EDU 321 one week in first grade reading plan

Name: Lynsey Fultz

Monday Tuesday Wednesday Thursday Friday

Phon Syllable Food Counting how many Rhyming rainbows Ice cream alliteration. “I spy” with
ologic Chop words are in a sentence. I would make rainbows First, I would have blending sounds.
al I would bring in I would give each that were laminated read the poem I would take the
Awar food items that I student a little container cards and have Velcro Bleezer’s Ice Cream students outside
eness know my students of Play-Doh and then I dots on the ends of the poem by Jack for a change of
(5 like and have would give the students rainbows for students to Prelutsky. After I read environment. I
minute them clap out the one sentence at a time put clouds with pictures them the poem, I would find
s daily) syllables in each
CC.1.1. food item and
first I would say the on them. The students would have the different objects
1.C sentence and have the will have ten different students color and outside and break
Demon once we are done students listen to it and picture cards and two cut of an ice cream them apart by the
strate with the items, I then I would have then cards have rhyming cone and scoops of sounds, and for
underst will let my
anding students have a
roll out little balls of words on them. Then ice cream. Then I the students to
of Play-Doh and repeat the students will have to would have the guess what the
little bit of each
spoken sentence back to me find the pictures that students color the object is, they
words, item to keep them and have them squish rhyme and place them scoops and have must blend them
and motivated to
sounds wanting to “chop” the Play-Doh down as on the ends of the them produce a name back together. For
(phone
up the syllables. they say each word and rainbow. This is an for each scoop they example, I spy
mes).
(Activity 7) then I would ask them activity that I would had. I would tell them /c/l/ou/d/ and the
https:// how many words did have students work with before I let them students would
YOU
WILL www.weareteach they squish in that partners to complete. write on the scoops have to be able to
WORK ers.com/ sentence. https:// that the flavor names listen to the
ON (Activity 1) www.freehomeschoolde they chose had to sounds to figure
THIS
phonological-
STAND awareness-
https:// als.com/free-rhyming- start with the same out what I spy. I
ARD activities/ susanjonesteaching.com rainbow-puzzles/ letter. Finally, I would could have
THROU /easy-phonological- have them assemble students break
GHOUT awareness-activities-for- the ice cream cone into groups and
THE
WEEK kindergarten-and-1st- and I would go each take turns
IN grade/ around the classroom spying things and
VARIOU and have the breaking apart
S
students tell me what words and I walk
WAYS.
Remem flavors they had in around to the
ber: their ice cream cones. different groups
phonol Poem: and observe how
ogical
awaren
https://poets.org/poe the students are
ess is m/bleezers-ice-cream doing with the
larger Activity: breaking apart
chunks https:// words and then
rather
than scholtenart.wordpres blending them
individu s.com/2014/01/16/ back together.
al writing-awesome- https://
sounds.
alliteration-activity/ www.dpi.nc.gov/
students-
families/parents-
corner/literacy-
home-digital-
childrens-reading-
initiative/1st-
grade/
phonological-
awareness-1st-
grade

Phon Odd one out: I Stand-up, sit-down Silly Sound Switch: In Tell me the members Letter Sound Tic
emic would have this activity: this activity I this activity I would sing of the word family: I Tac Toe: I would
Awar activity be a would do with the a song like Row Row would write on the print out 4 or 5
eness center where I whole class, I would pick Row your boat and I board the suffix of pictures that
(5-15 would set up a sound and then I would have the class the word like the –at started with the
minute
s—
different picture would create a list of sing it the correct way family. I would say – same letter sound
DAILY) cards and have words and when the first and then I would go at is the dad of the at and then I would
CC.1.1. the students student heard the sound through and have my family and bat is the pick another letter
1.C identify each item that I told them to listen students pick a letter to mom as a class can sound that wasn’t
Demon
strate
and then tell me for in the word I would replace the b in boat we come up with like the first letter
underst or other student have them stand up and and then sing the song words that would fit sound, and I
anding in the class what give me a thumbs up with the letter that they into the –at family would have 4 or 5
of each picture and then I would pick. https:// pictures for that
spoken
EDU 321 one week in first grade reading plan
Name: Lynsey Fultz

words, starts with and continue to read the list https:// www.homereadinghe sound as well.
and
sounds
them picking the words and when we got www.simplykinder.com/ lper.org/1st-grade- Then I would split
(phone picture card that to a word that didn’t phonemic-awareness/ reading-skills- the class into
mes). · doesn’t have the begin with that letter phonemic- groups of two and
Disting same initial sound they would sit awareness/ have them play tic
uish
long
sound down and give me a tac toe with the
from https://natalielyn thumbs down. letter sounds and
short nkindergarten.co https:// pictures.
vowel m/39-quick- www.teachstarter.com/ https://
sounds
in phonemic- au/blog/phonemic- www.teachingexp
spoken awareness- awareness-activities-for- ertise.com/
single- activities-for- the-classroom/ classroom-ideas/
syllable
kindergarten/ phonemic-
words.
· Add awareness-
or activities-for-
substitu preschoolers/
te
individu
al
sounds
(phone
mes) in
one
syllable
words
to
make
new
words

