First Grade Lesson Plan – Reading, Day 15
Quarter 1, Unit 1
Page 81ELA/Literacy Content Framework_Version 2.0
Quarter: 1, Unit: 1
Week: 4 of 5
Day: 15
Objective(s):
Good readers infer and make predictions based on that
inference. They then organize their thoughts in their
Reader’s Notebooks to respond to their thinking when
reading by constructing a T‐Chart to record the things
their character did or said on one side; on the other side
of their chart, record their predictions of what might
happen next.
Materials/Resources: Shared Text:
Julius Baby of the World by
Kevin Henkes
Chester’s Way by Kevin
Henkes
Post‐its (notecards,
whiteboards, notebook,
paper, or iPad)
Reader’s Notebooks
Pencils
Chart Markers
Anchor Charts: 1. Anchor Chart R‐4
2. T‐Chart from prior lesson
3. Character Feelings
Vocabulary Chart
4. Post‐it Writing Anchor
Chart or displayed
student work reading
response samples (Post‐
its or Reader’s Notebook
entries)
5. Good Discussion Norms
Anchor Chart
CCSS Standards: RL.1.1‐ Ask
and answer questions about key
details in a
text. RL.1.3‐ Describe characters,
settings, and major events in a
story, using key details.
RL.1.4‐ Identify words and
phrases in stories or poems that
suggest feelings or appeal to the
senses. SL.1.4‐ Describe people, places,
things, and events with relevant
details, expressing ideas and
feelings clearly.
Reading Partnerships: According to the Common Core State Standards,
students must have ample opportunities to take part in a
variety of rich, structured conversations ‐ as a part of a
whole class, in small groups, and with a partner to build
a foundation for college and career readiness.
Partnerships should be developed strategically by the
teacher; regarding student reading level, comprehension
skills, and degree of engagement in discussion.
Discussion behaviors should be modeled and practiced
including the following critical attributes allowing
students to be a productive member of the
conversations. Contribute accurate, relevant information
Respond to and develop what others have said
Make comparisons and contrasts
Analyze and synthesize a multitude of ideas in
various domains
Adapted from Garden Grove Unified School District, Office of Secondary Education
Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 15
Quarter 1, Unit 1
Page 82 Chicago Public Schools
“I DO IT” Input & Modeling
How will you… model lesson objectives
(content‐language‐
metacognitive) clearly &
repeat it to your
students?
(think/write/search‐
aloud) convey the purpose of the lesson?
assess students’ prior knowledge?
connect to prior learning?
build on background knowledge?
identify both academic &
content vocabulary so
students can access new
material? allow for student interaction?
visually represent the concept? (i.e. images,
gestures)
Student does: Students sit on the rug in the meeting area, next to their assigned reading partner. Students
should bring their Reader’s Notebooks to the rug. Students actively listen and watch the teacher
model the lesson objective.
Teacher says: “Yesterday we worked on…
paying attention to what our characters do and say and predict what might happen next. We
look at what the character is doing and saying to notice if there is a pattern. We use all the
information we have to help us support our prediction of what will happen next.”
(Refer to prior lessons’ anchor charts) “We have been reading about characters in our books, paying attention to the things they do
and say to identify their behavior patterns. These patterns can lead us to understand their
character traits. Character traits are a conclusion formed about the person/character based on
how they act or what their personality is. In the text we have been reading, Julius The Baby of
the World, Lilly is cheerful, attention seeking, easily upset, cruel, forgiving, and protective. Real
people, like you and me have character traits as well, for example; you work well with your
classmates on different classroom activities, which makes you cooperative, and Jayson is always
making us laugh with his extreme facial expressions, which makes him funny. We can use
character traits to really understand what kind of person someone is.
*Tip: Other than a high frequency word wall, teachers should have a designated location in their
classroom where vocabulary is posted and referred to fluidly in other contexts throughout the
day. Students should be prompted and motivated to use these words in their speaking and
writing to deepen their level of vocabulary capacity and application. “Today I want to teach you... because...
that readers infer and make predictions based on that inference. They organize their thoughts in
their Reader’s Notebooks to respond to their thinking by using a chart to record things our
characters did or said… this allows us to organize the text evidence we collected of key details to
support our thinking of our predictions of what will happen next, helping us to understand our
characters better.” (Refer to displayed examples of students’ Reader’s Notebook entries or Reader’s Notebook
Adapted from Garden Grove Unified School District, Office of Secondary Education
Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 15
Quarter 1, Unit 1
Page 83ELA/Literacy Content Framework_Version 2.0
anchor chart.)
“Watch me as I.... or “Let me show you how I....
infer and make predictions based on that inference and set up my Reader’s Notebook to help me
organize my thoughts around what my character says and does. This will help me make
predictions of what will happen next.”
Teacher does:
Model on chart paper how to set up a T‐Chart in the Reader’s Notebook with the date, the title
of the book (underlined) at the top of the page, the character’s name (starting with a capital
letter) under the title, and Does/Said on one side of the T‐Chart and Prediction on the other.
Teacher does and says:
“I am going to read a part from the text, Julius Baby of the World. When I notice a key detail of
what Lilly does or says, I will stop and jot it down in my T‐Chart to go back to after I am finished
reading, so I can decide if I notice a pattern to make a prediction of what may happen next.”
*Tip:
Teachers may want to model acting out the section of the text (a micro‐retell through
dramatization). Dramatizing the part of the story could help students collect the evidence of
what the character does and says to be able to identify a pattern in the character’s personality
supporting then a prediction of what may happen next.
Teacher does and says:
Read aloud pg. 3‐4. Model stopping and jotting down the suggested points below:
Teacher thinks/writes/search‐aloud:
“Hmm… I am noticing that Lilly took her things from Julius, pinched his tail, said mean things to
him like, “I hate you” and “disgusting”, and thinks his looks are not as cute as her parents made
them out to be.”
“I am going to list/sketch some of the things Lilly does on the Does/Says side of my T‐Chart.”
“Lilly takes her toys away from Julius.” Write Does not share.
“Lilly pinches Julius’ tail.” Write pinches.
“Lilly thinks Julius’ pink nose is slimy, that his eyes are beady, and his white fur is not so
sweet.” Write thinks he is not cute.
Adapted from Garden Grove Unified School District, Office of Secondary Education
Department of 7‐12 Instructional Services
Page 84 Chicago Public Schools
First Grade Lesson Plan – Reading, Day 15
Quarter 1, Unit 1
“Lilly says, ‘I hate you’. Write with quotation marks “I hate you!”
“Lilly says, ‘Disgusting’ about his slimy nose, beady eyes, not so sweet white fur, and diaper
changes.” Write with quotation marks “Disgusting!”
*Tips:
Teacher may want to put the text/pictures on a document camera so students can see the text up
close.
Teacher may want use images combined with words to help with meaning on charts.
Teacher may want to use gestures to signify when the teacher is thinking aloud and to add
meaning to vocabulary by acting out nonverbal cues related to the character’s behavior.
“After I jot/sketch the key details that support my thinking of what Lilly does and says, I am going
to read back through my organized thoughts and ask myself, ‘Is there a pattern in Lilly’s behavior
or personality?’ I notice that Lilly continues to be cruel to her brother Julius and attention
seeking from her parents. These conclusions/inferences make me aware of Lilly’s character
traits. I can use my findings to make a prediction of what will happen next. I predict Lilly will do
something cruel to Julius that she thinks will get her attention from parents, like make fun of him
and not share anything with him.”
“I am going to write/sketch down my prediction under the side of my T‐Chart heading,
Prediction. This way I can return to my thinking to have a discussion with my reading partner or
explain my thinking through further writing in my Reader’s Notebook.”
Teacher thinks/writes‐aloud:
“Lilly will make fun of Julius and not share with him.” Write Lilly will make fun of Julius and
not share with him.
Teacher says:
“Did you notice how I....
paid attention to what Lilly did and said in that part of the text and organized my thoughts by
listing those things to help identify a pattern in Lilly’s behavior and personality? I was then able
to use the patterns I noticed to draw conclusions about Lilly’s character traits, helping me form a
prediction of what may happen next in the text. I was able to write my prediction clearly in my
Reader’s Notebook to have a discussion with my reading partner or respond to my thinking
through writing deeper at another time. This work will help us understand the characters in our
books better.”
Adapted from Garden Grove Unified School District, Office of Secondary Education
Department of 7‐12 Instructional Services
Page 85ELA/Literacy Content Framework_Version 2.0
First Grade Lesson Plan – Reading, Day 15
Quarter 1, Unit 1
“WE DO IT” Guided Instruction
How will you… know that each student thought through and
formulated a response to
(specify question)? provide corrective feedback to students?
differentiate additional modeling for students
(think/write/ search‐ aloud)? address the metacognitive
element? provide multiple
explanations for new
concepts? provide multiple
representations of new
concepts? prepare students to ask
probing/clarifying questions? allow students a variety of methods and modalities in
which to respond? assist students in processing
information?
*Tip: Students have their Reader’s Notebooks and a pencil underneath them on the rug.
Teacher says:
“Now you are going to give it a try… You are going to....
open up to a clean page in your Reader’s Notebook. We are going to set up our charts, so we
can organize our thoughts while we read.”
Teacher does: Guide students in setting up their charts by re‐modeling exactly what you did in the I Do of
the lesson. Teacher does and says:
“Listen as I read a different part for the text at the end of the story. While I read… listen and
when you notice a key detail of what Lilly does or says, jot it down on the Does/Says side of
your T‐Chart. After I am done reading, you will use your findings to turn and talk with your
reading partner about what you noticed, to then work together to identify a pattern in her
behavior/personality (character trait) and make a prediction of what will happen next in the
story.” *Tip:
After listening to the section of the text, teachers may want to have the students turn and
each act out that part of the text for their partner. After acting out, the students can discuss
what the character does and says and the pattern they notice, to then make a prediction of
what will happen next. “Don’t forget to use the anchor charts and thinking stems to help you while you are listening
to me read. These things will help you jump start your thinking around the key details of what
the character does and say that supports your thinking of behavior/personality patterns
(character traits) and your predictions.” Teacher does and says:
Read aloud p. 26‐27.
*Tip:
Adapted from Garden Grove Unified School District, Office of Secondary Education
Department of 7‐12 Instructional Services
Page 86 Chicago Public Schools
First Grade Lesson Plan – Reading, Day 15
Quarter 1, Unit 1
Use gestures to emphasis character actions to support her behavior/personality.
“Take a minute if you have not done so already, to jot/sketch key details of what Lilly did or
said.”
Student does:
While teacher reads aloud p. 26‐27 students jot/sketch key details they notice of what the
character does and says.
Sample student written responses:
nose twitched
eyes narrowed
fur stood on end
tail quivered
“You are talking about my brother!”
“His nose is shiny!”
“His eyes are sparkly!”
“His fur smells like perfume!”
“He can blow bubbles!”
“He can babble!”
“He can gargle!”
“He can scream better than anyone!”
Sample teacher verbal prompts for students:
“What does Lilly do?”
“What else does she do?”
“How do you know she does that?”
“What does Lilly say?”
“What else does Lilly say?”
Adapted from Garden Grove Unified School District, Office of Secondary Education
Department of 7‐12 Instructional Services
Page 87ELA/Literacy Content Framework_Version 2.0
First Grade Lesson Plan – Reading, Day 15
Quarter 1, Unit 1
“How do you know Lilly says that?”
“Do you know that because you found evidence in the text about it?”
“Why do you think Lilly does that?”
“Why do you think Lilly says that?”
Teacher says:
“You are now going to turn and have a discussion with your reading partner about what key
details you noticed of what Lilly says and does to explain what patterns you notice in Lilly’s
behavior/personality, identifying another character trait to then make a prediction of what
will happen next.”
“When having your discussions, don’t forget to check in with our Good Discussion Behaviors
Chart to make sure we are following our partnership discussion norms.”
Student does:
Students turn and discuss the key details they noticed to explain the patterns in Lilly’s
behavior/personality and then what inference and prediction they make.
Sample student verbal responses:
Behavior/Personality Patterns (character traits):
Lilly gets more and more upset with her cousin for talking bad about Julius. I know this
because her nose twitched, eyes narrowed, and fur stood on end. She is very protective of her
brother.
Lilly seems to like her brother now. I know this because she says, “You are talking about my
brother!” and “His nose is shiny!” She must have forgiven Julius for stealing her parents’
attention from her.
*Other key details that would fit in either of the above responses:
Tail quivered
“His eyes are sparkly!”
“His fur smells like perfume!”
“He can blow bubbles!”
“He can babble!”
Adapted from Garden Grove Unified School District, Office of Secondary Education
Department of 7‐12 Instructional Services
Page 88 Chicago Public Schools
First Grade Lesson Plan – Reading, Day 15
Quarter 1, Unit 1
“He can gargle!”
“He can scream better than anyone!”
Predictions:
Lilly will make her cousin apologize to Julius.
Lilly will forgive her brother for stealing her parents’ attention and be nice to him.
Lilly will protect her brother from now on.
Lilly will love her brother and play with him now.
Lilly will not get so upset with Julius anymore and notice the good things about him.
Lilly will realize her little brother is better than she thought and become his friend.
Teacher does:
Teacher listens in to partnership discussions, collecting formative feedback regarding lesson
objective and student misconceptions or thinking blocks where prompting is needed.
Sample teacher verbal prompts and accommodations for students:
Sentence starters to jumpstart students’ language articulation.
“Lilly is I know this because in the text Lilly .”
(character trait – behaviors/personality) (key detail – says/does)
“Lilly is . I predict Lilly will .”
(character trait – behaviors/personality) (prediction of what will happen next)
Assist students in processing information.
Allowing more wait time for sketching before or during discussions to help students
explain and support their thinking with text evidence.
Polish speaking and Polish bilingual students are paired together to enhance
comprehension in native language and engage in accountable talk in English and Polish.
Differentiate and scaffold teacher check in with student groups regarding
comprehension content and discussion behaviors.
Students may use Post‐its to collect the key details and then use them to organize their
thoughts into a chart in their Reader’s Notebooks.
Adapted from Garden Grove Unified School District, Office of Secondary Education
Department of 7‐12 Instructional Services
Page 89ELA/Literacy Content Framework_Version 2.0
First Grade Lesson Plan – Reading, Day 15
Quarter 1, Unit 1
Allow students a variety of methods and modalities in which to respond.
Dictation to the teacher or another student.
Sketch along with or in place of writing to convey meaning of key details noticed from
the text.
Instead of Reader’s Notebooks students may use: notecards, notebooks, paper,
whiteboards, and/or iPads.
Allowing higher students to use a chart or self‐made organizer of their choice or write in
narrative form if they feel they do not need the chart to organize their thoughts.
Teacher does:
Share some things that you heard from partners’ discussion that supports the lesson
objective as an example.
*Tips:
Teachers may want to chart some student responses to use an anchor chart for students to
refer to during independent work.
Teacher may have some students share out what they wrote or share out what important
points their partner brought to their discussion.
Adapted from Garden Grove Unified School District, Office of Secondary Education
Department of 7‐12 Instructional Services
Page 90 Chicago Public Schools
First Grade Lesson Plan – Reading, Day 15
Quarter 1, Unit 1
“YOU DO IT TOGETHER” Collaborative Learning
How will you… assess student progress/understanding?
hold individuals accountable for the group work?
provide students with hands‐on experiences and practice?
determine grouping (pairs,
groups) for this activity? use scaffolds to help struggling students understand the lesson?
support students to use self‐ regulatory strategies?
provide opportunities for
students to practice self‐
correction? Ask questions that assist
students in self‐correcting their
relative strengths and
weaknesses in regard to the
given task ?
*Tips: Give each partnership a copy of the text (Chester’s Way by Kevin Henkes).
Teacher may choose to use the same text but prompt students to pay attention to the
other characters in the text other than Lilly. Teacher may want to use a completely different complex read aloud text. Alternative
suggested texts are below. Teacher may want to supply each partnership with their own complex text at their
independent reading level (students need to be able to read the text on their own with
accuracy and comprehension). Allowing students to read the text together and go through
the process of identifying the character’s feeling and evidence to support it in a different
text (www.readingandwritingproject.com has multiple booklists by topic and reading level).
Alternative Suggested Texts (read aloud by teacher):
Peter’s Chair by Ezra Jack Keats
A Chair for My Mother by Vera Williams
An Angel for Solomon Singer by Cynthia Rylant
Those Shoes by Maribeth Boelts
Koala Lou by Mem Fox
Amber Was Brave, Essie Was Smart by Vera Williams
One Green Apple by Eve Bunting
Leo the Late Bloomer by Robert Kraus
Fireflies by Julie Brinkloe
Teacher says:
“Now it’s time for you to learn together… You are going to…
“With your partner, use the charts we made together to set up your T‐Chart with the
name of the book, the character’s name, and the two headings Does/Says and Prediction.
Adapted from Garden Grove Unified School District, Office of Secondary Education
Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 15
Quarter 1, Unit 1
Page 91 ELA/Literacy Content Framework_Version 2.0
“I am going to read a different story with the character Lilly by Kevin Henkes, Chest er’ s
Way. While I read aloud, you and your partner follow along in your copy of the text. While
I read… listen and pay attention to the key details of what Lilly does and says in this text.
You and your partner are then going to discuss and write down what you noticed Lilly did
and said.”
*Tip:
Teacher may want to allow students choose between Chester or Lilly to focus on during
cooperative learning.
Teacher does:
Give each partnership a copy of the text.
Read aloud p. 2‐14
Student does:
Students listen to the story and then discuss and write the key details of what Lilly does
and says in their T‐Chart under the Does/Says heading in their chart in each of their
Reader’s Notebooks.
Sample student written responses:
Lilly:
wore band aids all over her arms
talked backwards
waved at every car that passed
always carried a squirt gun
wore a disguise
Chester:
always cut his sandwich in a diagonal
always ate the same breakfast
always kept a first aid kit in his pocket
always got out of bed the same way
Adapted from Garden Grove Unified School District, Office of Secondary Education
Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 15
Quarter 1, Unit 1
Page 92 Chicago Public Schools
never slid head first in baseball
never threw snowballs
always wore sunscreen
Teacher says and does:
“I am going to read the same part of the text again while you and your partner follow
along in your copy of the text. When I am done reading you will work with your partner to
discuss what pattern you notice in Lilly’s behavior/personality, identifying some of her
character traits. Then use that to make an inference and develop a prediction of what you
think will happen next. Use your best handwriting/drawings to record your thoughts on
the side of your T‐Chart with the heading Prediction. Make sure you and your partner
reread both sides of your chart, making sure the key details of what Lilly does and says
connects and supports your prediction of what will happen next in the story.”
Teacher rereads 2‐14
Student does:
Students work with their reading partners and their findings of what the character does
and says to identify the character’s behavior/personality patterns (character traits), infer,
and develop a prediction of what they think will happen next and record their thoughts in
their Reader’s Notebooks under the heading Prediction in their T‐Chart in their own
Reader’s Notebooks. As students work, teacher listens in to conversations and reads
student writing to formatively assess student progress and make identify students who
may need additional guided practice or modeling during the “You Do It Alone” time.
*Tip:
Teacher should be collecting anecdotal notes by sitting in on each group’s discussion and
listen in on the partnership discussions.
Teacher may want to prompt students to make comparisons of Lilly’s character traits
across the two different texts.
Sample student written response:
Lilly always does things different than everyone else. I predict she will show Chester and
Wilson how to do some new things.
I predict that Lilly will not become friends with Chester and Wilson because they always do
the same things and she thinks that’s boring.
Adapted from Garden Grove Unified School District, Office of Secondary Education
Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 15
Quarter 1, Unit 1
Page 93ELA/Literacy Content Framework_Version 2.0
“YOU DO IT ALONE” Independent Practice
How will you… intervene with students who are not ready to move on?
extend the lesson for those who are ready to move on?
support students in connecting
concepts to future lessons and
in exploring real‐life
applications? encourage students to generate evidence of self‐regulatory
strategies? provide opportunities for students to self‐assess?
endorse independent learning
or more in‐depth study of
content by students?
Teacher says: “Now you are going to go off and try this on your own…
During independent reading you are going to choose a fiction text from your leveled book
box. While you are reading, you are going to pay attention to what your character does
and says and ask yourself “Do I notice a pattern in the character’s behavior/personality?”
and then make predictions of what may happen next. When you notice a key detail about
what your character does and says open up to a clean page in your Reader’s Notebook
and make a chart to organize your thinking and jot your thoughts. Then you can go back to
your thinking at a later time to discuss it with your reading partner or respond to your
thinking through writing.” *Tip:
Remind student of the resources they can use around the room and in their Reader’s
Notebooks. Teacher may allow students to use Post‐its as an additional means of collecting key details
from the text. Student does:
Students read fiction books at their independent reading level from their leveled book
box. When necessary, students may use Post‐its and/or construct a T‐Chart in their
Reader’s Notebook to help organize their thoughts. Students pay attention to the key
details of what the character does and says, to then question themselves around the
character’s patterns (character traits) and make predictions of what will happen next.
Students record the key details of what the character does and says and their predictions
on the next clean page in their Reader’s Notebook. Teacher conferring prompts:
“Who is in the story?”
“What is happening in the story?”
“What is the character’s problem in the story?”
“What does the character do?”
“What does the character say?”
Adapted from Garden Grove Unified School District, Office of Secondary Education
Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 15
Quarter 1, Unit 1
Page 94 Chicago Public Schools
“Why does the character do and say those things?”
“How do you know the character does/does says that?”
“What in the story makes you think that?”
“Are you noticing any patterns in the character’s behavior/personality? What?”
“What are some of the character’s character traits? What makes you think that?”
“From your findings, what is your prediction of what will happen next?”
“What is your opinion of what the character did/said?” “What is your opinion of the characters behavior/personality?”
“CLOSURE of LESSON” whole group reflection
assess at the close of the lesson to determine who has mastered
content and who needs further
assistance? bring the class together to
reflect on the day’s learning and
prepare for tomorrow’s
learning?
Teacher says: “Turn and tell your reading partner about one of the characters you read about. Explain to
your partner what your character does and says and the patterns you noticed in their
behaviors/personalities. Describe one prediction you made while reading about your
character and why you made it. Tell your partner if your prediction was correct.” Student does:
Students turn and discuss their thinking from when they were reading independently,
using their Reader’s Notebooks. Teacher does:
Teacher listens in on student discussion to find one partnership to model in a fish bowl
related to the lesson objective paired with one praise and/or one push to highlight after
students model.
Student does: One partnership models the discussion they had during turn and discuss.
Teacher does:
Teacher shares with all students the one praise and/or highlight after student models that
will reinforce the work done by students in the lesson or to set students up for the next
steps in the continuum of learning in the unit.
