Reading and Writing

Kaylee Mitton

First Grade/Reading and Writing

Common Core Standards:

Key Ideas and Details:
● RL.1.1 Ask and answer questions about key details in a text.
● RL.1.2 Analyze literary text development. a. Demonstrate understanding of the lesson. b. Retell stories,
including key details.
● RL.1.3 Describe characters, settings, and major events in a story, using key details.

Craft and Structure:

● RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
● RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a
wide reading of a range of text types.
● RL.1.6 Identify who is telling the story at various points in a text.

Integration of Knowledge and Ideas:

● RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
● RL.1.9 Compare and contrast the adventures and experiences of characters in stories.

Lesson Summary:
This lesson is designed to help students both engage and comprehend reading and writing. As a class, we will
learn the importance of literature, along with the brief history of writing along with the meanings of symbols
and letters. Students will be encouraged to be creative in their writing assignments and display a good
understanding of the readings that were assigned to them. This will also include grammar, spelling, and
sentence structures.

Estimated Duration:
Each lesson will be half an hour for each period over the year.

Commentary:
To begin our lesson, we will test our skills in spelling and writing. To get my students “hooked” to the lesson,
I will provide several questions that pertain to them. For example; What’s your favorite color, what’s your
favorite food, etc. This will not only allow me to get to know the students better, but it will also make for good
practice when it comes to writing. We will also start by reading short stories that will be easy for students to
read and memorize for worksheets.

Instructional Procedures:
Day 1:
-10 minutes: The teacher will take the time to let students get to know each other, and in turn, get to know me and
how the year will go. The teacher will go around the room and let them introduce themselves and what they enjoy,
along with what they hope to achieve in my class. The teacher will also allow one student each to ask me any
question they need. After that, the teacher will give students 1 minute to pick out a book from the bookshelf.
-20 minutes: The teacher will hand out letter tracing sheets to test out their handwriting skills. After this, we will go
on to capitalized and lowercase letters and then move into writing short words using both capital and lowercase
letters.
-Before class is over what we’ve learned will be recapped briefly
Day 2:
-For the first 10 minutes of class, I will go over the importance of writing and how in the future communication will
be the key to their success. Students will once again be given tracing sheets, but this time with words other than
letters.
-20 minutes: After they’ve mastered that I will give them tracing sheets with simple sentences. These sentences will
be something along the lines of ‘I love dogs,‘ ‘I love my mom’ and so on. We will then go on to writing one
complete sentence without using tracings.
Day 3:
-First ten minutes of class we will begin reading one of the books that were chosen on Day 1. After reading I will
give them a paper with questions that pertain to the book we had just read. We will previously assign what book we
will be reading and I will make questions that relate to that book.
-20 minutes: We will begin looking at bigger and more complex words like; management, intelligent, compatible. In
addition, we will also look at definitions and try matching the word with their definitions after they have memorized
the words.

Pre-Assessment:
Students will be given questions that will test their ability on what they have learned so far. These questions will be
about a book or a handful of words we have learned. As students begin comprehending the words they're studying
and the books they’re reading, this gives the teacher a reflection on how they are taking in the information they are
given.

Scoring Guidelines:
Grading will be based on the student’s effort in their writing. The teacher will determine whether the student tried
writing, as well as tried to memorize what happened in a chapter we had just read.
On Day 3 after answering questions on the book they just read the teacher will go over with my students one by one
who the characters were, what was the story, and how did it end? This tests whether or not they were paying
attention as well as tests their comprehension of the story.
When we have quizzes based on vocabulary or on the book we’re reading, the teacher grades how many answers
they get right out of the total number of questions. For now, since they are just beginning, each question will be one
point each, but as the year progresses, questions will be worth anywhere from 5-10 points each.

