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Reading Small Group 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?”

GREEN GROUP:PAGE DI 36

1. Blend and build words with short /o/a. Model sounding out “job”b. Students sound it outc. Students say sounds as it’s writtend. Say sounds while pointing to the letterse. Say wordf. Continue with ox, pop, rod, cot, jog, box, fox

2. Build Wordsa. Have students build hopb. Change h to m. What is the new word?c. Change m to p. What is the new word?

3. Model Writinga. Have students sound out topb. What’s the letter for /t/?c. Write td. Continue on with the rest of the worde. Model lock and oz

4. Review High-Frequency wordsa. Listen, Find, Show: the, do, a, is, up, and and

5. Read decodable reader 5a. Blend “is, can, sit, up, mat, and lot”b. Say, Spell, Say the wordsc. Check comprehension

i. Retell storyii. 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 topb. Review short /o/c. Blend the wordd. Blend togethere. Continue with other words

2. Building wordsa. Spell rotb. Change t to ck. What’s the new word?c. Change ck to b. What’s the new word?d. Change r to b. What’s the new word?e. Chance b to x. What’s the new word?f. Students practice spelling

3. High-frequency wordsa. Review old high-frequency words

4. Periods

a. Quick review of periods5. Read Decodable Reader 5

i. Pages 34-35 read aloud quietly with the groupii. Pages 36 have the group read aloud with you

iii. Pages 37-40 select individuals to read aloudb. Check Comprehension and Decoding

i. Retell storyii. 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



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. Blend words with final –s pluralsa. Model sounds in dogb. Write the lettersc. Add –s to the end. What is the new word?d. Continue with pig, sock, hat, and sipe. Review what –s means

2. Build wordsa. Have students spell docksb. Change d to r. What’s the new word?c. Change ck to d. What’s the new word?d. Change r to p. What’s the new word?

3. Review High-Frequency wordsa. Say, Spell, Say the new words

b. Listen, Find, and Show the new words4. Read decodable reader 6

a. Blend the words from the storyb. Read the sentencesc. Read the decodable readerd. 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 Pluralsa. Write catb. Segment and blendc. Add –s and explaind. Continue with more wordse. “Trade the Lead” sentences

2. High-frequency wordsa. Say and spell the wordsb. Use in a sentencec. “Trade the Lead” sentencesd. Read decodable reader 6

i. Pages 42-43 read aloud quietly with the groupii. Page 44 have the group read aloud with you

iii. Pages 45-48 select individuals to read aloude. 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?



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. Blend and read words with short /o/ and –s pluralsa. Segment and blend words with short /o/

b. Add the final –s and repeatc. Ask what the –s means

2. Review high-frequency wordsa. Color High-Frequency Words

3. Read decodable reader 3a. Have students find short /o/ wordsb. Have students identify –s plurals

4. Read or listen to The Big Blue Oxa. Practice words from the storyb. Follow same as whole group while reading

YELLOW GROUP:PAGES 56-67

1. Review Character and Settinga. Review meaningb. Recall characters and settings of other storiesc. Point out things to remember

2. Review Visualizationa. Review meaningb. Point out things to ask yourself during reading

3. Read The Big Blue Oxa. Introduce words from the selectionb. Review summaryc. Read aloud


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






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?”

GREEN GROUP:PAGE DI 42, LR19-21

1. Blend and read wordsa. Review words with short /i/ and final /x/b. Have students sort words into short /i/ for final /x/

2. Reread decodable reader 2a. Have students review decodable words “tip, pin, did, Kim, it, sit, mix, and fix”b. Retell the story

c. Point to words with short /i/ and final /x/. What are they?3. Read or listen to “They Can Help”4. Practice Below-Level Reader Rob, Mom, and Socks

YELLOW GROUP:PAGES 68-71, LR22-24

1. Blend and read wordsa. Stop, Think, and Respondb. Reading practice

2. Review High-Frequency Wordsa. Color word reviewb. Shake it game

3. Practice with On-Level Reader Tom and Pama. Compare city and country lifeb. Review character, setting, and visualizationc. Divide into groupsd. Modele. Read togetherf. Independent reading

BLUE GROUP:PAGE DI 43, LR25-27


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?”

GREEN GROUP:PAGES DI 44, LR19-21

1. Practice word reading2. Sentence reading, Set A3. Monitor Comprehension4. Practice with Below-Level Reader Rob, Mom, and Socks

YELLOW GROUP:PAGES 72E-72G, LR22-24

1. Sentence reading, Set B2. Monitor Comprehension3. Practice with On-Level Reader Tom and Pam

BLUE GROUP:PAGES DI 45, LR25-27

1. Sentence Reading, Set C2. Monitor Comprehension3. Share Concept Inquiry4. Practice with Advances Reader Loni’s Town

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. Blend and build words with inflected ending –s

2. Read decodable reader 7


YELLOW GROUP:PAGE 74Q




1. Extend word reading2. Read advanced selection 43. Introduce concept inquiry

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. Blend and build words with inflected ending –ing2. Read decodable reader 83. Reread for fluency

YELLOW GROUP:PAGE 76F




1. Extend word reading2. Read Babies on the Go

3. Continue concept inquiry

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. Blend and read words with inflected ending –s and –ing2. Read SI decodable reader 43. Read or listen to A Fox and a Kit

YELLOW GROUP:PAGE 78-89

1. Read A Fox and a Kit


1. Read A Fox and a Kit2. Continue concept inquiry

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. Blend and read words2. Reread SI decodable reader 33. Read or listen to “The Zoo in the Park”4. Practice with Below-level reader Time to Eat

YELLOW GROUP:PAGE 90-91, LR31-33

1. Read “The Zoo in the Park”

2. Practice with On-level reader This Fox and That Fox


1. Read “The Zoo in the Park”2. Expand Vocabulary3. Continue concept inquiry4. Practice with advanced reader Baby Animals of the Rain Forest

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. Practice word reading2. Sentence Reading, Set A3. Monitor Comprehension4. Practice with below-level reader Time to Eat

YELLOW GROUP:PAGES 92E-92G, LR31-33

1. Sentence Reading, Set B2. Monitor Comprehension3. Practice with on-level reader This Fox and That Fox


1. Sentence reading, Set C2. Monitor comprehension3. Share concept inquiry4. Practice with advanced reader Baby Animals of the Rain Forest