Grade 1
Module 2-3
Lesson A: Inflectional Endings
Content Overview for Lesson
If necessary, remind students of the procedures for shared reading taught in Module 1-3 Lesson A. This lesson will focus on inflectional endings.
Instructional Progression Previous and Future Knowledge
Students have knowledge of previously studied inflectional endings in kindergarten and create a different form of a familiar word by adding an –s or –ing ending. In first and second grade, they will begin to construct meaning through a knowledge of base words, prefixes and suffixes in context.
Teacher Preparation
Choose a Big Book such as, Animals and Their Babies by Marc Berger.
Base words written on index cards from the big book text.
highlighter tape or wiki stix.
chart paper and markers.
Instructional Considerations (Misconceptions/Common Errors, Additional Instructional Strategies)
All Big Books are not created equal. Be careful when selecting Big Books for Shared Reading. Many publishers have enlarged books that are not appropriate for Shared Reading lessons. Be aware of the spacing between words, the size of the letters/words, and the number of words on a page.
During Shared Reading, provide quick, focused activities to help bring the concepts about print to a conscious level. Every concept would not be addressed with every child on every day. Select concepts based on observing students as they interact with text.
Always take your lesson focus back to the text, such as, reading the sentence that a student identified a high frequency word, etc. If the book is short enough, read entire text after teaching focus for the lesson-“Whole-Part-Whole” instruction.
Use different big books to re-teach strategies, for instructional needs.
Key Vocabulary and Concepts
Whole-part-whole: The steps in relationship to whole text, skills, and a return to the whole text for practice and application.
Conferencing notebook: a notebook with a page dedicated to each student to record conferencing notes with each student.
Inflectional endings: Suffixes that change either the case and number of a noun, the tense and number of a verb, or the degree of an adjective and an adverb.
Running record is a tool that is administered one-on-one with students to record reading behaviors readers make as they are reading. As a student reads a portion of a book, the teacher notes errors, self-corrections, repetitions, re-readings, hesitations, and appeals for help.
Objective for Lesson A
The student will identify base words and inflected endings in text.
Materials Needed
Choose appropriate Big Books to demonstrate for the students (see Module 1-3 Lesson A) the base words with inflected endings:-s,-es over the first three week period, base words with inflected endings:-ing, -ed over the second three week period, and base words with inflected endings: -er, -est over the third three week period.
Teaching Lesson Introduction to the lesson
Lesson A
Demonstration and Guided Practice:
Shared Reading: Identify base words and inflected endings (-s.-es) in text.
Use a Big Book such as, Animals and Their Babies by M Berger.
Follow the same steps from Module 1-2 Lesson A:
§ Re-reading of familiar text.
§ Orientation to a new text.
§ Reading of the new text: Animals and Their Babies by M Berger.
Follow-Up discussion and teaching points should be concluded by a second reading of book or portion of the book.
§ Identify base words in text.
§ Inflected endings (-s,-es) in text.
§ Literacy extensions -see Extending the Learning below
Day 1:
During the orientation of the new text, have students discuss the various animals. Following the story, students locate the animals and their babies within the story. Present students with base words written on index cards from the big book text. Then have students match these words to words in the text and highlight the inflected endings with highlighter tape or wiki stix. Lead a second reading while simultaneously noticing base words and their inflected endings students identified.
Independent Practice:
Place big book in learning center. Children can reread the story with or without a pointer. Highlighters can be used to locate base words and inflected endings.
Day 2:
Revisit book and discuss adding –s, -es to base words is something that writers need to know about. Make a list of singular nouns on a chart and then have students help you make them plural by adding –s, -es.
Continue this shared reading experience using different Big books to identify inflected endings (-s, -es) for three weeks.
The second three weeks choose big books containing words with inflected endings (-ing, -ed).
In the third week choose big books containing words with inflected endings (-er, est).
These books can be books previously used for other teaching purposes.
Independent Practice:
Place big book in learning center. Children can reread the story with or without a pointer. Highlighters can be used to locate base words and inflected endings.
Assessing the Lesson Formative Assessment and Summative Assessment
Formative Assessment
Using a Rubric that identifies the reader as emerging, early/developing, or transitional/independent in his use of print concepts, record the behaviors of students that you notice during Shared Reading, Small Group Instruction, and Independent Reading.
§ Title and author
§ Sight word knowledge
§ Base words with inflected endings
§ Problem Solving Strategies
Summative Assessment
Listen to individual students read. Make notes of the types of errors, corrections, and attempts the students make to read the text. Use this information to make decisions on what type of text is appropriate for each student to read and form small groups to focus on their instructional needs. If you are knowledgeable in taking running records, a running record can be administered.
Extending the Learning
For differentiation and enrichment, provide extensions through literacy centers:
· Students can re-tell the story using props.
· Books can also be placed in a listening center so that students can have more opportunities to hear the text read aloud.
· Re-read the book.
· Write a different version or ending to the book.
· Read for specific high frequency words, rhyming words, and vocabulary and highlight them in Big Books with highlighter tape or wikki stix.
· Reconstruct the events from the story.
· Put events in sequential order.
Independent Reading
Students should be reading from their independent reading bags each day to practice applying these strategies that you have demonstrated. Some students may read in pairs.
For differentiation and intervention, provide guided practice within
small group instruction. Based on observations and anecdotal notes, form small groups and provide scaffolding as needed as students practice the strategies that have been demonstrated. Some students may need 1-1 attention during reading.
Grade 1
Module 2-3
Lesson B: Inflectional Endings
Teacher Preparation
Choose a Big Book such as, The Jigarees by Joy Cowley.
Base words written on index cards from the big book text.
highlighter tape or wiki stix
chart paper and markers
Objective for Lesson B
The student will identify base words and inflected endings in text.
