Reading
Grade Level: First Grade
Time: 30 minutes
Rachel Bartels
Objective:
Standard:
Content Area:
Materials:
Procedure:
1. I will remind the students that we are learning about families. I will explain that even words have their own families and today we are going to be learning about three of them
a. The “ack”, “ock”, and “unk” families.
2. One at a time I will hold up the laminated words and we will read them as a class. I will point to the end of each word to emphasis each word family.
3. I will then hold up the words again and have the students raise their hands if they know the word. Once they read the word, I will hand it to them. This is to make sure they have a full understanding of the words.
a. The words include:
I. Black, Quack, Snack, Track, Stack, Lack, Jack, Rack
II. Block, Clock, Dock, Rock, Stock, Flock, Lock
III. Bunk, Clunk, Dunk, Junk, Punk, Trunk, Sunk, Chunk
4. When all of the cards are passed out, I will point to the “houses” on the board and explain that we need to help all of the words get to their correct houses.
5. The student will take turns reading their words and they will place them in the correct “house” on the board.
6. When all of the words are put in their houses, as a class we will read all of the words.
Assessment:
Differentiation:
Resources:
Grade Level: First Grade
Time: 60 minutes
Sally Schremp
Objectives:
Standards:
Materials:
Procedure:
Differentiation:
Assessment:
o Need why the families are different
o Discuss why you accept families how they are
Resources:
Grade Level: First Grade
Time: 60 minutes
Catalina Marino
Objective:
Students will be able to:
Standard:
Content Area:
Materials:
Procedure:
Assessment:
Differentiation:
Resources:
Grade Level: First Grade
Time: 45 minutes
Chelsea McCormick
Objective:
Standard:
Content Area:
Materials:
Procedure:
b. Dad
c. Sister
d. Brother
e. Grandma
f. Grandpa
g. Aunt
h. Uncle
i. Nieces
j. Nephews
k. Cousins
Assessment:
Differentiation:
Resources:
Grade Level: First Grade
Time: 60 minutes
Megan Besaw
Objective:
Standard:
Content Area:
Materials:
Procedure:
Assessment:
Differentiation:
Resources :
Grade Level: First Grade
Time: 30 minutes
Rachel Bartels
Objective:
- Students will be able to categorize words into the correct word family
- Students will be able to read words of a certain word family
Standard:
- Demonstrate understanding of spoken words, syllables, and sounds (phonemes)
- Orally produce single-syllable words by blending sounds including consonant blends.
Content Area:
- Reading
Materials:
- 3 paper “houses” labeled with “ack” “ock” and “unk”
- Laminated words from the “ack” “ock” and “unk” word families- enough for each student to have one or two words
Procedure:
1. I will remind the students that we are learning about families. I will explain that even words have their own families and today we are going to be learning about three of them
a. The “ack”, “ock”, and “unk” families.
2. One at a time I will hold up the laminated words and we will read them as a class. I will point to the end of each word to emphasis each word family.
3. I will then hold up the words again and have the students raise their hands if they know the word. Once they read the word, I will hand it to them. This is to make sure they have a full understanding of the words.
a. The words include:
I. Black, Quack, Snack, Track, Stack, Lack, Jack, Rack
II. Block, Clock, Dock, Rock, Stock, Flock, Lock
III. Bunk, Clunk, Dunk, Junk, Punk, Trunk, Sunk, Chunk
4. When all of the cards are passed out, I will point to the “houses” on the board and explain that we need to help all of the words get to their correct houses.
5. The student will take turns reading their words and they will place them in the correct “house” on the board.
6. When all of the words are put in their houses, as a class we will read all of the words.
Assessment:
- Observing the students sort the words will show me if they understand the word families.
- Listening to them read their words will show me if they are reading the words correctly.
Differentiation:
- Have a picture clue on the word cards to help them with reading the word
- Re-stating expectation additional modeling
- Provide verbal or nonverbal cue about which house it belongs in.
Resources:
- DPI Standards
Grade Level: First Grade
Time: 60 minutes
Sally Schremp
Objectives:
- SWBAT compare and contrast between different types of families
- SWBAT write or draw 2 similarities and 2 differences
- SWBAT write 2 or more sentences about their family and the family in the book
Standards:
- CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
- CCSS.ELA-Literacy.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Materials:
- Who’s in a Family? Written by Robert Skutch, illustrated by Laura Nienhaus
- Venn Diagram
- Lined paper
- Markers
- Pencils
- Other books that depict families
Procedure:
- Read Who’s in a Family?
