Reading Lesson Plans Feb. 2-6, 2015 Unit 5, Week 21 1 Grade

Reading Lesson Plans
How
How
How
How
How
How
How
Feb. 2-6, 2015
Unit 5, Week 21
1st Grade
5 Literary Texts (4 weeks)

Connection-Communities
Unit Essential Questions
are characters and adventures from two different stories alike and different?
can we identify the story in different parts of the books we are reading?
can talking to our friends about our writing help us make it better?
can gathering and remembering information help us in our writing?
can we write an opinion piece on a topic or a book we have read?
can we write a story about something that happened in our lives?
can we use different kinds of sentences in our writing and speaking?
Required Texts
Extended Text
Mamas 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)
Jans New Home (Unit 3, RS)
Poem: If I Could Build a Town
Standards
Essential Questions
Suggested Texts
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 Dumptys Fall (Unit 5, BM RT)
Farm Alarm (Unit 2, BM LR)
Duck for President by Doreen Cronin
My Teacher for President by Kay Winters
Our Community Garden by Barbara Pollak
Weekly Information
1RL1 Ask and answer questions about key details in a text.
1RL10 With prompting and support, read prose and poetry of appropriate grade
level complexity.
1RF2d Segment spoken single-syllable words into their complete sequence of
individual sounds (phonemes).
1RF3f Read words with inflectional endings.
1SL3 Ask and answer questions about what a speaker says in order to gather
additional information or clarify something that is not understood.
How can we use pictures and words to make inferences?

Why is it important to make connections to pictures and words?
How do we decode long a (ai, ay) words?
How do we read singular and plural possessives?
How do we break words into separate sounds?
Monday
Mini Lesson
(Incorporates
Read Aloud, ELA
skill)
Text: If I Could
Build a Town
Metacognitive Skill: Make Connections
Comprehension Skill:
Make
Inferences
Connect: Have students think about the things that they see around town. Quickly
brainstorm a list of places that you can visit around Augusta.
Teach:
Display the poem If I Could Build a Town and read it aloud.
If I Could Build a Town
By: Betsy Franco
If I could build a town, well then,
I know just what I'd make:
an ice cream store, a toy shop,
and a store with bread and cake.
I guess I'd make a park
and build a nifty fire station.
Say, would you like to help me?
It just takes imagination!
After reading, highlight all of the places the poet would include in her dream town.
Think aloud: This poem reminds me of all of the wonderful places that I love to visit.
When a text reminds me of something in my own life, Im making a text-to-self
connection.
Active Engagement:
Provide students with the sentence frame below and have them include what they
would put in their dream towns.
If I could build a town, well then,
I know just what Id make:
a ____________ ,
a ____________ ,
and a store with _______________.
Link: Today we made connections to a poem about a community. As you are reading
today, think about how you personally connect to text you are reading. Remember
this is called making a text-to-self connection.
Closing (After Stations):
Share a text-to-self connection that you made as you were reading today. (During
this time, teachers may also choose to highlight any students who did exceptionally
well using certain strategies during guided reading groups.)
Monday
Below-Level
Brianna
Raquez
Khristina
TyShiya
Differentiated Small Group Reading

Phonological Awareness:
Write the "Segmentation Cheer" on chart paper, and teach it to children. Each time you
say the cheer, change the words in the third line. Have children segment the word sound
by sound. Begin with words that have two phonemes, such as go, key, shoe, add, egg.
Move on to words with three phonemes, such as ten, rat, cat, dog, soap, read, and fish.
Segmentation Cheer
Listen to my cheer.
Then shout the sounds you hear.
Sun! Sun! Sun!
Let's take apart the word sun.
Give me the beginning sound. (Children respond with /s/.)
Give me the middle sound. (Children respond with /u/.)
Give me the ending sound. (Children respond with /n/.)
That's right!
/s/ /u/ /n/-Sun! Sun! Sun!
Phonics:
Use two colors of markers to write // words one spelling at a time on the board as the class sounds
out and then blends the words as a group. When using the ai or ay spellings write both vowels, use 2
fingers and touch each vowel at the same time for the vowel teams, and say sound.
train
nail
clay
brain
say
tray
chain
play
sail
mail
jail
way
After the words are decoded, briefly discuss meanings of words that may be unfamiliar to the
students. Reread the lines of words with the class. Then give clues and have the students tell their
buddy which word is the answer. Call on one set of buddies to give and spell the answer. Circle the
words on the board as they are given as answers. Clues could be:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
On-Level
Mekari
Serenity
Brett
ZaNiyah
Victoria
Dameon
Alicia
Jordan
Jessie
Tyriek
Above-Level
Xiomara
Cameron
David
Jada
Frances
We use this to think. [brain]

