EDU 321 one week in first grade reading plan

Name:

Monday Tuesday Wednesday Thursday Friday

Phonological Awareness https://pin.it/ https:// https://pin.it/ https://pin.it/ https://pin.it/
(5 minutes daily) 7pEFEzB pin.it/ b4So6S5 7J9C5xw 3jlTwoH
CC.1.1.1.C Demonstrate understanding 2Gp9V8O
of spoken words, and sounds Rhyming clip Rhyming picture Rhyming Syllables with
(phonemes).
cards with Syllable cards - I would rainbow puzzle – pictures popcorn
YOU WILL WORK ON THIS STANDARD images that cookie jar get rid of the pictures on each activity.
THROUGHOUT THE WEEK IN VARIOUS match the sort – look at word under the end of the Popcorn bags will
WAYS. Remember: phonological
sound of the the pictures picture and have rainbow must be labeled with 1,
awareness is larger chunks rather than
individual sounds. word and students just rhyme 2 and 3
determine match the Pictures are resembling
how many pictures. glued onto syllables, and
syllables and Example: clouds to students will
place them in shark/park resemble a full determine how
correct rainbow many syllables
cookie jar each word (piece
of popcorn) has
and place it in the
correct bag

Phonemic Awareness https://pin.it/ https:// https://pin.it/ https://pin.it/ https://pin.it/

(5-15 minutes—DAILY) 3nNiJB8 pin.it/ JpmwWSr 2ufFoPE 4vUwE4p
CC.1.1.1.C Demonstrate understanding
of spoken words, and sounds
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Unlock the Rhyme time Phonemic Phonemic
(phonemes). · Distinguish long from
short vowel sounds in spoken single- rhyme – Middle sound game boards awareness word awareness
syllable words. · Add or substitute rhyming activity of words mat blending activity
individual sounds (phonemes) in one The key locks bingo cards Students will be
syllable words to make new words
and keys will - Bingo cards given a board Students will Students will slide
YOU WILL WORK ON THIS STANDARD have their own have various with pictures on pick a picture the card down to
THROUGHOUT THE WEEK IN VARIOUS pictures pictures on them, and then that the teacher form different
WAYS. REMEMBER THAT PHONEMIC attached to them, and a set of cards has cut out, and words and sound
AWARENESS FOCUSES ON THE SOUNDS
IN WORDS—IT MAY BE DONE ORALLY them, and students will with different then be asked to them out, tap
OR CAN BE DONE IN CONJUNCTION students will listen to the pictures on “tap it out”, them out, and
WITH PHONICS INSTRUCTION WHICH have to match sound given them. They will draw it, and spell them aloud
RELATES TO PRINTED WORDS
key to the lock and find the be directed to then write out
with rhyming picture which match the card the word
words to be able indicates that with pictures
to “unlock” the sound in the that rhyme
lock. Example: middle of the
key- ball lock- word
fall
Phonics (10-20 minutes) and P P P P P
Word Recognition (10-20
minutes) https://pin.it/ https:// https://pin.it/ https://pin.it/ https://pin.it/
CC.1.1.1.D Know and apply grade-level 24X4kGN pin.it/ 6eCixcK 9VDHsj5 1ATN4Xx
phonics and word analysis skills in Roll the dice and 1KgI5G5
decoding words. · Identify final-e long
find the sound Lego word Beginning sound Muffin tin sound
vowel words. · Decode one- and two-
Clip word family sorting bingo sort
syllable words with common patterns. ·
Read grade appropriate irregularly There will be a building
spelled words. dice with a Various Legos Each student Students will be
letter on each Students will will be labeled will be given a broken into
NAME OF DECODABLE TEXT YOU WILL be given with words that bingo card with groups and will
USE:
side. Students
ALSO INDICATE WHICH DAYS YOU WILL will roll the dice, various rhyme with each pictures on it. have a cupcake tin
READ THIS DECODABLE TEXT IN THE and whichever images other. Students The teacher will filled with liners.
BOXES letter they role without will have to say the sound of Inside the liners
they will have to words on work together to a letter, and the will be letters.
pick the picture them, and find the words students will Each group will be
that starts with then be that rhyme and have to pick the provided with
that letter. asked to spell stack them onto picture which various objects
(pictures will be out the each other. corresponds and will be
cut out and words on with the prompted to sort
provided by the clothes pins beginning letter them into the
teacher). writing one sound provided liners based on
letter on each by the teacher the beginning
to resemble and use a paper letter. Example:
the word. For chip to put on the object
example, a their bingo card. paperclip would
EDU 321 one week in first grade reading plan
Name:

