Learning Experience 1

Title: Meet Mr. Larry Letter

This lesson is designed for First Grade students (ages 6-7) in the content
area of Language and Literacy as well as integration of Music. This lesson will
be conducted in a large group setting.
Objectives:

Students will be able to recall prior knowledge.

Students will be able to listen and follow along with the presentation.
Students will be able to use the vocabulary to distinguish the parts of a
friendly letter.
Students will be able to verbally communicate the Parts of a Letter
song with and without the assistance of the teacher.
Common Core Standards:

CCSS.ELA-LITERACY.SL.1.1 Participate in collaborative conversations

with diverse partners about grade 1 topics and texts with peers and
adults in small and larger groups.
o CCSS.ELA-LITERACY.SL.1.1.A Follow agreed-upon rules for
discussions (e.g., listening to others with care, speaking one at a
time about the topics and texts under discussion).
CCSS.ELA-LITERACY.RI.1.6 Distinguish between information provided
by pictures or other illustrations and information provided by the words
in a text.
CCSS.ELA-LITERACY.RI.1.7 Use the illustrations and details in a text
to describe its key ideas.
CCSS.ELA-LITERACY.W.1.2 Write informative/explanatory texts in
which they name a topic, supply some facts about the topic, and
provide some sense of closure.
CCSS.ELA-LITERACY.SL.1.2 Ask and answer questions about key
details in a text read aloud or information presented orally or through
other media.
Vocabulary:
Date
Heading
Greeting
Body
Closing
Signature
Instructional Strategies:
Teacher
1. Teacher will instruct students to
recall the four expectations created
by the teacher at the beginning of
the semester.
2. Teacher will read Dear Mrs. LaRue
Letters from Obedience School
3. Teacher will introduce the new
skill, writing letters, by asking
students what information they
previously know about friendly
letters and what they noticed during
the story. Teacher will instruct
students to Turn and Talk to their
partner and brainstorm ideas.
4. Teacher will introduce Mr. Larry
Letter anchor chart.
5. Teacher will explain each part of a
friendly letter using the anchor
chart.
6. Teacher will review the chart from
the top and encourage students to
participate by choral reading the
information.
7. Teacher will turn on the
SmartBoard and introduce the Parts
of a Letter song. Teacher will sing
the song first and encourage the
students to join in.
8. Teacher will model how to write a
friendly letter with the help of the
students. Teacher will ask students
to brainstorm who the class should
write to.
9. Teacher will prompt students to
verbally communicate the parts of
friendly letter as she writes on the
large chart paper.
Students
1. Students will verbally
communicate the four expectations
in unison.
2. Students will listen as the teacher
reads the story.
3. Students will listen to prompt
from teacher and discuss with their
partner what they already know
about writing friendly letters and
what they noticed from the story.
Students will verbally communicate
the information to the teacher.
4. Students will observe the
information provided on the anchor
chart.
5. Students will listen as the teacher
describes each part of the anchor
chart.
6. Students will read the information
on the chart along with the teacher.
7. Students will listen to the song
sung by the teacher. Then, students
will participate and sing along with
the teacher.
8. Students will turn and talk to their
partner and brainstorm which
faculty member they would like to
write a class letter to.
9. Students will follow along as the
teacher writes the class letter.
Students will verbally communicate
the parts of the letter that come
next and give ideas of what should
be written on the letter.
10. Teacher will read aloud the
finished letter. Teacher will deliver
the letter to the faculty member of
the students choice after school.
10. Students will listen to the
completed letter and give a
nonverbal sign if the letter is
completed the way they want it to
be.

