Foundations of Literacy: Sounds, Stories, and Self
Grade 1 Term 1, Week 8 Lesson Plan. Prepared by MATATAG Reading and Literacy Team.
SESSION 1 • OBJECTIVE
SESSION 1: OBJECTIVES
Today we will learn to segment two to three syllable words. We will also practice sounding out basic words and identifying words that describe persons.
SESSION 1 • REVIEW
REVIEW OF SOUNDS
Let us review the sounds of the letters we have learned. Can you make the sound of the letter M? How about the letter A?
SESSION 1 • MOTIVATION
CLAP AND COUNT GAME
Let us play a game. When I say a word, we will clap for every part we hear. Let us try the word ba-ta. How many claps did you make?
SESSION 1 • PRESENTATION
INTRODUCTION TO SYLLABLES
Words are made of small parts called syllables. We can break words apart to help us read and write them better. We will use our bodies to feel the syllables today.
SESSION 1 • DISCUSSION
UNDERSTANDING SYLLABLES
A syllable is a single unit of speech. For example, the word ba-ta has two syllables. We say ba and then we say ta. This helps us hear the sounds clearly.
SESSION 1 • DISCUSSION
THREE-SYLLABLE WORDS
Some words are longer and have three syllables. Look at the word ka-ma-tis. We say ka, then ma, then tis. Can you clap three times for the tomato?
SESSION 1 • DISCUSSION
SOUND-TO-WORD BLENDING
Now we will look at individual letter sounds. Let us look at the sounds /m/, /a/, and /t/. When we put them together slowly, they make the word mat.
SESSION 1 • DISCUSSION
BLENDING PRACTICE
Let us try another one. The sounds are /p/, /a/, /s/, and /o/. When we blend them, we get the word paso. We must slide the sounds together smoothly.
SESSION 1 • DISCUSSION
DESCRIBING PEOPLE
Words can also tell us how someone looks or acts. These are called describing words. If a person is very high up, we say they are tall.
SESSION 1 • DISCUSSION
MORE DESCRIBING WORDS
We can use words like kind or pretty to describe our friends and family. Kind means they are nice to others. Pretty means they look very nice.
SESSION 1 • ACTIVITY
BODY SYLLABLES ACTIVITY
Stand up and let us move. Touch your head for the first syllable. Touch your shoulders for the second syllable. Touch your waist for the third syllable.
SESSION 1 • GENERALIZATION
WHAT WE LEARNED TODAY
We learned that words have syllables that we can clap. We learned how to blend sounds to make words. We also learned words that describe people.
SESSION 1 • ASSESSMENT
ASSESSMENT QUESTION 1
How many syllables are in the word ma-ta-nda?
A. 1
B. 2
C. 3
D. 4
SESSION 1 • ASSESSMENT
ASSESSMENT QUESTION 2
Sound out /p/ /a/ /s/ /o/. What word is it?
A. Paso
B. Sapa
C. Puso
D. Pusa
SESSION 1 • ASSESSMENT
ASSESSMENT QUESTION 3
Which word describes a person?
A. Red
B. Kind
C. Big
D. Fast
SESSION 1 • ASSESSMENT
ASSESSMENT QUESTION 4
How many syllables are in ba-hay?
A. 1
B. 2
C. 3
D. 4
SESSION 1 • ASSESSMENT
ASSESSMENT QUESTION 5
Blending /b/ /a/ /s/ /o/ makes what word?
A. Basa
B. Baso
C. Sabi
D. Oso
SESSION 2 • OBJECTIVE
SESSION 2: OBJECTIVES
Today we will practice proper eye movement skills in reading. We will also identify describing words for places and things.
SESSION 2 • REVIEW
REVIEW OF SYLLABLES
Let us quickly clap the syllables for the word school. How many did you count? What about the word classroom?