Adapted from Garden Grove Unified School District, Office of Secondary Education
Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 15
Quarter 1, Unit 1
Page 95ELA/Literacy Content Framework_Version 2.0
Teacher says:
“The work we did today is going to be very important because we are going to use our
findings to respond in our Reader’s Notebook identifying how the characters are feeling
and write to support our thinking, using key details from the text including multiple
characters, the setting and events.”
Teacher says: “Today and every day you can... because…
use your Reader’s Notebook to respond to your thinking by using a chart to record things
your characters did or said… this allows us to organize the text evidence you collect of key
details to support your thinking of your prediction of what will happen next, helping us to
understand our characters better and be a good reader.”
ASSESSMENT
What will you ask? When will you ask during the lesson? What will kids say or do to demonstrate understanding of the objective?
Formative: Student verbal responses during partner discussions
Student written responses on Post‐its
Student written responses in Reader’s Notebooks
Anecdotal Records during conferring regarding lesson
objective
Summative: Summative assessment will happen at the end of the
unit, not at the end of this lesson.
Adapted from Garden Grove Unified School District, Office of Secondary Education
Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 16
Quarter 1, Unit 1
Page 97ELA/Literacy Content Framework_Version 2.0
Quarter: 1, Unit: 1
Week: 4 of 5
Day: 16
Objective(s):
Good readers infer how a character is feeling by
observing the things that a character does and says (key
details) through questions such as, “What are some of
the things the character does in the story?”, “What is
something the character said in the story?”, and “How
does the character feel in that part of the story?”, and
then discuss with their reading partners.
Materials/Resources:
Shared Text: Julius Baby of the World by Kevin
Henkes
Chester’s Way by Kevin Henkes Post‐its (notecards,
whiteboards, notebook,
paper, or iPad)
Reader’s Notebooks
Pencils
Chart Markers
Anchor Charts: Anchor Chart R‐4
T‐Chart from prior lesson
Character Feelings Vocabulary
Chart
Student samples of cited text
evidence
Post‐it Writing Anchor Chart
or displayed student work
reading response samples
(Post‐its or Reader’s
Notebook entries)
Good Discussion Norms
Anchor Chart
CCSS Standards:
RL.1.1‐ Ask and answer
questions about key details in a
text. RL.1.3‐ Describe characters,
settings, and major events in a
story, using key details. RL.1.4‐ Identify words and
phrases in stories or poems that
suggest feelings or appeal to the
senses. SL.1.4‐ Describe people, places,
things, and events with relevant
details, expressing ideas and
feelings clearly.
Reading Partnerships: According to the Common Core State Standards,
students must have ample opportunities to take part in a
variety of rich, structured conversations ‐ as a part of a
whole class, in small groups, and with a partner to build
a foundation for college and career readiness.
Partnerships should be developed strategically by the
teacher; regarding student reading level, comprehension
skills, and degree of engagement in discussion. Discussion behaviors should be modeled and practiced
including the following critical attributes allowing
students to be a productive member of the
conversations.
Contribute accurate, relevant information
Respond to and develop what others have said
Make comparisons and contrasts
Analyze and synthesize a multitude of ideas in
various domains
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 16
Quarter 1, Unit 1
Page 98 Chicago Public Schools
“I DO IT” Input & Modeling
How will you… model lesson objectives
(content‐language‐
metacognitive) clearly & repeat
it to your students?
(think/write/search‐aloud) convey the purpose of the lesson?
assess students’ prior knowledge?
connect to prior learning?
build on background knowledge?
identify both academic &
content vocabulary so students
can access new material? allow for student interaction?
visually represent the concept?
(i.e. images, gestures)
Student does: Students sit on the rug in the meeting area, next to their assigned reading partner. Students
actively listen and watch the teacher model the lesson objective.
Teacher says: “Yesterday we worked on…
using our Reader’s Notebooks to respond to our thinking by using a chart to record things our
characters did or said… this allows us to organize the text evidence we collected of key details
to support our thinking and make predictions of what will happen next, helping us to
understand our characters better.”
(Refer to prior lessons’ anchor charts) “We have been reading about characters in our books who are different because of their
character traits and what they do and say. In the text we have been reading, Julius the Baby Of
The World, Lilly acts “uncooperative” in different parts of the text. Uncooperative means not
being helpful when your help is needed during specific times or places. Like in the text when
Lilly was supposed to be quiet because Julius was sleeping, she was loud, and when she told
Julius the wrong order of the letters and numbers after her parents asked her to teach him to
be smart like her. She is being very uncooperative. You may have been uncooperative at
school when a teacher asked you to not talk in the hallway because other classes were
learning and you made the choice to talk and disturb them anyway.”
*Tip: Other than a high frequency word wall, teachers should have a designated location in their
classroom where vocabulary is posted and referred to fluidly in other contexts throughout the
day. Students should be prompted and motivated to use these words in their speaking and
writing to deepen their level of vocabulary capacity and application. “Today I want to teach you... because...
how good readers infer how a character feels by noticing the things the character does and
says and then discusses them with their reading partner…this allows us to collect text
evidence of the key details to support our thinking, helping us to understand our characters
better..” (Refer to the displayed T‐Chart with findings of what Lilly does and says from the prior day’s
lesson.)
Adapted from Garden Grove Unified School District, Office of Secondary Education
Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 16
Quarter 1, Unit 1
Page 99ELA/Literacy Content Framework_Version 2.0
“Watch me as I.... or “ Let me show you how I....
re‐read a part of the text, Julius the Baby Of The World and think about the key details we
gathered yesterday of what Lilly does and says in this part of the text. I am going to think
about the things Lilly is doing and saying to ask myself, ‘How is the character (Lilly) feeling in
this part of the story?’ and then discuss my thoughts with my reading partner.”
*Tip:
Teachers may want to model acting out the section of the text (a micro‐retell through
dramatization). Dramatizing the part of the story could help students collect the evidence of
what the character does and says to be able to infer how the character is feeling.
Teacher does and says:
Read aloud pg. 3‐4. Model stopping points to think when you come across a key detail
regarding what the character does and says, leading to an inference of the character’s
feelings.
(Thinking aloud allows students to witness your metacognition when reading around
identifying key details and using them to infer character feelings.)
Teacher thinks/writes/search‐aloud:
(Point to key details on the prior day’s chart while noticing them again when reading.)
“Hmm… what are some of the things Lilly does and says? Well, Lilly takes all her toys back
from Julius, so we jotted down Does not share. Here she pinches Julius’ tail, so we jotted down
Pinches. Oh no! Lilly’s parents think Julius’ eyes, nose, and fur is so sweet, but Lilly does not
think they are at all. Good thing we jotted down, Think he is not cute. She also says that she
hates him and that he looks and smells disgusting. So we would remember that, we jotted
down “I hate you!” and “Disgusting!’”
“Hmm…How does the character (Lilly) feel in this part of the story? She just seems so angry
with her new baby brother, Julius. It’s like she is angry with him because he is getting so much
attention from her parents and she is acting uncooperative because she is mad at him that she
has to share her things and her mom and dad with him. When this happens it usually means
someone is jealous of someone else so they act cruel toward them. When they act this way it
can mean they are jealous. I think Lilly is feeling jealous of her baby brother, Julius.”
Teacher says and does:
Teacher selects one student to be his/her reading partner to model a discussion with.
Adapted from Garden Grove Unified School District, Office of Secondary Education
Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 16
Quarter 1, Unit 1
Page 100 Chicago Public Schools
(Teacher may want to let the student know ahead of time so they are not caught off guard. If
the teacher wants to model discussion back and forth, they will need to make sure the student
knows how and has a book they know really well to discuss or knows the anchor text just as
well.)
“Watch how I discuss the inference I made of how the character feels and what key details in
the text make me think that. I am going to make sure I use text evidence to support my
thinking to my partner.”
Teacher and student model:
“I am reading, Julius the Baby Of The World. In the text there is a character named Lilly, who
has just received a new baby brother. Lilly is not treating him very nicely and being very
uncooperative. I think Lilly feels jealous of Julius because he is getting so much attention from
her parents. I think this because I read and saw in the pictures that Lilly does not share her
toys with Julius, she pinches his tail, and she says, ‘I hate you!’ right to him!”
*Tips:
Teacher may want to point at text evidence in the book while she is discussing or touch the
different key details as she talks about them on her chart, to help students make the
connection directly of text evidence coming directly from the text.
Teacher may want to put the text/pictures on a document camera so students can see the text
up close.
Teacher may want to use images combined with words to help with meaning on charts.
Teacher may want to use gestures to signify when the teacher is thinking aloud and to add
meaning to vocabulary by acting out nonverbal cues related to the character’s actions and
possible feelings.
Teacher says:
“Did you notice how I....
was able to make an inference of how the character (Lilly) feels by paying attention to the
things the character (she) does and says, to then discuss my thoughts with my reading
partner…this allows me to support my thinking by using text evidence of the key details,
helping us to understand our characters better.”
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 16
Quarter 1, Unit 1
Page 101 ELA/Literacy Content Framework_Version 2.0
“WE DO IT” Guided Instruction
How will you… know that each student thought through and formulated a
response to (specify question)? provide corrective feedback to students?
differentiate additional
modeling for students
(think/write/ search‐ aloud)? address the metacognitive
element? provide multiple explanations
for new concepts? provide multiple
representations of new
concepts? prepare students to ask probing/clarifying questions?
allow students a variety of
methods and modalities in
which to respond? assist students in processing information?
*Tip: Students have their Reader’s Notebooks underneath them on the rug.
Teacher says:
“Now you are going to give it a try… You are going to....
open up to your T‐Chart we did together on the rug yesterday in your Reader’s Notebook. We
are going to refer to your thoughts while we read.”
Teacher does and says: “Listen as I read a different part of the text at the end of the story. While I read… listen for the
key details of what Lilly does or says and point to them in your T‐Chart under the heading,
Does/Says. After I am done reading, you are going to ask yourself, ‘How is Lilly feeling in this
part of the text?’ You will use your findings and the feeling you have inferred to turn and talk
with your reading partner, using the key details from the text and your chart of what Lilly does
and says to support your thinking of how she is feeling.”
*Tip: After listening to the section of the text, teachers may want to have the students turn and each
act out that part of the text for their partner. After acting out, the students can discuss what
the character does and says and what feelings they infer the character has. “Don’t forget to use the anchor charts and thinking stems to help you while you are listening
to me read. These things will help you jump start your thinking around the key details of what
the character does and say that supports your thinking of feelings the characters in our books
may have.”
Teacher does and says: Read aloud p. 26‐27.
*Tip:
Use gestures to emphasis character actions and feelings.
“Take a minute if you have not done so already, to infer how Lilly is feeling in this part of the
text and what key details from the text makes you think that.” Student does:
While teacher reads aloud p. 26‐27, students points out key details in their T‐Chart they notice
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 16
Quarter 1, Unit 1
Page 102 Chicago Public Schools
of what Lilly does and says in the text and starts to develop their inference of how Lilly is
feeling in this part of the text, by asking themselves, ‘How is the character (Lilly) feeling in this
part of the text?’.
Teacher says:
“Using the text evidence from their T‐Chart in their Reader’s Notebook, you are going to turn
and discuss to explain to your partner your inference of how Lilly is feeling in this part of the
text by citing the evidence from the text of the key details of what Lilly does and says that
makes you think she is feeling that way in this part of the text.”
“When having your discussions, don’t forget to check in with our Good Discussion Behaviors
Chart to make sure we are following our partnership discussion norms.”
Sample student responses:
Inferred feelings:
frustrated
unhappy
irritated
disappointed
angry
upset
annoyed
offensive
aggressive
provoked
empathetic
determined
brave
confident
Text evidence that supports inferred feelings:
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 16
Quarter 1, Unit 1
Page 103ELA/Literacy Content Framework_Version 2.0
nose twitched
eyes narrowed
fur stood on end
tail quivered
“You are talking about my brother!”
“His nose is shiny!”
“His eyes are sparkly!”
“His fur smells like perfume!”
“He can blow bubbles!”
“He can babble!”
“He can gargle!”
“He can scream better than anyone!”
Sample teacher verbal prompts for students:
“Where is Lilly?”
“Who is Lilly with?”
“What happens?”
“How does Lilly feel in this part of the text?”
“What makes you think that?”
“What does Lilly do?”
“What else does she do?”
“How do you know she does that?”
“What does Lilly say?”
“What else does Lilly say?”
“How do you know Lilly says that?”
“Do you know that because you found evidence in the text about it?”
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 16
Quarter 1, Unit 1
Page 104 Chicago Public Schools
“Why do you think Lilly does that?”
“Why do you think Lilly says that?”
Teacher does:
Teacher listens in to partnership discussions, collecting formative feedback regarding lesson
objective and student misconceptions or thinking blocks where prompting is needed.
Sample teacher verbal prompts and accommodations for students:
Sentence starters to jumpstart students’ language articulation.
“Lilly is feeling I know this because in the text Lilly .”
(feeling) (key detail – says/does)
“Lilly . This tells me that she is feeling because .”
(key detail – says/does) (feeling) (connection to overall
rational for feeling)
Assist students in processing information.
Allowing more wait time for sketching before or during discussions to help students
explain and support their thinking with text evidence.
Polish speaking and Polish bilingual students are paired together to enhance
comprehension in native language and engage in accountable talk in English and Polish.
Differentiate and scaffold teacher check in with student groups regarding comprehension
content and discussion behaviors.
Students may use Post‐its to collect the key details and then use them to organize their
thoughts into a chart in their Reader’s Notebooks.
Allow students a variety of methods and modalities in which to respond.
Dictation to the teacher or another student.
Sketch along with or in place of writing to convey meaning of key details noticed from the
text.
Instead of Reader’s Notebooks students may use: notecards, notebooks, paper,
whiteboards, and/or iPads.
Allowing higher students to use a chart or self‐made organizer of their choice or write in
narrative form if they feel they do not need the chart to organize their thoughts.
Adapted from Garden Grove Unified School District, Office of Secondary Education
Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 16
Quarter 1, Unit 1
Page 105ELA/Literacy Content Framework_Version 2.0
Teacher does:
Share some things that you heard from partners’ discussion that supports the lesson objective
as an example.
*Tips: Teachers may want to chart some student responses to use an anchor chart for students to
refer to during independent work. Teacher may have some students share out what they wrote or share out what important
points their partner brought to their discussion.
“YOU DO IT TOGETHER” Collaborative Learning
How will you… assess student progress/understanding?
hold individuals accountable for
the group work? provide students with hands‐on experiences and practice?
determine grouping (pairs,
groups) for this activity? use scaffolds to help struggling students understand the lesson?
support students to use self‐ regulatory strategies?
provide opportunities for
students to practice self‐
correction? Ask questions that assist
students in self‐correcting their
relative strengths and
weaknesses in regard to the
given task ?
*Tips: Give each partnership a copy of the text (Chester’s Way by Kevin Henkes).
Teacher may choose to use the same text but prompt students to pay attention to the other
characters in the text other than Lilly.
Teacher may want to use a completely different complex read aloud text. Alternative
suggested texts are below. Teacher may want to supply each partnership with their own complex text at their
independent reading level (students need to be able to read the text on their own with
accuracy and comprehension). Allowing students to read the text together and go through the
process of identifying the character’s feeling and evidence to support it in a different text (www.readingandwritingproject.com has multiple booklists by topic and reading level).
Alternative Suggested Texts (read aloud by teacher):
Peter’s Chair by Ezra Jack Keats
A Chair for My Mother by Vera Williams
An Angel for Solomon Singer by Cynthia Rylant
Those Shoes by Maribeth Boelts
Koala Lou by Mem Fox
Amber Was Brave, Essie Was Smart by Vera Williams
One Green Apple by Eve Bunting
Adapted from Garden Grove Unified School District, Office of Secondary Education
Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 16
Quarter 1, Unit 1
Page 106 Chicago Public Schools
Leo the Late Bloomer by Robert Kraus
Fireflies by Julie Brinkloe
Teacher says:
“Now it’s time for you to learn together… You are going to…
“I am going to read a different story by Kevin Henkes, Chester’s Way. While I read aloud, you
and your partner follow along in your copy of the text. While I read… listen and pay attention
to the key details of what Chester does and says. You and your partner are then going to
discuss to answer the questions, ‘How is the character feeling in this part of the text?’ to then
discuss to determine your inference of how Chester is feeling and explain why you think that
by using the key details of what Chester does and says in the text to support your thinking of
that inference.”
*Tip:
Teacher may want to allow students choose between Chester or Lilly to focus on during
cooperative learning.
Teacher does:
Give each partnership a copy of the text.
Read aloud p. 12‐16
Student does:
Students listen to the story and then ask themselves (as a partnership), ‘How does the
character feel in this part of the text?’ to then discuss to infer how the character (Lilly or
Chester) is feeling and use key details from the text to support their thinking of why they think
the character feels that ways in this part of the book.
Sample student written responses:
Inferred feelings:
Lilly: unique, dynamic, free, secure, daring, enthusiastic, playful, cheerful
Chester: uncertain, nervous, hesitant, skeptical, untrusting, uneasy, shy
Text evidence that supports inferred feelings:
Lilly:
wore Band‐Aids all over her arms and legs
Adapted from Garden Grove Unified School District, Office of Secondary Education
Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 16
Quarter 1, Unit 1
Page 107ELA/Literacy Content Framework_Version 2.0
talked backwards
wore nifty disguises
waved at all cars passing by
carried a loaded squirt gun
asked Chester and Wilson to play
called Chester and Wilson on the phone Chester:
said, “She has a mind of her own.”
said they were busy when she asked to play
hid from Lilly
crossed to the other side of the street
disguised their voices when she called
said, “She’s something else.”
*Tip: Teacher should be collecting anecdotal notes by sitting in on each group’s discussion and listen
in on the partnership discussions.
“YOU DO IT ALONE” Independent Practice
How will you… intervene with students who are not ready to move on?
extend the lesson for those who are ready to move on?
support students in connecting
concepts to future lessons and
in exploring real‐life
applications? encourage students to generate evidence of self‐regulatory
strategies?
Teacher says: “Now you are going to go off and try this on your own…
during independent reading you are going to choose a fiction text from your leveled book box.
While you are reading, you can ask yourself, ‘How does the character feel in this part of the
text?’ to infer how a character feels by noticing the things the character does and says and
using those key details to support your thinking of why the character feels that way. You can
then discuss your findings with your reading partner at a later time, share during after
workshop share, or during buddy read center…this allows us to collect text evidence of the key
details to support our thinking, helping us to understand our characters better.”.” *Tip:
Remind student of the resources they can use around the room and in their Reader’s
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 16
Quarter 1, Unit 1
Page 108 Chicago Public Schools
provide opportunities for students to self‐assess?
endorse independent learning
or more in‐depth study of
content by students?
Notebooks. Teacher may allow students use Post‐its as an additional means of collecting key details from
the text.
Student does:
Students read fiction books at their independent reading level from their leveled book box.
When necessary, students may use Post‐its and/or construct a T‐Chart in their Reader’s
Notebook to help organize their thoughts. Students ask themselves, ‘How does the character
feel in this part of the text?’ to infer the feelings of the characters in their books by noticing
the key details of what their character does and says to support their thinking of the character
feeling that way, in that part of the book. Students can discuss their findings with their reading
partners at a later time, during after workshop share or during buddy read center.
Teacher conferring prompts:
“Who is in the story?”
“What is happening in the story?”
“What is the character’s problem in the story?”
“What does the character do?”
“What does the character say?”
“Why does the character do and say those things?”
“How do you know the character does/does says that?”
“What in the story makes you think that?”
“How is the character feeling in this part of the text?”
“Are you noticing any patterns in the character’s behavior/personality? What?”
“What are some of the character’s character traits? What makes you think that?”
“From your findings, what is your prediction of what will happen next?”
“What is your opinion of what the character did/said?”
“What is your opinion of the characters behavior/personality?”
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 16
Quarter 1, Unit 1
Page 109ELA/Literacy Content Framework_Version 2.0
“CLOSURE of LESSON” whole group reflection
assess at the close of the lesson to determine who has mastered
content and who needs further
assistance? bring the class together to reflect on the day’s learning and
prepare for tomorrow’s
learning?
Teacher says: “Turn and tell your reading partner about one of the characters you read about. Explain to
your partner how your character felt in one part of the text, use text evidence of what the
character did and said that supports your thinking of them feeling that way. Make sure you
are using key details from the text to support your inference. You may use your Reader’s
Notebook or the actual text if you believe that will help you be more clear with your
explanation to your partner.”
Student does: Students turn and discuss their thinking from when they were reading independently, using
their Reader’s Notebooks or the text, if they choose to.
Teacher does:
Teacher listens in on student discussion to find one partnership to model in a fish bowl related
to the lesson objective paired with one praise and/or one push to highlight after students
model.
Student does: One partnership models the discussion they had during turn and discuss.
Teacher does:
Teacher shares with all students the one praise and/or highlight after student models that will
reinforce the work done by students in the lesson or to set students up for the next steps in
the continuum of learning in the unit. Teacher says:
“The work we did today is going to be very important because we are going to use our findings
to respond in our Reader’s Notebook identifying how the characters are feeling and write to
support our thinking, using key details from the text including multiple characters, the setting
and events.”
Teacher says: “Today and every day you can... because…
infer how a character feels by noticing the things the character does and says and then discuss
them with your reading partner…this allows us to collect text evidence of the key details to
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 16
Quarter 1, Unit 1
Page 110 Chicago Public Schools
support our thinking, helping us to understand our characters better.”
ASSESSMENT
What will you ask? When will you ask during the lesson? What will kids say or do to demonstrate understanding of the objective?
Formative: Student verbal responses during partner discussions
Student written responses on Post‐its
Student written responses in Reader’s Notebooks
Anecdotal Records during conferring regarding lesson
objective
Summative: Summative assessment will happen at the end of the unit,
not at the end of this lesson.
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 17
Quarter 1, Unit 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
Page 111ELA/Literacy Content Framework_Version 2.0
Click to access the 1st Grade Video and Video Discussion Guide on the Knowledge Center.
Quarter: 1, Unit: 1 Week: 4 of 5 Day: 17
Objective(s): Good readers remember what their characters do and say in order to infer how that character is feeling by using Post‐its, partner discussions, and their Reader’s Notebooks to record their observations and what they learn about their character when reading.
Materials/Resources:
Shared Text: Julius Baby of the World by Kevin Henkes
Post‐its (notecards,
whiteboards, notebook,
paper, or iPad)
Reader’s Notebooks
Pencils
Chart Markers Anchor Charts:
Anchor Chart R‐4
T‐Chart from prior lesson
Character Feelings Vocabulary
Chart
Post‐it Writing Anchor Chart
or displayed student work
reading response samples
(Post‐its or Reader’s
Notebook entries)
Good Discussion Norms
Anchor Chart
CCSS Standards:
RL.1.1‐ Ask and answer questions about key details in a text.
RL.1.3‐ Describe characters, settings, and major events in a story, using key details.
RL.1.4‐ Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
SL.1.4‐ Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
Reading Partnerships: According to the Common Core State Standards, students must have ample opportunities to take part in a variety of rich, structured conversations ‐ as a part of a whole class, in small groups, and with a partner to build a foundation for college and career readiness. Partnerships should be developed strategically by the teacher; regarding student reading level, comprehension skills, and degree of engagement in discussion.
Discussion behaviors should be modeled and practiced including the following critical attributes allowing students to be a productive member of the conversations.
Contribute accurate, relevant information
Respond to and develop what others have said
Make comparisons and contrasts
Analyze and synthesize a multitude of ideas in
various domains
First Grade Lesson Plan – Reading, Day 17
Quarter 1, Unit 1
Page 112 Chicago Public Schools
“I DO IT” Input & Modeling
How will you… model lesson objectives (content‐language‐ metacognitive) clearly & repeat it to your students? (think/write/search‐aloud)
convey the purpose of the lesson?
assess students’ prior knowledge?
connect to prior learning?
build on background knowledge?
identify both academic & content vocabulary so students can access new material?
allow for student interaction?
visually represent the concept? (i.e. images, gestures)
Student does: Students sit on the rug in the meeting area, next to their assigned reading partner. Students
actively listen and watch the teacher model the lesson objective. Teacher says: “Yesterday we worked on… inferring how a character feels by observing the things the character does and says (key
details) by asking ourselves questions such as, “What are some of the things the character
does in the story?”, “What is something the character said in the story?”, and “How does the
character feel in that part of the story?” to then discuss with our reading partners.”
(Refer to prior lessons’ anchor charts) “We have been reading about characters in our books who are different because what they do
and say when they are feeling that way. In the text we have been reading, Julius The Baby of
the World, Lilly feels “jealous” in certain parts of the text. We know that jealous means feeling
resentment against someone or protective of certain things because of what that person has
or their advantages. Like in the text, Lilly was jealous of her brother because of the attention
he was getting from her mom and dad. You may have felt jealous of one of your siblings when
they got something that you were envious (really wanted) of.”
*Tip: Other than a high frequency word wall, teachers should have a designated location in their
classroom where vocabulary is posted and referred to fluidly in other contexts throughout the
day. Students should be prompted and motivated to use these words in their speaking and
writing to deepen their level of vocabulary capacity and application. “Today I want to teach you... because... that good readers remember what their characters do and say in order to infer how that
character is feeling by using Post‐its to jot/sketch their observations and what they learned
about their character when reading… this allows us to collect text evidence of key details to
support our thinking, helping us to understand our characters better.” (Refer to displayed examples of students’ Post‐its or Post‐it Writing anchor chart.)
“Watch me as I.... or “Let me show you how I.... read Julius Baby of the World. When I notice a key detail of what Lilly does or says that
supports my thinking of her feeling jealous, I stop and jot/sketch my text evidence on a Post‐it
to help me remember my thinking, then I can look back at my thinking when I have a
discussion with my reading partner or when writing in my readers notebook.” *Tip:
Teachers may want to model acting out the section of the text (a micro‐retell through
Adapted from Garden Grove Unified School District, Office of Secondary Education
Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 17
Quarter 1, Unit 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
Page 113ELA/Literacy Content Framework_Version 2.0
dramatization). Dramatizing the part of the story could help students identify the feeling and
the evidence of what the character does and says leads to and/or affirms an inference of how
a character is feeling.
Teacher does and says: Read aloud pg. 3‐4. Model stop and jot the suggested points below:
Teacher thinks/writes/search‐aloud:
“Lilly takes her toys away from Julius.” Write Does not share.
“Lilly pinches Julius’ tail.” Write pinches.
“Lilly thinks Julius’ pink nose is slimy, that his eyes are beady, and his white fur is not so
sweet.” Write thinks he is not cute.
“Lilly says, ‘I hate you’. Write with quotation marks “I hate you!”
“Lilly says, ‘Disgusting’ about his slimy nose, beady eyes, not so sweet white fur, and
diaper changes.” Write with quotation marks “Disgusting!”
*Tips:
Teacher may want to put the text/pictures on a document camera so students can see the text
up close.
Teacher may want use images combined with words to help with meaning on charts.
Teacher may want to use gestures to signify when the teacher is thinking aloud and to add
meaning to vocabulary by acting out nonverbal cues related to feelings.
Teacher may want to model using two different colors of Post‐its (one color for the evidence
and one color for the feeling) for higher students.
“After I jot/sketch the key details that support my thinking of Lilly feeling jealous, I am going to
turn to a clean page in my Reader’s Notebook and stick it on the page. This way I can return to
my thinking to have a discussion with my reading partner or explain my thinking in writing on
that page in my Reader’s Notebook.”
*Tips:
If each student will eventually have their own copy of the text they are using or you will be
expecting them to do this work independently during Independent Reading often, you may
want to model putting the Post‐it directly into the text, on the page where the evidence can
be found. This allows for a physical connection to the evidence and helps solidify
understanding which provides them with an additional resource to use later when discussing
and explaining their thinking.
First Grade Lesson Plan – Reading, Day 17
Quarter 1, Unit 1
Page 114 Chicago Public Schools
Teacher says:
“Did you notice how I.... stopped and jotted the key details of what I noticed the character did or said that supported
my thinking that she was feeling jealous on the Post‐it? Now after I am finished with the book
I can go back to my post it notes and have a discussion with my reading partner or respond to
my thinking in my readers notebook because this will help me understand the character
better.”
“WE DO IT” Guided Instruction
How will you… know that each student thought through and formulated a response to (specify question)?
provide corrective feedback to students?
differentiate additional modeling for students (think/write/ search‐ aloud)?
address the metacognitive element?
provide multiple explanations for new concepts?
provide multiple representations of new concepts?
prepare students to ask probing/clarifying questions?
allow students a variety of methods and modalities in which to respond?
assist students in processing information?
*Tip: Students have a fresh Post‐it on a hard surface, such as their Reader’s Notebooks and a pencil underneath them on the rug.
Teacher says:
“Now you are going to give it a try… You are going to.... listen as I go back and read another part of the text in the middle of the story. While I read…
listen and when you notice a key detail of what the character does or says that makes it true
that Lilly is feeling jealous and I want you to jot it on a Post‐it. When I am done reading you
are going to turn and discuss your thinking with your partner.” *Tip:
After listening to the section of the text, teachers may want to have the students turn and each
act out that part of the text for their partner. After acting out, the students can discuss how
the character is feeling and what the character does and says that makes them think that.
Students can then capture their thinking by jotting on their Post‐it.
“Don’t forget to use the anchor charts and questions thinking starters to help you while you
are listening to me read. These things will help you jump start your thinking around the key
details of what the character does and say that supports your thinking of how they are
feeling.” Teacher does and says: Read aloud p. 9. *Tip: Use gestures to emphasis character actions and feelings.
“Take a minute if you have not done so already, to jot/sketch key details of what Lilly did or said that supports your thinking of how Lilly feels in this part of the text.”
Student does: While teacher reads aloud p. 9 students jot/sketch key details they notice that supports their thinking that Lilly is feeling jealous.
Sample student written responses: frightened Julius did magic on Julius
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 17
Quarter 1, Unit 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
Page 115ELA/Literacy Content Framework_Version 2.0
made Julius disappear pretended Julius did not exist
Sample teacher verbal prompts for students: “How is Lilly feeling?” “How do you know she feels that way?” “What from the text makes you think Lilly feels that way?” “What does Lilly do?” “What does Lilly say?”
Teacher says: “You are now going to turn and have a discussion with your reading partner about what key details you noticed of what Lilly says and does that supports your thinking of how Lilly is feeling.”
“When having your discussions, don’t forget to check in with our Good Discussion Behaviors Chart to make sure we are following our partnership discussion norms.”
Student does: Students turn and discuss the text evidence they noticed and jotted/sketched that supports their thinking of Lilly feeling jealous.
Sample student verbal responses: “Lilly is feeling jealous. I know this because she frightens Julius.”
“Lilly does magic and tries to make Julius disappear. This tells me that she is feeling jealous
because she doesn’t want Julius around taking the attention.”
“In this part, Lilly pretends that Julius does not exist. This makes me think that Lilly is feeling
jealous of her brother and doesn’t want him there.”
Teacher does: Teacher listens in to partnership discussions, collecting formative feedback regarding lesson objective and student misconceptions or thinking blocks where prompting is needed.
Sample teacher verbal prompts and accommodations for students: Sentence starters to jumpstart students’ language articulation. “Lilly is feeling I know this because in the text Lilly .”
(feeling) (key detail – says/does) “Lilly . This tells me that she is feeling because .”
(key detail – says/does) (feeling) (connection to overall rational for feeling)
Assist students in processing information. Allowing more wait time for sketching before or during discussions to help students
explain and support their thinking with text evidence.
First Grade Lesson Plan – Reading, Day 17
Quarter 1, Unit 1
Page 116 Chicago Public Schools
Polish speaking and Polish bilingual students are paired together to enhance
comprehension in native language and engage in accountable talk in English and Polish.
Differentiate and scaffold teacher check in with student groups regarding comprehension
content and discussion behaviors.
Allowing higher students to use two different colored Post‐its to capture the feeling and
supporting evidence on two different Post‐its.
Allow students a variety of methods and modalities in which to respond. Sketch along with or in place of writing to convey meaning of key details noticed from the
text.
Instead of Post‐its students may use: notecards, notebooks, paper, whiteboards, and/or
iPads.
Teacher does: Share some things that you heard from partners’ discussion that supports the lesson objective
as an example.
*Tips:
Teachers may want to chart some student responses to use an anchor chart for students to
refer to during independent work.
Student does: Students stick their Post‐it on the next clean page in their Reader’s Notebook.
*Tip:
Teachers may have students stick their Post‐its directly in the book, if each student has a
personal copy.
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 17
Quarter 1, Unit 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
Page 117ELA/Literacy Content Framework_Version 2.0
“YOU DO IT TOGETHER” Collaborative Learning
How will you… assess student progress/understanding?
hold individuals accountable for the group work?
provide students with hands‐on experiences and practice?
determine grouping (pairs, groups) for this activity?
use scaffolds to help struggling students understand the lesson?
support students to use self‐ regulatory strategies?
provide opportunities for students to practice self‐ correction?
Ask questions that assist students in self‐correcting their relative strengths and weaknesses in regard to the given task ?
*Tips: Give each partnership a copy of the text.
Teacher may choose to use the same text but prompt students to pay attention to the other
characters in the text other than Lilly. Teacher may want to use a completely different complex read aloud text. Alternative
suggested texts are below.
Teacher may want to supply each partnership with their own complex text at their
independent reading level (students need to be able to read the text on their own with
accuracy and comprehension). Allowing students to read the text together and go through the
process of identifying the character’s feeling and evidence to support it in a different text (www.readingandwritingproject.com has multiple booklists by topic and reading level).
Alternative Suggested Texts (read aloud by teacher): Peter’s Chair by Ezra Jack Keats
A Chair for My Mother by Vera Williams
An Angel for Solomon Singer by Cynthia Rylant
Those Shoes by Maribeth Boelts
Koala Lou by Mem Fox
Amber Was Brave, Essie Was Smart by Vera Williams
One Green Apple by Eve Bunting
Leo the Late Bloomer by Robert Kraus
Fireflies by Julie Brinkloe
Teacher says: “Now it’s time for you to learn together… You are going to…
listen as I go back and read another part of the text at the end of the story. While I read…
listen and pay attention to the key details of what the character does or says and think about
how Lilly is feeling in this part of the story.” “When I am done reading you are going to work in your partnership to identify how the
character feels in this part of the text and what text evidence (key details) supports you and
your partners thinking of how Lilly feels. You will use a clean page in your Reader’s Notebook
to write down how Lilly feels in this part of the text and you will use your fresh Post‐it to
jot/sketch the text evidence of what the character says or does supporting your thinking of
First Grade Lesson Plan – Reading, Day 17
Quarter 1, Unit 1
Page 118 Chicago Public Schools
how she feels.”
Teacher does: Give each partnership a copy of the text. Read aloud p. 26‐27
Teacher says: “ Work with your partner and to decide, how is the character feeling? And… What text evidence (key details of what the character says and does) supports your thinking that the character feels that way? Use your Post‐its to collect the key details of what the character does and says that makes you think they feel that way.”
Student does: Students work with their reading partners to identify how Lilly is feeling in the end of the text
and writes it in their Reader’s Notebooks. Students then work in their partnerships to notice
and jot the key details in the text that support their thinking of how Lilly feels in that part of
the text.
Sample student written responses: Lilly is feeling at the end of the text (irritated, impulsive, frustrated, disappointed,
unhappy, angry, upset, annoyed, offensive, aggressive, provoked, empathetic, determined,
brave, confident).
nose twitched
eyes narrowed
fur stood on end
tail quivered
“You are talking about my brother!”
“His nose is shiny!”
“His eyes are sparkly!”
“His fur smells like perfume!”
“He can blow bubbles!”
“He can babble!”
“He can gargle!”
“He can scream better than anyone!”
*Tip: Teacher should be collecting anecdotal notes by sitting in on each group’s discussion and listen in on the partnership discussion.
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 17
Quarter 1, Unit 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
Page 119ELA/Literacy Content Framework_Version 2.0
“YOU DO IT ALONE” Independent Practice
How will you… intervene with students who are not ready to move on?
extend the lesson for those who are ready to move on?
support students in connecting concepts to future lessons and in exploring real‐life applications?
encourage students to generate evidence of self‐ regulatory strategies?
provide opportunities for students to self‐assess?
endorse independent learning or more in‐depth study of content by students?
Teacher says: “Now you are going to go off and try this on your own…
During independent reading you are going to choose a fiction text from your leveled book box.
While you are reading, you are going to ask yourself “How is my character feeling?” Then
continue reading, paying attention to the key details of what the character does and says in
different parts of the text, supporting your thinking of how the character feels. When you
notice a key detail that supports your thinking jot it down on a Post‐it and stick it on a clean
page in your Reader’s Notebook. Then you can go back to your thinking at a later time to
discuss it with your reading partner or respond to your thinking through writing.”
*Tip: Remind student of the resources they can use around the room and in their Reader’s
Notebooks. Teacher may want to have students stick their Post‐it directly in the text where the evidence
was located.
Student does: Students read fiction books at their independent reading level from their leveled book box.
Students question themselves around character feelings and what text evidence makes their
thinking true. Students record how they think their character is feeling by writing it on the
next clean page in their Reader’s Notebook. Then they will use their fresh Post‐it to jot down
their text evidence and stick it on the page in their Reader’s Notebooks where they recorded
the character’s feeling.
Teacher conferring prompts: “Who is in the story?”
“What is happening in the story?”
“What is the character’s problem in the story?”
“How is the character feeling?”
“How do you know they feel that way?” “What from the text makes you think the character feels that way?”
“What does the character do?”
“What does the character say?” “Why does the character do and say those things?”
First Grade Lesson Plan – Reading, Day 17
Quarter 1, Unit 1
Page 120 Chicago Public Schools
“Why does the character feel that way?”
“What’s your opinion of how the character is acting and feeling?”
“CLOSURE of LESSON” whole group reflection
assess at the close of the lesson to determine who has mastered content and who needs further assistance?
bring the class together to reflect on the day’s learning and prepare for tomorrow’s learning?
Teacher says: “Turn and discuss with your partner how your character felt in your book and what text evidence you noticed of what the character did or said that supported your thinking of how the character felt.”
Student does: Students turn and discuss their thinking from when they were reading independently, using their Post‐its and Reader’s Notebooks.
Teacher does: Teacher listens in on student discussion to find one partnership to model in a fish bowl related to the lesson objective paired with one praise and/or one push to highlight after students model.
Student does: One partnership models the discussion they had during turn and discuss.
Teacher does: Teacher shares with all students the one praise and/or highlight after student models that will reinforce the work done by students in the lesson or to set students up for the next steps in the continuum of learning in the unit.
Teacher says: “The work we did today is going to be very important because we are going to use our findings to respond in our Reader’s Notebook identifying how the characters are feeling and write to support our thinking, using key details from the text including multiple characters, the setting and events.”
Teacher says: “Today and every day you can... because… remember what the characters do and say in order to infer how that character is feeling by using Post‐its to jot/sketch their observations and what they learned about their character when reading… this allows us to collect text evidence of key details to support our thinking, helping us to understand our characters better.”
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 17
Quarter 1, Unit 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
ELA/Literacy Content Framework_Version 2.0 Page 121
ASSESSMENT What will you ask? When will you ask during the lesson? What will kids say or do to demonstrate understanding of the objective?
Formative: Student verbal responses during partner discussions
Student written responses on Post‐its
Student written responses in Reader’s Notebooks
Anecdotal Records during conferring regarding lesson
objective
Summative: Summative assessment will happen at the end of the unit,
not at the end of this lesson.
First Grade Lesson Plan – Reading, Day 18
Unit 1, Quarter 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
ELA/Literacy Content Framework_Version 2.0 Page 123
Quarter: 1, Unit: 1 Week: 4 of 5 Day: 18
Objective(s): Good readers respond to their reading by constructing a
chart to organize their thoughts and record what the
character did and said on one side, leading to their
inference of how the character felt on the other side
when reading.
Materials/Resources:
Shared Text:
Julius Baby of the World by Kevin Henkes
Post‐its (notecards,
whiteboards, notebook,
paper, or iPad)
Reader’s Notebooks
Pencils
Chart Markers Anchor Charts:
Anchor Chart R‐4 T‐Chart from prior lesson
Character Feelings Vocabulary
Chart
Post‐it Writing Anchor Chart
or displayed student work
reading response samples
(Post‐its or Reader’s
Notebook entries) Good Discussion Norms
Anchor Chart
CCSS Standards:
RL.1.1‐ Ask and answer questions about key details in a text.
RL.1.3‐ Describe characters, settings, and major events in a story, using key details.
RL.1.4‐ Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
SL.1.4‐ Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
Reading Partnerships:
According to the Common Core State Standards,
students must have ample opportunities to take part in a
variety of rich, structured conversations ‐ as a part of a
whole class, in small groups, and with a partner to build
a foundation for college and career readiness.
Partnerships should be developed strategically by the
teacher; regarding student reading level, comprehension
skills, and degree of engagement in discussion. Discussion behaviors should be modeled and practiced including the following critical attributes allowing students to be a productive member of the conversations.
Contribute accurate, relevant information
Respond to and develop what others have said
Make comparisons and contrasts
Analyze and synthesize a multitude of ideas in
various domains
First Grade Lesson Plan – Reading, Day 18
Unit 1, Quarter 1
Page 124 Chicago Public Schools
“I DO IT” Input & Modeling
How will you… model lesson objectives (content‐language‐ metacognitive) clearly & repeat it to your students? (think/write/search‐aloud)
convey the purpose of the lesson?
assess students’ prior knowledge?
connect to prior learning?
build on background knowledge?
identify both academic & content vocabulary so students can access new material?
allow for student interaction?
visually represent the concept? (i.e. images, gestures)
Student does: Students sit on the rug in the meeting area, next to their assigned reading partner. Students
should bring their Reader’s Notebook and pencils to the rug and place it underneath them.
Students actively listen and watch the teacher model the lesson objective. Teacher says: “Yesterday we worked on…
remembering what our characters do and say in order to infer how that character is feeling by
using Post‐its to jot/sketch our observations and what we learned about our character when
reading… this allows us to collect text evidence of key details to support our thinking, helping
us to understand our characters better and be good readers.” (Refer to prior lessons’ anchor charts)
“We have been reading about characters in our books who have different feelings because of
different reasons and what they do and say when they are feeling that way. In the text we
have been reading, Julius the Baby Of The World by Kevin Henkes, Lilly feels “determined” for
different reasons and at different points in the text, such as to get her parents attention or
have her cousin make up for what she said about Julius. Determined means persevering or
driven to do or get something accomplished. You are determined to read your books with
understanding during Guided Reading. You will work as hard as it takes to accomplish reading
your books with accuracy and understanding.
*Tip: Other than a high frequency word wall, teachers should have a designated location in their
classroom where vocabulary is posted and referred to fluidly in other contexts through out the
day. Students should be prompted and motivated to use these words in their speaking and
writing to deepen their level of vocabulary capacity and application. “Today I want to teach you... because... how good readers can respond to their thinking when reading by constructing a T‐Chart in
their Readers Notebooks to organize their thoughts and recording what the character does
and says on one side, leading to an inference of how the character feels on the other side to
discuss with our reading partners or dive deeper through writing at a later time… this allows
us to collect text evidence of key details to support our thinking, helping us to understand our
character better.” (Refer to displayed examples of students’ Post‐its or Post‐it Writing anchor chart.)
“Watch me as I.... or “ Let me show you how I.... construct a similar T‐Chart as we did earlier in the week. The only difference is today we are
going to put Feelings as a heading instead of Prediction. We are still going to have one side
with the heading Does/Says. I am going to go back and re‐read the part we looked closely at Adapted from Garden Grove Unified School District, Office of Secondary Education
Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 18
Unit 1, Quarter 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
ELA/Literacy Content Framework_Version 2.0 Page 125
yesterday from the text, Julius Baby of the World. I am rereading the part of the book I
stopped and jotted my Post‐it on to remind myself of what happened in that part of the story.
When I come to the key details I jotted on my Post‐it, I am going to stop and think for a
moment making sure my thinking made sense when I jotted yesterday. While I am reading and
referring to my Post‐its, I am going to use the key details I jotted on my Post‐it to organize and
record my thinking in my T‐Chart in my Reader’s Notebook under the heading, Does/Says. This
is going to allow me to go back and read through my thoughts in an organized way, to
determine if my text evidence leads to and supports the inferred feeling I thought of
yesterday.”
*Tip:
Teachers may want to model acting out the section of the text (a micro‐retell through
dramatization). Dramatizing the part of the story could help students identify the feeling and
the evidence of what the character does and says leads to and/or affirms an inference of how
a character is feeling.
Teacher does and says: Read aloud pg. 3‐4. Model stop and think about the previous day’s jots at the suggested
points below, and write them on the T‐Chart:
Teacher thinks/writes/search‐aloud:
Lilly takes her toys away from Julius.” Write Does not share.
“Lilly pinches Julius’ tail.” Write pinches.
“Lilly thinks Julius’ pink nose is slimy, that his eyes are beady, and his white fur is not so
sweet.” Write thinks he is not cute.
“Lilly says, ‘I hate you’. Write with quotation marks “I hate you!”