Which ____ should we go? [way]
Metal links that hold up a swing. [chain]
Letters and postcards. [mail]
A type of transportation that runs on rails. [train]
A large flat surface to carry dishes on. [tray]
A place to keep people who break laws. [jail]
A soft, mushy solid used to model into things. [clay]
To talk. [say]
A sharp wedge you hit with a hammer. [nail]
The large sheet that catches the wind on a boat. [sail]
Comprehension Skill from Mini-Lesson:

Read A Memory to Cherish (RS, Sing with Me Big Book
text to self connection they can make to the poem.
). Have students think of at least one
by sound. Begin with words that have three phonemes, such
as ten, rat, cat, dog, soap, read, and fish.
Phonics:
See phonics lesson above.
by sound. Begin with words that have three phonemes, such
as ten, rat, cat, dog, soap, read, and fish. Move on to words with four phonemes, such as
spill, class, cast, mask, brush. Instead of saying beginning sound, middle sound, and
ending sound, say first sound, second sound, third sound, fourth sound.
Phonics:
See phonics lesson above.
Stations
Independent Reading-Make a text to self connection to the story you are reading.
Buddy Reading-Reread If I Could Build a Town. Illustrate the poem based on the words.
Computers-www.kizphonics.com Long a Crocodile Game
Word Work-Practice decoding long /a/ (ai, ay) words (Practice book 1.2, pg. 63). Practice with possessives (Practice book 1.2,
page 65).
Writing-Make an invitation to a birthday party.
TUESDAY
Mini Lesson
(Incorporates
Read Aloud,
ELA skill)
Text: Were
Home
(Benchmark Unit 5,
Poster 1)
Comprehension Skill: Make Inferences
Connect: Yesterday, we read the poem If I Could Build a Town and we made text-to-self
connections. Today we are going to use our connections to help us ask and answer questions
and make inferences.
Introduce the Comprehension Strategy:
Say: The pink-cheeked children returned to the classroom shivering and wet. Snowflakes
covered their hats and mittens. The teacher could tell her students would have a hard time
focusing this afternoon.
Ask: Where does this story take place? Where are the children coming in from? What is the
weather? Why does the teacher think they will have a hard time focusing?
Turn and Talk: Ask students to turn to a partner and discuss why the children in the story are
shivering and wet. Have them discuss what they might wear outdoors if it were cold and
snowy. Have a few students share their thinking with the class.
Explain: You used clues in the story and you thought about what you already knew about
school and weather to figure out what was not said. This is called making inferences. You make
inferences every day without even realizing it. For example, if your dog is barking and no one
has walked him yet, you can infer that he wants to go out for a walk. Good readers know how
to use clues in a text and what they already know to figure out, or infer, what the author does
not state directly. We are going to practice making inferences this week.
Think Aloud:
Display comprehension anchor poster 1. Draw students attention to the picture of the family
outside the house.
Explain: When I look at the picture, the first thing I need to do is figure out what its trying to
show me. One way I can do that is by making connections to my own life (like yesterday).
Making connections helps make things clearer in my mind.
Model: This picture reminds me of when my neighbors moved in next door. They had a lot of
suitcases and boxes, just like the family in this picture. The name of the poster is Were
Home. This is a clue that the house is the familys new home. Based on what I see and what I
know, I can make the inference that this family is moving into the house. Connecting what I
see with my own life helps me make inferences.
Write the connections you made on chart paper. Ask students to generate other connections
they make with this picture. Add their connections to the list.
Active Engagement:
Ask students to use the picture to make an inference. You may choose to use a sentence frame
like My inference is ________.
Link: You make inferences every day, mostly without even realizing it. Readers can make
inferences from pictures and from texts. Tomorrow, we will practice making inferences about a
text. Remember as you are reading today, to try and connect your text to something in your
life (make a text-to-self connection).
Share a text-to-self connection that you made as you were reading today. (During this time,
teachers may also choose to highlight any students who did exceptionally well using certain
strategies during guided reading groups.)
Tuesday
Below-Level
Brianna
Raquez
Khristina
TyShiya
On-Level
Jessie
Mekari
Dameon
Serenity
Victoria
Brett
Jordan
ZaNiyah
Tyriek
Alicia
Advanced
Frances
Xiomara
David
Jada
Cameron
Stations
Independent Reading-Make a text-to-self connection to the story you are reading.
Buddy Reading-Reread If I Could Build a Town. Illustrate the poem based on the words.
Computers-www.kizphonics.com Long a Crocodile Game
Word Work-Practice decoding long /a/ (ai, ay) words (Practice book 1.2, pg. 63). Practice with possessives (PB 1.2, page 65).
Writing-Make an invitation to a birthday party.
Wednesday
Mini Lesson
(Incorporates
Read Aloud,
ELA skill)
Text: A Merry
Old Soul
(Benchmark, Unit
5, Poster 2)

Inferences
Make
Connect: Display Poster 2. Read aloud the title and text with students. Explain: Yesterday
when I looked at the picture of the family and the house. I made connections to my own life to
help me understand. To make connections, I think about my own life and how it is like what Im
reading.
Think Aloud: Reread the title and draw attention to the picture. I know that merry means
happy because Merry Christmas means have a happy Christmas. When I look at the picture, I
see a happy-looking king. By connecting what I know about the word merry and clues in the
pictures, I can infer, or figure out the king in this story is the merry old soul.
Reread paragraph 1 and 2. Old King Cole called for his pipe and his fiddler three. Ive seen a
musician play a fiddle. The author does not say that the fiddlers are instruments, but by
connecting what I know, I can infer that a fiddler is someone who plays a fiddle.
Reread the remainder of the text. Ask students what they can tell about the relationship
between the instruments and Old King Cole. Encourage students to think aloud. Reinforce the
idea that good readers connect what they are reading to their lives.
Active Engagement:
Read the text again with students (choral read). Say: Think about what the author wants us to
know but doesnt tell us. What clues does the other provide that help you make an inference?
Lets look more closely at the text and find the clues that help us make an inference. What clues
can you find that tells you what song the instrument will play? List the clues on chart paper.
Link: Ask students: How will you use what we practiced today when you read on your own
time?
Share an inference that you made as you were reading today. (During this time, teachers may
also choose to highlight any students who did exceptionally well using certain strategies during
groups.)
Below-Level
Brianna
Raquez
Khristina
TyShiya
On-Level
Jessie
Alicia
Tyriek
Dameon
Victoria
Jordan
Advanced
Frances
Xiomara
David
Jada
Cameron
Stations
Independent Reading-Make an inference in the story you are reading.
Buddy Reading-Read Comprehension Poster 4 and answer comprehension questions.
Computers-Watch Possessive Nouns on www.brainpopjr.com . Play the Possessive Nouns matching game at
https://jr.brainpop.com/readingandwriting/word/possessivenouns/matching/
Word Work-Long /a/ Write the Room.
Read & Respond-Reread Mamas Birthday Party. Use the read and respond foldable to answer questions.
Mekari
Serenity
ZaNiyah
Brett
Thursday
Mini Lesson
(Incorporates
Read Aloud,
ELA skill)
Text: Animals in
Winter
(Benchmark, Unit
5, Poster 3)

Inferences
Make
Connect: Today were going to practice making inferences in the texts we are reading.
Remember to use what youve learned. We can also make connections as we read to help us
make inferences.
Active Engagement:
Have students partner read the selection.
Instruct them to locate evidence in the text that will help them make inferences and write this
evidence in the evidence boxes. Have the students make inferences and list them in the
inference boxes. Students can underline, circle, or highlight key information that they read.
As students are working provide feedback.
Ask students to share the connections they made to their own lives to help them make
inferences.
Link: Most nonfiction texts require readers to make inferences. You can use what you have
learned to help you make inferences. You can also use this strategy to help you understand
other kinds of texts.
Share an inference that you made as you were reading today. (During this time, teachers may
also choose to highlight any students who did exceptionally well using certain strategies during
guided reading groups.)
Below-Level
Brianna
Raquez
Khristina
TyShiya
On-Level
ZaNiyah
Serenity
Brett
Mekari
Victoria
Dameon
Alicia
Jordan
Jessie
Tyriek
Advanced
Xiomara
Cameron
David
Jada
Frances

Give each student a pile of unconnected linking cubes. Turn over a picture card. Ask students to identify
the word from the picture card and raise their hand when they are ready. Student will segment the
phoneme in each word. Have students take one linking cube from their pile for each phoneme they
segment. Continue turning over picture cards until all cards have been flipped.
Phonics: Read Build Up Decodable Play with Me. Search for long /a/ (ai, ay) words.
Review story elements. Reread the beginning of Fox in the Forest (BM Leveled Reader, Unit 4, Level D).
After reading, complete the remainder of the story map graphic organizer.
Phonological Awareness: See phonological awareness lesson above.
Review story elements. Reread the beginning of The Lion (BM Leveled Reader, Unit 4, Level F). After
reading, complete the remainder of the story map graphic organizer.
Phonological Awareness: See phonological awareness lesson above.
Review story elements. Reread the beginning of See You in the Spring (BM Leveled Reader, Unit 4,
Level H). After reading, complete the remainder of the story map graphic organizer.
Stations
Independent Reading-Make an inference in the story you are reading.
Buddy Reading-Read Comprehension Poster 4 and answer comprehension questions.
Computers-Watch Possessive Nouns on www.brainpopjr.com . Play the Possessive Nouns matching game at
https://jr.brainpop.com/readingandwriting/word/possessivenouns/matching/
Word Work-Long /a/ Write the Room.
Read & Respond-Reread Mamas Birthday Party. Use the read and respond foldable to answer questions.
Friday
Mini Lesson
(Incorporates

Inferences
Make
Connect: Ask students to reflect on their usage of the reading strategies this week. Have
Read Aloud,
ELA skill)
Text: None
students share their reflections through turn and talk.

Written Response:
Distribute copies of Constructed Written Response (BLM 6) and ask students to make an
inference about something they notice in the classroom. (See example below).
Evidence
Suzy is yawning.
What I Know
People yawn when they are
tired.
Inference
Suzy must feel tired today.
After students have completed their graphic organizer, have them write a short paragraph
about what they have noticed. Have students use the checklist at the bottom of BLM 6 to make
sure they have everything they need.
Assess:
Distribute the Make Inferences Comprehension Strategy passage Turtles Fishing Trip on page
44 of the Comprehension Strategy Assessment Handbook. Ask students to read the passage
and use the information to answer questions. Use the results of this assessment to determine
students who need additional help with this strategy.
Below-Level
1. Spelling Test
2. Dibels Testing
Brianna
3. High Frequency Word Assessments
Raquez
Khristina
TyShiya
On-Level
1. Spelling Test
2. Dibels Testing
Victoria
ZaNiyah
Dameon
Serenity
Alicia
Brett
Jordan
Mekari
Jessie
Tyriek
Advanced
1. Spelling Test
2. Dibels Testing
Frances
Xiomara
David
Jada
Cameron
Stations
Free Choice stations if there is enough time remaining.

Reading Lesson Plans Feb. 2-6, 2015 Unit 5, Week 21 1 Grade

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Reading Lesson Plans Feb. 2-6, 2015 Unit 5, Week 21 1 Grade

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Reading Lesson Plans

Feb. 2-6, 2015

5 Literary Texts (4 weeks)

How can we use pictures and words to make inferences?

Metacognitive Skill: Make Connections

Differentiated Small Group Reading

We use this to think. [brain]

Comprehension Skill from Mini-Lesson:

). Have students think of at least one

). Have students think of at least one

). Have students think of at least one

Metacognitive Skill: Make Connections

Comprehension Skill: Make Inferences

Closing (After Stations):

Differentiated Small Group Reading

Metacognitive Skill: Make Connections

Closing (After Stations):

Metacognitive Skill: Make Connections

Closing (After Stations):

Differentiated Small Group Reading

Metacognitive Skill: Make Connections

students share their reflections through turn and talk.

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