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1st Grade Unit 2 Week 1 Lessons. Lessons for each day of the week. The activities are easy to read, organized into steps, and
scripted so a lot of the work is done for you! They also work well for sub plans or plans that need to be turned in. Each lesson
includes learning targets, group activities, independent activities, and a scripted style lesson. The lessons cover:

Unit 2 Week 1
-Day 1: Essential Question, Oral Vocabulary, Collaborative Conversation, Listening Comprehension,
Comprehension Strategy, Phonics and Spelling
-Day 2: Oral Vocabulary, Shared Read, and High Frequency Words
-Day 3: Comprehension Skill, reread Shared Read, Literature Anthology reading and skill application
-Day 4: Close reading/audio reading with the Literature Anthology/respond to reading questions/comprehension
assessment
*Day 5: Assessment/Centers (vocabulary/comprehension/spelling assessments, wonders online, leveled readers)

BONUS: List of weekly spelling words ready to display or print out for students!

You will need to supplement these lessons with the curriculum resources such as Wonders online, teacher guides, printables,
and the Readers Workshop books/Literature Anthology. To add to Day 2 (vocab practice) I often find additional vocabulary
sheets for practice here on TPT or on other sites. These lessons gave me a much more concrete plan to follow than the guides
provided and I hope they help you and your learners as well!

*Please leave me feedback as to how I can update these lesson plans to support you! I can guide you through any questions you
might have.

*Please note these lessons were scripted using the 2014 edition, however, many teachers still find they transfer over. Please
preview before purchasing- returns are not accepted for electronic content. Thank you!

Unit: 2 Week: 1 Day: Day 1

 EQ: What jobs need to be done in a community? Genre: Realistic Fiction

Learning Target: I can talk about what jobs need to be done in a community by having a collaborative conversation.

Materials: Digital Resources or print resources, Differentiated Spelling Lists, Practice Book, CC Chart, Egg Sound Spelling card

Activity Weekly Opener/ Essential Question Materials/Support

Connect Readers, last week we learned about how our bodies move! Students at the
CARPET

Teaching Today we are starting Unit 2. Unit 2 is all about what

Point makes a community. We will learn many things. This week
we will begin by looking at what jobs need to be done in a
community.
Introduce EQ Let’s take a look at our essential question: What jobs need Digital resources:
to be done in a community? (show on Screen)
Essential Question,
Oral Vocab To help us talk about communities and jobs, I am going to photographs, Weekly
Opener Video
share some words we can use: occupation and community.
Occupation-a job that someone does. Community is a place or
and the people who live in it. My occupation is teaching and
you are all a part of my school community! Reading/Writing
Workshop Book pg 8-
What occupation would you like to have when you grow 9
up?

Take a look at the photograph. What is this man’s

occupation? Why does this job need to be done?
 Jobs help people get what they need.
 People work and have occupations in a community
that keep it running smoothly.
Watch Video/look at Photos included in the digital
resources
Collaborative Conversations
Collaborative Model a Collaborative Conversation and create a poster Chart T9 (Add New Ideas)
Conversation from the tips on page T9
Add New Ideas: stay on
We are going to have a collaborative conversation. topic. Connect your ideas
and experiences to
others.
 What kinds of jobs do people do in our classroom?
 How do they help our classroom community?

Be ready to share out your ideas.

Listening Comprehension
Introduce We will be listening to a realistic fictional story about a cow
that always waits for the mail carrier!
Read Aloud Literature Big Book: “Millie Waits for the Mail” Digital Resources:

Concepts of Print: Ellipses and Dashes “Millie Waits for the

Mail”
Remember, we read from left to right, moving from the top
Or
line to the bottom line. When we read today, we will see
dashes and ellipses. A dash at the end of the last line on a Literature Big Book
page means that the sentence continues on the next page.
Ellipses are three dots that means the sentence will
continue.

Comprehension Strategy: Make and Confirm Predictions

As we listen, you can use the text and illustrations to make

predictions about what will happen next! Then after
reading, you can find out whether your prediction was
correct!

Model making and confirming predictions as you read or

listen to the text.

Collaborative  With your partner, share what you learned about

Conversation Millie and the mail carrier.
 What predictions did you make as you listened? Were
they correct?

Group Share out

Phonics and Spelling

Introduce Last week we studied blends. This week we will be looking Egg Sound Spelling
phonics at a new sound. This is the egg-sound spelling card. The Card-short e
sound is /e/. This is the sound in the beginning of the word
‘egg’. Listen: /eeeg/ egg.
 The sound is spelled with the letter e but also PB 51 (optional)
sometimes it is spelled with the letters ea. Today we
Day 1 Phonics
will practice with the two spellings for the /e/ sound.
Practice Activity
 Look at the word I wrote: set. This is the letter s it (optional)
stands for /s/. This is the letter e. It stands for /e/.
This is the letter /t/ it stands for /t/. Listen as I blend
these sounds together: /ssseeet/. Say it with me.
 This word has the short e sound, /e/ in the middle of
the word. Let’s look at some others!

Model the same routine with the words: beg, neck, and
Practice sweat.

