Lesson Plan for First Grade
Week of: February 11-22 Teacher: All
Subject: ELADay of the Week: Monday-Thursday
Standard(s): RL.1.2, RL.1.3, RL.1.7, RI.1.2, W.1.2
Lesson “I can”:
· I can decode words with the long i sound.
· I can write a report with an opening and closing sentence.
· I can retell a story sequentially.
· I can describe characters and setting.
Assessment (formative, benchmark, summative):
· Spelling Test on Friday
· Comprehension assessment from SAB-Friday
· Teacher observation during phonics lessons
· Morning work for practice with long i (I, ie, igh, y)
· Word Ring assessments for Dolch words
Essential Vocabulary
ball
head
never
should
shout
meadow
perhaps / Materials
pencils
writing paper
dry erase markers
dry erase boards
markers
chart paper
magnetic boards
High-Frequency Word Cards
Decodable readers
Oral Vocabulary Cards
Anthology Read-Aloud
Leveled Readers
Smart Board
Whole Group
Partners
Small Group
Independent
Stations / Teaching Strategies (including writing):
READING, GRAMMAR, SPELLING: Treasures Unit 4/Week 4/Days 1-5
Reading lesson plans hi-lited in TE by each teacher to meet her class’s needs per Mr. Johnson.
Priority Skills:
· Vowel Digraphs: long i: i, ie, igh, y
· High Frequency Words/vocabulary:
ball, head, never, should, shout, meadow, perhaps
· Comprehension:
Strategy: Visualize
Skill: Plot
· Grammar: see, saw
· Writing: Report (W.1.2)
WRITING:
We begin a new writing period now. We will be working on reports again. (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.)
Suggested Writing Topics: The moon, George Washington, Abe Lincoln
You will need to select some simple nonfiction books of interest to you students to read aloud to the class.
Monday: NO DAY!!!
Tuesday: PROFESSIONAL DEVELOPMENT DAY
Wednesday:Have students finish up any unfinished writing. Those who are finished need to pick a new topic to write on and read one of the books you have selected from the library. For those students who struggle to read independently, pair them with a better reader and have him/her read the story to the lower reader as they are reading it for themselves. Encourage students to make a list of facts they remember from the book. Again, your lower readers can work with the student who read the book to them to compile their list.
Thursday: Working from their fact list, have students begin to organize their facts on paper.
Friday: Students will need to finish up yesterday’s story and work on an illustration to go with it.
Differentiation: Reading will be differentiated in the guided reading groups with emphasis on phonics, vocabulary, story elements, comprehension and oral reading. Lesson plans in TE are provided at the end of each day for differentiation for low, middle, and high. Those students reading on an accelerated level will use books from the literacy library on appropriate ability levels. Any group reading higher than levels in Treasures will receive books from the literacy library as well. Writing will be differentiated by the amount of time spent with those students with lower writing skills. They will require more 1:1 and expectations will be adjusted as needed. EC and ESL students, as well as any lower functioning students, will work on writing good sentences independently while the more independent writers will write more detailed reports. Homework is differentiated by sending home leveled readers on each student’s instructional level. Number and difficulty of Spelling words are adjusted for low, middle, and high. Word rings contain only the words each student needs to work on from assessment of Dolch word list.
Reflection of lesson: