Hailey Williams, Hailey Rapheal, Cierra Brooks
Literacy I (Wednesday 2:00pm-4:30pm)
Buddy Assignment/ First Grade
Science Standards
GLE 0107.1.1 Recognize that living things have parts that work together.
GLE 0107.3.1 Recognize that plants and animals are living things that grow and change over time
Literacy Standards
1.RL.KID.1 Ask and answer questions about key details in a text.
1.FL.PWR.3 Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text. (See TN Standards for complete list of skills)
On page 7, the text states, “As the plants get bigger, the seeds crack open. Stems sprout up. Roots dig down. Inside the roots are tubes. Water travels up these tubes the way juice goes up a straw.” …show more content…
The first example is the students will have pictures of different parts of a pumpkin. The pictures will include roots, stem, leaves, flower, and pumpkin. Students will have to clap out the syllables of the different parts of the pumpkin. The second example is to play “one of the words is not like the other”: spring, summer, winter. The third example is for students to think of words that rhyme with heat. The fourth example is for students to count the words in the sentence, “When spring winds warm the earth, a farmer plants hundred of pumpkin seeds.”
5. The first example is to have students sit in a circle on the floor. Then, take a word from the word wall and remove the first sound of the word. For example, change seed to -eed or change fall to -all. After children learn how to remove sounds, teach them to substitute the beginning sound in their name with a new sound. The second strategy would be to use Elkonin boxes. Students would build phonemic awareness by segmenting words into individual sounds.
The third strategy would be for students to show sound knowledge by giving a thumbs up when they hear the /s/ sound, and a clap when they hear the /p/ …show more content…
I will write the steps of growing a pumpkin on large strips of construction paper. I will hang them during carpet time. Using a pointer, I will have the class read along with me as I read each word. During guided reading groups, I will have smaller strips of construction paper for my guided reading groups to read. Concepts about alphabetic principle/phonics that will be demonstrated during this shared reading include understanding spoken words, syllables, and sounds. For example, students will segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Another concept that would be focused on during his shared reading is to know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text. For example, students would decode regularly spelled one-syllable
Literacy I (Wednesday 2:00pm-4:30pm)
Buddy Assignment/ First Grade
Science Standards
GLE 0107.1.1 Recognize that living things have parts that work together.
GLE 0107.3.1 Recognize that plants and animals are living things that grow and change over time
Literacy Standards
1.RL.KID.1 Ask and answer questions about key details in a text.
1.FL.PWR.3 Know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text. (See TN Standards for complete list of skills)
On page 7, the text states, “As the plants get bigger, the seeds crack open. Stems sprout up. Roots dig down. Inside the roots are tubes. Water travels up these tubes the way juice goes up a straw.” …show more content…
The first example is the students will have pictures of different parts of a pumpkin. The pictures will include roots, stem, leaves, flower, and pumpkin. Students will have to clap out the syllables of the different parts of the pumpkin. The second example is to play “one of the words is not like the other”: spring, summer, winter. The third example is for students to think of words that rhyme with heat. The fourth example is for students to count the words in the sentence, “When spring winds warm the earth, a farmer plants hundred of pumpkin seeds.”
5. The first example is to have students sit in a circle on the floor. Then, take a word from the word wall and remove the first sound of the word. For example, change seed to -eed or change fall to -all. After children learn how to remove sounds, teach them to substitute the beginning sound in their name with a new sound. The second strategy would be to use Elkonin boxes. Students would build phonemic awareness by segmenting words into individual sounds.
The third strategy would be for students to show sound knowledge by giving a thumbs up when they hear the /s/ sound, and a clap when they hear the /p/ …show more content…
I will write the steps of growing a pumpkin on large strips of construction paper. I will hang them during carpet time. Using a pointer, I will have the class read along with me as I read each word. During guided reading groups, I will have smaller strips of construction paper for my guided reading groups to read. Concepts about alphabetic principle/phonics that will be demonstrated during this shared reading include understanding spoken words, syllables, and sounds. For example, students will segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Another concept that would be focused on during his shared reading is to know and apply grade-level phonics and word analysis skills when decoding isolated words and in connected text. For example, students would decode regularly spelled one-syllable