reading workshop first grade unit 6 – print -...

AKS Lesson Plan

Reading Workshop First Grade Unit 6 – Print Concepts Lessons 1‐6 Lesson 1 – Distinguishing Features of a Sentence Lesson 2 – Distinguishing Features of a Sentence Lesson 3 – Identifying Exclamation Marks Lesson 4 – Purposes for Exclamation Marks Lesson 5 – Apostrophes in Contractions Lesson 6 – Purposes for Apostrophes Mentor Text Used for Lessons Lessons 1 & 2 – I Went Walking by Sue Williams Lesson 3 – Fireflies by Julie Brinckloe Lesson 4 – Not Afraid of Dogs by Susanna Pitzer Lesson 5 & 6 ‐ Peter’s Chair by Ezra Jack Keats Other Suggested Mentor Text for Teaching Exclamation Marks If You Were an Exclamation Point by Shelly Lyons The Cat in the Hat by Dr. Seuss Oh, the Places you’ll Go! by Dr. Seuss Punctuation Takes a Vacation by Robin Pulver Other Suggested Mentor Texts for Teaching Apostrophes Greedy Apostrophe: A Cautionary Tale by Jan Carr Alfie the Apostrophe by Moira Rose Donohue Chickens Aren’t the Only Ones by Ruth Heller Scarecrow by Cynthia Rylant Punctuation Takes a Vacation by Robin Pulver A Letter to Amy by Ezra Jack Keats

AKS Lesson Plan

Academic Knowledge & Skills Lesson Plan

Lesson Name Distinguishing Features of a Sentence Lesson 1

Grade Subject Course Topic‐Strand

First Grade Language Arts Reading

Unit Name Estimated Time Needed for Lesson (Minutes/Hours/Days)

Identifying Print Concepts 1 day

AKS # Description

C 20 Reading: Foundational Skills: Demonstrate understanding of the organization and basic features of print

Materials/Links/Text References

Short Text: I Went Walking by Sue Williams or another text with simple sentences and sentences that vary in length. Do not choose a story in which the sentences all begin and end on the same line as this may convey to students that sentences are defined by being on the same line or that a period automatically goes at the end of a line of text. Extended Text Possibility: Choose an excerpt from an interactive read aloud that students are familiar with. Chart paper or white board Colored markers Appendix A – Sentence strips

Essential Questions What should students know when unit or lesson is completed?

How are letters, words, and sentences different?

Essential Vocabulary

Letter Word Sentence Parts of print Capital Punctuation Exception Complete thought

AKS Lesson Plan

Teacher Lesson Prep Suggestions (Optional)

Read the story I Went Walking by Sue Williams or another text of choice to students before the lesson. Make copies of Appendix A as needed. Cut sentence strips from Appendix A for the partner activity. You will need 1 strip per pair.

Assessment Strategies

Observation of students during the mini‐lesson, conferring, and share time.

Required Background Knowledge for Students

Basic print concepts taught in kindergarten.

Quality + Teaching Strategies

X Assessment

Comparison & Contrast

Literacy

Non‐Verbal Presentation

Technology

X Questioning

Summarizing

Background Knowledge

Collaboration

X Modeling & Practice

Problem Solving

Student Goal Setting

Vocabulary

X X X

X X

X X

CHECK ALL THAT APPLY

Activating Strategy/Mini‐Lesson/Warm‐Up

* Prior to the lesson read the book I Went Walking to students. Connect: You might say…, 1. “We have been doing a lot of reading in Reading Workshop. Today, it is time to look at some parts of print that we look at every day.” Teach: 2. Record a short sentence on chart paper. For this example we are using the first sentence in the book I Went Walking by Sue Williams. 2. Read the sentence, “I went walking” to students as you point to the words. 3. You might say…,” If I asked you to show me a letter you might point to the “w” in went, or the “g” in walking. One letter all by itself or inside a word is called a “letter.” (Highlight the “w” or “g” with a color.) 4. “If I asked you to show me a word, you might point to the whole word “went or “walking.” It does not matter how long the word is, or if it starts with a capital or not. (Highlight the word “went.”) 5. Point to the word “I” at the beginning of the sentence and point out that this is one of the exceptions. “In this case “I” is a word and it is also a letter. Or, you might say it is a one letter word.” 6. “If I asked you to show me a sentence you would have to move your hand from the first word “I” all the way through to the ending word “walking.” (Highlight the sentence.) Example: “I went walking.” LETTER “I went walking.” WORD “I went walking.” SENTENCE

7. “A sentence is different than a letter or a word. A sentence is a group of words that are put together to

AKS Lesson Plan

form a complete thought. Sentences start with a capital letter and end with a period or another punctuation mark. Let’s check out our sentence. “I went walking.” Does it start with a capital? Does it end with a punctuation mark? Is it one complete thought?” Active Engagement: 8. Record a second sentence on the chart paper from the same text. “What did you see?” 9. Ask volunteers to come up to the chart and identify a letter, a word, and the whole sentence by underlining each with a separate color. 10. Review the features of a sentence. A sentence starts with a capital, ends with a punctuation mark, and is a complete thought. 11. Hand out one sentence strip to each set of partners. (Appendix A) Ask partners to take turns pointing to a letter, a word, and the entire sentence. Link: You might say…, 12. “As you are reading be aware that text is made up of different kinds of print. You are seeing letters, words and sentences. All are a part of the whole text.” Choose a favorite letter, word, or sentence in one of your books and mark it with a sticky note.”

Instructional Activities

(Independent Time) Students are reading independently, with partners, in small groups or conferring with the teacher.

Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other

Continue to review the lesson individually or in small groups for students needing more help in distinguishing between a letter, word, and sentence.

Summarizing Strategies

(Share) Create a three column chart with the titles Letters, Words, and Sentences. Ask students to share a favorite letter, word, or sentence from one of the books they read during independent reading. Record their choices under the appropriate columns.

Copyright/Citations (as needed) I Went Walking by Sue Williams

AKS Lesson Plan

1_Reading_Unit6_PrintConcepts_AppendixA

I saw a black cat looking at me.

I saw a brown horse looking at me.

I saw a red cow looking at me.

I saw a green duck looking at me.

I saw a pink pig looking at me.

I saw a yellow dog looking at me.

I saw a lot of animals following me!

What did you see?

AKS Lesson Plan


Lesson Name Distinguishing Features of a Sentence, Part 2 Lesson 2




Identifying Print Concepts 1 day

AKS # Description



Short Text: I Went Walking by Sue Williams or another text with simple sentences and sentences that vary in length. Do not choose a story in which the sentences all begin and end on the same line as this may convey to students that sentences are defined by being on the same line or that a period automatically goes at the end of a line of text. Extended Text Possibility: Choose an excerpt from an interactive read aloud that students are familiar with. Chart paper or white board Appendix B Pocket chart


What are the features of a sentence?


Letter Word Sentence Parts of print Capital Punctuation Exception Complete thought Features

AKS Lesson Plan


Read the story I Went Walking by Sue Williams or another text of choice to students before the lesson. Record phrases and sentences from Appendix B on sentence strips.


Observe students during the mini‐lesson, conferring and share time.


Lesson 1 of Print Concepts


X Assessment


Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X X X

X X

X X



* Prior to the lesson read the book I Went Walking to students. Connect: You might say…, 1. “Yesterday we reviewed the difference between a letter, word, and a sentence. Today, we are going to talk specifically about the features of a sentence.” Teach: You might say…, 2. “In our last lesson we said that a sentence is different than a letter or a word. A sentence starts with a capital, ends with a punctuation mark, and is a complete thought. Record these features on the chart. Features of a Sentence

Starts with a capital

Ends with a punctuation mark

Is a complete thought 3. Tell students that you are going to check out some of the sentences in the book I Went Walking. “ Begin reading the book, stopping to talk about the sentences. Use the list of features to confirm the validity of each sentence. As you read discuss; the characteristics of a complete thought verses an incomplete thought, how some of the sentences continue on the next page, and different kinds of ending punctuation such as a period, exclamation, and question mark.

AKS Lesson Plan

Active Engagement: 4. Divide a pocket chart into two columns. The title of the first column is, A Sentence, and the title of the second column is, Not a Sentence. Example:

A Sentence Not a Sentence

5. Give each pair of students a sentence strip. As a pair, they are to determine whether their strip is a sentence or is not a sentence. 6. Ask students to share their strip orally, place it in the correct column, and tell why it is or is not a sentence. Link: You might say…, 12. “As you are reading remember that a sentence starts with a capital, ends with a punctuation mark, and is a complete thought. Choose a favorite sentence in one of your books and mark it with a sticky note.”


(Independent Time) Students are reading independently, with partners, in small groups or conferring with the teacher. They should also be selecting one sentence and marking it with a sticky note.


Continue to review the lesson individually or in small groups for students needing more help in identifying sentences.


(Share) Ask volunteers to share their sentences. Record them on chart paper, and discuss why they are sentences or why they are not sentences. Begin a chart of Excellent Sentences.

Copyright/Citations (as needed) I Went Walking by Sue Williams

AKS Lesson Plan

1_Reading _Unit6_PrintConcepts_AppendixB Record each phrase on sentence on a sentence stip.

many days how are they went Who is that? one, two, three Write your name. It is time to go. It’s time to play! What time did you go to bed? These are for you. We are so hot! Make your bed.

AKS Lesson Plan


Lesson Name Identifying Exclamation Marks Lesson 3




Unit 6 – Print Concepts 1 day

AKS # Description

A 5 Reading: Literature: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types

A 1 Reading: Literature: Ask and answer questions about key details in a text


C 23 Reading: Foundational Skills: Read with sufficient accuracy and fluency to support

comprehension


Extended Text: Fireflies by Julie Brinckloe Short Text Possibility: An excerpt from Fireflies in the Night by Judy Hawes or poem by Charles Ghigna On the Way to School – see Appendix F Appendix C – Passage from Fireflies, optional for electronic projection Appendix D– Student passage from Fireflies Appendix E – Exclamatory Sentences, optional for electronic projection Other Suggested Mentor Texts for Teaching Exclamation Marks If You Were an Exclamation Point by Shelly Lyons The Cat in the Hat by Dr. Seuss Oh, the Places You’ll Go! by Dr. Seuss


What is an exclamation mark? What is the purpose of an exclamation mark?

AKS Lesson Plan


Exclamation mark Exclamatory sentence Emotion Expression Feeling mark Passage Text Content


*Read Fireflies to students before the lesson. Copy and cut passage strips. (Appendix D) One per pair of students. Day 1 ‐ Have Appendix E ready for share time.

Exclamatory Sentences

Book Sentence Purpose


Observation of students during the mini‐lesson, independent reading time, and share time.


Previous lessons first quarter on exclamatory sentences.


X Assessment


Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X X

X X

X X

X CHECK ALL THAT APPLY

AKS Lesson Plan


* Prior to the lesson read the book Fireflies or another book of your choice that has several meaningful exclamatory sentences. Connect: You might say…, 1. “We have talked about sentences and how they have a mark at the ending that shows they are finished. We said that sentences end in a period, a question mark, or an exclamation mark. In the next couple lessons we are going to especially look at the purpose of an exclamation mark at the end of a sentence.” Teach: 3. “An exclamation mark at the end of a sentence shows strong emotion. In fact, you have probably heard some people call them “feeling marks.” 4. Read the first part of the text passage in Appendix C from the book Fire flies! “The sky was darker now. My ears rang with the crickets, and my eyes stung from staring too long. I blinked hard as I watched them— Fireflies!”

You might say.., “Did you notice when I read the word “Fireflies!” I said it with a lot of excitement. The exclamation point told me to read it that way. That is what authors do when they want you to read something with strong emotion. I read it with excitement because the boy in the story is excited. He is looking hard (…my eyes stung from staring too long.) and then he sees the fireflies. Remember, how he couldn’t even eat the rest of his dinner because he was so excited to go outside to catch fireflies.” 5. Read the same portion of text again, and ignore the exclamation point. Note and discuss the different in meaning. 6. Continue reading the rest of the passage in Appendix C, stopping to point out the exclamation marks, and how the author uses the marks to tell the reader how to read that sentence. Active Engagement: 7. Hand out one passage strip for each pair of students from Appendix D. Practice reading the short passage together a couple times for vocabulary. Tell students to turn to their partner and practice reading the passage paying close attention to the sentences that end with an exclamation mark. Tell students to try it several times, until they think they are doing it just right. 8. After students have practiced reading the passages to each other, call on volunteers to read the sentence aloud. Link: 9. “Today, as you read, notice how the author makes the story better by using an exclamation mark. Mark your favorite exclamatory sentence with a sticky note.” (You may need to define exclamatory.)


(Independent Time) Students are reading independently, with a partner, in small groups or conferring with the teacher. Students are encouraged to be looking for exclamatory sentences to share with the group.


Work individually and in groups with students who need further practice with understanding and appropriate expression using exclamation marks. For more advanced students work on the difference nuances of an exclamation mark.

AKS Lesson Plan


(Share) Day 1 ‐ Have a graphic organizer ready for share time with three columns titled Book, Sentence Purpose.



For today’s lesson, have students share some of their favorite exclamatory sentences from books they read during independent reading time. Record the name of the book, and the sentence on the graphic organizer. Leave the last column blank for tomorrow’s lesson.

Copyright/Citations (as needed) Fireflies! By Julie Brinckloe

AKS Lesson Plan

1_Reading _Unit6_PrintConcepts_AppendixC

Excerpt from Fireflies By Julie Brinckloe

The sky was darker now. My ears rang with the crickets, and my eyes stung from staring too long. I blinked hard as I watched them‐‐ Fireflies! Blinking on, blinking off, Dipping low, soaring high above my head, making white patterns in the dark. We ran like crazy, barefoot in the grass. “Catch them, catch them!” we cried, grasping at the lights. Suddenly a voice called out above the others, “I caught one!” And it was my own. I thrust my hand into the jar and spread it open. The jar glowed like moonlight and I help it in my hands. I felt a tremble of joy and shouted, “I can catch hundreds!”

AKS Lesson Plan

1_Reading _Unit6_PrintConcepts_AppendixD

“We ran like crazy, barefoot in the grass.

“Catch them, catch them!” we cried, grasping at the lights. Suddenly a voice called out above the others, “I caught one!” And it was my own.” “We ran like crazy, barefoot in the grass.




“Catch them, catch them!” we cried, grasping at the lights. Suddenly a voice called out above the others, “I caught one!” And it was my own.”

AKS Lesson Plan

1_Reading _Unit6_PrintConcepts_AppendixE



AKS Lesson Plan

1_Reading _Unit6_PrintConcepts_AppendixF

On The Way To School

Charles Ghigna

I'll tell you why I'm tardy and I hope my excuse will do. I stopped to view upon a leaf a spider and some dew.

She spun a web before my eyes with a soft and silver hue, And when she looked, I looked at her and whispered,

"Peekaboo!"

I think I may have startled her and so I waved good‐bye, But when I turned around to go, I met a butterfly!

I almost caught him in my hand to bring to class for you, But when I tried to peek inside, away my treasure flew.

And that is how I'm tardy, but I had to tell you why.

It's all the fault of a spider's web and a sneaky butterfly!

AKS Lesson Plan


Lesson Name Exclamation Marks and their Purpose Lesson 4




Unit 6 – Print Concepts 1day

AKS # Description

A 5 Reading: Literature: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types

A 1 Reading: Literature: Ask and answer questions about key details in a text


C 23 Reading: Foundational Skills: Read with sufficient accuracy and fluency to support comprehension


Extended Text: Not Afraid of Dogs by Susanna Pitzer Appendix E Exclamatory Sentences from Lesson 3 Short Text Possibility: article about phobias (read intro and “What’s a Phobia?” section) http://kidshealth.org/kid/feeling/emotion/phobias.html#a_What_s_a_Phobia_


What is the purpose for an exclamation mark?


Exclamation mark Exclamatory sentence Emotion Expression Feeling mark Passage Text Content

AKS Lesson Plan


Read the book Not Afraid of Dogs to students prior to the lesson.


Observation of students during the mini‐lesson, independent reading time, and share time.


Lesson 3 ‐ Identifying Exclamation Marks


X Assessment


Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X

X X

X X



* Prior to the lesson read the book Not Afraid of Dogs by Susanna Pitzer or another book of your choice. Ask students to bring the book in which they found their exclamatory sentence to the meeting area. Connect: You might say…, 1. “Yesterday you found many exclamatory sentences that we added to our Exclamatory Sentences Chart. Today, we are going to review the sentences, and the text that preceded the sentence to determine the author’s purpose for using the exclamation mark.” Teach: 2. Use the graphic organizer (Appendix E) that was started in the previous lesson. Model going through a few of your own sentences first. Read the text that precedes the sentence for context. Discuss the author’s purpose for the exclamation mark and record it on the graphic organizer. Use the following example from Not Afraid of Dogs or examples from a text of your choice. Example:


Book Sentence Author’s Purpose

Not Afraid of Dogs 6th page of text

”Time for supper!” called Mom. “I’m not hungry!” “Am not!” yelled Daniel.”

The author is showing that mom is using a loud voice to call Daniel. The author is showing that Daniel is too mad and scared to come to the table because he really is afraid of the new dog. To show that Daniel is yelling and he is mad because Jenny thinks he is scared. He doesn’t want to admit he is afraid.

