| Click here to see Rationale for Literacy Plans |
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Monday | Tuesday | Wednesday | Thursday | Friday
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Monday
(Bold print indicates an adjusted activity. Click here to see a list of modifications made to provide differentiated instruction for the group)
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Whole Group Instruction:
(20-25 minutes)
Phonics, Fluency, comprehension and vocabulary
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1. Teacher gathers students for Daily News or Morning Message. Integrate recognition of sentences & fragments (See grammar lesson, T67g) and Word Reading Review (T16-17 Links to Reading First booklet) within the activity.
2. Introduce target comprehension skill with a read-aloud: drawing conclusions (T40-41) using Spider's Story by James Marshall (Three in a Tree) and graphic organizer. Note: Daily after lunch or recess, read a chapter from ongoing novel or informational text, e.g., Growing Up Wild: Bears by Sandra Markle (2000). Reinforce the week's targeted comprehension strategy.
3. Explain independent work and/or literacy stations. Move to small groups. Note: Add drawing conclusions activity to the poetry station
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Small Group Instruction:
(20-25 minutes)
Reading instruction addressing phonics, fluency, comprehension, and vocabulary
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Building Fluency: Repeated reading of student-selected pages from independent level text (see T25 LRF booklet), e.g., I Don't Care!" Said the Bear by Colin West (1996).
Word Study (Phonics & Spelling): Compare medial short vowels in CVC & CCVC words, i.e., short o vs. short u. Model and introduce the picture & word sort (click here to see 1. a sample word sort & 2. sorting mat) Independent or station work: Complete a buddy sort & a writing sort (click here to see a sample writing sort).
Text Reading (Fluency, Comprehension, & Vocabulary)
Title (Reading Level): Growl! A Book about Bears by Melvin Berger (End of 1st grade reading level)
Before Reading: Activate prior knowledge and introduce selection vocabulary: grizzly bear, polar bear, sun bear, sloth, pandas. Set purpose for reading: what do bears like to eat? Have students read first chapter.
During the Reading: Put a post-it on something that a specific bear likes to eat.
After the Reading: Share & discuss the post-its. Complete the semantic feature analysis chart together (click here to see a sample).
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Tuesday
(Bold print indicates an adjusted activity. Click here to see a list of modifications made to provide differentiated instruction for the group) |
Whole Group Instruction:
(20-25 minutes)
Phonics, Fluency, Comprehension and Vocabulary
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1. Teacher gathers students for Daily News or Morning Message. Integrate using capital letters & punctuation (See Day 2 grammar lesson, T67g) and Word Reading Review (T18 LRF booklet) within the activity.
2. Practice the target comprehension skill with a read-aloud: drawing conclusions using retelling of 3 bears story, e.g., Goldilocks and the Three Bears retold by Valeri Gorbachev (2001) and graphic organizer (T40-41). Do the expand vocabulary activity on T18-19 LRF but use naughty, porridge, wandered, sitting room from read-aloud text.
3. Explain independent work and/or literacy stations. Move to reading groups.
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Small Group Instruction:
(20-25 minutes)
Reading instruction addressing phonics, fluency, comprehension, and vocabulary
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Building Fluency: Introduce new poem. Read chorally & independently.
Text Reading (Fluency, Comprehension, & Vocabulary)
Title (Reading Level): Growl! A Book about Bears by Melvin Berger (End of 1st grade reading level)
Before Reading: Activate prior knowledge by reviewing semantic feature analysis. Set purpose for reading chapter two: How do bears find food?
During the Reading: Use three Wikki sticks or highlighter tape to mark how bears find food. Teacher supports students' reading & notes difficult words.
After the Reading: Using students marked text, discuss how bears find food. Use information to draw conclusion: bears are large and powerful animals. Fill in graphic organizer together (click here to see sample). |
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Wednesday
(Bold print indicates an adjusted activity. Click here to see a list of modifications made to provide differentiated instruction for the group)
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Whole Group Instruction:
(20-25 minutes)
Phonics, Fluency, Comprehension and Vocabulary
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1. Teacher gathers students for Daily News or Morning Message. Integrate writing complete sentences (See Day 3 grammar lesson, T67g) and Word Reading Review (T20 LRF booklet) within the activity.
2. Support the target comprehension skill with a read-aloud: drawing conclusions (T40-41) using Goldie by Diane Stanley and graphic organizer. Expand vocabulary activity on T20-21 LRF).
3. Explain independent work and/or literacy stations. Move to reading groups. |
Small Group Instruction:
(20-25 minutes)
Reading instruction addressing phonics, fluency, comprehension, and vocabulary
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Building Fluency: Timed repeated reading (see T24 of LRF booklet)
Word Study (Phonics & Spelling): Blind sort with short o & u words; Dictated sentence to apply phonics features and high frequency words; Independent or station work: With partners: create silly sentences with featured and high frequency words. Practice reading them for automaticity.
Text Reading (Fluency, Comprehension, & Vocabulary)
Title (Reading Level): Growl! A Book about Bears by Melvin Berger (End of 1st grade reading level)
Before Reading: Introduce hibernate in context. Discuss word identification strategy/ies used. Model use of context clues to figure out word's meaning. Set purpose for reading chapter three: How do get ready for winter?
During the Reading: Teacher supports students' reading & notes difficult words.
After the Reading: Discuss word identification strategies students applied while reading. Do an oral vocabulary review: Which animals hibernate? Thumbs up or down: frogs, birds, bears, snakes, people, whales, bats, caribou, spiders |
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Thursday
(Bold print indicates an adjusted activity. Click here to see a list of modifications made to provide differentiated instruction for the group) |
Whole Group Instruction:
(20-25 minutes)
Phonics, Fluency, Comprehension and Vocabulary
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1. Teacher gathers students for Daily News or Morning Message. Integrate teaching subjects & predicates (See Day 4 grammar lesson, T67h) and Word Reading Review (T20 LRF booklet) within the activity.
2. Support the target comprehension skill with a non-fiction read-aloud: drawing conclusions (T40-41) using Grizzly Bears by Gail Gibbons (2003). Expand vocabulary activity on T22-23 LRF).
3. Explain independent work and/or literacy stations. Move to reading groups. |
Small Group Instruction:
(20-25 minutes)
Reading instruction addressing phonics, fluency, comprehension, and vocabulary
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Building Fluency: Rereading from poetry folder for expression and phrasing (see T21 LRF booklet)
Word Study (Phonics & Spelling): Read controlled or phonics-based text (independent level), e.g., (See build Fluency T17 LRF booklet); Independent or station work: word hunt using controlled or phonics text.
Text Reading (Fluency, Comprehension, & Vocabulary)
Title (Reading Level): Growl! A Book about Bears by Melvin Berger (End of 1st grade reading level)
Before Reading: Set purpose for reading chapter four: What are baby bears called? How does a mother bear care for babies?.
During the Reading: Teacher supports students' reading & notes difficult words. Take a running record during reading.
After the Reading: Discuss word identification strategies students applied while reading. Reinforce drawing conclusions: Bear cubs are helpless. Mother bears work hard to take care of their babies. Use Tuesday's graphic organizer (click here to see a blank version).
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Friday
(Bold print indicates an adjusted activity. Click here to see a list of modifications made to provide differentiated instruction for the group) |
Whole Group Instruction:
(20-25 minutes)
Phonics, Fluency, Comprehension and Vocabulary
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1. Teacher gathers students for Daily News or Morning Message. Integrate review of subjects & predicates (See Day 5 grammar lesson, T67h) and Word Reading assessment (T24 LRF booklet) within the activity.
2. Assess the target comprehension skill: drawing conclusions (T40-41) with a read-aloud, e.g., Goldilocks Returns by Lisa Campbell Ernst (2003). Provide conclusion and students work in pairs to provide evidence to support their conclusions.
3. Explain independent work and/or literacy stations. Move to reading groups. |
Small Group Instruction:
(20-25 minutes)
Reading instruction addressing phonics, fluency, comprehension, and vocabulary
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Building Fluency: Timed repeated reading (see T24 of LRF booklet)
Word Study (Phonics & Spelling): Spelling assessment of short o, short u, and selected high frequency words. Provide directions for writing game. Independent or station work: phonics short o & short u writing game.
Text Reading (Fluency, Comprehension, & Vocabulary)
Title (Reading Level): Students' self-selected reading.
Update independent reading booklist, take running record & comprehension check on selection from students' independent reading this week. Supervise the selection of new self-selected reading. |
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