EDU 321 one week in first grade reading plan

Name:

Monday Tuesday Wednesday Thursday Friday

Pho https://www.themeasuredmom.com/ https:// https:// https:// Onset and rime
nolo simple-rhyming-game/. www.themeasuredwww.totschooli www.readingrock https://
gical mom.com/free- ng.net/ ets.org/topics/ ooliteracy.com/
Awa For this activity, students will be word-awareness-2018/02/ phonological-and- onset-and-rime-
rene provided pictures of different objects activity/. syllables- phonemic- what-do-they-
ss and be asked to say a word that popcorn- awareness/ have-to-do-
(5 rhymes with the picture they land on I would modify this sorting- articles/ with-reading-
minu as they move their counter across the activity to only activity.html. phonological- and-writing/#5-
tes
game board. In addition to saying the include pictures, awareness- Simple-Oral-
daily)
CC.1.1 word represented by the picture, they and for this I would modify instructional-and Onset-and-
.1.C can come up with another word that activity, students this activity to Rime-
Demo begins with the same letter must come up with just include Figure 3, activity A Phonological-
nstrat
e
represented by the picture they are on the word pictures, and Activities.
under incorporating the element of represented by the students will be This activity will Activity 1
standi alliteration with each picture. picture modeled in given a consist of taking a
ng of each space on top popcorn bag phrase and having For this activity,
spoke
n
of the train in with popcorn students clap out it will consist of
words creating a pieces that the words they looking for
, and sentence or story display a hear as the words the
sound sequence with picture on teacher says the teacher will say
s
(phon each picture them. On the phrase. The surrounding
emes) moving along the bag will be a teacher will first items that are
. train diagram. number that say the phrase for located around
represents the students to listen the classroom.
YOU
WILL syllables that and then the The teacher will
WORK make up the second time draw out the
ON word around the pronunciation
THIS
STAN
represented by students will clap of the onset in
DARD the given out each word the word and
THRO picture. This they hear in the then slowly add
UGHO number can phrase. An on the rime,
UT
THE serve as a example may be, then saying the
WEEK check to make “Twinkle Twinkle word all
IN sure students Little Star” together to get
VARIO
clap out the students to
US
WAYS. correct number listen to the
Reme of syllables. item/word they
mber: are looking for.
phono
logical
Students will
aware point/move to
ness is the object the
larger teacher is
chunk
s talking about
rather when it is
than identified.
indivi
dual
sound
s.
Pho https://www.boyertownasd.org/site/ https:// https:// https:// https://
nemi handlers/filedownload.ashx? www.littledotsedu www.ateachabl mamameganallysa funinfirst.com/
c moduleinstanceid=4698&dataid=5078 cation.com/post/ eteacher.com/ .com/45- my-favorite-
Awa &FileName=Fun-with-Phonemic- 2016/05/26/ice- beginning- montessori- items-for-
rene Awareness.pdf. cream-letter- phonemic- inspired-sound- phonemic-
ss sounds-printable. awareness- games/#more- awareness/.
(5-15 For this activity I shared in class, I would modify this activities-2/. 5559.
minut
es—
students will find the picture of the activity by *Bingo Daubers Students can
DAILY animal/object that matches the initial removing the Activity* This activity can be use pop-its and
) phoneme said aloud by the teacher. letter on the cone. done in the press the
CC.1.1 The teacher will present the initial This activity looks For this activity, classroom by individual
.1.C
Demo
phoneme with a riddle as well in at building an students will having individual phonemes they
nstrat getting students to look for the specific icecream cone listen to the bins for each hear a teacher
e picture associated with the phoneme. with individual breaking apart student with a few demonstrate for
under For example, students will be given scoops with of a word different objects in a given word.
standi
ng of the riddle: I start out green and turn pictures on them. based on its the bins. Students
spoke yellow, orange, or red, I start with /l/. This activity looks phonemes. For can practice saying
EDU 321 one week in first grade reading plan
Name:

n The picture they will be looking for is a at getting students example, the initial sound
words
, and
leaf. to focus on the students will an item starts with
sound initial letter sound hear the word as a whole class
s represented by happy and then with the teacher.
(phon each picture, and will stamp on
emes)
.·
students can walk their paper
Distin through this with a dauber
guish activity with the for each sound
long teacher in they hear the
from
short identifying these teacher say in
vowel individual sounds breaking the
sound for each icecream word apart into
s in
scoop. phonemes.
spoke
n
single-
syllabl
e
words
.·
Add
or
substi
tute
indivi
dual
sound
s
(phon
emes)
in one
syllabl
e
words
to
make
new
words

YOU
WILL
WORK
ON
THIS
STAN
DARD
THRO
UGHO
UT
THE
WEEK
IN
VARIO
US
WAYS.
REME
MBER
THAT
PHON
EMIC
AWAR
ENESS
FOCU
SES
ON
THE
SOUN
DS IN
WOR
DS—
IT
MAY
BE
DONE
ORALL
Y OR
CAN
BE
DONE
IN
CONJ
EDU 321 one week in first grade reading plan
Name:

UNCTI
ON
WITH
PHON
ICS
INSTR
UCTIO
N
WHIC
H
RELAT
ES TO
PRINT
ED
WOR
DS
Pho Activity presented P P P P
nics in class; idea generated from phonics https:// https:// https://
(10- cards used in our class. For this https:// masandpas.co www.icanteachmy smittenwithfirst
20 activity, the teacher will present an theimaginationtree m/fun-with- child.com/sound- blog.com/
min alphabet but just with pictures .com/phonics- phonics- parking-lot/. phonics-stem-
utes) representing the letters. The students activity-sorting- magnetic- sound-kits/.
and will be handed a few close pins with baskets/. fishing-game/. Students can be
Wor letters on them. As the teacher goes given a few toy Students can
d through each letter, its sound, and the For this activity, The teacher cars with a letter create an
Reco picture that corresponds, the student you could use the can do this on them. To individual letter
gniti with that letter will come up to the same bins or new activity as a change it, students out of popsicle
on front of the room and clip their close bins that have whole class, can then practice sticks in
(10- pin over top of the correct picture in different objects, having students parking their letter focusing on the
20 matching it with its letter. but then you can come up to the with a picture in structure of
min add the letter onto room and use identifying the one, individual
utes) the bin to the fishing pole written letter letter. Students
CC.1.1 represent what to select the represented by can then
.1.D
Know
each object’s letter letter on the the picture. This present their
and begins with. fish that they activity could also letter with the
apply are asked to be used for word rest of the class
grade- find. recognition in in identifying
level
phoni
ordering the cars how the letters
cs and in the correct are structured
word order to make a or put together.
analys word they have
is
skills seen before.
in
decod WR WR WR WR WR
ing
words
https:// http:// https:// https:// https://
.· www.schooltimesnippets.com/ www.thehappytea theimagination thekindergartens katelynslearning
Identif 2016/05/sight-word-game-high- cher.co/ tree.com/sight- morgasboard.com studio.com/
y five.html. 2017/08/word- word- /2018/07/sight- 2023/05/multi-
final-e
long
work-spelling- activity-.pirate- word-practice- syllabic-words/.
vowel The students can practice identifying with-pool- sight-word- sight-word-ball-
words sight words by giving a high five to the noodles.html. treasure-hunt/. pit.html. For this activity,
.· hand with the word they are looking it can be slightly
Decod
e one- for on the sight word wall. The students can Students can Students can changed and
and use cut-up pool go on a practice sight students can
two- noodles with an treasure hunt words by pulling use just white
syllabl
individual letter on by finding the out a ball from a boards and
e
words them and place correct word bin at random markers to
with them on a paper and then place with a sight word. practice
comm towel roll in order it in the chest It can get students chunking words
on
patter
in putting together to pull them to think through a into different
ns. · a word. out at random word without the sections and
Read the next time teacher first saying then putting
grade to further a word. them back
appro
priate
practice together.
irregul identifying the *The students can
arly words. even do this with
spelle the book they will
d
words discover later on
. in focusing on
EDU 321 one week in first grade reading plan
Name:

NAME vocabulary. They

OF
DECO
can focus on the
DABLE words: letter, land,
TEXT cream, cool, care,
YOU room, dream, and
WILL
USE:
blab from the
ALSO book My Great-
INDIC Aunt Arizona by
ATE Gloria Houston
WHIC
H and illustrated by
DAYS Susan Condie
YOU Lamb.
WILL
READ
THIS
DECO
DABLE
TEXT
IN
THE
BOXES
Flue https:// https://
ncy www.tejedastots.c www.learning-
(10- om/15-easy- loft.com/blogs/
20 activities-to- learning-loft-
min increase-fluency/. blog/benefits-of-
utes) fluency-phones-
CC.1.1 For this activity, reading-helper-
.1.E
Read
students will be for-kids.
with given a text where
accura they can practice Students can read
cy and prosody by rolling with fluency
fluenc
y to
a dice and then phones to practice
suppo reading in the listening to their
rt voice the dice reading. This can
compr provides. This be used for
ehensi
on. · same activity can practicing reading
Read be applied to a in a loud and quiet
on- text that doesn’t voice
level
allow for as many independently
text
with opportunities to while reading a
purpo practice using text in class. This
se and prosody to show also results in
under
standi
how prosody can students paying
ng. · be used in various close attention to
Read contexts for their reading to
on- reading and allow for
level
text understanding comprehension.
orally where some
with aspects of prosody
accura are more
cy,
appro appropriate than
priate others for a
rate, reading context.
and
expre
ssion
on
succes
sive
readin
gs. ·
Use
conte
xt to
confir
m or
self-
correc
t word
recog
nition
EDU 321 one week in first grade reading plan
Name:

