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Four Week Planning Calendar

Literacy Cycle Topic ____Main Idea _ Grade: 1 st grade__ Name: Alexsia Bernhardt_

Week 1

Lesson Element

Monday Tuesday Wednesday Thursday Friday

CC Standards

(only 1)

CCSS.ELA-Literacy.RI.1.2Identify the main topic and retell key details of a text.

CCSS.ELA-Literacy.RI.1.8Identify the reasons an author gives to support points in a text.

CCSS.ELA-Literacy.RF.1.4Read with sufficient accuracy and fluency to support comprehension.

CCSS.ELA-Literacy.RL.1.10With prompting and support, read prose and poetry of appropriate complexity for grade 1.

CCSS.ELA-Literacy.RL.1.2Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Learning Objective (goal)

Students will:

Identify and restate main idea.

Students will:

State the reasons the author gives information to support the main idea.

Students will:

Read fluently by recognizing words that you read often and reading them accurately.

Students will:

Participate (e.g., clapping, chanting, choral reading) in the reading of poetry by responding to the rhyme and rhythm.

Students will:

Formative Assessment

(2-3 minutes – tangible)

Display sentence that support the main idea. Read aloud the sentences and have children identify the main idea.

Ask children questions to help them understand the story. Students will complete a word web. Identifying main idea and including key details that support the topic.

Observe and monitor student reading by having them:

Read aloud with fluency in a manner that sounds like natural speech.

Have students go back and reread when it doesn’t sound or look like you think it should.

Students will participate in writing simple poetry, rhymes, songs or chants.

Discuss and then write about what the boy discovered about his pet dog.

Accommodations

(List at least 3 for each

-Review words that may be unfamiliar to students

-Remind students to follow good discussion rules. Tell

- -Have students state the main idea from the story and fill out web map that show the main idea of a story.

- Students can illustrate

-Students will be asked to underline words with the short a sound (pals, can, tag).

-Give more time for those

-Sharing poetry

-Encouraging peer discussions, such as sharing stories and experiences

-Demonstrating key concepts

-Carefully selecting texts to target students’ vocabulary development

http://www.corestandards.org/ELA-Literacy/RL/1/2/



http://www.corestandards.org/ELA-Literacy/RF/1/4/

http://www.corestandards.org/ELA-Literacy/RI/1/8/


day) them to speak clearly, listen to others, and stay on topic.

-Preprinted topic on student’s paper

what pals do.

-Students can complete a sentence stem. Example: Pals _________ each other. Pals can also _________.

-Students who are ready can write the topic sentence and at least 2 other sentences describing what pals can do.

who are struggling.

-Before reading, remind students what good readers do (i.e. get your mouth ready, beginning sounds, stretch the word)

Comprehension Strategies

Listening /Questioning Main idea Fluency Monitoring Making connections

Leveled Reading Books

(1st grade)

Chapter Books

(2-4th grade)

(Title/Author/Lexile)

Guided Reading:

Focus- Main Idea/ Summarize

Students will be assigned to groups based on their reading levels (Green-Struggling, Purple- on level, and Blue- advanced). The students will be given a level reader book from the teacher during guided reading. I will meet with the lowest level every day of the week, and I will meet with the average and high levels 2 to 3 times per week. Advanced: Vocabulary Review; picture walk; review comprehension skill; students can read independently or with you.On Level: Similar as the Above level group but with activities done together in group. Struggling: Build Background; review vocabulary; discuss comprehension skill; picture walk first half of book. Always done together, teacher makes connections, models, and does think alouds. Address any phonics or fluency issues.Vocabulary Reader: Favorite Things by Katie Sharp Lexile N/ALeveled Readers Examples: Advanced- Friends by Erika Rice (Lexile) -400L On Level- Sharing by Tracy Gallo 100L Struggling- Helping by Laura Townsend N/A

Independent Reading:

Decodable stories to read that focus on short a: Dan and Nan, Nat Cat, Nan and Dan, and Fan, Fan, Fan

Homework:

Students will take home leveled books to read nightly with their parent. The student will record book on reading log and have student sign the log that they read to parent. Students will also have other books to take home that within their Lexile Level.