“Lilly says, ‘Disgusting’ about his slimy nose, beady eyes, not so sweet white fur, and
diaper changes.” Write with quotation marks “Disgusting!”
*Tips: Teacher may want to put the text/pictures on a document camera so students can see the text
up close.
Teacher may want use images combined with words to help with meaning on charts.
Teacher may want to use gestures to signify when the teacher is thinking aloud and to add
meaning to vocabulary by acting out nonverbal cues related to feelings.
Teacher may want to model using two different colors of Post‐its (one color for the evidence
and one color for the feeling) for higher students.
“After I record my key details into my T‐Chart, I am going to reread through them and ask
First Grade Lesson Plan – Reading, Day 18
Unit 1, Quarter 1
Page 126 Chicago Public Schools
myself again, ‘How is Lilly feeling?’ ‘Does the text evidence make me think she is feeling
jealous?’ ‘Why?’.”
“Well… Lilly is doing these things because she is angry with her new baby brother for taking all
of her parents’ attention. She wants the attention she got from her parents before he came
along. So I infer that Lilly is doing these things to Julius because she is feeling jealous of him. I
am going to write jealous in my T‐Chart under the heading Feelings.
*Tips:
If each student will eventually have their own copy of the text they are using or you will be
expecting them to do this work independently during Independent Reading often, you may
want to model putting the Post‐it directly into the text, on the page where the evidence can
be found. This allows for a physical connection to the evidence and helps solidify
understanding, which provides them with an additional resource to use later when discussing
and explaining their thinking.
Teacher says: “Did you notice how I.... stopped and thought about the key details of what I noticed the character did or said that
supported my thinking that she was feeling jealous on the Post‐it, to ensure that the evidence
I gathered really supported my inference and recorded everything in my Reader’s Notebook
along the way? Now after I am finished with the book I can go back to my thinking have a
discussion with my reading partner or respond deeper to my thinking through writing because
this will help me understand the character better.”
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 18
Unit 1, Quarter 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
ELA/Literacy Content Framework_Version 2.0 Page 127
“WE DO IT” Guided Instruction
How will you… know that each student thought through and formulated a response to (specify question)?
provide corrective feedback to students?
differentiate additional modeling for students (think/write/ search‐ aloud)?
address the metacognitive element?
provide multiple explanations for new concepts?
provide multiple representations of new concepts?
prepare students to ask probing/clarifying questions?
allow students a variety of methods and modalities in which to respond?
assist students in processing information?
*Tip: Students have their Post‐its from the prior day’s lesson and their readers notebooks with a pencil with them on the rug.
Teacher says: “Now you are going to give it a try… You are going to....
construct the modified T‐Chart on the page you put your Post‐it on in your Reader’s
Notebook. On one side write the heading Does/Says. I am going to go back and re‐read
another part we looked closely at yesterday from the text, Julius Baby of the World. When I
come to a key details you jotted on your Post‐it, stop and think for a moment to make sure
your thinking made sense when you jotted yesterday. While I am reading and you are
referring to your Post‐its, you are going to use the key details you jotted on my Post‐it to
organize and record your thinking in your T‐Chart in your Reader’s Notebook under the
heading, Does/Says. This is going to allow you to go back and read through your thoughts in an
organized way, to determine if your text evidence leads to and support the inferred feeling
you thought of yesterday.” *Tip:
After listening to the section of the text, teachers may want to have the students turn and each
act out that part of the text for their partner. After acting out, the students can discuss how
the character is feeling and what the character does and says that makes them think that.
Students can then capture their thinking by jotting on their Post‐it. “Don’t forget to use the anchor charts and questions thinking starters to help you while you
are listening to me read. These things will help you jump start your thinking around the key
details of what the character does and say that supports your thinking of how they are
feeling.”
Teacher does and says: Read aloud p. 9 *Tip: Use gestures to emphasis character actions and feelings.
Student does: While teacher reads aloud p. 9, students stop and think about the previous day’s jots at the points where they collected their key details, and write them on the T‐Chart.
Sample student written responses: frightened Julius did magic on Julius made Julius disappear pretended Julius did not exist
First Grade Lesson Plan – Reading, Day 18
Unit 1, Quarter 1
Page 128 Chicago Public Schools
Sample teacher verbal prompts for students: “What did you jot on your Post‐it yesterday?” “Why did you decide to jot that?” “Why is that key detail important to understanding Lilly?” “What does Lilly do?” “What does Lilly say?”
Teacher says: “After you record your key details into my T‐Chart, you are going to reread through them and
ask myself again, ‘How is Lilly feeling?’ ‘Does the text evidence make me think she is feeling
(the feeling you and your partner inferred during collaborative learning yesterday)?’
‘Why?’.”
“Once you develop your inferred feeling for the second time, write it in you T‐Chart under the
heading Feeling. If you notice that your inference has changed since yesterday because it
seems like the evidence is helping you infer a different feeling, that’s okay.”
Student does: Students read through the key details they wrote in their T‐Chart and ask themselves, “How is
Lilly feeling?” “Does the text evidence make me think she is feeling (prior day’s
inferred feeling).
Teacher says: “You are now going to turn and have a discussion with your reading partner to explain your
findings regarding the way Lilly feels in this part of the story. See if your partner still has the
same inference you two came up with together yesterday. If you both still do, explain why. If
one of you or both of you changed your inference, make sure to explain why using the text
evidence to support your explanation.”
“When having your discussions, don’t forget to check in with our Good Discussion Behaviors
Chart to make sure we are following our partnership discussion norms.”
Student does: Students turn and discuss their inferred feeling after reviewing their key details in their T‐
Chart.
Sample student verbal responses: Lilly is feeling (resentful, bitter, revengeful, aggressive, hateful) frightened Julius did magic on Julius made Julius disappear pretended Julius did not exist
Teacher does: Teacher listens in to partnership discussions, collecting formative feedback regarding lesson objective and student misconceptions or thinking blocks where prompting is needed.
Adapted from Garden Grove Unified School District, Office of Secondary Education
Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 18
Unit 1, Quarter 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
ELA/Literacy Content Framework_Version 2.0 Page 129
Sample teacher verbal prompts and accommodations for students: Sentence starters to jumpstart students’ language articulation. “Lilly is feeling I know this because in the text Lilly .”
(feeling) (key detail – says/does) “Lilly . This tells me that she is feeling because .”
(key detail – says/does) (feeling) (connection to overall rational for feeling)
Assist students in processing information. Allowing more wait time for sketching before or during discussions to help students
explain and support their thinking with text evidence.
Polish speaking and Polish bilingual students are paired together to enhance
comprehension in native language and engage in accountable talk in English and Polish.
Differentiate and scaffold teacher check in with student groups regarding comprehension
content and discussion behaviors.
Allowing higher students to use two different colored Post‐its to capture the feeling and
supporting evidence on two different Post‐its.
Allow students a variety of methods and modalities in which to respond. Sketch along with or in place of writing to convey meaning of key details noticed from the
text.
Instead of Post‐its students may use: notecards, notebooks, paper, whiteboards, and/or
iPads.
Teacher does: Share some things that you heard from partners’ discussion that supports the lesson objective
as an example.
*Tips:
Teachers may want to chart some student responses to use an anchor chart for students to
refer to during independent work.
First Grade Lesson Plan – Reading, Day 18
Unit 1, Quarter 1
Page 130 Chicago Public Schools
“YOU DO IT TOGETHER” Collaborative Learning
How will you… assess student progress/understanding?
hold individuals accountable for the group work?
provide students with hands‐on experiences and practice?
determine grouping (pairs, groups) for this activity?
use scaffolds to help struggling students understand the lesson?
support students to use self‐ regulatory strategies?
provide opportunities for students to practice self‐ correction?
Ask questions that assist students in self‐correcting their relative strengths and weaknesses in regard to the given task ?
*Tips: Give each partnership a copy of the text.
Teacher may choose to use the same text but prompt students to pay attention to the other
characters in the text other than Lilly. Teacher may want to use a completely different complex read aloud text. Alternative
suggested texts are below.
Teacher may want to supply each partnership with their own complex text at their
independent reading level (students need to be able to read the text on their own with
accuracy and comprehension). Allowing students to read the text together and go through the
process of identifying the character’s feeling and evidence to support it in a different text (www.readingandwritingproject.com has multiple booklists by topic and reading level).
Alternative Suggested Texts (read aloud by teacher): Peter’s Chair by Ezra Jack Keats
A Chair for My Mother by Vera Williams
An Angel for Solomon Singer by Cynthia Rylant
Those Shoes by Maribeth Boelts
Koala Lou by Mem Fox
Amber Was Brave, Essie Was Smart by Vera Williams
One Green Apple by Eve Bunting
Leo the Late Bloomer by Robert Kraus
Fireflies by Julie Brinkloe
Teacher says: “Now it’s time for you to learn together… You are going to…
listen as I go back and read another part of the text at the end of the story. While I read…
when I come to a key detail you and your partner jotted on your Post‐it, stop and think for a
moment to make sure your thinking made sense when you jotted yesterday. While I am
reading and you are referring to your Post‐its, you are going to use the key details you jotted
on my Post‐it to organize and record your thinking in your T‐Chart in your Reader’s Notebook
under the heading, Does/Says. This is going to allow you to go back and read through your
thoughts in an organized way, to determine if your text evidence leads to and support the
Adapted from Garden Grove Unified School District, Office of Secondary Education
Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 18
Unit 1, Quarter 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
ELA/Literacy Content Framework_Version 2.0 Page 131
inferred feeling you thought of yesterday.”
Teacher does: Give each partnership a copy of the text. Read aloud p. 26‐27.
Teacher says: “After you record your key details into your T‐Chart, you are going to reread through them and ask yourself again, ‘How is Lilly feeling?’ ‘Does the text evidence make you and your partner think she is feeling (the feeling you and your partner inferred during collaborative learning yesterday)?’ ‘Why?’.”
“Once you develop your inferred feeling for the second time, write it in you T‐Chart under the heading Feeling.”
Student does: Students work with their reading partners to read through the text evidence and ask themselves, “How is Lilly feeling in this part of the text?” “Does the text evidence make us think she is feeling (the feeling inferred the prior day)?” If not, students need to discuss why.
Sample student written responses: Lilly is feeling at the end of the text (irritated, impulsive, frustrated, disappointed,
unhappy, angry, upset, annoyed, offensive, aggressive, provoked, empathetic, determined,
brave, confident).
nose twitched
eyes narrowed
fur stood on end
tail quivered
“You are talking about my brother!”
“His nose is shiny!”
“His eyes are sparkly!”
“His fur smells like perfume!”
“He can blow bubbles!”
“He can babble!”
“He can gargle!”
“He can scream better than anyone!”
First Grade Lesson Plan – Reading, Day 18
Unit 1, Quarter 1
Page 132 Chicago Public Schools
“YOU DO IT ALONE” Independent Practice
How will you… intervene with students who are not ready to move on?
extend the lesson for those who are ready to move on?
support students in connecting concepts to future lessons and in exploring real‐life applications?
encourage students to generate evidence of self‐ regulatory strategies?
provide opportunities for students to self‐assess?
endorse independent learning or more in‐depth study of content by students?
Teacher says: “Now you are going to go off and try this on your own… During independent reading you are going to choose a fiction text from your leveled book box.
While you are reading, you can respond to your thinking by constructing a T‐Chart in your
Readers Notebooks to organize your thoughts and record what the character does and says on
one side, leading to an inference of how the character feels on the other side to discuss with
your reading partners or dive deeper through writing at a later time… this allows us to collect
text evidence of key details to support our thinking, helping us to understand our character
better.”
*Tip: Remind students of the resources they can use around the room and in their Reader’s
Notebooks. Teacher may want to have students stick their Post‐it directly in the text where the evidence
was located.
Student does: Students read fiction books at their independent reading level from their leveled book box.
While reading, students can respond to their thinking by constructing a T‐Chart in their
Reader’s Notebooks and record what their characters do and say, leading to an inference of
how their character feels, making sure the two support each other.
Teacher conferring prompts: “Who is in the story?”
“What is happening in the story?”
“What is the character’s problem in the story?”
“How is the character feeling?”
“How do you know they feel that way?” “What from the text makes you think the character feels that way?”
“What does the character do?”
“What does the character say?” “Why does the character do and say those things?”
“Why does the character feel that way?”
“What’s your opinion of how the character is acting and feeling?”
First Grade Lesson Plan – Reading, Day 18
Unit 1, Quarter 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
ELA/Literacy Content Framework_Version 2.0 Page 131
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 18
Unit 1, Quarter 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
Page 133ELA/Literacy Content Framework_Version 2.0
“CLOSURE of LESSON” whole group reflection
assess at the close of the lesson to determine who has mastered content and who needs further assistance?
bring the class together to reflect on the day’s learning and prepare for tomorrow’s learning?
Teacher says: “Turn and discuss with your partner how your character felt in your book and what text evidence you noticed of what the character did or said that supported your thinking of how the character felt.”
Student does: Students turn and discuss their thinking from when they were reading independently, using their Post‐its and Reader’s Notebooks.
Teacher does: Teacher listens in on student discussion to find one partnership to model in a fish bowl related to the lesson objective paired with one praise and/or one push to highlight after students model.
Student does: One partnership models the discussion they had during turn and discuss.
Teacher does: Teacher shares with all students the one praise and/or highlight after student models that will reinforce the work done by students in the lesson or to set students up for the next steps in the continuum of learning in the unit.
Teacher says: “The work we did today is going to be very important because we are going to use our findings to respond in our Reader’s Notebook identifying how the characters are feeling and write to support our thinking, using key details from the text including multiple characters, the setting and events.”
Teacher says: “Today and every day you can... because… respond to your thinking when reading by constructing a T‐Chart in your Readers Notebooks to
organize your thoughts and recording what the character does and says on one side, leading to an
inference of how the character feels on the other side to discuss with you reading partners or dive
deeper through writing at a later time… this allows us to collect text evidence of key details to
support our thinking, helping us to understand our character better.”
ASSESSMENT What will you ask? When will you ask during the lesson? What will kids say or do to demonstrate understanding of the objective?
Formative: Student verbal responses during partner discussions
Student written responses on Post‐its
Student written responses in Reader’s Notebooks
Anecdotal Records during conferring regarding lesson
objective
Summative: Summative assessment will happen at the end of the unit,
not at the end of this lesson.
First Grade Lesson Plan – Reading, Day 19
Unit 1, Quarter 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
ELA/Literacy Content Framework_Version 2.0 Page 135
Quarter: 1, Unit: 1 Week: 4 of 5 Day: 19
Objective(s): Good readers use their Post‐its and Reader’s Notebook
to respond to the use of characterization in their reading
by selecting two characters in the story, drawing a
picture about the characters, the setting, and one event
from the story.
Materials/Resources:
Shared Text:
A Weekend With Wendell by Kevin Henkes
Post‐its (notecards,
whiteboards, notebook,
paper, or iPad)
Reader’s Notebooks
Pencils
Chart Markers
Anchor Charts:
Anchor Chart R‐4
T‐Chart from prior lesson
Character Feelings Vocabulary
Chart
Post‐it Writing Anchor Chart
or displayed student work
reading response samples
(Post‐its or Reader’s
Notebook entries)
Good Discussion Norms
Anchor Chart
CCSS Standards:
RL.1.1‐ Ask and answer questions about key details in a text. RL.1.3‐ Describe characters, settings, and major events in a story, using key details. RL.1.4‐ Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. SL.1.4‐ Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
Reading Partnerships:
According to the Common Core State Standards,
students must have ample opportunities to take part in a
variety of rich, structured conversations ‐ as a part of a
whole class, in small groups, and with a partner to build
a foundation for college and career readiness.
Partnerships should be developed strategically by the
teacher; regarding student reading level, comprehension
skills, and degree of engagement in discussion.
Discussion behaviors should be modeled and practiced
including the following critical attributes allowing
students to be a productive member of the
conversations. Contribute accurate, relevant information
Respond to and develop what others have said
Make comparisons and contrasts
Analyze and synthesize a multitude of ideas in
various domains
First Grade Lesson Plan – Reading, Day 19
Unit 1, Quarter 1
Page 136 Chicago Public Schools
“I DO IT” Input & Modeling
How will you… model lesson objectives (content‐language‐ metacognitive) clearly & repeat it to your students? (think/write/search‐aloud)
convey the purpose of the lesson?
assess students’ prior knowledge?
connect to prior learning?
build on background knowledge?
identify both academic & content vocabulary so students can access new material?
allow for student interaction?
visually represent the concept? (i.e. images, gestures)
Student does: Students sit on the rug in the meeting area, next to their assigned reading partner. Students
should bring their Reader’s Notebook and pencils to the rug and place it underneath them.
Students actively listen and watch the teacher model the lesson objective. Teacher says: “Yesterday we worked on…
how readers respond to their thinking when reading by constructing a T‐Chart in their Readers
Notebooks to organize their thoughts and recording what the character does and says on one
side, leading to an inference of how the character feels on the other side to discuss with our
reading partners or dive deeper through writing at a later time… this allows us to collect text
evidence of key details to support our thinking, helping us to understand our character
better.” (Refer to prior lessons’ anchor charts)
“We have been reading about characters in our books who have different character traits and
do and say different things for different reasons. In the text we have been reading, A Weekend
With Wendell by Kevin Henkes, Sophie shows “tolerance” for Wendell because he is a guest at
her house for the weekend, such as when she let Wendell be the baker and she was the sweet
roll. Tolerance means the ability to allow for opinions or behaviors that one does not
necessarily agree with. You may have tolerance for one of your friends in the lunch room who
talks with their mouth full of food because they are a good friend and they have not learned it
is rude to do so yet.”
*Tip: Other than a high frequency word wall, teachers should have a designated location in their
classroom where vocabulary is posted and referred to fluidly in other contexts throughout the
day. Students should be prompted and motivated to use these words in their speaking and
writing to deepen their level of vocabulary capacity and application.
“Today I want to teach you... because...
that when good readers finish their story, they can tie all the elements of their story together
by using their Post‐it notes and Readers Notebooks to select 2 characters, draw a picture of
them, write key details about these characters (what they did and said), the setting, and one
event from the story because this will help us understand our characters and the story
better.” (Refer to displayed examples of students’ Post‐its or Post‐it Writing anchor chart.)
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 19
Unit 1, Quarter 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
ELA/Literacy Content Framework_Version 2.0 Page 137
“Watch me as I.... or “ Let me show you how I.... finish my story strong, like a runner finishes a race strong, by tying all of the elements of my
story together so that I truly understand the story that I read. I am going to choose two
characters from my story and use the key details from the story to explain about them and
what happened in the story.”
*Tip:
Teachers may want to model acting out the section of the text (a micro‐retell through
dramatization). Dramatizing the part of the story could help students identify the feeling and
the evidence of what the character does and says that leads to and/or affirms an inference of
how a character is feeling.
Teacher does and says: Teacher thinks/writes/searches‐aloud:
“I am going to pick Sophie and Wendell from my story. Next, I am going to draw a picture of
each of these characters in the picture box in my Reader’s Notebook.”
Next, I’m going to write some key details about these characters by looking at what they did
and said. Watch how I look back to my Post‐it notes that I stuck on the pages in the text to
think back to my findings when I was reading. Things I recorded about Wendell were; made
the rules, gets to be all the good characters, and said, “That’s all you got?!” Things I recorded
about Sophie were; carried Wendell suitcase, was the boring character, and said nothing.
These Post‐it notes tell me key details about my characters that I will write and tie together
with the other story elements to finish my story strong.”
Sample model writing: Wendell always made up all the rules when he played games and he got to be all the good
characters. He said, “That’s all you got!” when Sophie showed him her toy chest. Sophie
carried Wendell’s suitcase, was always the boring characters, and never said anything.
Teacher says and does: “Now, I am going to add the setting of my story to my pictures. My story takes place at
Sophie’s house, so I’m going to add a bed, a toy chest and a window to show that the story is
taking place in Sophie’s room. I am also going to add some labels to my picture, so it is clear
what the setting of the story is. I am going to label bed, window, toy chest, and Sophie’s
room.”
Teacher says and does: “Next, I am going to write (or draw) one important event from the story. I am going to think
about an event that is important to remember about the characters and the story. I think it is
important to remember that Sophie was tolerant of Wendell because he was a guest, but she
also showed him how he was making her feel in a fun way. I am going to write, Sophie let
Wendell have his way most of the time, but at the end had him be the burning building so he
First Grade Lesson Plan – Reading, Day 19
Unit 1, Quarter 1
Page 138 Chicago Public Schools
knew what it felt like for her.”
*Tips:
Teacher may want to put the text/pictures on a document camera so students can see the text
up close. Teacher may want use images combined with words to help with meaning on charts.
Teacher may want to use gestures to signify when the teacher is thinking aloud and to add
meaning to vocabulary by acting out nonverbal cues related to feelings.
Teacher may want to model using two different colors of Post‐its (one color for the evidence
and one color for the feeling) for higher students. Teacher says: “Did you notice how I.... finished my story strong by tying all the story elements together? I chose two characters from my story and then drew a picture of them. Then, I used my findings jotted on my Post‐it notes to write the key details about them. Then, I added the setting of my story and finally, wrote about one important event from the story. This work helps me understand the characters and their stories better.”
“WE DO IT” Guided Instruction
How will you… know that each student thought through and formulated a response to (specify question)?
provide corrective feedback to students?
differentiate additional modeling for students (think/write/ search‐ aloud)?
address the metacognitive element?
provide multiple explanations for new concepts?
provide multiple representations of new concepts?
prepare students to ask
*Tip: Students have their Post‐its from the prior day’s lesson and their readers notebooks and a pencil with them on the rug.
Teacher says: “Now you are going to give it a try… You are going to.... think about the story we just read. Think about the characters and what they do and say. Think about where the story takes place and an important event from the story. You are going to turn and talk with your reading partner to explain about the two characters, where the story takes place and one event from the story clearly, so we really understand what we have read and the characters in our story.” *Tips: Use gestures to emphasis character actions and feelings. After listening to the section of the text, teachers may want to have the students turn and each act out that part of the text for their partner.
Student does: Students turn and discuss to explain the characters and story elements from the text, which they plan to draw and write about.
“When having your discussions, don’t forget to check in with our Good Discussion Behaviors Chart to make sure we are following our partnership discussion norms.”
“Don’t forget to use the anchor charts and questions thinking starters to help you while you are listening to me read. These things will help you jump start your thinking around the key
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 19
Unit 1, Quarter 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
ELA/Literacy Content Framework_Version 2.0 Page 139
probing/clarifying questions? allow students a variety of methods and modalities in which to respond?
assist students in processing information?
details of what the character does and say.”