YOU
WILL
WORK
ON
THIS
STAND
ARD
THROU
GHOUT
THE
WEEK
IN
VARIOU
S
WAYS.
REMEM
BER
THAT
PHONE
MIC
AWARE
NESS
FOCUSE
S ON
THE
SOUND
S IN
WORDS
—IT
MAY BE
DONE
ORALLY
OR CAN
BE
DONE
IN
CONJU
NCTION
WITH
PHONIC
S
INSTRU
CTION
WHICH
RELATE
S TO
PRINTE
D
WORDS
Phoni P P P P P
EDU 321 one week in first grade reading plan
Name: Lynsey Fultz

cs Slap the letter Reading Hopscotch: Phonics I-spy discovery Erase the Sound: This Pair them up:
(10- sound: I would make squares bottle I would make a activity I would first For this activity I
20 This activity I on the floor of the couple different bottles draw a picture and would find some
minut could turn into a classroom. I would them so this activity could be use different letters students a letter
es) game with my put word in each box a center activity or an to replace parts of and some
and class and spilt that my students are activity the students the picture and then I students cards
Word them into teams I able to decode. I would could do in small would give the letter with two letters or
Recog would have the have them roll a dice groups, and I would sound and have a digraph on it and
nition students send and whatever number have them ask each students erase the then I would have
(10- one member they rolled would be the other different letter letter in the picture them get up and
20 from the group number that they sounds and then try to until they found all go find someone
minut up to the board jumped too and then find the object in the the letters. Then once else that could
es) at a time and they would have to read bottle that matches that they found all the make a word using
CC.1.1. each student the word or sound it out letter sound letters, I would have a the letter cards
1. D
Know
would have a fly and the first jumping https://www.rasmussen student come up and that they have.
and swatter I would out the hopscotch. .edu/degrees/education draw a picture and https://
apply have the students https:// /blog/phonics-activities- ask their classmates www.phonicsmart
grade- that came up to www.savvas.com/ for-preschoolers/ to guess the letters. .com/fun-phonics-
level
phonics
the board face index.cfm? https:// activities/
and the other locator=PS3mFs www.momjunction.c
word students while I om/articles/phonics-
analysis wrote words on games-and-activities-
skills in
decodin the board and for-kids_00795593/
g then I would say
words. the sound you
·
need to hit and
Identify
final-e then count to
long three and have
vowel them turn around
words.
·
and the first team
Decode to slap the letter
one- that matches the
and sound gets a
two-
syllable point.
words https://www.wea
with reteachers.com/p
commo honics-activities/
n
pattern
s. · WR WR WR WR WR
Read Label Mania: I Flip word pancakes : this Sight word egg hunt: I Sight Word Jenga: Opposite
grade
approp
would have labels activity would be to could hide eggs with I would write matching game: I
riate set up on items practice sight words I sight words in them different sight words would hang
irregula around the room would use this as a around the classroom on the Jenga blocks opposites around
rly and I would give center and I would keep and have my students and they would play the room and give
spelled
words.
my students a the same words in the look for them once all the same way you each student a
checklist with the center for the week or the eggs were found I would play normal word and then
NAME labels on it and two but this is a center would have the students Jenga but instead the they have to find a
OF they will go that I might help with read what sight words student would have friend that
DECOD
ABLE around the and I can ask the they found. to read the sight matches with their
TEXT classroom and student to find and flip https:// word on the block opposite
YOU first put a check one of the sight words www.curiousworld.com before putting it back https://
WILL
USE:
that they found and I would give them a /blog/sight-word-games into the tower. www.playideas.co
ALSO the object and flipper so it could look https:// m/25-crazy-fun-
INDICA the word and like they were actually whatihavelearnedtea sight-word-games-
TE then I would have flipping a pancake. ching.com/5-hands- for-
WHICH
DAYS
them rewrite the https:// sight-word-activities- kindergarteners/
YOU words www.weareteachers.co kindergarten/
WILL http:// m/sight-word-activities/
READ www.childrens-
THIS
DECOD books-and-
ABLE reading.com/
TEXT IN literacy-
THE
games.html
BOXES

