LEARN NC

K–12 teaching and learning · from the UNC School of Education

Learning centers: From shared to independent practice

http://www.readwritethink.org/lessons/lesson_view.asp?id=181

A lesson plan for grades K–2 English Language Arts

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To become proficient at any skill, hands-on practice is necessary. This ReadWriteThink lesson provides a framework for using a shared reading experience to introduce independent literacy learning centers. Teaching students to work independently is critical to the success of learning centers. Therefore, the lesson involves modeling of each learning center in a large-group setting and the opportunity for students to role play or engage in guided practice before being expected to work independently. Although this lesson uses Seven Blind Mice as an example, the framework is adaptable to almost any text.

North Carolina Curriculum Alignment

English Language Arts (2004)

Grade 1

  • Goal 1: The learner will develop and apply enabling strategies and skills to read and write.
    • Objective 1.02: Demonstrate decoding and word recognition strategies and skills:
      • generate the sounds from all the letters and appropriate letter patterns which should include consonant blends and long and short vowel patterns.
      • use phonics knowledge of sound-letter relationships to decode regular one-syllable words when reading words and text.
      • recognize many high frequency and/or common irregularly spelled words in text (e.g., have said, where, two).
      • read compound words and contractions.
      • read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., looks, looked, looking).
      • read appropriate word families.
  • Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed.
    • Objective 2.02: Demonstrate familiarity with a variety of texts (storybooks, short chapter books, newspapers, telephone books, and everyday print such as signs and labels, poems, word plays using alliteration and rhyme, skits and short plays).
  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.05: Write and/or participate in writing by using an author's model of language and extending the model (e.g., writing different ending for a story, composing an innovation of a poem).

Grade 2

  • Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed.
    • Objective 2.02: Use text for a variety of functions, including literary, informational, and practical.

Kindergarten

  • Goal 1: The learner will develop and apply enabling strategies to read and write.
    • Objective 1.01: Develop book and print awareness:
      • identify the parts of books and function of each part.
      • demonstrate an understanding of directionality and voice-print match by following print word for word when listening to familiar text read aloud.
      • demonstrate an understanding of letters, words, and story.
      • identify the title, name of the author and the name of the illustrator.
    • Objective 1.02: Develop phonemic awareness and knowledge of alphabetic principle:
      • demonstrate understanding that spoken language is a sequence of identifiable speech sounds.
      • demonstrate understanding that the sequence of letters in the written word represents the sequence of sounds in the spoken word.
      • demonstrate understanding of the sounds of letters and understanding that words begin and end alike (onsets and rimes).
    • Objective 1.03: Demonstrate decoding and word recognition strategies and skills:
      • recognize and name upper and lower case letters of the alphabet.
      • recognize some words by sight including a few common words, own name, and environmental print such as signs, labels, and trademarks.
      • recognize most beginning consonant letter-sound associations in one-syllable words.
    • Objective 1.04: Read or begin to read.
      • Read or attempt to read own dictated story.
      • Attempt to read/reads simple patterned text, decodable text, and/or predictable texts using letter-sound knowledge and pictures to construct meaning.
  • Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed.
    • Objective 2.02: Demonstrate familiarity with a variety of types of books and selections (e.g., picture books, caption books, short informational texts, nursery rhymes, word plays/finger plays, puppet plays, reenactments of familiar stories).
    • Objective 2.09: Identify the sequence of events in a story.
  • Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.
    • Objective 3.04: Use speaking and listening skills and media to connect experiences and text
      • listening to and re-visiting stories
      • discussing, illustrating, and dramatizing stories
      • discovering relationships.
  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.04: Maintain conversation and discussions:
      • attending to oral presentations
      • taking turns expressing ideas and asking questions.
    • Objective 4.05: Use a variety of sentence patterns such as interrogative requests (Can you go with me?) and sentence fragments that convey emotion (Me, too!).
      • write from left to right and from top to bottom.
      • write most letters and some words when dictated.