Lessons – Guided Reading

Date: Wednesday October 8, 2008

Objectives:

o   Learners will be better able to use picture clues to assist in reading difficult sentences (Engagement) and identify and describe American symbols (Generic Thinking and Living Skills).

Time: 45 minutes

Materials:

·         American Symbols mini book

·          Crayons, scissors and stapler

·         Pictures of American symbols

Procedures:

Before-

·         Teacher will discuss with the students the following question. “What does the United States of America make you think about?”

·         Discuss/Review the meaning of ‘symbol’

During-

·         Teacher read aloud of American Symbols mini-book

o   Explaining difficult words and talking about each symbol through the book.

·         Echo Read

·         Choral Read – if possible.

After-

·         Students must read the book to two other people in the classroom. Once finished the person who listened must write their name on the back of the book.

·         They will have time to color the pictures in a realistic fashion.

Instructional Arrangement:

·         Students will begin in the circle area for the B/D

·         Students will be in their seats for the A

Evaluation:

·         I will know that Learners are better able to use picture clues while reading when students are looking at the pictures while reading to help with difficult words.

·         I will know that Learners are better able to identify and describe American symbols when students can explain symbols and give facts about them during group discussion.

 

 

 

Date: Monday October 13, 2008

Subject: Guided Reading – Our Flag 

Objectives:

  • Learners will be better able to name the flag as an American symbol and describe the flag and its symbolism (Mastery).

Time: 45 minutes

Materials:

·         Booklet patterns – Nonfiction Literacy-Building Booklets & Activities (p.49)  

·         Scissors, Glue

·         Pencils and Crayons

·         Flag poem “A Flag for You and Me!”

Procedures:

·          Before

o   Review what we know about flags and the American flag. Talk about symbolism.

·         During –  Poem

o   Teacher read – explain punctuation and how we read it

o   Echo read

o   Choral read- if possible

·          After – Our Flag booklet

o   Cut out flag booklet pages

o   As a class read through booklet pages,

o   Color where appropriate and fill-in words/numbers

o   Glue together the booklet

·          Extra time – read with two friends, listener signs name on back of book

Instructional Arrangement:

·         Students will be in the circle area for the before and during activities

·         Students will move to their seats for the after activity

Evaluation:

A.   I will know that Learners will be better able to name the flag as an American symbol and describe the flag and its symbolism when they are able to correctly fill out the booklet.

 

 

 

Date: Tuesday October 14, 2008

Subject: Guided Reading – Pledge of Allegiance

Objectives:

o   Learners will be better able to say the Pledge of Allegiance (Activity) and understand what it means to them as a 1st grade US citizen (Engagement).

Time: 45 minutes

Materials:

·         Pledge of Allegiance little books

·         Pledge Flag activitysequencing strips and flag template

·         Glue

·         Red and blue crayons

Procedures:

·         Before – Discuss the Pledge

o   Why do we say the pledge?

o   When do we say the pledge?

·         During

o   Echo read

o   Explain page by page what it means, use words more familiar words

o   Choral read

·         After

o   Say the pledge all together

o   Sequence the paper strips

o   Glue on in correct order

o   Color appropriately

o   Students discuss in pairs what the pledge means to them

Instructional Arrangement:

·         Students will begin in the circle area for the before and during parts

·         The students will move to their seats for the after activity

Evaluation:

·         I will know that Learners are better able to say the Pledge of Allegiance when the actively participate in the choral read.

·         I will know that Learners are better able to understand what it means to them as a 1st grade US citizen when they are able to discuss with in pairs what the pledge means to them.

 

 

 

Date: Thursday October 16, 2008

Subject: Guided Reading – Statue of Liberty

Objectives:

o   Learners will be better able to identify the Statue of Liberty as a symbol of the USA and describe it (Generic Thinking/Living Skills).

Time: 45 minutes

Materials:

·         Who Stands Tall mini books – Nonfiction Literacy-Building Booklets & Activities (p52)

·         Scissors

·         Glue

·         Crayons

·         Green construction paper cut into pieces

·         Stapler

·         The Statue of Liberty by Lloyd G. Douglas

Procedures:

·          Before

o   Read book about statue of liberty

o   Discuss the different parts of the statue

·         After

o   Cut and paste the parts of the statue to match the words on each page

o   Sequence pages and staple together

o   Color appropriately

·         During

o   Echo Read

o   Choral Read

o   Close books and raise hands to talk about all the different parts of the statue.

Instructional Arrangement:

·         Students will begin the lesson in the circle area for the before activity

·         Students will move to their desks for the A part and then return to the circle area to do the reading section

Evaluation:

·         I will know that Learners are better able to identify the Statue of Liberty as a symbol of the USA and describe it when they identify the statue during social studies lesson later today and describe it as a class after the lesson.

 

 

 

 

Date: Tuesday October 21, 2008

Subject: Guided Reading – National Bird

 

Objectives:

o   Learners will be better able to identify the Bald Eagle as a symbol of the USA and describe it (Generic Thinking/Living Skills).

Time: 45 minutes

Materials:

·         Bald Eagle and sentence patterns – Nonfiction Literacy-Building Booklets & Activities (p51)

·         Eagle Poem “The Eagle is a Special Bird”

·         Brown lunch bags

·         Brown construction paper wings (2 per student)

·         Crayons, Pencils

·         Scissors, stapler

·         Glue (sticks if available)

·         Pictures of the bald eagle

·         White board and markers

Procedures:

·         Before:       

o   Ask students what they know about the bald eagle, make a chart on the board

o   Offer more facts and pictures about the bald eagle, write these on board too

·         During: to the tune of “Yankee Doodle”

o   Teacher read eagle poem

o   Echo read

o   Choral read if possible

o   Write any new information about the eagle on board

·         After:

o   Color appropriately the eagle parts

o   Glue head on first, staple at beak

o   Read the sentences, write own eagle sentence on the blank strip

o   Glue sentences to wings and wings to body

o   Write names on tail, glue tail onto body

o   Read the sentences all together

Instructional Arrangement:

·           Students will begin the lesson in the circle area and move to seats for activity.

Evaluation:

·         I will know that Learners will be better able to identify the Bald Eagle as a symbol of the USA and describe it when they can write an accurate sentence about the eagle on the blank strip and they include the eagle as a symbol in group discussion during social studies.

 

 

 

Date: Friday October 24, 2008

Subject: Guided Reading – Scholastic Voting

Objectives:

o   Learners will be better able to describe the voting process and why it is a fair way to make decisions (Generic Thinking/Living Skills) and compare the ways in which voting inside of our classroom is the same/different as voting in a US Election (Engagement).

Time: 45 minutes

Materials:

·         Scholastic magazines for each student

·         Scholastic big magazine for teacher

·         Pencils

·         White board and markers

Procedures:

·          Before:

o   Talk about the magazine

o   Do a picture walk and predict

o   What do we know about voting/Review

·          During:

o   T read aloud

o   Echo read

·          After:

o   Activity on the back

o   Final Discussion

o   Students give ideas about votes that we could conduct as a class

o   Talk about specifics, how would we do vote on this

o   Also compare and contrast how our voting process is different or the same as US Election voting.

 

Instructional Arrangement:

·         Students will begin in the circle area for the before and during activities

·         Students will move to their seats for the after activity and back to the circle area for the final discussion   

Evaluation:

·         I will know that Learners will be better able to describe the voting process and why it is a fair way to make decisions as well as compare the ways in which voting inside of our classroom is the same/different as voting in a US Election when they participate in the final discussion and brainstorm about possible voting.  

 

 

Subject: Guided Reading – American Symbols 


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