and
under
standi
ng,
rerea
ding
as
neces
sary
Voca INTRODUCE 5-8 TIER TWO WORDS REVIEW WORDS REVIEW REVIEW WORDS ASSESSMENT
bula (LIST THOSE HERE—YOU DO NOT WORDS
ry— NEED TO PROVIDE THE DEFINITIONS) For reviewing Pair Share Pair For reviewing the The written
FOLL vocabulary words of Sentences vocabulary words, assessment will
OW For day 1, I would introduce the from the book, My For reviewing students will play consist of a mix
THE following tier 2 words from the book Great-Aunt the vocabulary vocab tic-tac-toe, of multiple-
FIVE My Great-Aunt Arizona: Arizona students words, where students choice, fill-in-
DAY will play Quizizz on students will be will be split into the-blank, and
SEQ 1) Letter their put into groups two teams and matching
UEN iPads/Chromebook of two and need to provide questions.
CE 2) Land s. The teacher will write out two the correct Students will
(by project a Quizizz sentences for definition for a have 10-15
nam 3) Cream game onto the their given word to be able to minutes to
e board that word on a place down an “X” complete the
only 4) Cool students will combined or “O” on the tic- assessment.
wha follow on their paper for their tac-toe board to
t 5) Care devices. Students group. Each play tic-tac-toe.
activ will look to the student must
ities 6) Room board for a series write out one
will of questions sentence. For
you 7) Dream related to each of example, if ACTIVITY
do the vocabulary students are Vocab Pictionary
each 8) Blab words, and then assigned the Students will have
day) students will have word (letter), the opportunity to
base a mix of answer they may come up to the
d on *Sites used for idea inspiration for formats, where provide the board if they like
narr following activities: they will either sentences: 1. to draw a word
ative https://katelynslearningstudio.com/20 select the correct The Post Office shown to them
text 23/10/vocabulary-activities/. word or definition has a lot of individually on an
stan or type in the letters that it index card by the
dard https://cieraharristeaching.com/ correct word or sorts through. teacher that the
s: 2019/06/vocabulary-games-for-any- definition on their 2) You can rest of the class
CC.1.3 word-list.html/. devices. The write a letter to has to guess. For
.1.I
review game will a friend. After example, the
Deter
mine take about 10 5-7 minutes, teacher will show
or minutes. students will the word blab on
clarify also share their the index card,
the
meani
sentences once and a student may
ng of they are draw a person
unkno ACTIVITY finished with with a speech
wn Semantic Map the whole class bubble. Students
and
multip
For this activity, so all students who aren’t at the
le- the teacher will can hear the board can shout
meani write a word in the ways their out the vocabulary
ng middle of the peers used the word as soon as
words
and board, such as words in a they identify it,
phras cream. Students sentence. and students can
es will come to the refer to their
based
on
board voluntarily, vocabulary sheet
grade- one at a time, and for their
level write a word ACTIVITY vocabulary words.
readin connecting off the Who am I? The teacher will go
g and
conte
word cream with a Students will through all the
nt. line drawn from be divided into vocabulary words.
CC.1.3 the word cream two teams. The This activity will
.1.J and then the word teacher will take about 10
Use
words they want to read a few minutes.
and describe or relate descriptions of
phras to the word cream a word, such as
EDU 321 one week in first grade reading plan
Name:

es on the other end from the above

acquir
ed
of the line they example for
throu draw. For example, cream: I am
gh students might sweet, soft, and
conve add the words soft, melt. Students
rsatio
ns,
sweet, and melts will answer
readin in describing the aloud in
g, and word cream. identifying a
being Students could vocabulary
read
to, also relate the word to the
and word freezer to provided clues
respo cream, which by the teacher,
nding
keeps the dessert and students
to
texts, cold and from will have access
includ melting. Students to their
ing will add up to vocabulary
words
that
three words to sheet to
signal connect to the reference the
conne vocabulary word. words. The first
ctions These connections student to
and
relatio with the semantic answer aloud
nships map provide a with the
betwe more expanded correct
en the
view of the word’s vocabulary
words
and context. The word from
phras teacher will their
es. complete this vocabulary
same process for sheet must
each word (letter, read the
land, cool, care, teacher the
room, dream, definition of
blab). This activity the correct
will take 10 to no vocabulary
more than 15 word listed on
minutes. their sheet to
reinforce the
definition of
the word,
which allows
the whole class
an opportunity
to hear the
correct
definition for
the word once
again. The
teacher will
keep track of
each team’s
score on the
board. This
activity will
take about 10
minutes, with
the teacher
covering each
vocabulary
word.

