Spell Untaught Words Phonetically, Drawing on Phonemic Awareness and Spelling Conventions

Spell Untaught Words Phonetically, Drawing on Phonemic Awareness and Spelling Conventions

Lesson Seed

Unit Title: Teamwork
Grade Level: 1st
Essential Question: How are we better together?
Focus Question: How do families and friends work as a team?
Mama’s Coming Homeby Kate Banks
Text Complexity Considerations:
Quantitative Measure(Readability measures and other scores of text complexity):Reading Level -4.0
Qualitative Measure (Levels of meaning, structure, language conventionality and clarity, and knowledge demands):First grade students who are already proficient with decoding will be able to read this text with its helpful picture clues and a repeating line: “Mama’s coming home.” Students will readily relate to the idea of working together to prepare for someone’s arrival.
Reader and Task Considerations(Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed):After listening to this story again, students will collaboratively discuss a time when members of their family worked as a team as an oral rehearsal for writing their personal narratives.
RL.1.9. Compare and contrast the adventures and experiences of characters in stories.
SL.1.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
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.
L.1.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.1.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Student Outcomes:
  • Students will compare the fictional family to their own.
  • Students will collaboratively discuss when and how their family works as a team.
  • Students will write a personal narrative about teamwork in their family.
  • Students will apply rules of grammar and conventions to their writing,

Sample Activity:
Reread the story, Mama’s Coming Home.Model relating a short story about a time when members of your family worked together as a team e.g. digging out after a snowstorm, planting a garden, preparing for a picnic.Invite students to share a story about a time members of their family worked together with partners or groups.Suggest that, like Kate Banks, students could tell their stories in writing. Finished stories might be compiled into a class book about families working together.Demonstrate using the Beginning-Middle-End Story Map that students used previously to summarize the story to plan the personal narrative: (Students can help you decide which details belong in the beginning, middle, and end of your story. Model using phonetic spelling.)Use transition words to model drafting your personal narrative in sequential order. Invite students to help one another plan and write their personal narratives about a time when their family members worked as a team. (Consider guiding students through revision and editing in a subsequent lesson.)
**Prepare for small group/guided reading instruction by selecting appropriate text and materials. Make connections to the concept of Teamwork wherever possible.