Sample student verbal responses: Wendell * . *makes the rules *was the father, mother, and 5 children *was the doctor, nurse, and patient *was the baker *said he was allergic to anything green *said he couldn’t eat his vegetables *scooped the whip cream off of Sophie’s desert *shone his flashlight in Sophie’s face *dressed like a blue monster and jumped on Sophie’s bed *pinched Sophie’s leg *made noises from the broom closet *left Sophie’s crayons in the sun and they melted *finger painted with his peanut butter and jelly *put notes in Sophie’s pillow *made long distance phone calls *wrote his name on the mirror with toothpaste *made Sophie a new hairdo with shaving cream *said, “Already?” when it was time to leave
Sophie *_ . *carried Wendell’s suitcase *was the dog *was the desk clerk *was the sweet roll *didn’t say anything *asked her parents, “When is Wendell leaving?” *said, “ I can’t wait for Wendell to go home.” to herself *made the rules for Firefighter *was the Chief *made Wendell be the burning building *sprayed Wendell with the hose *said, “Already when Wendell had to leave *put a note in Wendell’s suitcase that said, I hope to see you soon Setting: Sophie’s bedroom kitchen backyard staircase Sophie’s house Wendell’s house bathroom
Important events: playing games and Wendell getting to be all the good characters
First Grade Lesson Plan – Reading, Day 19
Unit 1, Quarter 1
Page 140 Chicago Public Schools
Wendell not eating any vegetables at dinner, and stealing Sophie’s whip cream Wendell shinning the flash light in Sophie’s face and her saying to herself, “I can’t wait for Wendell to go home Sophie making the rules for Firefighter and making Wendell be the burning building Sophie spraying Wendell with the hose Sophie and Wendell playing together with the hose not caring who is what character Sophie putting a note in Wendell’s suitcase saying, I hope to see you soon.
Sample teacher verbal prompts for students: “What did you jot on your Post‐it?” “Why did you decide to jot that?” “What do your key details remind you of, when you were reading?” “You jotted this, what key detail are you going to add to your writing from your Post‐it?” “Why is that key detail important to understand Sophie?...Wendell?” “What does Wendell do?” “What does Wendell say?” “What does Sophie do?” “What does Sophie say?”
Teacher does: Teacher listens in to partnership discussions, collecting formative feedback regarding lesson objective and student misconceptions or thinking blocks where prompting is needed.
Sample teacher verbal prompts and accommodations for students: Sentence starters to jumpstart students’ language articulation. In the story Wendell . Sophie . The story takes place at/in
. It was important when .
Assist students in processing information.
Allowing more wait time for sketching before or during discussions to help students
explain and support their thinking with text evidence.
Polish speaking and Polish bilingual students are paired together to enhance
comprehension in native language and engage in accountable talk in English and Polish.
Differentiate and scaffold teacher check in with student groups regarding comprehension
content and discussion behaviors.
Allowing higher students to use two different colored Post‐its to capture the feeling and
supporting evidence on two different Post‐its.
Allow students a variety of methods and modalities in which to respond. Sketch along with or in place of writing to convey meaning of key details noticed from the
text.
Instead of Post‐its students may use: notecards, notebooks, paper, whiteboards, and/or
iPads.
Adapted from Garden Grove Unified School District, Office of Secondary Education
Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 19
Unit 1, Quarter 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
Page 141 ELA/Literacy Content Framework_Version 2.0
Teacher does: Share some things that you heard from partners’ discussion that supports the lesson objective
as an example.
*Tips:
Teachers may want to chart some student responses to use an anchor chart for students to
refer to during independent work.
First Grade Lesson Plan – Reading, Day 19
Unit 1, Quarter 1
Page 142 Chicago Public Schools
“YOU DO IT TOGETHER” Collaborative Learning
How will you… assess student progress/understanding?
hold individuals accountable for the group work?
provide students with hands‐on experiences and practice?
determine grouping (pairs, groups) for this activity?
use scaffolds to help struggling students understand the lesson?
support students to use self‐ regulatory strategies?
provide opportunities for students to practice self‐ correction?
Ask questions that assist students in self‐correcting their relative strengths and weaknesses in regard to the given task ?
*Tips: Give each partnership a copy of the text. Teacher may choose to use the same text but prompt students to pay attention to the other characters in the text other than Lilly. Teacher may want to use a completely different complex read aloud text. Alternative suggested texts are below. Teacher may want to supply each partnership with their own complex text at their independent reading level (students need to be able to read the text on their own with accuracy and comprehension). Allowing students to read the text together and go through the process of identifying the character’s feeling and evidence to support it in a different text (www.readingandwritingproject.com has multiple booklists by topic and reading level).
Alternative Suggested Texts (read aloud by teacher): Peter’s Chair by Ezra Jack Keats A Chair for My Mother by Vera Williams An Angel for Solomon Singer by Cynthia Rylant Those Shoes by Maribeth Boelts Koala Lou by Mem Fox Amber Was Brave, Essie Was Smart by Vera Williams One Green Apple by Eve Bunting Leo the Late Bloomer by Robert Kraus Fireflies by Julie Brinkloe
Teacher says: “Now it’s time for you to learn together… You are going to… use what you and your partner discussed and your Post‐its to draw/write to explain the characters and the story elements in your Reader’s Notebook. You are going to work with your partner to plan out what you are going to write/draw on your paper before you do it. When you finish, you are going to share what you wrote/drew with your partner to make sure you have expressed your thoughts clearly.”
Teacher does: Give each partnership a copy of the text.
Teacher says: (after each directive give students time to discuss and plan) “Draw a picture of each of these characters in the picture box in your Reader’s Notebook.” “Next, you are going to write some key details about these characters by looking at what they did and said from your Post‐its.”
Student does: Students draw a picture of two characters from the story in the picture book, in their Reader’s Notebooks. Students use their Post‐its to write some key details about what the characters did and said.
Teacher says: (give students time to discuss and plan) “After you finish drawing and writing about your characters, add details to your picture to show the setting of your story. Don’t forget to label your picture so it is clear where the story
First Grade Lesson Plan – Reading, Day 19
Unit 1, Quarter 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
Page 141 ELA/Literacy Content Framework_Version 2.0
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 19
Unit 1, Quarter 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
Page 143ELA/Literacy Content Framework_Version 2.0
takes place.”
Student does: Students add details to their pictures to show the setting of the story. Students do their best
to label the details of their setting using spelling strategies they have in their tool belts
(developmental spelling, stretching machine, word wall, environmental print, and posted
vocabulary).
Sample student written responses: (responses should include one from each category below pieced together to express understanding) Wendell * _. *makes the rules *was the father, mother, and 5 children *was the doctor, nurse, and patient *was the baker *said he was allergic to anything green *said he couldn’t eat his vegetables *scooped the whip cream off of Sophie’s desert *shone his flashlight in Sophie’s face *dressed like a blue monster and jumped on Sophie’s bed *pinched Sophie’s leg *made noises from the broom closet *left Sophie’s crayons in the sun and they melted *finger painted with his peanut butter and jelly *put notes in Sophie’s pillow *made long distance phone calls *wrote his name on the mirror with toothpaste *made Sophie a new hairdo with shaving cream *said, “Already?” when it was time to leave
Sophie *_ . *carried Wendell’s suitcase *was the dog *was the desk clerk *was the sweet roll *didn’t say anything *asked her parents, “When is Wendell leaving?” *said, “ I can’t wait for Wendell to go home.” to herself *made the rules for Firefighter *was the Chief *made Wendell be the burning building *sprayed Wendell with the hose *said, “Already when Wendell had to leave *put a note in Wendell’s suitcase that said, I hope to see you soon Setting: Sophie’s bedroom kitchen
First Grade Lesson Plan – Reading, Day 19
Unit 1, Quarter 1
Page 144 Chicago Public Schools
backyard
staircase Sophie’s house Wendell’s house bathroom
Important events: playing games and Wendell getting to be all the good characters Wendell not eating any vegetables at dinner, and stealing Sophie’s whip cream Wendell shinning the flash light in Sophie’s face and her saying to herself, “I can’t wait for Wendell to go home Sophie making the rules for Firefighter and making Wendell be the burning building Sophie spraying Wendell with the hose Sophie and Wendell playing together with the hose not caring who is what character Sophie putting a note in Wendell’s suitcase saying, I hope to see you soon.
“YOU DO IT ALONE” Independent Practice
How will you… intervene with students who are not ready to move on?
extend the lesson for those who are ready to move on?
support students in connecting concepts to future lessons and in exploring real‐life applications?
encourage students to generate evidence of self‐ regulatory strategies?
provide opportunities for students to self‐assess?
endorse independent learning or more in‐depth study of content by students?
Teacher says: “Now you are going to go off and try this on your own… During independent reading, you are going to choose a fiction text from your leveled book
box. When you finish reading a story, you can tie all the elements of your story together by
using your Post‐it notes and Readers Notebooks to select two characters, draw a picture of
them, write key details about these characters (what they did and said), the setting, and one
event from the story because this will help you understand your characters better and be
good a reader.”
*Tip: Remind students of the resources they can use around the room and in their Reader’s
Notebooks.
Teacher may want to have students stick their Post‐it directly in the text where the evidence
was located. Student does: Students read fiction books at their independent reading level from their leveled book box.
When finished reading a story, students use their Post‐its and Reader’s Notebooks to
draw/write about the characters from their book and the other elements from their story to
help them understand their stories and its characters better.
Teacher conferring prompts: “Who is in the story?” “What is happening in the story?” “What is the character’s problem in the story?” “How is the character feeling?” “How do you know they feel that way?”
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
First Grade Lesson Plan – Reading, Day 19
Unit 1, Quarter 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
Page 145ELA/Literacy Content Framework_Version 2.0
“What from the text makes you think the character feels that way?”
“What does the character do?” “What does the character say?” “Why does the character do and say those things?” “Why does the character feel that way?” “What’s your opinion of how the character is acting and feeling?” “What did you jot on your Post‐it?” “Why did you decide to jot that?” “What did the key details remind you of, when you were reading?” “You jotted this, what key detail are you going to add to your writing from your Post‐it?” “Why is that key detail important to understand the character(s)?”
“CLOSURE of LESSON” whole group reflection
assess at the close of the lesson to determine who has mastered content and who needs further assistance?
bring the class together to reflect on the day’s learning and prepare for tomorrow’s learning?
Teacher says: “Turn and discuss with your partner to explain your story using key details from the text to describe what the characters say and do, where the story takes place, and one important event that occurred.”
Student does: Students turn and discuss their thinking from when they were reading independently, using their Post‐its and Reader’s Notebooks.
Teacher does: Teacher listens in on student discussion to find one partnership to model in a fish bowl related to the lesson objective paired with one praise and/or one push to highlight after students model.
Student does: One partnership models the discussion they had during turn and discuss.
Teacher does: Teacher shares with all students the one praise and/or highlight after student models that will reinforce the work done by students in the lesson or to set students up for the next steps in the continuum of learning in the unit.
Teacher says: “The work we did today is going to be very important because we are going to use our findings to respond in our Reader’s Notebook identifying how the characters are feeling and write to support our thinking, using key details from the text including multiple characters, the setting and events.”
Teacher says: “Today and every day you can... because… when you finish reading a story, you can tie all the elements of your story together by using your Post‐it notes and Readers Notebooks to select two characters, draw a picture of them, write key details about these characters (what they did and said), the setting, and one event from the story because this will help you understand your characters better.”
First Grade Lesson Plan – Reading, Day 19
Unit 1, Quarter 1
Page 146 Chicago Public Schools
ASSESSMENT What will you ask? When will you ask during the lesson? What will kids say or do to demonstrate understanding of the objective?
Formative: Student verbal responses during partner discussions
Student written responses on Post‐its
Student written responses in Reader’s Notebooks
Anecdotal Records during conferring regarding lesson
objective
Summative: Summative assessment will happen at the end of the unit,
not at the end of this lesson.
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
Page 147ELA/Literacy Content Framework_Version 2.0
First Grade Lesson Plan – Writing, Day 15
Quarter 1, Unit 1
Quarter: 1, Unit: 1 Week: 4 of 5 Day: 15
Objective(s): Good writers meet with their writing partners to have
accountable conversations about their work by saying
things like, “Let me show you what I did in my writing,”
“This is what I did today,” or “Listen to my story.”
Partners can respond by saying, “I like the part…” or “I
like how your…”
Materials/Resources:
Writing folders with finished
and still working pieces
Writing paper with picture
box and writing lines
Writing booklets
Pencils
Black felt tip pens
Alphabet picture boxes
Independent Word Walls
Classroom Word Walls Anchor Charts:
Anchor Chart W‐5
Good Discussion Norms
Anchor Chart
CCSS Standards:
W.1.3 – Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Writing Partnerships: According to the Common Core State Standards,
students must have ample opportunities to take part in a
variety of rich, structured conversations ‐ as a part of a
whole class, in small groups, and with a partner to build
a foundation for college and career readiness.
Partnerships should be developed strategically by the
teacher; regarding student reading and writing level,
comprehension skills, and degree of engagement in
discussion. Discussion behaviors should be modeled and practiced
including the following critical attributes allowing
students to be a productive member of the
conversations. Contribute accurate, relevant information
Respond to and develop what others have said
Make comparisons and contrasts
Analyze and synthesize a multitude of ideas in
various domains
Instructional Context
This unit is taught within a Workshop model, through structured mini‐lessons that fall under a larger Balanced Literacy
Framework. Workshop is predictably structured from day‐to‐day, with only unit topics changing between/within quarters.
Students receive daily explicit instruction, read/write independently for a sustained stretch of time, and engage in individual
conferences to teach to, and assess at their just‐right level, and reconvene as a group to share some element from their work on
that day (celebrate, highlight, re‐teach). Each mini‐lesson focuses on a clear teaching point (reading/writing skills), that is aimed at adding to the arsenal of reading and
writing strategies that they can draw upon repeatedly – throughout the unit, and throughout the their lives as readers and
writers. During independent work time, students may receive small group instruction (Guided Reading/Writing) to address their
specific needs. Additional Balanced Literacy components (Read Aloud, Shared Reading, Interactive/Shared Writing, and Word
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Study) take place in addition to Reading & Writing Workshop, to address the comprehensive development of reading and writing. For example, during a Reading Workshop unit that is comprehension‐based, word‐solving strategies may be the focus of teaching
during Shared Reading or Interactive Writing.
To accommodate this framework, leveled/just‐right texts are an essential classroom resource to support students with building
the required volume of, and endurance for independent reading needed to be college‐prepared. These instructional contexts support the wide array of learners that are present in a typical 1st grade classroom, are indicative of
responsive teaching framed in assessment (formal & informal), and establish conditions for learning by taking small steps toward
meaningful reading and writing.
Reading Workshop Components
Mini‐lesson (ML) – A teaching context that starts the day’s reading workshop. This allows the teacher to bring students together
to instruct students, using a short piece of an Anchor Text (AT), toward an essential skill pertaining to the entire community of
learners. Mini‐lessons grow around a clear teaching point that delivers a clear message for the learning. The individual mini‐
lessons teach readers a skill that they can utilize at any time—not to assign students a specific task one day and another task
another day. The goal is for readers to accumulate a repertoire of strategies they will draw upon over and over. Creating and
posting Anchor Charts (AC) of abbreviated teaching points provides readers with a reference to what they have learned from
prior mini‐lessons, make connections to and build upon during other units, and have a hand in developing their learning tools and
resources (being that all charts be made fresh each year in the presence of the students).
Independent Reading (IR) – After mini‐lesson instruction, students are sent off to read alone and with a Reading Buddy for a
sustained amount of time each and every day with books at their independent reading level. The goal for how long students read
should gradually increase as their stamina does, reaching 30‐45 minutes by the end of kindergarten. Conferring (C) – A teaching context in which the teacher is conferring with individual students, while other students are reading
independently, in addition to leading small groups. For students who have recently started at a new level, teachers sometimes
merely provide a book introduction. Conferences may follow the research‐compliment‐teach structure or consist of coaching into
children’s reading. Workshop Share (WS) – When students conclude Independent Reading, they are reconvened to their group meeting area (5 min)
to “share” their day’s work. The Workshop Share can take a variety of forms, including a brief demonstration of the mini‐lesson
teaching point for reinforcement or celebration of students who had success with a/the strategy. This simple, yet powerful
context is critical to creating the reading culture in a workshop classroom.
Balanced Literacy Reading Components Read Aloud (RA) – A teaching context in which students are actively listening and responding to an oral reading of a text. Literature study and discussion are part of Read Aloud and Shared Reading. Students may discuss the book as a whole class but will need to be engaged in routines such as “Turn and Talk” (1‐2 min. a couple of times during the discussion). These interactions will allow for a more lively discussion giving students more opportunities for active participation. Once these books have been read aloud, they may be used as an anchor text to demonstrate teaching with during a Reading Workshop mini‐lesson.
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
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Shared Reading (SR) ‐ An instructional technique in which the teacher involves a group of students in the reading of a common
enlarged text, either large print book, a chart, or a projected text. Students may have their own copies. The teacher leads the
group, pointing to words and phrases. Reading is usually done in unison, although there are adaptations, such as group
alternating lines or individuals reading some lines. It can be used to introduce aspects of literacy (such as print conventions),
develop reading strategies (such as decoding or predicting), and teach vocabulary. Shared Reading books that have been
previously read may be used as an anchor text to demonstrate teaching with during a Reading Workshop mini‐lesson.
Guided Reading (GR)‐ A small‐group instructional context where students are taught at their instructional reading level. This
strategic instruction and text placement offers just the right amount of access to, and challenge with texts, allowing students an
opportunity for practicing (newly) learned strategies within the presence of the teacher to support them.
Balanced Literacy Writing Components Modeled Writing (MW) ‐ An instructional technique in which a teacher demonstrates the process of composing a particular genre
or form, making the process explicit for students. Shared Writing (SW) ‐ An instructional technique in which the teacher involves a group of students in the composing of a
coherent text together. The teacher writes while scaffolding children’s language and ideas. Often times the teacher works on
oversized paper and students participate in the composition of the text, word by word, and reread it many times. Asking students
to say a word slowly as they think about how a word is spelled, and writing a word quickly (with student input) to them become a
model, serves an example or reference for student writing.
Interactive Writing (IW) ‐ A teaching context, very similar to shared writing, in which the teacher and students cooperatively plan,
compose, and write a group text; except that both teacher and students act as scribes (in turn). Teaching points help students
attend to various features of letters and words, while the teacher invites students up to contribute letters, a word, or part of a
word. Interactive Writing is not limited to studying words or emergent writing skills. Almost all aspects of teaching writing in
primary grades can be accomplished with this method, which is optimally done multiple times a day for short (8‐10 min.) periods
of time.
Contributing Resources for the Instructional Context:
Calkins, L. (2000). The Art of Teaching Reading, Portsmouth, NH: Heinemann. Calkins, L. Units of Study for Primary Writing, (2003). Portsmouth, NH: Heinemann. Duke, N.K., Pearson, D.P., Strachan, S.L., Billman, A.K. (2011) “Essential Elements of Fostering and Teaching Reading
Comprehension.” Samuels, S.J. & Farstrup, A.E. (Eds.). What research has to say about reading instruction (4th ed), 51‐93. Newark, DE: International Reading Association.
Fisher, D. & Frey, N. (2012). “Close Reading in Elementary Schools”, The Reading Teacher (66) 3, pp.179‐188. Fisher, D. Frey, N. & Lapp, D. (2012). Text complexity: Raising rigor in reading. Newark, DE: International Reading Association. Fountas, G. & Pinnell, S. (2007). The Continuum for Literacy Learning, Portsmouth, NH: Heinemann.
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
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“I DO IT” Input & Modeling
How will you… model lesson objectives (content‐language‐ metacognitive) clearly & repeat it to your students? (think/write/search‐aloud)
convey the purpose of the lesson?
assess students’ prior knowledge?
connect to prior learning?
build on background knowledge?
identify both academic & content vocabulary so students can access new material?
allow for student interaction?
visually represent the concept? (i.e. images, gestures)
Student does: Students bring their writing folder to the rug and put it beneath them. Students sit on the rug
in the meeting area, next to their assigned writing partner. Students actively listen and watch
the teacher model the lesson objective. *Tip:
Teacher may want to give students partner numbers or letters, such as Partner A and Partner
B, to promote engagement and equity of voice.
Teacher says: “Yesterday we worked on… composing an ending for our stories that is relevant to what you narrate and staying close‐in
the moment by remembering back to the very next thing that happened, and also saying what
the narrator thought or felt during the moment.”
(Refer to prior lessons’ anchor charts) “Today I want to teach you... because... that when we meet with our writing partners, part of our job is to have an actual conversation
about our work. We can say things to each other like, “Let me show you what I did in my
writing.” Or, ‘This is what I did today…’ and ‘Listen to my story…’ or ‘This is what I’m working
on…’ Partners can respond by saying, ‘I like the part…’ or ‘I like how you…’ because this will
give us another type of support system for our writing and lift the level of my writing so it is
clearly understood by the reader.” (Start Writing Anchor Chart W‐5)
“Watch me as I.... or “Let me show you how I.... meet with my writing partner to have a conversation about our work by using specific
language to drive our conversation about what we have written and give each other feedback
on our writing, so we can take the suggestions and lift the level of our writing.” *Tip: Teachers will want to have a writing partner that he/she models with prepared for
today’s lesson.
Teacher does and says: Teacher models with a student as their writing partner, turning to face their partner and look
them in the eye. Teacher thinks/writes/searches‐aloud:
“This is what I did today… I wrote an ending to my story. Listen to my story… On a hot sunny
day Nathan, Jessica and I went to Millennium Park. They wore bathing suits and ran in the
huge fountains. I took their pictures and sent it to their mom and dad. After the fun, we were
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Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
First Grade Lesson Plan – Writing, Day 15
Quarter 1, Unit 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
ELA/Literacy Content Framework_Version 2.0 Page 151
so exhausted that we decided to take a taxi home.”
Student says: Student models with teacher as writing partner. “I like the part… at the end of your story where you wrote exactly what you did next, after the fun.” “I like how you… added the weather, so I could really make a picture in my mind of your small moment.” *Tip‐Teacher should reverse rolls with the student so class can see the transition between writing partners.
Teacher says: “Did you notice how I.... had a conversation with my writing partner about our work. We said things to each other like,
“Let me show you what I did in my writing.” Or, ‘This is what I did today…’ and ‘Listen to my
story…’ or ‘This is what I’m working on…’ Partners can respond to give us feedback on our
writing by saying, ‘I like the part…’ or ‘I like how you…’ because this will give us a sense of our
audience and lift the level of our writing.”
“WE DO IT” Guided Instruction
How will you… know that each student thought through and formulated a response to (specify question)?
provide corrective feedback to students?
differentiate additional modeling for students (think/write/ search‐ aloud)?
address the metacognitive element?
provide multiple explanations for new concepts?
provide multiple representations of new concepts?
prepare students to ask probing/clarifying questions?
*Tip: Students have their writing folder underneath them at the rug.
Teacher says: “Now you are going to give it a try… You are going to.... have a conversation with your writing partner about a piece you have been working on. Start
the discussion by using some of the language you just learned that good partners use. Once
you are done explaining and reading your writing, your partner is going to give you feedback
by using some of the response language, letting you know what you did well and to continue
doing.” “Don’t forget to use the anchor charts and question thinking starters to help you while you are
discussing with your partner. These things will help you jump start your thinking and
discussing about your narrative writing.”
“When having your discussions, don’t forget to check in with our Good Discussion Behaviors
Chart to make sure we are following our partnership discussion norms.” Student does: Students take out their writing folder and a piece they have finished or are working on to
discuss and share with their partner. Partners sit elbow‐to‐elbow, knee‐to‐knee, next to each
other so they can look over each other’s shoulders while they read aloud. Remind students to
be looking at each other or at the writing when working together. Students use specific
language to share what they are working on and give feedback.
*Tips: Teacher may want to allow students to jot ideas from their partner’s feedback to stick
on their piece, so they remember what they talked about during guided practice.
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allow students a variety of methods and modalities in which to respond?
assist students in processing information?
Teacher may want to allow students to use felt tip pens when meeting with their partners, to
make small revisions in the moment.
Sample student verbal responses followed by actual student writing: “Let me show you what I did in my writing.” “This is what I did today.” “Listen to my story.” “This is what I am working on.” “I like the part…” “I like how you…”
Sample teacher verbal prompts for students: “Can you think of a particular time?” “What’s happening in your story?” “So (retell what the child has said). Then what happened?” “Wow! So let me get this straight…” “Is this your story? (retell it, touching each of the three blank pages)? “So what will you draw here on the page?” “What will you write next?” “What do you like about your partner’s writing/story?” “What feedback did your partner give you?” “What did you like about your partner’s writing?” “What did you like about your partners small moment?” “What feedback did your partner give you that you will continue to use as you write?”
Teacher does: Teacher listens in to partnership discussions, collecting formative feedback regarding lesson
objective and student misconceptions or thinking blocks where prompting is needed.
Teacher says and does: “I want to chart some of the language I heard you using during your discussion. I am going to
try and remember everything I heard, but you are going to have to help me remember them
all.”
(start AC W‐5)
Sample teacher verbal prompts and accommodations for students: Sentence starters to jumpstart students’ language articulation. “This is what I did today
.”
“Let me show you what I did in my writing.”
“Listen to my story.”
“I like the part .”
First Grade Lesson Plan – Writing, Day 15
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Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
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“I l
ike how you .”
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
First Grade Lesson Plan – Writing, Day 15
Quarter 1, Unit 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
ELA/Literacy Content Framework_Version 2.0 Page 153
“It makes me feel .”
“It reminds me of .”
“You should say that in your story .” Assist students in processing information. Allowing more wait time for sketching before or during discussions to help students
explain and support their writing.
Polish speaking and Polish bilingual students are paired together to enhance planning and
revising in native language and engage in accountable talk in English and Polish.
Differentiate and scaffold teacher check in with student groups regarding ability and
genre craft and discussion behaviors.
Allowing students to keep idea journals to help them select small moment topics to write
about in a snap. Allow students a variety of methods and modalities in which to respond. Sketch along with or in place of writing to convey meaning.
Students may use labels in their pictures to convey meaning.
Students may use writing paper, booklets, notebooks, iPads, computers, primary paper,
etc. to meet the student’s preference and need.
Teacher does: Share some things that you heard from partners’ discussion that supports the lesson objective
as an example.
*Tips: Teachers may want to chart some student responses to use an anchor chart for students
to refer to during independent work. Student does: Students put their writing in their writing folder to go back to during independent practice.
“YOU DO IT TOGETHER” Collaborative Learning
How will you… assess student progress/understanding?
hold individuals accountable for the group work?
provide students with hands‐on experiences and practice?
*Tips: Teacher may want to make folder size anchor charts for students to reference when working with their partners and when working independently.
Teacher says: “Now it’s time for you to learn together… You are going to… go off with your writing partner. Using the feedback from your partner and your partner as
your coach, you are going to revise your writing or start a new piece planning the words you
are going to write with your partner before you write. You should reread after you write, to
ensure you understood your partner’s suggestions. Make sure you reread your writing to your
partner, after you write to see if they have any other suggestions to make your writing better.
First Grade Lesson Plan – Writing, Day 15
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determine grouping (pairs, groups) for this activity?
use scaffolds to help struggling students understand the lesson?
support students to use self‐ regulatory strategies?
provide opportunities for students to practice self‐ correction?
Ask questions that assist students in self‐correcting their relative strengths and weaknesses in regard to the given task ?
Then, switch roles.” Student does: Students work with their writing partners to coach each other and ensure clarity around their
feedback provided. Students continue to reread new writing to their partner, collect further
suggestions.
Teacher Does: Teacher collects anecdotal notes by sitting in on each group’s discussion and listen in on the
partnership discussion.
Mid‐Workshop Teaching Point Characteristics Half way through the independent practice
Does not have to happen every day
Happens from a central part of the room
Identifies something for students to do
Time to manage the class or share an example of what a student has done
May or may not connect to day’s work (could be to prior work)
May add a layer to day’s work or partner work
*Tips: Teacher will want to have a signal she uses every day to gather students attention when working. Teacher will want to ensure all students can see and hear her/him, by just a turn of their head.
Teacher says and does: “When you are working with your partner, you can also help them make sure it is written
clearly and makes sense. You can ask your partners, ‘Does this make sense?’, ‘How can we fix
it?’, and/or ‘What can we add?”.
Student does: Students practice these discussion stems to fancy up their pieces.
Adapted from Garden Grove Unified School District, Office of Secondary Education
Department of 7‐12 Instructional Services
First Grade Lesson Plan – Writing, Day 15
Quarter 1, Unit 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
ELA/Literacy Content Framework_Version 2.0 Page 155
“YOU DO IT ALONE” Independent Practice
How will you… intervene with students who are not ready to move on?
extend the lesson for those who are ready to move on?
support students in connecting concepts to future lessons and in exploring real‐life applications?
encourage students to generate evidence of self‐ regulatory strategies?
provide opportunities for students to self‐assess?
endorse independent learning or more in‐depth study of content by students?
Teacher says: “Now you are going to go off and try this on your own… use the discussion you had with your writing partner to drive the work you do on your small
moment writing today. While you write and revise, think about the things your partner liked in
your writing to raise the level of your piece. You can use these suggestions today and
whenever you are writing. While you are writing you may ask another friend in the class to
listen to your story and give you suggestions. ”
*Tip: Remind student of the resources they can use around the room and in their writing
folder. Teacher may want to allow students to use Post‐its, stapled add‐on pages, and/or felt tip pens
to revise and add on to their work.
Student does: Students work on rereading and revising their work and applying the suggestions their partner
provided them with to raise the level of their work. Students can reread their work, asking
themselves, ‘Does this make sense?’ and utilize other partners in the room to get a different
perspective.
Teacher conferring prompts: “Can you think of a particular time?” “What’s happening in your story?” “So (retell what the child has said). Then what happened?” “Wow! So let me get this straight…” “Is this your story? (retell it, touching each of the three blank pages)? “So what will you draw here on the page?” “What will you write next?” “What do you like about your partner’s writing/story?” “What feedback did your partner give you?”
“CLOSURE of LESSON” whole group reflection
assess at the close of the lesson to determine who has mastered content and who needs further assistance?
bring the class together to reflect on the day’s learning and prepare for tomorrow’s learning?
Teacher says and does: Teacher selects 2 students to share, to highlight attributes they did in their work from the days focus and to read their piece. “ can you share one thing you and your partner discussed about your writing, that you applied to your work to make it better? Why did this help you? Could you please share your work with us?”
Student does: Students share what suggestions their partners provided them and how it impacted their writing. Students will then share their piece.
First Grade Lesson Plan – Writing, Day 15
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Teacher does:
Teacher highlights pieces students share to illustrate that days teaching and good writing
habits.
Teacher does: Teacher provides one praise and/or highlight after student shares that will reinforce the work
done by students in the lesson or to set students up for the next steps in the continuum of
learning in the unit.
Teacher says: “The work we did today is going to be very important because we are going to use writing partners. This will help raise the level of writing throughout the year.”
Teacher says: “Today and every day you can... because…
meet with your writing partners, and do our job of having an actual conversation about our
work. We can say things to each other like, “Let me show you what I did in my writing.” Or,
‘This is what I did today…’ and ‘Listen to my story…’ or ‘This is what I’m working on…’ Partners
can respond by saying, ‘I like the part…’ or ‘I like how you…’ because this will give us another
type of support system for our writing and lift the level of my writing.”
ASSESSMENT What will you ask? When will you ask during the lesson? What will kids say or do to demonstrate understanding of the objective?
Formative: Student verbal responses during partner discussions
Student writing in Writing Folders
Student written responses in Reader’s Notebooks
Anecdotal Records during conferring regarding lesson
objective
Summative: Summative assessment will happen at the end of the unit,
not at the end of this lesson.
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
ELA/Literacy Content Framework_Version 2.0 Page 157
First Grade Lesson Plan – Writing, Day 16
Quarter 1, Unit 1
Quarter: 1, Unit: 1 Week: 4 of 5 Day: 16
Objective(s): Good writers pick one piece to revise by adding details
about people, places, and objects; giving details about
the setting, fixing up any confusing parts; and writing
more in the parts of their stories that are important.
Materials/Resources:
Writing folders with finished
and still working pieces
Writing paper with picture
box and writing lines
Writing booklets
Pencils
Black felt tip pens
Alphabet picture boxes
Independent Word Walls
Classroom Word Walls Anchor Charts:
Anchor Chart W‐ 4
Good Discussion Norms
Anchor Chart
CCSS Standards:
W.1.3 – Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Writing Partnerships: According to the Common Core State Standards,
students must have ample opportunities to take part in a
variety of rich, structured conversations ‐ as a part of a
whole class, in small groups, and with a partner to build
a foundation for college and career readiness.
Partnerships should be developed strategically by the
teacher; regarding student reading and writing level,
comprehension skills, and degree of engagement in
discussion. Discussion behaviors should be modeled and practiced including the following critical attributes allowing students to be a productive member of the conversations.
Contribute accurate, relevant information
Respond to and develop what others have said
Make comparisons and contrasts
Analyze and synthesize a multitude of ideas in
various domains
Page 158 Chicago Public Schools
First Grade Lesson Plan – Writing, Day 16
Quarter 1, Unit 1
“I DO IT” Input & Modeling
How will you… model lesson objectives (content‐language‐ metacognitive) clearly & repeat it to your students? (think/write/search‐aloud)
convey the purpose of the lesson?
assess students’ prior knowledge?
connect to prior learning?
build on background knowledge?
identify both academic & content vocabulary so students can access new material?
allow for student interaction?
visually represent the concept? (i.e. images, gestures)
*Tips: Teacher should revise his/her own writing to demonstrate and build enthusiasm for the
more serious work of revision.
Revision process can last for a few days. Teachers may want to allow students to tape flaps of paper onto the bottom or the sides of a
draft, use staple removers to open booklets up so a page could be removed and a new one‐
substituted, etc. during the revision process. Make revision as hands on as possible.
Student does: Students bring their writing folder and a pencil to the rug and put it beneath them. Students
sit on the rug in the meeting area, next to their assigned writing partner. Students actively
listen and watch the teacher model the lesson objective.
*Tip: Teacher may want to give students partner numbers or letters, such as Partner A and
Partner B, to promote engagement and equity of voice.
Teacher says: “Yesterday we worked on… when meeting with our writing partners, part of our job is to have an actual conversation
about our work. We can use our partners to gather suggestions about our writing… because
this will give us another type of support system for our writing and lift the level of my writing.”
(Refer to prior lessons’ anchor charts)
“Today I want to teach you... because... to pick one piece to revise through the addition of any feelings and emotions you may have
left out by adding details about people, places, and what happened; giving details about the
setting, fixing up any confusing parts; and writing more in the parts of our stories that are
important… this will further revise and elaborate our best work causing it to come to life and
make sense.” (Start Writing Anchor Chart W‐4)
*Tip‐Use gestures to show one hand symbolizing the people, places, and what happened and
the other to symbolize the feelings or emotions due to the characters reactions.
“Watch me as I.... or “Let me show you how I.... read you the piece that Kamryn wrote. Kamryn was in my class last year and is now in second
grade. I want you to be researchers and really listen closely to how Kamryn wrote this Small
Moment of laying down on her mother’s lap. She told what happened, and then she told what
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ELA/Literacy Content Framework_Version 2.0 Page 159
First Grade Lesson Plan – Writing, Day 16
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Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
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First Grade Lesson Plan – Writing, Day 16
Quarter 1, Unit 1
she thought and felt about what happened.”
Teacher does and says: Teacher thinks/writes/search‐aloud:
Teacher reads student’s piece aloud, slowing down and pausing briefly to emphasize what
he/she wants students to notice (people, places, objects, feelings and emotions).
“The Hugs and Kisses by Kamryn. Before bed my mom gave me a hug and a kiss. I was sitting
on her lap and I was lying on her shoulders. I felt so comfy.”
Teacher says: “What did you notice?”
Student sample responses: “Kamryn wrote about what time of day it is, before bed.”
“She told us where she was, sitting on her mom’s lap.”
“She told us who was giving her hugs and kisses, her mom!”
“Kamryn told us she was cozy lying on her mom.”
Teacher does: Teacher charts student’s findings. (AC W‐4)
Teacher says: “Wow! I noticed those things as well. She wrote what she did, how she sat on her mom’s lap
and lay on her shoulders – but she also wrote how she felt, and she wrote that in a very
honest way. She wrote the outside story of what she did, where she was, what time of day,
and who was there and the inside story of how she felt!”
*Tip: Teacher may want to gesture with the right hand symbolizing the outside of the story
and then gesture with the left hand symbolizing the inside of the story, then to gesture with
both hands in sequence when talking to the two reflecting off each other.
“Let’s chart the things we noticed Kamryn did in her writing, because these things are what
good writers do.”
Teacher says: “Did you notice how... the additions of feelings and emotions by adding details about people, places, and what
happened; giving details about the setting, fixing up any confusing parts; and writing more in
the parts of our stories that are important… will further revise and elaborate our best work
causing it to come to life and make sense?”
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
ELA/Literacy Content Framework_Version 2.0 Page 161
First Grade Lesson Plan – Writing, Day 16
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“WE DO IT” Guided Instruction
How will you… know that each student thought through and formulated a response to (specify question)?
provide corrective feedback to students?
differentiate additional modeling for students (think/write/ search‐aloud)?
address the metacognitive element?
provide multiple explanations for new concepts?
provide multiple representations of new concepts?
prepare students to ask probing/clarifying questions?
allow students a variety of methods and modalities in which to respond?
assist students in processing information?
*Tip: Students have their writing folder underneath them at the rug. Teacher says: “Now you are going to give it a try… You are going to.... revise through the addition of any feelings and emotions you may have left out by adding
details about people, places, and what happened; giving details about the setting, fixing up
any confusing parts; and writing more in the parts of our stories that are important.”
*Teacher will want to pick a small moment piece (they wrote) that everyone in the classroom is sure to remember. “Remember Miss Smith’s party? I am going to read you a small moment I wrote about that party and I want you to help me revise it by adding details to the outside and the inside of the story.” “First we hid. She came in. Then we jumped out. Miss Smith was surprised.”
“Turn and talk with your partner.” (Hold up your right hand, like you want a low five)… “What could we add to the outside of this story?”
“Don’t forget to use the anchor charts and question thinking starters to help you while you are discussing with your partner. These things will help you jump start your thinking and discussing about your narrative writing.”
“When having your discussions, don’t forget to check in with our Good Discussion Behaviors Chart to make sure we are following our partnership discussion norms.”
Student sample verbal responses: “We could add the specific people; Miss Smith and our class.” “It would be better if we added setting of where we were and what time of day; in the classroom, behind the book shelf, after lunch.”
Sample teacher verbal prompts for students: “What do you notice about the outside of the story?” “What do you notice about the inside of the story?” “Who was there?” “Where did it happen?” “What time of day was it?” “What was the weather like?” “How did they react?” “How did they feel?”
Teacher does: Teacher listens in on partnership discussions to collect ideas.
Teacher says and does: “I heard some great ideas to elaborate the outside of our story, just by adding a few details. Please, please share your ideas to make my writing more clear!”
Page 162 Chicago Public Schools
First Grade Lesson Plan – Writing, Day 16
Quarter 1, Unit 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
First Grade Lesson Plan – Writing, Day 16
Quarter 1, Unit 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
Page 161 ELA/Literacy Content Framework_Version 2.0
Students does: Students share out revisions to make the writing more clear.
Teacher does: Teacher revises writing based on student suggestions.
Sample revisions: First (Right after lunch,) we (our class) hid (in our classroom, behind the book shelf). She (Miss Smith) came in (through the classroom door and) Then we jumped out (and yelled surprise!). Miss Smith was surprised.”
Teacher says and does: Reiterating, teacher holds up the right hand and says, “So, we have told what happened on the outside.” Now holding up the left hand says, “But… what happened on the inside?”
“Turn and talk with your partner.” (Hold up your left hand like you want a low five)… “What could we add to the inside of this story?”
Student sample verbal responses: “We should add how Miss Smith reacted when she saw the kids jump out, screamed with surprise.” “I think we need to add how Miss Smith felt about the students throwing her a surprise party, almost cried she was so happy but sad to have to leave also.” “What if we told how the student’s felt in reaction to Miss Smith almost crying because she didn’t want to leave?” “We could add how we felt waiting for Miss Smith behind the book shelf, nervous of what she would do.”
Teacher does: Teacher listens in on partnership discussions to collect ideas.
Teacher says and does: “I heard some great ideas to elaborate the outside of our story, just by adding a few details. Please, please share your ideas to make my writing more clear!”
Students does: Students share out revisions to make the writing more clear.
Teacher does: Teacher revises writing based on student suggestions.
Sample revisions: First (Right after lunch,) we (our class) hid (in our classroom, behind the book shelf). (We were so nervous!) She (Miss Smith) came in (through the classroom door and) Then we jumped out (and yelled surprise!). Miss Smith was surprised(screamed and smiled, but then looked like she was going to cry). (We felt like we were going to cry because we didn’t want Miss Smith to leave.”
First Grade Lesson Plan – Writing, Day 16
Quarter 1, Unit 1
Page 162 Chicago Public Schools
Sample teacher verbal prompts and accommodations for students: Sentence starters to jumpstart students’ language articulation. “We could add to the outside of the story.”
“We could add that the person felt to the inside of our story because .”
We could add that the person reacted with a because .” Assist students in processing information. Allowing more wait time for sketching before or during discussions to help students
explain and support their writing.
Polish speaking and Polish bilingual students are paired together to enhance planning and
revising in native language and engage in accountable talk in English and Polish.
Differentiate and scaffold teacher check in with student groups regarding ability and
genre craft and discussion behaviors.
Allowing students to keep idea journals to help them select small moment topics to write
about in a snap. Allow students a variety of methods and modalities in which to respond. Sketch along with or in place of writing to convey meaning.
Students may use labels in their pictures to convey meaning.
Students may use writing paper, booklets, notebooks, iPads, computers, primary paper,
etc. to meet the student’s preference and need. Teacher says: “When you write today and from now on, try to remember that on one hand, you can tell
who, what, when, where and how. But then, on the other hand, you can tell what you thought
and felt. Then you can go back to what happened. Today, if you write not just the outside
story but also the inside story, come and get me so I can admire your work.”
“YOU DO IT TOGETHER” Collaborative Learning
How will you… assess student progress/understanding?
hold individuals accountable for the group work?
provide students with hands‐on experiences and
*Tips: Teacher may want to make folder size anchor charts for students to reference when working with their partners and when working independently.
Teacher says: “Now it’s time for you to learn together… You are going to… take out a finished piece that you have been revising. You are going to go with your writing
partner and reread what you wrote. Your partner is going to be the researcher. They are going
to search for a place in your story where you could add details to develop the outside of your
story and then do the same for the inside of your story. Your partner may make suggestions Adapted from Garden Grove Unified School District, Office of Secondary Education
Department of 7‐12 Instructional Services
First Grade Lesson Plan – Writing, Day 16
Quarter 1, Unit 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
Page 163ELA/Literacy Content Framework_Version 2.0
practice?
determine grouping (pairs, groups) for this activity?
use scaffolds to help struggling students understand the lesson?
support students to use self‐ regulatory strategies?
provide opportunities for students to practice self‐ correction?
Ask questions that assist students in self‐correcting their relative strengths and weaknesses in regard to the given task?
around people, places, times, events, emotions and feelings, to help make your story better.
The best part is that you can revise your work right there with your partner, so they are beside
you being your coach. Make sure you switch roles, so both writers get to benefit from their
partners feedback.” Student does: Students work with their writing partners, listening to rereads to listen for places where they
can make suggestions of adding details to the outside and the inside of the story. *Tips: Teachers may want to allow students to use Post‐its or felt tip pens to make their
revisions. Teacher Does: Teacher should be collecting anecdotal notes by sitting in on each group’s discussion and
listen in on the partnership discussion.
Mid‐Workshop Teaching Point
Characteristics Half way through the independent practice
Does not have to happen every day
Happens from a central part of the room
Identifies something for students to do
Time to manage the class or share an example of what a student has done
May or may not connect to day’s work (could be to prior work)
May add a layer to day’s work or partner work
*Tips: Teacher will want to have a signal she uses every day to gather students’ attention when working. Teacher will want to ensure all students can see and hear her/him, by just a turn of their head.
Teacher says and does: “You may want to add punctuation, such as exclamation marks, to support the feelings and emotions in your small moment.”
Student does: Student pays attention to see if there are appropriate spots, in their writing, to add punctuation to support feelings and emotions.
First Grade Lesson Plan – Writing, Day 16
Quarter 1, Unit 1
Page 164 Chicago Public Schools
“YOU DO IT ALONE” Independent Practice
How will you… intervene with students who are not ready to move on?
extend the lesson for those who are ready to move on?
support students in connecting concepts to future lessons and in exploring real‐life applications?
encourage students to generate evidence of self‐ regulatory strategies?
provide opportunities for students to self‐assess?
endorse independent learning or more in‐depth study of content by students?
Teacher says: “Now you are going to go off and try this on your own… revise your pieces through the addition of any feelings and emotions you may have left out by
adding details about people, places, and objects; giving details about the setting, fixing up any
confusing parts; and writing more in the parts of our stories that are important… because this
will further revise and elaborate our best work causing it to come to life and make sense.”
*Tip: Remind student of the resources they can use around the room and in their writing
folder. Teacher may want to allow students to use Post‐its, stapled add‐on pages, and/or felt tip pens
to revise and add on to their work.
Student does: Students work on rereading and revising their work by adding feelings and emotions and
details about the people, places, and what happened to elaborate and make sure their writing
makes sense.
Teacher conferring prompts: “Can you think of a particular time?” “What’s happening in your story?” “So (retell what the child has said). Then what happened?” “Wow! So let me get this straight…” “Is this your story? (retell it, touching each of the three blank pages)? “So what will you draw here on the page?” “What will you write next?” “Who was there?” “Where did it happen?” “When did it happen?” “How did feel?” “How did react?” “What do you like about your partner’s writing/story?” “What feedback did your partner give you?”
“CLOSURE of LESSON” whole group reflection
assess at the close of the lesson to determine who has mastered content and who needs further assistance?
bring the class together to reflect on the day’s learning and prepare for tomorrow’s learning?
Teacher says and does: “Writers, it was amazing to see how your pieces changed today when you began to write not
only what you did, who was there, where it happened, and what you did, but also what you
thought and felt. You are writing not just the outside of the story but also the inside story.” “Reread what you wrote today and if you find a place in your story where you wrote the inside
story with details of how your felt, put one finger on that part of your writing and give me a
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
First Grade Lesson Plan – Writing, Day 16
Quarter 1, Unit 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
Page 165ELA/Literacy Content Framework_Version 2.0
thumbs up.”
Student does: Students reread, point to their feeling, and put their thumb.
Teacher does: Teacher highlights 1‐2 pieces of students writing to illustrate the day’s teaching and good writing habits.
Teacher does: Teacher provides one praise and/or highlight after student shares that will reinforce the work done by students in the lesson or to set students up for the next steps in the continuum of learning in the unit.
Teacher says: “The work we did today is going to be very important because we are going to use writing partners all year to help raise the level of writing all year.”
Teacher says: “Today and every day you can... because… revise your pieces through the addition of any feelings and emotions you may have left out by
adding details about people, places, and what happened; giving details about the setting,
fixing up any confusing parts; and writing more in the parts of our stories that are important…
because this will further revise and elaborate our best work causing it to come to life and
make sense.”
ASSESSMENT What will you ask? When will you ask during the lesson? What will kids say or do to demonstrate understanding of the objective?
Formative: Student verbal responses during partner discussions
Student writing in Writing Folders
Student written responses in Reader’s Notebooks
Anecdotal Records during conferring regarding lesson
objective
Summative: Summative assessment will happen at the end of the unit,
not at the end of this lesson.
First Grade Lesson Plan – Writing, Day 17
Quarter 1, Unit 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
ELA/Literacy Content Framework_Version 2.0 Page 167
Quarter: 1, Unit: 1 Week: 4 of 5 Day: 17
Objective(s): Good writers work with their writing partners to realize
things that have been left out in their stories by reading
aloud a bit of their stories, acting out what that bit says
(not what they wished it said), and then reading the next
bit, acting it out as well. Partners will listen and watch,
possibly responding, “No you need this!” and/or “You
should say that in the story.
Materials/Resources:
Writing folders with finished
and still working pieces
Writing paper with picture
box and writing lines
Writing booklets
Pencils
Black felt tip pens
Alphabet picture boxes
Independent Word Walls
Classroom Word Walls Anchor Charts:
Anchor Chart W‐5
Good Discussion Norms
Anchor Chart
CCSS Standards:
W.1.3 – Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Writing Partnerships: According to the Common Core State Standards,
students must have ample opportunities to take part in a
variety of rich, structured conversations ‐ as a part of a
whole class, in small groups, and with a partner to build
a foundation for college and career readiness.
Partnerships should be developed strategically by the
teacher; regarding student reading and writing level,
comprehension skills, and degree of engagement in
discussion. Discussion behaviors should be modeled and practiced
including the following critical attributes allowing
students to be a productive member of the
conversations. Contribute accurate, relevant information
Respond to and develop what others have said
Make comparisons and contrasts
Analyze and synthesize a multitude of ideas in
various domains
First Grade Lesson Plan – Writing, Day 17
Quarter 1, Unit 1
Page 168 Chicago Public Schools
“I DO IT” Input & Modeling
How will you… model lesson objectives (content‐language‐ metacognitive) clearly & repeat it to your students? (think/write/search‐aloud)
convey the purpose of the lesson?
assess students’ prior knowledge?
connect to prior learning?
build on background knowledge?
identify both academic & content vocabulary so students can access new material?
allow for student interaction?
visually represent the concept? (i.e. images, gestures)
*Tips: Teacher should revise his/her own writing to demonstrate and build enthusiasm for the more serious work of revision. Revision process can last for a few days. Teachers may want to allow students to tape flaps of paper onto the bottom or the sides of a draft, use staple removers to open booklets up so a page could be removed and a new one‐ substituted, etc. during the revision process. Make revision as hands on as possible.
Student does: Students bring their writing folder and a pencil to the rug and put it beneath them. Students
sit on the rug in the meeting area, next to their assigned writing partner. Students actively
listen and watch the teacher model the lesson objective. *Tip: Teacher may want to give students partner numbers or letters, such as Partner A and
Partner B, to promote engagement and equity of voice.
Teacher says: “Yesterday we worked on… revising our pieces through the addition of any feelings and emotions you may have left out by
adding details about people, places, and what happened; giving details about the setting,
fixing up any confusing parts; and writing more in the parts of our stories that are important…
because this will further revise and elaborate our best work causing it to come to life and
make sense.”
(Refer to prior lessons’ anchor charts) “Today I want to teach you... because... another way we can work with our partners is to have our partners read aloud a bit of our
stories, then act out what that bit says (not what we wished it said!), and then read the next
bit, acting out that bit as well. As we listen and watch, we will quickly realize things that have
been left out. ‘No, you need to do this!’ we might say, and then, as a writing partner we can
say back, ‘You should say that in the story’… this will help change the way we read our own
writing which will help make our writing better.” (Continue Writing Anchor Chart W‐5)
*Tip‐ Use gestures to show one hand symbolizing the people, places, and what happened and
the other to symbolize the feelings or emotions due to the characters’ reactions.
“Watch me as I.... or “Let me show you how I... meet with my writing partner and how I read aloud a bit of my story, then act out exactly what
it says. Then my partner is going to point out to me what I could add to that bit to make it
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
First Grade Lesson Plan – Writing, Day 17
Quarter 1, Unit 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
ELA/Literacy Content Framework_Version 2.0 Page 169
better. My partner will give me suggestions of what to say in my story to fix up what they
notice. Then I will continue onto the next bit in my story, doing it all over again.”
*Tip: Teacher may want to act as their own partner.
Teacher may want to use the entire class as their partner.
Teacher may use a prepped student as their partner.
Teacher does and says: Teacher models with a student as their writing partner.
Teacher thinks/writes/search‐aloud:
“Now, I am going to act as my own reading partner. I am going to reread my story to you and I
want you to listen, like an editor would, to check to see if the piece makes sense.”
“Today at recess it started to rain we went inside.”
“Does it make sense?”
Student sample verbal response: “Yes!”
Teacher says: “Next, I am going to read it again, but only reread a bit. Then act it out.”
Teacher says and does: “Today at recess it started to rain”
Making your hands gesture like they are shooting a basketball, then look up and put your
hands out like you are feeling for rain (freeze in this pose).
“What could I add?... my writing partner could say to me…
“We could add what we were doing at recess when it started to rain, playing basketball.”
“We should add how we reacted when it started to rain, ran to line up to go inside.”
“We need to add how we felt when we had to go inside early because of the rain,
disappointed.”
“I think we should add who was there, .”
Teacher uses findings to edit the piece.
Today at recess (we were playing basketball, with the kids from room 204)
First Grade Lesson Plan – Writing, Day 17
Quarter 1, Unit 1
Page 170 Chicago Public Schools
(when) it started to rain(, so we ran to line up as fast as we could!) (We were bummed we
couldn’t finish our game.) Teacher says: “Did you notice how I....
read aloud a bit of my story, then acted out what that bit says (not what we wished it said!).
As I quickly realized things that had been left out I said, ‘No, we need to do this!’… this will
help change the way we read our own writing helping to make our writing better.”
“WE DO IT” Guided Instruction
How will you… know that each student thought through and formulated a response to (specify question)?
provide corrective feedback to students?
differentiate additional modeling for students (think/write/ search‐ aloud)?
address the metacognitive element?
provide multiple explanations for new concepts?
provide multiple representations of new concepts?
prepare students to ask probing/clarifying questions?
allow students a variety of methods and modalities in which to respond?
assist students in processing information?
*Tip: Students have their writing folder underneath them at the rug. Teacher says: “Now you are going to give it a try… You are going to.... “Now, you are going to help with the next bit of my small moment by being my partner, my
editors, I am going to reread the next bit and act it out.”
Teacher says and does: “we went inside.”
Making a sad face act out sitting and playing dominos.
“Think about things that could be added. What could I add? Turn and talk with your partner
about what I could add.”
Student sample verbal responses: “We should add how we played dominoes.” “We need that the fourth graders came down to play with us.”
Teacher says and does: “Share out some things you and your partner discussed that could be added now that I have
acted out this bit of the story.” Teacher uses student findings to edit the piece.
Today at recess (we were playing basketball, with the kids from room 204)
(when) it started to rain(, so we ran to line up as fast as we could!) (We were bummed we
couldn’t finish our game.) We went (to our classroom to play dominoes and the fourth graders
came to play with us. It was a lot of fun!)
“Don’t forget to use the anchor charts and question thinking starters to help you while you are
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
First Grade Lesson Plan – Writing, Day 17
Quarter 1, Unit 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
ELA/Literacy Content Framework_Version 2.0 Page 171
discussing with your partner. These things will help you jump start your thinking and
discussing about your narrative writing.”
“When having your discussions, don’t forget to check in with our Good Discussion Behaviors
Chart to make sure we are following our partnership discussion norms.”
Sample teacher verbal prompts for students: “Can you think of a particular time?” “What’s happening in your story?” “So (retell what the child has said). Then what happened?” “Wow! So let me get this straight…” “Is this your story? (retell it, touching each of the three blank pages)? “So what will you draw here on the page?” “What will you write next?” “What do you like about your partner’s writing/story?” “What feedback did your partner give you?” “What did you like about your partner’s writing?” “What did you like about your partners small moment?” “What feedback did your partner give you that you will continue to use as you write?”
Teacher does: Teacher listens in to partnership discussions, collecting formative feedback regarding lesson
objective and student misconceptions or thinking blocks where prompting is needed.
Teacher says and does: “I want to chart so of the language I heard you using during your discussion. I am going to try
and remember everything I heard, but you are going to have to help me remember them all.”
(start AC W‐5)
Sample teacher verbal prompts and accommodations for students: Sentence starters to jumpstart students’ language articulation. “No, you need to do this!”
“You should that in your story!”
Assist students in processing information. Allowing more wait time for sketching before or during discussions to help students
explain and support their writing.
Spanish speaking and Spanish bilingual students are paired together to enhance planning
and revising in native language and engage in accountable talk in English and Spanish.
Differentiate and scaffold teacher check in with student groups regarding ability and
genre craft and discussion behaviors.
Allowing students to keep idea journals to help them select small moment topics to write
First Grade Lesson Plan – Writing, Day 17
Quarter 1, Unit 1
Page 172 Chicago Public Schools
about in a snap.
Allow students a variety of methods and modalities in which to respond. Sketch along with or in place of writing to convey meaning.
Students may use labels in their pictures to convey meaning.
Students may use writing paper, booklets, notebooks, iPads, computers, primary paper,
etc. to meet the student’s preference and need. Teacher does: Share some things that you heard from partners’ discussion that supports the lesson objective
as an example. *Tips: Teachers may want to chart some student responses to use an anchor chart for students
to refer to during independent work.
“YOU DO IT TOGETHER” Collaborative Learning
How will you… assess student progress/understanding?
hold individuals accountable for the group work?
provide students with hands‐on experiences and practice?
determine grouping (pairs, groups) for this activity?
use scaffolds to help struggling students understand the lesson?
support students to use self‐ regulatory strategies?
provide opportunities for students to practice self‐ correction?
Ask questions that assist students in self‐correcting their relative strengths and weaknesses in regard to the given task?
*Tips: Teacher may want to make folder size anchor charts for students to reference when working with their partners and when working independently.
Teacher says and does: “Now it’s time for you to learn together… You are going to… try editing another piece with your writing partner by acting out bits and making suggestions.
I’m going to read you another piece of writing that I’d like help with.” Yesterday, I went to visit my grandma. She made a cake for me. It was good.
“I’m going to give you and your partner a copy of this piece of writing and a marker. I want
you to practice being editors, thinking about what we worked on at the rug. Be ready to
explain why. You and your partner need to act it out bit by bit editing by adding as you go.”
Student does: Students work with their writing partners to act out each bit, discuss suggestions and then
write edits right onto the piece.
Teacher Does: Teacher should be collecting anecdotal notes by sitting in on each group’s discussion and
listen in on the partnership discussion.
First Grade Lesson Plan – Writing, Day 17
Quarter 1, Unit 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
ELA/Literacy Content Framework_Version 2.0 Page 171
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
First Grade Lesson Plan – Writing, Day 17
Quarter 1, Unit 1
Page 174 Chicago Public Schools
Mid‐Workshop Teaching Point
Characteristics Half way through the independent practice
Does not have to happen every day
Happens from a central part of the room
Identifies something for students to do
Time to manage the class or share an example of what a student has done
May or may not connect to day’s work (could be to prior work)
May add a layer to day’s work or partner work
*Tips: Teacher will want to have a signal she uses every day to gather students’ attention when working. Teacher will want to ensure all students can see and hear her/him, by just a turn of their head.
Teacher says and does: “When you are working with your partner, you can also read their writing and act it out and they read your writing and act out to get a different idea of how your writing sounds.
Student does: Students practice can engage in this work while they are working on their pieces independently.
“YOU DO IT ALONE” Independent Practice
How will you… intervene with students who are not ready to move on?
extend the lesson for those who are ready to move on?
support students in connecting concepts to future lessons and in exploring real‐life applications?
encourage students to generate evidence of self‐ regulatory strategies?
provide opportunities for students to self‐assess?
endorse independent learning or more in‐depth study of content by students?
Teacher says: “Now you are going to go off and try this on your own… It’s time for you to get started editing the work you want to publish with your partner. You and your partner will need to decide whose piece you’ll work on first. Then you will both work together to fix up that person’s piece.” *Tip: Remind student of the resources they can use around the room and in their writing folder. Teacher may want to allow students to use Post‐its, stapled add‐on pages, and/or felt tip pens to revise and add on to their work.
Student does: Students work on rereading and revising their work and applying the suggestions their partner provided them with to raise the level of their work. Students can reread their work, asking themselves, ‘Does this make sense?’ and utilize other partners in the room to get a different perspective.
Teacher conferring prompts: “Can you think of a particular time?” “What’s happening in your story?” “So (retell what the child has said). Then what happened?” “Wow! So let me get this straight…” “Is this your story? (retell it, touching each of the three blank pages)? “So what will you draw here on the page?” “What will you write next?” “What do you like about your partner’s writing/story?” “What feedback did your partner give you?”
First Grade Lesson Plan – Writing, Day 17
Quarter 1, Unit 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
ELA/Literacy Content Framework_Version 2.0 Page 173
“CLOSURE of LESSON” whole group reflection
assess at the close of the lesson to determine who has mastered content and who needs further assistance?
bring the class together to reflect on the day’s learning and prepare for tomorrow’s learning?
Teacher says and does: “Writers, you and your editors have done some nice work fixing up your pieces.” Teacher selects two partnerships to share what their partner noticed in their writing that they could add and share their piece.
Student does: Students share what suggestions their partners provided them and how it impacted their writing. Students then share their piece.
Teacher does: Teacher highlights pieces of students’ work to share and highlight in response to that days teaching and good writing habits.
Teacher does: Teacher provides one praise and/or highlight after student shares that will reinforce the work done by students in the lesson or to set students up for the next steps in the continuum of learning in the unit.
Teacher says: “The work we did today is going to be very important because we are going to use writing partners all year to help raise the level of writing all year.”
Teacher says: “Today and every day you can... because… we can work with our partners and read aloud a bit of our stories, then act out what that bit says (not what we wished it said!), and then read the next bit, acting out that bit as well. As we listen and watch, we will quickly realize things that have been left out. ‘No, you need to do this!’ we might say, and them, as a writing partner we can say back, ‘You should say that in the story’… this will help change the way we read our own writing helping to make our writing better.”
ASSESSMENT What will you ask? When will you ask during the lesson? What will kids say or do to demonstrate understanding of the objective?
Formative: Student verbal responses during partner discussions
Student writing in Writing Folders
Student written responses in Reader’s Notebooks
Anecdotal Records during conferring regarding lesson
objective
Summative: Summative assessment will happen at the end of the unit,
not at the end of this lesson.
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
First Grade Lesson Plan – Writing, Day 18
Quarter 1, Unit 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
Page 175ELA/Literacy Content Framework_Version 2.0
Quarter: 1, Unit: 1 Week: 4 of 5 Day: 18
Objective(s): Good writers rewrite the most important page in their stories by taking smaller and smaller steps through the events and thoughts on the page.
Materials/Resources:
Writing folders with finished
and still working pieces
Writing paper with picture
box and writing lines
Writing booklets
Pencils
Black felt tip pens
Alphabet picture boxes
Independent Word Walls
Classroom Word Walls Anchor Charts:
Anchor Chart W‐ 4
Good Discussion Norms
Anchor Chart
CCSS Standards:
W.1.3 – Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Writing Partnerships: According to the Common Core State Standards,
students must have ample opportunities to take part in a
variety of rich, structured conversations ‐ as a part of a
whole class, in small groups, and with a partner to build
a foundation for college and career readiness.
Partnerships should be developed strategically by the
teacher; regarding student reading and writing level,
comprehension skills, and degree of engagement in
discussion. Discussion behaviors should be modeled and practiced
including the following critical attributes allowing
students to be a productive member of the
conversations.
Contribute accurate, relevant information
Respond to and develop what others have said
Make comparisons and contrasts
Analyze and synthesize a multitude of ideas in
various domains
First Grade Lesson Plan – Writing, Day 18
Quarter 1, Unit 1
Page 176 Chicago Public Schools
“I DO IT” Input & Modeling
How will you… model lesson objectives (content‐language‐ metacognitive) clearly & repeat it to your students? (think/write/search‐aloud)
convey the purpose of the lesson?
assess students’ prior knowledge?
connect to prior learning?
build on background knowledge?
identify both academic & content vocabulary so students can access new material?
allow for student interaction?
visually represent the concept? (i.e. images, gestures)
*Tips: Teacher should revise his/her own writing to demonstrate and build enthusiasm for the more serious work of revision. Revision process can last for a few days. Teachers may want to allow students to tape flaps of paper onto the bottom or the sides of a draft, use staple removers to open booklets up so a page could be removed and a new one‐ substituted, etc. during the revision process. Make revision as hands on as possible.
Student does: Students bring their writing folder and a pencil to the rug and put it beneath them. Students
sit on the rug in the meeting area, next to their assigned writing partner. Students actively
listen and watch the teacher model the lesson objective. *Tip: Teacher may want to give students partner numbers or letters, such as Partner A and
Partner B, to promote engagement and equity of voice.
Teacher says: “Yesterday we worked on… work with our partners to read aloud a bit of our stories, then act out what that bit says (not
what we wished it said!), and then read the next bit, acting out that bit as well. As we listened
and watched, we will quickly realized things that have been left out. ‘No, you need to do this!’
we might say, and then, as a writing partner we can say back, ‘You should say that in the
story’… this will help change the way we read our own writing helping to make our writing
better.”
(Refer to prior lessons’ anchor charts) “Today I want to teach you... because... that we can rewrite the most important page in our story. We can take smaller and smaller
steps through the events and thoughts on that one page by adding details to that part and by
cutting away the other parts… this causes a focus on this important part of the story and
makes our writing better.” (Continue Writing Anchor Chart W‐4)
“I am going to teach you that writers are like photographers. Photographers can look out of
their cameras and see that whole wall of our classroom with charts and books and plants and
the clock and the fish tank and the chairs. Or they can zoom in and see just one thing, like just
our fish tank, but now they see all the details in the tank. They even see the blue eyes of our
guppy! Writers can also write about the whole wall, the whole world, but usually writers, like
photographers, want to zoom close in. I am going to show you how writers, like
photographers, zoom in on the most important parts of our stories.”
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
First Grade Lesson Plan – Writing, Day 18
Quarter 1, Unit 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
Page 177ELA/Literacy Content Framework_Version 2.0
“Watch me as I.... or “Let me show you how I...
tell my story aloud. First I am going to think of a big whole thing in my life. Okay, I am
remembering when I went to see my Nana in the hospital. We played cards. Then, I took her
outside. We held hands and talked. We ate lunch and then I said good‐bye.” *Tip: Teacher may want to use hand gestures to show that her/his topic is big, like the whole
classroom wall.
Teacher does and says: Teacher thinks/writes/search‐aloud:
“My story almost sounds like a detailed list of what I did that day. I just kind‐of list all the
things I did with my Nana. But now what I going to do is zoom in.”
*Tip: Teacher may want to use hand gestures to show bringing their attention from a topic the
size of a whole wall to a topic that was more like the size of a fish tank. (add to AC W‐4)
“Oh I know! My Nana and I put our hands up to each other’s and noticed that our hands were
the same exact size. My story will sound like this.” At lunch, my Nana and I held our hands up against each other. My skin wasn’t as wrinkly as
hers, but our hands were exactly the same size and shape. Then my Nana just took hold of my
hand and held it. I squeezed her hand back because I loved being with my Nana that day. Teacher says: “Did you notice how... I rewrote the most important page in my story. We can take smaller and smaller steps through
the events and thoughts on that one page by adding details to that part and by cutting away
the other parts… this causes a focus on this important part of the story and makes our writing
better.”
“WE DO IT” Guided Instruction
How will you… know that each student thought through and formulated a response to (specify question)?
provide corrective feedback to students?
differentiate additional modeling for students
*Tip: Students have their writing folder underneath them at the rug.
Teacher says: “Now you are going to give it a try… You are going to.... open your folders and recall the story you’ll be working on today. Would you reread that story
and ask, ‘Is this big (like the classroom wall or my whole visit to my Nana) or zoomed‐in and
small (like the fish tank or my Nana and I comparing hands)?’ If it’s big, tell your partner how
you could zoom in, if you decided to do that.”
