First Grade
English Language Arts and Reading
Unit: 01 Lesson: 02
Day 6 of 20
Using Communication in a Variety of Ways
Daily Lesson
Day 6
WORD STUDY
TEKS
1.2A
1.3Ai,Aii,B,D
1.22A,Bi,E
Key
Understandings
and
Guiding
Questions
SHARED READING
Ongoing TEKS
Awareness of sound
structure of a spoken word
supports the development of
word reading,
comprehension, and spelling.
Letters and letter
combinations represent
sounds.
TEKS
Ongoing TEKS
1.8A
TEKS
Ongoing TEKS
1.1E
1.12A
Awareness of sound
structure of a spoken word
supports the development of
word reading,
comprehension, and spelling.
How do authors use rhythm
and rhyme?
Understanding that print is
associated with spoken
language supports the
development of word
recognition and enhances
oral and written
communication.
WRITING
TEKS
1.1A
1.17A,B
1.20B
1.21A
1.22A,Bi
Ongoing TEKS
Writers use personal
experiences to develop
stories which they
communicate with others.
How can I use my personal
experiences to tell a story?
Why is it important to read
the words in a certain order?
How do you know when
words rhyme?
Vocabulary of
Instruction
Rhyme
Rhythm
Rhyme
Materials
Plastic letters i, t, p, n, s (1
set per student)
Ball (1)
Chart paper (if applicable)
Sentence strip (20-30)
Pocket chart (4)
Pointer (4)
Chart paper (if applicable)
Attachments
and Resources
Teacher Resource: LetterSound Introduction
Routine-First Grade
Teacher Resource: LetterSound Deck Routine
Teacher Resource: Word
Wall-New Words Routine
©2010, TESCCC
INDEPENDENT READING
08/05/10
Box or basket (1 per table)
Collection of emergent level
text containing pictures and
words (2+ per student)
Chart paper (if applicable)
Chart paper (if applicable)
Page 1 of 7
First Grade
English Language Arts and Reading
Unit: 01 Lesson: 02
Day 6 of 20
Day 6
Advance
Preparation
WORD STUDY
SHARED READING
INDEPENDENT READING
WRITING
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Refer to the following
Teacher Resources: LetterSound Introduction
Routine-First Grade,
Letter-Sound Deck
Routine, and Word WallNew Words Routine.
3. Prepare sets of plastic
letters for each student
containing the letters i, t, p,
n, s.
2. Choose four nursery rhymes
to practice during Daily
Lessons 6-8. Display them
in such a way that all
students can clearly see the
text. (Possible resource for
printable nursery rhymes:
http://www.dltkteach.com/rhymes/index.htm
http://www.firstschool.ws/theme/cp_nursery
_rhymes.htm)
4. Select the words to be
reviewed from the Word
Wall and choose a Word
Wall Practice Activity.
3. Write each phrase or
sentence of the selected
nursery rhymes on individual
sentence strips.
2. Students will need to access
their drawings from Daily
Lesson 5.
3. Prepare to demonstrate
writing 1-3 sentences about
the modeled drawing based
on a memory of the special
person, place or thing from
Daily Lesson 5.
4. Print a copy of one of the
nursery rhymes for students
to illustrate. (optional)
Background
Information
Phonological awareness is an
important skill even in first grade.
Students need practice to hear
the differences in sounds and
words. Rhyming is one part of
phonological awareness.
Students should understand
what a rhyming word is and be
able to generate rhyming words.
This practice can be done in fun,
playful ways.
Teacher Notes
Daily Lessons 6-8 include a
variety of ways to practice with
rhyming words in isolation
©2010, TESCCC
In this Daily Lesson, students
will write sentences to match
their drawing from Daily Lesson
08/05/10
Page 2 of 7
First Grade
English Language Arts and Reading
Unit: 01 Lesson: 02
Day 6 of 20
Day 6
WORD STUDY
SHARED READING
(phonological practice at the
sound level), connecting rhyming
words to print, and enjoying
rhyming words through books,
poems and songs.
