of spoken rhymes together time the student says a

the students give you a syllables are in each 3 pictures with

words, and and over- syllable in the word
thumbs up or thumbs word. words that
sounds exaggerate the when spoken have the
down if they think the rhyme and see
(phonemes). students smash the
word rhymes or not. https://adventuresins which one word
rhyming words.
ball. https://heggerty.org/reso peechpathology.com doesn’t rhyme.
YOU WILL
WORK ON https://readingeggs urces/blog-post/10- /25-hands-on-ideas-
THIS .com/articles/2014- https://www.weareteac activities-to-grow-your- for-teaching- https://www.pin
STANDARD 10-15-phonemic- hers.com/phonological childs-phonological- syllabification-of- terest.com/pin/1
THROUGHOU awareness- -awareness-activities/ awareness/ words/ 0301281147418
T THE WEEK 14623/sent/?invi
IN VARIOUS
activities/
te_code=cd0c23
WAYS.
Remember: 7131f94efebaf8
phonological 542951ed3ea4&
awareness is sender=7833450
larger chunks 66344295438&s
rather than fo=1
individual
sounds.
Phonemic
Awareness Say the Beginning Beanbag Toss Punch it up. Slinkie
(5-15 Sound Sound stretching out.
minutes— scavenger hunt Say a word and have a Give the students a
DAILY)
CC.1.1.1.C Pick a letter sound It's like the board 1, 2, or 3 on each basket
word and have them Give students a
Demonstrate and see if the game chutes and and say a sound in thatpunch out each slinky and as
understanding student can find ladders. students take word and have the syllable to that word. they say a sound
of spoken an object around turns rolling a dice student identify if it is it of each word
words, and the classroom that and they have to the first second, or third
https://heggerty.org/r have them pull
sounds starts with that student say the first sound in the word. esources/blog- the slinky apart
(phonemes). • sound. sound of the picture post/10-activities-to- each time, they
Distinguish
long from short they would land on. https://www.teachstarter grow-your-childs- say a sound in
vowel sounds https://www.readin https://www.pinterest. .com/au/blog/phonemic- phonological- the word.
in spoken grockets.org/literac com/pin/11061967271 awareness-activities- awareness/
single-syllable y-home/reading- 98264675/sent/?invite for-the-classroom/ https://funinfirst
words. • Add 101-guide- _code=320be0f5ce464 .com/my-
or substitute parents/your- 2c097628318689f0dce favorite-items-
individual kindergartener/pho &sender=7833450663
sounds
for-phonemic-
nological-and- 44295438&sfo=1 awareness/
(phonemes) in phonemic-
one syllable
awareness
words to make
new words

YOU WILL
WORK ON
THIS
STANDARD
THROUGHOU
T THE WEEK
IN VARIOUS
WAYS.
REMEMBER
THAT
PHONEMIC
AWARENESS
FOCUSES ON
THE SOUNDS
IN WORDS—
IT MAY BE
Phonics (10- P P P P P
20 minutes) Letter Swat Color in the Missing sound Letter Kaboom Reading
and Word beginning sound Mat Hopscotch
Recognition Have letters on the
(10-20 board or table and Have a letter for each Have a worksheet with Have letters in a cup Create a few
minutes) give the student letter of the alphabet pictures on the left and on a popsicle stick different
CC.1.1.1. D one at a time a fly and inside of it have then in the next column and have students hopscotch
Know and swatter. Have the pictures of words that have a blank box and in say the sound and a games and in
apply grade-
teacher say a sound start with that letter the last two boxes finish word that starts with each box have a
level phonics
and word and see if the sound and some that the word. Have the that letter. word for the
analysis skills student can swat don’t and have the students use the picture student to say
in decoding the correct letter. students color in the to help them fill in the https://www.teachin when they jump
words. • pictures that start with correct letter that would gexpertise.com/class in.
Identify final-e https://readingeggs that corresponding let that word match the room-ideas/phonics-
long vowel .com/articles/2021- letter. picture. activities/ https://www.sav
words. •
Decode one-
08-15-phonics- https://funlearningforkid vas.com/index.c
and two- activities/ https://www.weareteac s.com/tons-of-free- fm?locator=PS3
syllable words hers.com/phonics- phonics-activities-for- mFs
with common activities/ kids-learning-to-read/
patterns. •
Read grade
appropriate
WR WR WR WR WR
irregularly
Charades
spelled words. Sight word Pancakes Shaving Cream Word Ladder Sight Word
Have students act Have sight words on a Put some shaving cream Have students Mini Books
NAME OF our words that brown piece of paper on the student’s desk connect a word by
DECODABLE have been and say the vocab and have them practice changing a single Have a mini
TEXT YOU introduced. words and have the spelling the words out letter at a time. word book for
WILL USE:
http://www.childre students serve it up. on their desk. each student.
ALSO
INDICATE ns-books-and- https://www.weareteac https://whatihavelearned https://numberdyslex Have the
WHICH DAYS reading.com/literac hers.com/sight-word- teaching.com/5-hands- ia.com/word- students circle
YOU WILL y-games.html activities/ sight-word-activities- recognition-games- the word, trace
READ THIS kindergarten/ activities/ the word, and
DECODABLE then write it on
TEXT IN THE
their own.
BOXES
https://www.edu
cationoutside.or
g/activities/kind
ergarten/sight-
words/

