grade 1 english language arts and reading unit: 06a lesson ... · lesson organizer lesson synopsis...

Grade 1

English Language Arts and Reading

Unit: 06A

Lesson: 02

Suggested Duration: Days 9-11

Grade 01 ELAR Unit 06A Exemplar Lesson 02: All about PoetryGrade 01 ELAR Unit 06A Exemplar Lesson 02: All about Poetry

This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with

district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts

may modify the time frame to meet students’ needs. To better understand how your district is implementing CSCOPE lessons, please contact your child’steacher. (For your convenience, please find linked TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State

Adopted Instructional Materials.)

Lesson Organizer

Lesson Synopsis Students analyze, make inferences and draw conclusions about the structure and elements of poetry through

reading and writing. Students recognize rhyme, rhythm, and sensory details in a variety of poems. Students write

original poems containing sensory details and rhyming words. Word study focuses on applying common letter-sound

correspondences and syllabication patterns to decode words containing vowel digraphs and diphthongs.

Performance Indicators Grade 01 ELAR Unit 06A PI 01

Create a flip book to collect and maintain words that follow the spelling and syllable patterns taught in this unit (e.g., vowel digraphs

and diphthongs, final stable syllable pattern). In a small group or with a partner, read the collected words.

Standard(s): 1.3A.v , 1.3A.vi , 1.3C.iii , 1.3C.v

ELPS ELPS.c.1B , ELPS.c.2A , ELPS.c.2B , ELPS.c.3A , ELPS.c.3E , ELPS.c.4A , ELPS.c.4B , ELPS.c.4C

, ELPS.c.5A , ELPS.c.5B , ELPS.c.5C

Grade 01 ELAR Unit 06A PI 02

Listen to multiple poems read aloud and recognize sensory details, predictable rhythm and rhyme. Write an original poem with

sensory details and rhyming words. In a small group, read your poem aloud.

Standard(s): 1.8A , 1.11A , 1.18B , 1.22A

ELPS ELPS.c.1H , ELPS.c.2A , ELPS.c.2C , ELPS.c.3F , ELPS.c.5A , ELPS.c.5B , ELPS.c.5C

Last Updated 01/07/13 page 1 of 38

http://www.tea.state.tx.us/WorkArea/DownloadAsset.aspx?id=2147512039

http://www.tea.state.tx.us/WorkArea/DownloadAsset.aspx?id=2147512040

about:/module/standards/0/103807/standard.ashx


























Grade 01 ELAR Unit 06A PI 05

Write multiple brief notebook entries to record thoughts, connections, and/or strategies that deepen understanding of poetry and

literary text. Provide textual evidence to support ideas.

Standard(s): 1.8A , 1.9B , 1.19C , 1.Fig19D , 1.Fig19E , 1.Fig19F

ELPS ELPS.c.1E , ELPS.c.4A , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K

, ELPS.c.5G

Key UnderstandingsAwareness of word patterns supports the development of word reading, fluency, and spelling.

Readers create connections to make text personally relevant and useful.

The ability to focus on decoding patterns of the English language promotes fluency and comprehension.

Writers use literary techniques to enhance the reader’s and/or listener’s experience.

TEKS The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of

Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates

that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas

Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.

1.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and

sounds, spelling patterns, and morphological analysis to decode written English. Students will

continue to apply earlier standards with greater depth in increasingly more complex texts.

Students are expected to:

1.3A Decode words in context and in isolation by applying common letter-sound

correspondences, including:

1.3A.v vowel digraphs including oo as in foot, oo as in moon, ea as in eat, ea as in bread, ee, ow as in how, ow

as in snow, ou as in out, ay,ai, aw, au, ew, oa, ie as in chief, ie as in pie, and -igh

1.3A.vi vowel diphthongs including oy, oi, ou, and ow.

1.3C Use common syllabication patterns to decode words, including:

1.3C.v vowel digraphs and diphthongs (e.g., boy-hood, oat-meal)

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Unit: 06A

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http://www.tea.state.tx.us/index2.aspx?id=6148

about:/module/standards/Tools/Browse?StandardId=102484







1.4 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on

useful strategies as needed. Students are expected to:

1.4B Ask relevant questions, seek clarification, and locate facts and details about stories and

other texts.

1.8 Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw

conclusions about the structure and elements of poetry and provide evidence from text to

support their understanding. Students are expected to:

1.8A Respond to and use rhythm, rhyme, and alliteration in poetry.

1.11 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make

inferences and draw conclusions about how an author's sensory language creates imagery in

literary text and provide evidence from text to support their understanding. Students are

expected to:

1.11A Recognize sensory details in literary text.

1.18 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real

or imagined people, events, and ideas. Students are expected to:

1.18B Write short poems that convey sensory details.

1.19 Writing/Expository and Procedural Texts. Students write expository and procedural or work-

related texts to communicate ideas and information to specific audiences for specific purposes.


1.19C Write brief comments on literary or informational texts.

1.22 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:

1.22A Use phonological knowledge to match sounds to letters to construct known words.

1.Fig19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in

both assigned and independent reading to understand an author’s message. Students willcontinue to apply earlier standards with greater depth in increasingly more complex texts as they

become self-directed, critical readers. The student is expected to:

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1.Fig19D Make inferences about text and use textual evidence to support understanding.

1.Fig19F Make connections to own experiences, to ideas in other texts, and to the larger community

and discuss textual evidence.

Ongoing TEKS 1.1 Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written

and printed. Students are expected to:

1.1E Read texts by moving from top to bottom of the page and tracking words from left to right

with return sweep.

1.3 Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and

sounds, spelling patterns, and morphological analysis to decode written English. Students will

continue to apply earlier standards with greater depth in increasingly more complex texts.


1.3D Decode words with common spelling patterns (e.g., -ink, -onk, -ick).

1.3I Monitor accuracy of decoding.

1.4 Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on

useful strategies as needed. Students are expected to:

1.4C Establish purpose for reading selected texts and monitor comprehension, making

corrections and adjustments when that understanding breaks down (e.g., identifying clues,

using background knowledge, generating questions, re-reading a portion aloud).

1.5 Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are

expected to:

1.5A Read aloud grade-level appropriate text with fluency (rate, accuracy, expression, appropriate

phrasing) and comprehension.

1.12 Reading/Comprehension of Text/Independent Reading. Students read independently for sustained

periods of time and produce evidence of their reading. Students are expected to:

1.12A Read independently for a sustained period of time.

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Unit: 06A

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1.17 Writing/Writing Process. Students use elements of the writing process (planning, drafting,

revising, editing, and publishing) to compose text. Students are expected to:

1.17A Plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key

ideas).

1.17B Develop drafts by sequencing ideas through writing sentences.

1.17E Publish and share writing with others.

1.20 Oral and Written Conventions/Conventions. Students understand the function of and use the

conventions of academic language when speaking and writing. Students will continue to apply

earlier standards with greater complexity. Students are expected to:

1.20A Understand and use the following parts of speech in the context of reading, writing, and

speaking:

1.20A.ii nouns (singular/plural, common/proper).

1.20A.iii adjectives (e.g., descriptive: green, tall).

1.21 Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write

legibly and use appropriate capitalization and punctuation conventions in their compositions.


1.21A Form upper- and lower-case letters legibly in text, using the basic conventions of print (left-

to-right and top-to-bottom progression), including spacing between words and sentences.

1.22 Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:

1.22E Use resources to find correct spellings.

1.27 Listening and Speaking/Listening. Students use comprehension skills to listen attentively to

others in formal and informal settings. Students will continue to apply earlier standards with

greater complexity. Students are expected to:

1.27A Listen attentively to speakers and ask relevant questions to clarify information.

1.28 Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions

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of language. Students will continue to apply earlier standards with greater complexity. Students

are expected to:

1.28A Share information and ideas about the topic under discussion, speaking clearly at an

appropriate pace, using the conventions of language.

1.29 Listening and Speaking/Teamwork. Students work productively with others in teams. Students

will continue to apply earlier standards with greater complexity. Students are expected to:

1.29A Follow agreed-upon rules for discussion, including listening to others, speaking when

recognized, and making appropriate contributions.

1.Fig19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in

both assigned and independent reading to understand an author’s message. Students willcontinue to apply earlier standards with greater depth in increasingly more complex texts as they

become self-directed, critical readers. The student is expected to:

1.Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creating sensory

images, rereading a portion aloud).

MaterialsChart paper (if applicable)

Construction paper, large (1 per student)

Glue (1 per 2 students)

Grade-appropriate fictional texts and poems for student selection (1 per student)

Grade-appropriate poems that contains rhythm, rhyme, and sensory detail (5 titles, 1 each per student)

Highlighters or pastel crayons (2 different colors per student and teacher)

Note card (20-25)

Reader’s Notebook (1 per student)Scissors (1 per 2 students)

Teacher Reader’s Notebook (1)Teacher Writer’s Notebook (1)Visual images that solicit sensory details (1 per student)

Writer’s Notebook (1 per student)Word Study Notebook

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Unit: 06A

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Attachments All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for

grading or student assessment, attachments that are connected with Performance Indicators or serve as answer

keys are available in the district site and are not accessible on the public website.

