Name: Whit Hatton Obs.

#2
Subject Area: Reading Date: 2-12-2024
Time Duration: Literacy centers and small group 1 hour 20 min. 18-minute center Grade: 1st-grade
rotations.
Focus: Great Kindness Challenge, Black History Month, Martin Luther King Jr. Word Work, Small Group
instruction, and center rotations.
Content Standard Alignment: (Please also include the description of the standard, rather than just the “code”)
- RL 1.1: Ask and answer questions about key details in a text.
- RF 1.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
- RF 1.3: Know and apply grade-level phonics and word analysis skills in decoding words.
- SL 1.2: Ask and answer questions about key details in a text read aloud or information presented orally or
through other media.
Lesson Objectives/Instructional Outcomes: (Statements of student learning, not student activity)
- Students should be able to understand onset and rhyme, rhyme recognition, and rhyme production with
the isolated sound of the short vowel /a/.
- Students should be able to use high-frequency words with irregular or advanced phonemes.
- Students should be able to listen to a short vowel word and manipulate a tool to spell it.
- Students should be able to follow along and chorally read a text from their book level with support.
- Students should be able to ask and answer questions about the text they read.
Learning Target: (Usually written as an I can statement)
- I can identify short /a/ vowels
- I can read, recall, and answer questions about the text I just read.
Success Criteria: (How will students demonstrate that they achieved/met the target?)
- Students will use elkonin boxes, letter pop-its, and dry-erase boards to show understanding of the phonics
portion of the lesson.
- Students will be able to read a leveled text as a group using the strategies we have discussed. They will
show me their comprehension by answering and/or asking questions about the text they are reading.
Instructional Materials/Resources: (Please include teacher materials and student materials. If you are using a
book, include the title; if you are using a video/video clip, include the link and/or title)
- Dry-erase boards, markers, and erasers.
- Magnetic letters and tray with elkonin boxes.
- Map It Maps
- Short vowel /a/ reading passages and comprehension questions
- Books for student levels for each group to choose from. (The King School Kids Series)
- Spelling books
- Spelling bins
- Anchor Chart for Martin Luther King Jr’s Dream
- Students Martin Luther King Jr Book in hanging files ( They know where to get these)
- Reader Response Sheet for Black History Month books on Seesaw
- Kindness Heart cut-outs.
- Kindness Mug cutouts
- Chromebooks
- Pencils
- Teaching notes from small group
- Dry erase board and markers
- Reader Speeding Tickets to remind students to slow down, breathe, and pause at periods Stop and think
about what you just read.
Methods and Instructional Strategies
Anticipated Student Misconceptions:
- Short vowel /a/ sounds like long vowel /a/ such as same, plane, cake, bake, lake.
- The high-frequency red words are spelled differently such as said is spelled sed or was is spelled like wus.
 - Students have worked a lot with Martin Luther King Jr readings and discussions but if anyone had missed
any days of school or might not have been focused on the previous work with MLK jr. they might not
understand what his dream was for our nation. ( Having an anchor chart to give support so students can
work independently will help students with any misconceptions.)
Introduction- Anticipatory
Set: (The “Hook”)
Instructional Activities:
(Begin with how you will
inform the students of the
Learning Target for this
lesson. It is recommended
that you write what you
will do step-by-step or as a
numbered or bulleted list,
at least for your first few
lessons. Be sure to include
key questions/ prompts
that you will use)
** When we begin centers everyone is at the carpet area already because of doing
the morning meeting. We go over the activities for the day. I go through each one:
read to self, writing, word work, literacy, and small group. This is the beginning of
the centers. All of the resources are at the center they go to and they are in a
routine to get their spelling books, and computers when we rotate.
This group is more of my direct instruction for phonics and guided reading.
Small Group 1:( Meet twice in rotations, the first meeting is phonics and the second
meeting is reading)
- Phonological Awareness: To warm up we are going to start with onset and
rime. I will for example: say /l/. Say /ab/. What’s the word? (lab)I will use
the following words with the students using hand motions to guide them. I
will give them the sounds and they will tell me the word. Here are the words
I will use:
h/at – hat
m/an – man
t/ap – tap
h/ad – had
- Then we will do rhyme recognition. I will for example: say “​​Do the words
tap and map rhyme?” they will say yes or no This is a practice we have done
before and some have struggled with listening to the end sound to make
sure they rhyme. I will clarify this before starting. Here are the words I will
use:
ran – rat (n)
had - sad (y)
bag - tag (y)
mat – map (n)
- The last part of the warm-up is rhyme production. I will say the the students
for example: “What rhymes with hat?” They will come up with two words
that rhyme with “hat” on their own. These are the words I will use:
tug?
pet?
sip?
gum?
- Group 1 Students will map the words using the Map-It mats and exercises.
Each student will get a map-it map. I will say the word then they will 1. Echo
it 2. Tap it 3. Pop-it 4. Write it 5. Read it. I will be using the red words we are
focusing on in this lesson. They are: said, you, was, by, his. Then we will
introduce our phonetic high-frequency words which are: am, at, can, had,
an, man, and use the same map-it routine.
- Group 1 students will then get dry-erase board and markers. I will dictate a
sentence to them and they will write it then we will review it together,
underline the short vowel /a/, and sound out all the phonemes.
- Group 1 will come back to me at the end of the routine for a reading center
where we whisper read a passage of choice that is focused on the short
vowel /a/ skill we are working on. I will go from student to student at the
table to listen and support their reading. We will answer comprehension
questions that tie to each story and talk about them out loud. As I work with
 the students on their comprehension questions I will ask them some of
these prompts:
“ Can you go back to the text underline where you found that?”
“ How do you know this?”
“ Do you have a pet and if so how do you know what they like to play with?”
“ What kind of books might you see maps in? Think of the type of books we
have been talking about in writing.”
“ If you had a bad day, what cheers you up and why?”
** These are specific questions I connected to the passages I have for them
to read, I made them to help connect the text to themselves.
-
- Read to self: The kindness library has 5 days' worth of books to listen to on
Seesaw. Students will get their Chromebooks, listen to the books, and then
at the center they have a pre-cut heart with a sentence starter. The heart
says “ I am kind because…”. They will write a sentence about how they are
kind and then turn it in. I have made mugs that I have cut out for each
student. I will glue each hears to a mug and I am going to display them in
the hall with a title saying “ Enjoy a cup of first-grade kindness.”

- Writing: The students have been working on a Martin Luther King Jr. book
for the past two weeks. They are going to continue to the page called “
Martin Luther King Jr’s Dream. They will read a passage, then they will write
and illustrate how they will help continue on his dream. I am going to make
an anchor chart paper will sentence starters and the overall idea of Dr.
King's dream to provide support for students when they are working. This
will be hung up in that area.

- Word Work: Students will be working on their week 19 day 1 page in their
spelling book. These spelling books are connected to the Heggerity phonics
that we do at the end of the morning meeting as a whole group. Once they
finish their spelling page, they word work bins they can choose from to work
on for the remaining center time. The students use their “ red” words when
they use the word work bins.

- Literacy: The students will use their chrome books for this center. They have
a large digital library with books on various people of history and the library
is themed around Black History Month. The students will listen to one of the
books and then they will use a read-and-response sheet that goes along
with checking for comprehension.

- Groups 2&3 read from their leveled books bin of the King School Series
books. They get to vote on which book they want to read that day. I wait to
give them the books and do a brief picture walk and talk activity. I ask
questions such as
- “ What do you notice the kids are doing in the picture?”
- “How do you think they are feeling”
- “What might happen…..”
- “Picture yourself as the main character, what would you do?”
- I dont go all the way to the end. I pause and say, “ Before we get to
the end what might you predicate happening based on what we just
talked about?”

- Then we open the book, and use our fingers to follow along as we read. I go
between choral reading and then let each group member read a page. We
are working on comprehension and stamina with these groups so I pause
 between pages and as open-ended questions based on the story we are
reading. Some questions I ask include:

- After we finish reading the center is typically finished and they get to
take them home to read at home as well. The following day before we
move to another book we do a character study or author's purpose
talk together as a small group.

