Reading LP Jan 12-16

Reading Lesson Plans Jan. 12-16, 2015 Unit 5, Week 19 1st Grade

Unit 5 Literary Texts (4 weeks)Connection-Communities

Unit Essential Questions How are characters and adventures from two different stories alike and different? How can we identify the story in different parts of the books we are reading? How can talking to our friends about our writing help us make it better? How can gathering and remembering information help us in our writing? How can we write an opinion piece on a topic or a book we have read? How can we write a story about something that happened in our lives? How can we use different kinds of sentences in our writing and speaking?

Required Texts Suggested TextsExtended TextMama’s Birthday Present (Unit 4, RS)

Connected Short Texts Looking for the Muffin Man (Unit 4, BM RT)Big Ben Helps the Town (Unit 2, BM LR)Jan’s New Home (Unit 3, RS)Poem: “If I Could Build a Town”

The Farmer in the Hat (Unit 2, RS)Mayor Mom (Unit 2, RS Advanced LR)The Kids Care Club (Unit 4, RS On-level LR)Humpty Dumpty’s Fall (Unit 5, BM RT)Farm Alarm (Unit 2, BM LR)Duck for President by Doreen CroninMy Teacher for President by Kay WintersOur Community Garden by Barbara Pollak

Weekly InformationStandards 1RL7 Use illustrations and details to describe characters, setting, or events.

1RL10 With prompting and support, read prose and poetry of appropriate complexity for grade one.

1RF3 Know and apply grade-level phonics and word analysis skill in decoding words.

1RF2a Distinguish long from short vowels in spoken single-syllable words. 1RF3c Know final –e and common vowel team conventions for representing long

vowel sounds. 1RF3g Recognize and read grade-appropriate irregularly spelled words. 1SL3 Ask and answer questions about what a speaker says in order to gather

additional information or clarify something that is not understood.

Essential Questions How do analyzing story elements help us to better understand a literary text? How can we use illustrations to help us identify the story elements in a literary

text? How do we decode long u (-e, ue) words? How do we distinguish long and short vowel sounds in spoken words? When do we add –s or –es to make a word plural?

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MondayMini Lesson (Incorporates Read Aloud, ELA skill)

Text: Little Red Hen (Benchmark Big Book, Unit 4)

Metacognitive Skill: VisualizeComprehension Skill: Analyze Story Elements

Connect: Display a blank “On the Farm” chart (see example below). Explain that today we will be reading a story that takes place on a farm. Ask: “Who has ever been to a farm? Who has seen a book or a movie that takes place on a farm?” Have students think about what they have seen on the farm and what the farmer does. Record their responses on the chart.

Animals What a farmer does Tools a Farmer UsesChickenPigHorseCow

DigsPlantsWatersHarvests

TractorRakeShovelWheelbarrowWagon

Teach:Read: Display “The Little Red Hen”. Read the title, author, and illustrator together. Invite students to listen and follow along as you read the complete story for their enjoyment.

Explain: “Whenever I read a story, I pay attention to the story elements. Story elements are the characters, the setting, the problem, and the resolution.”

Model: “As I look at the picture, I summarize what is happening. The Little Red Hen is carrying a bag of flour. The other animals are not helping. I think about my own experiences. When I have work to do, it is more fun if others help me. The work also gets done faster. I synthesize this information to figure out that the hen will have a problem with the other animals. Now let’s summarize and synthesize to identify what problem the Little Red Hen might have with the other animals. You can tell your ideas by saying, ‘I think the little Red Hen’s problem is that ________.”

Active Engagement:Use the close read text to reread through the first half of the story. Ask questions about the text while reading. (See examples below.) You can record students’ responses on the story elements chart (BLM 2).

Pages 2-5 Who are the characters in the story? What is the setting for this story? What does the Little Red Hen want to do? What do the animals want to do?

Pages 6-8o We can see the Little Red Hen has a problem. What is the little Red Hen’s

problem? What does she do about it?Pages 9-10

o What happens at the mill? How can we summarize the Little Red Hen’s problem?

Link: We used words and pictures to help us summarize what happened in the story. This helps us understand the story elements, especially identifying the problem. These are good strategies for you to use when you are reading independently today.

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Monday Differentiated Small Group ReadingBelow-Level Phonological Awareness:

“Listen to these words and tell me if each word has the long o sound or not. Give me thumbs up if the word has the long o sound and thumbs down if the word doesn’t have the long o sound. For example, if the word is cop, you would show me thumbs down. If the word is cope, you would show me thumbs up.” Pronounce these words to have the students indicate if the word has the long /o/ sound:

woke walk pal pole spoke spotstove float lost stomp smoke chose

Phonics:Sort long and short u wordsSample Words: cube, cure, cute, duke, mule, mute, rude, rule, tube, tune, use, due, glue, clue, cue, Sue, true

Comprehension Skill from Mini-Lesson:Review the story elements discussed during today’s mini-lesson. Review the high frequency words from this story on page 70. Take a picture walk through the story “Jan’s New Home” (Reading Street, Unit 3). While going through the story, discuss the story elements that the students notice. Echo read this selection, modeling for fluency and diction.

BriannaRaquez

KhristinaTy’Shiya

On-Level Phonological Awareness:“Listen to these words and tell me if each word has the long o sound or not. Give me thumbs up if the word has the long o sound and thumbs down if the word doesn’t have the long o sound. For example, if the word is cop, you would show me thumbs down. If the word is cope, you would show me thumbs up.” Pronounce these words to have the students indicate if the word has the long /o/ sound:


Phonics:Sort long and short u wordsSample Words: brute, cube, cure, cute duke, flute, mule, mute, prune, rude, rule, tube, tune, use, blue, clue, cue, due, glue, Sue, true

Comprehension Skill from Mini-Lesson:Review the story elements discussed during today’s mini-lesson. Review the high frequency words from this story on page 70. Take a picture walk through the story “Jan’s New Home” (Reading Street, Unit 3). While going through the story, discuss the story elements that the students notice. Choral read this selection.

MekariSerenity

AliciaZa’Niyah

Jessie

BrettDameonVictoriaJordan

Above-Level Phonological Awareness:“Listen to these words and tell me if each word has the long o sound or not. Give me thumbs up if the word has the long o sound and thumbs down if the word doesn’t have the long o sound. For example, if the word is cop, you would show me thumbs down. If the word is cope, you would show me thumbs up.” Pronounce these words to have the students indicate if the word has the long /o/ sound:


Phonics:Sort long and short u wordsSample Words: brute, chute, flute, perfume, prune, argue, blue, clue, glue, rescue, statue, tissue, Tuesday

Comprehension Skill from Mini-Lesson:Review the story elements discussed during today’s mini-lesson. Review the high frequency words from this story on page 70. Take a picture walk through the story “Jan’s New Home” (Reading Street, Unit 3). While going through the story, discuss the story elements that the students notice. Take turns reading pages from this selection.

FrancesXiomara

DavidJada

CameronTyriek

StationsIndependent Reading-Identify the story elements in the text you are reading.Buddy Reading-Reread “The Little Red Hen”. Draw a picture of the setting (Use BLM 3)Computers-www.kizphonics.com Long u Crocodile GameWord Work-Practice adding –s or –es to the endings of words (Practice book 1.2 pg. 23)Writing-Write a journal entry about a trip you have taken.

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TUESDAY

Mini Lesson (Incorporates Read Aloud, ELA skill)



Connect: Yesterday, we read The Little Red Hen, and we discussed the story elements. Let’s retell what happened in the first half of the story. Raise your hand if you would like to share. If necessary, review BLM 2 used in yesterday’s lesson.

Teach:Read: Conduct a shared reading of pages 2-10, inviting students to read along with dramatic expression.

Review: Pause to complete the first half of the Sequence of Events graphic organizer (BLM 4).

Continue: Read the remainder of the story, stopping throughout to discuss the problems the Little Red Hen faced and her solutions to those problems.

After reading: Ask, “Why do you think the Little Red Hen does not let the animals help her eat the bread? Do you think what she does is fair? What lesson do you think the other animals have learned?”

Active Engagement:Think of where we stopped Sequencing the Events of this story. Turn and talk to you neighbor about what three things you could include to complete this graphic organizer.

Link: We summarized and synthesized information about the characters and the problems in this story to help us better understand it. Then, we used these ideas to help us figure out what lesson the characters learned. Remember to analyze story elements today when you are reading independently.

Tuesday Differentiated Small Group ReadingBelow-Level Phonological Awareness:

“I am going to give you a word with the long /ō/ sound in it. I want you to segment the words into individual sounds. So if I say, “joke” you would give me /j/, / ō /, k/. Pronounce these words to have the students segment the words into phonemes.

tone rope stone vote rose conewoke cope broke rode bone shore

Phonics:Sort words that end are more than one or Words: mixes, kisses, wishes, patches, buzzes, tosses, rushes, waxes, foxes, glasses, matches

More Than One -es Ending -es

Comprehension Skill from Mini-Lesson:Review the story elements discussed during today’s mini-lesson. Review the high frequency words from this story at the beginning of the leveled reader. Take a picture walk through the story “A Big Move” (Reading Street, Unit 3, Below-Level Reader). While going through the story, discuss the story elements that the students notice. Choral read this story, practicing with decoding words. Students will complete the “A Big Move” theme page.

