket chart. When finished, use the pointer and repeat the nursery rhyme to check to see if it is in the correct order. Content Objective: Students selfselect texts for Independent Reading and demonstrate emerging proficiency with print concepts by tracking the words from top to bottom and left to right with return sweep. 1. Review the expectations for independent reading that have been taught thus far. 2. Reassure students that even if they are not able to read many books independently, independent reading time is a great time to practice the things that they have learned. 3. Show the first page of a book and review how to find the first word and track top to bottom and left to right with return sweep. Tell students to practice reading top to bottom, left to right with return sweep while they are reading their independent book. Content Objective: Students write a first draft based on a personal experience. Students use phonological knowledge to match sounds to letters as they spell CVC words. 1. Continue the routine for practicing handwriting. Model correct formation of the letter of the day. Students practice the letter using correct letter formation. 2. Display the chart titled Nouns from Daily Lesson 5 along with the ideas that were generated. 3. Remind students that writers think about their personal memories and experiences to decide what to write about. 4. Display the modeled drawing from Daily Lesson 5. Model retelling the story of the personal experience of memory in 1-3 complete sentences. 5. Repeat the first (or only) sentence. Draw a line for each word in the sentence. Tell students that the words in the sentence can be written down to tell the story. Ask a student to count the number of words in the first sentence. 2010, TESCCC 08/05/10 Page 4 of 7
5 Organizer page for possible resources) 5. Tell students that they will practice making words that rhyme. Ask: What does rhyme mean? How do you know when words rhyme? Discuss responses. 6. Model writing each word in the sentence. Tell students that words include letters in a certain order. Explain that they don t have to know all the words they want to write, but if they know how to spell a word, they should spell it right. If they don t know how to spell a word, they should stretch it out and listen for the sounds then match the sounds with the letter. 7. Model stretching out 1-3 CVC words included in the modeled sentence. Continue steps 4-6 if there is more than one sentence. 8. After the story is written, tell students that writers always reread their story to make sure it is says the right words. Learning Applications Suggested Duration: min. 1. Remind students that words rhyme when the vowel part (the vowel and ending consonant or consonant blend) sounds the same. The beginning part of the word is different. 2. Explain that many words that rhyme are part of a word family and are spelled the same at Suggested Duration: 15 min. 1. Divide students into four groups. Explain that they will work together to put the nursery rhyme in order as demonstrated. 2. Groups rotate through all four pocket charts and complete each nursery rhyme. 3. If time allows, students can Suggested Duration: 3-5 min. 1. Students select a book from the browsing box on their table that sparks their interest. 2. Students explore the book independently by looking at the pictures, pointing to the words and/or reading the book, depending on their level of reading proficiency. Suggested Duration: 15 min. 1. Distribute student pictures from Daily Lesson 5. Students retell their story in complete sentences (not single words) to a partner. 2. Students begin to write a sentence or sentences that go with their story. 3. Monitor and provide 2010, TESCCC 08/05/10 Page 5 of 7
6 the end (for example: sit, spit). Sometimes words can sound the same at the end but be spelled using different letters (for example: beat, feet). illustrate one of the nursery rhymes. Students practice reading top to bottom, left to right with return sweep. assistance to those who need support stretching out words and possibly even need to dictate the sentence to an adult. 3. Seat students in a circle and play a game of Roll the Ball. To play, say a key word (such as, cake, hat, hill, dog, bug, pan, red, big, top, map, ball, feet, hand, book, jump, back, leg, fun.) and ask students to think of words that rhyme with the key word. Roll the ball to three different students as they give a rhyming word. After the three words have been given, all students repeat the rhyming words aloud. 4. Students reread stories to be sure their story is correct. 4. Display the chart paper with the word sip and make a Rhyme Chart. Ask students to think of real words that end with the sound /ip/. Possible words include: blip, chip, dip, drip, flip, grip, hip, lip, rip, ship, skip, slip, snip, tip, trip, zip. Closure 5. Make other Rhyme Charts as time allows. Suggested Duration: 1-2 min. Engage in Guided Reading and Guided Writing Instruction as Suggested Duration: 2-3 min. Suggested Duration: 2-3 min. Suggested Duration: 5 min. 1. Review the definition of a rhyming word. 1. Read all four nursery rhymes aloud together. 1. Choose 3-4 students to share one page in their book and tell one thing about their book. 1. Students share their stories with a partner. 2010, TESCCC 08/05/10 Page 6 of 7
7 2010, TESCCC 08/05/10 Page 7 of 7
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