Instructional Planning Template for 90 Minute Framework

Date: ______Grade:__1___

(Completed Weekly)

Day / Monday
Minerva / Tuesday
Minerva / Wednesday
What Can A Vet Do / Thursday
Hot Fox Soup / Friday
Hot Fox Soup
Phonemic Awareness / Skill: Identifying beginning sounds
Strategy/Activity:
·  Use picture cards to identify beginning sounds / Skill: Beginning Sounds
Strategy/Activity:
·  Use objects in the room and ask for beginning sounds / Skill: Segmenting onset and rime
Strategy/Activity:
·  T105 using –et words to show onset and rime by segmenting them / Skill: Segmenting Onset and Rime
Strategy/Activity:
·  Use –ot, -at, -en, and –et words / Skill: Beginning sounds
Strategy/Activity:
·  Identify beginning sounds using picture cards
Phonics / Skill: Reviewing y,k,v, & blending
-en and –et words
Strategy/Activity:
·  T86, T87, T88
·  Use letter cards to blend and connect with writing / Skill: Review blending –en and
-et.
Letter K review – while showing connection to letter c.
Strategy/Activity:
·  Blend cards. Write c and k words. / Skill: Blending onsets-rimes
Strategy/Activity:
·  T114 words with –ot & -ox
·  Use letter cards to show blending techniques
·  Word pairs T115 / Skill: Word slides, et, en
Strategy/Activity:
·  T130 / Skill: Linking spelling with onset and rime – et and -en
Strategy/Activity:
·  T136 – write the words on a dry erase board or paper
Vocabulary / Selection Vocab: nesting boxes, milking stools
Tier 2 Words: stalls, noticed, decided decorated, lined, T83
Skill: Building background.
Intro. Activity:
Picture walk from story, picture cards; explicit instruction showing words with pictures / Skill: review words presented on Monday.
Strategy/Activity:
·  Have students draw a quick picture for each selection vocab. word / Skill:
Opposites
Strategy/Activity: T116
·  Explicit instruction using common words and embedding the word into a sentence. / Skill:
Developing Vocabulary
Strategy/Activity:
·  T120 Story vocabulary
·  T130 Food vocabulary / Review Previous Tier 2 Words:
Skill: Review
Strategy/Activity:
·  Review Tier 2 words from this week and previous. Have students play charades to act out the words and have classmates guess.
Comprehension / Skill/Strategy from core: Monitor/Clarify
Activities
Before- Think aloud on T82.
Fantasy and Realism intro. T82
During- Questions presented in TE and stopping to ask if things could really happen.
After- Retell and discussion T84.
Read Aloud:
Teacher Selected
Focus:
Houghton Mifflin Class Selection T92
Fantasy/Realism / Skill/Strategy from core: Realism/Fantasy; Making Connections
Activities
T98, T99
Before- Discuss front cover and how hens are real but Minerva is not.
During- Stopping to check for make-believe parts.
After- Discuss that since there were things that really could not happen – the story is called fantasy.
Read Aloud: Teacher Selected
Focus: / Skill/Strategy from core: Monitor/Clarify; Fantasy/Realism
Activities T107-113
Before- Prepare to Read T106. Think aloud for Monitor/Clarify and Fantasy and Realism. Can do a Quick Write prediction if time.
During- Choral read the story. Ask student the questions in the TE as you read.
After- Discussion questions at the end. Retell the story and discuss why it is a realistic story rather than fantasy.
Read Aloud:
Teacher Selected
Focus:
Fantasy/Realism T107-T113 / Skill/Strategy from core: Fantasy/Realism
Activities
T123-T127
Before- Prepare to Read T120. Think aloud for Monitor/Clarify and for Fantasy and Realism T112
During- Questions presented in TE
After- Retell the story with students. Have them say “That’s fantastic!” after every fantasy event.
Ask questions on page 210 of the anthology.
Read Aloud: Teacher Selected
Focus: Realism and Fantasy
Decide what the book could be. / Skill/Strategy from core:
Activities
Before- Fantasy and Realism Think Aloud T134.
During- Reread selections with partners.
After- Have students create a list of fantasy events that occurred in the stories and real events that occurred in the stories. Can be independent or with partners.
Read Aloud: Teacher selected
Focus: Fantasy and Realism
Think Aloud for Monitoring and Clarifying
Fluency / Skill:
Strategy/Activity:
·  Echo reading Minerva Louise / Skill: High Frequency Words
Strategy/Activity:
·  T100 / Skill:Choral reading decodable text
Strategy/Activity:
·  Choral reading “What Can a Vet Do?” / Skill:
High Frequency T120
Strategy/Activity:
·  Choral Read decodable text “Hot Fox Soup”
·  Read Transparency T 2-6 before reading the selection. / Skill: Rereading the selections
Strategy/Activity:
·  Have students work with partners to reread the two anthology stories and prior stories in the anthology.

High Frequency Words for Small Group Instruction (see HM Teachers Manual): do, for, I, is, me, my, said, you

Intensive
(Phonics, Phonological Awareness, and/or Word Recognition)
Targeted Skill 1: Phonological/Phonemic Awareness ______
Targeted Skill 2: High Frequency Words ______
Research-Based Practices, Strategies, and/or Interventions to be used: __Decodable text , Leveled Readers, Word Sorts, flash cards
______
Materials/Resources Needed: Word Cards, HMPicture/Letter Cards ______
Mon. – Review prior skill.
Introduce blending of short e words
Practice with decodable text.
Tues. – Review blending of short e words.
Introduce HF words; do writing/speaking and rec.
Practice HF word readers (Blackline Masters)
Wed. – Review segmenting/blending with /en/, /et/ words.
Introduce /ot/, /ox/.
Practice decodable text
Thurs. – Review of /ot/, /ox/.
Review previous HF words and introduce new HF words.
Practice skill with decodable text.
Fri. – Assess/progress monitor of target skills.
Workbook pages 73-75 (optional)
Strategic
(Word Recognition, Fluency, Comprehension)
Targeted Skill 1: Decoding ______
Targeted Skill 2: Word Recognition/Fluency
______
Research-Based Practices, Strategies, and/or Interventions to be used: __Word sorts, (Words Their Way) , Decodable text, HF Readers, (Blackline Masters), making words. ______
Materials/Resources Needed: Dry-erase boards, magnetic letters, word cards, ______
Mon.-Review blending short o words; HF words.
Introduce new HF words (word grid-students point/say); Practice short e
Words (say, write, read)
Practice target words with teacher dictated sentences.
Tues.- Review short e words.
Practice HF words
Practice discriminating between short o and short e words.
Practice reading with phonics library reader.
Wed.- Review HF words. Introduce new HF words.
Reteach selection vocabulary.
Practice /ot/, /ox/ words,
Practice skill with leveled readers.
Thurs.- Warm-up with phonics library.
Fluency sheet /ot/, /it/, /at/, /et/ (approx. 16 sounds)
Sentence Strip Segmentation (give students sentence strips; cut words
apart and reconfigure.)
Choral read with leveled reader.
Fri.-Word-O and/or Memory Game with /et/, /en/, /ot/, /ox/.
Progress Monitor: sounds of ot, ox, et, en; HF words.
Benchmark
(Vocabulary, Comprehension, Fluency)
Targeted Skill 1: Selection Vocabulary and Tier 2 Words ______
Targeted Skill 2: Monitor/Clarify ______
Research-Based Practices, Strategies, and/or Interventions to be used: _Think-Alouds, oral plot summaries, vocabulary semantic maps ______
Materials/Resources Needed: Vocabulary organizers, plot cards (character, setting, In the beginning, in the middle, at the end)______
Mon.-Review selection vocabulary. (Use vocabulary maps.)
Tues.-Review story comprehension and extend meaning. (Use plot cards)
Wed.-Introduce vocabulary for Leveled Reader-fantasy/realism.
Thurs.- Independent Literacy Circles-Use leveled readers and respond on T-chart evidence of reality and fantasy events.
Fri.-Connections with at least 2 of the stories. (Venn diagram)