Saito 1

Lesson Plan: Phonics and Vocabulary

Name: Lauren Saito

Grade: First Grade

Date: April 2, 2014 at 8:30 am

April 3, 2014 at 8:30 am

Content Area: (pick one)

Reading in language arts
Reading in content area

Duration: 2 days - 45 minutes each

Materials needed:
Harcourt Trophies Teacher Edition
Miss Saitos Handout (phonics and vocabulary)
Projector
Lined Sentence Strips
Lined Sentence Individual Paper
Computer Paper
EXPO marker
Dry Erase Board
Language Arts Booklet
Pencil Box
Projector (for handout)
Guiding Questions:
Day 1
Can you generate the sound for /ou/ow, ou? (phonics)
Can you identify vocabulary words that fit into sentences?
Day 2
Can you classify/categorize information in a story?
Enduring understanding:
Through guidance from teacher, students can learn new information on the three different
reading components of phonics, vocabulary, and comprehension.
What reading component/s will be the lesson
focus?
letter knowledge
phoneme awareness
phonics (day 1)
fluency
vocabulary (day 1)
comprehension (day 2)

Strategy or skill emphasis:

Phonics (day 1)
Blends sounds into words
Read simple, regular words
Vocabulary (day 1)
Reading words in context
Comprehension (day 2)
Classify and categorize
(comprehension)
Making connections, prior
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knowledge

Purpose of lesson:
The purpose of the phonics lesson is to generate new sounds, blending sounds into words, and
to read simple/regular words through the use of different reading and oral communication
strategies and skills.
The purpose of the vocabulary lesson is to identify/recognize vocabulary words they hear in the
sentence read by the teacher through the use of different reading and oral communication
strategies and skills.
The purpose of comprehension lesson is to classify/categorize information from the story
through the use of different reading and oral communication strategies and skills.
Instructional Approach/Practice:
Teaching reading (phonics, vocabulary, comprehension) in language arts using the Harcourt
Trophies teacher edition basal reading program.
Language modalities to be used in this lesson:
Reading, writing, listening, and speaking.
Critical Thinking Skills
ACEI 3.3-Critical thinking, problem solving and performance
skills.

Remembering
Students will recall and name different
words when generating different
sounds (phonics).
Students will recognize vocabulary
word that fits the sentence (vocab).
Students will recall names of
characters in story and
classify/categorize to understand story
and recall details (comprehension).

Student Engagement Techniques and

Grouping
ACEI 3.4-Active Engagement in Learning

Partner sharing
Side partners
Group collaboration

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DIFFERENTIATION PLAN
ACEI 3.2 Adaptation to diverse students.

Identify type of learner

List type of differentiation

Instructional approach

(ELL, SPED, Accelerated Learners,

Striving learners, 504 students, reading)

(learning environment, content,

process, product, performance task)

(Write the instructional

approach/accommodations that will be
used for these learners)

English Language Learners

and
Striving Learners

Content and Learning

Environment
(phonics)

Phonics:
Students will be given
more time when
generating and blending
the appropriate spelling
and sounds for ou or ow.
If students are having a
difficult time with
blending, I will explain the
sounds in a
understandable way using
different techniques such
as identifying different
sounds with fingers or
clapping aloud.

Content and
Learning Environment
(vocabulary)

Vocabulary:
Students will be given
more time to figure out
the appropriate word that
best fits the sentence.
If students are having a
difficult time figuring out
what word best fits the
sentence, I will enforce
the strategy of using
context clues.

Process and
Learning Environment
(comprehension)

Comprehension:
Students will be given
more time during
classification and
categorization.
Students will be asked
open-ended questions
about what they are
reading to informally test

(Both of these learners have

the same language ability
therefore they can be
grouped together)

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their ability and

understandings to
classify/categorize details
from the story.
Accelerated Learners

Content and Product

(phonics/vocabulary)

Phonics and Vocabulary:

Students will be allowed
to write more words made
up with ow and ou.
Students can think of
synonyms of the
vocabulary word to help
them better understand
the meaning.

Process and
Learning Environment
(phonics/vocabulary)

Content and Process

(comprehension)

Students will be
encouraged to help peers
through partner sharing
and/or group
collaboration when
waiting for everyone else
to finish.

Comprehension:
Students will add more
detail when classifying the
order of the story.
Students will continue to
help peers through
partner sharing and/or
group collaboration.

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1. Standard/Benchmark
(ACEI 2.1-2.4 Content Area Knowledge. List CCSS , HELDS, GLOs)

Phonics (Variant Vowels)

1.RF.3 Reading Foundational: Phonics and Word Recognition
Know and apply grade-level phonics and word analysis skills in decoding words.
a) Know the spelling-sound correspondences for common consonant digraphs (two
letters that represent one sound).
I can distinguish the spelling-sound correspondences for ou and ow.
Vocabulary (Read Words in Context)
1.L.4 Vocabulary Acquisition and Use
a) Use sentence-level context as a clue to the meaning of a word or phrase.
I can use clues from the sentence to find the correct meaning of the word to
complete the sentence.
Comprehension (Classify/Categorize)
1.RL.9 Reading Literature: Integration of Knowledge and Ideas
Compare and contrast the adventures and experience of characters in stories.
I can compare and contrast different experiences in the story to correctly
categorize details.
Phonics, Vocabulary, and Comprehension
1.SL.2 Speaking and Listening: Presentation of Knowledge and Ideas
Ask and answer questions about key details in a text read aloud or information presented orally
or through other media.
I can ask and answer questions that are read aloud to me by my teacher in the text
or presented orally.
2. Assessment Task
(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative assessments to guide and
assess student learning, including criteria)

Phonics:
Students will be generating the sounds of /ow/ow, ou and blend sounds into words with the
support of the teacher. Teacher is providing individual index cards with each letter written on it
so students are able to use it to engage their learning by moving the letters as part of word
building. Students will take notes in their language arts booklet as a formative assessment.
Teacher will ask higher-level questions throughout the lesson as another form of formative
assessment. A summative assessment will be in the form of a checklist and a handout will be
used to assess reading and oral language skills
Vocabulary:
Students will be holding up the vocabulary word they best fit the sentence using their individual
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index cards. Students will write the entire sentence in their reading and writing tablet as a
formative assessment. Teacher will ask higher-level questions throughout the lesson as another
form of formative assessment. A summative assessment will be in the form of a checklist and a
handout will be used to assess reading and oral language skills.
Comprehension:
Students will group similar kinds of details from the story in their table groups. They will write
their sentence in their language arts booklet as a formative assessment. Teacher will ask higherlevel questions throughout the lesson as another form of formative assessment. A summative
assessment will be in the form of a checklist and a handout will be used to assess reading and
oral language skills.
3. Activities/Instructional Strategies
(ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3: Critical thinking, problem
solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI 3.5: Communication to foster learning)

Day 1: Phonics (Formal Observation: (45 minutes)

1. Introduction (1 minute)
a. Gather students to the floor in their appropriate seating area.
b. Introduce and explain what we will be doing today. (Today we will be learning new
sounds: /ou/ow, ou and learning how to blend these sounds into simple words.
Then, we will be doing a vocabulary activity.)
c. Explain benchmarks or I can statements of what students will learn.
I. I can distinguish the spelling-sound correspondences for ou and ow.
(1.RF.3 Reading Foundational: Know the spelling-sound correspondences for
common consonant digraphs.)
d. Ask students if they have any questions and be open to any suggestions/concerns.
2. Building background (10 minutes)
a. Introduce to students the new sounds on the dry erase board: /ou/ow, ou.
b. Say the sound of the variant vowels while writing it on the board.
I. What do you say when you fall down and hurt yourself? OW! But today we
are not going to talk about falling down and hurting ourselves. We will be
talking about the /ou/ow, ou sound in the words, COW and OUR. It
depends on the word when using /ow/ and /ou/. We must be careful!
c. List some words on the board with /ow/ and /ou/.
I. OW: ow, owl, cow, brown, growl
II.
OU: mouse, ouch, round, cloud, house
d. Ask students what do they notice about the letters o and w and what sound it
makes. Answer: /ou/
e. Explain to students that o and u together can also stand for the /ou/ sound, the
vowel sound of ou as in the word OUT.
f. Ask and answer any student questions or concerns.

