To download a copy of the course prototype, please click here.
Introduction
Please see my course profile for a scope and sequence of the course.
This is a working document as the course is still in the development stages. This course protype is based off the units created by Regina Catholic School Division. This course may be most successful in a connected educator classroom during balanced literacy/guided reading time; however, it due to the nature of the station rotation, this course is accessible to other classrooms who have access to a smaller number of devices. Devices such as tablets are best for the station-rotation model as they eliminate the need to log in and provide quick access to materials and lessons.
The format of this blended course uses the gradual release of responsibility.
Unit 1: Short Vowel Word Families at, an
High Frequency Words: like, my, ran, the
| Resources |
| Magnetic letters
Words Their Way Level A by Bear, Invernizzi, and Johnston Reading A-Z Mentor Series: Short vowel “a” Reading Rods (Word Families) Tablets Seesaw Activities
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| Traditional Classroom Instruction |
| Day 1:
· Introduce Sort 6-TG page 26 (Words Their Way). You may want to use highlighter tape to highlight the –at and –an words. · Project short “a” book, Nap and Pap, from Reading A-Z. Follow the lesson plan on Reading A-Z (contact Jillian Laursen – RCSD ELA Consultant – for your log-in information) · Sort 6: -at and –an word families TG page 26 (Words Their Way) o Introduce Picture/Word Sort TG page 26 (Words Their Way) o After modeling this activity, students will complete at the Word Study Station through Seesaw activities. In addition, students could re-sort their cards. Next, students make the words with magnetic letters and then print the words in their word study notebook. · Introduce high frequency word(s).
Day 2:
· On the projector, model using the reading rods to make short “a” words. o After modeling this activity, students will complete at the Word Study Station on Seesaw activities. · Practice the Sort TG page 26 (Words Their Way). · Introduce/review high frequency words.
Day 3: · Apply the Skill TG page 27 (Words Their Way). · Show the Making Words Lesson 1 pages 5 and 15 (Making Words for Grade 1) o Make: an, at, pat, pal, pan, tan, plan, plant · Introduce/review high frequency words.
Day 4: · Complete the Sort-Paste in Place TG page 27 (Words Their Way). · Learning Phonograms: -at, -an page 292-293 (Phonics Lessons for Grade 1). · Learning Phonograms: -an page 304-305 (Phonics Lessons for Grade 1). · Introduce/review high frequency words.
Day 5: · Introduce/review high frequency words. · Assessment o Spelling Test (“-at and -an” words and a couple of high frequency words).
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| Station Rotation Activities |
| Watch the video: Short Vowel Word Family Lesson Review -at, an
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| Seesaw App:
For the purpose of this course prototype, please use the following to sign in: If you’re using Seesaw for the first time: 1. Go to app.seesaw.me 2. Choose “I’m a Student” 3. Type in the code: JDLP XCCT. This code expires on February 19, 2019
In the actual course setting, grade 1 students will access seesaw using the following steps:
After you sign up as a student in my Seesaw class, you can access the following activities:        |
| 3. Scratch Jr. Coding
Recognizing and Naming Uppercase and Lowercase Letters: This project reinforces a student’s knowledge of writing and recognizing uppercase and lowercase letters.
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Unit 2: Short Vowel Word Families ad, ap, ag
High Frequency Words: all, how, be
Unit 3: Short Vowel Word Families op, ot, og
High Frequency Words: if, she, big
Unit 4: Short Vowel Word Families et, eg, en
High Frequency Words: put, run, you
Unit 5: Short Vowel Word Families ug, ut, un
High Frequency Words: as, not, for
Unit 6: Short Vowel Word Families ip, ig, ill
High Frequency Words: am, has, day, cat
To be continued…
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