Fluency (10- Have a fluency Roll and Read

20 minutes) spinner that has Fluency: have a
CC.1.1.1. E phrases highlighted paper with on the
Read with in different colors. left the number 1-6
accuracy and
The students spin a columns and on the
fluency to
support spinner and whatever right and have six
comprehension. color it lands on is the words on the right
• Read on-level phrases they must across in each row.
text with read. There could be Have the students
 2F%2Fwww.teachersp rten.com/reading-
ayteachers.com%2FPr fluency-
oduct%2FFluency- activities/&docid=ku
Activity- xfBc-
375178&docid=1fbx9 KaF1rPM&w=960&
W6RVMMfUM&w=3 h=720&source=sh/x/
50&h=263&source=sh im/m1/3&shem=uva
%2Fx%2Fim%2Fm4 fe2
%2F3#imgrc=4EGenv
XBVbDfrM&imgdii=l
pQQ_pFAIEo2YM

Vocabulary INTRODUCE 5-8 REVIEW WORDS REVIEW WORDS REVIEW WORDS ASSESSMENT
— TIER TWO Words: Scrunched, Words: Scrunched, Words: Scrunched,
FOLLOW WORDS (LIST terrible, invisible, terrible, invisible, terrible, invisible,
THE FIVE- THOSE HERE— horrible, mistake horrible, mistake horrible, mistake 1. Which
DAY YOU DO NOT word
means to
SEQUENC NEED TO ACTIVITY
squeeze
E (by name PROVIDE THE ACTIVITY The second activity is ACTIVITY together?
only what DEFINITIONS) For my activity on the vocabulary headbands. The first activity that we a. Compress
first day of teaching the The students will be split will do is a bean bag
activities Words: b. Squash
words I would draw the into two teams. One student story toss. During this
will you do Scrunched, c. Scrunch
word activity. The will hold a note card to their activity the teacher will
each day) terrible, invisible, d. Crunch
students will have 5 blank head without seeing the card start off by giving the 2. What
based on horrible, mistake boxes on a page with the first. The other students in class a story starter. word
narrative word above it. They will the class will describe Then will toss the means the
text then draw a picture that words in the definition or beanbag to another same thing
standards: reflects the meaning of the other words that connect to student. The next as
word. Example for the the word on the student’s student will then add to
CC.1.3.1. I terrible?
word mistake a student head to help them guess the story with a sentence a.
Determine or good
could draw an eraser or a what word they have. using one of their
clarify the b. bad
meaning of picture of question marks. vocabulary words. This c. awful
unknown and This will help them will continue till d. Nice
multiple- connect that mistake SPEED ROUND everyone in their group 3. What is
meaning words means to not understand. The speed round will be for has gotten a chance to the
and phrases https://pin.it/6OuWsYI the headbands game and say one of the meaning of
based on grade- instead of 2 minutes of vocabulary words. The a mistake?
level reading seeing how many words students will use their a. To not
and content. they can get; see how many iPad to audio record understand
CC.1.3.1. J Use words they can get in 30 their stories for them to b. To be right
words and seconds and have them share with the whole c. To
phrases draw out pictures to the class. misjudge
acquired word instead of saying https://pin.it/485z2SQ d. To
through words to describe it. understand
conversations, 4. Use the
reading, and words
being read to, invisible
and responding and
to texts, horrible in
including a sentence
words that or two.
signal
connections
and
relationships Answer key: 1.C
between the 2. B 3.A
words and
phrases.
and
proficiently. different parts that story as the star. Each diagram and write on noteHave students pull from into small groups
make up the story like student will be given a cards what they think will
a jar of popsicle sticks and have them roll
the characters, light bulb, and it would go into each side of that has questions the dice and have
settings, and events. say at the top main idea difference and the related to the story on it. them answer the
Pinkalicious The students would and then in the middle of similarities. Whatever the students question that
By: Victoria make a house that the bulb they will say the pull on the card is what corresponds with
Kann & would represent details allowing the https://images.app.goo.g question they have to the number that the
Elizabeth everything from the students to write a detail l/yXaw5JFJDLwxhtny8 answer. die lands on. The
book. that supports the main https://images.app.goo.g questions will lead
Kann
https://images.app. idea. At the bottom of the l/bBbyb8d97TscFpuZ8 to students
goo.gl/5RCYYUC bulb, it will give students retelling certain
the opportunity to draw a parts of a story.
JDmk4PJZE9
picture to represent their
information. https://images.ap
https://images.app.goo p.goo.gl/E7QVXZ
.gl/ye82361mHyfJVv 7pg8JymHg67
Also, what will QX6
you do before
reading?
Before reading we
would make
predictions about
what we think
might happen in
the book. Also, we
would go over any
new vocabular
words that we will
see that the
students might not
know.
Small group Here you are
instruction teaching the
Advanced strategy from your Guided Reading INDPENEDENT CENTER CENTER
Readers lesson plan. This is GUIDED PRACTICE: PRACTICE—HOW WILL ACTIVITY ACTVITY
choose a book at a grade THEY PRACTICE THE
the TO/modeling
level above and have SKILL YOU TAUGHT
Name of part with the whole guided reading with the YESTERDAY? Students will write a The next
Book: class. teacher—guided Individual or partner story using the activity is play
Hopes and INCLUDE THE practice INCLUDE THE reading vocabulary words roll a word. In
Dreams of STANDARD BOOK TITLE AND Students will make a cause- they were given and this game
Young AND STRATEGY STRATEGY HERE and-effect list for the book shown the previous students will
Book title: Hopes and read together as a class to
people: all AND BOOK day. They will write roll the dice and
Dreams of Young People; take to guided reading with
poems HERE: all poems. the teacher. The students the story and draw write the
The strategy is cause and later on will also make a pictures to go along number down
Standards: effect. The students will cause-and-effect list based with it. Once next to the word
CC.1.2.4.E Use make a cause-and-effect off the poems they read for everyone in their that the dice
text structure to list based off the book we an independent practice. group is done with lands on. Then
read in class the day
interpret creating their stories the students will
before. Each student will
information independently make a the students will then look at the
(cause/effect) cause-and-effect list then share and read their activity list and
Eligible Content: as a group go over it and stories to their do what the
E04.B-C.2.1.2 make the list together. group. activity is
Describe the assigned for the
overall structure number they
(cause/ effect) of rolled.
people: and draw pictures to write the
the poem my life is a buried use: Hopes and dreams
when you go along with it. If treasure. of young people; when number down
hope, wish, time allows once The strategy is cause and you hope, wish, and next to the word
and trust; everyone in their effect. The students will trust; and the poem my that the dice
and my life group is done with make a cause-and-effect list life is a buried treasure. lands on. Then
is a buried creating their stories with the teacher as the Students will make a the students will
teacher ask them to guide cause-and-effect list as a
treasure the students will then look at the
questions leading them to group to the book read
share and read their come up with ideas from the together as a class to activity list and
stories to their group. story. Then each student take to guided reading do what the
will independently make a with the teacher. The activity is
cause-and-effect list then as students later on will assigned for the
a group go over it and make also make a cause-and- number they
the list together. effect list based off the
rolled.
poems they read for an
independent practice.

