EDU 321 one week in first grade reading plan

Name:

Monday Tuesday Wednesday Thursday Friday

Phonological
Awareness
(5 minutes daily)
CC.1.1.1.C Demonstrate
understanding of spoken
words, and sounds
(phonemes).
YOU WILL WORK ON THIS
STANDARD THROUGHOUT
THE WEEK IN VARIOUS
WAYS. Remember:
phonological awareness is
larger chunks rather than
individual sounds.
Read a simple rhyming book or poem Provide the child with a list of rhyming Create simple Students can draw
to the child. Point out the rhyming word pairs, such as "cat-hat," "dog-
Play rhyming
sentences with pictures of objects
words as you read. log," "cake-snake," and "sun-fun."
games with the rhyming words. For that rhyme or cut out
Practice saying and identifying rhyming Have the child practice saying each child. For example, "The cat in rhyming pictures
words. For example, "cat" and "hat" pair of rhyming words aloud. example, you the hat sat on the found in magazines
rhyme. Encourage the child to come up with mat." and place them in
can play "I Spy"
their own rhyming word pairs. Read these sentences their books.
with rhyming
https://www.readingrockets.org/ to the child,
classroom/classroom-strategies/ https://www.readingrockets.org/ words, where emphasizing the https://
rhyming-games classroom/classroom-strategies/ one person says, rhyming words. www.readingrockets.o
rhyming-games "I spy something Have the child listen rg/classroom/
for and identify the classroom-strategies/
that rhymes with rhyming words in the rhyming-games
'pen'" (answer: sentences.
hen).
https://
www.eslbuzz.com/
https:// words-that-rhyme-
www.pbs.org/ with-back/
parents/crafts-
and-
experiments/
play-i-spy-with-
a-rhyming-twist

Phonemic Awareness Start with a nature walk or a Read a rhyming book or Prepare jars with Create bingo Read a short story
(5-15 minutes—DAILY) walk around the school. poem together. Point out the small objects cards with that includes one-
Encourage children to listen words that rhyme. representing pictures or syllable words.
CC.1.1.1.C Demonstrate
carefully to the sounds they Have children come up with words (e.g., a words that can Pause after
understanding of spoken
reading a word
words, and sounds hear. their own sets of rhyming toy cat, a hat, a be segmented
and have children
(phonemes). · Distinguish When you return, discuss the words. For example, "cat," bat). into sounds segment the
long from short vowel sounds sounds they heard and make "hat," "bat." Have children (e.g., cat, dog, sounds. For
in spoken single-syllable a list on a chart. For example, pick a jar, take sun). example, when
words. · Add or substitute "bird" can be broken into https:// out an object, Call out the reading "cat," ask
individual sounds /b/, /i/, /r/, /d/. redir.booklibrary.website/ and say the individual them to identify
(phonemes) in one syllable library/rhyming-words- name of the sounds, and the sounds /c/,
words to make new words (original idea) worksheets-for- object, children need to /a/, /t/.
preschoolers.pdf segmenting the blend them to After reading,
YOU WILL WORK ON THIS sounds in it identify and provide a mix of
STANDARD THROUGHOUT (e.g., /c/, /a/, /t/ mark the letter cards and
THE WEEK IN VARIOUS ask children to
for "cat"). corresponding
WAYS. REMEMBER THAT build words from
word on their the sounds they
PHONEMIC AWARENESS (original idea) bingo cards. segmented. For
FOCUSES ON THE SOUNDS IN
example, they can
WORDS—IT MAY BE DONE https:// use letter cards to
ORALLY OR CAN BE DONE IN www.readingroc spell "cat."
CONJUNCTION WITH kets.org/
PHONICS INSTRUCTION classroom/ https://
WHICH RELATES TO PRINTED classroom- www.readingroc
WORDS strategies/ kets.org/
blending-and- classroom/
segmenting- classroom-
games strategies/
blending-and-
segmenting-
games