BriannaRaquez

KhristinaTy’Shiya

On-Level Phonological Awareness:“I am going to give you a word with the long /ō/ sound in it. I want you to segment the words into individual sounds. So if I say, “joke” you would give me /j/, / ō /, k/. Pronounce these words to have Mekari

BrettDameon

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SerenityAlicia

Za’NiyahJessie

VictoriaJordan

the students segment the words into phonemes.


Phonics:Write the following words and have individuals read them.Words: foxes, rushes, pushes, classes, kisses, dishes, mops, glasses, rocks, bosses, catches, kicks, mixes, yelling, rested

Comprehension Skill from Mini-Lesson:Review the story elements discussed during today’s mini-lesson. Review the high frequency words from this story at the beginning of the leveled reader. Take a picture walk through the story “The New Park” (Reading Street, Unit 3, On-Level Reader). While going through the story, discuss the story elements that the students notice. Choral read this story, practicing with decoding words. Students will complete the “The New Park” theme page.

Advanced Phonological Awareness:“I am going to give you a word with the long /ō/ sound in it. I want you to segment the words into individual sounds. So if I say, “joke” you would give me /j/, / ō /, k/. Pronounce these words to have the students segment the words into phonemes.


Phonics:Write the following words and have individuals read them.Words: beaches, reaches, teaches, touches, searches, leashes, marshes, babies, bunnies, studies, scurries, spies, strawberries, scarves, leavesPoint out the words that change y to I or f to v before adding –es. Discuss unfamiliar words and then have individuals choose several words to read in a sentence.

Comprehension Skill from Mini-Lesson:Review the story elements discussed during today’s mini-lesson. Review the high frequency words from this story at the beginning of the leveled reader. Take a picture walk through the story “Pins in the Map” (Reading Street, Unit 3, Above-Level Reader). While going through the story, discuss the story elements that the students notice. Choral read this story, practicing with decoding words. Students will complete the “Pins in the Map” theme page.

FrancesXiomara

DavidJada

CameronTyriek

StationsIndependent Reading-Identify the story elements in the text you are reading.Buddy Reading-Reread “The Little Red Hen”. Draw a picture of the setting (Use BLM 3)Computers-www.kizphonics.com Long u Crocodile GameWord Work-Practice adding –s or –es to the endings of words (Practice book 1.2 pg. 23)Writing-Write a journal entry about a trip you have taken.

Wednesday

Mini Lesson (Incorporates Read Aloud,


Connect: Yesterday, we read The Little Red Hen, and we discussed the story elements. Let’s retell what happened in the story. First, let’s review what we’ve already recorded on our

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ELA skill)


Sequence of Events graphic organizer (BLM 4). Reread the events you recorded on the graphic organizer yesterday. Ask students to continue their retelling. You may choose to revisit specific pages in the book as a reference.

Teach:Read: Conduct shared reading of the entire text, inviting students to chime in when they know the words or assign specific lines to different group of students. For example, table one could recite Little Red Hen’s lines, and table two could recite the pig’s lines, etc.

Model: Model completing the Share the Book form. You may choose a book that you have recently read, like “Ruby in Her Own Time.”

Active Engagement:Decide if you would recommend this book to a friend. Complete the Share the Book form (BLM 5) listing three reasons why or why not.

Link: Remember, good readers identify the characters, setting and story problems, This helps them better understand what they have read. Remember to think about the story elements when you read and listen to other stories.

Differentiated Small Group ReadingBelow-Level Phonological Awareness:

Word Building: Using a pocket chart and letter cards or magnetic letter tiles work through the word chain:Bed, led, leg, logCat, cot, dot, dogPen, peg, beg, bug, mug

Phonics:Play long vowel hangman. For this group, tell what rule the word followed. For example, long u, silent e.

Comprehension Skill from Mini-Lesson:Reread “Jan’s New Home”. Complete a story elements graphic organizer for this story.

BriannaRaquez

KhristinaTy’Shiya

On-Level Phonological Awareness:Word Building: Using a pocket chart and letter cards or magnetic letter tiles work through the word chain. See words above.

Phonics:Play long vowel hangman. For this group, tell what rule the word followed. For example, long u, silent e.


MekariSerenity

AliciaZa’Niyah

Jessie


Advanced Phonological Awareness:Word Building: Using a pocket chart and letter cards or magnetic letter tiles work through the word chain.Challenge this group to find ways to change the letters on their own to make a new word entirely. Example: (mice to hole: mice, mile, mole, hole)

Phonics:Play long vowel hangman. For this group, give a hint about the meaning of the word. For example, long u, silent e.


