First Grade Lesson Plan Open Court Reading: Unit 4 Lesson 1 Preparing to Read: Word Knowledge, Phonics and

Fluency (Green Band) MSC Indicator: 1.B.1.a. and b. Objective: Students will begin to associate sounds with letters by using oral blending skills Lesson Objective(s): Students will be able to demonstrate basic knowledge of one-to-one letter-sound correspondence. Students will be able to produce the sound for each consonant sound. Students will be able to begin to associate sounds with letters by using oral blending skills. Review: Previously learned sound/spellings and sight words Procedure: Teacher will use the following Reading Foundational Skills as outlined in the Preparing to Read (Green Band): Warming Up (located on page T22): Sound Card Review; Wonder Word Game, Segmenting Sounds Phonics (T23): Review Short Vowel Sounds; Blending Phonics Skills (Student book pgs 84-85) Dictation (T25) Reading a Decodable Book (T26): Book 50: Chirp and Scat High frequency words: been, could, live, very Responding: With whom did Chirp and Scat live? Who did not like Scat very well? Who spends time with his best pal, Scat, by the end of the story? Differentiated Instruction: Teacher directed: Preteach words in activities Review sound/spelling Intervention Guide pg. 108 Review blending Reteach: Phonics skills pg 84-85 Reread decodable book 50-52 Independent activities: Challenge: Phonics skills pg 47 Partner read decodable book Review high frequency flash cards Summary/Assessment: Students will be able to demonstrate basic knowledge of one-to-one letter-sound correspondence. Students will be able to produce the sound for each consonant sound. Students will be able to begin to associate sounds with letters by using oral blending skills. Students will be able to read words in decodable story. Language Arts: Word Analysis, English Language Conventions, Spelling, Writing Process

Strategies, Grammar Usage and Conventions (Blue Band)

Objective: Word Analysis: Classification MSC: 1.D.2.a Obj: Students will develop an understanding of words by sorting words into categories. Teach: explain that many words are names of things that are part of a group. Write the word Animals as a column heading on the board and write the words cat and sparrows under it. Ask the students to tell you other kinds of animals that were named in Wake Up, City! As you write them under the heading. Guided Practice: explain that Wake Up, City! Also named different people who live and work in a neighborhood, such as police officers. Write Neighborhood People as a column heading on the board, and write police officers under the heading. Have the students tell you other Neighborhood People words they remember from reading the selection as you write them under the heading and ask students other words they know for this category. Close by having students draw a picture of a worker they have seen in their neighborhood and writing a sentence about it. Writing Process Strategies: Invitation MSC: 4.A.2.a Obj: Students will compose a list by identifying ideas for invitations. Teach: Introduce invitations, a form of personal writing, by reading Language Arts Big Book page 42. Teacher Model: I want to write an invitation to some people in the neighborhood to come and talk with the class about their jobs. I'll think of someone who does work that helps us. Teach: have the students suggest different reasons for sending invitations as you write them on the board. Discuss with students the kinds or information the reader will need to know to attend each type of event. Guide students to understand that all invitations must include certain pieces of information. Guided Practice: have the students write ideas for invitations that appeal to them. English Language Conventions: Capitalization MSC: 5.C.2.d Obj: Students will apply the conventions of Standard English by using capitalization in writing. Teach: explain that capital letters help readers know the important words. Review the use of capital letters in names, the pronoun I, cities, and states that students learned in Unit 1. explain that months and days are also important words and need to start with capital letters. Capital letters begin the first word of a sentence, the special names of people, places, and things, the word I, days of the week, and months of the year. Write some months and days on the board, showing students that the first letter of each word begins with a capital letter. Use Language Arts Big Book page 153-154 for examples of rules for capitalization, concentrating on months and days. Guided Practice: use Comprehension and Language Arts Skills pages 46 and 47 to practice proofreading for proper capitalization of months and days.