Materials:

Expectations Poster
Dear Mrs. Larue Letters from Obedience School by Mark Teague
Mr. Larry Letter Anchor Chart
Parts of a Letter Song Sheet
SmartBoard
Document Camera
Chart Paper
Marker
Accommodations:
This skill has been used in my classroom but not formally taught to the
students prior to my introduction of the writing skill so I will give all of my
students ample time to ask questions about the parts of a friendly letter. I
will create a large anchor chart as a visual for my students even though
some are familiar with a friendly letter. This visual aide will give the students
something to look at that reinforces what is being said throughout the lesson.
I will also use the Turn and Talk method throughout my lesson to give all of
my students the opportunity to share their ideas confidently with a partner
even if they are not called on during the large group discussion. This will
keep all of my students, especially those who have trouble focusing,
engaged and involved in the lesson.
Assessments:
Since this will be an introductory lesson to writing friendly letters, my
assessment will consist of observing my students as they turn and talk with
their partners to brainstorm ideas as well as taking short anecdotal notes as
we create our class letter. I will be able to assess whether my students grasp
the vocabulary and parts of a letter as we write our class letter and I ask
them questions like What comes next? or Where do I write this part of the
letter?.
References:
Teague, M. (2002). Dear Mrs. LaRue Letter from Obedience School.
Scholastic: New York, NY.
Waters, E. (2013). Letter Larry. Beyond the Beanstalk. Retrieved from
http://www.beyondthebeanstalk.com/2013/12/letter-larry.html

Wazy, H. (2012). Friendly Letter Song *Freebie* and an Award. Crisscross

Applesauce in First
Grade. Retrieved from:
http://crisscrossapplesauceinfirstgrade.blogspot.com/2012/01/friendly-
letter-song-freebie-and-award.html
 Learning Experience 2
Title: Can You Match the Parts of a Letter?
This lesson is designed for First Grade students (ages 6-7) in the content
area of Language and Literacy as well as integration of Music and movement.
This lesson will be conducted in a large group setting.
Objectives:

Students will be able to recall information about the parts of a

letter.
Students will be able to verbally communicate the vocabulary
terms from the previous day.
Students will be able to match the parts of the letter and their
function accurately.
Students will be able to read the part/function aloud to the class.
Students will be able to accurately complete the Parts of a
Letter Exit Ticket created by the teacher.
Common Core Standards:
CCSS.ELA-LITERACY.SL.1.1 Participate in collaborative conversations
with diverse partners about grade 1 topics and texts with peers and
adults in small and larger groups.
o CCSS.ELA-LITERACY.SL.1.1.A Follow agreed-upon rules for
discussions (e.g., listening to others with care, speaking one at a
time about the topics and texts under discussion).
CCSS.ELA-LITERACY.SL.1.2 Ask and answer questions about key
details in a text read aloud or information presented orally or through
other media.
CCSS.ELA-LITERACY.SL.1.5 Add drawings or other visual displays to
descriptions when appropriate to clarify ideas, thoughts, and feelings.
CCSS.ELA-LITERACY.RF.1.4 Read with sufficient accuracy and
fluency to support comprehension.
o CCSS.ELA-LITERACY.RF.1.4.A Read grade-level text with
purpose and understanding.
CCSS.ELA-LITERACY.L.1.6 Use words and phrases acquired through
conversations, reading and being read to, and responding to texts,
including using frequently occurring conjunctions to signal simple
relationships (e.g., because).
Vocabulary:

Date
Heading
 Greeting
Body
Closing
Signature
Instructional Strategies:
Teacher
1. Teacher will instruct students to
recall the four expectations created
by the teacher at the beginning of
the semester.
2. Teacher will prompt the students
to recall the information that was
taught the day before. The teacher
will review the Mr. Larry Letter
anchor chart that was introduced in
Learning Experience 1.
3. Teacher will encourage the
students to sing the Parts of a Letter
song to reinforce the anchor chart.
4. Teacher will introduce the
matching game and give
instructions to the students.
Teacher will present the class
with a letter that was created
by the teacher on poster
board.
Teacher will mix up the parts
of a letter and their functions.
Teacher will look for a super
sitter and invite them to
choose a card and prompt
them to read it to the class.
Teacher will instruct the child
to place the card on the letter
where they believe it belongs.
Teacher will repeat the process
until all the parts of the letter
and their function are correctly
labeled on the giant letter.
5. Teacher will review the letter with 5. Students will listen as the teacher
Students
1. Students will verbally
communicate the four expectations
in unison.
2. Students will verbally
communicate information that was
taught during Learning Experience
1. Students will review the anchor
chart with the teacher.
3. Students will sing the Parts of a
Letter song with the teachers
assistance and without the teachers
assistance.
4. Students will listen to the
directions given by the teacher.
Students will take turns
coming to the front of the
class, choosing a card, and
reading it to the class.
The student chosen will place
the card on the letter
wherever they believe it
belongs.
When the child accurately
places the card in the correct
spot, the children will perform
a variety of chants/praises for
encouragement.
the correct parts and functions with
the class.
6. Teacher will explain the exit ticket
worksheet to the students. Teacher
will read the instructions to the
students and model how to
complete the exit ticket.
7. Teacher will instruct the students
to return to their desks, complete
the exit ticket, and turn it into the
blue basket.
8. Teacher will provide the students
will lined letter paper that they may
use to practice writing letters to
their friends or family once they
complete their exit ticket.
Materials:
reviews the letter and its parts.
Students will respond when
prompted by the teacher.
6. Students will listen as instructions
are given by the teacher.
7. Students will return to their desks
and complete the exit ticket. Once
the ticket is completed, the students
will turn it into the blue basket.
8. Students will have the
opportunity to practice what they
have learned and begin drafting a
letter to anyone they choose.

Expectations Poster
Mr. Larry Letter Anchor Chart
Parts of a Letter Song Sheet
Parts of a Letter/Function Matching Game
SmartBoard
Document Camera
Parts of a Letter Exit Ticket
Crayons
Lined Letter Paper
Accommodations:
I will review the anchor chart and parts of a letter song to reinforce the
information taught the previous day for students who were absent as well as
for the students in my class who need additional support in reading/writing.
A large group review will help those particular students grasp the information
and will refresh the other students without having to pull specific children
aside. Reading support will be given to the students who are in Tier 2 during
the matching game if needed as they read the cards to the class.
Assessments:
I will be able to assess the whole class during the review session at the
beginning of the learning experience. If I notice that students are not
responding or are responding with incorrect answers, I will reteach the
information from the previous day a little more in depth. I will assess
individual students as they complete the matching game and if a child does
not place the card in the correct spot, I will quickly jot their name down to
visit with those particular students before they complete the exit ticket. The
Parts of a Letter Exit Ticket will be my main form of assessment for this
learning experience. The students will complete the assessment individually.
Crayons will be used to color the certain parts of the letter per the directions
on the worksheet. This assessment will show me
References:
Waters, E. (2013). Letter Larry. Beyond the Beanstalk. Retrieved from
http://www.beyondthebeanstalk.com/2013/12/letter-larry.html