- Discuss the various ways families are portrayed in the text and images
- Discuss how the characters in the book felt about their families and being different.
- Students (in pairs) will look through the book at their table to find the pictures of a family.
- Students will talk with their partner about the type of family depicted in the story. Students will share how the story’s family is similar and different from their own.
- Students will make a Venn diagram highlighting the similarities and differences. Venn diagrams should include 2 similarities and 2 differences each
- · Then students will write a few sentences (at least 2) about the families and why they might be different and “that’s just fine!” (Skutch, back cover) or don’t like it.
Differentiation:
- Students can write or draw pictures in the Venn diagram.
Assessment:
- Check that the Venn diagram has 3 differences and 3 similarities (yes/no)
- Checklist for sentences:
o Need why the families are different
o Discuss why you accept families how they are
- Teacher observation for participation and discussions
Resources:
- Common Core State Standards, received from: corestandards.org
- Who’s in a Family? Written by Robert Skutch, illustrated by Laura Nienhaus
- Sally Schremp, (2013). St. Norbert College, Multicultural Education
Grade Level: First Grade
Time: 60 minutes
Catalina Marino
Objective:
Students will be able to:
- Discuss with peers about their family/family members.
- Draw a picture of their own family.
- Compare different kinds of families.
- Construct a pattern square.
- Assemble a paper quilt together.
Standard:
- CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
- CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
- CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details.
Content Area:
- Reading
Materials:
- Photo of your family
- Pictures of diverse families or books about families. My favorite is Families by Ann Morris.
- Real quilt (optional)
- A book about quilts (optional). My favorite is The Keeping Quilt by Patricia Polacco.
- Marker
- Chart rack with clear pockets
- Geometric Quilt Square with 6" x 6" square
- Family Quilt Square (PDF) with 6" x 6" square
- Glue
- Pencils
- Crayons, including a brown and orange crayon for each student
- Scissors
- Butcher paper
Procedure:
- Step 1: Gather students for a whole group discussion about families. Ask who is a member of a family and describe how each of us is a family member and that families are diverse. Share a photo of your family and pictures of other families you've collected or from a book, like Families by Ann Morris. Ask students to look for the different kinds of family members in the pictures.
- Step 2: Tell the children that a family is made up of lots of different kinds of family members, and we have words to describe them. Ask them to turn and talk to a partner next to them and name some of their family members (Mom, Dad, Aunt, etc.). Have students share out their family members. Tell students that today they will be drawing a picture and a sentence describing their family. That they will be doing this on a quilt square.
- Step 3: Gather students and ask if anyone knows what a quilt is. Share a quilt or picture of a quilt and tell students that quilts are a "folk art" and are used for more than warmth — many families use them to tell stories or help them to remember people. Share with them again that the class will be making a quilt to show the different kinds of families in the classroom. Although most quilts are made of cloth, theirs will be made of paper. Read the book The Keeping Quilt by Patricia Polacco because it connects to the idea of different types of families/ immigration and family ancestry.
- Step 2: Tell the students that quilts often have patterns. Show the pattern in your quilt and tell students that you'll be using just a few colors in your class quilt so that the pattern will be easy to see. Distribute the Geometric Quilt Square to each student along with two crayons of different colors. Ask students to name the large shape on their paper and trace it with their finger (square). Then ask them to name the smaller shapes inside the square (triangles). How many are there? Count them together.
- Step 3: Ask students to take one crayon and color any two squares. When everyone's finished, ask them to take their other crayon and color the two remaining squares. When finished, they can cut out the square.
- Step 4: Gather students and ask them to come up and place their squares with those that are colored in the same manner. Count the number in each group together.
- Step 1: Pre-glue the students' colored squares to the quilt in a checkerboard pattern, leaving a space for the family picture quilt squares. Make a few extra geometric quilt squares so that each row will have the same colored pattern. Place a pattern of squares around the edge of the quilt, creating a 6" border. Hang the quilt on the wall so that everyone can see it and so that you can add the family picture quilt squares.