Handout: Word Strips ow, ou

Handout: Sensory Poem Pattern

Teacher Resource: Sensory Poem Pattern

Resources and References Poetry

www.poetry4kids.com (Kenn Nesbitt’s Poetry 4 Kids)www.gigglepoetry.com

Possible/Optional Literature

Selections

Grade-appropriate classic poetry selections with rhyming words and sensory details (available online)

A Matter of Taste by Eve Merriam

Fuzzy, Wuzzy, Creepy Crawly by Lillian Schultz Vanada

The Star by Jane Taylor

The Wind by Christina Rossetti

Grade-appropriate humorous poetry selections with rhyming words and sensory details (available online)

Brand New Shoes by Kenn Nesbitt

I Have a Secret Dragon by Jack Prelutsky

Sweet Dreams by Joyce Armor

Swinging From the Lights by Kenn Nesbitt

The Yuckiest Sandwich by Ellen Jackson

District-adopted resources

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Unit: 06A

Lesson: 02



http://files5.mycscope.us/185038203195095111022228245254055094039148057167/Download.ashx?hash=2.2



http://www.poetry4kids.com

http://www.gigglepoetry.com

All about PoetryAll about Poetry

Lesson Preparation

Daily Lesson #: 9 WORD STUDY SHARED READING INDEPENDENT READING WRITING

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

1.3Av,Avi,Cv

1.22A

1.3D,I 1.Fig19D

1.4B

1.8A

1.11A

1.1E

1.3D,I

1.4C

1.5A

1.Fig19C

1.27A

1.28A

1.29A

1.Fig19F

1.4B

1.1E

1.3D,I

1.4C

1.Fig19C

1.12A

1.8A

1.18B

1.22A

1.17A,B

1.20Aii,iii

Key Understandings and

Guiding Questions Awareness of word

patterns supports the

development of word

reading, fluency, and

spelling.

The ability to focus on

decoding patterns of

the English language

promotes fluency and

comprehension.

- How do word patterns help

you as a reader and writer?

Writers use literary

techniques to enhance

the reader’s and/orlistener’s experience.

- Why do authors use

sensory details and rhyming

words in poetry?

Readers create

connections to make

text personally

relevant.

- How do sensory details in

texts help readers make

connections to the author’s

ideas?






words in poetry?

Vocabulary of InstructionBlend Poem Sensory detail Poem

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Unit: 06A

Lesson: 02




Digraph

Diphthong

Rhythm

Rhyme

Sensory detail

Connection Rhyme

Sensory detail

MaterialsScissors (1 per 2

students)

Glue (1 per 2 students)

Chart paper (if

applicable)

Grade-appropriate

poems that contain

rhythm, rhyme, and

sensory detail (5 titles,

class set of each)

Construction paper,

large (1 per student)

Highlighters or pastel

crayons (2 different

colors per student and

teacher)

Visual images that

solicit sensory details

(1 per student)

Chart paper (if

applicable)

Collection of grade-

appropriate fictional

texts and poems for

student selection (1

per student)

Teacher Reader’sNotebook (1)

Reader’s Notebook (1per student)

Chart paper (if

applicable)

Writer’s Notebook (1per student)

Teacher Writer’sNotebook (1)

Chart paper (if

applicable)

Attachments and

Resources Handout: Word Strips

ow, ou (1 per 2

students)

Teacher Resource:

Sensory Poem

Pattern (1)

Advance Preparation 1. Prepare to display visuals

as appropriate.

2. Duplicate the Handout:

1. Prepare to display visuals

as appropriate.

2. Locate Anchor Chart:


as appropriate.


as appropriate.

2. Assemble a collection of

Grade 1


Unit: 06A

Lesson: 02




Word Strips ow, ou (1

per 2 students). Make an

extra copy for display.

3. Cut apart the display copy

of the Handout: Word

Strips ow, ou.

4. Create an Anchor Chart:

Words with /ow/ and /ou/.

Draw a vertical line down

the center to create two

columns. Label one

column /ow/ and the other

/ou/. Under each heading,

list several grade-

appropriate words

containing the vowel

digraphs. Words may

include: how, howl, cow,

now, chow, plow, town,

clown, down, brown,

downtown, out, outhouse,

about, mouth, cloud,

count, noun, our, loud,

house, round.

5. The student flip books will

be used in this

Instructional Routine.

Sensory Details from Unit

03 Daily Lesson 4 or

prepare to make another

chart to review examples

of sensory details (visual

detail, sound elements,

descriptions that evoke a

sense of smell and taste;

and tactile images).

3. Locate visual images

(e.g., photographs,

illustrations) that solicit

sensory details (e.g.,

foods with strong or

identifiable flavors,

weather events, nature

scenes).

4. Refer to the Lesson

Organizer for possible

optional poetry selections,

use local resources, or

conduct an internet

search for grade-

appropriate poems that

include rhyming words and

sensory details. Many

titles are widely available.

5. Select 5 different titles to

use for Daily Lessons 9-

visual images (e.g.,

photographs from

magazines, calendars,

internet sources) that will

appeal to first grade

students and solicit

sensory details (e.g., ice

cream, pizza, winter

scenes, summer scenes,

spring scenes, fall scenes,

weather events, nature

landscapes). Students will

use the visual images as

inspiration for poetry

writing. Images may be

duplicated. It is not

necessary for each

student to have a unique

image. The images will be

used in Daily lesson 10.

3. Select one visual image to

use for modeled writing

during this Instructional

Routine. Refer to

Teacher Resource:

Sensory Poem Pattern

and plan accordingly. The

sensory poem pattern will

be used again in Daily

Lesson 10.

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Unit: 06A

Lesson: 02




11.

Duplicate each poem

(1 per student).

Determine the order

the poems will be

studied.

Assemble a simple

book of the 5 selected

poems for each

student by stapling the

5 poems in the

selected sequence

inside of a folded piece

of large construction

paper.

6. Transcribe each poem

onto chart paper or

prepare to display each

for the class.

7. Prepare to read the first

poem in this Instructional

Routine, the next two in

Daily Lesson 10, and the

last two in Daily Lesson

11.

Background Information Vowel digraph or vowel pair - two

vowels that together represent

Poetry was previously taught in

Units 01 and 03. The concept of

Connections readers make

include, but are not limited to:

During Unit 03, students wrote

couplets, alliteration poems, a bio

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Unit: 06A

Lesson: 02




one phoneme or sound (e.g., ea,

ai, oa)

Diphthong - a combination of two

vowel sounds in one syllable to

form a new phoneme

sensory detail was taught in Unit

03.

Rhythm - rhythmic patterns that

emphasize sound

Rhyme - identical or very similar

recurring final sounds in words

(rhyming words may occur at the

ends of lines or within lines)

Sensory detail - a detail in writing

that describes what is seen,

heard, smelled, tasted, or

touched

Own experiences -

things done or seen

Ideas in other text -

concepts that connect

one text with another

text

Larger community - a

group of people that

have the same interest

or live in the same

area

poem, and a senses poem. In

Daily Lessons 9-11, students will

compose another sensory poem

that is at a higher level of rigor.

Rhyme - identical or very similar

recurring final sounds in words

(rhyming words may occur at the

ends of lines or within lines)

Sensory detail - a detail in writing

that describes what is seen,


touched

Teacher Notes Daily Lessons 9-11 deepen

student understanding of the

structure and elements of poetry

through connected reading and

writing. Shared Reading will need

to be completed prior to Writing

each day.

Daily Lessons 9-11 deepen

student understanding of the

structure and elements of poetry

through connected reading and

writing. Shared Reading will need

to be completed prior to Writing

each day.

Grade 1


Unit: 06A

Lesson: 02



Instructional Routines

Daily Lesson # 9 WORD STUDY SHARED READING INDEPENDENT READING WRITING

Duration and Objective Suggested Duration: 15-20 min.

Content Objective: Students

decode and construct words

containing vowel digraphs and

diphthongs.

Suggested Duration: 30-35 min.


recognize sensory details and

rhyming words in poetry.


Content Objective: Students make

connections between ideas in

literary text and personal

experiences.


Content Objective: Students write

short poems that include sensory

details and rhyming words.

Mini Lesson 1. Display Anchor Chart:

Words with ow and ou.

Choral Read the words.

2. Ask: What sound does

ow (point to ow in a word)

make in these words?

Review that ow also

makes the ō sound as in

snow.

3. Ask: What sound does

ou (point to ou in a word)

make in these words?

Discuss responses.

4. With student assistance,

draw a box around the

vowel digraph/diphthong

in each word. Explain that

the two letters work

together to make one

sound and form a vowel

pair syllable.

5. Display the Handout:

1. Ask: What are the five

senses? Discuss and

clarify responses. List the

five senses for all to see.

Add a simple icon for each

as needed (e.g., eye,

hand, mouth, nose, ear).

2. Display the first prepared

visual image. Point to one

of the five senses words

and ask students to

describe the picture using

that sense. For example:

What do you see in this

picture? What words

describe the flavor of

______? What would

you hear if you were at

this location? How can

you use the sense of

touch to describe this

scene?

3. Repeat for the remaining

1. Explain that sensory

details can help readers

make connections to the

ideas in text because they

often remind them of

personal experiences.

2. Display the selected poem

from Shared Reading.

Model making a personal

connection to ideas in

poem. The following

response stem may be

used: This poem

reminds me of the time I

________ because

_______.

3. Instruct students to

recognize sensory details

while reading

independently and make

personal connections to

the ideas in the text.

1. Display the selected visual

image. Instruct students to

examine the image and

think of words to describe

it using their five senses.

2. Distribute Writer’sNotebooks. Instruct

students to Quick Write

their sensory details.

3. Prompt students to Think,

Turn, Talk to share ideas.

4. Invite students to share

ideas with the class. Write

student contributions for

all to see. Choral Read

the listed ideas.

5. Explain that these words

are sensory details that

describe the visual image.

Review that authors use

sensory details in writing

to describe what is seen,

Grade 1


Unit: 06A

Lesson: 02



Words Strips ow, ou.

Model making and reading

words using the strips.

visual images.

4. Review that authors use

sensory details in their

writing to describe what is

seen, heard, smelled,

tasted, or touched. Explain

that sensory details help

readers connect with the

author’s ideas.