Dictation/writing Routine (write the letter and say the

sound 5 times) This can be done on white boards, in their
Reading Journals, or on the back of Practice Book pg. 51 if
you decide to have them complete that PB page.

You can lead students through the routine on pg. T13 for
the Day 1 Phonics practice activity to blend words with
short e.
Spelling Here are this week’s spelling words. Each week we will have Spelling Lists 2.1
a new list of words that will help us understand our stories Orange, Blue, Green
better.

Model an activity of your choosing to have them practice

words. Differentiated lists for each level are included for
you here at the end of each week. Challenge words will be
added in later units.

Unit: 2 Week: 1 Day: Day 2___

EQ: What jobs need to be done in a community? Genre: Realistic Fiction

Learning Target: I can use vocabulary words and high frequency words to help me understand a new text.

Materials: Workshop Book, vocab cards, word dictionaries high frequency word cards
Activity Vocabulary/Shared Read Materials/Support
Connect Readers yesterday we talked about jobs and Students at Carpet
communities. We also practiced our spelling words and
looked at words with the /e/ sound.
Teaching Point Today, we are going to learn some vocabulary words
and high frequency words to help us understand a new
story!
Vocabulary Display each visual vocabulary card one at a time. Say Digital resources:
Routine (with the word and have students repeat it. Then use the Visual Glossary
Oral vocabulary define/Example/Ask routine on the cards (also on Or
words) community, T20). After you have gone over all the words, have
occupation, students return to their seats and copy you as you Visual Vocabulary
astonishing,
equipment,
write each word down in a Word Dictionary (little cards
fortunately bound books that are alphabetized- you can easily
Optional: word
make these or order online). You can also use online dictionaries (not in
resources and play: Define, Example, Ask for the vocab Wonders but a great
routine if you wish. addition!)
Shared Reading We are now going to read our shared reading this week Digital resources:
and look for our new vocabulary words. This week our “Good Job, Ben!”
story is realistic fiction which means it is a made-up Or
story with imaginary characters and events. It will be a
story that COULD happen in real life. It will have a Workshop Books
beginning, middle, and end. Pg. 14-23

As we read “Good Job, Ben!” look for ideas that help

you answer our essential question about what jobs
people have in a community.

Students put away Word Dictionaries and get

Workshop Books. Read Aloud the text as a class. Stop
after each page to discuss what they have learned
about what jobs people have in a community. You can
also discuss vocabulary, and ask questions as you go.
Examples:
 Pages 16-17: Who is doing a job here?
 Pages 18-19: What job does the woman have?
How does she help people?
 Pages 20-21: What jobs do people on these pages
have?
 Pages 22-23: How does Miss Glenn help Ben?
High Frequency In addition to our vocabulary words we are going to Back wall –posted
Word Work have some high frequency words to focus on this week. words (optional)
These words will be on the word wall. We will read and
 write these words often.

I am going to share our 4 words. As I call out each word High Frequency Word
Cards (choose any or
on our word wall, locate the word on the wall with your the 5 suggested for
eyes. After I have said the word we are going to clap the week) again,
(snap or cheer) the word. help, new, there, use

Ex) Blue B-L-U-E –blue!

Now we are going to go to our seats and write these

words in our journals. Watch me as I carefully write
each word and then fence the word in to make sure my
letter shapes are correct.

Model saying each word aloud and writing it in the

Reading Journal
Reading Journal.
Extra Enrichment  High Frequency Words in Sentences with a High Frequency
Activities Partner Words
PB 52
 Play a Vocabulary or Word Work Game Digital Resources:
 High Frequency PB page 52 Word Work or
 Grammar Workbook Vocabulary

Unit: 2 Week: 1 Day: Day 3___

EQ: What jobs need to be done in a community? Genre: Realistic Fiction

Learning Target: I can practice being a good reader by finding the characters, setting, and events as I read.

Materials: Reading Journals, Anthology/Workshop book, Chart: Characters, Setting, Events- teacher created

Activity Comprehension Skill/Anthology Reading Materials/Support

Connect Readers yesterday we learned some vocabulary words Reading Journals
(plain notebooks
and high frequency words to help us understand a story. dedicated to reading
work/notes)
Teaching Point Today, we are going to find the characters, setting, and Reading Journal
events as we read a new story. Watch me as I show you Chart: Key Details T27
or
how this works with the story we read yesterday, “Good
Workshop Book pg.
Job, Ben!” 24-25
Model the skill Create a chart using key points from page T27 in the Reading Journal
guide or display pg. 24-25 in the workshop books. One Chart:
example chart is to the right. Read the chart as a class Characters a person
then model rereading “Good Job, Ben!” and how to or animal in a story
write down the characters, setting, and events in your
Reading Journal. Setting: where a story
takes place
As I read pages 16 and 17 I can find the characters,
setting, and some events to add to my chart! The picture Events: what happen
in a story
shows the characters Mom and Ben, the text says they
are heading to town, so this is an event. What is the
setting? Workshop Book 24-
25
Characters – Ben and Mom
Setting- at the bus stop
Event- They are going to town
Trying it on Now it is your turn. Open your journals to the first blank Seats
page and let’s put our heading and make our Anthology books
characters, setting, and events chart. We may need to “The Red Hat” pg. 6
add more boxes as we go and the characters or setting
changes!

