Lesson #1

Early Literacy

Grade

1/2

Subject

Inclusive of ELA

Time Duration

25 minutes

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

ELA General Learning Outcomes: Students will listen,
ELA Specific Learning Outcomes:
speak, read, write, view and represent to:
1.1 Discover and explore
1.2 Clarify and extend
Explore thoughts, ideas, feelings and
2.1 Use Strategies and clues
experiences.
2.2 Respond to texts
Comprehend and respond to text
2.3 Understand forms, elements and techniques
To enhance the clarity and artistry of
4.1 Enhance and improve
communication
LEARNING OBJECTIVES
Students will:
Use reading strategies when presented with difficult words.
Deduce information about the book from the pictures.
Use pronunciation tables.
Reflect on predictions.
Use a glossary and index.
ASSESSMENTS
Key Questions:
Observations:
Students participate in the group reading.
What do you think an inuksuk is made of and where could you
Students answer questions.
find one?
Students use the strategies they have learned previously
Why do you think we build them?
to help them read through the book.
How can you tell this is a title?
How can we find information in this book?
Do you know what this word means?
Written/Performance Assessments:
Students read the book aloud.
Students work through the words using strategies.
Students create an inuksuk with the strategies worked on in the lesson.
LEARNING RESOURCES CONSULTED
Program of Studies
Literacy Place for Early Learners Teaching Resource
MATERIALS AND EQUIPMENT

Literacy Place for Early Learners Teaching Resource

Construction paper

Glue

Markers
PROCEDURE
Introduction (2 min.):
Hook/Attention Grabber: Bring out the book and ask who remembers what it was about,
Assessment of Prior Knowledge: Have everyone provide a summary.
Expectations for Learning and Behaviour: Respectful group discussion, raising hands and giving others a chance to
contribute. Staying on task and respecting other classmates as well as the teacher.
Advance Organizer/Agenda: Before reading strategies, strategies during reading, after reading strategies.
Transition to Body: So what did we say about inuksuk yesterday?
Body (17 min.):
Learning Activity #1: Read through the book to the group.
Watch that everyone is contributing.
Ask comprehension questions
Learning Activity #2: Read the book aloud together (each have their own books). Clarify words that cause issues having
students use their strategies (pull it apart). Talk about the A Note About Words page.
Have students use strategies to work through new words, have them say the words aloud.
Ask questions about the words that are bolded.
Allow students to try new vocabulary on their own and watch for them using strategies they have already learned.
Learning Activity #3: Discuss the book and ask for facts about the inuksuk. Talk about which inuksuks the students lied and
why.
Ask comprehension questions.
Ask students what strategies they used.

Use leading questions if students are struggling.

Closure (5 min.):
Consolidation/Assessment of Learning: Briefly review the strategies used and build the inuksuk. Have students write the
main strategy they used that day.
Feedback From Students: Ask for questions or comments about the book and their strategies.
Feedback To Students: Thank the students for their good work and good behaviour in respecting their peers.
Transition To Next Lesson: Next lesson we will look at the pictures and how they help us.
Reflection

This lesson we had 5 students, 1 of which was there for the first time. This meant that I had to
adjust this lesson for the new student while still challenging the students who had been there for both
previous lessons. The students read through portions of the book without help and I applied (with help
from my TA) what I had learned from my last lesson; I had the students re-read a sentence after they had
broken each word down. By having the students read the sentence again, I was able to see who was just
listening to others and who had learned the word. I used this knowledge later to challenge those students
who were relying on their peers by having them read the words.
With 5 students I had to stay on top of class management and was constantly redirecting students
back to the book. I found that acknowledging their comment and then redirecting helped them stay
focused. The younger students have shorter attention spans and it is a challenge to keep them interested.
By asking lots of questions, I found that they would get excited about sharing what they know and this
keeps them on task.