LESSON PLAN BOOKLET FOR GRADE 1 - LAC Reads

USAID/MOE Partnership for Improved Reading Outcomes

Ministry of Education, Caenwood Centre, Grant Hall, 37 Arnold Road, Kingston 5 Tel/Fax: (876) 967-5192

LESSON PLAN BOOKLET

FOR GRADE 1

Developing Decoding, Comprehension, Fluency, Study Skills, Grammar and

Writing Skills in Boys and Girls

TABLE OF CONTENTS

Introduction.........................................................................................................................3 Breakdown Of Language Art Window Period....................................................................4 Lesson Plan: Concept of Print .............................................................................................7 Lesson Plan: Speaking ........................................................................................................9 Lesson Plan: Listening ........................................................................................................13 Lesson Plan: Vocabulary.....................................................................................................18 Lesson Plan: Decoding ........................................................................................................28 Lesson Plan: Comprehension .............................................................................................46 Lesson Plan: Fluency ..........................................................................................................57 Lesson Plan: Study Skills ...................................................................................................61 Lesson Plan: Grammar .......................................................................................................67 Lesson Plan: Writing ..........................................................................................................71

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Lesson Plan Booklet ? Grade 1

INTRODUCTION

The following lessons were developed as one of the deliverables of the USAID/Ministry of Education Project for Improved Reading Outcomes. The plans were developed to provide teachers at Grades 1-3 with a model which they could utilize in lesson planning. The need for this document was in response to the observations by teachers and administrators that more support was needed in effectively delivering literacy instruction, using group rotations. These sample lesson plans reflect the format suggested by the Literacy 1-2-3 strategy, a critical component of the National Comprehensive Literacy Programme.

In November 2013, ninety (90) Reading Coaches were employed to support literacy instruction in schools across the island. The 90 Reading Coaches who support select schools were given additional training in the development and monitoring of plans using the Literacy 1-2-3 Strategy. Subsequently, the Reading Coaches were required to develop Language Arts lessons using the Literacy 1-2-3 format. The lesson plans were reviewed by the Regional Literacy Coordinators, Project Reading Specialists/Advisors and the Core Curriculum Unit. The final product is therefore a combined effort of the Reading Coaches, the Regional Literacy Coordinators and the Project Reading Specialists/Advisors.

The Revised Primary Curriculum specifically the themes, objectives and skills informed the development of these lessons. This set of lesson plans reflects the literacy skills to be developed at Grade 1. The sample lessons provide suggestions about some texts (teacher created texts, Literacy 1-2-3 texts, as well as others) and activities that may be used to support the lessons. However, the teacher may make his/her own selection of texts and activities, ensuring that the content adequately supports the achievement of the lessons' objectives.

Remember that these lessons are a guide especially with regard to how to manage the grouping aspect of a lesson that reflects the Literacy 1-2-3 format.

Structure of the Literacy 1-2-3 Lesson The Literacy 1-2-3 programme suggests teacher guided and independent sessions during a onehour Language Arts Window period. Time must be effectively utilized to facilitate the sequential development of the lesson. The plans should therefore provide opportunities for the teacher to transmit content, skills and/or strategies using explicit instruction and modelling. Time should also be allocated for students to use their new knowledge/skills, through guided and independent practice.

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BREAKDOWN OF LANGUAGE ARTS WINDOW PERIOD

BREAKDOWN OF LANGUAGE ARTS WINDOW PERIOD

Children entering Grade One would have different levels of experiences relating to exposure and quality of schooling. The Grade One teacher has the awesome responsibility and at the same time a great opportunity to influence the children's learning in the right direction- to get it right, the first time. The children at the early grade come to school with varying educational, learning and social needs which must be addressed if they are to perform at their maximum potential; hence, these factors were given careful consideration when we selected the topics, the strategies and skills to be included in the development of the lessons. The Literacy 1-2-3 programme at Grade One offers a gradual introduction to group work. At this grade more opportunities are created for students to engage in short periods, for example, five (5) minutes of pair work. As the year progresses, the Pair Work activities are reduced and the lesson begins to adhere to the model used at Grades 2 and 3 where the pair activities become small group activities which last for a longer period. By the beginning of the third term, all Grade 1 classes should have been exposed to and using the format outlined for Grades 2 and 3; that is, whole and small group activities. The format below gives suggestions for the development of a Literacy 1-2-3 lesson in Grade One.

Literacy 1-2-3 in Term One

First Whole Class Session (Whole Class 1) The teacher starts with a Whole Class session where she teaches explicitly and models the skills, strategies and content that students will need to help them perform the independent tasks that they will be required to do later in the small group sessions. This Whole Class session should not go beyond 20 minutes.

First Pair Work session (Pair Work 1) This session facilitates the practice of skills/strategies through peer supported practice under the keen observation of the teacher. The teacher provides guided support as necessary.

Second Whole Class Session (Whole Class2) The second whole class session provides the opportunity for the teacher to give feedback on the previous pair work session, and to further extend the lesson. Instruction may also be given for the next pair work session.

Second Pair Work Session (Pair Work 2) The final pair work session again facilities the practice of the skills by students. It is also used to further clarify any misconceptions.

Final Whole Class Session (Whole Class 3) The final whole cases session allows students to showcase what they have learned and for the teacher to review critical elements of the lesson.