Phonics (10-20 P P P P P
minutes) and Word Sing the alphabet song Choose a letter as you’re Provide short Have your child Introduce a few
Recognition (10-20 together to familiarize walking into the store. Make words that use a finger to common sight
students with the order of a game of finding things in contain the letter trace a letter words (e.g.,
minutes) letters in the alphabet. the store that start with that "A," and have while saying the "the," "and,"
CC.1.1.1.D Know and apply Allow students to practice letter. For example, for the students try to letter’s sound. "is") that can't be
grade-level phonics and word tracing the letter "A" with letter “A” you could find read them. Your child can sounded out
analysis skills in decoding their fingers or using writing apple and avocado. Read a simple trace on paper, phonetically.
words. · Identify final-e long tools. Emphasize the letter “A” and story or book in sand, or on a Practice
vowel words. · Decode one- https:// the sound it makes with each that incorporates plate of sugar. recognizing and
and two-syllable words with www.readingrockets.org/ of your “A” words. words with the Next, see if your reading these
common patterns. · Read literacy-home/reading-101- https:// letter "A" and child can trace a sight words
grade appropriate irregularly
guide-parents/your- www.readingrockets.org/ encourages simple two- or through games,
spelled words.
kindergartener/phonics-and- literacy-home/reading-101- students to blend three-letter word flashcards, and
decoding-activities guide-parents/your- and segment. (it, at, sat) and simple
NAME OF DECODABLE TEXT
kindergartener/phonics-and- https:// sound it out. sentences.
YOU WILL USE:
decoding-activities www.readingroc Create sentences
ALSO INDICATE WHICH DAYS
YOU WILL READ THIS
kets.org/ https:// that include both
DECODABLE TEXT IN THE
classroom/ www.readingroc sight words and
BOXES classroom- kets.org/literacy- words with the
strategies/ home/reading- letter "A."
blending-and- 101-guide-
segmenting- parents/your- https://
games kindergartener/ www.rhodadesig
phonics-and- nstudio.com/
decoding- dolch-sight-
activities word-flash-
EDU 321 one week in first grade reading plan
Name:

cards/

WR WR WR WR WR
Introduce one or two Create word puzzles or Spend this Introduce two Have students
high-frequency words, word jumbles with the day reviewing more high- create their
such as "the" and "and." high-frequency words the high- frequency short stories
Explain that these words for students to solve. frequency words, such using the
appear often in books words as "in" and high-
and stories. https:// introduced so "it.” frequency
Play games like bingo earlyeducationzone.com far. Play Play games words
where students find and /activities/phonics- review games like "Word introduced
circle the high-frequency reading/spelling/high- like "Word Scavenger throughout
words in simple frequency-word-puzzles/ Bingo"to Hunt," where the week.
sentences. reinforce students They can draw
their search for and pictures to go
https:// recognition. circle the new along with
www.bookwidgets.com/ Have students words in their stories.
blog/2014/11/fun- sort words sentences or
classroom-activity-bingo into "High- short texts.
Frequency"
and "Not https://
High- www.beginle
Frequency" arning.com/
categories. parent-
resources/
(original idea) highly-
effective-fun-
sight-word-
games-help-
kids-learn/

Fluency (10-20 Select a simple, Pick the same book from Divide text Explore a Choose a
minutes) repetitive, and engaging Day 1, or a different one, into short short poem book at your
CC.1.1.1.E Read with book that and read it again. phrases or with a strong child’s reading
accuracy and fluency to
kindergarteners can read Select a simple script or sentences rhythm and level and read
support comprehension. ·
Read on-level text with along with you. Read the story and assign and have rhyme a page or
purpose and understanding. book aloud, encouraging different roles to students read scheme. Read passage
· Read on-level text orally them to join in and read students. They can the text by the poem together in
with accuracy, appropriate
rate, and expression on
repeated phrases. practice their lines and phrases. This together, unison. You
successive readings. · Use Pair students up and then perform the story encourages emphasizing may have to
context to confirm or self- have them take turns as a reader's theater reading with the rhythm slow your
correct word recognition and reading a page or a activity. appropriate and rhyme. reading down
understanding, rereading as
necessary
section from the book pauses and Have students a little to keep
you read earlier. https:// expression. create their pace, but
www.readingrockets.org (original idea) rhymes or don’t slow
https:// /literacy-home/reading- short poems. down too
www.readingrockets.org 101-guide-parents/your- Encourage much.
/literacy-home/reading- first-grader/fluency- them to read Encourage
101-guide-parents/your- activities their your child to
first-grader/fluency- creations copy your
activities aloud to the pace and
class. expression.

