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7.14 - 1st Grade Open
Court Blending
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Plan Author: David Riddick
Date Created: 2/20/2003 12:49:53 PM PST
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School:
Dyer St. Elementary
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Grade Level:
1
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Students:
20 Students. 12 boys and 8 girls. 20 ELD1-2
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Subject Area(s):
Reading
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Goal(s):
Students will have an understanding of creating an effective environment to
develop reading fluency.
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Concept(s):
Students will learn an effective environment promotes phonemic awareness and
the ability to read with normal intonation.
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Standards:
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 CA- CCTC: Aligned CSTP's and TPE's
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• Standard : CSTP: Standard for Creating and Maintaining Effective
Environments for Student Learning
TPE: E. Creating and Maintaining Effective Environments for
Student Learning
CSTP Description: Teachers create physical environments that engage all
students in purposeful learning activities and encourage constructive
interactions among students. Teachers maintain safe learning environments
in which all students are treated fairly and respectfully as they assume
responsibility for themselves and one another. Teachers encourage all
students to participate in making decisions and in working independently
and collaboratively. Expectations for student behavior are established
early, clearly understood, and consistently maintained. Teachers make
effective use of instructional time as they implement class procedures
and routines.
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• CSTP Key Element : Establishing and maintaining standards for student
behavior.
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 Question : establish and consistently
maintain standards for behavior that reflect my students’ developmental
and personal needs?
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• Standard : CSTP: Standard for Planning Instruction and Designing
Learning Experiences for all Students
TPE: D. Planning Instruction and Designing Learning Experiences
for Students
CSTP Description: Teachers plan instruction that draws on and values
students’ backgrounds, prior knowledge, and interests. Teachers establish
challenging learning goals for all students based on student experience,
language, development, and home and school expectations. Teachers
sequence curriculum and design long-term and short-range plans that
incorporate subject matter knowledge, reflect grade-level curriculum
expectations, and include a repertoire of instructional strategies.
Teachers use instructional activities that promote learning goals and
connect with student experiences and interests. Teachers modify and
adjust instructional plans according to student engagement and
achievement.
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• CSTP Key Element : Drawing on and valuing students’ backgrounds,
interests, and developmental learning needs.
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Question : use what I know about cognitive
and linguistic development to plan instruction that supports student
learning?
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CA- California K-12 Academic Content
Standards
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• Subject : English Language Arts
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• Grade : Grade One
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• Area : Reading
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• Sub-Strand 1.0: Word Analysis, Fluency, and Systematic Vocabulary
Development
Students understand the basic features of reading. They select letter
patterns and know how to translate them into spoken language by using
phonics, syllabication, and word parts. They apply this knowledge to
achieve fluent oral and silent reading.
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• Concept : Phonemic Awareness
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Standard 1.8: Blend two to four phonemes
into recognizable words (e.g., /c/a/t/ = cat; /f/l/a/t/ = flat).
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Objective(s):
Cognitive: Students will learn creating and maintaining an effective
environment allows students to blend words and develop fluent reading with
intonation.
Observable behavior: Students will blend words orally from the board.
Criteria: Given a list of words, students will demonstrate his/her ability to
blend words by reading with normal intonation and fluency with 80% accuracy.
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Prerequisite Background Skills/Knowledge:
Students are familiar with the activity of blending. Students know how to
blend words, spelling by spelling as teacher writes each word on the board.
Students understand the blending pattern of sound, sound, blend. After the
word is blended, teacher asks, "What's the word?" The children
should read the word with normal intonation.
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Vocabulary / Language Skills:
Listening: Students listen to verbal instructions given during directed
lesson.
Speaking: Students participate in directed lesson by orally blending words
from the board.
Writing: N/A
Reading: Students read from words on the board.
Vocabulary: water, wasp, wash, walk, lamb, crumb, thumb, limb, sugar, eggs,
butter, flour, hen, clothes, wheat, pushed, through, ground,
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Materials:
1) Open Court 1st Grade Teacher Manual
2) White Board Markers
3) White Board Eraser
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Classroom Management:
Students seated in assigned arrangement on the carpet.
I will discuss appropriate ways to participate in lesson and hold students accountable
to their rules.
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Procedure:
Procedure: Open
As an attention getter, I ask students for their established rules of conduct
in a blending lesson.
Procedure: Body
Input:
1st: Point our standards we are working on (posted.
2nd: In order for blending to be successful, a positive and welcoming
environment must be created. To create an effective environment class must
obey the rules agreed upon.
3rd: Teacher will share hand signals to check for understanding:
1) A "thumbs up" demonstrates students understand.
2) Hand moving over their heads relates confusion.
3) A hand moving side to side indicates a disagreement from the students.