Wazy, H. (2012). Friendly Letter Song *Freebie* and an Award. Crisscross

Applesauce in First
Grade. Retrieved from:
http://crisscrossapplesauceinfirstgrade.blogspot.com/2012/01/friendly-
letter-song-freebie-and-award.html
**All additional resources were created by me.
Learning Experience 3
Title: Please Dont Quit, Crayons!
This lesson is designed for First Grade students (ages 6-7) in the content
area of Language and Literacy. This lesson will be conducted in a small group
setting.
Objectives:
Students will be able to recall information from text.
Students will be able to recall information about the parts of a letter.
Students will be able to create a friendly letter.
Students will be able to use conventions in their writing.
Common Core Standards:
CCSS.ELA-LITERACY.SL.1.1 Participate in collaborative conversations
with diverse partners about grade 1 topics and texts with peers and
adults in small and larger groups.
o CCSS.ELA-LITERACY.SL.1.1.A Follow agreed-upon rules for
discussions (e.g., listening to others with care, speaking one at a
time about the topics and texts under discussion).
 CCSS.ELA-LITERACY.RL.1.2 Retell stories, including key details, and
demonstrate understanding of their central message or lesson.
CCSS.ELA-LITERACY.RF.1.2 Demonstrate understanding of spoken
words, syllables, and sounds (phonemes).
o CCSS.ELA-LITERACY.RF.1.2.D Segment spoken single-syllable
words into their complete sequence of individual sounds
(phonemes).
CCSS.ELA-LITERACY.W.1.1 Write opinion pieces in which they
introduce the topic or name the book they are writing about, state an
opinion, supply a reason for the opinion, and provide some sense of
closure.
CCSS.ELA-LITERACY.W.2.5 With guidance and support from adults
and peers, focus on a topic and strengthen writing as needed by
revising and editing.
CCSS.ELA-LITERACY.L.1.2 Demonstrate command of the conventions
of standard English capitalization, punctuation, and spelling when
writing.
o CCSS.ELA-LITERACY.L.1.2.B Use end punctuation for
sentences.
o CCSS.ELA-LITERACY.L.1.2.D Use conventional spelling for
words with common spelling patterns and for frequently
occurring irregular words.
o CCSS.ELA-LITERACY.L.1.2.E Spell untaught words phonetically,
drawing on phonemic awareness and spelling conventions.
Vocabulary:

Date
Heading
Greeting
Body
Closing
Signature
Conventions
Instructional Strategies:
Teacher Students
1. Teacher will read The Day the 1. Students will listen as the teacher
Crayons Quit by Drew Daywalt. reads the story. Students will
Teacher will encourage children to recognize the parts of a letter
be attentive and notice the parts of throughout the story. Students will
the letter throughout the story. recall details with the teacher after
the story is read.
2. Teacher will encourage students
to choose a color crayon from the
story to write to. Teacher will model
for the students how to create the
letter including the parts of the
letter as well as facilitating what to
include in the letter.
Date
Greeting (Dear _____ Crayon,)
Why should the crayon stay?
What do you need them for?
Closing
Signature
3. Teacher will give students time to
write their letter and will interject
when students need assistance.
4. Teacher will review conventions of
writing with the students.
Spaces between words
Spelling
Capital letters
Punctuation
5. Teacher will model how to end the
letter with a closing and signature.
6. Teacher will encourage the
students to color and decorate their
letter.
7. Teacher will give students a
checklist to ensure that they have
all the parts of the letter and have
used their conventions of writing.
Teacher will give students time to
assess their letters individually.
2. Students will recall information
from the text and choose a color
crayon to write to. Students will
watch as teacher models and begin
writing their letter.
3. Students will continue writing
their letters independently and ask
the teacher when they need
assistance.
4. Students will check their letter to
be sure they are using their
conventions of writing.
5. Students will watch as teacher
models and will then finish their
letter.
6. Students will color and decorate
their letter.
7. Students will read checklist with
teacher and assess their letter
before turning it in to be hung in the
classroom.

Materials:
The Day the Crayons Quit by Drew Daywalt
 Lined Paper
Pencil
Crayons
Student Checklist
Accommodations:
Since this is my lesson with my small group, I will give additional assistance
to my student who has difficulties reading and writing. This includes assisting
her tapping out words in order to spell them correctly and helping her form
her letters correctly. I will model for the students how to create the letter and
continue to write my own letter to show them the correct order in which you
write a letter.
Assessments:
The students will be given a checklist once their letter is completed that
consists of many different questions about their letter. These questions ask
about the parts of a letter and if they are included or not as well as the
conventions of writing. The students will self-assess and circle the happy face
or the frowny face on the checklist. I will use a chart that includes the same
questions to assess the childs letter and help create my feedback for the
students. The child will receive a checkmark in the box if their letter includes
the key point. Additional comments will be added into each box to aide in the
creation of the feedback forms. I will provide the students with written on a
feedback form that I created that highlights one strength in the childs letter
and one improvement they could make to enhance their writing.
References:
Daywalt, D., & Jeffers, O. (2013). The day the crayons quit. London:
HarperCollins Children's
Books.
**All additional resources were created by me.