AKS Lesson Plan

Active Engagement: 7. Continue with the same activity using student sentences from yesterday. Link: 9. “Today, as you read, notice how the author makes the story better by using an exclamation point. Mark your favorite exclamatory sentence with a sticky note.” Instructional Activities

(Independent Time) Students are reading independently, with a partner, in small groups or conferring with the teacher. Students are encouraged to be looking for exclamatory sentences to share with the group.


Work individually and in groups with students who need further practice with understanding and appropriate expression using exclamation marks. For more advanced students work on the difference nuances of an exclamation mark.


(Share) Continue to call on volunteers to share their sentences and add to the graphic organizer.



Copyright/Citations (as needed) Not Afraid of Dogs by Susanna Pitzer

AKS Lesson Plan


Lesson Name Apostrophes in Contractions Lesson 5




Unit 6: Print Concepts 1 day

AKS # Description



Extended Text: Peter’s Chair by Ezra Jack Keats Short Text Possibility: Poem by Charles Ghigna Tomorrow’s My Birthday – see Appendix H Appendix G – Contractions Optional for electronic projection Other Suggested Mentor Texts for Teaching Apostrophes Greedy Apostrophe: A Cautionary Tale by Jan Carr Alfie the Apostrophe by Moira Rose Donohue Chickens Aren’t the Only Ones by Ruth Heller Scarecrow by Cynthia Rylant Punctuation Takes a Vacation by Robin Pulver A Letter to Amy by Ezra Jack Keats


What is the purpose of an apostrophe in a contraction?


Apostrophe Contraction

AKS Lesson Plan


Observation during the mini‐lesson, independent reading, conferring and sharing time.


Introduction to apostrophes in the first nine weeks.


X Assessment


Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X

X X

C X



* Read the story Peter’s Chair by Ezra Jack Keats prior to the lesson. Connect: 1. Tell students that you know they have seen an apostrophe before. Show a couple examples on chart paper of contractions. Because some students confuse an apostrophe with a comma show the precise location of an apostrophe. Explain to students that apostrophes have two uses in English and that today you are going to talk about just one of the uses, and that is apostrophes in contractions. Teach: 2. Explain to students that one of the ways we use an apostrophe is to make a contraction. Define a contraction. Two words are “added” together to get a NEW word. However, the new word is shorter and has fewer letters. An apostrophe will take the place of the missing letters and hold their place. 3. Display a chart that has two columns. Label the chart Contractions. Label the top of each column as follows: Column 1: Contraction, Column 2: Source Words. 4. Show students the text passage from Peter’s Chair. (Appendix E) 5. As you read it orally encourage children to say a quiet “Beep” when they see a word containing an apostrophe. (For this purpose, text was selected which contained only contractions. There are no possessives to avoid confusion.) Highlight the contractions as students notice and record them on the first column. 6. Remind students that the apostrophe is replacing some missing letters and is holding their place. 7. When you have finished reading the passage, go back to the list of contractions. Students should now identify the two source words that make the contraction. 8. This is an anchor chart you can display indefinitely, adding new contractions as students find them in text. Example:

Contractions

Contractions Source Words

Let’s We’ll

Let + us We + will

AKS Lesson Plan

Active Engagement: 9. Ask students to turn and talk to their partner and answer the following three questions: What is an apostrophe, why do we use an apostrophe in a contraction, and how many words combine together to make a new contraction word? Link: You might say…” 10. “Today during your reading look for contractions that are made from two other words. Select one, and mark it with a sticky note. Bring your book with the marked contraction to share time.”


(Independent Time) Students are reading independently, with a partner, in a small group of conferring with the teacher.


Continue modeling and discussing examples with students who need more practice.


(Share) Ask volunteers to share a contraction, the word sources of the contraction, and record it on the Contraction graphic organizer.

Copyright/Citations (as needed) Peter’s Chair by Ezra Jack Keats

AKS Lesson Plan

1_Reading _Unit6_PrintConcepts_AppendixG

Excerpt from Peter’s Chair

By Ezra Jack Keats

“Let’s run away, Willie,” he said. Peter filled a shopping bag with cookies and dog biscuits. “We’ll take my blue chair, my toy crocodile, and the picture of me when I was a baby.” Willie got his bone. They went outside and stood in front of his house. “This is a good place,” said Peter. He arranged his things very nicely and decided to sit in his chair for a while. He couldn’t fit in the chair. He was too big! His mother came to the window and called. “Won’t you come back to us, Peter dear? We have something very special for lunch.” Peter and Willie made believe they didn’t hear. But Peter got an idea.