INDEPENDENT READING
WRITING
5. Determine which students will
need more support in getting
their ideas into words. This may
includes support in stretching out
words and using an alphabet
chart or it could be that some
students need to dictate their
sentence to an adult.
Refer to Daily Lesson 2 for
information related to teaching
handwriting.
©2010, TESCCC
08/05/10
Page 3 of 7
First Grade
English Language Arts and Reading
Unit: 01 Lesson: 02
Day 6 of 20
Day 6
Mini Lesson
WORD STUDY
INDEPENDENT READING
WRITING
Suggested Duration: 10-15 min.
Suggested Duration: 10-12 min.
Suggested Duration: 2-3 min.
Suggested Duration: 10 min.
Content Objective: Students
understand the relationship
between letters and sound.
Students generate rhyming words
when given a key word.
Content Objective: Students use
rhythm and rhyme in nursery
rhymes.
Content Objective: Students selfselect texts for Independent
Reading and demonstrate
emerging proficiency with print
concepts by tracking the words
from top to bottom and left to
right with return sweep.
Content Objective: Students write
a first draft based on a personal
experience. Students use
phonological knowledge to match
sounds to letters as they spell CVC
words.
1. Follow the Letter-Sound
Introduction Routine-First
Grade to introduce the letter
“S”. Suggested words for
phonological practice include:
sandals, seven, sock, sun,
six, seal, sack, sad,
sunflower, sit.
2. For the Build Words Activity,
distribute the plastic letters i,
t, p, n, and s to each student.
Say the word. Students echo
then build the word with the
plastic letters. The following
words can be made using
previously introduced letters:
sit, sip, pit, pits, snip, spin,
spit, tip, tips.
3. Review all previously
introduced letter-sounds
using the Letter-Sound Deck
Routine.
4. Practice 2-3 words from the
Word Wall using the Word
Wall - Review Words
Routine followed by a
selected Word Wall practice
activity to build, read, and/or
write the new words. (see
©2010, TESCCC
SHARED READING
1. Display one of the selected
nursery rhymes. Read it
aloud to the class. Echo
Read each line.
2. Explain that a nursery rhyme
has a beat, or rhythm, to it.
Read the nursery rhyme
again exaggerating the
rhythm. Talk about how the
rhythm is like a song.
3. Show students one of the
rhyming words. Ask if they
can find other words that
rhyme. Brainstorm other real
words that rhyme with the
selected word.
4. Repeat steps 1-3 with the
other three nursery rhymes.
5. Show students one nursery
rhyme on sentence strips.
Demonstrate how to say the
nursery rhyme slowly and find
the corresponding sentence
strip. Place the strips in order
on the pocket chart. When
finished, use the pointer and
repeat the nursery rhyme to
check to see if it is in the
correct order.
08/05/10
1. Review the expectations for
independent reading that have
been taught thus far.
2. Reassure students that even if
they are not able to read many
books independently,
independent reading time is a
great time to practice the
things that they have learned.
3. Show the first page of a book
and review how to find the first
word and track top to bottom
and left to right with return
sweep. Tell students to
practice reading top to bottom,
left to right with return sweep
while they are reading their
independent book.
1. Continue the routine for
practicing handwriting. Model
correct formation of the letter
of the day. Students practice
the letter using correct letter
formation.
2. Display the chart titled “Nouns”
from Daily Lesson 5 along with
the ideas that were generated.
3. Remind students that writers
think about their personal
memories and experiences to
decide what to write about.
4. Display the modeled drawing
from Daily Lesson 5. Model
retelling the story of the
personal experience of
memory in 1-3 complete
sentences.
5. Repeat the first (or only)
sentence. Draw a line for
each word in the sentence.
Tell students that the words in
the sentence can be written
down to tell the story. Ask a
student to count the number of
words in the first sentence.