5. Display and review Anchor

Chart: Sensory Details

from Unit 03 or create a

new chart using ideas

from the students.

6. Display the selected poem

(poem #1). Ask: What

form of writing is this?

How do you know?

Discuss and clarify

responses. Review that

poems have rhythmic

patterns that emphasize

sound and often have

rhyming words. Explain

that many poems include

sensory details.

7. Instruct students to listen

for sensory details as the

poem is read aloud. Read

the poem aloud and

repeat if needed. Choral

heard, smelled, tasted or

touched. Point out that

these details help readers

connect to the writing by

creating “mind movies” ormental pictures.

6. Display the prepared

sensory poem pattern.

7. Explain to students that

the class will work together

to write a short poem

about the visual image.

Share that the poem

needs to include sensory


Grade 1


Unit: 06A

Lesson: 02



Read the poem.

8. Ask: What sensory

details do you

recognize in the poem?

Instruct students to share

ideas with a partner and

then invite volunteers to

share with the class.


circle, underline, or

highlight the sensory

details using one color of

highlighter or pastel

crayon.

Learning Applications 1. Distribute the Handout:

Word ow, ou to pairs of

students.

2. With a partner, students

cut apart the strips.

Students work together to

make (construct) and read

words containing vowel

digraphs and diphthongs.

3. Distribute student flip

books. Instruct students

label one flap ow and

another ou.

4. Using the word strips,

students construct and

1. Distribute prepared poetry

booklets and

crayons/highlighters to

students.

2. Instruct students to write

their names on the cover

and the word Poetry as a

title.

3. Direct students to open to

the first poem (the same

one from the Mini Lesson).

Choral Read the poem

again.

4. Instruct students to circle,

underline, or highlight the

1. Students select literary

texts and read

independently for a

developmentally

appropriate duration.

2. Actively monitor students

1. Use an Interactive

Process to write a class

poem following the

sensory poem pattern.

The poem must include

rhyming words. Refer to

Teacher Resource:

Sensory Poem Pattern.

Grade 1


Unit: 06A

Lesson: 02



then glue two words in

their flip books.

sensory details in the

poem using one color of


crayon. Students may

refer to the displayed

poem from the Mini

Lesson.


for rhyming words as the

poem is read aloud.

Instruct students to clap

when they hear a word

that rhymes with another.

Read the poem aloud and

observe students clapping

to the rhyming words.

Using another color of

highlighter or crayon,

mark the rhyming words.

Instruct students to use

another color to mark the

rhyming words on their

copy of the poem.

6. Ask: Do you see a

pattern of rhyming

words? Discuss and

clarify responses, pointing

to textual evidence as it

applies.

Engage in Guided Reading and Guided Writing Instruction as appropriate.

Grade 1


Unit: 06A

Lesson: 02



Closure 1. Individually, students read

all of the words collected

in the flip books.

1. Ask: Why do authors

use sensory details and

rhyming words in

poetry? Discuss

responses including, that

sensory details create a

picture for the reader and

that rhyme creates a

predictable and

memorable pattern.

2. Determine if students will

keep their poetry booklets

or if they will be stored

until the next Daily

Lesson.

1. Ask: What connections

can you make to the

ideas in the story or

poem you read today?

In partners, students

share connections.

Students may refer to the

response stem from the

Mini Lesson as needed.

2. Invite students to share

connections with the class

1. Choral Read the poem to

recognize rhythm, rhyme,

and sensory details.

2. The class poem will be

used again in Daily

Lesson 10.

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Unit: 06A

Lesson: 02




Lesson Preparation


TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

1.3Av,Avi,Cv 1.3D,I 1.Fig19D

1.4B

1.8A

1.11A

1.1E

1.3D,I

1.4C

1.5A

1.Fig19C

1.27A

1.28A

1.29A

1.Fig19F

1.4B

1.19C

1.1E

1.3D,I

1.4C

1.Fig19C

1.12A

1.8A

1.11A

1.18B

1.22A

1.17A,B

1.20Aii,iii

1.21A

1.22E




development of word


spelling.





comprehension.


us as readers and writers?






words in poetry?

Readers create

connections to make

text personally

relevant.




ideas?






words in poetry?

Vocabulary of InstructionVowel digraph Poem Sensory detail Poem

Grade 1


Unit: 06A

Lesson: 02




Rhythm

Rhyme

Sensory detail

Connection Rhyme

Sensory detail

MaterialsWord Study Notebook

(1 per student)



texts or poems for

student selection

(collection prepared for

Independent Reading)

Chart paper (if

applicable)

Prepared student

poetry booklets (refer

to Daily Lesson 9)




teacher)

Chart paper (if

applicable)



texts and poems for


per student)



Chart paper (if

applicable)


Collection of visual

images that solicit

sensory details for


per student)

Chart paper (if

applicable)

Attachments and

Resources Teacher Resource:

Sensory Poem

Pattern (1)

Handout: Sensory

Poem Pattern (1 for

display, optional for

students)


as appropriate.

