Teacher Candidate: Madison Zurawski
Grade: 1st
Subject: Literacy
Strategy Title
& Complete
Source;
Description of
Strategy:
Assessment
Title &
Complete
Source
Description of
Learner
LESSON PLAN
1st Strategy
2nd Strategy
Strategy Title: Making Words
Strategy Title: Word Ladder
Source: 50 Literacy Strategies (pg. 71)
Source: 50 Literacy Strategies (pg. 148)
Description of Strategy: Making Words is an
activity where the student rearranges some of
the letters of a longer word to create new words.
This strategy helps students improve on spelling
and phonemic awareness.
Description of Strategy: A word ladder is an
activity where the student will start with a word
that is given to them and then by using clues
provided, the student will have to figure out
which letter needs to change in the previous
word in order to make the new word from the
given clue. This strategy will help with
vocabulary, spelling and phonemic awareness.
Assessment
Assessment Title: Cloze Procedure
Source: EDT 346E Literacy Assessments found in Resources
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1st grade student, no accommodations needed
Based off of Bader: Instructional Reading Level = 1.0
Running Record 2.0 reading level: frustration level for student
Running Record 1.3 reading level: instructional level for student
Diagnostic Spelling Assessment (Primary Level): Early Within Word Pattern
Common
Core ELA
Standard
1st Strategy
CCSS.ELA-LITERACY.RF.1.3
Know and apply grade-level phonics and word analysis
skills in decoding words.
2nd Strategy
CCSS.ELA-LITERACY.RF.1.3
Know and apply grade-level phonics
and word analysis skills in decoding
words.
Student
Learning
Objective
1st Strategy
The student will know and apply grade-level phonics and
word analysis skills in decoding words by using letter
cards to make new words out of the given word cupcakes
from If you give a Cat a Cupcake and writing down at
least 6 of the words in the correct column based on the
word length of each word.
2nd Strategy
The student will know and apply gradelevel phonics and word analysis skills in
decoding words by creating a word
ladder using the Pop Words iPad
application and accurately being able to
change and state how at least 5 of the
words were changed.
Instructional
1st Strategy
2nd Strategy
Assessment
Materials,
Equipment &
Technology
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If you give a Cat a Cupcake, by
Laura Numeroff (gr. 1.4)
Letter cards for the word Ashton
Letter cards for the word cupcakes
Two charts to write down the
different words that we make (two
letter words, three letter words,
four letter words, five letter and
bigger)
Two different colored pens for
Ashton to write on the chart
Pen to use during teacher modeling
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Functional
Language
Key
Vocabulary
Pop Words Word
Ladder iPad
application made
by Lightwood
Games
iPad mini
Blank piece of
paper
Pencil
Picture of ladder
on iPad (from
google images:
clc2.uniservity.co
m)
Three pieces of
paper with
ladders drawn on
them (I made
them) to write in
the words from
the Pop Words
iPad Word
Ladder game
1st Strategy
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Creating
Decoding
Rearrange
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Cupcake
Sprinkles
Climb
Rowing
Merry-go-round
Museum
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Word Analysis
Decoding
Vocabulary
Spelling
2nd Strategy
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In addition to the words from the story, I will
discuss any words that are created that might be
at an instructional or frustration level for
Ashton (pack, sack, peak and pace).
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If you give a Dog
a Donut, by
Laura Numeroff
(gr. 1.3)
Typed out
passage from the
book, If you give
a Dog a Donut
with blank
spaces. (I made
it)
Answer key with
the words that are
supposed to go in
the blanks (I
made it)
Pencil for student
to write in the
blanks
Pen to score how
many points the
student got
2nd Strategy
1st Strategy
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Ladder
Day
Say
Button
I will also go over any of the words throughout
the Pop Words game on the iPad that my tutee
does not seem to understand.
If the student doesn’t create the words, I will
make the words and explain their meanings.
INSTRUCT & ENGAGE
Independent
Reading
Text(s): Title & Author + Reading Level:
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Literacy
Assessment
• Purpose:
Why student
is
completing
assessment
• Directions:
Step-bystep,
complete
instructions
• Closing:
Conclude
the
assessment,
transition to
next activity
XI will read aloud
Magic Tree House: High Tide in Hawaii, by Mary Pope
Osborne (gr. 2.1)
Diary of a Worm – Teacher’s Pet, by Doreen Cronin (gr. 2.1)
☐Tutee read aloud
Literacy Assessment
Purpose: Today you are going to be reading a part of a story that has some words missing in it.
You will be finding the words that fit in each of the blanks to help me see how you understand the
story.
Directions: First you will be reading a passage from the book If you give a Dog a Donut. When
you get to a blank, just skip over it and continue reading. After you have read through this passage
once, you will reread this passage and predict or “guess” the word that goes in the blank. You will
write your predictions in the blank spaces.