Page 4 of 7
First Grade
English Language Arts and Reading
Unit: 01 Lesson: 02
Day 6 of 20
Day 6
WORD STUDY
SHARED READING
INDEPENDENT READING
Organizer page for possible
resources)
WRITING
6. Model writing each word in the
sentence. Tell students that
words include letters in a
certain order. Explain that
they don’t have to know all the
words they want to write, but if
they know how to spell a word,
they should spell it right. If
they don’t know how to spell a
word, they should stretch it out
and listen for the sounds then
match the sounds with the
letter.
5. Tell students that they will
practice making words that
rhyme. Ask: What does
“rhyme” mean? How do
you know when words
rhyme? Discuss responses.
7. Model stretching out 1-3 CVC
words included in the modeled
sentence. Continue steps 4-6
if there is more than one
sentence.
8. After the story is written, tell
students that writers always
reread their story to make sure
it is says the right words.
Learning
Applications
Suggested Duration: 10-12 min.
Suggested Duration: 15 min.
Suggested Duration: 3-5 min.
Suggested Duration: 15 min.
1. Remind students that words
rhyme when the vowel part
(the vowel and ending
consonant or consonant blend)
sounds the same. The
beginning part of the word is
different.
1. Divide students into four
groups. Explain that they will
work together to put the
nursery rhyme in order as
demonstrated.
1. Students select a book from
the browsing box on their
table that sparks their
interest.
1. Distribute student pictures
from Daily Lesson 5. Students
retell their story in complete
sentences (not single words)
to a partner.
2. Explain that many words that
rhyme are part of a word family
and are spelled the same at
©2010, TESCCC
2. Groups rotate through all four
pocket charts and complete
each nursery rhyme.
3. If time allows, students can
08/05/10
2. Students explore the book
independently by looking at
the pictures, pointing to the
words and/or reading the
book, depending on their
level of reading proficiency.
2. Students begin to write a
sentence or sentences that go
with their story.
3. Monitor and provide
Page 5 of 7
First Grade
English Language Arts and Reading
Unit: 01 Lesson: 02
Day 6 of 20
Day 6
WORD STUDY
SHARED READING
the end (for example: sit, spit).
Sometimes words can sound
the same at the end but be
spelled using different letters
(for example: beat, feet).
illustrate one of the nursery
rhymes.
INDEPENDENT READING
WRITING
Students practice reading top
to bottom, left to right with
return sweep.
3. Seat students in a circle and
play a game of “Roll the Ball”.
To play, say a key word (such
as, cake, hat, hill, dog, bug,
pan, red, big, top, map, ball,
feet, hand, book, jump, back,
leg, fun.) and ask students to
think of words that rhyme with
the key word. Roll the ball to
three different students as they
give a rhyming word. After the
three words have been given,
all students repeat the rhyming
words aloud.
assistance to those who need
support stretching out words
and possibly even need to
dictate the sentence to an
adult.
4. Students reread stories to be
sure their story is correct.
4. Display the chart paper with
the word “sip” and make a
Rhyme Chart. Ask students to
think of real words that end
with the sound /ip/. Possible
words include: blip, chip, dip,
drip, flip, grip, hip, lip, rip, ship,
skip, slip, snip, tip, trip, zip.
5. Make other Rhyme Charts as
time allows.
Engage in Guided Reading and Guided Writing Instruction as appropriate.
Closure
©2010, TESCCC
Suggested Duration: 1-2 min.
Suggested Duration: 2-3 min.
Suggested Duration: 2-3 min.
Suggested Duration: 5 min.
1. Review the definition of a
rhyming word.
1. Read all four nursery rhymes
aloud together.
1. Choose 3-4 students to
share one page in their book
and tell one thing about their
book.
1. Students share their stories
with a partner.
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Page 6 of 7
First Grade
English Language Arts and Reading
Unit: 01 Lesson: 02
Day 6 of 20
©2010, TESCCC
08/05/10
Page 7 of 7