2. Prepare to display the


as appropriate.

2. Refer to Daily Lesson 9.


as appropriate.


as appropriate.

2. Refer to Daily Lesson 9

Grade 1


Unit: 06A

Lesson: 02




Anchor Chart: Words with

/ow/ and /ou/ from Daily

Lesson 9.

3. Prepare to read the next

two selected poems in this


for instructions related to

preparing a collection of

visual images for student

selection. Determine

procedures for student

selection of visual images.

3. Preview Handout:


and determine if will be

used. Consider using it as

a scaffold for only those

students needing

structured support. Many

students may be capable

of following a displayed

pattern to write a poem on

lined writing paper or in

the Writer’s Notebook.

Background Information This Instructional Routine

completes Performance Indicator:

“Create a flip book to collect and

maintain words that follow the

spelling and syllable patterns

taught in this unit (e.g., vowel

digraphs and diphthongs, final

stable syllable pattern). In a small

group or with a partner, read the

collected words.”

Refer to Daily Lesson 9.

This Instructional Routine partially

assesses Performance Indicator:

“Listen to multiple poems read

aloud and recognize sensory

details, predictable rhythm and

rhyme. Write an original poem

with sensory details and rhyming

words. In a small group, read your

poem aloud.”



“Write multiple brief notebook

entries to record thoughts,

connections, and/or strategies that

deepen understanding of poetry

and literary text. Provide textual

evidence to support ideas.”

Refer to Daily Lesson 9.









poem aloud.”

Teacher Notes This Instructional Routine will be Refer to Daily lesson 9.

Grade 1


Unit: 06A

Lesson: 02




repeated in Daily Lesson 11 using

the remaining two poems.

Grade 1


Unit: 06A

Lesson: 02







decode words containing vowel









literary text and personal

experiences.





Mini Lesson 1. Display the Anchor Chart:

Words with ow and ou.

Choral Read the words,

focusing on blending the

phonemes. For example,

c-l-ow-n, clown; a-b-ou-t,

about.

2. Explain that students will

conduct a word hunt to

locate and read words

containing /ow/ and /ou/.

3. Using selected text, model

locating and reading

words with /ow/ and /ou/


Record the located words

on the Anchor Chart.

1. Ask: What are sensory

details? Review that

authors use sensory

details in their writing to

describe what is seen,


touched. Explain that

sensory details help


author’s ideas.

2. Display the first selected

poem (poem #2). Ask:

What form of writing is

this? How do you

know? Discuss and clarify

responses. Review that

poems have rhythmic

patterns that emphasize

sound and often have

rhyming words. Explain

that many poems include

sensory details.

1. Review that sensory





personal experiences.

2. Display one of the

selected poems from

Shared Reading. Think

Aloud to model making a

personal connection to

ideas in poem. The

following response stem

may be used: This poem

reminds me of the time I

________ because

_______.

3. Model writing the

connection in the Teacher

Reader’s Notebook.


1. Display and Choral Read

the class poem from Daily

Lesson 9. Guide students

to recognize rhyming

words and sensory details.

2. Display Handout:


and the prepared sensory

poem pattern from Daily

Lesson 9. Review the

pattern.

3. Display and discuss the

following portion of the

Performance Indicator:

“Write an original poemwith sensory details and

rhyming words. In a small

group, read your poem

aloud.”

4. Display the collection of

visual images. Explain that

Grade 1


Unit: 06A

Lesson: 02




for sensory details in the

poem. Read the poem

aloud and then Choral

Read the poem.


details do you


Instruct students to share

ideas with a partner and

then invite volunteers to

share with the class.






crayon.

6. Distribute prepared poetry

booklets and

crayons/highlighters to

students.

7. Direct students to open to

the 2nd poem (the same

one that is displayed).

Choral Read the poem

again.

8. Instruct students to circle,

underline, or highlight the



while reading

independently and make

personal connections to

the ideas in the text.

students will select a

visual image to write a

poem about. Review that

the first step is to

generate ideas using the

five senses.

5. Explain procedures for

student selection of visual

images and provide time

for students to choose

one. It may be necessary

for students to share

images.

Grade 1


Unit: 06A

Lesson: 02



poem using one color of


crayon. Students may

refer to the displayed

poem.



poem is read aloud.




Read the poem aloud and


as they respond to

rhyming words. Using

another color of






copy of the poem.


pattern of rhyming

words? Discuss and



applies.

Learning Applications 1. Distribute grade-

appropriate expository

texts.

1. Display the other selected

poem (poem #3) and

instruct students to locate


texts and read

independently for a

1. Distribute Writer’sNotebooks. Instruct

students to divide a page

Grade 1


Unit: 06A

Lesson: 02



2. With a partner, students

scan the text to locate and

read words containing /ow/

and /ou/.

3. Students record new

words in their flip books.

4. Monitor and provide

assistance as needed.

5. Partners join another set

of partners to share the

words they located in the

text.