Post-Assessment:
Students will pick one book and will read and understand that book to the best of their ability. If they want to change
a book they will have to report to the teacher these changes as well as why they want to exchange the book for a
different story. After elaborating, the teacher will look for a book that they feel will be more appropriate for the
student. Once they finish reading the book, they will fill out a worksheet asking them questions about their book.
They will use these papers as a reference while they are working on their book

Once their book is chosen they will need 10 pieces of computer paper, markers, crayons, and colored pencils will be
provided. The students will be asked to create a sequel/prequel to the book they have chosen. They will have to not
only illustrate what is happening in their story, but they will also have to write about what is happening. By the time
everyone in the class is finished the teacher will dedicate time to have reading time where each student will get to
read to the class their story as well as their sequel/prequel.

Scoring Guidelines:
This post assignment does not determine whether the student passes or fails a class, instead, it shows what they’ve
learned since day one and how they have improved.
Grades will be based on grammar, spelling, eligible writing, and if the illustrations are easy to understand and relate
to the story.
The project will be worth 100 points and mostly show what the student has learned in the class.

Differentiated Instructional Support

Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated
students:
Teamwork and kindness are utilized in this class. We want students to treat others the way they want to be treated.
They will have each other to help and go over with each other to work that the teacher has given them. If further
assistance is needed then they are free to ask me questions.
If a student is having difficulties with their technology, they will ask their classmate how they can fix it. If the
problem is a technical issue that requires assistance from a professional, then an iPad or laptop will be provided for
them in the meantime.
For gifted students, I will provide extra assistance and activities to help them understand the assignment. These
students will have worksheets and assignments similar to the rest of the class but altered for them to complete them
to their ability.
Discuss additional activities you could do to meet the needs of students who might be struggling with the
material:
In my class, I will incorporate more flashcards and games to ensure that they remember what they have learned. I
will give them the materials to create their cards with their definitions to keep so they can study both in and out of
class.

Extension
In class, students will be using the website Blanket. This is a website that makes learning and memorizing more fun
for the entire class and gets them more comfortable with technology. Booklet also has games and quizzes that will
relate to what we are learning in class like spelling, vocabulary, and stories and characters.
https://www.blooket.com/
As a class students will be answered a select number of questions where they will receive points that they can use to
gain rewards or money in the game. The fun thing about Booklet is that you have to get answers correct to gain any
points. This prevents students from blowing through questions just so they can gain points. Every once in a while for
fun the class will get the opportunity to choose a quiz for everyone to play that has nothing to do with the lesson.
This opportunity will be provided on days when everyone in the class gets a decent grade on a quiz or test.
Homework Options and Home Connections
Students will be encouraged to read with their family and afterward explain to them what the story is, how it ends,
and who the characters are. They will then answer these questions on a worksheet along with a vocabulary sheet that
the class will go over the next day.

Interdisciplinary Connections
Art: Students will be drawing or illustrating something at least every day for an assignment. There will be days
where instead of writing about what happened in the story they will have to draw what happened. This allows
students to be creative and to show what the story looks like from their point of view.

Social Science: Students will interact and work with each other throughout the year. They will be using their social
skills to listen to each other, collaborate, and help others.

Materials and Resources:

For Teachers Writing Utensils (Pencils, colored pencils, pens, markers), colored printer, computer paper, notebook
paper, age-appropriate books, computer cables, chargers, Google account, projector, laptop.

For Students Notebooks (2) one for reading work, one for writing work, pencils, colored pencils, erasers, bookmarks,
iPad (a laptop will be provided if the student is unable to get one).

Key Vocabulary

Character A person, animal, or sentient being in a story.

Focus The theme, thesis, controlling idea, and main point that makes the film.

Plot The sequence of events that affect another to create a complete story.

Setting The location and period that the story takes place in.

Conflict In literature, this device describes the struggle between two opposing forces, as well as adds
tension that adds to the story.

Structure Composed events that happen in the story.

Additional Notes
Some information was borrowed from Ohio’s Model Curriculum with Instructional Support for English Language Arts.
http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/English-Language-Art/Model-Curriculum-for-English-
Language-Arts/Grade-1-Revised-ELAMC-Feb2020.pdf.aspx?lang=en-US