Social Studies/LA – Academic Vocabulary, Handwriting, Grammar and Spelling

Multi -Tiered System of Supports (MTSS) LESSON PLAN

This is a type of mini lesson that could be used with a small group of students or with the whole class to teach or
reteach content that needs more practice.

Add TPEs where appropriate. Each lesson must have at least 2 TPEs added and explained as to how you met the TPE
in this lesson.

Name: Chayla Hair Grade Level: 1st

ELA Standard in all four language arts areas: ELD Standards in all four areas:
Academic vocabulary: L.1.4 Determine or clarify the meaning of Academic vocabulary: Interpretive – Describe ideas,
unknown and multiple-meaning words and phrases based on grade phenomena, and text elements based on understanding of a select
1 reading and content, choosing flexibly from an array of set of grade-level texts and viewing of multimedia with
strategies. substantial support.

Handwriting: W.1.5 With guidance and support from adults, focus Handwriting: Productive – Write very short literary texts and
on a topic, respond to questions and suggestions from peers, and information texts using familiar vocabulary collaboratively with
add details to strengthen writing as needed. an adult, with peers, and sometimes independently.

Grammar: L.1.1 Demonstrate command of the conventions of Grammar: Collaborative – Contribute to class, group, and
standard English grammar and usage when writing or speaking. partner discussions by listening attentively, following turn-taking
rules, and asking and answering questions.
Spelling: L.1.2d Use conventional spelling for words with
common spelling patterns and for frequently occurring irregular Spelling: Expanding and Enriching Ideas - Using verbs and
words. verb phrases. Using nouns and noun phrases

ELD Language Objective:

ELA/ Language Objective: Students in grade 1 will be able to
discuss orally and a written opinion about whether life was better Academic Vocabulary: Students in grade 1 will analyze the
long ago or today. vocabulary words and incorporate them into their writing.

Handwriting: Students in grade 1 will write informational

Cog. Taxonomy/DOK Levels
texts legibly.
Cognitive Taxonomy:
Remember – Students in grade 1 will be able to identify differences
Grammar: Students in grade 1 will use proper verb and noun
of life long ago and life today.
tenses in their writing.
Understand – Students in grade 1 will be able to compare their
Spelling: Students in grade 1 will be able to spell untaught words
answers with a peer.
phonetically.
Apply – Students in grade 1 will be able to apply what they have
learned from life in the past to today by writing an opinion piece.

DOK Levels:
Level 1 – Recall
Level 2 – Skill/Concept

List/explain lesson steps/strategies clearly so a substitute teacher could teach your lesson.

Learning Learning Strategies and Activities

Stages
Lesson TPE 3.5 Adapt subject matter curriculum, organization, and planning to support the acquisition and use of
Introduction: academic language within learning activities to promote the subject matter knowledge of all students, including
 the full range of English learners, Standard English learners, students with disabilities, and students with other
Before learning needs in the least restrictive environment.
Teaching
-Setting the Activate and build on background knowledge -List Strategies and steps and feel free to select strategies from your
stage. texts that you would like to try.

 I will have the objective “Students in grade 1 will be able to discuss orally and a written opinion about whether
life was better long ago or today” written on the board.
 The essential question for this lesson will be, “Do you think life was better long ago or today?”.
 We will discuss the expectations for the students at the end of the lesson.
 I will provide them with an opportunity to think-pair-share about the definitions of our previously learned
vocabulary words.
 I will call on random students to tell me a brief definition of the words past and present.
 I will read the book “Then and Now” while using our Venn Diagram created from a previous lesson.

Lesson Body: TPE 4.7 Plan instruction that promotes a range of communication strategies and activity modes between teacher
and student and among students that encourage student participation in learning.
During/active
engagement TPE 5.3 Involve all students in self-assessment and reflection on their learning goals and progress and provide
in learning students with opportunities to revise or reframe their work based on assessment feedback.

 We started our lesson with a non-fiction PowerPoint story that compares life long ago to today.
 We will review our T-chart of comparing and contrasting life in the past and today before presenting the new
writing lesson.
 We will then go on a virtual fieldtrip. Grade 1 - Life Long Ago - Online Social Studies Lesson
(virtualfieldtrips.org)
 Next, we worked together to write our opinion of which was better ~ Long Ago or Today?
 I showed the students the OREO model and explained that when writing your opinion, you should have 4 things
included: Opinion, Reason, Examples and Opinion.  
 I modeled for the students how to do this in our writing.

 Because this is students first time writing an opinion piece, I am providing them with sentence frames to be
used.
 Now it’s time for students to write their own comparisons and opinions.
 Students will be able to refer to their notes from previous lessons found in their social studies journals,
computers located inside of our classroom, and any social studies books related to American heroes in order to
gather information to use for their final presentation.
 When finished, I will have students pass their paper to a peer to provide any feedback.

Explain Strategies/Lesson steps for Targeted Intervention in each of the following CCSS areas:
Academic vocabulary: Use 3-tier chart to determine your vocabulary.

 List your words here. Decide which tier they belong in according to the chart below.

Tier 1 – family, school,

Tier 2 – past, present, century, decade, compare, contrast, artifact, opinion
Tier 3 – N/A

Targeted Intervention: I will provide my students with multiple strategies to learn academic vocabulary words
throughout each lesson.
I will model the words being taught within writing and class discussion.
I will reframe a sentence when they use a vocabulary word incorrectly.
I will provide students with visuals of each vocabulary word.

