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Ccss ela literacy rl 1.2

06/01/2021 Client: saad24vbs Deadline: 7 Days

Running head: First Grade ELA 1


Final Project First Grade ELA


EDU-381 Curriculum and Instructional Design


First Grade ELA 2


First Grade ELA


Lesson 1


Grade Level Grade 1


Instructional Model I would use the Integrative model to framework my lesson plan. According to


Appendix D: Instructional Models - Teaching Content and Thinking Skills of the Albemarle County Public Schools, "In the Integrative Model, students develop a deep understanding of organized bodies of knowledge while developing critical thinking skills. The model is designed to teach combinations of concepts, generalizations, principles, rules, facts and the relationships between them, typically through the use of matrices which may be either teacher or student-generated, depending on student readiness (e.g. a chart comparing characters in a literary work in terms of personal attributes, conflict, and symbolism). Students are expected to do the following: describe, compare, and search for patterns; explain similarities and differences; hypothesize outcomes for different conditions; and generalize to form broad relationships"(Albemarle County Public Schools, Appendix D).


Standards


CCSS.ELA-LITERACY.RL.1.1 Ask and answer questions about key details in a text. CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. CCSS.ELA-LITERACY.RL.1.3 Describe characters, settings, and major events in a story, using key details. CCSS.ELA-LITERACY.RL.1.9 Compare and contrast the adventures and experiences of characters in stories.


Objectives Students will read, listen, and watch different versions of The Three Little Pigs(in whole group class setting) and compare/contrast their characteristics. Students will understand • There are similarity and differences in fiction literature. They will also know that


there are different versions of very similar stories with characters and plots in common.


Students will know • They will know that there are different versions of very similar stories with


characters and plots in common. • They will know the vocabulary related to comparing and contrasting. For


example same, alike, similar, in common, different, contrast, not the same. Students will be able to • Use a graphic organizer to illustrate comparing and contrast • Verbally retell key details and events of a story Assessment Plan


http://www.corestandards.org/ELA-Literacy/RL/1/1/

http://www.corestandards.org/ELA-Literacy/RL/1/2/

http://www.corestandards.org/ELA-Literacy/RL/1/3/

http://www.corestandards.org/ELA-Literacy/RL/1/9/

First Grade ELA 3


Formative: The formative assessment will be conducted by watching the students participation during the group reading and bubble graph to check for progress and understanding. The teacher will look for students to be participation by calling on students and asking questions. This assessment would be considered to be an observational time.


Summative: The summative assessment process will involve an independent bubble graph being completed by the students about two other works of fiction. Procedure


1. Review previously learned material No previous material


2.State objectives of the lesson I would then explain to the students that we were going to read some stories and see how they are alike and different. 3.Present new material


1. Hold up a copy of The Three Little Pigs and ask students what book is this? 2. Show another copy of story and ask students about it. Is it the same story? Do you


think they have any differences or similarities? 3. Ask the children to raise their hands and share with the class what they


remember about the three little pigs.


4.Guided practice 1. Read the first book to the students aloud.(on carpet in front of rocking


chair) 2. While reading ask questions of the students of the students to check for


understanding and participation. Examples: What do you think is going to happen next?


3. At the conclusion of the book, use volunteers to retell the story. Scaffold as necessary to help students.


4. Read the second book in the same manner except begin with questioning of what they think may be different.


5. After you have read both books use the whiteboard to illustrate the attached bubble map. This should be done as a group.


6. Take a bathroom/brain break 7. Read the other two books that are similar. 8. Have the students talk to their reading buddy to discuss the stories.


5.Independent practice During independent practice I would give the students a bubble map to complete on their own. I would still monitor the students for comprehension. I would use this time to do small group or one on one work for students who are struggling with the concepts.


First Grade ELA 4


Lesson 2


Grade Level 1stGrade


Instructional Model Student Centered Learning – This model best fits this lesson because as books are being read and presented to the students, they will be driving the interpretation and discussion around the meaning and parts of the story.


Standards CCSS.ELA-LITERACY.RL.1.1 Ask and answer questions about key details in a text. CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.


CCSS.ELA-LITERACY.RL.1.3 Describe characters, settings, and major events in a story, using key details.


CCSS. ELA- Literacy RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.


CSS. ELA- Literacy. RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.


Objectives The students will read, and listen to the fable(in whole group class setting). They will describe the characters, plot, and setting and type of fiction read.


Students will understand •The difference between short story and fables as well as character, plots, and settings. They will also learn vocabulary associated with fables.


Students will know • character, plot, and setting as basic story elements


•“The Boy Who Cried Wolf” is fiction because it was made up to teach a lesson


Students will be able to • Identify the moral of the fable “The Boy Who Cried Wolf” • Identify the literary terms characters, plot, and setting, and explain those


terms as they apply to the fable “The Boy Who Cried Wolf” Assessment Plan Formative:


http://www.corestandards.org/ELA-Literacy/RL/1/1/

http://www.corestandards.org/ELA-Literacy/RL/1/2/

http://www.corestandards.org/ELA-Literacy/RL/1/3/

First Grade ELA 5


My formative assessment would consist of checking for understanding as I read aloud to students as well as share pair partner time. I will give students the opportunity to work together as a pair to answer and discuss questions.


