Reading Lesson Plans

Reading Lesson PlansScott Foresman: Reading Street

Grade 1Unit 1Jessica Crownover

WEEK 3: “THE BIG BLUE OX”DAY 1: SHORT /O/

Standards: ELA.2b/ELA.2c: Utilize predictable letter-sound relationships to decode printed words, including words with consonant blends that require blending 3-4 phonemes into a whole word:o Segmenting printed words into phonemeso Identifying sound-spelling relationships of consonants and vowels

ELA.5b: Read with fluency simple passages containing simple sentences:o Recognizing first-grade high-frequency words by sight

ELA.6a: Recognize a variety of narrative text forms, including fairy tales, adventure stories, and poetry: o Identifying characters, settings, problems, and solutions in a variety of

texts SS.1c: Identify past and present modes of air, land, and water

transportation:o Identifying past and present types of technology

Objectives: SSBAT identify the short /o/ sound in words SSBAT use the short /o/ sound SSBAT blend words using the short /o/ sound SSBAT identify character and setting of stories

Teacher Materials: WGI: “Sing with Me” big book, Amazing Words cards, spelling word cards, high-frequency word cards, PowerPoint, magnetic letters, handwriting paper, handoutSGI: Flip chart, decodable reader

Student Materials: PencilSpelling Words: mom, hot, hop, pot, pop, ox, lock, map, got, rock

(help, use)Amazing Words: Past, present, produce, transportation, danger, serve, snuggle, enormous,

powerfulHigh-Frequency Words: Help, use, getQuestion of the Week: “How can animals help people?”

1. Morning message/question of the daya. Read the morning message out loud to the class. b. Discuss how animals can help people.

2. Oral Vocabulary: Big Book – “The Oxen Song”a. Show the big book/the picture on the Power Pointb. Introduce the amazing words for the day. Have students think about the words while

reading “The Oxen Song”c. Read the story or sing it aloudd. Discuss amazing words; have students try to understand the word from context.

e. Give child-friendly definitions of words, show the words on the cards, and put the cards in the Amazing Words display

3. Phonemic Awarenessa. Break apart the sounds in jobb. Introduce short /o/c. Tell about short /o/

4. Short /o/a. Teach/Model

i. Connect1. Review short /a/ and /i/ using “hat” and “pig2. Tell that they both have a short vowel sound3. Tell that we are going to learn about the short /o/ today

ii. Use Sound-Spelling Card1. Show the /o/ sound-spelling card2. Ask what is on the card, what letter it starts with, and what sound it

makes3. Say the sound together

iii. Model1. Show the word top and tell that the o in top is the short /o/2. Segment and blend the word

iv. Group Practice1. Have the class segment and blend the word2. Continue with ox, mop, hot, pot, and rock

v. Review1. Explain when o is the only vowel in a word, it’s usually a short /o/

b. Blend Wordsi. Call on students to blend more of the words displayed, or do it as a group

c. Build Wordsi. Use magnetic letters to make the word rot, have the class blend the word

ii. Use magnetic letters to change the t to a ck, have the class blend (rock)iii. Use magnetic letters to change the ck to b, have the class blend (rob)iv. Use magnetic letters to change the r to b, have the class blend (bob)v. Use magnetic letters to change the b to x, have the class blend (box)

vi. Use magnetic letters to change the b to f, have the class blend (fox)5. Introduce high-frequency words

a. Show the high-frequency word cards for the week and read them out loudi. Help. Ox can help.

ii. Get. He will get a map from Mom and Pop.iii. Use. He will use big pans.

b. Have students say the words6. Introduce spelling words

a. Ask students what sounds they hear in top

b. Ask students the letter names for the soundsc. Write the letter names on the board to spell topd. Practice again with note. Read the spelling words to the class

7. Build Backgrounda. Let’s Talk About Animal Friends

i. Develop Oral Language1. Ask students what they see in the picture on the Power Point2. Develop discussion about plowing, oxen, horses, etc.

ii. Build Oral Vocabulary 1. Promote use of amazing words by using them in questions

b. Develop Conceptsi. Make a t-chart with past and present

ii. Ask students again how animals help peopleiii. Ask students if that would fit under past or present

c. Connect to Readingi. Ask students about the picture of kids on an ox

ii. Tell students our story is about an ox and how he helps these two people8. Listening Comprehension

a. Teach/Model Character and Settingi. Define Character and setting

1. Character: people or animals in a story; could be real or make-believe2. Setting: where and when a story takes place; real or make believe; now,

in the past, or in the futureii. Read aloud/Model

1. Read “A Perfect Visit” aloud2. Model thought process for figuring out the main character

b. Practicei. Clues to character and setting

ii. Identify character and settingiii. Connect to reading

9. Wrap-Upa. Write hot and have students tell what sound the o makesb. Have students suggest some other /o/ wordsc. Have students spell hot, mop, and ox and write it on the boardd. Ask questions about character and setting

10. Break into small groups/students not in small groups work on writing their spelling words 3 times each and workbook pages

DAY 2: -S PLURALSStandards: ELA.1: Demonstrate phonemic awareness, including isolating, deleting,

and adding phonemes, using onsets and rimes, and identifying initial, medial, and final sounds in one-syllable words

ELA.2c: Utilize predictable letter-sound relationships to decode printed words, including words with consonant blends that require blending 3-4 phonemes into a whole word:o Segmenting printed words into phonemes



texts

Objectives: SSBAT identify the –s plural in words SSBAT use the –s plural SSBAT blend words using the –s plural SSBAT identify high-frequency words in print

Teacher Materials: WGI: “A Kid’s Best Friend” big book, Amazing Words cards, spelling word cards, high-frequency word cards, PowerPoint, magnetic lettersSGI: Flip chart, decodable reader, handwriting paper, handouts



powerfulHigh-Frequency Words: Help, use, getQuestion of the Day: “Do you know a dog that is a helper?”

1. Morning Message/Question of the Daya. Read the morning message out loudb. Discuss the question with the class

2. Build Conceptsa. Nonfiction

i. Review nonfiction definition (real people, real things)b. Build Oral Vocabulary: “A Kid’s Best Friend” big book

i. Introduce amazing words while flipping through the bookii. How can dogs serve people?

iii. How can dogs warn people of danger?3. Phonemic Awareness

a. Say the sounds in dogs, say it with the classb. Write the word on the board as the class spells dogc. Tell the class we are going to make a new word by adding a sound at the endd. Say “dogs” and add an s to the ende. Have the class say the sounds in “dogs”f. Repeat with cat, pig, can, and rod

4. –s Pluralsa. Teach/Model

i. Connect1. Write cat, segment and blend2. “Today we’ll learn about more than one cat”

ii. Model1. Add an s to “cat,” segment and blend2. Repeat with pig

iii. Group Practice1. Say the sound of the letters and blend the words2. Repeat with hams, maps, tabs, sacks, and hills

iv. Review1. Adding –s to a word makes it more than one2. Review sound


c. Sort Wordsi. Draw a t-chart with “one” and “more than one” as the titles

ii. Have students tell if the word is one or more than oneiii. Read the words in pairs when done sorting

5. High-Frequency Wordsa. Say and Spell

i. Explain to students that these are words they can’t blend yetii. Point, say, and spell the word

iii. Have kids repeat the spelling and sayingb. Identify Familiar Letter-Sounds

i. Point to familiar letter sounds and ask students the soundc. Demonstrate Meaning

i. Have students come up with their own sentences for the words6. Wrap-Up

a. Have students read the high-frequency word sentences and identify “help” and “use”b. Ask students to define the base word in “mops” and ask what the –s at the end means.

7. Break into small groups/students not in small groups work on writing their spelling words 3 times each and workbook pages

Standards: ELA.1/ELA.1a: Demonstrate phonemic awareness, including isolating, deleting, and adding phonemes, using onsets and rimes, and identifying initial, medial, and final sounds in one-syllable words

o Blending phonemes to produce sounds ELA.2b/ELA.2c: Utilize predictable letter-sound relationships to decode

printed words, including words with consonant blends that require blending 3-4 phonemes into a whole word:o Segmenting printed words into phonemeso Identifying the sound-spelling relationships of consonants and vowels

ELA.4a: Read with comprehension a variety of first-grade narrative and informational texts, including recalling information and retelling a story with beginning, middle, and end, and recognizing cues provided by print

ELA.5a/ELA.5b: Read with fluency simple passages containing simple sentences:o Reading 40-60 words per minuteo Recognizing first-grade high-frequency words by sight


textsObjectives: SSBAT identify the short /o/ sound in words

SSBAT use the short /o/ sound SSBAT blend words using the short /o/ sound SSBAT identify the –s plural in words SSBAT use the –s plural SSBAT blend words using the –s plural SSBAT identify high-frequency words in print SSBAT identify character and setting of stories SSBAT use visualization in reading SSBAT determine the differences between realism and fantasy

Teacher Materials: WGI: “A Kid’s Best Friend” big book, Amazing Words cards, spelling word cards, high-frequency word cards, PowerPoint, “Animal Jobs” rhymes chart, handwriting paper, handoutsSGI: Flip chart, decodable readers

Student Materials: Reading textbooks, pencils, crayonsSpelling Words: mom, hot, hop, pot, pop, ox, lock, map, got, rock


powerfulHigh-Frequency Words: Help, use, getQuestion of the Day: “Why can’t a real ox cook or shop?”

DAY 3: SHORT /O/ AND –S PLURALS

1. Morning Message/Question of the Daya. Read the morning message out loud to the classb. Discuss why a real ox can’t cook or shop

2. Listen and Respond: Big Book – “A Kid’s Best Friend”

a. Review Nonfictioni. Flip through the book and ask if this is fiction or nonfiction

ii. How do you know?iii. Review definition of nonfiction

b. Build Oral Vocabulary – Amazing Wordsi. Remind students that the question yesterday was how dogs serve or warn

people of dangerii. Ask students how dogs can show their friendship

c. Monitor Listening Comprehensioni. Introduce amazing words by asking “Why do dogs snuggle with kids?”

ii. Give a child-friendly definition3. Phonemic Awareness

a. Break apart the sounds in dotb. Add an –s, break apartc. Continue with locks, mops, jobs, and rods

4. Short /o/ and –s Plurala. Teach/Model

i. Connect1. Write tot and review short /o/2. Add –s and ask how the –s changed the meaning

ii. Model1. Model reading tot and tots by looking at every letter

iii. Group Practice1. Write cot, cots, job, and jobs on the board2. Read them together3. Ask students which means more than one

b. Word Reading – “Animal Jobs” flip charti. Read “Animal Jobs” to the class/sing it

ii. Have students identify the short /o/ wordsiii. Have students identify the –s plural words

c. Sort Wordsi. Make a t-chart with “short /o/” and “not short /o/” as the title

ii. Read the words jobs, cots, lot, hop, not, hams, big, maps, kids, and tagsiii. Have students sort the words

5. Build Backgrounda. Discuss Oxen

i. Ask students what they think oxen can do to help on a farmii. Ask if it’s the same today as in the past

b. Connect to Selectioni. Tell students we will read about an ox that is big and blue. What could he do to

help on the farm?6. Vocabulary

a. Selection Wordsi. Read the sentences “Ox is back from town” and “He naps in the mud.”

ii. Underline “town” and “mud” and explain the meaningsiii. Introduce character names (Mom, Pop, and Ox)

b. High-Frequency Wordsi. Say and spell the words

ii. Students say and spell the words7. Comprehension

a. Skill: Character and Settingi. Recognize Character and Setting

1. Remind students what characters and settings are2. Ask characters and settings of other stories from class

ii. Connect to Reading1. Notice who the story is about and what they say, do, and feel2. Look for clues about when and where it takes place

b. Strategy: Visualizei. Introduce the Strategy

1. Explain that you can make picture in your mind to image things you read about

2. Model the strategyii. Connect to Reading

1. Give students a few questions to think about while reading8. Reading the Story

a. Prereadingi. Preview and Predict

1. Read the title and look at the pictures2. Ask students what they think the story might be about

ii. Discuss Animal Fantasy1. Ask if the ox in the story could be real2. Explain no because real oxen don’t wear clothes and aren’t blue

iii. Set Purpose 1. “How can this big blue ox help?”2. Ask what they would like to find out by reading

b. During Readingi. Character and Setting

1. Ask who the characters are2. Ask where the characters live

ii. Guiding Comprehension1. Cause and Effect: What does Ox do to help the pigs? Why?2. Realism and Fantasy: Are the pigs real or make-believe? Why?3. Summarize: What happened so far? (Page 61)

iii. Visualize

1. What do you picture when reading about using Ox as transportation?iv. Review Realism and Fantasy

1. What does Ox do in the kitchen? Can a real ox do this?9. Wrap-Up

a. Review Character and settingb. Monitor and fix up

10. Break into small groups/students not in small groups work on writing their spelling words 3 times each (rainbow spelling) and workbook pages

DAY 4: REVIEWStandards: ELA.1/ELA.1a: Demonstrate phonemic awareness, including isolating,

deleting, and adding phonemes, using onsets and rimes, and identifying initial, medial, and final sounds in one-syllable words






textsObjectives: SSBAT identify initial and final sounds of words

SSBAT identify short /i/ in words SSBAT identify final /x/ in words SSBAT use the short /i/ sound SSBAT use the final /x/ sound SSBAT identify high-frequency words in print

Teacher Materials: WGI: Read aloud – “Paul Bunyan and Babe” Amazing Words cards, spelling word cards, high-frequency word cards, PowerPointSGI: Flip chart, decodable readers



powerfulHigh-Frequency Words: Help, use, getQuestion of the Week: “How can animals help in present times?”