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Lesson Plan Booklet ? Grade 1

BREAKDOWN OF LANGUAGE ARTS WINDOW PERIOD

Examples of Lesson Formats for Term 1 and or Term 2 of Grade 1

TERM 1

Estimated Time Organisation

20 minutes

Whole Class 1

5 minutes

Pair Work 1

15 minutes

Whole Class 2

5 minutes

Pair Work 2

15 minutes

Whole Class 3

TERM 2

Estimated Time Organisation

20 minutes

Whole Class 1

5 minutes

Pair Work 1

10 minutes

Whole Class 2

15 minutes

Group Work

10 minutes

Whole Class 3

General Literacy 1-2-3 Format (Terms 2-3) 1. The First Whole Class Session

The teacher starts with a Whole Class session in which she teaches explicitly and models the skills, strategies and content that students will need to help them perform the independent tasks that they will be required to do later in the small group sessions. This Whole Class session should not go beyond 20 minutes.

2. Group Sessions - Teacher Guided and Independent The teacher divides the class into groups (ability, interest, etc.) Depending on the size of the class, the teacher can have up to four small groups. The group sessions will last between 30 to 40 minutes. This session facilitates the extension and practice of knowledge/ skills/strategies through teacher guided support and independent practice.

The teacher will rotate in order to provide direct support to any two (2) groups within the period. This is referred to as the Teacher Guided Group. While the teacher is supporting a group, the other students will work at meaningful activities on their own. This is referred to as the Independent Group.

Example of How Grouping Works

Group 1 Teacher Guided

(Rotation 1)

Independent 15 minutes

Group 2

Independent 30 minutes

Group 3

Independent 30 minutes

Group 4

Independent 15 minutes

Teacher Guided (Rotation 2) 15 minutes

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BREAKDOWN OF LANGUAGE ARTS WINDOW PERIOD

In the example above, the teacher has grouped her class in four, but has decided to provide direct support to Groups 1 and 4. She will therefore have Group 4 do independent activities for the first fifteen minutes while offering direct, focused support to Group 1 during that period. In the second fifteen minutes, Group 4 will receive the focused attention of the teacher, while Group 1 will be engaged in fifteen minutes of independent practice. During the 30-minute period, Groups 2 and 3 would have been engaged in independent activities, with oversight from the teacher.

3. The Final Whole Class Session The final session of the lesson should not go beyond 15 minutes. The time allocated for this session is dependent on the time spent on the first whole class and small group sessions. During this session all groups share, with the whole class, what they have learnt and/or products that they have developed in the small group setting. The teacher may also take the opportunity to reinforce/remind students about rules, tips or other pertinent information necessary to the understanding of the lesson.

Some Considerations

In planning the lessons, the teacher must give consideration to the following:

a. Number of small groups b. Duration of the small group sessions c. Which group(s) will be Independent d. Which two (2) groups will be Teacher Guided e. Selection of appropriate meaningful activities which

will support the attainment of the objectives, especially as students transition between teacher guided and independent group sessions. f. Selection of suitable resources (written text, technology based etc.) that will enable students to learn and practise the skills/content /strategies being transmitted

It is hoped that these lessons will provide a better understanding of how to incorporate the Literacy 1-2-3 format in lesson planning and lesson execution.

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Lesson Plan Booklet ? Grade 1

LESSON PLAN: CONCEPT OF PRINT

CONCEPT OF PRINT

Grade:

One

Subject:

Language Arts

Duration:

1 hour

Unit Title:

Who Am I?

Focus Question:

To which group do I belong?

Topic:

Concept of Print

Sub-Topic:

Directionality (Using return sweep when reading)

Attainment Targets:

1. Apply study skills and be able to search for information

Objectives:

By the end of the lesson, students should be able to:

1. Use their fingers to show the return sweep orientation while reading

2. Read paragraph demonstrating the return sweep process

Materials: red and green circles/dots with adhesive or tape at the back, pointer, sentence strips,

chalkboard, marker/ chalk, text.

Skills: listening, speaking, reading, writing

Content:

We read or write from left to right. When we come to the end of a sentence, we go to the other

line and continue to read from left to right.

Procedure:

Whole Class Activities 1 [20 minutes]

1. Provide a group of one-line sentences. 2. Use a green dot to identify the starting point of a line of print and a red dot to indicate the last

or ending point in the line. 3. The teacher will demonstrate left to right progression in reading by running her fingers or

pointer along the line of print-beginning at the green dot and ending at the red dot. 4. Guide students to read together one-line sentences demonstrating the left-to-right

progression.

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LESSON PLAN: CONCEPT OF PRINT

Pair Work 1 [5 minutes]

1. Provide students with sentence strips and ask them to place green and red dots to indicate the start and ending points.

2. Students will read sentences to each other.

Whole Class Activities 2 [15 minutes]

1 Provide a short paragraph. Each line should be colour coded. 2. For each coloured line, have students place green and red dots (directional markers). 3. Teacher models the return sweep using the colour coded lines. 4. Have students Echo Read the same paragraph. 5. Provide at least one other colour-coded paragraph for students to practise reading,

demonstrating the return sweep.

Pair Work 2 [5 minutes] 1. Provide colour- coded sentences for students to practise the return sweep.

Whole Class Activities 3 [15 minutes] 1. Provide a short paragraph without any codes. Mount on the chalkboard or wall. 2. Have volunteers read, using the pointer or their finger to demonstrate the left to right

progression and return sweep.

SONG The Reader's Hokey Pokey, by Georgiana Stewart. When I read a book, I start from left to right. (pretend to read) I do the same thing when I want to write. (pretend to write) I do the reader wiggle and I turn myself about. (wiggle and turn) That's how I read and write. (clap) I do the reader wiggle. (repeat three times) That's how I read and write. (clap)

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Lesson Plan Booklet ? Grade 1

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