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3. Mini lesson (5 minutes)

a. Explain to students how to blend sounds into words. (I am going to show you how to
blend the new sounds we learned today into words. Blending sounds means putting
the different sounds to build a word. For example, m-o-m makes the word mom.)
b. Excuse students to get their Reading and Writing Tablet and Pencil Boxes.
c. Demonstrate blending of the sounds /ou/ ow for the words owl and ouch.
d. Explain to students that they will write each word in their Reading and Writing
Tablet for reference. Begin by saying different words with ou or ow and have
students try their best to choose which digraph is appropriate to fit the entire word.
Skip a line after each word.
I.OU words: cloud, bounce, ground
i. cl _____ d, b _____ nce, gr _____ nd.
II.OW words: down, allow, flower
i. d _____ n, all _____, fl _____ er
e. Ask students if they have any questions and be open to any suggestions/concerns.
f. Explain the benchmark or I can statement of what students were previously doing.
I. I can distinguish the spelling-sound correspondences for ou and ow.
(1.RF.3 Reading Foundational: Know the spelling-sound correspondences for
common consonant digraphs.)
g. Ask students that I will be conducting a quick assessment.
h. Explain the benchmark or I can statement of what students need to do.
I. I can ask and answer questions that are read aloud to me by my teacher in
the text or presented orally.
(1.SL.2 Speaking and Listening: Ask and answer questions about key details in
a text read aloud or information presented orally or through other media.)
i. Inform students that I will show students a word on an index card that they just
learned (cloud, bounce, ground, down, allow, and flower) and they have to tell me
each of the sounds in the word. Students are allowed to use their fingers or clap
aloud.
j. Correct students if they make mistakes and praise students for trying their best.
k. Ask students if they have any questions and be open to any suggestions/concerns.
4. Guided practice: (5 minutes)
a. Explain to students not to play with their Reading and Writing Tablet or Pencil Box.
b. Place the letters s,c,o,w,l made up of individual index cards on the board following
the Trophies teacher handbook.
c. Explain what the word scowl means. (Scowl is an angered face you make when you
are mad. Without any noise, can you show me what a scowled face looks like to your
partner?)
d. Ask students what makes them scowl. (What makes you scowl? What makes you
mad? Maybe you were told to stay in for recess because you did not do your
homework?)
e. Model how to blend the word scowl.
f. Slide my hand under the letters as I slowly elongate the sounds - /sskkoull/
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g. Read the word naturally scowl

h. Explain to students that they will be working in groups of 3. (I will group you in
threes, please remember your number when I count you off.)
i. Count off students. (Person #1 will be the leader of the group. Person #2 and #3 are
called assistant leaders who help the leader out. I will give the leader index cards
and do not open the Ziploc bag with the index cards unless Miss Saito tells you what
to do.)
j. Gather students attention and make sure they are sitting in their correct group.
5. Work Time: (10 minutes)
a. Work time will consist of a total of 10 minutes, with 2-minute rotations for each
word given.
6. Collaborative Group Work (You do it together): (10 minutes)
a. Provide previous examples of different words with ou an ow as a reference for
students on the board.
b. Pass out the individual index cards in the Ziploc bags to the group leader.
c. Explain the directions to students. (Leader #1, please take out the cards with the
number one rubber banded together and lay out the word scowl on the floor like
we did on the board together.)
d. Inform students to follow directions and work as a team to switch out letters to
create a new word.
e. Inform students what they will be working together to blend different sounds into
words. (Each person will have a specific responsibility or job as a leader or assistant
leader. Remember your number because I will be telling you what to do according to
your number. Tasks will be different so listen to the number I call, so you know what
your responsibility is. The job of the leader is to make sure the assistant leaders are
on tasks or doing their job and making sure youre doing your own job when I call
your number. You may help the assistant leaders if they ask for help. Assistant
leaders listen to the leaders and also listen to your own job when I call your
number.)
I. Leaders (Person #1), lay out the word scowl like how I showed you on the
floor in front of you. Make sure the index cards do not fly away.
II.
Person #2, listen carefully because this is your job. Look at the word scowl
and take away the l. Change the w to u. Add t after scou. Person #1 and #3,
you can help person #2 if they need help. You are a team.
III.
What word did you make? SCOUT is people who are set out to find or
search for information like a Girl Scout who help other people.
IV. Everyone in your group has to raise your hand when you can CORRECTLY
pronounce the word to Miss Saito.
f. Inform students that we will be playing a quick game. Ask students if they have any
questions and be open to any suggestions/concerns.
I. Leaders (Person #1), leave the word scout on the floor.
II.
Person #3, listen carefully because this is your job. Remember, person #1
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g.
h.