New Vocabulary Words from book

Guided Reading (1 st grade only):

High frequency words: and, be , help, play, with ,you

Read Aloud

Oral Vocabulary:

beautiful, excellent, invitations, miss, ruin, suddenly



Read Aloud

Fun, pal, pet, what



Read Aloud

Short a words



Read Aloud



Read Aloud

Extraordinary, obedient, darkness, believe

Phonics Instructional Focus (specific words from guided reading texts)– 1st only

Beginning Sound

• Short a

Blend, read, and build words with short a

Consonants d and n.

High frequency words: and, be, help, play, with, you

Segmenting sounds

Sat, bat, cat, hat, and mat

Words with consonants

p,f

Words with consonants n, d, p, f

Review and test

Spelling

(1st and 2nd 50/50 HF and

High frequency words: and, be, help, play, with, you

spelling pattern) – 2-4th book

Spelling pattern (short a): am, at, man, dad, sat, mat

Grammar

(Use CC)

CCSS.ELA-Literacy.L.1.1.bUse common, proper, and possessive nouns. Objective:

Introduce nouns that name people and animals.

CCSS.ELA-Literacy.L.1.1.bUse common, proper, and possessive nouns. Objective:

Identify and use nouns that name people.

Objective:

Identify and use nouns that name animals

CCSS.ELA-Literacy.L.1.5.bDefine words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

CCSS.ELA-Literacy.L.1.1.bUse common, proper, and possessive nouns.

Reading Activity

(Describe how your teaching your CC standard through your Read Aloud Book, Poem, Song, Game…)

Variety of “types” of reading material (big books, picture books, poems, article, online articles, etc

Title: The Lion and the Mouse

Type: Fable

Author: Gail Herman

Lexile: N/A

Whole Class Activity:Today, we’re going to read a fable, and in fables, the characters often learn a lesson.

As I read this story, I want you to listen to see what the lion learns about friendship and being a friend.

Turn and tell your partner what you are going to be listening for as I read. (If

Title: What Is a Pal?

Type: Informational Text

Author: Nina Crews

Whole Class Activity:

Read aloud the title and the author’s name. Ask students to describe what they see in the photograph on the book cover. Explain that information in this text will help students learn what makes a good friend.

Teacher Modeling- Help students summarize the important points for the selection. Summarize reading by stopping briefly to review text.

Title: Fan, Fan, Fan

Type: Decodable reader

Author: Graham Nou


Students will reread text that focus on short a.

Students will have a printout copy of text and underline short a sounds.

Title: Friends Forever

Type: Poetry

Author: Nikki Grimes and Sarah Wilson

Lexile: N/A


Tell students that you will read three poems together. Explain that a poem uses words and sounds to help you see pictures in your mind. “Damon & Blue”, “Wait for Me”, and “Jambo”

Text to Self-Connections: Brainstorm ideas with students about things that

Title: The Night I Followed The Dog

Type: Fiction

Author: Nina Laden

Lexile: 530L


Before reading,

http://www.corestandards.org/ELA-Literacy/L/1/1/b/





they have difficulty with this, explain again and then have them share the purpose for listening with their partners)

After we look at each new picture, I will stop and summarize. That way, students will better understand what is happening.

they like to do with pals.

Writing Activity (Actual sentences)

Varity of writing forms: (booklets, pamphlets, journals, free write, interview questions, etc

Writing about us- Labels

Give students the topic sentence, Pals do many things. (This could be preprinted on their paper or students could write if able)

The students will write at least 2 things from the story that pals do.

Free write:

Students will complete a worksheet with short a words.

Write sentences and illustrate in journal about pets being pals.

Illustrate sentences, and write labels on sentences.

Materials/Technology

Book for read aloud

Construction paper

Grammar game:

Nouns Brain Pop Jr.

Book for read aloud

Letter cards for building words

Practice Phonics:

Printout booklets for each student

Phonics Practice:

Word Families Sort Click on a

Poem for read aloud

Phonics Practice:

Promethean Board to project video

Phonics Practice:


Get Your Mouth Moving Song

http://pbskids.org/lions/videos/?pid=DucLSkHCgjlxkXXR9i__wFBmJKJYLcwb

http://pbskids.org/lions/videos/?pid=DucLSkHCgjlxkXXR9i__wFBmJKJYLcwb

http://www.readwritethink.org/files/resources/interactives/wordfamily/

http://www.brainpopjr.com/readingandwriting/word/nouns/

Background Knowledge

Song about being a friend http://www.youtube.com/watch?v=4hhOgFcqE

This video is a song about what being a good friend means.

Need: Projector, Speakers and Computer

Beginning Consonants

Starfall Short a song http://www.starfall.com/n/levelk/songsa/load.htm?f

Short a song from starfall


Video about the sound of short a http://www.youtube.com/watch?v=Tif2a8vXeAA Watch this video when introducing the short a.


Picture Match

http://www.readwritethink.org/files/resources/interactives/picturematch/

http://www.starfall.com/n/levelk/songsa/load.htm?f

http://www.starfall.com/n/levelk/songsa/load.htm?f

http://www.manatee.k12.fl.us/sites/elementary/Samoset/RESOURCES/begcon.htm

http://www.youtube.com/watch?v=4hhOgFcqE

http://www.youtube.com/watch?v=4hhOgFcqE

Literacy Cycle Topic _____Understanding Characters___ Grade: _1 st grade__

Week 2

Lesson Element


CC Standards

(only 1)

CCSS.ELA-Literacy.RL.1.3Describe characters, settings, and major events in a story, using key details.

CCSS.ELA-Literacy.RI.1.3Describe the connection between two individuals, events, ideas, or pieces of information in a text.

CCSS.ELA-Literacy.RF.1.4.bRead grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

CCSS.ELA-Literacy.RI.1.7Use the illustrations and details in a text to describe its key ideas.

CCSS.ELA-Literacy.RI.1.10With prompting and support, read informational texts appropriately complex for grade 1.

CCSS.ELA-Literacy.SL.1.1.aFollow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).


Students will:

Describe the characters and events in the story.

Students will:

Describe and analyze characters.

The students will read fluently by reading and rereading words that are connected in a text.

The students will preview the reading to find clues that this is a nonfiction text.

The students will make connections to the week’s reading by participating in class discussion.



Use chart paper to record student responses after read aloud: How do Tim and Pop feel about each other? (they care about each other)

What details from the story and the pictures show us that they care about each other?

T-Map will be used to tell what the characters say and do. Project T-map on Promethean board. Example

Understanding Characters:2 sections speaking and acting

Display projectable for reading for meaning-

Read text by making a mistake. Students will keep track of how many mistakes you make. Then reread text modeling better intonation and fluency.

Paired Reading

In a paired reading situation, one student reads aloud and the other listens. The listener summarizes what he or she heard as the main ideas and points out the details that support them. The reader confirms the summary. Students can then switch roles.

Engage in collaborative conversations (such as book groups, literature circles, buddy reading), and develop skills in active (close) listening and group discussion (looking at the speaker, turn taking, linking ideas to the speakers‟ idea, sharing the floor, etc).

http://www.corestandards.org/ELA-Literacy/SL/1/1/a/

http://www.corestandards.org/ELA-Literacy/SL/1/1/a/




http://www.corestandards.org/ELA-Literacy/RF/1/4/b/




Accommodations

(List at least 3 for each day)

-Allow students to go back and reread after for specific details.

- For students who struggle to write this, you could have them illustrate how Tim and Pop care for each other.

- For advanced students, provide the topic sentence and add one additional way they cared for each other.

- Page through the text with students. Help them name one character.

-Have students tell in a word or phrase something about characters.

-Remind children to look for clues in the story to understand the characters’ feelings and actions.

- Modeling how to pronounce words accurately.

-Help students listen for and identify beginning sounds.

-Review the meaning of each word as needed.

- Use picture text prompts to discuss text.

-Have partners find clues to make inferences and predictions.

-Listen to and recite a dialogue.

-Help students identify Words to know. Students will read and repeat words to know.

-Use Think aloud to help students respond to questions from text.

-Work with partners to identify words in text.


Listening Comprehension Understanding characters Fluency Infer/predict Questioning


(1st grade)

Chapter Books

(2-4th grade)

(Title/Author/

Guided Reading:

Students will focus on understanding characters. Infer/ predict Short i Accuracy: words connected in text Context clues

Vocabulary Reader: Grandpa by Janeen Mulvaney 50LLeveled Readers Examples: Advanced- When Grandpa Was a Boy by Sheila Sweeny Higginson On Level- Grandpa and Me by Sheila Sweeny Higginson 420L Struggling- Granny by Christine Dowe 180L


Students will partner read and have independent reading time during Daily 5. Students will read decodable books, leveled books at their level, and listen to someone read their book to them. Decodable reader focus short i: Can It Fit?, I Ran, Sid Pig, and Pam

Lexile) Homework:

Students will take home leveled books to read nightly with their parent. The student will record book on reading log and have student sign the log that they read to parent. Students will also have other books to take home that with Lexile 350.



for, have, he, look, too, what

Read Aloud

Bandits Chattered Brave Ears Still steady



Read Aloud

High frequency words



Read aloud:

Short i words



Read Aloud

Thunderstorm Hurricane Scientist Measure Lightening



Read Aloud

Short i


Words with short i

Write and read words with short i

High frequency words: for, have, he, look, too, what

Words with consonants r, h, /z/s

High frequency words (same)

Word with consonants b, g


Words with phonogram –it


Test High Frequency Words and Short i

Spelling

(1st and 2nd 50/50 HF and spelling pattern) – 2-4th book

High frequency words: for, he, what, look, have, too

Spelling pattern (short i): if, is, him, rip, fit, pin

Grammar

(Use CC)




CCSS.ELA-Literacy.L.1.2.dUse conventional spelling for words with common spelling patterns and for frequently occurring irregular words.


Reading Activity



Title: Susie and the Bandits

Type: Read aloud

Author: Anonymous

Whole Class Activity: Today we are going to read about a group of characters. Remember that characters are “people” or “animals” in a story.

As I read the story, I want you to listen to see how the bandits change from the beginning of the story to the end.

Turn and tell your partner what you are going to be listening for as I read. (If they have difficulty with this, explain again and then have

Title: The Storm

Type: Realistic Fiction

Author: Raul Colon

Lexile: N/A


Before reading, tell students that I will record their predictions as they read The Storm. Start by asking students what they think the story will be about. Write their predictions on the board.

I will set the purpose of the read aloud by reading the title of the story and the author’s name. I will ask students to describe what they see in the illustration.

Title: Sid Pig

Type: Fantasy

Author: Damian Byrne


Explain that many words in this story have short i sound spelled i. Preview the pages in the text and predict what the story is about.

Model fluency and accuracy- choral reading

Remind students to track

Then, have students read silently, then choral read aloud.

Have children copy your pauses and intonation.

Title: Storms!

Type: Informational Text

Author:

Lexile: N/A


Before reading, inform students they will read together an informational text about storms. Remind them they give factual information about a topic.

Have students preview the reading to find clues that this is a nonfiction reading, not a story.

Title: Can it Fit?

Type: Decodable Reader

Author: Chandra Majors

Lexile:


Students will practice reading fluently, pying attention to groups of words in text. Short I focus sight words what, for, look


http://www.corestandards.org/ELA-Literacy/L/1/2/d/





them share the purpose for listening with their partners).

After Reading: Your job as I read was to listen to find out how the bandits changed from the beginning of the story until the end. You can guide them to this by prompting them.



Students will write about how the bandits changed from the beginning of the story to the end.

Give students the topic sentence, Tim and Pop care for each other.

The students will write at least 2 things from the story that Tim and Pop do.

Using spelling words students will write sentences using as many words from the focus short i.

Student Write sentences about how storms are alike and different.

Illustrate and write about something you learned this week about storms.


Materials for week:

Chart paper, student journals

Phonics instruction websites:

The Big Hit


Word Builder Short i Words



WebWord Find Short i

http://www.eduplace.com/kids/sv/applications/wordfind/index.html?grade=1&unit=5

http://www.eduplace.com/kids/sv/applications/wordbuilder/index.html?grade=1&unit=5

http://www.starfall.com/n/short-i/si/load.htm?f

nad worksheets for writing, Promethean board for display text, computer


Word Families Sort Click on i

Construct a Word Click ig at or in

Words



http://www.readwritethink.org/files/resources/interactives/construct/index.html


Literacy Cycle Topic ___Sequence of Events______ Grade: _1 st grade__

Week 3

Lesson Element


CC Standards

(only 1)

CCSS.ELA-Literacy.L.1.1.eUse verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

CCSS.ELA-Literacy.RL.1.7Use illustrations and details in a story to describe its characters, setting, or events.

CCSS.ELA-Literacy.SL.1.4Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

CCSS.ELA-Literacy.RF.1.3.fRead words with inflectional endings.

CCSS.ELA-Literacy.RI.1.5Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

CCSS.ELA-Literacy.SL.1.1.cAsk questions to clear up any confusion about the topics and texts under discussion.


Students will:

Have an emphasis in verb tense

Students will:

Illustrate and describe the sequence of events pertaining to the characters.

Students will:

read words with inflection ending –s.

Students will:

Use headings and charts from menu to read to find out about a topic.

Students will:

Engage in collaborative conversations (such as book groups, literature circles, buddy reading), and develop skills in active (close) listening and group discussion (looking at the speaker, turn taking, linking ideas to the speakers‟ idea, sharing the floor, etc).


Complete a worksheet with the correct word. ( worksheet

Students will: Students will: Students will: Students will:

http://www.corestandards.org/ELA-Literacy/SL/1/1/c/

http://www.corestandards.org/ELA-Literacy/SL/1/1/c/



http://www.corestandards.org/ELA-Literacy/RF/1/3/f/

http://www.corestandards.org/ELA-Literacy/RF/1/3/f/

http://www.corestandards.org/ELA-Literacy/SL/1/4/


http://www.corestandards.org/ELA-Literacy/L/1/1/e/


in materials)

Flow chart

Using a chart labeled with beginning, middle, and end students will fill in the events from the read aloud using illustrations and sentences.

Use letter cards to build words with inflection –s. Examples sits, digs, mops, pots, pigs

Text Feature Matching- students will match words with image to identify text features.

Answer questions about the story.

Accommodations


-have students use picture cards

-monitor students by walking around

-orally read sentences for students who

- Students can illustrate events from the beginning, middle, and end of the story.

-Students can just fill in the sentence stems.

-use gestures

-work with a partner

-lower students, work with individually to reinforce concept

-work with whole group to correct errors

-preview text read aloud on Promethean board

-high light text features for whole class-

-use vocabulary words


Monitor/ clarify sequencing Making connections Visualizing/ summarizing listening


(1st grade)

Chapter Books

(2-4th grade)


Guided Reading:Focus for week:

Sequence of Events; Monitor/ Clarify Comprehension Short O Inflections –s Phrasing: Punctuation Multiple-Meaning Words

Vocabulary Reader: Curios About School by Aksel JamesLeveled Readers Examples: Advanced- Curious George at the Library by Jonas Lisson 280L On Level- Curious George’s Day at School by Willa Reid 140L Struggling- Curios George Finds Out About School by Hal Martin 60L


Students will partner read and have independent reading time during Daily 5. Students will read decodable books, leveled books at their level, and listen to someone read their book to them. Decodable stories short o focus: Lil and Max, Did Dix Dog Do It?, Max Fox and Lon Ox, and Is It Funny?

Homework:




do, find, funny, sing, no, they

Read Aloud



Read Aloud



Read Aloud

Broth, cabbage, sniff, villiage



Read Aloud




Read Aloud

Apart, crept, proudly, sneak, snout, worried


Words with short o

High frequency words: do, find, funny, sing, no, they

Review Words with inflection –s Review review

Spelling


High Frequency words: do, find, funny, sing, no, they

Spelling Pattern ( Short o): log, dot, top, hot, lot, ox

Grammar

(Use CC)




CCSS.ELA-Literacy.L.1.2.bUse end punctuation for sentences.

CCSS.ELA-Literacy.L.1.2.dUse conventional spelling for words with common spelling patterns and for frequently occurring irregular words







Reading Activity



Title: When the Leaf Blew In

Type: Fantasy

Author: Steve Metzger

Lexile: 350L


Before reading,

Read title aloud to class and show the cover of the book. Ask students to make predictions of the book. Then, tell the students the role of the author has in the book. Then, students will use retelling cards with a partner to help students practice retelling events.

Title: Curious George at School

Type: Fantasy

Author:

Lexile:


Today we are going to talk about Curious George’s day at school.

As we read this story I want you to listen to find out what Curious George does throughout the day.

Pay attention to what he does in the beginning of the story, in the middle, and at the end.

Turn and tell your partner what you are going to be listening for as we read.

(If they difficulty with this, explain again and then have them share the purpose for listening with their partners.)

Title: Stone Soup

Type: Folktale

Author: Marica Brown

Lexile: 480L


Before reading, tell students today we are going to read a folktale. As we read, have students listen to the sequence of events in the story.

As a class, we will discuss what the characters in the book did to make the Stone soup.

Title: School Long Ago

Type: Weekly Reader

Author:

Lexile:


Before reading, tell students today we are going to read an informational text about school.

As we read, I want you to listen for what school was like long ago.

After, students will turn and tell your partner one thing that was different about school long ago.

Title: Stone Stew

Type: Read aloud

Author: Folktale

Lexile:


During reading, as I reach each oral vocabulary word in the selection, call on a student to explain or describe its meaning.

After reading, review oral vocabulary words and definitions. Call on students to use words in a sentence.



Story Sequencing:

Students will use an interactive notebook to write about beginning, middle, and end of the story.

Now you are going to write about Curious George’s day at school.

I’ll give you the topic sentence

Curious George did many things at school.

First,_______________

Next________________

Last,________________

Print out- My recipe for stone soup

What would you put in stone soup? Add it to the list of ingredients. Then write or illustrate the steps to making the soup.

Now you are going to write your opinion.

I want you to write one sentence about whether or not you would want to go to school long ago or now and why. Students will use details from chart.

Illustrate your sentences, and write a caption for the illustration.


For the week:

- Read aloud books- Word sort cards- Print outs for

writing activity

http://www.theeducationcenter.com/editorial_content/make-a-wish

Phonics practice computer games:

cvcPop Click on o


Word Families Sort Click on o


Construct a Word Click on op or ot


WebWord Find Short O Words


Mox's Shop

http://www.starfall.com/n/short-o/so/load.htm?f



http://www.readwritethink.org/files/resources/interactives/construct/index.html


http://www.ictgames.com/cvcPop.html




Literacy Cycle Topic __Text and Graphic Features__ Grade: _1 st grade__

Week 4

Lesson Element


CC Standards

(only 1)

CCSS.ELA-Literacy.RF.1.2.cIsolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. CCSS.ELA-Literacy.RL.1.7Use illustrations

CCSS.ELA-Literacy.RI.1.3Describe the connection between two individuals, events, ideas, or pieces of information in a text.

CCSS.ELA-Literacy.RF.1.3.bDecode regularly spelled one-syllable words.

CCSS.ELA-Literacy.RF.1.4.bRead grade-level text orally with accuracy, appropriate

CCSS.ELA-Literacy.W.1.3Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event

CCSS.ELA-Literacy.SL.1.2Ask and answer questions about key details in a text read aloud or information










http://www.corestandards.org/ELA-Literacy/RF/1/2/c/

and details in a story to describe its characters, setting, or events

rate, and expression on successive readings.

order, and provide some sense of closure

presented orally or through other media.


Students will:

Blend spoken phonemes with more than three sounds into one syllable words, including consonant blends and digraphs

Students will:

Be able to tell how two individuals, events, ideas or pieces of information are linked together.

Students will:

Decode spelling pattern words with short e.

Students will:

Will write a story that recalls two or more sequenced events with beginning, middle, and ending. Use temporal words

Students will:

Listen to appreciate poetry. Use context to aid in determining the meaning of oral vocabulary.



Students will match initial phonemes to graphemes.

Turn and Talk

Students will choose one place that Lucia visited. Describe the place to a partner. Students will be called on to share what their partner described.

Using a word sort, students will sort short e words and non short e words into two list and record answers on worksheet.

Students will use story boxes with lined spaces to write a story about an event in their life.

Call on students to explain or describe meaning. Challenge students to use the words in a sentence.

Accommodations


-Walk around classroom to monitor student learning

-Model and explain activity on Promethean board

-Student grouping for peer assistance

-Write the names of each place Lucia visits in story on the board for children to copy when they label their maps.

-Have students preview the photographs in text and predict who, Lucia might meet in her neighborhood.

-Summarize the story by listing the places the main character visits.

- Allow extra reading time for struggling students and assist students with guidance and support

-Review high frequency words to know and spelling pattern words for the week

-alternate assessment for different levels

- Have struggling students dictate sentences to teacher.

-Draw illustration before students write sentences.

-Have students to refer to word wall for high frequency words

-writing checklist

-ample time for completing written sentences

- Allowing a child give spoken answers instead of written ones.


Monitoring Making connections/ background knowledge

Making connections/ monitoring

Compare and contrast Listening and speaking


(1st grade)

Chapter Books

(2-4th grade)


Guided Reading: Focus for Week: Text and Graphic Features Short e Intonation Alphabetical order

Vocabulary Reader: Firehouse by Edison Dibble- Lexile N/ALeveled Readers Examples: Advanced- Neighbors by Kenyetta Ray 320L On Level- Our Town by Taiyo Kobayashi 240L Struggling- At the Park by Hillary Simmons N/A


Students will partner read and have independent reading time during Daily 5. Students will read decodable books, leveled books at their level, and listen to someone read their book to them. Decodable readers: Pals, Ned, Ken and Vic, and My Pets.

Homework:




all, does, here, me, my, who

Read Aloud

apartment, neighbors, friendly, everyone, garden, build, playground



Read Aloud

Lucia, book, car, firefighter’s, goal, hi, home, librarian, neighborhood, pants, plant, street



Read Aloud

Short e words



Read Aloud




Read Aloud

Canvas, combinations, eases, important, rhythms, row

Phonics Sound/ spelling Segmenting/ blending Words with consonants k, v, j Words with phonogram –et review

Instructional Focus (specific words from guided reading texts)– 1st only

Words with short e.

High frequency word focus for week: all, does, here, me, my, who

Spelling


High Frequency Words: all, does, here, me, my, who

Spelling Pattern (short e): hen, leg, wet, pen, web, yet

Grammar

(Use CC)

CCSS.ELA-Literacy.L.1.1.fUse frequently occurring adjectives.





Reading Activity


Variety of “types” of reading material (big

Title: Neighbors

Type: Informational

Author: Kenyetta Ray


Read the title and author to children. Draw on their knowledge of their own neighbors and neighborhood to build interest, using questions like these: What is your neighborhood like? What are your neighbors like?

Title: Lucia’s Neighborhood

Type: Informational

Author: George Ancona

Lexile:


Before Reading: This week we will be reading about neighborhoods.

As I read the story today, I

Title: Ken and Vic

Type: Decodable Reader

Author: Kate Pistone


Explain that many words in this story have short e sound spelled e. Preview the pages in the text and predict what the story is about.

Model fluency and accuracy- choral reading

Title: City Mouse and Country Mouse

Type: Reader’s theater

Author: Debbie O’Brien

Lexile: N/A


Before Reading:

In our reader’s theater, we will read about a City Mouse and a Country

Title: Painting Word Pictures

Type: Poetry

Author: Anonymous

Lexile: N/A


Before reading, inform students to listen carefully.

Ask students what descriptive words they used




http://www.corestandards.org/ELA-Literacy/L/1/1/f/



books, picture books, poems, article, online articles, etc

Explain that this book tells about neighbors and the things they do together.

want you to listen to find out some of the places that Lucia visits in her neighborhood.

Turn and tell your partner what you are going to be listening for as I read.

Remind students to track

Then, have students read silently, then choral read aloud.

Mouse. As we read, I want you to think about how their homes are different.

After reading:

What was life like in the city? Have students find details from the text that show what life was like in the city. Record their responses.

*You may need to guide them to this.

What was life like in the country? Have students find details from the text that show what life was like in the country. Record their responses.

in the poem to allow the reader to visualize an image.


Varity of writing forms: (booklets,

What are some things you like to do with a neighbor? Write a two to three sentences. Tell what you like to do and why.

Make a list of adjectives for size and shape to tell about things in your neighborhood. (class discussion/ chart paper)

Write sentences about somewhere you go often in your neighborhood. (journal)

If you were a mouse, would you rather visit Country Mouse or City Mouse? Use information from the story to tell why.

After reading students will illustrate sentences, and write a caption for the illustration from poem Painting Word Pictures.

pamphlets, journals, free write, interview questions, etcMaterials/Technology

For the week:

Read aloud books

Word sort cards

Print outs for writing activity

Websites to reinforce phonics instruction:

WebWord Find Short E Words

Chart paper


cvcPop Click on e


ABC Order Saxon


Work, Work, Work Sequencing


Peg the Hen

http://www.starfall.com/n/short-e/se/load.htm?f

http://www.sfsocialstudies.com/g1/u3/index.html

http://www.haelmedia.com/html/og_pk_001.html

http://www.ictgames.com/cvcPop.html



Documents

alexsiabernhardt.wikispaces.comalexsiabernhardt.wikispaces.com/file/view/Literacy+Plan… · Web view... discuss comprehension skill; picture walk first half of book. ... Guided