picture of a The students go in the liner with

bat would will also be a “P” in it.
have three asked to write
clips, B, A, T. the letter on
The students their “chip”.
will then clip
them to the
bottom of the
image.
WR WR WR WR WR

https://pin.it/ https:// https://pin.it/ https://pin.it/ https://pin.it/

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Sight word Word sort on Sight word Sight word slap Feed the dog sight
magnetic cookie sheet memory activity words
“fishing game”
Fluency (10-20 minutes)
CC.1.1.1.E Read with accuracy and
fluency to support comprehension. ·
Read on-level text with purpose and
understanding. · Read on-level text
orally with accuracy, appropriate rate,
and expression on successive readings.
· Use context to confirm or self-correct
word recognition and understanding,
rereading as necessary
Vocabulary—FOLLOW THE INTRODUCE 5-8 REVIEW REVIEW WORDS REVIEW WORDS ASSESSMENT
FIVE DAY SEQUENCE (by name TIER TWO WORDS
only what activities will you WORDS (LIST
ACTIVITY
do each day) THOSE HERE— ACTIVITY
based on narrative text YOU DO NOT ACTIVITY doc.aspx
standards: NEED TO https://pin.it/ https://pin.it/
CC.1.3.1.I Determine or clarify the PROVIDE THE https:// 3MQFOuH ecO6F2K
meaning of unknown and multiple-
meaning words and phrases based on
DEFINITIONS) pin.it/
grade-level reading and content. 7LR321V Students will be “toss and
CC.1.3.1.J Use words and phrases 1. Alarm given a answer”
acquired through conversations, 2. Cozy “Draw it” vocabulary word
reading, and being read to, and 3. Crowded There will be a
responding to texts, including words
students will in the center of
that signal connections and
4. Feast be given the their paper, and cupcake tin with
relationships between the words and 5. Jealouswords and then be asked to vocabulary
phrases. 6. Freezing
then will be produce five words in each,
7. Fancy asked to words that and students
8. Measurin
draw them to associate with will be directed
g describe their that word and to come up one
meaning write them by one and toss
https:// around the the ball into one
www.speechthe vocabulary of the holes.
rapystore.com/ Activity 2: word. Whichever word
tier-2- Vocabulary it lands on, they
vocabulary- Wheel will be asked to
words/ define it and
https:// Activity 2
produce a
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Multiple sentence that it
st.com/pin/
would be found
39322061122 meaning ice
cream vocab in. Students may
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https://pin.it/ keep their cards
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The complete the
vocabulary Activity 3 task.
wheel
“Word Vocab Bingo
consists of a https://pin.it/
Collector”
piece of PFkg70B
paper that is https://pin.it/
shaped like a 5nly5BI
wheel
(circle). SPEED ROUND
EDU 321 one week in first grade reading plan
Name:

Around the
perimeter of
the circle,
there will be
sections
(enough for
the amount
of vocab
words being
discussed at
particular
time) labeled
by numbers.
Where there
is a number,
that area will
lift up as a
“flap”. On the
outside of
the flap, the
student will
be
responsible
for writing
the
vocabulary
word.
Underneath
the flap
(where they
lift it up)
students will
be
responsible
for describing
the meaning
of the word.
Students will
then be
prompted to
color the
wheel
however they
wish, being
encouraged
to draw
pictures or
add notes to
help them
better
understand
the meaning
of each word.
EDU 321 one week in first grade reading plan
Name:

Comprehension CC.1.3.1.G Use CC.1.3.1.B Ask CC.1.3.1.H Compare CC.1.5.1.B Confirm CC.1.3.1.A Retell
CC.1.3.1.K Read and comprehend illustrations and and answer and contrast the understanding of a stories, including key
literature on grade level, reading details in a story to questions about adventures and text read aloud by details, and
independently and proficiently. describe characters, key details in a experiences of asking and answering demonstrate
setting, or events. text. characters in stories. questions about key understanding of their
details and central message or
“Make your “Question Board’ requesting lesson
The Kite, from Days with Frog “Compare and clarification if
and Toad own” Students will be contrast with apples something is not
By, Arnold Lobel prompted to the and pumpkins” understood.
Students will be bored that has
given their own the questions Students will be “Main idea mystery “Retell hand”
blank book “what, when, given an apple and bag”
where, how, and pumpkin in which are Students will be given a
template and why” and will be overlapped, and Students will be cut out hand and the
will be required required to come students will put presented with three five fingers will say
to make their up with contrasting bags that have characters, setting,
own version of questions to put characteristics of two unknown main ideas problem, events, and
under those given characters as in them. Students solution. Students will
the story categories well as listing the will take turns individually create their
including correlating to characteristics that reading the main own hand based on the
characteristics, those questions. they share. idea that is inside story read in class. They
In the end, and then filling the will write out their
events, main
students will be https:// bag with key details ideas on each finger.
idea and key able to look at www.pinterest.com/ that support the
details. their question pin/ main ideas. https://pin.it/7CBhh2b
board. 55394282292957100
https://pin.it/ https://pin.it/ 6/
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Also, what will

you do before
reading?

INTRODUCE THE
TEXT BY ASKING
VARIOUS
QUESTIONS TO
GET THE
STUDENTS
THINKING
ABOUT WHAT
THE STORY
MIGHT BE
ABOUT.
Small group instruction Here you are
Advanced Readers teaching the Guided Reading INDPENEDENT CENTER CENTER ACTVITY
GUIDED PRACTICE—HOW
strategy from ACTIVITY
PRACTICE: WILL THEY PRACTICE
Name of Book: Clementine your lesson choose a book at THE SKILL YOU
plan. This is the a grade level TAUGHT YESTERDAY? In this center, In this center, the
TO/modeling above and have Individual or partner the students will students will be
part with the
guided reading reading be given various doing readers
with the teacher Name the text they theater,
whole class —guided practice will use
words from the
INCLUDE THE INCLUDE THE book and will be performing the
STANDARD AND BOOK TITLE AND Book title: asked to define script along with
STRATEGY AND
STRATEGY HERE Clementine them as well as reading it.
BOOK HERE Book title: Students will read put them in a
Clementine independently sentence on
their given
Strategy: silent
chart.
reading
EDU 321 one week in first grade reading plan
Name:

Average Readers CENTER Guided Reading INDPENEDENT CENTER ACTVITY

GUIDED PRACTICE: PRACTICE—HOW
ACTVITY LIST THE SKILL AND WILL THEY PRACTICE
Name of Book: Charlotte’s TEXT FROM YOUR THE SKILL YOU
Upon completion
Web In this center, LESSON PLAN FOR TAUGHT of the book, the
students will THE AVERAGE YESTERDAY? students will make
discuss their READER GROUP Individual or partner a dictionary of
reading
thoughts Book title: Name the text they
words they came
about the Charlotte’s Web will use across that they
book before did not know.
reading, Students will be Book title: They will work
reading in partners
looking at the Students will read together to make
cover and with partners to one dictionary.
flipping allow questioning Each student must
and answering.
through the come up with at
pages. least one word.
Struggling Readers CENTER CENTER ACTVITY Guided Reading INDPENEDENT
GUIDED PRACTICE: PRACTICE—HOW WILL
ACTIVITY choose a book at a THEY PRACTICE THE
Name of book: Majic Tree Students will grade LIST THE SKILL YOU TAUGHT
House Dinosaurs Before Dark Students will take turns STRATEGY AND TEXT YESTERDAY?
take turns sharing similar FROM YOUR LESSON Individual or partner
sharing their events PLAN FOR THE reading
STRUGGLING Name the text they will
thoughts of connected to READER GROUP use
what they those that were HERE
think the described in the Book title: Magic Tree
story will be book. Book title: Magic House Dinosaurs Before
Tree House Dark
about. They Dinosaurs Before
will be Dark Students will read as a
looking at the whole group
Strategy: whole
cover and
group reading
other images
throughout
the book.