Handwriting: See Tompkins p. 344

Include a writing chart and directions on how to use it based on a writing program like D’Nealian.
Include an assignment for handwriting that supports writing and spelling the academic vocabulary for your
lesson.
List your activity steps here for handwriting practice. See sample below:

 Boys and girls take out your white boards and hold up your white board markers, so I know you are ready to
learn!
 Teacher: Demonstrate how to form the new letters and words using the D’Nealian system age appropriate for
your class.
 Teacher: Share/discuss the practice handwriting sheet showing the letters and sentences you want your students
to practice.
 We will practice writing down the words past and present together on our white boards. They will follow the
 steps I take to write each letter.
As the students are creating their opinion writings, they are required to write their sentences using the D’Nealian writing
strategy. This way they have to take their time writing their sentences thoroughly and legibly. By the end of this
assignment students will have written about five legible sentences. This requires students to use their best handwriting to
show me that they understand how to write as well as how to put their opinions into well written sentences using the
sentence frames provided.

Students will practice writing out these five vocabulary words on their personal white boards before going onto
independent work and writing using these academic words. Teacher will guide students through writing these words and
spelling them correctly in an “I do”, “We do”, “You do” method to ensure appropriate scaffolding.

Academic Vocabulary and Language Practice:

1. Past
2. Present
3. Opinion
4. Today
5. Long ago

Targeted Intervention- As the students are writing each word, they will be required to say the word aloud.
I will provide lined paper (larger lines for students that need it).
To help students with spacing, I will provide them with a popsicle stick to use in between each word.

Grammar: Must include usage error correction for ELD students (Tompkins P. 324)

 Assign sentence writing activity using the academic vocabulary for your unit.
 Demonstrate/explain one correction based on the Usage Errors commonly found with beginning writers.
(Explain the error you notice and how you will work to help the student correct the usage error.)
Past-Tense Forms – Students use present-tense or past-participle forms in place of past-tense forms such as I ask
for I asked, and she run for she ran, or he seen for he saw.

Students will be provided a worksheet to practice on past, present, and future tense words. Instead of some students
saying it was they are saying it is or vice-versa.

Students will practice writing, spelling, and appropriate grammar usage by writing sentences in their writing journals.
The teacher will provide sentence frames for any EL students to help get them on the right track in their thinking and
writing before being split with their partners or small groups. Teacher will first model how to write grammatically
correct sentences by using at least one vocabulary word within the sentence model for students to see what is expected of
them before they are asked to do it independently.

Students will be working with a partner to revise their opinion writing piece. Some students that need extra support will
be placed in a small homogenous group. They can practice writing out their responses to why they chose life long ago or
life today.

Spelling:

List your spelling words here. Base selection of words and strategies on the Spelling Word Analysis on Tompkins
page 332 after you analyze the words your students wrote.

1. Past
2. Present
3. Today
4. Long ago

Spelling Lesson Steps:

1. Sound the word out and spell it the best you can.
2. Think about the spelling rules to add.
3. Look at the word to see if it looks right.
4. If it doesn’t look right, try to change some letters, ask for help, or check the dictionary.

 Use a strategy from p. 334 in Tompkins and list the steps here.
o Students will be provided with an opportunity to revise their paper.
o They will compare their spelling words with the ones on the word wall.
o They will write down the correct spelling next to the incorrect word and make note on their
rough draft.

Literature Focus Unit – Teachers post words from books students are reading on word walls, choose some words for
weekly spelling lists, use these words in spelling activities, and expect students to use the word wall as a tool to spell
most words correctly.

When students begin to work on their opinion writing page without the sentence frames included, they will have the
 opportunity to work in small groups and ask their peers for help when needed. They will include the topic, 3 reasons why
they chose it and a conclusion statement.

 Decide a way to support your student’s spelling development using the chart on p. 335 in Tompkins. List
below:
o Model how adults write.
o Ask children to talk about what they have written.
o Post high-frequency words on a word wall.
o D’Nealian handwriting chart will be posted for all students to see while we practice our spelling
on our individual whiteboards.
o Teacher will support students in their spelling development by teaching direct, explicit spelling
lessons specifically on the academic vocabulary words.

Closure/Afte Strategy for restating key points, extend ideas, check for understanding/other
r Teaching
Closure -Review:

After students have done their writing opinion and have had the opportunity to revise, we will move forward without oral
presentations. If a student is uncomfortable with reading aloud then I will read their writing with them to make them
more comfortable.
The class will provide feedback to their peers about their use of the vocabulary words, if they used proper grammar in
the sentences and if their hand writing looks nice.
The students will be given their own self-assessment checklist.
I will provide immediate verbal feedback after all students have presented so students know how to improve their
handwriting, spelling, use of academic vocabulary, and grammar in future presentations and writings.

Ideas:

1. Practice spelling academic vocabulary words/use white boards and draw a picture quickly to show meaning etc.
2. Practice handwriting on white boards – spelling pretest/practice
3. Practice sentence writing on student’s white boards using correct grammar that was target of mini lesson.
4. Once students have written the word on their whiteboard, they will hold up their whiteboard towards the front
of the classroom (or wherever the teacher is standing) for the teacher to quickly check for understanding of
students spelling development.
5. Teacher will support students by using the I do-we do-you do method of teaching.

If possible, have a student spell the words on your list and see where they fit on this analysis chart. This could be a student in your
observation class.

Unable to find 1st grade student for this portion of lesson.

Spelling/Word Analysis Chart. (Tompkins p. 336)

Emergent Letter-Name Within -Word Syllables and affixes Derivational
Relations
N/A N/A N/A N/A N/A

Data Analysis Conclusions