- Step 2: Show the children your family picture quilt square, indicating how you drew the people in your family, including yourself. Tell them that for the class quilt, you would like for them to draw a picture of their family. Distribute the family quilt square printable. Ask students to write their name on the paper and in the quilt square where it reads, "The family of ___________." Also for students to write a sentence that describes their family. They are to complete and following sentence stem and write in underneath their picture (Sentence stem: “My family is____(describing word)______.” Remind them to include themselves in their pictures. When they finish, ask them to cut out the square.
- Step 3: Gather students and ask them to share their picture with the group. As each students shares a picture, glue it in place on the quilt. Ask students to notice the quilt's patterns. When it's finished, take a moment to look at the quilt together in silence. Then ask: How are our families different? How are they the same? How do you feel when you look at this family quilt?
Assessment:
- Observe children's oral responses, finger coordination during the finger-play, and their illustrations. Assess fine motor skills during drawing and cutting. Check to see which students are using letters or words.
Differentiation:
- For students who haven't developed fine motor skills, help them to color and cut out their quilt squares. Write students' names on the quilt squares if they can't. Encourage more capable students to label their pictures.
Resources:
- http://www.scholastic.com/teachers/lesson-plan/family-quilts-keep-us-warm
Grade Level: First Grade
Time: 45 minutes
Chelsea McCormick
Objective:
- Students will be able to work together as a class to piece together a song
- Students will be able to discuss the different people in their family when the song is over.
Standard:
- CCSS.ELA-Literacy.RI.1.2: Identify the main topic and retell key details of a text.
Content Area:
- Reading
Materials:
- “We Are Family” song
- Construction Paper
- Markers
- Crayons
- Colored Pencils
- Glue
Procedure:
- Students will listen to the song “We Are Family” by Sister Sledge
- When the song is done, the whole class will have a discussion on the carpet of what they heard in the song
- We will then have a discussion of all the people that can be in a family.
- The teacher will scribe on a white-board of what the students say as far as people that can be in your family.
b. Dad
c. Sister
d. Brother
e. Grandma
f. Grandpa
g. Aunt
h. Uncle
i. Nieces
j. Nephews
k. Cousins
- When the class is done discussing different members of the family, students will go back to their seats and grab a piece of construction paper.
- On the construction paper students will draw members that are in their family.
- Once students are done with their drawings, they will get into groups and share with their group who they consider to be in their family by presenting their construction paper they just made.
Assessment:
- Discussion of who can be in your family
- Observation of students when they are drawing their family members on construction paper
- Observation of students when they are sharing who is in their family.
Differentiation:
- For students that need help drawing their family members, the teacher could print pictures of clipart family members, so students can glue on their family members instead of draw.
Resources:
- http://www.corestandards.org/ELA-Literacy/RI/1
- http://www.stlyrics.com/lyrics/thefullmonty/wearefamily.htm
Grade Level: First Grade
Time: 60 minutes
Megan Besaw
Objective:
- Students will be able to see similarities and differences among their family and a latin@ family unit
Standard:
- CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details.
- CCSS.ELA-Literacy.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
- CCSS.ELA-Literacy.RF.1.4a Read grade-level text with purpose and understanding.
- CCSS.ELA-Literacy.RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
Content Area:
- Reading
Materials:
- Reader’s Theater script- We Are Family
- Props
- “Stage” to perform skits
Procedure:
- Introduce what Reader’s Theater is
- Show a short clip of what Reader’s Theater looks like
- Break students up into groups of 5 (this is how many parts there are to the “We are Family” script)
- Pass out the script to all the students
- Assign roles to each student
- Have students highlight the lines associate with assigned role(s)
- Allow students time to practice going through their lines as a group
- Have students perform their skit to the rest of the class
- After everyone has gone have students brainstorm individually ways their family is different and similar to Diego’s family
- Have student share their venn diagram with a neighbor
- Allow students to share 1-2 items from their venn diagram with the class
Assessment:
- The venn diagram will be evaluated to see if students were able to identify similarities and differences among their own family and Diego’s family from the script
Differentiation:
- Students could pick the role they read
- Students who are not as strong as a reader could share a part of the script
- Students who are advanced could write part of the script
- Knowing the students’ individual needs can help determine what role is assigned to them (ie. a role with few lines or a role with a lot of lines)
Resources :
- http://www.shelleducation.com/samples/50691s.pdf