4th: On the board write in vertical order: Line 1, Line 2, Line 3, Sentence
1, Sentence 2.
5th: For line 1, write the whole word "water" and ask someone to
read the word. If necessary, pronounce it, and point to the "wa."
Explain that "a" in "wa" often says /aw/ rather than /a/.
Then write and blend the remaining words on the line, "wasp"
"wash" "walk"
6th: Explain that the Line 2 words contain the special spelling pattern
"mb." When the letters "mb" appear at the end of a word,
they stand for the sound of /m/; the "b" is silent. Add this
spelling to the Monkey card with a post-it note. Write and blend these words:
"lamb" "crumb" "thumb" "limb"
7th: Line 3 shows words that they will read in "The Little Red
Hen." Point out the "ar" and "er" spellings for
/er/.
8th: Sentences contain high-frequency words "through" and
"clothes," which appear in "The Little Red Hen." Before
writing the sentences, write each word on the board and ask whether anyone
can read the word. If no one volunteers, pronounce the word.
9th: Explain that these words contain unusual spelling patterns are not
pronounced the way we expect. Have each word used in an oral sentence. Make
sure the children know the meaning of "clothes" and
"through" as contrasted to their homophones "close" and
"threw"
10th: Write the sentences on the board and underline the new high-frequency
word "through" and "clothes"
Sentence 1: The hen washed clothes.
Sentence 2: The wheat pushed through the ground and began to grow.
Guided Practice:
I will write words on the board, spelling by spelling, as the children blend
the word. After it is blended, I point to the word and ask, "What's the
word?" Children should then read the word with normal intonation.
If the children experience difficulty blending any of the words, I will help
them blend the word slowly.
To check for understanding, I use non-verbal hand cues to assess for
confusion and clarification.
Independent Practice:
Students will try to read the words from the sentences on their own. Students
will attempt to make sentences orally using their knowledge of the meaning of
the words.
Procedure: Close
To close the lesson and summarize what was learned, students will make up
sentences using the high-frequency words.
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Assessment:
Students will demonstrate ability to blend words by reading with normal
intonation and fluency with 80% accuracy.
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Assessment/Rubrics:
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Reflection:
I asked the students to tell me the rules and routines their regular teacher
holds. This was my first time instructing this class. I wanted to use their
current established rules as a foundation for my lesson with them. The
students gave me answers such as always raising their hand, sit quietly on
the carpet, don’t talk over others, pay attention to the teacher, eyes and
eyes forward. I reminded them in order for this lesson to be successful; we
must follow the established rules.
We discussed in order for blending to be successful, a positive and welcoming
environment must be created. To create an effective environment class must
obey the rules agreed upon. We must show respect for one another during the
lesson. This was a great group of children. Throughout the lesson the showed
great respect for me and for one another. I was able to encourage and
motivate the students to create a warm and nurturing environment.
I used hand signals to get their attention. To check for understanding, I use
a hand signal strategy. Their teacher uses the same technique so the students
had no difficulty adapting.
1) A "thumbs up" demonstrates students understand.
2) Hand moving over their heads relates confusion.
3) A hand moving side to side indicates a disagreement from the students.
As this was my first lesson with the students, I presented myself as an
authority figure. I dressed professionally and used different combinations of
power, expert power and referent power. Demonstrating superior knowledge of
the content used expert power. Earning students respect demonstrated referent
power. Lasting and mutually respectful authority is based on the teacher’s
expert and referent power.
I established clear expectations to promote responsible student behavior.
Students make better choices about their behavior when they know what is
expected of them. I went over and discussed their classroom rules and rules I
expected of them. I positioned my self to be aware of all students’ actions
and was able to monitor them carefully. When I noticed a student started to
drift away, I gave him a subtle stare with a smile as not to intimidate him,
but also to let him know I was attentive.
I used verbal statements to address positive behavior. “Great Job!” I said
with enthusiasm. I had no inappropriate misbehaviors in this class. To
prevent misbehavior I use the three Cs: capable, connect, and contribute. If
I have one strength as a teacher, It’s in praising them and contributing to
their self-worth. I am to engage the students and allow them to share without
feeling threatened or inhibited.
I established a physical environment that enabled safe opportunities for
students to think for themselves and make meaningful choices. I used five
tools from Guillaume: 1) Offer choices, 2) Respect for decisions, 3) Set
clear limits, 4) Be consistent and follow through, and 5) Allow for natural
consequences or arrange for logical consequences.
I am most proud of the way I am able to interact with children. I seem to have
a natural ability to engage and enable students to participate in a lesson
and create the desire to want to learn. However, I realized in this lesson I
must work on my penmanship. My penmanship must improve if I am going to model
reading and writing to young children.
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