Reading Small Group Lesson Plans

  • View
    108

  • Download
    1

Embed Size (px)

DESCRIPTION

Reading small group lesson plans from my first placement.

Text of Reading Small Group Lesson Plans

Reading Small Group Lesson PlansScott Foresman: Reading StreetGrade 1 Unit 1 Jessica Crownover

WEEK 3: THE BIG BLUE OXDAY 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 phonemes o 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 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 WGI: Sing with Me big book, Amazing Words cards, spelling word cards, highfrequency word cards, PowerPoint, magnetic letters, handwriting paper, handout SGI: Flip chart, decodable reader Pencil mom, hot, hop, pot, pop, ox, lock, map, got, rock (help, use) Past, present, produce, transportation, danger, serve, snuggle, enormous, powerful Help, use, get How can animals help people?

Objectives:

Teacher Materials:

Student Materials: Spelling Words: Amazing Words: High-Frequency Words: Question of the Week:

GREEN GROUP: PAGE DI 36 1. Blend and build words with short /o/ a. Model sounding out job b. Students sound it out c. Students say sounds as its written d. Say sounds while pointing to the letters e. Say word f. Continue with ox, pop, rod, cot, jog, box, fox

2. Build Words a. Have students build hop b. Change h to m. What is the new word? c. Change m to p. What is the new word? 3. Model Writing a. Have students sound out top b. Whats the letter for /t/? c. Write t d. Continue on with the rest of the word e. Model lock and oz 4. Review High-Frequency words a. Listen, Find, Show: the, do, a, is, up, and and 5. Read decodable reader 5 a. Blend is, can, sit, up, mat, and lot b. Say, Spell, Say the words c. Check comprehension i. Retell story ii. Where does it happen? iii. Why is Dot hot? iv. How do you know Dot is a make-believe fox? v. Find a word with the short /o/ sound. What is it? 6. Reread for fluency YELLOW GROUP: PAGE 52Q 1. Practice Short /o/ a. Point to the word top b. Review short /o/ c. Blend the word d. Blend together e. Continue with other words 2. Building words a. Spell rot b. Change t to ck. Whats the new word? c. Change ck to b. Whats the new word? d. Change r to b. Whats the new word? e. Chance b to x. Whats the new word? f. Students practice spelling 3. High-frequency words a. Review old high-frequency words 4. Periods

a. Quick review of periods 5. Read Decodable Reader 5 i. Pages 34-35 read aloud quietly with the group ii. Pages 36 have the group read aloud with you iii. Pages 37-40 select individuals to read aloud b. Check Comprehension and Decoding i. Retell story ii. Where does this story happen? iii. Why is Dot hot? iv. How do you know that Dot is a make-believe fox? v. Point to a word with short /o/. What is it? BLUE GROUP: PAGE DI 37 1. Connected Practice

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 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

Objectives:

Teacher Materials:

Student Materials: Spelling Words: Amazing Words: High-Frequency Words: Question of the Day:

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 WGI: A Kids Best Friend big book, Amazing Words cards, spelling word cards, high-frequency word cards, PowerPoint, magnetic letters SGI: Flip chart, decodable reader, handwriting paper, handouts Pencil mom, hot, hop, pot, pop, ox, lock, map, got, rock (help, use) Past, present, produce, transportation, danger, serve, snuggle, enormous, powerful Help, use, get Do you know a dog that is a helper?

GREEN GROUP: PAGE DI 38 1. Blend words with final s plurals a. Model sounds in dog b. Write the letters c. Add s to the end. What is the new word? d. Continue with pig, sock, hat, and sip e. Review what s means 2. Build words a. Have students spell docks b. Change d to r. Whats the new word? c. Change ck to d. Whats the new word? d. Change r to p. Whats the new word?

3. Review High-Frequency words a. Say, Spell, Say the new words b. Listen, Find, and Show the new words 4. Read decodable reader 6 a. Blend the words from the story b. Read the sentences c. Read the decodable reader d. Check for comprehension i. Why do you think the story is called Can Do!? ii. The animals nap at the end. Is this a good ending? Why/why not? iii. Point to a word that means more than one. What is it? 5. Reread for fluency YELLOW GROUP: PAGE 54F 1. Practice s Plurals a. Write cat b. Segment and blend c. Add s and explain d. Continue with more words e. Trade the Lead sentences 2. High-frequency words a. Say and spell the words b. Use in a sentence c. Trade the Lead sentences d. Read decodable reader 6 i. Pages 42-43 read aloud quietly with the group ii. Page 44 have the group read aloud with you iii. Pages 45-48 select individuals to read aloud e. Check comprehension and decoding i. Why do you think this story is called Can Do!? ii. The animals nap at the end. Is this a good ending? Why/why not? iii. Point to a word that means more than one. What is it?

BLUE GROUP: PAGE DI 39 1. Connected Practice

DAY 3: SHORT /O/ AND S PLURALSStandards: 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 phonemes o 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 minute 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 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 WGI: A Kids Best Friend big book, Amazing Words cards, spelling word cards, high-frequency word cards, PowerPoint, Animal Jobs rhymes chart, handwriting paper, handouts SGI: Flip chart, decodable readers Reading textbooks, pencils, crayons mom, hot, hop, pot, pop, ox, lock, map, got, rock (help, use) Past, present, produce, transportation, danger, serve, snuggle, enormous, powerful Help, use, get Why cant a real ox cook or shop?

Objectives:

Teacher Materials:

Student Materials: Spelling Words: Amazing Words: High-Frequency Words: Question of the Day:

GREEN GROUP: PAGE DI 40 1. Blend and read words with short /o/ and s plurals

a. Segment and blend words with short /o/ b. Add the final s and repeat c. Ask what the s means 2. Review high-frequency words a. Color High-Frequency Words 3. Read decodable reader 3 a. Have students find short /o/ words b. Have students identify s plurals 4. Read or listen to The Big Blue Ox a. Practice words from the story b. Follow same as whole group while reading YELLOW GROUP: PAGES 56-67 1. Review Character and Setting a. Review meaning b. Recall characters and settings of other stories c. Point out things to remember 2. Review Visualization a. Review meaning b. Point out things to ask yourself during reading 3. Read The Big Blue Ox a. Introduce words from the selection b. Review summary c. Read aloud BLUE GROUP: PAGE DI 41 1. Connected practice

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 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 phonemes o Identifying the sound-spelling relationships of consonants and vowels ELA.4a: Read with comprehension a v

Recommended

View more >