i.

j.

k.
l.
m.
n.

and #2 can help if you ask because you are a team. When everyone can
correctly pronounce the word that you made, EVERYONE has to raise their
hand.
III.
Person #3, listen up. Change the c to p. What word did you make?
IV. Accept answers and explain the definition: SPOUT is a tube where liquid
comes out from like a soap container or water hose.
Ask students if they have any questions and be open to any suggestions/concerns.
Remind students that everyone in their group has to be able to generate the sounds
in the word before raising your hands.
I. Person #1 (leader), leave the word spout on the floor. Person #2 and #3 can
help the leader if he/she asks. You are a team. Make sure EVERYONE in your
group can correctly say the word.
II.
Person #1 listen carefully. Take away the s. What world did you make?
III.
Accept answers and explain the definition: POUT is when you show with
your lips that you are slightly angry or irritated -show expression to studentsCan you show me what it means to pout?
Ask students if they have any questions and be open to any suggestions/concerns.
I. Leaders (Person #1) leave the word pout on the floor.
II.
Person #2 it is your turn. Make sure you are listening. You may ask person
#1 and #3 for help if you ask. Make sure everyone in your group can correctly
say the word before raising your hand. Ready?
III.
Person #2, take away the u. What word did you make?
IV. Accept answers and explain the definition: POT is a container or a rounded
bowl to put flowers inside.
Ask students if they have any questions and be open to any suggestions/concerns.
I. Leaders (Person #1), leave the word pot on the floor.
II.
Person #3 it is your turn. Make sure you are listening. You may ask person
#1 and #3 for help if you ask. Make sure everyone in your group can correctly
say the word before raising your hand. Ready?
III.
Person #3, take away the t. Add n after po. Add d after pon. What word did
you make?
IV. Accept answers and explain the definition: POND is a small area of water,
some people have ponds at home in big container that has fishes inside.
Ask students if they have any questions and be open to any suggestions/concerns.
Praise students for trying their hardest and working as a team. (Great job everyone
for working together and trying your best to sound out words.)
Ask leaders to collect index cards and give to Miss Saito.
Ask students to sit quietly while they wait for Miss Saito to start vocabulary.

7. Introduction: (1 minute)
a. Ask students for their attention as we move onto vocabulary.
b. Introduce and explain what we will be doing with the remaining time left. (We will
be filling the blanks to what vocabulary word in the sentence makes the most sense.
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Once you think you know the vocabulary word that best fits the sentence, you will
write the entire sentence in your Reading and Writing Tablet and raise your index
card with the vocabulary word you feel is correct. I will give each of you vocabulary
cards with each word written on it.)
c. Explain benchmarks or I can statements of what students will learn.
I. I can use clues from the sentence to find the correct word to complete the
sentence.
(1.L.4 Vocabulary Acquisition and Use: Use sentence-level context as a clue
to the meaning of a word or phrase.)
8. Building Background: (2 minutes)
a. Ask and review the definition of each vocabulary word from the Harcourt Trophies
teacher edition textbook from the story that Miss Iwanaga was reviewing during day
1 and 2 of this week (busy, Dr., care, eight). Show pictures while reviewing
vocabulary.
I. Do you remember what does the word busy mean? Busy is to do something,
never stop moving or doing something.
II.
Do you remember what does the word care means? To care? To look after,
show interest or concern because you have a big heart.
III.
Do you remember what does eight mean? Eight is a number.
IV. Do you remember what does Dr. mean? A person who takes care of others
like a dentist, veterinarian, or physician. This person helps treat sick and
injured people.
b. Ask students if they have any questions and be open to any suggestions/concerns.
9. Mini lesson: (2 minutes)
a. Explain to students how the activity works according to the Harcourt Trophies
teacher edition textbook. (I will be giving you four index cards with each vocabulary
word written on each index card. I will read a sentence with a blank and you have to
hold up the index card with the vocabulary word that you think makes the most
sense in that sentence. So you have to listen carefully. Please keep your eyes on
your own index cards. Let me show you an example of what is being asked to do.)
b. Share examples of the activity using a sentence that I made up.
I. I will say the sentence to you first. I will repeat the sentence three times. Let
me show you an example and lets do it together.
II.
Sentence: She was __________(busy) doing her homework.
III.
You have to look at all your index cards and think which vocabulary word
best fits the sentence. When you decided on the vocabulary word, write the
entire sentence in your Reading and Writing Tablet, and then hold up your
vocabulary word. Please look at your own index card.
IV. I am holding up the word busy because that word was in my sentence I
said.
c. Explain the benchmarks or I can statements of what students will learn.
I. I can ask and answer questions that are read aloud to me by my teacher in
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the text or presented orally.

(1.SL.2 Speaking and Listening: Ask and answer questions about key details in a
text read aloud or information presented orally or through other media.)
d. Ask students if they have any questions and be open to any suggestions/concerns.
10. Guided Practice: (2 minutes)
a. Provide another example for students to interact to understand activity.
b. Pass out four index cards for each student with each vocabulary word on each index
card: busy, care, Dr., and eight.
c. Ask students to hold up their four index cards so that Miss Saito knows everyone has
one.
d. Explain to students that we will practice one more time. (I will read a sentence with
a blank and you have to hold up the index card with the vocabulary word that best
fits the sentence in that blank. So you have to listen carefully. Please keep your eyes
on your own index cards. Let me show you an example of what is being asked to do.)
I. I could not go to school today because I was ____________(sick).
e. Wait for everyone to hold up their index card and encourage students to take the
time to think and then hold up their answer.
f. Ask one student to explain why his/her answer is correct.
g. Ask students if they have any questions and be open to any suggestions/concerns.
11. Work Time: (5 minutes)
I. Work time will consist of a total of 5 minutes, with 1-minute rotations for
each word given.
12. Collaborative Group Work: (5 minutes)
a. Inform students that it is their turn to listen carefully to the sentence I say and
identify the vocabulary word that best fits the sentence.
b. Explain the task once more.
I. I will read a sentence with a blank and you have to write the word in your
Reading and Writing Tablet first, and then hold up the index card with the
vocabulary word that best fits the sentence. So you have to listen carefully.
Please keep your eyes on your own index cards.
c. Ask students if they have any questions and be open to any suggestions/concerns.
d. Gather sentence strips and prepare them for when students share their answers so
they will have a visual representation of the sentence being read.
e. Begin the activity.
I. ___ Smith was _______. Answer: Dr. Smith was busy.
(review answers and ask students to justify answer explaining why busy is
the correct answer and having them read the complete sentence)
II. She had to take _____ of ___ pets. Answer: She had to take care of eight pets.
(review answers and ask students to justify answer explaining why eight is
the correct answer and having them read the complete sentence)
III. ___ Smith likes her _____ job. Answer: Dr. Smith likes her busy job.
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(review answers and ask students to justify answer explaining why busy is
the correct answer and having them read the complete sentence)
IV. She likes to ______ for her pets. Answer: She likes to care for pets.
(review answers and ask students to justify answer explaining why care is the
correct answer and having them read the complete sentence)
f. Review answers after each sentence.
g. Ask students to justify their answer throughout each sentence. If student is
struggling, Miss Saito will repeat the sentence and peers will be encouraged to help
each other.
h. Inform students that they did a great job figuring out the word that best fits the
sentence.
i. Ask students if they have any questions and be open to any suggestions/concerns.
13. Closure: (10 minutes)
a. Gather students index cards and give them to Miss Saito.
b. Gather students attention by using the attention getter of the star wand or saying,
Smile at Miss Saito to show me when you are ready. The teacher will make sure
students are looking at her, sitting nicely and quietly.
c. Pass out the handout (Miss Saitos handout) that I want them to complete. (Before
you return to your seats, please put your Reading and Writing Tablet where it
belongs and then quietly go back to your seat and write your name on the handout.
When you are done writing your name, smile at Miss Saito.)
d. Read the handouts directions and complete questions 1 and 6 together.
e. Inform students that they are to complete the handout themselves. (You will
complete the handout by yourself. Raise your hand if you need help with reading the
directions).
f. Turn in completed handout into the basket located at the front of the table.
14. Formative Assessment Task (for teacher candidate to complete at the end of the day)
a. Review students Reading and Writing Tablet that they were writing in during the
phonics and vocabulary lesson. Check to see if students were able to write the
correct sound with each word (phonics) and correct vocabulary word in each
sentence (vocabulary) as a form of formative assessment to see if they were
understanding the concepts being taught.
15. Summative Assessment Task (for teacher candidate to complete at the end of the day)
a. Collect student handout (Miss Saitos handout) and correct it to determine their
understanding of todays lesson on phonics and vocabulary.
Day 2: Comprehension (30 minutes)
16. Introduction: (1 minute)
a. Gather students to the floor in their appropriate seating area.
b. Introduce and explain what we will be doing today. (Today we will be going back to
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think about the story you read with Miss Iwananga called, On the Job with Dr.
Martha Smith. You will have to think about what happened in the story and group
together bits of information that are similar.)
c. Explain benchmarks or I can statements of what students will learn.
I. I can compare and contrast different experiences in the story to correctly
categorize details. (1.RL.9 Reading Literature: Compare and contrast the
adventures and experience of characters in stories.)
II.
I can ask and answer questions that are read aloud to me by my teacher in
the text or presented orally.
(1.SL.2 Speaking and Listening: Ask and answer questions about key details in
text read aloud or information presented orally or through other media.
17. Building Background: (5 minute)
a. Inform students that this activity requires summarization or what happened in the
story. (In order to classify/categorize the story, you have to know what the story was
about. Lets talk what classify and categorize means.)
b. Explain benchmark one more time of what students will be doing.
I. I can ask and answer questions that are read aloud to me by my teacher in
the text or presented orally.
(1.SL.2 Speaking and Listening: Ask and answer questions about key details in
text read aloud or information presented orally or through other media.
c. Ask students to pair up with their side partner.
d. Prompt students to ask questions to their partner. (Ask your partner questions
about the story and see if your partner is able to answer your questions. Lets
practice together first.)
e. Prompt students with a question: Ask your partner, what is Dr. Smiths job?
f. Walk around listening to student responses and explanations.
g. Expand student thinking by asking: What is so important about Dr. Smiths job?
When did Jakes owner call looking for a new pet?
h. Prompt students to ask and answer questions taking turns.
i. Prompt students to ask and answer their own questions to one another.
j. Walk around and take assessment.
k. Ask students to go back to the questions that they answered and ask each other,
Did that happen in the beginning, middle, or ending of the story?
l. Ask each other what happened in the beginning of the story. Take turns answering.
m. Ask each other what happened in the middle of the story. Take turns answering.
n. Ask each other what happened in the ending of the story. Take turns answering.
o. Walk about and take assessment.
p. Ask students to briefly share what the story, On the Job with Dr. Martha Smith, was
about in sequence.
q. Explain what a tree map is.
I. A tree map looks like this (draw picture of a tree map on board) and it is
used to sort things or ideas into groups so we can be organized. We use this
so we do not confuse ourselves.
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r. Write student answers on chart paper using a tree map.

s. Ask students if they have any questions and be open to any suggestions/concerns.
t. Define: Classify and Categorize
I. Categorize: to put people or things into groups with the same features.
II.
Classify: to separate into groups according to their type.
u. Talk about things we categorize and classify in math (show pictures).
I. We categorize different shapes according to having similarities. Look at this
picture, what do you notice? All the triangles are grouped together, all the
squares are grouped together, and all the circles are grouped together.
II.
We classify these shapes into groups according to their type. So what should
we classify these as? Triangles! What about these as? Squares! What about
these? Circles!
v. Ask students if they have any questions and be open to any suggestions/concerns.
w. Show another picture of shapes classified by shapes and categorized by the number
of sides each shape has.
x. Ask students if they have any questions and be open to any suggestions/concerns.
I.