SESSION 2 • MOTIVATION
FOLLOW THE POINTER
Watch my pointer as it moves across the page. Can your eyes follow it without moving your head? Let us try together.
SESSION 2 • PRESENTATION
HOW WE READ
When we read, we follow a special path. We start at the top and move to the bottom. We also move from the left side to the right side.
SESSION 2 • DISCUSSION
LEFT TO RIGHT MOVEMENT
In reading, our eyes always start on the left. We slide our eyes all the way to the right side of the sentence. This is how we find the next word.
SESSION 2 • DISCUSSION
THE RETURN SWEEP
What happens when we reach the end of a line? We do a Return Sweep. This means our eyes jump quickly back to the left side of the next line.
SESSION 2 • DISCUSSION
TOP TO BOTTOM
We always start at the top of the page. Once we finish all the lines, we move down to the next page. We never start at the bottom.
SESSION 2 • DISCUSSION
DESCRIBING PLACES
We can use words to describe where we are. Is our classroom big or small? Is the library quiet or loud? These words help us imagine the place.
SESSION 2 • DISCUSSION
DESCRIBING THINGS
Things have shapes and sizes too. A ball is round. A ruler is straight. A pencil can be sharp. These words describe the objects around us.
SESSION 2 • DISCUSSION
CLASSROOM HUNT
Look around our room. Can you find something that is square? Can you find a place that is bright? Let us use our describing words.
SESSION 2 • ACTIVITY
DESCRIBE MY PLACE GAME
I will give you a word like quiet. You must point to a place in the school that is quiet. Remember to move your eyes from left to right as you look.
SESSION 2 • GENERALIZATION
SESSION 2 SUMMARY
We learned to read from left to right and top to bottom. We learned the Return Sweep. We also practiced describing places and things.
SESSION 2 • ASSESSMENT
ASSESSMENT QUESTION 6
In what direction do we read across a page?
A. Right to Left
B. Bottom to Top
C. Left to Right
D. Middle to Edge
SESSION 2 • ASSESSMENT
ASSESSMENT QUESTION 7
What is it called when we move our eyes from the end of a line to the start of the next?
A. Back Jump
B. Return Sweep
C. Side Slide
D. Top Turn
SESSION 2 • ASSESSMENT
ASSESSMENT QUESTION 8
Which word describes a PLACE?
A. Happy
B. Quiet
C. Blue
D. Run
SESSION 2 • ASSESSMENT
ASSESSMENT QUESTION 9
Where do we start reading on a page?
A. Bottom
B. Middle
C. Top-Left
D. Top-Right
SESSION 2 • ASSESSMENT
ASSESSMENT QUESTION 10
Which word describes a thing like a 'pencil'?
A. Loud
B. Sharp
C. Friendly
D. Sad
SESSION 3 • OBJECTIVE
SESSION 3: OBJECTIVES
Today we will identify cause and effect relationships in a story. We will also use describing words for animals and situations.
SESSION 3 • REVIEW
REVIEW OF READING PATH
Show me with your finger how we move from the end of one line to the beginning of the next. What do we call that move?
SESSION 3 • MOTIVATION
WHY DID IT HAPPEN?
If I drop a glass, it breaks. Why did it break? Because I dropped it. Everything that happens has a reason. Let us find reasons in a story.
SESSION 3 • PRESENTATION
THE ANT AND THE BIRD
I will read a story about a tiny ant and a brave bird. Listen carefully to what happens and why it happens. This is called Cause and Effect.
SESSION 3 • DISCUSSION
THE STORY: PART 1
Once, a thirsty ant went to the river to drink. He was so thirsty that he leaned too far. Suddenly, he fell into the deep water! He could not swim.
SESSION 3 • DISCUSSION
THE STORY: PART 2
A kind bird was sitting on a tree nearby. She saw the ant struggling. The bird quickly plucked a leaf and dropped it into the water near the ant.