6. Ask students to share

located words with the

class. Add any new words

to the Anchor Chart.

it in their poetry booklets.

2. Read the poem aloud and

then Choral Read it,

emphasizing the rhythmic

pattern.

3. Instruct students to work

with a partner to recognize

sensory details and mark

them with the same color

used previously for

sensory details. Confer

with students and monitor

closely.

4. Instruct partners to join

another set of partners to

form a group of four.

Request that students

compare and discuss their

findings. Invite 2-3 groups

to share with the class.

Provide clarification and

feedback as needed.

5. In small groups, instruct

students to identify

rhyming words in the

poem and mark them with

the same color used

previously for rhyming

words. Confer with small

groups and monitor

closely.

developmentally


2. Actively monitor students.

into 5 sections and then

label each section with

one of the following words:

looks, feels, smells, tastes,

and sounds. Model as

needed. Review that the

“looks” section needs toinclude color words.


examine their visual image

and think about sensory

details that describe it.

Instruct students to quickly

talk about their ideas with

a partner.

3. Students individually write


Writer’s Notebook.

4. Students begin writing

original poems with

sensory details and

rhyming words, following

the displayed sensory

poem pattern. Handout:


may be provided to

students who require

scaffolding.

5. Confer with students and

provide targeted

instruction based on

Grade 1


Unit: 06A

Lesson: 02



individual needs.


Closure 1. In partners or small

groups, students read

aloud all of the words

collected in the flip books.

2. Monitor students as they

read to assess the

Performance Indicator.

Collect flip books for

assessment.

1. With student participation,

review the rhyming words

from poem #3.


can you make to the




share connections.




2. Each student writes

his/her connection in the


1. Ask: Why do authors

use sensory details and

rhyming words in

poetry? Discuss and

clarify responses.


complete and share their

poems in Daily Lesson 11.

Grade 1


Unit: 06A

Lesson: 02




Lesson Preparation


TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

TEKS Ongoing

TEKS

1.3Av,Avi,Cv 1.3Ai-iv,B,D,I 1.Fig19D

1.4B

1.8A

1.11A

1.1E

1.3D,I

1.4C

1.5A

1.Fig19C

1.27A

1.28A

1.29A

1.Fig19F

1.4B

1.19C

1.1E

1.3D,I

1.4C

1.Fig19C

1.12A

1.18B

1.8A

1.11A

1.22A

1.17A,B,E

1.20Aii,iii

1.21A

1.22E




development of word


spelling.





comprehension.


you as a reader and writer?






words in poetry?

Readers create

connections to make

text personally

relevant.




ideas?






words in poetry?

Vocabulary of InstructionVowel digraph Poem Sensory detail Poem

Grade 1


Unit: 06A

Lesson: 02




Vowel diphthong Rhythm

Rhyme

Sensory detail

Connection Rhyme

Sensory detail

MaterialsNote card (20-25)



texts or poems for

student selection

Chart paper (if

applicable)

Prepared student

poetry booklets (refer

to Daily Lesson 9)




teacher)

Chart paper (if

applicable)



texts and poems for


per student)



Chart paper (if

applicable)


Collection of visual

images that solicit

sensory details from

Daily Lesson 10

Chart paper (if

applicable)

Attachments and

Resources Handout: Sensory

Poem Pattern (1 for

display, optional for

students)


as appropriate.

2. Select 20-25 words that

contain vowel digraphs

and diphthongs and write

each one on a note card.

Include the following


as appropriate.

2. Refer to Daily Lesson 9.

3. Prepare to read the next

two selected poems in this



as appropriate.

Grade 1


Unit: 06A

Lesson: 02




digraphs and diphthongs:

oy, oi, oo, ea, ee, ow, ou,

ay, ai, aw, au, ew, oa, ie,

and igh.

Background Information Refer to Daily Lesson 9 Refer to Daily Lesson 9.

This Instructional Routine








poem aloud.”



“Write multiple brief notebook

entries to record thoughts,

connections, and/or strategies that

deepen understanding of poetry

and literary text. Provide textual

evidence to support ideas.”









poem aloud.”

Teacher Notes This Daily Lesson reviews vowel


Grade 1


Unit: 06A

Lesson: 02







decode words containing vowel

digraphs and vowel diphthongs.








literary text and the larger

community.





Mini Lesson 1. Explain to students that

they will be reviewing

vowel digraphs and

diphthongs. Review that

vowel digraphs are pairs

of vowels that together

make one sound. Vowel

diphthongs have sounds

that glide together.

2. Show a note card with a

word containing a vowel

digraph or diphthong. Ask:

What vowel pair or

diphthong do you

1. Ask: What are sensory

details? Review that

authors use sensory

details in their writing to

describe what is seen,


touched. Explain that

sensory details help


author’s ideas.

2. Review that poems have

rhythmic patterns that

emphasize sound and

often have rhyming words.