Mini Lesson: (10 minutes)

a. Gather students attention by using the attention getter of the star wand or saying,
Smile at Miss Saito to show me when you are ready so we can all share our
definitions. The teacher will make sure students are looking at her, sitting nicely
and quietly.
b. Introduce the activity to better understand classify and categorize means.
c. Pass out four different category titles written on computer paper to four of the
accelerated learners (birds, musical instruments, toys, tools).
d. Explain to the class the different categories.
I. "I gave Student A the category of Birds.
II.
I gave Student B the category of Musical Instruments.
III.
I gave Student C the category of Toys.
IV. I gave Student D the category of Tools.
e. Pass out the different classifications to the rest of the class (excluding the students
who are holding up the categorization signs).
I. Penguin, guitar, ball, saw, hammer, teddy bear, rubber duck, owl, trumpet,
drums, etc.
f. Explain to the class that the rest of the class have to classify the different items I
passed out to them. (You have to stand in a line next to the category you belong in.
If you have a bird, what category do you belong in?)
g. Ask students to explain why they chose that specific category. (Why do you belong
in that category?)
h. Ask students if they have any questions and be open to any suggestions/concerns.
i. Ask students to sit pass index cards to Miss Saito and take a seat.

II.

Guided Practice: (2 minutes)

a. Ask students to think about when they put stuff they buy from the store. (Lets
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Saito 15

b.
c.
d.
e.

f.
g.
h.
i.

j.
k.
l.

m.
n.

pretend Miss Saito went shopping with each of you to buy stuff from the store. We
bought chips, cereal, milk and eggs (show pictures). Think about what has to go in
the refrigerator and what should stay outside of the refrigerator.)
Ask students to talk to their side partners about what items belong in and outside of
the refrigerator.
Ask students if they have any questions and be open to any suggestions/concerns.
Gather students attention and listen to their answer. Have students explain why
they chose to leave certain items either in or outside of the refrigerator.
Ask those students to model sorting grocery items into groups that belong inside
and outside of the refrigerator on the board, taping groceries in correct category.
I. Inside: Milk, Eggs
II.
Outside: Chips, Cereal
Ask students if they have any questions and be open to any suggestions/concerns.
Remind students for their great effort and participation!
Refer back to tree chart of what happened in the story, On the Job with Dr. Martha
Smith.
Remind children that when we read a story, we pay attention to ways in which
details about characters and events are alike.
MAIN IDEA: Helps us understand what is happening and helps us remember
important ideas.
Explain to students how grouping similar bits of information helps us understand
what is happening and helps us remember important details.
Ask students what the workers at the animal shelter do in the story (example from
the Harcourt Trophies teacher edition textbook).
List examples of what the workers at the animal shelter do on a tree map.
I. Check eyes and ears
II.
Give Shots
III.
Give Baths
Ask students if they have any questions and be open to any suggestions/concerns.
Excuse students back to their seats.

III.

Work Time: (10 minutes)

I. Work time will consist of a total of 10 minutes, students will individually work
and then pair-share their work.

IV.

Collaborative Group Work (You do it together): (10 minutes)

a. Inform students that they will come up with similar kinds of details from the story
that can be grouped together about animals Dr. Smith sees the most and names of
the animals in the story on their individual lined paper that Miss Saito provided. (I
want each of you to list the different animals Dr. Smith sees the most in the story
and the different animal names in the story. Then you will share to your side
partners what you listed.)
b. Ask students if they have any questions and be open to any suggestions/concerns.
c. Walk around the classroom to help students.
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Saito 16

I. Animals Dr. Smith sees the most: cats, dogs, rabbits

II. Names of animals in the story: Muffin, Puffy, Jake
d. Ask students to share their findings to their side partner.
e. Ask students if they have any questions and be open to any suggestions/concerns.
V.