Suggested Resources
Choose appropriate Big Books to demonstrate for the students (see Module 1-3 Lesson A) the base words with inflected endings:-s,-es over the first three week period, base words with inflected endings:-ing, -ed over the second three week period, and base words with inflected endings: -er, -est over the third three week period.
Teaching Lesson Introduction to the lesson
Lesson B In Shared Reading identify base words and inflected endings (-ing/-ed) in text.
· Use a Big Book such as, The Jigarees by Joy Cowley.
Follow the same steps from Module 1-2 Lesson A:
· Re-reading of familiar text
· Orientation to a new text
· Reading of the new text: The Jigarees by Joy Cowley
· Follow-Up discussion and teaching points should be concluded by a second reading of book or portion of the book:
· Identify base words in text
· Inflected endings (-s.-es) in text.
· Literacy extensions -see Extending the Learning below.
Day 1:
During the orientation of the new text, have students discuss what the Jigarees are doing in each picture. Following the story, students locate the –ing and –ed endings within the story. Present students with base words from the big book text. Then students match these words to words in the text and highlight the inflected endings with highlighter tape or wiki stix.
Lead a second reading while simultaneously noticing base words and their inflected endings students identified.
Day 2:
Revisit book and discuss adding –ing, -ed to base words is something that writers
need to know about. Make a list of verbs on a chart and then have students help you make new words by adding –ing, -ed.
Continue this shared reading experience using different Big books to identify inflected endings (-ing, -ed) for three weeks.
In the third week choose big books containing words with inflected endings (-er, est). These books can be books previously used for other teaching purposes.
Independent Practice:
Place a big book in learning center. Children can reread the story with or without a pointer. Highlighters can be used to locate base words and inflected endings.
Assessing the Lesson Formative Assessment and Summative Assessment
Formative Assessment
Same as previously listed in lesson A.
Summative Assessment
Same as previously listed in lesson A.
Extending the Learning
For differentiation and enrichment, provide extensions through literacy centers:
· Students can re-tell the story using props.
· Books can also be placed in a listening center so that students can have more opportunities to hear the text read aloud.
· Re-read the book.
· Write a different version or ending to the book.
· Read for specific high frequency words, rhyming words, and vocabulary and highlight them in Big Books with highlighter tape or wikki stix.
· Reconstruct the events from the story.
· Put events in sequential order.
Independent Reading
Students should be reading from their independent reading bags each day to practice applying these strategies that you have demonstrated. Some students may read in pairs.
For differentiation and intervention, provide guided practice with small group instruction. Based on observations and anecdotal notes, form small groups and provide scaffolding as needed as students practice the strategies that have been demonstrated. Some students may need 1-1 attention during reading.
Grade 1
Module 2-3
Lesson C: Inflectional Endings
Teacher Preparation
Choose a Big Book such as, Blue Sea by Robert Kalan and Donald Crews.
Base words written on index cards from the big book text.
highlighter tape or wiki stix
chart paper and markers
Objective for Lesson C
The student will identify base words and inflected endings in text.
Materials Needed
· Big books
· Independent Reading bags
Suggested Resources
Choose appropriate Big Books to demonstrate for the students the base words with inflected endings:-s,-es over the first three week period, base words with inflected endings:-ing, -ed over the second three week period, and base words with inflected endings: -er, -est over the third three week period.
Teaching Lesson Introduction to the lesson
Lesson C
Demonstration and Guided Practice:
In Shared Reading identify base words and inflected endings (-er/-est) in text.
Use a book such as, Blue Sea by Robert Kalan and Donald Crews.
Follow the same steps from Module 1-2 Lesson A:
· Re-reading of familiar text.
· Orientation to a new text.
· Reading of the new text Blue Sea.
Follow-up discussion and teaching points should be concluded by a second reading of book or portion of the book.
· Identify base words in text.
· Inflected endings (-er/-est) in text.
· Create categories for classifying information.
· Literacy extensions -see Extending the Learning below
Day 1:
During the orientation of the new text, have students discuss the various ocean fish. Following the story, students locate the –er and –est endings within the story. Present students with base words from the big book text. Then have students match these words to words in the text and highlight the inflected endings with highlighter tape or wiki stix.
Lead a second reading while simultaneously noticing base words and their inflected endings students identified.
Independent Practice:
Place big book in learning center. Children can reread the story with or without a pointer. Highlighters can be used to locate base words and inflected endings.
During independent reading children can use post it notes to record examples of base words and inflected endings in the books they read.
Day 2:
Revisit book and discuss adding –er, -est to base words is something that writers need to know about. Make a list of base words on a chart and then have students add –er, -est to make new words. Have students create categories to classify the ocean creatures in the book.
Continue this shared reading experience using different Big books to identify inflected endings (-er, -est) for three weeks. These books can be books previously used for other teaching purposes.
Independent Practice:
Place big book in learning center. Children can reread the story with or without a pointer. Highlighters can be used to locate base words and inflected endings.
During independent reading children can use post it notes to record examples of base words and inflected endings in the books they read.
Assessing the Lesson Formative Assessment and Summative Assessment
Formative Assessment
Using a Rubric that identifies the reader as emerging, early/developing, or transitional/independent in his use of print concepts, record the behaviors of students that you notice during Shared Reading, Small Group Instruction, and Independent Reading.
· Title and author.
· Sight word knowledge.
· Base words with inflected endings.
· Problem Solving Strategies.
Summative Assessment
Listen to individual students read. Make notes of the types of errors, corrections, and attempts the students make to read the text. Use this information to make decisions on what type of text is appropriate for each student to read and form small groups to focus on their instructional needs. If you are knowledgeable in taking running records, a running record can be administered.
Extending the Learning
For differentiation and enrichment, provide extensions through literacy centers: