Katie Wrobbel December 8, 2011 Delta Kelly First Grade

Lesson: Phonics focus on Contractions I. Standard: a. R.WS.01.01 demonstrates phonemic awareness by the wide range of sound manipulation competencies including sound blending and deletion. b. R.WS.01.02 recognize that words are composed of sounds blended together and carry meaning c. R.WS.01.03 understands the alphabetic principle, that sounds in words are expressed by the letters of the alphabet. d. R.WS.01.04 use structural cues to recognize one-syllable words, blends, and consonant digraphs including: letter-sound, onset and rimes, whole word chunks, word families, digraphs th, ch, sh Objective: Students will begin to understand how what the contractions hes, shes, theres and thats mean and how to write them using a whiteboard as practice. Anticipatory: First, we will begin the phonics time by doing a quick review of blending words with a short u sound. The students have been working on this for about a week, and are fairly confident in their ability to hear the short u sound in CVC words and blend them independently by writing it on a whiteboard. Input: a. Task Analysis i. First, we will begin the phonics time by doing a quick review of blending words with a short u sound. The students have been working on this for about a week, and are fairly confident in their ability to hear the short u sound in CVC words and blend them independently by writing it on a whiteboard. ii. I will start by modeling one explain using the word rug. 1. First I will say the word aloud a. Rug 2. Next, I will say the sounds I hear individually while holding out my fingers to count the number of sounds I hear. a. rrrrrruuuuugggg 3. Then, I will write three lines on the smartboard to show the three sounds I hear a. ____ ____ _____ 4. Lastly, I will write out the sounds on the lines and say the word with the blended sounds one last time a. R u g

II.

III.

IV.

iii. Guided/Independent Practice: Now I will ask the students to get out their white boards and write the following words in the same way I just showed them. 1. Bud, thud, shut, shot, and shock iv. Now, I will move the students attention back on the smartboard and will ask the students to sit on their whiteboards again. 1. I will begin to introduce contractions by telling them that a contraction is a word you make when you put two words together to make one word. The new word means the same thing, but you leave out one or more letters. 2. I will model for the students how I can make he and is into a contraction. a. I will write on the whiteboard he and is. b. Then I will cross the i off and introduce the apostrophe c. I will then write hes d. I will write and read the sentence to the students using both the contraction and the two words separate. I will ask that while I read the sentence the students listen very closely to the difference 3. Next, I will pull up some sentences I typed on the smartboard. I will read the two sentences both through once. a. I think that is funny. b. I think thats funny. 4. I will then tell the students I am going to read the sentences again, and ask them to raise their hand when they hear the contraction in the sentence. 5. Now I will show the students the sentence on the write board 6. I will ask a student to come up to the whiteboard and circle the contraction a. Next I will repeat the above steps for three more sentences i. Shes alone. ii. She is alone. iii. Theres a show in town. iv. There is a show in town. 7. Now, I will ask the students to get their whiteboards out and tell them we will try to make contractions together. a. First I will write that and is i. I will show them how we take the i out and add an apostrophe and the s ii. They will then write thats on their whiteboard 8. I will complete that process for the words a. Hes b. Shes c. Lets i. After each word I will ask the students to hold up their whiteboards so I can assess if they are understanding the concept and are able to write the contractions on their own

v. Lastly I will show them the contraction kites I made. I will explain that I will pull them on the word wall in the back of the room by our friends, Shelton and Thadous b. Thinking Levels: Blooms Taxonomy i. Knowledge: Students has a basic understanding of how to write wall words such as she, he, let and that ii. Comprehension: Students begin to explore the concept of contractions through teacher modeling and reading example sentences iii. Application: Students write the contractions (Thats, hes, lets and shes) as independently as possible c. Method and Materials i. Way(s) of presenting: 1. Teacher modeling 2. Guided practice writing on whiteboard while using the Smartboard 3. Independent practice on their whiteboards ii. Materials needed 1. Smartboard 2. Whiteboard 3. Whiteboard markers 4. Whiteboard easer 5. Contraction Kites V. Modeling: a. I will start by modeling one explain using the word rug. 1. First I will say the word aloud a. Rug 2. Next, I will say the sounds I hear individually while holding out my fingers to count the number of sounds I hear. a. rrrrrruuuuugggg 3. Then, I will write three lines on the smartboard to show the three sounds I hear a. ____ ____ _____ 4. Lastly, I will write out the sounds on the lines and say the word with the blended sounds one last time a. R u g ii. I will model for the students how I can make he and is into a contraction. 1. I will write on the whiteboard he and is. 2. Then I will cross the i off and introduce the apostrophe 3. I will then write hes 4. I will write and read the sentence to the students using both the contraction and the two words separate. I will ask that while I read the sentence the students listen very closely to the difference

5. Next, I will pull up some sentences I typed on the Smartboard. I will read the two sentences both through once. i. I think that is funny. ii. I think thats funny. VI. Checking for Understanding: a. During the guided practice while writing words with short u and o, I will ask students to hold up their whiteboards so I can be sure they are writing the vowel sounds correctly. Guided Practice: a. Guided/Independent Practice: Now I will ask the students to get out their white boards and write the following words in the same way I just showed them. i. Bud, thud, shut, shot, and shock Independent Practice: a. On their whiteboards Closure: Show the students contraction kites and explain that they will be posted on the word wall as a resource they can try to use in their own writing Assessment: N/A Reflection:

VII.

VIII.

IX.

X. XI.