“Don’t forget to use the anchor charts and questions thinking starters to help you while you are discussing with your partner. These things will help you jump start your thinking and
First Grade Lesson Plan – Writing, Day 18
Quarter 1, Unit 1
Page 178 Chicago Public Schools
(think/write/ search‐ aloud)?
address the metacognitive element?
provide multiple explanations for new concepts?
provide multiple representations of new concepts?
prepare students to ask probing/clarifying questions?
allow students a variety of methods and modalities in which to respond?
assist students in processing information?
discussing about your narrative writing.”
“When having your discussions, don’t forget to check in with our Good Discussion Behaviors Chart to make sure we are following our partnership discussion norms.”
Student sample verbal responses: “My most important part is that I saw this mummy at the museum and he was all wrapped up and my sister was so scared but I wasn’t scared. I’m bigger.”
Sample teacher verbal prompts for students: “Is your story a big story?” “What can you zoom‐in on to make it a small story?” “I would love to hear more about that.” “What makes you think, your story is a big story?”
Teacher does: Teacher listens in on partnership discussions to collect ideas.
Sample teacher verbal prompts and accommodations for students: Sentence starters to jumpstart students’ language articulation. “My story is a big story because .”
“My story is a small story because .”
“I am going to zoom‐in on the part where because .”
Assist students in processing information. Allowing more wait time for sketching before or during discussions to help students
explain and support their writing.
Polish speaking and Polish bilingual students are paired together to enhance planning and
revising in native language and engage in accountable talk in English and Polish.
Differentiate and scaffold teacher check in with student groups regarding ability and
genre craft and discussion behaviors.
Allowing students to keep idea journals to help them select small moment topics to write
about in a snap.
Allow students a variety of methods and modalities in which to respond. Sketch along with or in place of writing to convey meaning.
Students may use labels in their pictures to convey meaning.
Students may use writing paper, booklets, notebooks, iPads, computers, primary paper,
etc. to meet the student’s preference and need.
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
First Grade Lesson Plan – Writing, Day 18
Quarter 1, Unit 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
Page 179ELA/Literacy Content Framework_Version 2.0
“YOU DO IT TOGETHER” Collaborative Learning
How will you… assess student progress/understanding?
hold individuals accountable for the group work?
provide students with hands‐on experiences and practice?
determine grouping (pairs, groups) for this activity?
use scaffolds to help struggling students understand the lesson?
support students to use self‐ regulatory strategies?
provide opportunities for students to practice self‐ correction?
Ask questions that assist students in self‐correcting their relative strengths and weaknesses in regard to the given task ?
*Tips: Teacher may want to make folder size anchor charts for students to reference when working with their partners and when working independently.
Teacher says: “Now it’s time for you to learn together… You are going to… you are going to reread you writing here on the rug before you go off to meet with your
writing partner. While you read you need to identify what you think is the most important
part of your story is. Mark it on your piece with a small dot at the beginning of the sentence
using your pencil.” “When you and your partner move to your meeting spot, you are each going to read your
story to each other. Then you need to reread the part you think is the most important in your
story and explain why you think that.”
“Your partner is going to tell you if they agree or disagree with you that it is the most
important part and why. You and your partner both need to walk away from your meeting
with an important part to stretch during independent writing and develop into a small
moment.” Student does: Students work with their writing partners by listening to the writer reread their story and their
identified important part. Partners will then give their opinion if they agree or disagree and
support it with reasons why. Student will then use the most important part during
independent writing to stretch into a small moment.
*Tips: Teachers may want to allow students to use Post‐its or felt tip pens to make their
revisions. Teacher Does: Teacher should be collecting anecdotal notes by sitting in on each group’s discussion and
listen in on the partnership discussion.
Mid‐Workshop Teaching Point
Characteristics Half way through the independent practice
Does not have to happen every day
Happens from a central part of the room
Identifies something for students to do
*Tips: Teacher will want to have a signal she uses every day to gather students attention when working. Teacher will want to ensure all students can see and hear her/him, by just a turn of their head.
Teacher says and does: Remind students of all they know about writing down sounds they hear in words by telling the
class what a few, brave students have been doing.
OR Offer practice in getting words on paper by having children join in a spelling venture of one child.
First Grade Lesson Plan – Writing, Day 18
Quarter 1, Unit 1
Time to manage the class or share an example of what a student has done
May or may not connect to day’s work (could be to prior work)
May add a layer to day’s work or partner work
OR It is hasn’t taken too long, practice another word with them.
Student does: Student pays attention and then applies or engages if necessary to their writing needs.
“YOU DO IT ALONE” Independent Practice
How will you… intervene with students who are not ready to move on?
extend the lesson for those who are ready to move on?
support students in connecting concepts to future lessons and in exploring real‐life applications?
encourage students to generate evidence of self‐ regulatory strategies?
provide opportunities for students to self‐assess?
endorse independent learning or more in‐depth study of content by students?
Teacher says: “Now you are going to go off and try this on your own… and when you write today think about zooming in on the most important part of the memory. Think about the photographer and about zooming in.” *Tip: Some students will return to pieces they’d been working on, and others choose paper and begin a new story. Remind student of the resources they can use around the room and in their writing folder. Teacher may want to allow students to use Post‐its, stapled add‐on pages, and/or felt tip pens to revise and add on to their work.
Student does: Students work on stretching the most important parts of their stories, step by step, to develop a detailed small moment. Teacher conferring prompts: “Can you think of a particular time?” “What’s happening in your story?” “Will you touch each page and tell me what’s happening?” “So (retell what the child has said). Then what happened?” “Wow! So let me get this straight…” “Is this your story? (retell it, touching each of the three blank pages)? “Is this a big story or a small story?” “What is the most important part of your story?” “So what will you draw here on the page?” “What will you write next?” “Who was there?” “Where did it happen?” “When did it happen?” “How did feel?” “How did react?” “What do you like about your partner’s writing/story?” “What feedback did your partner give you?”
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
Page 180 Chicago Public Schools
First Grade Lesson Plan – Writing, Day 18
Adapted from Garden Grove Unified School District, Office of Secondary Education
Page 181ELA/Literacy Content Framework_Version 2.0
“CLOSURE of LESSON” whole group reflection
assess at the close of the lesson to determine who has mastered content and who needs further assistance?
bring the class together to reflect on the day’s learning and prepare for tomorrow’s learning?
*Tip: Call students to the rug and tell them about how a student zoomed in on the most important part.
Teacher says and does: “Writers, I have something really special to share with you. Eduardo was going to write all about how he went to the baseball game with his dad and they got hot dogs and ice cream and then took the subway back to their neighborhood and then went to his cousin’s house. But then Eduardo stopped and said, ‘No, I am going to try and be like Vera Williams and zoom in on the most important part,’ and he zoomed in on the part about getting the hot dogs. Listen to his story.” My dad got me a hot dog. I put ketchup all over it. Then I slowly at it bite by bite till it was gone.
“Did you hear that beautiful Small Moment about just the hot dog?”
“Reread what you wrote today and if you find that you took the most important part of your story and turned it into a small moment give a thumbs up.”
Student does: Students reread and put their thumb, if applicable.
Teacher does: Teacher highlights 1‐2 pieces of students writing to illustrate that day’s teaching and good writing habits.
Teacher does: Teacher provides one praise and/or highlight after student shares that will reinforce the work done by students in the lesson or to set students up for the next steps in the continuum of learning in the unit.
Teacher says: “The work we did today is going to be very important because we are going to use writing partners all year to help raise the level of writing all year.”
Teacher says: “Today and every day you can... because… rewrite the most important page in your stories. We can take smaller and smaller steps through the events and thoughts on that one page by adding details to that part and by cutting away the other parts… this causes a focus on this important part of the story and makes our writing better.”
First Grade Lesson Plan – Writing, Day 18
Page 182 Chicago Public Schools
ASSESSMENT What will you ask? When will you ask during the lesson? What will kids say or do to demonstrate understanding of the objective?
Formative: Student verbal responses during partner discussions
Student writing in Writing Folders
Student written responses in Reader’s Notebooks
Anecdotal Records during conferring regarding lesson
objective
Summative: Summative assessment will happen at the end of the unit,
not at the end of this lesson.
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
First Grade Lesson Plan – Writing, Day 19
Quarter 1, Unit 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
Page 183ELA/Literacy Content Framework_Version 2.0
Quarter: 1, Unit: 1 Week: 4 of 5 Day: 19
Objective(s): Good writers have awareness of their audience and how to make their stories readable so others can learn about their lives by rereading their stories, and checking to see if they are using word wall words correctly to get their stories ready for publishing.
Materials/Resources:
Writing folders with finished
and still working pieces
Writing paper with picture
box and writing lines
Writing booklets
Pencils
Black felt tip pens
Alphabet picture boxes
Independent Word Walls
Classroom Word Walls
Student white board
Dry erase marker Anchor Charts:
Anchor Chart W‐ 4
Good Discussion Norms
Anchor Chart
CCSS Standards:
W.1.3 – Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Writing Partnerships: According to the Common Core State Standards, students must have ample opportunities to take part in a variety of rich, structured conversations ‐ as a part of a whole class, in small groups, and with a partner to build a foundation for college and career readiness. Partnerships should be developed strategically by the teacher; regarding student reading and writing level, comprehension skills, and degree of engagement in discussion.
Discussion behaviors should be modeled and practiced
including the following critical attributes allowing
students to be a productive member of the
conversations. Contribute accurate, relevant information
Respond to and develop what others have said
Make comparisons and contrasts
Analyze and synthesize a multitude of ideas in
various domains
First Grade Lesson Plan – Writing, Day 19
Quarter 1, Unit 1
Page 184 Chicago Public Schools
“I DO IT” Input & Modeling
How will you… model lesson objectives (content‐language‐ metacognitive) clearly & repeat it to your students? (think/write/search‐aloud)
convey the purpose of the lesson?
assess students’ prior knowledge?
connect to prior learning?
build on background knowledge?
identify both academic & content vocabulary so students can access new material?
allow for student interaction?
visually represent the concept? (i.e. images, gestures)
*Tips: A classroom word wall should be large enough and located for all students to see and
interact with daily. Small groups of words should be introduced and engaged each week. Teacher should revise his/her own writing to demonstrate and build enthusiasm for the more
serious work of revision. Revision process can last for a few days.
Teachers may want to allow students to tape flaps of paper onto the bottom or the sides of a
draft, use staple removers to open booklets up so a page could be removed and a new one‐
substituted, etc. during the revision process. Make revision as hands on as possible.
Student does: Students bring their white boards and dry erase marker to the rug and put it beneath them.
Students sit on the rug in the meeting area, next to their assigned writing partner. Students
actively listen and watch the teacher model the lesson objective. *Tip: Teacher may want to give students partner numbers or letters, such as Partner A and
Partner B, to promote engagement and equity of voice.
Teacher says: “Yesterday we worked on… rewriting the most important page in our story. We can take smaller and smaller steps
through the events and thoughts on that one page by adding details to that part and by
cutting away the other parts… this causes a focus on this important part of the story and
makes our writing better.”
(Refer to prior lessons’ anchor charts) “Today I want to teach you... because... to remember that we have actual readers for our stories – people out there who are dying to
know about our lives! For them to learn about our lives they have to read our stories. And for
them to read our stories, we have to make sure our stories are readable. Today I want to
teach you that when we reread our stories to get them ready for publishing, we can check to
be sure we are using word wall words correctly.”
(Continue Writing Anchor Chart W‐4) “There are some words you guys, as readers, just know. Well, when we write, we also need a
handful of words we just know in a snap. That makes writing go faster. So if you are writing a Adapted from Garden Grove Unified School District, Office of Secondary Education
Department of 7‐12 Instructional Services
First Grade Lesson Plan – Writing, Day 19
Quarter 1, Unit 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
Page 185ELA/Literacy Content Framework_Version 2.0
story and you want to write Mom, you say, ‘Mom! I know Mom: M‐o‐m!’ And you write M‐o‐
m. I put words up here on our word wall that are words I think you know in a snap, or almost
know in a snap. If there’s a word you are writing in your story that is on the word wall, but you
can’t spell it, you can just look for it there. Then you can say the letters to remind yourself.
Once it is in your brain, write it down on your page – snap, snap, snap!” *Tip: Use the gesture of snapping the correlate with snap words (knowing words in a snap).
“Watch me as I.... or “Let me show you how I.... know some of my words in a snap, but for the ones I do not, I use the word wall. (add to AC W‐4) *Tip: Teacher may want the word wall close to the rug meeting area, so it is easy to reference.
Teacher does and says: Teacher thinks/writes/search‐aloud:
“Today we need to add on to our story. Here is what I already wrote.”
We were laughing and talking. Then a raindrop landed on my hand. We didn’t want
“Now we need to write this… to go in, but we did”
“Would you get out your white boards so we can write more of our story? Maybe some words
will be ones you know in a snap. Our next word is to. Some of you know to in a snap? If you
don’t know it, say to and listen for the first sound. Then find it on the word wall under the
letter. So, I either just know to or I look up here and fix the spelling into my brain.”
*Tip: Teacher may want to enact the process of using the word wall. “Ok, write to. Let me see. Great. Check it on the word wall. Spell it (t‐o).”
Students does: Students write the word to. Students say the beginning letter sound in the word to. They find
the letter T on the word wall and read through the words below it till they find to. Students
check their word on the word wall and then spell it aloud. Teacher says: “Did you notice how... I used the word wall to check my word to see if I spelled it right. I also spelled it out loud to help fix the spelling word into my brain, so my writing is readable for everyone.”
“WE DO IT” Guided Instruction
How will you… know that each student thought through and formulated a response to
*Tip: Students have their writing folder underneath them at the rug. Teacher says: “Now you are going to give it a try… You are going to.... try it again. We’ve written ‘We didn’t want to …’ Now we need to write go. Write it like a snap and move on to the next word, in, write it like a snap, or use the word wall to help you. Good
First Grade Lesson Plan – Writing, Day 19
Quarter 1, Unit 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
Page 186 Chicago Public Schools
(specify question)?
provide corrective feedback to students?
differentiate additional modeling for students (think/write/ search‐ aloud)?
address the metacognitive element?
provide multiple explanations for new concepts?
provide multiple representations of new concepts?
prepare students to ask probing/clarifying questions?
allow students a variety of methods and modalities in which to respond?
assist students in processing information?
job.”
Student does: Student writes the words on their white board and shows the teacher (by holding their board up under their chin) after each word.
Teacher says: “The next word is but. Ok, keep going with the next word on your white boards.”
Student does: Students continue to write but and continue through the next two words on their own in a snap or using the word wall.
Sample teacher verbal prompts for students: “Do you know that word in a snap, or do you need to look at the word wall?” “Say the word out loud, what sound do you hear first?” “Can you find that letter on the word wall?” “Ok, read through the words below that letter. Which word looks like and sounds like the word you are searching for?” “What can you do when there is more than one word underneath the beginning letter sound you are looking for?”
Assist students in processing information. Allowing more wait time for sketching before or during discussions to help students
explain and support their writing.
Polish speaking and Polish bilingual students are paired together to enhance planning and
revising in native language and engage in accountable talk in English and Polish.
Differentiate and scaffold teacher check in with student groups regarding ability and
genre craft and discussion behaviors.
Allowing students to keep a personal list of commonly used words in their writing folder.
Allowing students to have their Independent Word Walls with them on the rug.
Allow students a variety of methods and modalities in which to respond. Sketch along with or in place of writing to convey meaning.
Students may use labels in their pictures to convey meaning.
Students may use writing paper, booklets, notebooks, iPads, computers, primary paper,
etc. to meet the student’s preference and need.
First Grade Lesson Plan – Writing, Day 19
Quarter 1, Unit 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
Page 187ELA/Literacy Content Framework_Version 2.0
“YOU DO IT TOGETHER” Collaborative Learning
How will you… assess student progress/understanding?
hold individuals accountable for the group work?
provide students with hands‐on experiences and practice?
determine grouping (pairs, groups) for this activity?
use scaffolds to help struggling students understand the lesson?
support students to use self‐ regulatory strategies?
provide opportunities for students to practice self‐ correction?
Ask questions that assist students in self‐correcting their relative strengths and weaknesses in regard to the given task ?
*Tips: Teacher may want to make folder size anchor charts for students to reference whenworking with their partners and when working independently.
Teacher says: “Now it’s time for you to learn together… You are going to… meet with your writing partner to work on editing your pieces to make sure your snap words
and word wall words are written correctly and also practice word wall words that could easily
turn into snap words.” “You and your partner are each going to use a highlighter to read through you writing aloud
(make sure your writing is flat on the table in between you and your partner). When you come
to a word that you know you didn’t know when you were writing or it doesn’t look or sound
right, you are going to highlight it. After you finish reading through your whole piece, you and
your partner are going to search the word wall to see if the highlighted words are on there. If
they are you need to edit your paper to make the words be the correct spelling.” “Once you and your partner have both done this, you are going to use your white boards to
practice the word wall words you highlighted. One partner will read the highlighted words,
while the other partner goes through the process of Write, Check, Spell.”
Student does: Students work with their writing partners to correct and identify word wall words that they do
not know. They will then practice the words they highlighted by writing them, checking them
on the word wall, and then spelling them aloud. *Tips: Teachers may want to allow students to use felt tip pens to make their spelling revisions.
Teacher Does: Teacher should be collecting anecdotal notes by sitting in on each group’s discussion and
listen in on the partnership discussion.
First Grade Lesson Plan – Writing, Day 19
Quarter 1, Unit 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
Page 188 Chicago Public Schools
Mid‐Workshop Teaching Point
Characteristics Half way through the independent practice
Does not have to happen every day
Happens from a central part of the room
Identifies something for students to do
Time to manage the class or share an example of what a student has done
May or may not connect to day’s work (could be to prior work)
May add a layer to day’s work or partner work
*Tips: Teacher will want to have a signal she uses every day to gather students attention when working. Teacher will want to ensure all students can see and hear her/him, by just a turn of their head.
Teacher says and does: Point out for students that each letter of the word wall has a correlating picture, just like their
alphabet charts in their Writing Folders. They can use the pictures on the word wall to help
them make connections between picture name, letter sound, and first letter sound of the
word being checked.
Student does: Students uses the pictures on the word wall to check word wall words if needed.
“YOU DO IT ALONE” Independent Practice
How will you… intervene with students who are not ready to move on?
extend the lesson for those who are ready to move on?
support students in connecting concepts to future lessons and in exploring real‐life applications?
encourage students to generate evidence of self‐ regulatory strategies?
provide opportunities for students to self‐assess?
endorse independent learning or more in‐depth study of content by students?
Teacher says: “Now you are going to go off and try this on your own… today when you write, lots of times you’ll come to words you just know. Write these fast.
Don’t stretch them out – just say, ‘I know that word!’ and write it. Or say ‘ I almost know that
word, let me check the word wall’ and then write it with a snap! Every day, whenever you
write, you’ll find words you know like a snap. And as you keep learning, you’ll have more and
more of these words.”
*Tip: Some students will return to pieces they’d been working on, and others choose paper and
begin a new story. Remind student of the resources they can use around the room and in their writing folder.
Teacher may want to allow students to use Post‐its, stapled add‐on pages, and/or felt tip pens
to revise and add on to their work.
Student does: Students work on checking the words in their writing on the word wall and using the word wall when writing new pieces, so that it is readable by everyone.
Teacher conferring prompts: “Can you think of a particular time?” “What’s happening in your story?” “Will you touch each page and tell me what’s happening?”
First Grade Lesson Plan – Writing, Day 19
Quarter 1, Unit 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
Page 189ELA/Literacy Content Framework_Version 2.0
“So (retell what the child has said). Then what happened?”
“Wow! So let me get this straight…” “Is this your story? (retell it, touching each of the three blank pages)? “Do you know that word in a snap, or do you need to look at the word wall?” “Say the word out loud, what sound do you hear first?” “Can you find that letter on the word wall?” “Ok, read through the words below that letter. Which word looks like and sounds like the word you are searching for?” “What can you do when there is more than one word underneath the beginning letter sound you are looking for?” “Which part of the word did you get right?” “Is this a big story or a small story?” “What is the most important part of your story?” “So what will you draw here on the page?” “What will you write next?” “Who was there?” “Where did it happen?” “When did it happen?” “How did feel?” “How did react?” “What do you like about your partner’s writing/story?” “What feedback did your partner give you?”
“CLOSURE of LESSON” whole group reflection
assess at the close of the lesson to determine who has mastered content and who needs further assistance?
bring the class together to reflect on the day’s learning and prepare for tomorrow’s learning?
*Tip: Call students to the rug with their writing folders. Teacher says and does: “Today I saw Luis doing something fabulous! I watched him as he was writing and writing and
writing, and then I saw him pause for a moment. I could tell that he was thinking about
something important. Then he did such a smart thing! He looked over to the word wall and he
studied a word up there. Then he wrote the word on his paper, and checked it with the posted
word. Luis, what word did you find on the word wall?”
Student does: Student shares what word they got from the word wall and how they figured it out.
Sample student verbal response: “I got the word what. I knew it started with /wh/ /wh/. So I looked under w. It had an h! I put it in my mind and I wrote it.”
Teacher says and does: “It was fantastic that Luis thought to look to the word wall for the spelling of what. I also loved that he didn’t just copy the word. He learned how to spell it. He put it in his mind. The he tried writing it without looking! That was spectacular use of a writing tool!”
First Grade Lesson Plan – Writing, Day 19
Quarter 1, Unit 1
Adapted from Garden Grove Unified School District, Office of Secondary Education Department of 7‐12 Instructional Services
Page 190 Chicago Public Schools
“Let’s all practice using the word wall with our partners. I’ll say a word aloud. If you and your
partner can write it in an instant, do that. If you can’t write the word, say it with your partner and then tell each other where you’d look on the word wall. Then find it.”
Teacher says about 6 words for students to practice.
Student does: Students practice using the word wall with their partners to write, read and spell the words
said aloud by the teacher. Teacher says: “Today and every day you can... because… reread your stories to get them ready for publishing by checking to be sure we are using word
wall words correctly… we must remember that we have actual readers for our stories – people
out there who are dying to know about our lives! For them to learn about our lives they have
to read our stories. And for them to read our stories, we have to make sure our stories are
readable.”
ASSESSMENT What will you ask? When will you ask during the lesson? What will kids say or do to demonstrate understanding of the objective?
Formative: Student verbal responses during partner discussions
Student writing in Writing Folders
Student written responses in Reader’s Notebooks
Anecdotal Records during conferring regarding lesson
objective
Summative: Summative assessment will happen at the end of the unit,
not at the end of this lesson.