Lesson Plan for First Grade
Week of: March 25-April 5 Teacher: All
Subject: ELADay of the Week: Monday-Friday (2 weeks)
Standard(s): W.1.2, RF.1.3, RF.1.3g, RF.1.4a
Lesson “I can”:
· I can write a report with sequential facts.
· I can decode words with the r-controlled a (or, ore, oar)
· I can read on grade level with comprehension and fluency.
· I can read irregularly spelled words.
· I can compare and contrast material in story.
Assessment (formative, benchmark, summative):
· Spelling pretest-Monday (Mar. 25)
· Spelling posttest-Friday (April 5)
· Comprehension test-Thursday (April 4)
· Pretest on r-controlled words with (or, oar, ore)
· Pretest on vowel digraph ea as Short e
Essential Vocabulary
great
know
sound
their
warm
extreme
predict / Materials
Smart Board
Leveled Readers
Anthology Read-Aloud
Oral Vocabulary Cards
Decodable Readers
pencils
writing paper
dry erase markers
dry erase boards
markers
chart paper
magnetic boards
High-Frequency Word Cards
Whole Group
Partners
Small Group
Independent
Stations / Teaching Strategies (including writing):
READING, GRAMMAR, SPELLING: Treasures Unit 5/ Week 3/Day 1-5 (Stormy Weather-student book)
(Nature Watch-decodable reader)
Priority Skills:
· r-controlled vowel: or, oar, ore
· Vowel Digraph ea as Short e
· High-Frequency Words/Vocabulary: great, know, sound, their, warm; extreme, predict
· Comprehension:
Strategy: Ask Questions
Skill: Compare and Contrast
· Writing: Report (W.1.2)
· Grammar: Synonyms and Antonyms
Monday:
· Pretests in spelling, synonyms, antonyms, ‘or’ words
· Introduction of vocabulary (great, know, sound, their, warm; extreme, predict)
· Read Aloud: “The Power of Weather” in the Read-Aloud Anthology
· Guided Reading Groups-Work on new vocabulary words while students at seats do workbook pp. 228- 229. Two lower groups will need to do workbook pages together in guided reading group. Other groups can bring workbook to group and check when it is their turn. When lower groups are at their seats, they will do matching game with word families.
Tuesday:
· Phonics practice on dry erase boards with or, oar, ore words
· Review of new vocabulary
· Introduce new selection for this week- “Stormy Weather”.
· Guided Reading groups-student book pp. 84-85. graphic organizer-p. 230 in workbook. Students at seat will silently read “Stormy Weather”.
· Wednesday:
· Review new vocabulary
· Use oral vocabulary cards to read story about Brier Rabbit.
· Guided reading groups-Two lower groups will fill out a Venn Diagram to compare and contrast Brier Rabbit story. Students at seat will work to do so independently then check in guided reading.
Thursday:
· Review of new vocabulary plus any others causing difficulty.
· Grammar-Review antonym knowledge from kindergarten
· Introduce synonyms-See TE 85C for activity
· Guided reading groups-Oral reading of “Stormy Weather”
Friday: NO SCHOOL-HOLIDAY
Monday: NO DAY
Tuesday: NO DAY
Wednesday:
· Review vocabulary words
· Grammar-See TE 93B for synonyms and antonyms activity
· Build Robust Vocabulary activity TE 93D
· Guided reading groups-work as a group to think of as many words which contain or, oar, ore. Students at seat will work on workbook p.231-234, 236
Thursday:
· Work on fluency using Teaching Chart 144
· Test Practice-student book p. 94. See teacher dialogue in TE 93X
· Guided reading groups-two lower groups will work on carpet to do comprehension test at end of assessment book (read aloud). Other students will work independently at seats to complete.
Friday:
· Play Sparkle in preparation for spelling test
· Spelling post test
· Grammar post test
· Phonics post test on ‘or, oar, ore’ words
· Guided reading groups-all groups partner read while top group gets 1:1 time with teacher to review skills in Literacy Library book.
WRITING:
W.1.2-Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. (Due March 27th)
Students will continue to work on their current report. For those that finish, they will choose another topic and begin planning and researching for that report. Mini-lessons will be provided for those areas needing support that each teacher observes for her class. Reports should include opening and closing sentences with sequential details.
Differentiation: Guided reading groups will provide differentiation for all ability levels of workers with books being chosen from the literacy library for those groups reading higher than this week’s story in Treasures. Spelling is differentiated by using different spelling lists for low, middle, and high students. Writing differentiation will be shown by the amount of 1:1 help provided for each student with those students with lower writing skills receiving more help.
Reflection of lesson: