Editable Weekly Plan

Editable Weekly Plan: Grade 1 Module 1

How to Use this Editable Weekly Plan
 Review each week’s plan, focusing on the non-shaded priority instruction and the skills tested on Spelling Assessments, Weekly
Assessments, and Module Assessments (indicated with an asterisk *). The portions of the lesson shaded in gray are lower priority.
 Based on your class schedule and student needs, decide which elements of the lesson you will use during your whole-class instruction. Edit
the planner as needed. When two selections are listed, use the selection that appears in your district’s version of Into Reading.
 For Structured Literacy foundational skills, the Lesson Slides: Structured Literacy and Structured Literacy Teacher’s Guide are recommended
as the main vehicles for instruction.
 Because daily writing opportunities are embedded in the Reading lessons as response to reading, some of the Writing Workshop
lessons are lower priority.
 If you have a separate block for Writing, consider using the Writing Workshop lessons during that time.

Small Group Considerations

 As you work with your students during whole-class instruction, note areas where they need additional teacher-led instruction.
o If students need additional direct instruction in comprehension skills and strategies, utilize the Tabletop Minilessons: Reading.
o If students need additional direct instruction in foundational skills, utilize the Start Right Readers and/or the Blending Board.
o If students need targeted instruction in foundational skills, utilize Foundational Skills and Word Study Studio.
o If students need English language development, utilize Tabletop Minilessons: English Language Development.
 While you are working with a small group, provide additional practice opportunities and/or centers for the rest of the class.
o If students need independent practice with vocabulary, utilize Vocabulary Interactive Practice.
o If students need additional practice in specific comprehension skills and strategies, utilize the Read and Respond Journal.
o If students need independent practice with foundational skills, utilize the Phonics Interactive Practice.

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r7.22

*Assessed on Spelling Assessment, Weekly Assessment and/or Module Assessment Teacher’s Guide = pp. T
Gray shading indicates lower priority instruction Writing Workshop Teacher’s Guide = pp. W
© Houghton Mifflin Harcourt Publishing Company

Lesson 1
Build Knowledge & Language
Module Launch
pp. T22–T23
Structured Literacy
Phonological Awareness:
Rhyme and Blending Onset
and Rime
Phonics*: Short a
Handwriting: Manuscript m,
s, t, b, a, i
Spelling*: Short a
Irregular Words* was, of, you
Structured Literacy Lesson
Slides: Module 1, Week 1,
Lesson 1
*Assessed on Spelling Assessment, Weekly Assessment and/or Module Assessment
Gray shading indicates lower priority instruction
© Houghton Mifflin Harcourt Publishing Company
Lesson 2
Structured Literacy
Phonological Awareness:
Alliteration and Blending
Words
Phonics*: Short a
Handwriting: Review
Manuscript m, s, t, b, a, i
Spelling*: Short a
Irregular Words* was, of, you
Structured Literacy Lesson
Slides: Module 1, Week 1,
Lesson 2
Vocabulary
Introduce Oral Vocabulary
pp. T40–T41
Grade 1 Module 1 Week 1
Lesson 3
Structured Literacy
Phonological Awareness:
Deleting Words and Blending
Phonemes
Phonics*: Short i
Handwriting: Review
Manuscript m, s, t, b, a, i
Spelling*: Short i
Irregular Words* was, of, you
Structured Literacy Lesson
Slides: Module 1, Week 1,
Lesson 3
Vocabulary
Introduce Power Words
pp. T48–T49
Lesson 4
Structured Literacy
Phonological Awareness:
Blending Phonemes and
Segmenting Phonemes
Phonics*: Short i
Handwriting: Review
Manuscript m, s, t, b, a, i
Irregular Words* was, of, you
Fluency: Accuracy and Self-
Correction
Structured Literacy Lesson
Slides: Module 1, Week 1,
Lesson 4
Vocabulary
Review Power Words
p. T56
Generative Vocabulary*
Words About Feelings
p. T57
Editable Weekly Plan
Lesson 5
Structured Literacy
Phonological Awareness:
Teacher’s Choice
Phonics Review: Short a and
Short i
Handwriting: Review
Manuscript m, s, t, b, a, i
Spelling*: Assessment
Irregular Words* was, of, you
Fluency: Accuracy and Self-
Correction
Structured Literacy Lesson
Slides: Module 1, Week 1,
Lesson 5
Vocabulary
Vocabulary Strategy*
Classify and Categorize
pp. T64–T65
Teacher’s Guide = pp. T
Writing Workshop Teacher’s Guide = pp. W
 Editable Weekly Plan

Grade 1 Module 1 Week 1, continued

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5
Reading Reading Reading Reading Reading
Story Structure* Elements of Poetry Ask and Answer Questions Author’s Purpose* Speaking and Listening
pp. T26–T29 pp. T42–T43 pp. T50-T51 pp. T58–T59 pp. T66–T67
My First Day Pete the Cat: Rocking in My Try This! Try This!
myBook pp. 6–7 School Shoes (Big Book) myBook pp. 8–19 myBook pp. 8–19
Writing Workshop Writing Workshop Writing Workshop Writing Workshop Writing Workshop
Oral Story Oral Story Oral Story Oral Story Oral Story
Introducing the Focal Text The Read Vocabulary Finding a Topic Beginning Oral Storytelling
p. W2 p. W3 p. W4 p. W5 p. W6
Grammar: Nouns Grammar: Words that Name Grammar: Words that Name Grammar: Review Proper Grammar: Using Nouns
p. W241 People* Animals* Nouns and Capitalization p. W245
p. W242 p. W243 p. W259

*Assessed on Spelling Assessment, Weekly Assessment and/or Module Assessment Teacher’s Guide = pp. T
Gray shading indicates lower priority instruction Writing Workshop Teacher’s Guide = pp. W
© Houghton Mifflin Harcourt Publishing Company
 Editable Weekly Plan

Grade 1 Module 1 Week 1

Small Group/Independent Options
Practice and Reinforce Foundational Skills Practice and Reinforce Vocabulary
 Start Right Readers  Vocabulary Interactive Practice
o The Mat (Book 1) o Power Words: Try This!
o Sam at Bat (Book 1) o Generative Vocabulary: Words About Feelings
o Tab at Bat (Book 1) o Vocabulary Strategy: Classify and Categorize
o Tam at Bat (Book 1)
o Tim and Pam (Book 1) Reinforce Reading Skills and Strategies
o Dab, Dab, Dab! (Book 1)  Tabletop Minilessons: Reading
o Tin Cans Tip! (Book 1) o 17: Story Structure
o Fin (Book 1) o 24: Elements of Poetry
o 1: Ask and Answer Questions
 Blending Board o 12: Author’s Purpose
 Foundational Skills and Word Study Studio  Read and Respond Journal
o Phonics: Syllable Pattern CVC (Session 206) o Pam and Fan (Elements of Poetry)
o Phonics: Review: Words with Short a (Session 142)
o Phonics: Review: Short i (Session 127) Support English Language Development
o Phonological Awareness: Review: Recognize and  Tabletop Minilessons: English Language Development
Produce Rhyming Words (Session 122) o 1.1–1.3: Seek Information
o Phonemic Awareness: Phonological Awareness: Blend
Onset and Rime (Session 39) Literacy Centers, pp. T20–T21
o Phonemic Awareness: Isolate Initial Sound (Session 41)
o Phonological Awareness: Blend Phonemes (Session 49)
o Phonological Awareness: Blend Syllables (Session 33)
o Phonological Awareness: Change Syllables (Session 35)
o Phonemic Awareness: Segment Phonemes (Session
51)
 Know It, Show It
o Consonants m, s, t, b; Short a; Module 1, page 6
o Phonics Review; Module 1; page 8
o Consonants n, d, p, c; Short a; Module 1, page 17
o Phonics Review; Module 1; page 21
o Consonants r, f, s /z/; Short i; Module 1, page 27
o Phonics Review; Module 1; page 31

*Assessed on Spelling Assessment, Weekly Assessment and/or Module Assessment Teacher’s Guide = pp. T
Gray shading indicates lower priority instruction Writing Workshop Teacher’s Guide = pp. W
© Houghton Mifflin Harcourt Publishing Company
 Editable Weekly Plan

Grade 1 Module 1 Week 2

Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10
Structured Literacy Structured Literacy Structured Literacy Structured Literacy Structured Literacy
Phonological Awareness: Rhyme Phonological Awareness: Phonological Awareness: Phonological Awareness: Phonological Awareness:
and Blending Onset and Rime Alliteration and Blending Words Deleting Words and Blending Blending Phonemes and Teacher’s Choice
Phonics*: Short o Phonics*: Short o Phonemes Segmenting Phonemes Phonics*: Review Short o and
Handwriting: Manuscript n, d, p, Handwriting: Review manuscript Phonics*: Short u Phonics*: Short u Short u
c, o, u n, d, p, c, o, u Handwriting: Review manuscript Handwriting: Review manuscript Handwriting: Review manuscript
Spelling*: Short o Spelling*: Short o n, d, p, c, o, u n, d, p, c, o, u n, d, p, c, o, u
Irregular Words* or, for Irregular Words* or, for Spelling*: Short u Irregular Words* or, for Spelling*: Assessment
Structured Literacy Lesson Slides: Structured Literacy Lesson Slides: Irregular Words* or, for Fluency: Reading Rate and Irregular Words* or, for
Module 1, Week 2, Lesson 6 Module 1, Week 2, Lesson 7 Structured Literacy Lesson Slides: Automaticity Fluency: Reading Rate and
Module 1, Week 2, Lesson 8 Structured Literacy Lesson Slides: Automaticity
Module 1, Week 2, Lesson 9 Structured Literacy Lesson Slides:
Module 1, Week 2, Lesson 10
Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary
Introduce Oral Vocabulary Introduce Power Words Review Power Words Generative Vocabulary* Review Power Words
pp. T84–T85 pp. T94–T95 pp. T102–T103 Inflection –ed pp. T118–T119
pp. T110–T111
Reading Reading Reading Reading Reading
Story Structure* Monitor and Clarify Author’s Purpose* Make Inferences Topic and Central Idea*
pp. T86–T87 pp. T96–T97 pp. T104–T105 pp. T112–T113 pp. T120–T121
You Will Be My Friend! My School Trip My School Trip A Kids’ Guide to Friends A Kids’ Guide to Friends
(Read Aloud Book) myBook pp. 22–33 myBook pp. 22–35 myBook pp. 36–47 myBook pp. 36–49

Writing Workshop Writing Workshop Writing Workshop Writing Workshop Writing Workshop
Oral Story Oral Story Oral Story* Oral Story* Oral Story*
Telling and Listening to Stories Telling and Listening to Stories Prewriting: Developing a Drafting I: Developing the Drafting II: Assessing the Story
I II Written Class Story Story p. W11
p. W7 p. W8 p. W9 p. W10
Grammar: Nouns Grammar: Words that Name Grammar: Words that Name Grammar: Review Nouns Grammar: Using Nouns
p. W246 Places* Things* p. W244 p. W250
p. W247 p. W248

*Assessed on Spelling Assessment, Weekly Assessment and/or Module Assessment Teacher’s Guide = pp. T
Gray shading indicates lower priority instruction Writing Workshop Teacher’s Guide = pp. W
© Houghton Mifflin Harcourt Publishing Company
 Editable Weekly Plan

Grade 1 Module 1 Week 2

Small Group/Independent Options
Practice and Reinforce Foundational Skills Reinforce Reading Skills and Strategies
 Start Right Readers  Tabletop Minilessons: Reading
o Tap, Bam! Rip! Bam! (Book 1) o 17: Story Structure
o A Map (Book 1) o 2: Monitor and Clarify
o Hop on It, Dot! (Book 1) o 12: Author’s Purpose
o Dot Is on It! (Book 1) o 6: Make Inferences
o Wags, Wags, Wags! (Book 1) o 13: Topic and Central Idea
o Yip! Yap! (Book 1)  Read and Respond Journal
o Bad Pup, Wags! (Book 1) o Bad Cat (Author’s Purpose, Monitor and Clarify)
o Mud Pup (Book 1)
 Blending Board Support English Language Development
 Foundational Skills and Word Study Studio  Tabletop Minilessons: English Language Development
o Phonics: Review: Short o (Session 131) o 2.1–2.3: Infer
o Phonics: Review: Short u (Session 138)
o Phonological Awareness: Produce Rhyming Words Literacy Centers, pp. T74–T75
(Session 37)
o Phonological Awareness: Blend Onset and Rime
(Session 39)
o Phonological Awareness: Isolate Initial Sound (Session
41)
o Phonological Awareness: Blend Phonemes (Session 49)
o Phonological Awareness: Blend Syllables (Session 35)
o Phonemic Awareness: Segment Phonemes (Session
51)
 Know It, Show It
o Consonants l, h; Short o; Module 2, page 46
o Phonics Review; Module 2; page 50
o Consonants w, j, y, v; Short u; Module 2, page 56
o Phonics Review; Module 2; page 60

Practice and Reinforce Vocabulary

 Vocabulary Interactive Practice
o Power Words: My School Trip
o Generative Vocabulary: Inflection –ed
o Power Words: A Kids’ Guide to Friends
*Assessed on Spelling Assessment, Weekly Assessment and/or Module Assessment Teacher’s Guide = pp. T
Gray shading indicates lower priority instruction Writing Workshop Teacher’s Guide = pp. W
© Houghton Mifflin Harcourt Publishing Company
 Editable Weekly Plan

*Assessed on Spelling Assessment, Weekly Assessment and/or Module Assessment Teacher’s Guide = pp. T
Gray shading indicates lower priority instruction Writing Workshop Teacher’s Guide = pp. W
© Houghton Mifflin Harcourt Publishing Company
 Editable Weekly Plan

Grade 1 Module 1 Week 3

Lesson 11
Structured Literacy
Phonological Awareness: Rhyme
and Blending Onset and Rime
Phonics*: Short e
Handwriting: Manuscript r, f, g, h,
e r, f, g, h, e
Spelling*: Short e
Irregular Words* put, push
Structured Literacy Lesson Slides:
Module 1, Week 3, Lesson 11
Lesson 12
Structured Literacy
Phonological Awareness:
Alliteration and Blending Words
Phonics*: Short e
Handwriting: Review manuscript
Spelling*: Short e
Irregular Words* put, push
Structured Literacy Lesson Slides:
Module 1, Week 3, Lesson 12
Lesson 13
Structured Literacy
Phonological Awareness:
Deleting Words and Blending
Phonemes
Phonics*: Open and Closed
Syllables
Handwriting: Review manuscript
r, f, g, h, e
Spelling*: Open and Closed
Syllables
Irregular Words* put, push
Structured Literacy Lesson Slides:
Module 1, Week 3, Lesson 13
Lesson 14
Structured Literacy
Phonological Awareness:
Blending Phonemes and
Segmenting Phonemes
Phonics*: Closed Syllable
Exceptions
Handwriting: Review manuscript
r, f, g, h, e
Irregular Words* put, push
Fluency: Phrasing and Intonation
Structured Literacy Lesson Slides:
Module 1, Week 3, Lesson 14
Lesson 15
Structured Literacy
Phonological Awareness:
Teacher’s Choice
Phonics Review*: Short e, Open
and Closed Syllables, and Closed
Syllable Exceptions
Handwriting: Review manuscript
r, f, g, h, e
Spelling: Assessment
Irregular Words* put, push
Fluency: Phrasing and Intonation
Structured Literacy Lesson Slides:
Module 1, Week 3, Lesson 15

Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary

Introduce Oral Language Introduce Power Words Review Power Words Generative Vocabulary* Cumulative Vocabulary
pp. T138–T139 pp. T148–T149 pp. T158–T159 Inflection –ed Review
pp. T166–T167 pp. T174–T175

Reading Reading Reading Reading Reading

Characters* Ask and Answer Questions Characters* Characters* Module Wrap-Up
pp. T140–T141 pp. T150–T151 pp. T160–T161 pp. T168–T169 pp. T176–T177
Suki’s Kimono (Read Aloud Big Dilly’s Tale Big Dilly’s Tale I’m Me
Book) myBook pp. 50–61 myBook pp. 50–63 myBook pp. 64–67
Writing Workshop Writing Workshop Writing Workshop Writing Workshop Writing Workshop
Oral Story Oral Story Oral Story Oral Story Oral Story
Revising I: Adding Detail Revising II: Finding the Right Editing: Capitalizing Proper Publishing Sharing
p. W12 Words Nouns p. W15 p. W16
p. W13 p. W14

Grammar: Action Verbs* Grammar: Action Words in Grammar: Using Action Grammar: Review Possessive Grammar: Using Action Verbs
p. W286 the Present* Words Pronouns p. W290
p. W287 p. W288 p. W279

*Assessed on Spelling Assessment, Weekly Assessment and/or Module Assessment Teacher’s Guide = pp. T
Gray shading indicates lower priority instruction Writing Workshop Teacher’s Guide = pp. W
© Houghton Mifflin Harcourt Publishing Company
 Editable Weekly Plan

Grade 1 Module 1 Week 3

Small Group/Independent Options
Practice and Reinforce Foundational Skills Reinforce Reading Skills and Strategies
 Start Right Readers  Tabletop Minilessons: Reading
o Get Red Hen (Book 2) o 16: Characters
o Fox in a Fix! (Book 2)Phonics Interactive Practice o 1: Ask and Answer Questions
 Blending Board  Read and Respond Journal
 Foundational Skills and Word Study Studio o Dex (Characters)
o Phonics: Short e (Session 135)
o Phonics: Long Vowel Spelling Patterns a, e, i, o, u Support English Language Development
(Session 122)  Tabletop Minilessons: English Language Development
o Phonological Awareness: Review: Recognize and o 3.1–3.3: Describe
Produce Rhyming Words (Session 122)
o Phonological Awareness: Blend Onset and Rime Literacy Centers, pp. T128–T129
(Session 39)
o Phonemic Awareness: Isolate Initial Sound (Session 41)
o Phonemic Awareness: Blend Phonemes (Session 49)
o Phonemic Awareness: Blend Syllables (Session 33)
o Phonological Awareness: Change Syllables (Session 35)
o Phonemic Awareness: Segment Phonemes (Session
51)
 Know It, Show It
o Consonants qu, x, z; Short e; Module 3, page 64
o Phonics Review; Module 3, page 66
o Long e, i, o (CV); Module 6, page 151

Practice and Reinforce Vocabulary

 Vocabulary Interactive Practice
o Power Words: Big Dilly’s Tale
o Generative Vocabulary: Inflection –ed

*Assessed on Spelling Assessment, Weekly Assessment and/or Module Assessment Teacher’s Guide = pp. T
Gray shading indicates lower priority instruction Writing Workshop Teacher’s Guide = pp. W
© Houghton Mifflin Harcourt Publishing Company