Struggling CENTER CENTER ACTVITY Guided Reading INDPENEDENT

Readers: ACTIVITY Students will review with GUIDED PRACTICE: PRACTICE—
The next activity is play their group and write a story choose a book at a HOW WILL
roll a word. In this game using the vocabulary words grade LIST THE THEY
Name of
students will roll the dice they were given and shown STRATEGY AND PRACTICE THE
book: Hopes the previous day. They will TEXT FROM YOUR SKILL YOU
and write the number
and dreams down next to the word write the story and draw LESSON PLAN FOR TAUGHT
of young that the dice lands on. pictures to go along with it. THE STRUGGLING YESTERDAY?
people: my Then the students will If time allows once READER GROUP Individual or
look at the activity list and everyone in their group is HERE partner reading
life is a
do what the activity is done with creating their Name of book: Hopes Name the text they
buried
assigned for the number stories the students will then and dreams of young will use. Name of
treasure and share and read their stories people: my life is a book: Hopes and
they rolled.
Haiku to their group. buried treasure and dreams of young
Haiku. people: my life is a
Begin by reintroducing buried treasure and
cause and effect and Haiku.
provide simple Students will read
examples to help them the poems by
understand. Then themselves and
explain how cause and then with a partner
effect can help us they will come up
understand what is with ideas of cause
going on in. the story and effect and after
and make it easier to they finish with a
understand the plot. Go partner they will
through the story we get together with
read together yesterday their group and
flipping through pages compare their
and pointing out specific cause-and-effect
paragraphs to see if list to see if anyone
students can find cause had any ideas, they
and effect examples might have missed.
within that paragraph.
As a group build a
whole cause and effect
list. Go through the
whole book and assign
students a different
paragraph to find a
cause-and-effect idea
after doing some