1. Morning message/Question of the Daya. Read the morning message out loud to the classb. Discuss how animals can help in present times

2. Connect Concepts: “Paul Bunyan and Babe”a. Activate Prior Knowledge

i. How did Ox help on the farm?ii. Read the story

b. Build Oral Vocabularyi. Stop after first 2 paragraphs

ii. Introduce amazing words

iii. Finish readingc. Review Oral Vocabulary

i. Introduce more amazing words3. Isolate Initial and Final Sounds

a. Sound out ox and ask the last soundb. Sound out it and ask the first soundc. Continue with in, wax, and mix

4. Review high-frequency wordsa. Read through the words and use example sentences

5. Review Phonicsa. Short /i/ and Final /x/

i. Read short /i/ and final /x/ wordsb. Word Reading

i. Read decodable and high-frequency wordsii. Read words in context (sentences)

6. Social Studies in Readinga. Preread – “They Can Help”

i. Preview and predict1. Read title and author’s name2. Ask if the animals in “They Can Help” are real or make believe

ii. Informational text1. Explain that this is nonfiction2. Review nonfiction

iii. Vocabulary/synonyms1. Review synonyms for size2. Ask for more synonyms for big/small

b. Readc. After Reading

i. Build Concepts1. Details/literal

a. “What do dogs do to help people?”2. Draw conclusions/inferential

a. “What clues in the photos let us know how they help people?”ii. Connect Text to Text

1. “What other things did Ox do to help? What do you think a real ox could do to help people?”

7. Wrap-Upa. Write “The big dog can help. The little dog can help.”b. Call on students to read using an appropriate rate.

8. Break into small groups/students not in small groups work on writing their spelling words and workbook pages

DAY 5: REVIEW AND ASSESSStandards: ELA.1/ELA.1a: Demonstrate phonemic awareness, including isolating,

deleting, and adding phonemes, using onsets and rimes, and identifying initial, medial, and final sounds in one-syllable words






textsObjectives: SSBAT demonstrate knowledge of the short /o/ sound in print

SSBAT demonstrate knowledge of the –s plural in print SSBAT identify high-frequency words in print SSBAT recall information from the story SSBAT identify high-frequency words in print

Teacher Materials: WGI: Read aloud – “Paul Bunyan and Babe,” Amazing Words cards, PowerPoint, handouts, handwriting paperSGI: Assessments



powerfulHigh-Frequency Words: Help, use, getQuestion of the Week: “In what other ways do animals help people?”

1. Morning Message/Question of the Daya. Read the morning message out loud to the classb. Discuss other ways animals can help people

2. Listen and Respond: “Paul Bunyan and Babe”a. Use Prior Knowledge

i. Review how Paul Bunyan’s pet helped him workii. Listen to find out how powerful, or mighty, his pet ox was

b. Monitor Listening Comprehensioni. How did Babe help Paul Bunyan?

ii. Would it have been harder for Paul to clear trees, plant crops, and build roads without Babe? Why/why not?

3. Build Oral Vocabularya. Generate Discussion

i. Have students come up with more ways enormous, make-believe animals could help Paul

ii. Compare these to real animals4. Short /o/ and –s Plurals Review

a. Track print while students read aloudb. Call on students to name and underline short /o/ wordsc. Call on students to name and circle plural words

5. High-Frequency Words Reviewa. Read the rhyme aloud, have students fill in the blanksb. Students say, spell, and locate the wordc. Read the rhyme together

6. Spelling Test7. Small-group assessments8. Wrap-Up

WEEK 4: “A FOX AND A KIT”DAY 1: INFLECTED ENDING –S

Standards: ELA.1/ELA.1a: Demonstrate phonemic awareness, including isolating, deleting, and adding phonemes, using onsets and rimes, and identifying initial, medial, and final sounds in one-syllable wordso Blending phonemes to produce sounds



SC.4a/SC.4c: Describe survival traits of living things, including color, shape, size, texture, and covering:o Classifying plants and animals according to physical traitso Describing a variety of habitats and natural homes of animals

Objectives: SSBAT demonstrate knowledge of the inflected ending –s SSBAT determine the difference between plural –s and inflected –s

endings SSBAT identify and use high-frequency words

Teacher Materials: WGI: PowerPoint, “Sing with Me” big book, Amazing Words cards, high-frequency word cards, spelling word cardsSGI: Flip chart, decodable readerIP: Handwriting paper, handout(s)

Student Materials: Pencil Spelling Words: nap, naps, sit, sits, win, wins, fit, fits, hit, hits

(her, too)Amazing Words: Observe, parent, wild, solo, dangle, nape, medicine, poisonousHigh-Frequency Words: This, her, too, eatQuestion of the Week: “What can we learn about animals by watching them?”

1. Morning Message/Question of the Daya. Read the morning message out loudb. Discuss what we can learn about animals by watching them

2. Oral Vocabulary: Big Book – “Squirrel Song”, Amazing Words Cardsa. Show the big book/the picture on the PowerPointb. Introduce the amazing words; have students think about the words while reading “Squirrel Song”c. Discuss amazing words; have students try to understand the word from contextd. Give child-friendly definitions, show the words, display the cards

3. Phonemic Awarenessa. Break apart sounds in “sits”b. Say sounds

c. Spell on boardd. Continue with fan, jog, tap, and quit

4. Inflected Ending –sa. Teach/Model

i. Connect1. Review plural –s with “top” and “lid”2. Tell that we will learn about –s endings that don’t mean more than one

ii. Model1. Show sentences2. Review base words by covering –s endings, read3. Blend entire word

iii. Group Practice1. Students point out base words and endings2. Read base word, read ending3. Blend

iv. Review1. Review how to blend words with –s endings

b. Blend Wordsi. Call on students to blend the words displayed, or do it as a group

c. Build Wordsi. Make a chart

ii. Write kick, lock, look, and tap under “Words”iii. Have students add the –s ending and use in a sentenceiv. Read the lists

5. Introduce High-Frequency Words: High-Frequency Word Cardsa. Show the high-frequency cards for the week and read them out loud

i. This. This fox naps on the rocks.ii. Her. Her little kit sits up.

iii. Too. The fox sits up too.iv. Eat. The fox and kit will eat.

b. Have students say the words6. Introduce Spelling Words: Spelling Word Cards

a. Ask students what sounds they hear in napb. Ask students the letter names for the soundsc. Write the letter names on the board to spell napd. Ask how to make naps; write on boarde. Practice again with sitsf. Read the spelling words to the class