Formative Assessment Task (for teacher candidate to complete at the end of the day)
a. Collect student individual lined paper. Check to see if students were able to classify
and categorize similar details in the story.

VI.

Summative Assessment Task (for teacher candidate to complete at the end of the day)
a. Collect student handout and correct it to determine their understanding of todays
lesson on comprehension.

VII.

Closure: (5 minutes)
a. Gather students attention by using the attention getter of the star wand or saying,
Smile at Miss Saito to show me when you are ready. The teacher will make sure
students are looking at her, sitting nicely and quietly.
b. Call on 2-3 students to share their answers of classification and categorization and
explain why they classified/categorized it that way.
c. Ask students why it is important to group similar bits of information from the story?
I. MAIN IDEA: Helps us understand what is happening and helps us remember
important ideas.
d. Praise students for their amazing work and participation.
e. Ask students to stamp and turn in their individual lined paper into the basket.
f. Pass out the Trophies Handout as a form of summative assessment.
g. Set up projector.
h. Read the directions and walk around monitoring students.
i. Ask student to stamp and turn in handout into the basket.
j. Inform students that they will need to take one post-it next to the basket.
k. Explain task. (Once you have turned in your handout, please take one post-it next to
the basket and write a question on the post-it about something you want to ask the
author or a character in the story. You can also write a question about a part of the
story you are unclear about. Maybe you wanted to know where Jake and Muffin
were born? Write your question down on a post-it and put it in this bag.)
l. Collect all student post-its.
m. Call on students to pick a post-it from the bag and read their question to their
partner.
n. Students can help each other answer the questions.

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Saito 17
Teacher Assessment Tool

Phonics and Word Recognition

Vocabulary

I can
distinguish 0 to
1 of the
spelling-sound
correspondenc
es for ou and
ow.

I can use clues

from the
sentence to find
the correct
vocabulary
words that
makes sense in
my sentence.

I can use clues

from the
sentence to
find 1 to 2 of
the correct
vocabulary
words that
makes sense in
my sentence.

I can use clues

from the
sentence to
find 2 of the
correct
vocabulary
words that
makes sense in
my sentence.

I can use clues

from the
sentence to
find 3 of the
correct
vocabulary
words that
makes sense in
my sentence.

I can use clues

from the
sentence to
find all of the
correct
vocabulary
words that
makes sense in
my sentence.

I can compare
and contrast
different
experiences in
the story to
correctly
categorize
details.

I can
categorize 0 to
2 details in the
correct group.

I can
categorize 3 to
4 details in the
correct group.

I can
categorize
most details in
the correct
group.

I can
categorize all
details in the
correct group.

I do not ask
and answer
questions in a
clear voice
and cannot be
understood by
peers and
adults.

I can
sometimes ask
and answer
questions in a
clear voice and
can be
understood by
peers and
adults.

I can ask and

answer
questions
most of the
time in a clear
voice and can
be understood
by peers and
adults.

I can ask and

answer
questions all
the time in a
clear voice and
can be
understood by
peers and
adults.

Integration of Knowledge
and Ideas

I can distinguish
the spellingsound
correspondences
for ou and ow.

2
(developing
proficiency)
I can
distinguish 2 to
4 of the
spelling-sound
correspondenc
es for ou and
ow.

I can ask and

answer
questions that
are read aloud
to me by my
teacher in the
text or
presented orally.
(phonics
activity/vocabula
ry activity)

Presentation of Knowledge and

Ideas

1.SL.2 Speaking and Listening:

1.RL.9 Reading Literature:

1.L.4 Vocabulary Acquisition

1.RF.3 Reading Foundational:

Benchmark

1
(well below)

3
(meets
expectation)
I can
distinguish 5 to
6 of the
spelling-sound
correspondenc
es for ou and
ow.

4
(exceeds
expectation)
I can
distinguish all
of the spellingsound
correspondenc
es for ou and
ow and list my
own words
with the
correct ou or
ow spelling.

Jpadua (2014) 17