AKS Lesson Plan

1_Reading _Unit6_PrintConcepts_AppendixH

Tomorrow's My Birthday Charles Ghigna

Tomorrow's my birthday and I'll be four And I won't have to stay home anymore. I'll take down my bank right off my shelf And I will go out and about by myself.

I'll buy me a ticket and I'll take a train

And I'll go to Texas to ride on the range. I'll buy me some boots and a hat, but no toys,

�Cause I'll be as big as all the cowboys.

I'll rope and I'll ride and I'll be the best Of all the cowboys in the world and the West. And when it gets dark on the cattle drive‐‐

Well, maybe I'll wait until I am five.

AKS Lesson Plan


Lesson Name Purposes for Apostrophes Lesson 6




Unit 6: Print Concepts 1 day

AKS # Description



Extended Text: Peter’s Chair by Ezra Jack Keats Short Text Possibility: Informational article from a kid’s magazine such as National Geographic for Kids or Time for Kids that has examples of apostrophes Appendix I‐ Except from Peter’s Chair Other Suggested Mentor Texts for Teaching Apostrophes Greedy Apostrophe: A Cautionary Tale by Jan Carr Alfie the Apostrophe by Moira Rose Donohue Chickens Aren’t the Only Ones by Ruth Heller Scarecrow by Cynthia Rylant Punctuation Takes a Vacation by Robin Pulver A Letter to Amy by Ezra Jack Keats


What is the purpose of an apostrophe in a contraction?


Apostrophe Contraction


Observation during the mini‐lesson, independent reading, conferring and sharing time.

AKS Lesson Plan


Lesson 5 and introduction to apostrophes in the first nine weeks.


X Assessment


Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X X

X X

X X



* Read the story Peter’s Chair by Ezra Jack Keats prior to the lesson. Connect: 1. “Yesterday, we said that one use of an apostrophe was in a contraction. We said that the apostrophe took the place of the missing letters, when we combined two words. I noticed that some of you found apostrophes in text yesterday, and we determined that the word was not a contraction. Today, we are going to talk about the other words we found.” Teach: 2. Show students the title of the book Peter’s Chair. Explain that there is an apostrophe in the title, but it is not a contraction. Further explain by trying to get two source words from Peter’s. “If we said, “Peter is chair,” would that make sense? 3. Tell students that sometimes an apostrophe is used in a contraction, but sometimes it is also used to show that something belongs to something else. For example, in the title the chair belongs to Peter. This time the apostrophe means ownership or belonging to. Active Engagement: 3. Use the passage from Peter’s Chair to find other examples. (Appendix I) This is a good opportunity to distinguish between the two kinds of uses for apostrophes. There are both contractions and possessives in this passage which reflects a typical passage in student text. 4. As you read the passage orally, encourage children to say a quiet “Beep” when they see a word containing an apostrophe. Stop and analyze whether it is an apostrophe in a contraction, or an apostrophe showing ownership. This is not meant as a time for a thorough understanding of possessives. At this point we simply want students to realize that there is more than one purpose for an apostrophe. They need to understand an apostrophe is used to combine and denote missing letters as in contractions and in other instances to show ownership. 5. As students identify the apostrophes code the contractions in one color and code the possessives in another color.

Peter’s Chair

Peter looked into his sister Susie’s room. His mother was fussing around the cradle. “That’s my cradle,” he thought,

AKS Lesson Plan

And they painted it pink!” “Hi, Peter,” said his father. “Would you like to help paint sister’s high chair?” “It’s my high chair whispered Peter,”

Link: 6. Today during your reading look for apostrophes. See if you can find any contractions we don’t already have on our chart. Look for other apostrophes that show ownership.


(Independent Time) Students are reading independently, with a partner, in a small group of conferring with the teacher.


Continue modeling and discussing examples with students who need more practice.


(Share) Ask volunteers to share new contractions. Start another chart for a list of words that show ownership. Apostrophes Showing Ownership Peter’s Chair Sister’s high chair Mom’s hair

Copyright/Citations (as needed) Peter’s Chair by Ezra jack Keats

AKS Lesson Plan

1_Reading _Unit6PrintConcepts_AppendixI

Excerpt from Peter’s Chair By Ezra Jack Keats

Peter looked into his sister Susie’s room. His mother was fussing around the cradle. “That’s my cradle,” he thought, and they painted it pink!” “Hi, Peter,” said his father. “Would you like to help paint sister’s high chair?” “It’s my high chair whispered Peter,”

AKS Lesson Plan

reading workshop first grade unit 6 – print -...

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