- Group 4 is two groups in one. Two of the students are higher level so
they are reading Junie B. Jone Chapter books with a comprehension
packet. We do a comprehension check-in on Mondays and
Wednesdays. Tuesday, Thursday, and over the weekend they read a
chapter each day independently. The other members of the group on
Mondays and Wednesdays read a leveled text of non-fiction on. On
Tuesdays and Thursdays as a small group do a comprehension sheet
for non-fiction text.

Wrap Up-
Synthesis/Closure:
(What will you briefly do
to “end” the lesson, to
inform your subsequent
instruction, correct any
possible
misunderstandings, and/or
tie up any loose ends. A list
of ideas will be provided)
- When the last center is finished I use a call and response to get students
attention. I reminded them that it was our last center and that if they didn't
get to finish anything they could continue were they left off tomorrow or if
it was something they could take home like the reader response worksheet
they should do so. I remind them they are to make sure all the resources are
cleaned up at the centers, and Chromebooks are to be put back and plugged
in.
** At the end of centers we do have to get ready for lunch.
** We also have Spanish in the middle of centers which is at 10:40.

Transition(s): (How will you move the students from this lesson to the next? Brain Break, GoNoodle break,
bathroom breaks, snack, or just put away materials and get out the materials needed for the next lesson?)
- I set centers up before school starting so they are in place and ready.
- I go over center directions and plans after the morning meeting. Once the Morning meeting is done and
we do Heggerty I pull up the center rotation slides that show who goes where during centers.
- Students have 15-18 min per center depending on workload and if there is any outside task that needs to
be done. Usually, it is 18 min, I use classroomscreen.com to show a timer and a noise level control.
- Students are to stay at their centers till the bell goes off and directions are given to rotate.
- When I am conferencing they are not allowed to come and disturb me and the small group, if they have a
question they are given time before we break into centers to ask them. If they have tech problems we have
certain students who help out and they are the go-to’s during that time. When they have to use the
bathroom only one student at a time can go and they have to use the bathroom chart on the door to let us
know who is gone and who is next.
Differentiation According to Student Needs: (Be certain to consider struggling students, as well as students who
catch on very quickly – be sure to thoughtfully plan learning groups to facilitate learning for all)
- The groups are all leveled and organized based on their DRA testing. These groups are fairly new as they
were all tested in January.
- There is one student who goes to a reading specialist for a portion of centers.
- Group 1 gets two small group meetings because they need more phonics and phonemic awareness
instruction.
- The digital books can be read to the students or they can read them on their own.
- All small group instruction is targeted at the student's needs specifically.
Assessment (Formative and Summative): (This is not necessarily some type of formal assessment, but
how do you plan to check for student understanding? Exit slips, Turn & Talk, Thumbs Up/Thumbs Down,
making rounds around the room are all examples, or consider creating a quick quiz using Plickers, Kahoot,
or Socrative. In addition, how will you document your findings?)
- Small groups are assessed using comprehension tools like open-ended questioning to elicit student
thinking and understanding.
- I use small group conferencing sheets which I note as we go and keep track of data.
- I use the phonics tools to have students show understanding of the skill we are focusing on.
- In the read-to-self center, the heart sentence is an informal assessment to see if they understand what is
kindness and how they see that within themselves.
- The reader response sheet is a form of informal assessment to hold accountability but also to check for
understanding of what they are taking in from the books they are listening to.
- I plan on looking at the students spelling books this week to check for skill understanding that is targeted
but also accountability.
Personal reflection on the lesson:
(Be thinking about questions you will ask yourself after you teach the lesson. There is no need to type out
your reflection – you are welcome to simply write your reflections at the bottom of your lesson plan)
- Were the centers effective in getting students engaged with the content?
- How could I re-format these centers to vear away from “busy work” and have it be more
productive learning?
- Are the resources I am using for small groups pushing the students and giving them all high
standards so I do not diminish their abilities?