Closing: I really hope you enjoyed that book. It made me hungry thinking about donut; you are
probably hungry too! I’m really glad you have lunch right after this. Now we are going to do a fun
activity with making words!
Literacy Strategies
Opening
st
1 Strategy
Today we are going to be doing an activity with
making words. Tell me what you know about how to
make a word. (Student responds, possible
responses: words are said, words are made from
letters) There are many different ways to create
words and it seems like you already know a lot of
them! I brought in some letter cards with the letters
from your name on them. Let’s see if we can
rearrange the letters in your name to create some
new words. What words can you make from the
letters of your name? (Student responds, possible
responses: hot, ash, on, no, ton) As you can see all
words are created by combining letters together.
We can make new words from bigger words just by
rearranging the letters.
Now I am going to read the story If you give a Cat
a Cupcake and then we will be using a magic word
from this story to create other words just like you
did with your name!
2nd Strategy
(Hand student blank piece of paper and
pencil) Let’s talk about the different features
of a ladder and then I want you to draw a
ladder for me. (We discuss the different parts
of a ladder then student draws a ladder) That
is a really good picture of a ladder; here is
one that I found online! (Show student the
picture of a ladder on the iPad) What else do
you know about ladders? (Student tells what
he knows about ladders) Looking at the word
“day” what letter would you change to make
it the word “say”? (Student responds: change
the “d” to an “s”) Wow I’m impressed. Today
we are going to be using the idea of a ladder.
Also, today as you can see I brought in my
mini iPad because I know how much you love
playing on your iPad! You are going to get a
chance to play a game on the iPad, but first I
am going to explain and show you how to
play the game.
As I am reading the story, be thinking of our magic
word which is: CUPCAKE and all of the words we
could make from the letters in it!
Teacher
Modeling
Read If you give a Cat a Cupcake aloud to tutee.
Learning Activities
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1 Strategy
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I just love that book. Since that
book was about if you give a cat a
cupcake, we are going to be making
words with the word “cupcakes”
today!
We will use these letter cards with
each of the letters from the word
“cupcakes” on them to make new
words. (Show student the letter
cards)
After I create a word with these
letter cards, I am going to write
down the word on my chart based
on how many letters the word has in
it. (Show student the chart and lays
out letter cards in order to spell the
word “cupcakes”)
These are the letter cards with all of
the letters in the word “cupcakes”.
(Hold up each individual letter card
and read each letter aloud to the
student)
Hmm I’m going to look to see if I
could rearrange the letters in any
way to create a new word.
Oh! I see the word “cup”, in the
word cupcakes. (Pull down the
letters c-u-p to spell the word cup)
Now I’m going to count how many
letters are in the word “cup”. C-up, there are 3 letters in the word
“cup”.
Since “cup” has 3 letters in it, I am
going to write it down in the 3 letter
column of my chart. (Write down
the word “cup” in the 3 letter
column on the chart)
I am going to see if I can find
another word in the word
“cupcakes”.
I found the word “pace”! (Pull
down the letters p-a-c-e)
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2nd Strategy
First, I am going to swipe across the screen
to find the Pop Words application on my
mini iPad. I am going to turn my iPad to the
left so that the screen is horizontal and
facing the correct way.
I am then going to make sure to select the
“easy” mode by clicking on the white
arrows.
Then I’m going to select the “timed” mode
with the white arrows, which is located
under the “easy” mode button. But don’t
worry; we aren’t going to focus on the time.
Now I’m going to tap the “start game!”
button. Once I hit the “start game!” button,
a word is going to be at the top of the screen
formed in the shape of balloons.
Now that I have the screen pulled up, I am
going to take a good look at the word on the
screen. (Point to the word on the screen)
Hmm, now I have to choose a letter from the
word on the screen, that I could switch with
another letter to create a new word.
I am going to click on the letter in the word
that I want to replace with a letter from the
bottom row. The letter that I click on will
“pop” in the word on the top and then I will
have to click on one of the letters from the
bottom and it will take the previous letter’s
place in the word.
I have to make sure it will make a real word
or it won’t switch with that letter.
I also have to remember that if I change my
mind and do not want to switch out the letter
I originally clicked on in the word, I can
always click on it again and it will unselect
it.
Hmm, looking at this word and the letters at
the bottom I think I can make the word ____
by switching out the __ in the word for the
letter __ at the bottom of the screen.
(Continue to create new words with
switching out one letter each time until the
time runs out, create clues for each word as I
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P-a-c-e, there are 4 letters in the
word “pace” so I am going to write
“pace” down in the 4 letter column
on my chart. (Write the word pace
in the 4 letter column on the chart)
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Guided
Practice
1st Strategy
Give letter cards and chart to tutee.
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Now we are going to find more
words from the word “cupcakes”
together!
Looking at the letter cards, I see the
word “cake”. Could you pull down
the letters that spell the word
“cake”? (Student pulls down the
letters c-a-k-e to spell the word
“cake”)
Good job! Can you write down the
word “cake” is the correct column
of the chart with this blue pen?
(Student writes down the word
“cake” in the 4 letter column of his
chart in blue pen)
I think I see a word that you could
make using those same 4 letters but
it only has 3 letters so you won’t
use one of the letters. (Student uses
a-c-e to spell the word “ace”)
What column I should write the
word “ace” in? (Student tells me
which column and I write down the
word “ace” in the 3 letter column
on the chart with the blue pen)
Let’s move all the letters back into
the word “cupcakes”. (Move letters
back to make the word cupcake)
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go to model what that will look like when
student receives clues from me)
Looks like the time ran out, I am now going
to write down the words that I created with
this application on my paper with the ladder
on it in order.
The words are written on the background of
the screen and look like clouds.
I am going to write each of the words in
between the steps of the ladder on this piece
of paper. (Show student paper with ladder
drawn on it and fill in the words in between
each step of the ladder)
This will allow me to see how I got from the
first word to the last word.
Now that you have gotten to see how the
application works, let’s play the game
together!
2nd Strategy
Let’s start a new game together!
Do you remember what modes we should
have them on? (Student responds: “easy” and
“timed”)
Can you click those two buttons for us?
(Student clicks on the buttons so that the
modes are “easy” and “timed”)
We are now ready to start the game together!
Click on the “start game!” button when you
are ready! (Student clicks on the “start
game!” button)
So what is the word on the screen that is
written in balloons? (Student replies with the
word that is on the screen)
Can you think of a word that we could make
by switching out one of the letters from the
word on the top with one of the letters from
the bottom row?
I think I see one, here is a clue for you
_____.
Give the student a clue for a word that I can see that
he could switch out one of the letters to create a new
word.
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(Student responds by choosing a letter from
the bottom row that we could replace with a
letter from the word)
Wow, good eye! I think that I could make the
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I wonder what other words are
inside the of the word cupcakes.
Do see another word we can make
if we rearrange the letters in the
word cupcakes? (Student responds
and create the word with the letter
cards)
What column does that word go
into? (Student responds and teacher
writes down the word the student
creates in it’s corresponding column
on the chart)
word ____, do you see how I could make the
word ____?
Give a clue for this word and fill is words with words
that we could make from the word and letters
provided.
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Independent
Practice
1st Strategy
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Closure/
Assessment
Since you did such a good job
working together with me to create
some new words from the word
cupcakes, I think it’s time for you to
create some on your own!
I want you to use the letter cards
that we have been using to help you
make some more new words.
You need to make at least 6 new
words and write them down in the
correct columns on your chart with
this green pen.
Objective is met if student is able to create
and write down at least 6 new words from
the word cupcakes and write them down in
the correct columns of his chart.
1st Strategy
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What were some of the two or three
letter words that you came up with?
(Student says some of the two or
three letter words that he created)
Can you show me one of the four
letter words that you created?
(Student creates one of the four
letter words that he wrote on his
chart with the letter cards)
(Student responds and continue with the
game until student looks like they understand
how to play)
Look at all the words we came up with! Now
let’s write them down on this paper with the
ladder on it!
We are going to write the words in between
each of the steps just like I did when I
finished my game.
We had some nice teamwork with that game!
You seem to really be getting the hang of
this; I think that you are ready to play it on
your own!
2nd Strategy
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It’s your turn now! I know you are going to
do awesome!
Just remember to take your time and think
about the different words you can create by
switching out just one of the letters from the
word.
I want you to correctly changed and explain
to me how you changed at least 5 words.
After the time runs out, you are going to
write down all of the words you came up
with that are written on the background.
Objective is met if student is able to correctly create
and state why he changed at least 5 of the words
throughout his game.
2nd Strategy
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Can you explain to me how you got from the
first word to the last word of your ladder
during your game? Make sure to tell me
what letter you switched each time. (Student
responds with how he got from the first word
to the last and talks about what letter he
switched in each word)
I will collect his ladder at the end. I will make sure
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What was the biggest word that you
created? (Student shows me the
biggest word he created with his
letter cards)
I will collect my tutee’s chart at the end. If
he created at least 6 new words (the words
written in green) in the correct columns
independently, then he met the objective.
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Can you believe all of the words
you can make from the word
“cupcakes”?! Thank you for
participating, you did such a good
job!
throughout the game that he was able to accurately
change and state how at least 5 of the words were
changed throughout the game.
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Wow you did such an awesome job today! I
hope you enjoyed that game on the iPad.
You could get that application on your iPad
at home if your parents say it is okay and it
will help you to practice spelling and making
words!