https:// https://
www.readingr www.readingr
ockets.org/ ockets.org/
literacy- literacy-
home/ home/
reading-101- reading-101-
guide- guide-
parents/your- parents/your-
first-grader/ first-grader/
fluency- fluency-
activities activities
EDU 321 one week in first grade reading plan
Name:

Vocabulary—FOLLOW INTRODUCE 5-8 TIER REVIEW WORDS REVIEW REVIEW ASSESSMENT

THE FIVE DAY TWO WORDS (LIST Start the day by WORDS WORDS Test students'
SEQUENCE (by name THOSE HERE—YOU DO reviewing the words Begin the day Begin the day understanding
only what activities NOT NEED TO PROVIDE introduced on Day 1 with a quick with another of the
will you do each day) THE DEFINITIONS) using flashcards or a review of the review of the vocabulary
based on narrative memory game. words vocabulary words
text standards: Introduce 5-8 Tier Two introduced words. introduced
CC.1.3.1.I Determine or Words (e.g., active, and covered during the
clarify the meaning of
unknown and multiple-
celebrate, explore, ACTIVITY so far. week. Show
meaning words and phrases magnificent, observe, Engage in an interactive ACTIVITY pictures
based on grade-level reading valuable, wonderful, activity that incorporates ACTIVITY Engage related to the
and content. graceful) the vocabulary words. Repeat the students in a words and ask
CC.1.3.1.J Use words and
phrases acquired through
Present and explain the For example, have a vocabulary- different students to
conversations, reading, and words one by one, "Word Bingo" game with related vocabulary- identify them
being read to, and providing simple words and pictures. activity from related or provide
responding to texts, including definitions and using Day 2, but activity, such simple
words that signal
connections and each word in a sentence. add a new as creating sentences
relationships between the Use pictures or props to https://rikeneville.com/ twist or sentences or with blanks
words and phrases. help convey the vocabulary-bingo/ challenge to stories using where they
meanings of the words. make it the words. need to fill in
Play a word dictionary engaging. Incorporate the correct
game where students an art and word.
draw or act out the craft project
meanings of the words. SPEED where (original idea)
https:// ROUND students can
www.readingrockets.org Conduct a create
/topics/vocabulary/ "Speed something
articles/choosing-words- Round" game related to the
teach where you vocabulary
say a word, words.
and students https://
need to www.readingr
quickly ockets.org/
provide a topics/
definition, use common-
it in a core-
sentence, or standards/
give an articles/
example of content-area-
the word. vocabulary-
learning
https://
www.theliter
arymaven.co
m/2014/09/a-
peek-at-my-
week-
929.html
EDU 321 one week in first grade reading plan
Name:

Comprehension CC.1.3.1.G Use illustrations and CC.1.3.1.B Ask and answer CC.1.3.1.H CC.1.5.1.B CC.1.3.1.A Retell
CC.1.3.1.K Read and details in a story to describe questions about key details in a Compare and Confirm stories, including
comprehend literature on characters, setting, or events. text. contrast the understanding of key details, and
grade level, reading adventures and a text read aloud demonstrate
independently and experiences of by asking and understanding of
proficiently. Have students write questions characters in answering their central
about The Kite on slips of paper stories. questions about message or lesson
Also, what will you do and place them in a jar. key details and
before reading? During or after reading, take requesting
The Kite, from Days the questions out of the jar and clarification if
with Frog and Toad discuss them as a class. Provide students something is not Provide each
Before reading The Kite, Encourage students to answer with a Venn understood. student or group
By, Arnold Lobel
provide each student or each other's questions to diagram template with a small bag.
small group with a large promote cooperative learning or guide them to Instruct them to
and deepen their create one. collect items that
piece of paper or a piece understanding of the text. In the overlapping Assign students represent key
of poster board. https:// sections, have different roles for details from The
Instruct them to create a www.thewatsoninstitute.org/ them compare selected scenes Kite and place
watson-life-resources/ and contrast the from The Kite. them in the
storyboard with
situation/question-jar/ adventures and Have students pouch. These
illustrations and details experiences of read their roles items can relate
that predict characters, characters from aloud, to characters,
settings, and events "The Kite" and emphasizing events, or
another story expression and settings.
based on the cover and they have read. comprehension. Ask students to
any available This visual Pause at the end retell the story
illustrations. representation of each section to using the items in
After reading, compare helps reinforce allow students to the bag to
the concept of ask and answer demonstrate their
their predictions to the comparing and questions about understanding of
actual story and discuss contrasting. key details and the key details
any differences. https:// seek clarification and the central
www.teacherspay where necessary. message or
https://
teachers.com/ https:// lesson.
www.facinghistory.org/ Product/FREE- www.readingrock https://
resource-library/ Spaghetti-in-a- ets.org/ www.theempowe
storyboard Hot-Dog-Bun- classroom/ rededucatoronlin
Character-Trait- classroom- e.com/2018/11/
Venn-Diagram- strategies/ story-bag-basket-
2766382? readers-theater or-prop-box.html/
st=a7a1ed93c921
403915b98749a5
293fa1

Small group Read aloud from "The Cat in

instruction the Hat" and pause to discuss
rhyming words.
Advanced Readers Review the concept of rhyming Advanced readers CENTER CENTER
Display rhyming cards on the
words from the previous day. will
whiteboard and discuss each Read "Sheep in a jeep" with the independently or
ACTIVITY ACTVITY
Name of Book: card. advanced reader group. with a partner
They can create They can
Sheep in a Jeep by Engage students in writing Emphasize story elements such read sheep in a rhyming word continue create
rhyming words on small as characters, setting, and jeep. posters using rhyming word
Nancy E. Shaw whiteboards. examples from posters using
events. Focus on making
Divide the class into three Discuss the sequence of events predictions about Sheep in a jeep. examples from
groups: advanced, average, in the story. what might http:// Sheep in a jeep.
and struggling readers. Ask questions to check happen next in lessons.atozteac http://
Assign rhyming books to comprehension and encourage the story based herstuff.com/ lessons.atozteach
each group. students to share their on the rhyming 684/sheep-in-a- erstuff.com/
thoughts. words. jeep-lesson/ 684/sheep-in-a-
Activities for Each Group: (original idea) (original idea) jeep-lesson/

Advanced Readers: Create

Average Readers rhyming word posters from CENTER ACTVITY Guided Reading Students will CENTER
examples in the book. GUIDED practice
Use pictures or cards from
PRACTICE:
ACTVITY
Chicka Chicka Boom BOom sequencing
Name of Book: Average Readers: Write a Continue reading skills by reading
Students will
for sequencing and matching practice story
Chicka Chicka Boom short paragraph explaining rhyming words. "Chicka Chicka "Chicka Chicka
Boom Boom" or elements and
Boom by Bill Martin Jr. how rhyming words make a https://www.pinterest.com/ Boom Boom"
sequencing skills
story interesting. select another individually and
and John Archambault pin/72690981455285800/
grade- by reading
in pairs.
appropriate text Chicka Chicka
Struggling Readers: Draw (original idea)
with a similar Boom Boom
rhymes found in the book.
focus. individually and
(original idea) in pairs.
Games for Each Group:
https://
www.pinterest.c
Advanced Readers: Rhyming
om/ideas/
Relay
EDU 321 one week in first grade reading plan
Name:

Struggling Readers: CENTER ACTIVITY CENTER Guided Reading

Average Readers: Rhyme GUIDED Provide
Hop on Pop by Dr. Use pictures or cards from ACTVITY PRACTICE:
Time Bingo Hop on Pop for sequencing struggling
Seuss Use pictures or
Conduct guided readers with a
and matching rhyming cards from "Hop
Struggling Readers: Rhyme words. reading with rhyming word
on Pop" for
Match-Up https://www.pinterest.com/ groups that are worksheet or
matching
https:// pin/hop-on-pop-rhyming- struggling with flashcards
rhyming words.
www.rhymezone.com/r/ word-chart-- reading, related to Hop
https://
rhyme.cgi? 57350595236585327/ emphasizing on Pop. They
www.pinterest.c
Word=relay&org1=syl&org2 identifying can practice
om/pin/free-
=l&typeofrhyme=nry&org3= rhyming words. identifying and
printables-for-
y (original idea) matching
hop-on-pop-fun-
rhyming words
with-dr-seuss--
https:// independently or
2809120954883
www.myteachingcupboard.c with a partner.
37640/
om/store/rhyme-time-bingo- https://
game www.pinterest.co
m/pin/free-
https://www.education.com/ printables-for-
game/rhyming-words-match- hop-on-pop-fun-
up/ with-dr-seuss--
28091209548833
7640/