7. Build Backgrounda. Let’s Talk About Wild Animals

i. Develop Oral Language1. Ask students what they see in the picture on the PowerPoint2. Develop discussion about animal families

ii. Build Oral Vocabulary1. Promote use of amazing words by using them in questions

b. Develop Concepts

i. Make a t-chart with things animals do and how this helps us know about themii. Ask students what we can learn about animals by watching them

iii. Ask students which animals carry their babies and which live in the waterc. Connect to Reading

i. Ask what the mother fox is doingii. Tell that we will be reading about these foxes

iii. Ask what we could learn by watching them8. Listening Comprehension

a. Teach/Model Main Ideai. Define Main Idea

1. Main idea: what the story is mostly aboutii. Read Aloud/Model

1. Read aloud “The Fox Family”2. Model the thought process to figure out the main idea

b. Practicei. Clues to the main idea

ii. Identify the main ideaiii. Connect to reading

9. Wrap-Upa. Write naps and have children identify the base wordb. Have students suggest more words with inflected –s endingc. Have students spell sits, wins, and fits and write on the boardd. Ask questions about main ideas

10. Independent Practice/Small Groupa. Spelling assignment (words 3 times each)b. Distribute workbook pagesc. Break into small groups

DAY 2: INFLECTED ENDING –ING





Objectives: SSBAT demonstrate knowledge of the inflected ending –ing SSBAT identify and use high-frequency words

Teacher Materials: WGI: PowerPoint, “Sing with Me” big book, “Babies on the Go” big book, Amazing Words cards, high-frequency word cardsSGI: Flip chart, decodable readerIP: Handwriting paper, handout(s), spelling word cards

Student Materials: Pencil, crayonsSpelling Words: nap, naps, sit, sits, win, wins, fit, fits, hit, hits

(her, too)Amazing Words: Observe, parent, wild, solo, dangle, nape, medicine, poisonousHigh-Frequency Words: This, her, too, eatQuestion of the Day: “How did you go when you were small?”

1. Morning Message/Question of the Daya. Read the morning message out loudb. Discuss the question with the class

2. Build Concepts: Big Book “Babies on the Go”, Amazing Words Cardsa. Identify author and illustrator

i. Have students find the namesii. Remind what an author and illustrator do

b. Build oral vocabularyi. Show page 17 and tell that some babies go on their own from birth, but others need

helpii. Ask if they know another word for “on their own”

iii. Introduce the word “solo”iv. Read aloudv. Ask about the baby giraffe on page 4

vi. Ask what other animals go solo3. Phonemic Awareness

a. Say the sounds in goingb. Model segmenting/blending

c. Have students segment it and blendd. Practice more with surfing, sailing, flying, growing, rolling

4. Inflected Ending –inga. Teach/Model

i. Connect1. Show digs and hops2. Ask what students know about it already (-s endings)3. “Today you’ll learn about words with the ending –ing”

ii. Model1. Show sentences “I jump. I am jumping.”2. Review base word by covering the ending3. Blend /j/ /u/ /m/ /p/ /ing/4. Have students do it with you with “I help. I am helping.”

iii. Group Practice1. Remind students to look for endings and base words2. Practice with filling, locking, fixing, looking, and waxing

iv. Review1. Blend the base word, read the ending, blend together


c. Build Wordsi. Make a chart with “words” “-s” and “-ing”

ii. Write pack, quack, look, and pick under the “words” headingiii. Call on students to add –s endingiv. Call on students to add –ing endingv. Have lists read

5. High-Frequency Words: HFW Cardsa. Say and Spell

i. Explain that they can’t blend these yetii. Point, say, and spell the word

iii. Have kids repeat the spelling and sayingb. Identify familiar letter-sounds

i. Point to familiar letter-sounds and ask students the soundc. Demonstrate meaning

i. Have students come up with their own sentences for the words6. Wrap-Up

a. Have students read the sentence “My cat can eat her mix. She is licking this up too.”b. Have students identify the words eat, her, this, tooc. Point to licking and have students identify the base word and ending

7. Independent Practice/Small Groupa. Spelling assignment (words 3 times each, consonants and vowels different colors)b. Distribute workbook pagesc. Break into small groups

DAY 3: INFLECTED ENDINGS



ELA.3c: Demonstrate vocabulary skills, including sorting words into categories and deriving word meaning from context within sentences and paragraphso Asking questions for clarification

ELA.4c: Read with comprehension a variety of first-grade narrative and informational texts, including recalling information and retelling a story with beginning, middle, and endo Stating main ideas about a topic in informational text



Objectives: SSBAT demonstrate knowledge of the inflected ending –s SSBAT demonstrate knowledge of the inflected ending –ing SSBAT determine the difference between plural –s and inflected –s

endings SSBAT identify and use high-frequency words SSBAT identify the main idea of a story SSBAT question while reading SSBAT draw conclusions from text

Teacher Materials: WGI: PowerPoint, “Babies on the Go” big book, Amazing Words cards, “Animal Detective” phonics songs and rhymes chartSGI: Flip chart, decodable readerIP: Handwriting paper, handout(s)

Student Materials: Reading book, pencil, crayonsSpelling Words: nap, naps, sit, sits, win, wins, fit, fits, hit, hits

(her, too)Amazing Words: Observe, parent, wild, solo, dangle, nape, medicine, poisonousHigh-Frequency Words: This, her, too, eatQuestion of the Day: “What animals can you see at the zoo?”

1. Morning Message/Question of the Daya. Read the morning message out loud to the classb. Discuss what animals you might see at a zoo

2. Listen and Respond: Big Book – “Babies on the Go”

a. Review Titlesi. Review what the story is about

ii. Remind a good title should give an idea what the story is aboutiii. Does it tell the big idea of the story?

b. Build Oral Vocabulary – Amazing Words cardsi. Remind students that yesterday we talked about how babies got around

ii. Which animals go solo and which get help?c. Monitor Listening Comprehension

i. Introduce amazing words by asking questionsii. Give a child-friendly definitions

3. Phonemic Awarenessa. Show the cover, ask to sound out holdingb. Break apart the sounds in holdingc. Have students repeat with youd. Continue with packing, floating, selling, perching, and swinging

4. Inflected Endingsa. Teach/Model

i. Connect1. Show dips2. Ask the base word and ending3. Repeat with packing

ii. Model1. Model reading dips and packing by looking for endings and base words

iii. Group Practice1. Show fits, licking, taps, and fixing2. Read them together3. Remind to look for base words and endings

b. Word Reading – “Animal Detective” flip charti. Read “Animal Detective” to the class/sing it

ii. Have students identify the words with inflected –s endingsiii. Have students identify the words with inflected –ing endings

c. Sort Wordsi. Make a t-chart with “Ending -s” and “Ending -ing” as the title

ii. Read the words naps, kicks, locks, pops, quits, waxing, backing, picking, filling, and tacking

iii. Have students sort the words5. Build Background

a. Discuss zookeepersi. Ask students how zookeepers take care of animals

ii. Ask what kind of care different animals would needb. Connect to Selection

i. Tell students we are going to read about a real mother fox and her kit at the zoo6. Vocabulary

a. Selection Wordsi. Read the sentences “Come see the animals eat. Look, the fox likes her dinner. We can

watch her kit eat too.”

ii. Underline “animals,” “dinner,” and “watch” and explain the meaningsb. High-Frequency Words

i. Say and spell the wordsii. Students say and spell the words

7. Comprehensiona. Skill: Main Idea

i. Recognize Main Idea1. Remind students what main ideas are2. Ask main ideas of other stories from class

ii. Connect to Reading1. As you read, think about the most important things in the selection2. Ask yourself what the story is mostly about

b. Strategy: Ask Questionsi. Introduce the Strategy

1. Explain that good readers are always asking questions2. Explain that asking questions while reading makes it easier to be interested in

what you’re reading3. Model the strategy

ii. Connect to Reading1. Give students a few questions to think about while reading

8. Reading the Story: Reading Booka. Prereading

i. Preview and Predict1. Read the title and look at the pictures2. Ask students what they think the story might be about

ii. Discuss Nonfiction1. Point out that it is nonfiction2. Reread the definition of nonfiction

iii. Set Purpose 1. “How does a mother fox take care of her kit?”2. Ask what they would like to find out by reading

b. During Readingi. Ask Questions

1. What are some questions you can ask about what the fox and kit are doing?2. Model

ii. Drawing Conclusions1. Who did the man fix dinner for? (The foxes)2. Explain that the words tell me the man made dinner, but the picture tells that

the dinner was for the foxesiii. Guiding Comprehension

a. Compare/Contrast: How is the kit’s game like a game you might play?2. Draw Conclusions: Do you think the fox is a good parent? Why?3. Summarize: What happened so far?

iv. Main Idea1. What’s it mostly about? What a wild fox and her kit do, or how zookeepers

take care of the foxes?

2. Model9. Wrap-Up

a. Have students recall what the story was aboutb. Have students think of who, what, where questions

10. Independent Practice/Small Groupa. Spelling assignment (rainbow spelling)b. Distribute handout(s)c. Break into small groups

DAY 4: REVIEW SHORT /O/ AND –S PLURALS







SS.8: Identify how occupational and recreational opportunities in Alabama and local communities are affected by the physical environment

Objectives: SSBAT demonstrate knowledge of the inflected ending –s SSBAT demonstrate knowledge of the inflected ending –ing SSBAT demonstrate knowledge of short /o/ SSBAT demonstrate knowledge of the –s plural ending SSBAT identify and use high-frequency words SSBAT identify the main idea of a story SSBAT question while reading SSBAT draw conclusions from text

Teacher Materials: WGI: PowerPoint, Read Aloud Anthology “When Animals are Doctors”, magnetic lettersSGI: Flip chart, decodable readerIP: Handout(s)

Student Materials: Reading book, pencilSpelling Words: nap, naps, sit, sits, win, wins, fit, fits, hit, hits

(her, too)Amazing Words: Observe, parent, wild, solo, dangle, nape, medicine, poisonousHigh-Frequency Words: This, her, too, eatQuestion of the Day: “What kinds of animals live in the zoo in the park? Does a man mix their dinner

too? Do people watch the animals play?”

1. Morning message/Question of the Day

a. Read the morning message out loud to the classb. Discuss the questions

2. Connect Concepts: “When Animals are Doctors”a. Activate Prior Knowledge

i. How did fox take care of her kit?ii. Read the story

b. Build Oral Vocabularyi. Explain that animals eat things people wouldn’t (bones, mud, leaves) because they can

act like medicineii. They also avoid eating other things that could be poisonous

iii. Listen to find other ways animals take care of themselvesiv. Read aloud

c. Review Oral Vocabulary: AW Cardsi. Define amazing words

ii. Review last week’s amazing words3. Identify Position of Sounds

a. Draw boxes on the boardb. Middle Sounds

i. Sound out lot, point out the /o/ in the middleii. Put a check mark in the box; have students raise their hand if they agree

iii. Continue with on, hop, rock, and momc. Ending sounds

i. Sound out nuts, point out –s endingii. Put a check mark in the box; have students raise their hand if they agree

iii. Continue on with rat, mops, sun, and pets4. Review high-frequency words

a. Read through the sentences with blanksb. Have students fill in the blanks with high-frequency words

5. Review Phonicsa. Short /o/ and –s Plurals

i. Show totii. Remind the /o/ middle sound

iii. Read the wordiv. Add –sv. Remind the –s ending

vi. Read the wordvii. Word Building

1. Show pods2. Change the p to r. What’s the word? (rods)3. Change the d to ck. What’s the word? (rocks)4. Take away the s. What’s the word? (rock)5. Change the r to s. What’s the word? (sock)6. Add s to it. What’s the word? (socks)

b. Word Readingi. Read decodable and high-frequency words

ii. Read words in context (sentences)

6. Social Studies in Readinga. Preread – “The Zoo in the Park”

i. Preview and predict1. Read title and author’s name2. Ask what the illustrations of animals are doing

ii. Poetry1. Explain words that rhyme and repeat make a poem2. Help point out the words that rhyme and repeat

iii. Vocabulary/categorize1. Ask how the animals in the poem moved2. What other animals hop? Jump?

b. Readc. After Reading

i. Build Concepts1. Main Idea/literal

a. “What is this song mostly about?”2. Draw conclusions/inferential

a. “What clues in the picture let us know what people do at the zoo in the park?”

ii. Connect Text to Text1. “A man fed the fox and kit dinner. Who do you think feeds the monkeys and

the kangaroo?”7. Wrap-Up

a. Write “The baby bear gets a ride.”b. Call on students to read using an appropriate rate.

8. Independent Practice/Small Groupa. Distribute handout(s)b. Break into small group

DAY 5: REVIEW AND ASSESS







Objectives: SSBAT demonstrate knowledge of the inflected ending –s SSBAT demonstrate knowledge of the inflected ending –ing SSBAT identify and use high-frequency words SSBAT recall information from the story

Teacher Materials: WGI: PowerPoint, Read Aloud Anthology “When Animals are Doctors”SGI: Reading assessmentsIP: Handwriting paper, handout(s)

Student Materials: PencilSpelling Words: nap, naps, sit, sits, win, wins, fit, fits, hit, hits

(her, too)Amazing Words: Observe, parent, wild, solo, dangle, nape, medicine, poisonousHigh-Frequency Words: This, her, too, eatQuestion of the Week: “What can we learn as we observe animals?”

1. Morning Message/Question of the Daya. Read the morning message out loud to the classb. Discuss what we can learn from watching animals

2. Listen and Respond: “When Animals are Doctors”a. Use Prior Knowledge

i. Review how animals take care of themselvesii. Listen to find out how watching wild animals eat will help us understand more

b. Monitor Listening Comprehension

i. What can we learn about animals if we observe how they find medicine or themselves in the wild?

ii. Why is “When Animals are Doctors” a good title for this article?3. Build Oral Vocabulary

a. Generate Discussioni. Have students share what observations they have made of wild animals

ii. Encourage amazing word use4. Inflected Endings Review

a. Track print while students read aloudb. Call on students to name and underline words with inflected –s endingsc. Call on students to name and circle words with inflected –ing endings


6. Spelling Test7. Wrap-Up

a. Distribute handout(s)b. Begin reading assessment

WEEK 5: “GET THE EGG!”DAY 1: SHORT /E/


ELA.2a/ELA.2c: Utilize predictable letter-sound relationships to decode printed words, including words with consonant blends that require blending 3-4 phonemes into a whole word:o Blending sounds to form wordso Segmenting printed words into phonemes

ELA.5b/ELA.5c: Read with fluency simple passages containing simple sentences:o Recognizing first-grade high-frequency words by sighto Attending to end punctuation in phrasing


Objectives: SSBAT demonstrate knowledge of the short /e/ SSBAT identify and use high-frequency words

Teacher Materials: WGI: PowerPoint, Big Book “Babies on the Go”, amazing words cards, high-frequency words cards, spelling words cards, magnetic lettersSGI: Flip chart, decodable readerIP: Handwriting paper, handout(s)

Student Materials: Pencil, journalSpelling Words: bed, men, red, step, ten, net, leg, jet, sled, wet

(saw, tree, your, small)Amazing Words: Habitat, hatch, survive, gentle, nudge, perch, private, moistHigh-Frequency Words: Saw, tree, your, smallQuestion of the Week: “Which wild animals can we find in our own neighborhood?”

1. Morning Message/Question of the Daya. Read the morning message out loudb. Discuss what animals we can find in our own neighborhood

2. Oral Vocabulary: Big Book – “Time to Hatch”, Amazing Words Cardsa. Show the big book/the picture on the PowerPointb. Introduce the amazing words; have students think about the words while reading “Time to

Hatch”c. Discuss amazing words; have students try to understand the word from contextd. Give child-friendly definitions, show the words, display the cards

3. Build Background

a. Let’s Talk About Wild Animalsi. Show pages 94-95 (on the PowerPoint)

ii. Tell students to think about what it is they seeiii. Point out that it is animals we might see in our neighborhood

1. Ask how the spider survives2. Ask what the butterfly might have done; why didn’t it hatch on the spider web?3. Ask where worms live4. Point out that the bunnies are in the grass; why wouldn’t we see them in a

tree?5. What animals in the picture hatch?6. What other wild animals might we find in our neighborhood habitats?

b. Develop Conceptsi. Take the list of animals we might find in our neighborhood and make a web

ii. Ask where these animals liveiii. Point out the girl in the picture and that we will read about her and her friend as they

learn about animals in their neighborhood habitat4. Listening Comprehension

a. Teach/Model Realism and Fantasyi. Define Realism and Fantasy

1. A realistic story tells about something that could happen in real life2. A fantasy is a story that could not happen in real life3. Good readers think about whether a story could or could not happen in real life

ii. Read Aloud1. Read the story aloud2. Model how to distinguish between realism and fantasy

b. Practicei. Clues to Realism and Fantasy

1. Ask what other clues tell it could really happenii. Distinguish Realism and Fantasy

1. Think about The Big Blue Ox2. Can people have an ox?3. Can a real ox dig or mop pigs and fix their wigs?4. What other clues tell you that The Big Blue Ox is a fantasy?

iii. Connect to Reading1. When you read any story, you should try to think about whether it could really

happen or not5. Introduce High-Frequency Words: High-Frequency Word Cards

a. Show the high-frequency cards for the week and read them out loudi. Saw. Kim saw Brad.

ii. Tree. Brad was at the tree.iii. Your. I see eggs in your tree, Brad.iv. Small. Kim and Brad saw six small eggs in the tree.

b. Have students say the words6. Introduce Spelling Words: Spelling Word Cards

a. Ask students what sounds they hear in petb. Ask students the letter names for the sounds

c. Write the letter names on the board to spell petd. In pet, we hear the short /e/, /p/ /e/ /t/, pet.e. Practice again with webf. Read the spelling words to the class

7. Independent Practice/Small Groupa. Spelling assignment (words 3 times each)b. Write journal topic on the boardc. Break into small groups

8. Short /e/a. Teach/Model

i. Connect1. Write bag and sit2. Point out that they both have short vowel sounds3. Tell that we’re going to learn about the short /e/

ii. Sound-Spelling Card1. Show the sound-spelling card (on the PowerPoint)2. Ask the animal3. Say elephant4. Point out that the first e makes the short /e/5. Say short /e/ together

iii. Model1. Show the word jet2. Model blending

iv. Group Practice1. Segment sounds2. Blend together

v. Review1. When e is the only vowel letter at the beginning or in the middle of a word, it

usually stands for the short e, or /e/b. Blend Words

i. Call on students to blend the words displayed, or do it as a groupc. Build Words

i. Letters needed: b, d, e, g, l, p, r, s, sii. Show the word red. What’s the word?

iii. Change the r to a b. What’s the new word? (bed)iv. Change the d to a g. What’s the new word? (beg)v. Change the b to a p. What’s the new word? (peg)

vi. Change the p to an l. What’s the new word? (leg)vii. Change the g to ss. What’s the new word? (less)

9. Independent Practicea. Give phonics handouts

DAY 2: INITIAL BLENDS





Objectives: SSBAT demonstrate knowledge of initial consonant blends SSBAT identify and use high-frequency words

Teacher Materials: WGI: PowerPoint, Big Book “Babies on the Go”, amazing words cards, high-frequency words cards, spelling words cards, magnetic lettersSGI: Flip chart, decodable reader 10IP: Handwriting paper, handout(s)

Student Materials: Pencil, red and blue crayons, journalSpelling Words: bed, men, red, step, ten, net, leg, jet, sled, wet

(saw, your)Amazing Words: Habitat, hatch, survive, gentle, nudge, perch, private, moistHigh-Frequency Words: Saw, tree, your, smallQuestion of the Week: “What animals have you seen walking around?”

1. Morning Message/Question of the Daya. Read the morning message out loudb. Discuss what animals we have seen walking around

2. Build Concepts: Big Book “Babies on the Go”, Amazing Words Cardsa. Identify author and illustrator

i. Read the author and illustratorii. Ask who wrote the book and who drew the pictures

iii. Explain that authors sometimes write to tell stories, but they sometimes write to share information.

iv. Ask students which one this is.b. Build oral vocabulary

i. Ask children if they remember how baby animals moveii. Remind them that some move on the ground, some through the air, and some in the

wateriii. Have students think about some that move on the groundiv. Can you name a baby animal that travels on the ground?

v. How does a baby polar bear travel?vi. Try to incorporate amazing words

vii. Define amazing words3. High-Frequency Words: HFW Cards

a. Say and Spelli. Explain that they can’t blend these yet

ii. Point, say, and spell the wordiii. Have kids repeat the spelling and saying

b. Identify familiar letter-soundsi. Point to familiar letter-sounds and ask students the sound

c. Demonstrate meaningi. Have students come up with their own sentences for the words

4. Independent Practice/Small Groupa. Spelling assignment (words 3 times each, consonants and vowels different colors)b. Display journal topicc. Break into small groups

5. Initial Blendsa. Teach/Model

i. Connect1. Hold up the Babies on the Go book. Point out that the baby koala is riding on

top of its mother’s back2. Write/show top3. What sound is at the beginning? /t/4. Today we’ll learn about words that have 2 consonant sounds at the beginning

ii. Model1. Add s to the beginning of top2. Point out that st is a consonant blend (has 2 consonant letters that are blended

together to make one sound)3. Say the sounds4. Segment and blend the word stop5. Blend it together /s/ /t/ /o/ /p/, stop

iii. Group Practice1. Remind students to say the sound and blend2. Practice with clam, trim, slick, smell, and stiff

iv. Review1. The sounds of the 2 consonant letters at the beginning are blended together


c. Build Wordsi. Letters needed: d, f, g, i, l, p, r, s, t

ii. Make rip. What’s the word? (rip)iii. Add g. What’s the new word? (grip)iv. Change the g to a d. What’s the new word? (drip)v. Change the d to a t. What’s the new word? (trip)

vi. Change the tr to sl. What’s the new word? (slip)vii. Change the s to f. What’s the new word? (flip)

6. Independent Practice

DAY 3: SHORT /E/ AND INITIAL BLENDS



ELA.4: Read with comprehension a variety of first-grade narrative and informational texts, including recalling information and retelling a story with beginning, middle, and end.

ELA.6a: Recognize a variety of narrative text forms, including fairy tales, adventure stories, and poetry:o Identifying characters, settings, problems, and solutions in a variety

of texts ELA.5b/ELA.5c: Read with fluency simple passages containing simple

sentences:o Recognizing first-grade high-frequency words by sighto Attending to end punctuation in phrasing


Objectives: SSBAT demonstrate knowledge of the short /e/ SSBAT demonstrate knowledge of initial consonant blends SSBAT identify and use high-frequency words

Teacher Materials: WGI: PowerPoint, Big Book “Babies on the Go”, amazing words cards, high-frequency words cards, spelling words cards, magnetic letters, “Spying on Animals” flip chart, reading bookSGI: Flip chart, reading bookIP: Handwriting paper, handout(s)

Student Materials: Reading book, pencil, crayons, journalSpelling Words: bed, men, red, step, ten, net, leg, jet, sled, wet

(saw, your)Amazing Words: Habitat, hatch, survive, gentle, nudge, perch, private, moistHigh-Frequency Words: Saw, tree, your, smallQuestion of the Week: “What could cause danger for a real bird’s eggs?”

1. Morning Message/Question of the Daya. Read the morning message out loud to the classb. Discuss what could cause danger for a real bird’s eggs

2. Listen and Respond: Big Book – “Babies on the Go”a. Author/Illustrator

i. Review author/illustrator

ii. Illustrators make choices in what and how they illustrate just like authors with their words

iii. Flip through the bookiv. Ask what kind of pictures are usedv. Why might the illustrator have used pictures like these?

b. Build Oral Vocabulary – Amazing Words cardsi. Remind students that yesterday we talked about animals that moved on the ground

ii. Tell students to listen to find out which travel by riding with a parentc. Monitor Listening Comprehension

i. How does a baby snow monkey travel?ii. How does a baby kangaroo travel?

iii. How do you think the baby animals; parents feel about giving them rides? How do you know?

3. Word Reading – “Spying on Animals” flip charta. Show the “Spying on Animals” poem on the flip chartb. Point out the words step, egg, cross, spin, and webs. Read these aloud, have students repeatc. Read the poem line by line, having students point out words with the short /e/ and initial blendsd. Help students find spend, wrens, spy, cross, spiders, flying, and free as initial blendse. Read the poem

4. Build Backgrounda. Discuss Birds and their Nests

i. Where might you find a bird nest?ii. Why do you think birds build nests?

b. Main Idea Charti. Display the main idea chart

ii. Write student suggestions in the boxes (safety, warmth, hatch/lay eggs)c. Connect to Selection

i. Read the next slide introducing the story5. Vocabulary

a. Selection Wordsi. Read the sentences “The little bird is eating dinner. Her nest is in that tree.”

ii. Underline “bird,” and “nest” and explain the meanings1. Bird – an animal covered in feathers with wings and two legs2. Nest – a bird’s home

b. High-Frequency Wordsi. Say and spell the words

ii. Students say and spell the words6. Comprehension

a. Skill: Realism and Fantasyi. Recognize Realism and Fantasy

1. Remind students that a realistic story could happen and a fantasy could not2. Point out a few things from other stories that could happen and could not

ii. Connect to Reading1. As you read, notice things in the story that real people would say and do2. Ask yourself if everything in the story could really happen

b. Strategy: Story Structure

i. Introduce the Strategy1. Explain that knowing the important parts of a story helps to understand and

remember the story2. When I read a story, I ask myself who it’s about, where and when it happens,

and what happensii. Connect to Reading

1. While you’re reading think about a few questions:a. Who are the characters in the story?b. Where and when does the story take place?c. What happens at the beginning of the story? In the middle?d. How does the story end?

7. Reading the Story: Reading Booka. Prereading

i. Preview and Predict1. Read the title and look at the pictures2. Ask students what they think the story might be about

ii. Discuss Realistic Fiction1. Point out that characters say and do things that real people might say and do2. Point out that it is realistic fiction

iii. Set Purpose 1. “Can Brad and Kim help save the red bird’s egg?”2. Ask what they would like to find out about the egg while reading

b. During Readingi. Realism and Fantasy

1. What tells you that this story could really happen?2. Model

ii. Character and Setting1. Where are Brad and Kim when the egg falls? How do they feel?2. Model

iii. Guiding Comprehension1. Realism and Fantasy (Inferential)

a. Could this part of a story really happen? Why/why not?2. Character (Critical)

a. Kim and Brad help by gently putting the egg back in the nest. Tell about other characters we have read about who help?

3. Summarize (Inferential)a. What has happened in the story so far?

iv. Story Structure1. What do Kim and Brad observe at the end of the story?2. Model

8. Independent Practice/Small Groupa. Spelling assignment (rainbow spelling)b. Display journal topicc. Break into small groups

9. Short /e/ and Initial Blendsa. Teach/Model

i. Connect1. Show led2. What sound does the e stand for?3. Segment and blend4. Add and s to the beginning to make sled5. What sounds do the letter s and l stand for?6. Blend

ii. Model1. Look at all the letters2. Think about the vowel sound and if the consonant sounds can be blended3. Say the sounds to yourself and read4. Show with led and sled

iii. Group Practice1. Show leg, grab, web, and spell2. Look at the words and all the letters3. Think about the vowel sounds4. Say the sounds to yourself5. Read words together

b. Sort Wordsi. Show the t-chart with “Short e without Blend” and “Short e with Blend” as the titles and

the word bank at the topii. Read the word

iii. Tell what title to put the word under10. Independent Practice

A. Handout

DAY 4: REVIEW INFLECTED ENDINGS –ING AND –S





Objectives: SSBAT demonstrate knowledge of the inflected ending –s SSBAT demonstrate knowledge of the inflected ending –ing SSBAT identify and use high-frequency words

Teacher Materials: WGI: PowerPoint, Big Book “Babies on the Go”, amazing words cards, high-frequency words cards, spelling words cards, Read Aloud Anthology “Maisie Caught a Toad Today”SGI: Flip chart, reading bookIP: Handout(s)

Student Materials: Reading book, pencil, journalSpelling Words: bed, men, red, step, ten, net, leg, jet, sled, wet

(saw, your)Amazing Words: Habitat, hatch, survive, gentle, nudge, perch, private, moistHigh-Frequency Words: Saw, tree, your, smallQuestion of the Week: “What other animals can we help that live in a backyard?”

1. Morning message/Question of the Daya. Read the morning message out loud to the classb. Discuss what animals we can help in our backyards

2. Connect Concepts: “Maisie Caught a Toad Today”a. Activate Prior Knowledge

i. What animal did the children in Get The Egg! find?ii. Today, you’ll read another story about a child who finds a different animal

b. Build Oral Vocabularyi. Recall the animals live in different habitats

ii. Some animals like dry habitats and others like moist or wet habitatsiii. Listen to find out what kind of habitat Maisie’s toad likes

c. Review Oral Vocabulary: AW Cardsi. Read aloud

ii. Use amazing words to talk about animalsiii. What would you do if you observed a spider dangling from its web?iv. Would a backyard turtle fetch her baby and carry it by the nape of its neck? Explain.

3. High-Frequency Word Practicea. Say the wordsb. Read the sentences

i. Saw. Kim saw Brad.ii. Tree. Brad was at the tree.

iii. Your. I see eggs in your tree, Brad.iv. Small. Kim and Brad saw six small eggs in the tree.

c. Have students say the words4. Science in Reading

a. Turn to page 110b. Preview and Predict

i. Read the titleii. Look through the pictures and ask what they may see if they follow the directions

iii. Read the selectionc. Informational Text

i. Nonfiction tells about things in the real worldii. The sentences in this story tell how to make and use a bird feeder

d. Vocabulary/Classifyi. A bird chooses its habitat with food it can eat and a safe place to build a nest

ii. What animals might you find in your backyard habitat?iii. In what other habitat might a bird live?

e. Build Conceptsi. Details (Literal)

1. What do birds like to do?ii. Draw Conclusions (Inferential)

1. What clues in the pictures on page 110 let us know how to help birds?f. Connect Text to Text

i. When Kim and Brad saw a bird in its nest, they saw six eggs in the nest too. What did they do to help the red bird?

ii. Why do you think the red bird built its nest in a tree?5. Independent Practice/Small Group

a. Distribute handout(s)b. Display journal topicc. Break into small groups

6. Review Inflected –ing and –s Endingsa. Read words with inflected ending –s

i. Show tapsii. You know how to blend the base word and the ending

iii. What is the base word? What is the ending?iv. Blend it together to get taps

b. Read words with inflected ending –ingi. Show mixing

ii. You know how to blend the base word and the ending

iii. What is the base word? What is the ending?iv. Blend it together to get mixing

c. Sort Wordsi. Show the t-chart with –s and –ing as the titles

ii. Read some of the words to sort them into the right column(packs, hits, naps, wags, yelling, eating, looking, helping)

d. Word Readingi. Read decodable and high-frequency words

1. Display words2. Read together on 3

ii. Read words in context (sentences)7. Independent Practice

a. Phonics worksheet

DAY 5: REVIEW AND ASSESS



ELA.4: Read with comprehension a variety of first-grade narrative and informational texts, including recalling information and retelling a story with beginning, middle, and end.

ELA.6a: Recognize a variety of narrative text forms, including fairy tales, adventure stories, and poetry:o Identifying characters, settings, problems, and solutions in a variety

of texts ELA.5b/ELA.5c: Read with fluency simple passages containing simple

sentences:o Recognizing first-grade high-frequency words by sighto Attending to end punctuation in phrasing


Objectives: SSBAT demonstrate knowledge of the short /e/ SSBAT demonstrate knowledge of initial consonant blends SSBAT identify and use high-frequency words

Teacher Materials: WGI: PowerPoint, Read Aloud Anthology “Maisie Caught a Toad Today”SGI: AssessmentsIP: Handwriting paper, handout(s), assessments

Student Materials: PencilSpelling Words: bed, men, red, step, ten, net, leg, jet, sled, wet

(saw, your)Amazing Words: Habitat, hatch, survive, gentle, nudge, perch, private, moistHigh-Frequency Words: Saw, tree, your, smallQuestion of the Week: “Why does a wild animal pick a certain habitat?”

1. Morning Message/Question of the Daya. Read the morning message out loud to the classb. Discuss why wild animals pick certain habitats

2. Listen and Respond: “Maisie Caught a Toad Today”a. Use Prior Knowledge

i. Recall talking about the different habitats a frog may chooseii. Listen to find out if we could catch a toad in our backyard habitat

b. Monitor Listening Comprehensioni. Where did Maisie catch the toad?

ii. Where did Maisie learn how to feed and take care of the toad?iii. Was the moist dirt a good place for Maisie to make a home for the toad? Why/not?

3. Build Oral Vocabularya. Generate Discussion

i. Recall what Maisie catches in the gardenii. Why is it important to leave backyard animals in their habitat?

4. Short e and Initial Blends Reviewa. Track print while students read aloudb. Call on students to name and underline words with short ec. Call on students to name and circle words with initial blends


6. Spelling Test7. Wrap-Up

a. Distribute handout(s)b. Begin reading assessment

Documents

Reading Lesson Plans