1. Explain that sensory





things in the larger

community (e.g., school,

neighborhood, town, city,

state, country, world).

2. Display one of the

selected poems from

Shared Reading. Think

Aloud to model

connecting ideas in the

1. Display Handout:


and the prepared sensory

poem pattern from Daily

Lesson 9. Review the

pattern.

2. Display and discuss the

following portion of the

Performance Indicator:

“Write an original poemwith sensory details and

rhyming words. In a small

group, read your poem

aloud.”

Grade 1


Unit: 06A

Lesson: 02



notice in this word?

Discuss responses and

model blending the

phonemes. Choral Read

the word.

3. Seat students in a circle

and give each student a

card. Inform students that

on the count of three they

will read their word in a

whisper voice and then

pass the card to the left.

Continue reading and

passing the cards until the

cards have gone around

the circle.

4. Instruct students to circle

the digraphs in their

words.

Explain that many poems

include sensory details.

3. Distribute poetry booklets

and highlighters/crayons

to students.

4. Display the first selected

poem (poem #4) and



5. Read the poem aloud as

students listen for sensory

details and then Choral

Read the poem.


details do you


Discuss and clarify

responses.






crayon. Instruct students

to do the same on their

copy.



poem is read aloud.

poem to the larger

community. The following

response stem may be

used: This poem

reminds me of ________

because _______.

3. Model writing the

connection in the Teacher




while reading

independently and

connecting ideas in the

poem to the larger

community.


complete and share their

poems in this Daily

Lesson.

4. Provide modeling or

instruction as needed

based on observations of

student writing.

Grade 1


Unit: 06A

Lesson: 02








as they respond to

rhyming words. Using

another color of






copy.


pattern of rhyming

words? Discuss and



applies.

Learning Applications 1. Distribute texts to pairs of

students. Students scan

the texts looking for words

containing the same vowel

1. Display the other selected

poem (poem #5) and




texts and read

independently for a

developmentally

1. Distribute Writer’sNotebooks and visual

images. Handout:


Grade 1


Unit: 06A

Lesson: 02



digraph or diphthong as in

the word on their note

cards. Students record

words from the text on the

back of the note cards.


then Choral Read it,

emphasizing the rhythmic

pattern.

3. Instruct students to work

with a partner to recognize

sensory details and mark

them with the same color

used previously for

sensory details. Confer

with students and monitor

closely.

4. Instruct partners to join

another set of partners to

form a group of four.

Request that students

compare and discuss their

findings. Invite 2-3 groups

to share with the class.

Provide clarification and

feedback as needed.

5. In small groups, instruct

students to identify

rhyming words in the

poem and mark them with

the same color used

previously for rhyming

words. Confer with small

groups and monitor

closely.


2. Actively monitor students.

may be provided to

students who require

scaffolding.

2. Students finish writing

original poems with

sensory details and

rhyming words, following

the displayed sensory

poem pattern.

3. Confer with students and

provide targeted

instruction based on

individual needs.

Grade 1


Unit: 06A

Lesson: 02




Closure 1. Move to Music: Play music

and instruct students to

move around the room

carrying their note cards.

When the music stops,

students partner with

someone they are near

and read the words from

their note cards. Partners

exchange cards. Repeat

as time allows.

1. With student participation,

review the rhyming words

from poem #5.


can you make to the




share connections.




2. Each student writes

his/her connection in the


1. In small groups, students

read their poems aloud.

2. Collect poems for

assessment of the

Performance Indicator.

Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas

Education Agency

Grade 1


Unit: 06A

Lesson: 02



First Grade English Language Arts and Reading

Unit: 06A Lesson: 02

©2012, TESCCC 01/07/13 Page 1 of 2

Word Strips ow, ou

ou ow h

t r n

n s c

b d f

ch l m

e th p



©2012, TESCCC 01/07/13 page 1 of 1


______________________________________is________________________________________.

It looks _________________________________________________________________________.

It smells like _____________________________________________________________________.

It tastes like _____________________________________________________________________.

It sounds like ____________________________________________________________________.

_____________________________________feels like___________________________________.



©2012, TESCCC 01/07/13 page 1 of 1

Teacher Resource: Sensory Poem Pattern

Write the pattern below on chart paper or prepare to display electronically.

Line 1 – Name the visual image. Finish the line with a color word.

Line 2 – Tell what is looks like.

Line 3 – Tell what is smells like.

Line 4 – Tell what it tastes like.

Line 5 – Tell what it sounds like.

Line 6 – Tell what it feels like.

The Performance Indicator requires students to write an original poem with

sensory details and rhyming words. It is not necessary for the rhyming

words to follow a specific pattern. Students may include two or more

rhyming words.

Example:

Summer is bright yellow.

It looks like swimsuits and freezer pops.

It smells like lemon Jell-O.

It tastes like watermelon.

It sounds like laughter.

Summer feels warm and mellow.

grade 1 english language arts and reading unit: 06a lesson ... · lesson organizer lesson synopsis...

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