Student Teacher: Miss Carr

Mentor Teacher: Mrs. Rush

Grade: 1st
05 March 2019

Tier 2 Literacy: Tiger Time (Vocabulary Expansion)

Standard:
Oral Expression and Listening 1.1: Multiple strategies develop and expand oral vocabulary
 Add drawings or other visual displays to descriptions when appropriate to clarify ideas,
thoughts and feelings. (CCSS: SL.1.).
Oral Expression and Listening 1.3: Identifying and manipulating phonemes in spoken words
allow people to understand the meaning of speech
 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (CCSS:
RF.1.2)

Writing and Composition 3.2: Appropriate spelling, conventions, and grammar are applied
when writing
 Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking. (CCSS: L.1.1)
Number Sense, Properties, and Operations 2.1: Number relations can be used to solve addition
and subtraction problems
 Represent and solve problems involving addition and subtraction. (CCSS:1.0A.1)

Inquiry Questions:
 How would English sound if we used letter sounds the same in every word?
 Why is it important to learn new words?
 How is the meaning of a word demonstrated without speaking?
 How do phonemes (speech sounds) map to graphemes (letters and letter clusters) to
form words?
 What is addition and how is it used?

Learning Target:
 I can use drawings and other visual displays to show the meaning of a new vocabulary
word.
 This means that I can look at a picture and associate with a new vocabulary word I
learned.
 I can understand syllables and phonemes.
 This means I can identify syllables in words and understand vowel teams, bossy “r” and
magic “e”.
 I can use addition to solve problems with numbers.
 This means I can add all the syllables in my vocabulary word and come up with a total
number.
Anticipatory Set:
  Have students tiptoe as slow as a snail to the smart board.
 Inform students that this is vocabulary for the week and it connects to our Stormy
Weather book that we read during whole group literacy.
 Students are engaged in finding vowels, so as a warm-up we will dot vowels and our
challenge is to count the number of syllables.

Procedure
Time: 10:50-11:20/30
Students are coming in from recess and gathering to-do packets with a clipboard and following
directions to get to the smart board. The lesson will either be on the smart board or doc
camera.

 Have students turn to the vocab sentences page.

 Students will dot vowels and count up how many syllables they hear and see
o Remind students that syllables represent vowel sounds, not the vowels that a
present.
 After the quick warm up choose three students to tell you how many syllables were
present. Write the answers towards the side of the board. Do not automatically tell
students how many syllables there are.
 As a class, after introducing each word, you will create a number problem adding
syllables from each word. The correct amount will be shown at the end of the lesson.
 There are six words that will be introduced and dissected throughout the lesson so that
students will understand the phonemes, syllable and different rules involved in hearing
sounds.
 The words are extreme, predict, breeze, commotion, forecast and tranquil
 The following directions is for each word.
o Have students tell you the words as they are numbered. Go in order from 1-6.
o Write the words one by one on the board
o As a group discuss how many vowels are present.
o Discuss the syllables and choose students who are engage and disengaged so
that the whole audience is participating.
o Students will assist in dissecting the words, the teacher is not doing the whole
talking.
o Have students identify the different syllables
o After syllables are identified, discuss the definition, give examples, use vocab
card as a guide.
o Once words are discussed, draw a picture that enhances the understanding of
the words, have students draw their own pictures that will help them remember
the definition for each word
o Students will then participate in partner talk and follow the prompt you provide
which is on the back of the vocab guide.
o Have students divide into A or B.
 o Give 30 seconds to a minute for each partner to discuss.
o To make sure students are active listeners, ask them what their partners
discussed and shared with them.
o As a group, the teacher will write a sentence using the vocabulary, while a
student is telling her what to write.
o Repeat words three times and continue to the next word.
o Repeat steps for all six words.

Example of Vocab Cards that are provided (used as a guide):

  As an exit ticket, have students write 2 sentences using their vocabulary word correctly.
 Teacher will check students’ questions before they can take a brain break before math.
 Have students watch tranquil video on go-noodle to connect the new vocabulary word
with mindfulness.

Assessment:
 Showing numbers (using hands as a way of seeing who is understanding) of phonemes
when phoneme fisting.
 Showing numbers on hands of how many syllables they are hearing/seeing.
 Creating number expressions to add totals of vowels and syllable chunks.
 Partner talk when discussing words
 Writing vocabulary sentences, using the at least one word per sentence correctly.
 Students participate in adding out loud with classmates to find the correct sum of
syllables.