Students return to seats and watch you as you show

them how to create a heading and Characters, Setting,
Events Chart (I used the chart shown on page T27 as an
example). After, have students get their Anthology
books.
What do you predict the story will be about? Let’s read
to page 9 of “The Red Hat” and then write down any
characters, settings, or events we come across. Read up
to page 9. Who is the main character? (Jen) Where is
she? (outside a firehouse) What event has happened?
(she gets a hat). Let’s add these to our chart!

(pg. 9)
Character- Jen
Setting- Outside a firehouse
Event- She gets a hat
 (pg 10) Remember, the pictures give important
information too and can help us learn things about the
characters, setting, and events. Look at the picture on
page 10. The text says Jen is in bed. Where is she
sleeping when the fire bell rings? (the firehouse). We
can tell because the picture helps us know-we see a bell
on the wall and a pole in the room.

Where is Jen now? What is happening there? What does

Jen do? Let’s add these details to our chart.

(pg. 13)
Character- Jen
Setting- At a fire
Event- She helps put out a fire

Look at page 14. Where is Jen? Look at page 15. Where

is she now? What event happens?

(pg. 14)
Character- Jen
Setting- Inside the firehouse
Event- the fire bell rings

Turn and tell a partner about where Jen is and what

event just happened. We can add those ideas to our
chart! Take a look at all of our good reading work
finding the characters, settings, and events in the story!

(pg. 18)
Character- Jen
Setting- At a house
Event- She saves a cat from a tree

Respond to the Let’s look at the Respond to the Text questions together Reading Journal
Text as a class. We will focus on the last question. How does Anthology Book pg.
21
Jen help her community?

Verbally share aloud or model writing down responses

in the journal.
Extra:  Read about the Author: Vincent Nguyen Anthology Book
Enrichment  Work in the Grammar Book (created from Grammar Book
Spelling Lists
Activities grammar pages in the resources section online) Digital Resources
 Spelling Words Letter cards
 Phonological Awareness game
 Letter Cards- flash cards and students say sounds

Unit: 2 Week: 1 Day: Day 4___

EQ: What jobs need to be done in a community? Genre: Realistic Fiction

Learning Target: I can show what I know by rereading the text and answering questions.

Materials: Literature Anthology, Comprehension Test, Answer Key

Activity Anthology Reading/Comprehension Test Materials/Support

Connect Readers yesterday we practiced finding the characters, Display: Digital
Resources
setting, and events as we read about what Jen does to
help her community.
Teaching Point Today, we are going to read this text again and then
take a test to show what we have learned this week!
Reread or Listen Call students to the carpet. Play the audio version of Comprehension Test
to the Text- the text aloud. Discuss the text as you read and found in the Weekly
Assessments
preview test preview the comprehension questions before to guide
workbook. Use to
questions discussion with students. I ask the students the guide your questions.
questions directly from the test. I often add a bonus
question of my own as well that incorporates the
Comprehension skill or strategy for the week and
makes the test a level 4. “The Red Hat”
Possible Discussion topics: displayed digitally
 Genre
 Key Details
 Characters, setting, events
 Making predictions
 Occupations
 Concepts of Print
 Essential question
 Vocab, ect.
Break BRAIN BREAK- Yoga or GoNoodle Break Activity
Test Handouts
Test Give the Comprehension Test: available in online
resources: Selection Tests or the Weekly Assessments
workbook

Extra Enrichment Correct the test together so the students can receive Correcting Tools
Activities feedback right away! Grammar Book

Work on Grammar Book Pages as a whole Class

Day 5: Reading Centers for assessment/enrichment (This is ONE
example and tweak as needed) or you may simply give the vocab and
spelling tests and have kids read the leveled readers.
4 groups with 6 students per group
15 minutes for a full hour or 20 minutes for 80 min
Time Location Activity Guided by
15 min. Small table Vocab Test Teacher
15 min Hallway Spelling Test Parent Volunteer
15 min Student Desks Posters/Project Parent Volunteer
15 min Student Desks Computers/ Parent Volunteer
Games

 Poster project is available in the teacher guide at the end of

each week under ‘Integrate ideas’. Students create a poster in
partner pairs that ties into the weekly essential question.
 Leveled Readers can be added in as a center.
 Listening Centers can be added in as a center.
 Computers can be 2 rotations long so students get 30 minutes.
Groups Template Example

Vocab Test Spelling Test Project Computers

Green Group Blue Group Orange Group Purple Group
Blue Group Orange Group Purple Group Green Group
Orange Group Purple Group Green Group Blue Group
Purple Group Green Group Blue Group Orange Group

Leveled Readers
Orange- Pick Up Day
Blue – Ben Brings the Mail
Green- At Work with Mom
Purple- Ben Brings the Mail

head

hen
men

read

2.1 Orange

beg

bread
head

hen

leg

men

2.1 Blue

beg

bread
head

hen

leg

men

sled

spread 2.1 Green