SPEED ROUND
Spot-It
The teacher
will read aloud
the definition
of one of the
vocabulary
EDU 321 one week in first grade reading plan
Name:

words from the

vocabulary
sheet, and
students will
need to locate
the word
represented by
the picture on
either of the
two circles
passed out to
them by the
teacher.
Students will
shout out the
number
corresponding
to the correct
picture for the
vocabulary
word they need
to find. This
activity will
take about 5
minutes.
EDU 321 one week in first grade reading plan
Name:

Com CC.1.3.1.G Use illustrations and details in a story CC.1.3.1.B Ask and CC.1.3.1.H Compare CC.1.5.1.B Confirm CC.1.3.1.A Retell
preh to describe characters, setting, or events. answer questions about and contrast the understanding of a text stories, including key
Book: My Great-Aunt Arizona: key details in a text. adventures and read aloud by asking details, and
ensi experiences of and answering demonstrate
on Students will answer the characters in questions about key understanding of
CC.1.3 Also, what will you do before reading? following set of stories. details and requesting their central
.1.K questions by the clarification if message or lesson
Read teacher conducting an Students will work something is not
Before reading, I will go over the cover of the
and interview with a few in groups and understood. Students will act out
book and point out the setting and how it students in the class and create a poster that portions of the story
compr
ehend might relate to the story. students must point to compares both Students will answer in further connecting
literat where in the book they books. the following set of to the emotions and
ure on During reading, I will ask students what they find their answer or can questions by descriptions as
grade notice about the background, from the land infer their answer: The students will conducting interviews portrayed by the
level, outdoors on Arizona’s childhood property first compare the with a peer and asking book.
readin and her time at school, to her new life on the 1. What desert did story of Arizona each other the
g land she once grew up on and then her being Arizona make from when she was following set of They can act out
indep a teacher in her own classroom. with her mom? younger to later in questions and students various scenes from
enden life. will record their different stages of
tly 2. What job does answers in their Arizona’s life in
Following the reading of the story, students
and Arizona have notebooks and then putting major events
will draw three separate The students will
profici when she report back and share from her life story
settings/backgrounds from the book in then compare and
ently. becomes older? the answers their peer together in order.
describing a few events that took place in contrast the book
provided:
breaking apart parts from the story and then to the story of Little
3. Where are
Red Riding Hood
putting the story back together. Students will some places in 6. What are some
The and write down and
be asked to place the pictures they draw in the book that
draw out any
faraway places
Kite, order. look like the
similarities and
you would like
from setting of to travel to?
differences they see
another book
Days you have read?
between the plot
and setting of both
with 7. Where are
stories.
Frog some faraway
4. Where are places you
and
some faraway think Arizona
Toad places you think dreams of
By, Arizona dreams traveling to?
Arno of traveling to?
8. If you were to
ld write a story
Lobe 5. Why do you about your life,
l think the author what would you
chose to show include in your
Arizona’s life story?
from when she
was a young girl
up until she 9. Why do you
passed away? think the
author chose to
show Arizona’s
life from when
she was a
young girl up
until she passed
away?

Smal Here you are teaching the strategy

l from your lesson plan. This is the
grou TO/modeling part with the whole class
p INCLUDE THE STANDARD AND
instr STRATEGY AND BOOK HERE
uctio
n
EDU 321 one week in first grade reading plan
Name:

Adva CC.1.2.2.G Explain how graphic Guided Reading GUIDED INDPENEDENT CENTER ACTIVITY CENTER
representations contribute to and clarify a PRACTICE: choose a PRACTICE—HOW
nced text. book at a grade level WILL THEY
ACTVITY
Read above and have guided PRACTICE THE SKILL Students will place a
Our Class is a Family by Shannon Olsen and checkmark on the Students will
ers reading with the YOU TAUGHT
Sandie Sonke teacher—guided YESTERDAY? tape chart on the record a video
practice INCLUDE THE Individual or floor for each number talking about ways
Nam Students will be asked by the teacher to focus on BOOK TITLE AND partner reading in response to a set of they can help one
e of how the pictures and the words on each page STRATEGY HERE Name the text they statements/questions another and in
Boo work together to allow for an understanding of will use related to the main their school
the text.
k: idea of the whole environment that
Students will be asked Students will re- group book; for they learned about
by the teacher to read example, students in the whole group
focus on how the Our Class is a will look at a set of book Our Class is a
pictures and the Family by statements/questions Family and other
words on each page Shannon Olsen that ask if a certain ways they are
work together to and Sandie Sonke action could be one already familiar
allow for an and pay close that can be with helping
understanding of the attention to how accomplished at others. For
text. the pictures and school, at home, or in example, students
words work public outside of will mention
Students will read the together to allow school in relation to examples of
text to themselves, for an how they might view helping at home,
and then the teacher understanding of the actions in their outside of school
will ask the students, the text. own lives and in the activities, on a
“What do you believe world around them. sports team, etc.
the main idea of the One example may be Students will then
story is, and how do recycling, which can talk about which
you know?” be done at home, ways they believe
school, and out in are the most
public, and students helpful for each
will place a area in their day-
checkmark in each to-day lives.
column for home,
school, and public.
EDU 321 one week in first grade reading plan
Name:

Aver CENTER ACTVITY Guided Reading INDPENEDENT CENTER

GUIDED PRACTICE: PRACTICE—HOW WILL
age LIST THE SKILL AND THEY PRACTICE THE
ACTVITY
Read Students will place a TEXT FROM YOUR SKILL YOU TAUGHT
ers checkmark on the LESSON PLAN FOR YESTERDAY? Students will
tape chart on the THE AVERAGE Individual or partnerrecord a video
floor for each number READER GROUP reading talking about ways
Nam in response to a set of Name the text they will
they can help one
e of statements/questions use another and in
Boo related to the main their school
k: idea of the whole Students will re-read environment that
group book; for Students will be Our Class is a Family they learned about
example, students will asked by the by Shannon Olsen in the whole group
look at a set of teacher to focus and Sandie Sonke and book Our Class is a
statements/questions on how the pay close attention to Family and other
that ask if a certain pictures and the how the pictures and ways they are
action could be one words on each words work together already familiar
that can be page work to allow for an with helping
accomplished at together to allow understanding of the others. For
school, at home, or in for an text. example, students
public outside of understanding of will mention
school in relation to the text. examples of
how they might view helping at home,
the actions in their Students will work
outside of school
own lives and in the through the story
activities, on a
world around them. by reading aloud
sports team, etc.
One example may be quietly, and the
Students will then
recycling, which can teacher will
talk about which
be done at home, occasionally ask
ways they believe
school, and out in each student a
are the most
public, and students question
helpful for each
will place a checkmark pertaining to,
area in their day-
in each column for to-day lives.
home, school, and “What are you
public. reading about on
this page, and
what do you
notice on this
page that allows
you to determine
its meaning?”
EDU 321 one week in first grade reading plan
Name:

Stru CENTER ACTIVITY CENTER Guided Reading INDPENEDENT

GUIDED PRACTICE: PRACTICE—HOW
gglin ACTVITY choose a book at a WILL THEY PRACTICE
g Students will record a grade LIST THE THE SKILL YOU
Read video talking about Students will STRATEGY AND TEXT TAUGHT
ways they can help place a checkmark FROM YOUR LESSON YESTERDAY?
ers:
one another and in on the tape chart PLAN FOR THE Individual or partner
their school on the floor for STRUGGLING READER reading
Nam environment that each number in GROUP HERE Name the text they
e of they learned about in response to a set will use
book the whole group book of Students will be
Our Class is a Family statements/questi asked by the teacher Students will re-
and other ways they ons related to the to focus on how the read
are already familiar main idea of the pictures and the Our Class is a
with helping others. whole group words on each page Family by Shannon
For example, students book; for work together to Olsen and Sandie
will mention examples example, students allow for an Sonke and pay
of helping at home, will look at a set understanding of the close attention to
outside of school of text. how the pictures
activities, on a sports statements/questi and words work
team, etc. Students ons that ask if a Students will work together to allow
will then talk about certain action through the story by for an
which ways they could be one that reading aloud quietly, understanding of
believe are the most can be and the teacher will the text.
helpful for each area accomplished at occasionally ask each
in their day-to-day school, at home, student a question
lives. or in public pertaining to,
outside of school
in relation to how “What are you
they might view reading about on this
the actions in page, and what do
their own lives you notice on this
and in the world page that allows you
around them. One to determine its
example may be meaning?”
recycling, which
can be done at
home, school, and
out in public, and
students will place
a checkmark in
each column for
home, school, and
public.