Summative: My summative assessment will be when the students are asked to go back to their sits for individual work. They will draw and write about the plot, characters, and meaning of story.


Procedure


1.Review previously learned material Ask the children if they have ever read nursery rhymes or fables. Most likely they have covered them in some form during kindergarten. Ask about their favorites and if they remember the meaning behind fables and fairy tales.


2.Stateobjectivesof the lesson I would explain to the students that we are going to read a story and find the plot, setting, characters, and moral of the story.


3.Present new material 1. Hold up the book "The Boy Who Cried Wolf" and ask if anyone has ever read


the book? Explain that it is a fable and what fables are... 2. I would then flip through the books pictures and ask for some predictions. 3. Students would raise hands to answer the questions that are presented.


4.Guided practice 1. Read the first book to the students aloud.(on carpet in front of rocking chair) 2. While reading ask questions of the students of the students to check for


understanding and participation. Examples: What do you think is going to happen next?


3. At the conclusion of the book, use volunteers to retell the story. Scaffold as necessary to help students.


4. Allow students to explain what they think the moral of the story is? What is the lesson learned?


5.Independent practice 1. Students draw a picture of the setting and characters. They will then also write a


summary of what they learned from the book.


First Grade ELA 6


Lesson three


Grade Level 1stGrade


Instructional Model Role-playing, reenactment – Students will choose pieces of the stories we read and work together to role play and act out messages, interpretations and possible scenarios that the


Standards CCSS.ELA-LITERACY.RL.1.1 Ask and answer questions about key details in a text. CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. CCSS.ELA-LITERACY.RL.1.3 Describe characters, settings, and major events in a story, using key details. Objectives Students will read a book together aloud with teacher and then be able to reenact it with a small group in class. Students will understand


• characters, settings, and events fictional stories come from the author’s imagination Students will know


• How to Explain that stories have a beginning, middle, and end • folktales are a type of fiction


Students will be able to Retell the story of Cinderella Reenact a story in front of a class with a partner or small group


Assessment Plan Formative: My formative assessment will come from observation during reading as well as participation in group planning. I will look for things students are having difficulty with and I will ask clarifying questions to redirect the thinking of the students, on the spot. Summative:


My summative assessment will be based on the final project. It will be based on their participation and comprehension presented in their group performance. I will provide a rubric and the students will be aware of what I will be assessing during their performance-based assessment.


http://www.corestandards.org/ELA-Literacy/RL/1/1/

http://www.corestandards.org/ELA-Literacy/RL/1/2/

http://www.corestandards.org/ELA-Literacy/RL/1/3/

First Grade ELA 7


Procedure 1.Review previously learned material


Review with students that stories have a plot, characters, setting, and morals. Review the different types of literature fiction and non-fiction.


2.Stateobjectivesof the lesson I would explain to the class that we are going to read and act out our favorite part of a story.


3.Present material I would start by showing the book and then asking questions about what they might already know or predict happening.


4.Guided practice 1. Read the first book to the students aloud.(on carpet in front of rocking chair) 2. While reading ask questions of the students of the students to check for


understanding and participation. Examples: What do you think is going to happen next?


3. At the conclusion of the book, use volunteers to retell the story. Scaffold as necessary to help students.


4. Allow students to explain what they think the moral of the story is? What is the lesson learned?


5. Cooperative Learning I would have the students break up into small groups of three or four students and work together to act out a scene from the story. I would use this opportunity to go around and guide each group into the right direction. They will perform for their class at the end of the lesson.


First Grade ELA 8


The focus of my project would be for students to be able to identify settings, character,


plots, and lessons in stories. I would also want them to understand the similarities and


differences in fables. It is important for them to be able to retell a story through words,


drawings, graphic organizers, and reenactment.


I chose three forms of instructional models to make sure that I am presenting a


differential learning environment. Some students learn form direct instruction. Students are


receiving direct instruction through the classroom aloud reading of the stories. The direct


instruction also helps to introduce a subject or new information to students. It is also important


for students to get hands on experience. This is where graphic organizers come into play. They


allow students to take what they have heard and apply it. The reasoning behind my cooperative


learning was for students to build relationships and work together. This activity will prepare


them for the future when thy need to be able to present information in front of a group of people.


it also teaches the students to work as a team.


I would use several different modes of lesson for diverse learners. For my ELL I would


provide a alternate language version of the stories. I would use alternate graphic organizers for


diverse learners as well. And last but not least, I would organize the group with varied


development to offset weakness and strengths.


The assessments used in each lesson will show mastery of the objectives thorough


understanding and participation. I would use the graphic organizers, drawings, and writings to


assess for individual learning and comprehension of fables and their differences. I would also use


the group assessments to assess their ability to convert their thoughts into actions.The assessment

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