Fluen Host a Poetry Jam: I Use Silly Voices: I

cy would have the students could have my
EDU 321 one week in first grade reading plan
Name: Lynsey Fultz

(10- create a poem that they students whisper

20 wrote and after read around the
minut practicing the poem out classroom and give
es) they would have the them the option to
CC.1.1. choice to read it in front read in a silly voice so
1. E
Read
of the classroom. they can practice
with https:// their reading but, in a
accurac www.weareteachers.co fun way.
y and m/reading-fluency- https://
fluency
to
activities/ www.tejedastots.com
support /15-easy-activities-to-
compre increase-fluency/
hension
. · Read
on-level
text
with
purpos
e and
underst
anding.
· Read
on-level
text
orally
with
accurac
y,
approp
riate
rate,
and
express
ion on
success
ive
reading
s. · Use
context
to
confirm
or self-
correct
word
recogni
tion
and
underst
anding,
rereadi
ng as
necessa
ry
Voca INTRODUCE 5-8 REVIEW WORDS REVIEW WORDS REVIEW WORDS ASSESSMENT
bular TIER TWO Review what the words Review the spelling and I would have the The assessment
y— WORDS (LIST mean and how to use pronunciations of the students break off that I would have
FOLL THOSE HERE— them in a sentence words into groups of 3 or 4 my students do at
OW YOU DO NOT ACTIVITY and try to come up the end of the
THE NEED TO Swat the Vocab with a synonym and week would be a
FIVE- PROVIDE THE ACTIVITY I would divide my antonym for each matching
DAY DEFINITIONS) Erase a word I would students into teams and word and then we assessment where
SEQU Worried divide my class into two have the vocab words or would come back the words would
ENCE Whispered teams after writing two definitions hanging together as a class be on one side
(by Blotches lists of words on the around the board. Each and share the words. and the definitions
name Disappear board in front of each team would send one If a group gets stuck on the other and
only Mumbled team. I would have the player to the board, and on trying to think of a they would have
Jabbed two teams form a line they would each be
what word, I will let them to match the
Disaster behind their column of given a fly swatter. Then use a device to look
activi words to the
Embarrass words. When I give a I would read either the
ties up words definitions
will signal the student at the definition and they had
you front of each line will to match the word, or ACTIVITY
do step up to the board and the word and they must Odd one out
each try to pronounce the match the definition Students will be able
day) word correctly gets to https:// to play this game with
based erase the word and then www.teachingexpertise. 2-5 classmates. Each
EDU 321 one week in first grade reading plan
Name: Lynsey Fultz

on go to the back of the com/classroom-ideas/ group will get a bag

narra line. vocabulary-activities- filled with words and
tive https:// for-kids/ each group of four
text www.flocabulary.com/ will have at least one
stand vocabulary-mini-games/ vocabulary word in it
ards: SPEED ROUND the students will take
CC.1.3. Playing hot seat and turns pulling four
1. I
Determ
students will have to words out of the bag
ine or describe the vocabulary and then laying them
clarify word to the teammate out for everyone to
the that cannot see it see and the student
meanin
g of
without using the word. that deicides and
unkno explains their
wn and reasoning for why
multipl they think the word is
e-
meanin the odd one out gets
g words the cards to show
and they received a point.
phrases
https://chalkandapple
based
on s.com/vocabulary-
grade- activities-and-games/
level
reading
and
content
.
CC.1.3.
1. J Use
words
and
phrases
acquire
d
through
convers
ations,
reading
, and
being
read to,
and
respon
ding to
texts,
includin
g words
that
signal
connec
tions
and
relation
ships
betwee
n the
words
and
phrases
.
EDU 321 one week in first grade reading plan
Name: Lynsey Fultz

Comp CC.1.3.1. G Use CC.1.3.1. B Ask and answer CC.1.3.1.H Compare and CC.1.5.1. B Confirm CC.1.3.1. A Retell
illustrations and questions about key details in a contrast the adventures and understanding of a text stories, including key
rehen details in a story to text. experiences of characters in read aloud by asking and details, and
sion describe characters, stories. answering questions about demonstrate
CC.1.3. setting, or events. key details and requesting understanding of their
1. K clarification if something is central message or
Read not understood. lesson
and
compre I would read Pete
hend the Cat to the
literatu
re on whole class and
grade ask questions like
level,
right there,
reading
indepe author and me,
ndently search and find,
and
proficie
and on my own
ntly. to help engage
them in the story

Pete
the
Cat
and
the
New
Guy
by
Kimb
erly
and
James
Dean

Small
group
instru
ction
Adva Junie B Jones Toothless INDPENEDENT PRACTICE— CENTER ACTIVITY CENTER ACTVITY
Wonder and I would have HOW WILL THEY PRACTICE THE
nced them practice reading SKILL YOU TAUGHT
Working on digraphs. Puzzle pieces that
Read individually with me while the YESTERDAY? I would have them matched together
ers other students read silently Individual or partner reading have the ending part with different
and then I'll work around the Name the text they will use of the word and words on them
group until they finished the Independently the students
Name chapter and then I can ask will read a chapter from Junie
picture and they and pictures so h-
of them questions about what B and use different decoding would have three a-t they would
Book: they read like how they can skills to figure out the words choices of what the have to find the
Junie connect what the read to an they might not know and then beginning digraph letters to make
event in their own lives. if they still need help ask for
B that help. I would have them would be. For that word and tap
Jones write down the words they got example, if there was it out first before
Tooth stuck on and then have them a picture of a ship and putting it on the
compare with a partner to see
less the word was __ip pile that they
if they got stuck on similar
Wond words or had different words the choices would be think is correct
er by and have them work together sh, ch, wh and the and then have a
Barab to see if they can decode them students would have classmate check
and tap them out together and
ara if they are struggling we can
to pick what they they finished pile.
Parks decode them together as a thought was correct.
group.
EDU 321 one week in first grade reading plan
Name: Lynsey Fultz

Avera CENTER ACTVITY Guided Reading GUIDED INDPENEDENT PRACTICE— CENTER ACTVITY
PRACTICE: LIST THE SKILL AND HOW WILL THEY PRACTICE
ge They have a picture card, a
TEXT FROM YOUR LESSON THE SKILL YOU TAUGHT
Compound word
Read dry eraser mat, and letter airplanes. Students
tiles. They will put the PLAN FOR THE AVERAGE YESTERDAY?
would get to choose a
ers picture in the place-it box. READER GROUP Individual or partner
reading sky mat. Then they
Tap out the word on the dots would grab a bag full
Frog and Toad are friends, and Name the text they will use
Name provided on the worksheet.
I would have the students in Individually I would have of airplanes, choose a
of Then using the letter tiles the compound word, and
the average reading group them reading the book and
students will build the word.
Book: Then they will draw it and
working on fluency and mostly every time they missed a find the parts that
Frog focused on accuracy. word when reading the make up the
then write it. I would create
book in the whisper phone, compound. Then once
and 4 bags of words and once the they make a tally on a post-
students finish a bag, they they found the parts
Toad it notes and each week they that created the whole
can move on to a different
are bag that has different words
will practice until they don’t
airplane, they would
have any more tally marks
Frien for them to practice. have a sheet where
on their post-it
ds by they write down the
Arnol two words and then
d what compound word
they make.
Lobel

Strug CENTER ACTIVITY CENTER ACTVITY Guided Reading GUIDED INDPENEDENT

PRACTICE: choose a book at PRACTICE—HOW WILL
gling iPad using education.com. Students would have puzzle
a grade LIST THE STRATEGY THEY PRACTICE THE
Read Students will be allowed to pieces that fit together and
AND TEXT FROM YOUR SKILL YOU TAUGHT
play any game that is related there is a picture that
ers: LESSON PLAN FOR THE YESTERDAY?
to learning about phonics. matches the word. The STRUGGLING READER Individual or partner
students will have to match GROUP HERE reading
Name https://
the picture to the word and Big shark, little shark I Name the text they will
www.education.com/games/
of tap out the word on a pop-it would have the students use
first-grade/phonics/?
book gad_source=1&gclid=CjwK
before putting the match in focused on telling me what Big Shark Little Shark
Big the pile that they think goes they notice about the and I would have us
CAiAgeeqBhBAEiwAoDDh sentences on each page and work in a group reading
together. Once the student
Shark n- how they relate to the each sentence and see
finds all the matches a
, Little _h5btG2NngD681YsXXV0z
classmate that is at the center pictures how they relate to one
Shark lzdfSrqyFe55JQb_EyMqhsB another and then how
can check the student's work
dqik- the sentence relates to
by and if there is a mistake, they
0kBoCaCwQAvD_BwE the picture.
Anna can work together quietly to
Mem solve the problem.
brino