SESSION 3 • DISCUSSION
THE STORY: PART 3
The ant climbed onto the leaf. The leaf floated to the shore. The ant was safe! He thanked the bird for saving his life that day.
SESSION 3 • DISCUSSION
UNDERSTANDING CAUSE
The Cause is the reason why something happens. Why did the ant fall? The cause was that he leaned too far because he was thirsty.
SESSION 3 • DISCUSSION
UNDERSTANDING EFFECT
The Effect is what happens. What happened because the bird dropped the leaf? The effect was that the ant was saved and reached the shore safely.
SESSION 3 • DISCUSSION
DESCRIBING ANIMALS
We can describe the animals in our story. The ant was small and thirsty. The bird was brave and helpful. These words tell us more about them.
SESSION 3 • DISCUSSION
DESCRIBING SITUATIONS
A situation is what is going on. When the ant fell, it was a scary situation. When the bird helped, it was a kind situation.
SESSION 3 • ACTIVITY
CAUSE AND EFFECT MATCHING
Look at your cards. One card shows rain. Which card is the effect? Is it the child with an umbrella or the child eating lunch?
SESSION 3 • GENERALIZATION
SESSION 3 SUMMARY
We learned that every action has a cause and an effect. We used describing words for the ant and the bird to understand the story better.
SESSION 3 • ASSESSMENT
ASSESSMENT QUESTION 11
In the story, the cat got wet. What was the CAUSE?
A. It was hungry
B. It rained
C. It slept
D. It ran
SESSION 3 • ASSESSMENT
ASSESSMENT QUESTION 12
If you don't eat your lunch, what is the EFFECT?
A. You are full
B. You are hungry
C. You are happy
D. You are tall
SESSION 3 • ASSESSMENT
ASSESSMENT QUESTION 13
Which word describes an animal like a 'lion'?
A. Small
B. Brave
C. Purple
D. Slow
SESSION 3 • ASSESSMENT
ASSESSMENT QUESTION 14
Identifying 'Why' something happened means looking for the:
A. Effect
B. Cause
C. Character
D. Setting
SESSION 3 • ASSESSMENT
ASSESSMENT QUESTION 15
What happens because you study hard?
A. You fail
B. You learn
C. You sleep
D. You cry
SESSION 4 • OBJECTIVE
SESSION 4: OBJECTIVES
Today we will analyze situations and emotions. We will use specific describing words for actions and feelings.
SESSION 4 • REVIEW
REVIEW OF CAUSE AND EFFECT
Can you give me a cause for being happy? Maybe getting a gift or seeing a friend? What is the effect of a big smile?
SESSION 4 • MOTIVATION
EMOTION MASKS
I have masks for happy, sad, angry, and surprised. When I wear one, can you guess how I am feeling without me saying a word?
SESSION 4 • PRESENTATION
DESCRIBING EMOTIONS
Emotions are feelings inside us. We use words to describe them. These words help others understand how we feel about what is happening.
SESSION 4 • DISCUSSION
HAPPY AND SAD
We feel happy when something good happens. We feel sad when we lose something or when we are hurt. These are very common emotions.
SESSION 4 • DISCUSSION
ANGRY AND SURPRISED
We feel angry when things are not fair. We feel surprised when something happens that we did not expect, like a surprise party!
SESSION 4 • DISCUSSION
DESCRIBING IDEAS
Ideas can also be described. Is sharing a good idea? Yes, it is a kind idea. Is playing in the rain a fun idea? It can be!
SESSION 4 • DISCUSSION
ACTION WORDS
Action words tell us what someone is doing. Words like run, jump, and eat are action words. They show movement and life.
SESSION 4 • DISCUSSION
DESCRIBING ACTIONS
We can describe how an action is done. Is the boy running fast or slowly? These words tell us more about the action itself.
SESSION 4 • ACTIVITY
SITUATION SORTING
I will tell you a story about sharing a toy. Which emotion fits this? Is it glad or angry? Let us sort these situations into feelings.
SESSION 4 • GENERALIZATION
SESSION 4 SUMMARY
We learned to name our emotions and describe our actions. We know that we can use words like fast or slowly to describe how we move.
SESSION 4 • ASSESSMENT
ASSESSMENT QUESTION 16
Which word describes an EMOTION?
A. Jump
B. Green
C. Sad
D. Desk
SESSION 4 • ASSESSMENT
ASSESSMENT QUESTION 17
Which word describes an ACTION?
A. Run
B. Pretty
C. Brave
D. Table
SESSION 4 • ASSESSMENT
ASSESSMENT QUESTION 18
How would you describe a 'party' situation?
A. Scary
B. Fun
C. Heavy
D. Blue
SESSION 4 • ASSESSMENT
ASSESSMENT QUESTION 19
What emotion do you feel when you lose a toy?
A. Angry
B. Glad
C. Excited
D. Tall
SESSION 4 • ASSESSMENT
ASSESSMENT QUESTION 20
Which action word fits a 'rabbit'?
A. Fly
B. Hop
C. Swim
D. Write
SESSION 5 • OBJECTIVE
SESSION 5: OBJECTIVES
Today we will create a self-expressive work. We will use drawings and symbols to describe our personal ideas and traits.
SESSION 5 • REVIEW
REVIEW OF DESCRIBING WORDS
Think of one word that describes you. Are you happy? Are you tall? Are you kind? Let us share our words with the class.
SESSION 5 • MOTIVATION
THE SYMBOL OF ME
If you were a shape or a thing, what would you be? A sun because you are bright? A star because you have big dreams?
SESSION 5 • PRESENTATION
SELF-EXPRESSION WORKSHOP
Today you are the artist. You will draw yourself and use symbols to show who you are. This is a way to tell your story without many words.
SESSION 5 • DISCUSSION
USING SYMBOLS
A symbol is a picture that stands for an idea. A heart means love. A sun means bright ideas. What symbols will you put in your drawing?
SESSION 5 • DISCUSSION
LABELING YOUR WORK
We will use our Sound-to-Word skills to write labels. If you are happy, we can write 'I am happy'. We will sound out the words together.
SESSION 5 • DISCUSSION
MY CAUSE AND EFFECT
Think of a cause and effect about yourself. 'I play, so I am glad.' This helps us describe our feelings and actions in one sentence.
SESSION 5 • DISCUSSION
THE GALLERY WALK
When we finish, we will display our work. We will walk around the room from left to right, just like we read a book, to see everyone's art.
SESSION 5 • ACTIVITY
ALL ABOUT ME PORTRAIT
Take your paper and crayons. Draw yourself in the middle. Add symbols around you that describe your favorite things and your feelings.
SESSION 5 • GENERALIZATION
WEEK 8 CONCLUSION
This week we learned about sounds, reading paths, cause and effect, and emotions. Most importantly, we learned how to describe ourselves!
SESSION 5 • ASSESSMENT
ASSESSMENT QUESTION 21
What can you use to express your ideas without using many words?
A. Erasers
B. Symbols
C. Stones
D. Walls
SESSION 5 • ASSESSMENT
ASSESSMENT QUESTION 22
Which is a simple way to describe yourself?
A. I am a bird
B. I am happy
C. The sky is blue
D. Dogs bark
SESSION 5 • ASSESSMENT
ASSESSMENT QUESTION 23
Why do we use drawings to express ourselves?
A. To hide
B. To show ideas
C. To sleep
D. To eat
SESSION 5 • ASSESSMENT
ASSESSMENT QUESTION 24
Which word describes the IDEA of sharing?
A. Mean
B. Generous
C. Hard
D. Cold
SESSION 5 • ASSESSMENT
ASSESSMENT QUESTION 25
A heart symbol usually means:
A. Hate
B. Love
C. Hunger
D. Thirst