FrancesXiomara

DavidJada

CameronTyriek

StationsIndependent Reading-Identify the story elements in the text you are reading.Buddy Reading-Reread Tuesday’s leveled reader. Complete the vocabulary master.Computers-www.tumblebooks.com Listen to “Mason Moves Away” (5 minutes). Complete a story elements graphic organizer for this story.Word Work-Practice adding –s or –es to the endings of words (Spelling Practice book pg. 59)Writing-Look back at pages 82-83. How is Jan’s new neighborhood different from her old one?

Thursday



Connect: Tell students you are going to read this story again, and you would like them to pay careful attention to your voice. Make each character’s traits more obvious by reading the hen’s dialogue in a friendly, enthusiastic way and the other characters in a lazy, bored way until page 15.

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Teach:Read: After reading, invite students to comment on what they heard in your voice. Ask them how using expression helped them understand what the characters were like and how they felt.

Reread: Read the book again, inviting students to read along with you. Tell them to put expression into their voices, too.

Analyze: As we read The Little Red Hen, we was how the Little Red Hen worked and worked, even when no one would help her. Let’s imagine that one of the characters was sorry about being lazy. Let’s write a letter the animal might send to the Little Red Hen apologizing. We’ll make a list of character traits that the animal might use to describe the Little Red Hen.

Active Engagement:Use these questions to prompt student thinking:

*What words describe someone who works really hard? (busy, conscientious, hardworking)*How could you describe someone who never gives up? (energetic, persistent, doesn’t quit)*How would you feel after you worked so hard? How do you think the Little Red Hen feels at the end of the story? (proud, tired, happy)

Reread students’ ideas aloud.

Link: Today we analyzed the Little Red Hen’s character traits. We will use this to help us write an apology letter tomorrow. Think about the characters in your books that you read independently today. How would you describe them? Are the similar or different from the Little Red Hen?

Differentiated Small Group ReadingBelow-Level Phonological Awareness:

Word Building: Using a pocket chart and letter cards or magnetic letter tiles work through the word chain:Pen, peg, beg, bug, mugSun, run, ran, rat, hatBat, bag, big, wig

Phonics:Sort and review compound words.Sample words: anthill, cupcake, wishbone, classmate, jellyfish, lipstick, pigpen, catfish, lookout, racetrack

Compound Word First Word Second Word

BriannaRaquez

KhristinaTy’Shiya

On-Level Phonological Awareness:Word Building: Using a pocket chart and letter cards or magnetic letter tiles work through the word chain. See words above.

Phonics:Sort and review compound words.Sample words: hangout, kingfish, sinkhole, stingray, cupcake


MekariSerenity

AliciaZa’Niyah

Jessie


Advanced Phonological Awareness:Word Building: Using a pocket chart and letter cards or magnetic letter tiles work through the word chain.Challenge this group to find ways to change the letters on their own to make a new word entirely. Example: (duck to cake: duck, luck, lack, lace, lake, cake)

Phonics:Sort and review compound words.Sample words: scarecrow, thunderstorm, inchworm, understand, tablecloth, sweatshirt, seashore, sailboat, peppermint


FrancesXiomara

DavidJada

CameronTyriek


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Friday




Connect: Yesterday, we made a list of traits for the little Red Hen. Let’s reread the ideas we wrote in the chart.

Teach:Discuss: As a group, decide what character will write the letter. Then choose two or three character traits of the Little Red Hen and decide which details in the story support them.

Active Engagement:Prompt:

*What are some words that we can use to describe the Little Red Hen?*What did the Little Red Hen do that shows she is like this?Character Trait Evidence from the Story

Write: Review the parts of a friendly letter. Use what was recording in the chart to complete a friendly letter to the hen. If you have enough time, you can edit and revise this work.

Link: We analyzed a character by brainstorming character traits. Think about the characters in the texts you read independently today.

Differentiated Small Group ReadingBelow-Level 1. Spelling Test

2. Dibels Testing3. High Frequency Word Assessments

BriannaRaquez

KhristinaTy’Shiya

On-Level 1. Spelling Test2. Dibels TestingMekari Brett

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SerenityAlicia

Za’NiyahJessie

DameonVictoriaJordan

3. High Frequency Word Assessments

Advanced 1. Spelling Test2. Dibels Testing3. High Frequency Word Assessments

FrancesXiomara

DavidJada

CameronTyriek


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Documents

Reading LP Jan 12-16