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Example of 5-Day Literacy Plan using Harcourt

Kindergarten Lowest Group: Jarlessa, Sharnae, Janna
Reading Level: Readiness-PPA
Theme 6 (Animal Families): Week 1


Click here to see PALS results for this group

Click here to see Rationale for Literacy Plans

Monday | Tuesday | Wednesday | Thursday | Friday
 

Monday

(Bold print indicates an adjusted activity. Click here to see a list of modifications made to provide differentiated instruction for the group)

Whole Group Instruction:
(45-60 minutes)



Phonemic Awareness, Read-aloud, and Phonics lessons addressing phonemic awareness,  comprehension, vocabulary, and phonics.
1. Warm-Up Activities (T192): Interactive reading and writing with the daily Morning Message and Calendar activities.

2. Phonological Awareness Activities (T193): Matching initial phonemes in words. To support struggling students, use picture cards (T193).

3. Shared reading of Does a Kangaroo Have a Mother Too? By Eric Carle (T194).
  • Before reading, discuss title/cover and set purpose for reading. Model and encourage making predictions by recording children's predictions on chart paper before and during the reading.
  • During reading, track print and encourage students to join reading. Occasionally stop to confirm predictions.
  • After reading, ask children questions (T195). Omit Practice Book pages 5-6 and complete a pattern writing activity to extend the story: "Does a_____have a mother too? Yes, a_____has a mother. List additional animals with students.
4. Phonics Lesson (T204-205):
  1. Display and sing the ABC song. Provide individual copies so children can practice tracking the alphabet as they sing. Review a few letters/sounds from earlier lessons.
  2. Introduce the name and sound of the letter "Ll". Do Guided Practice & Independent handwriting activity and place activity at centers. Omit Practice book p. 7. Use pocket chart to sort pictures with initial sounds of "Ll" and "Gg" (see Theme 5, Week 3).
5. Omit the Writing activity (T206) and integrate during process writing instruction.

6. Briefly review whole-group activities (T207). Provide directions andtransition students to literacy centers. Begin small-group instruction.

Small Group Instruction:
(15-20 min.)

Reading instruction addressing phonological awareness, phonics, and fluency
Alphabet Knowledge & Phonics: Track and sing the alphabet song using individual alphabet mats. Introduce letter Ll and review Gg from Theme 5 using Tactile Letter cards (Theme Resources T5). Practice handwriting (T205).

Phonological Awareness: Since the morning's phonemic awareness activity is too difficult for this group, and they have progressed beyond easier skills, e.g., rhyming, focus on syllable awareness this week. Clap syllables using animal names from shared reading text, Can a Kangaroo Hop? (T194).

Reading: Address fluency by rereading last week's rhyme, "Goose, goose! Get out of the garden.. etc." (T42) Have individual copies for tracking and larger version on sentence strips in pocket chart. Students find words featuring Gg using a unifix cube. Clap syllables in the words. Teach "Lemonade" rhyme (see T212) featuring letter "Ll". Model tracking and let students take turns tracking and reading the poem.


 

Tuesday

(Bold print indicates an adjusted activity. Click here to see a list of modifications made to provide differentiated instruction for the group)

Whole Group Instruction:
(45-60 minutes)

Phonemic Awareness, Read-aloud, and Phonics lessons addressing phonemic awareness,  comprehension, vocabulary, and phonics
1. Warm-Up Activities (T208): Interactive reading and writing with the daily Morning Message and Calendar activities.

2. Phonological Awareness Activities (T209): Phoneme isolation activity with /l/. With "Little Lucy" rhyme, have students locate /l/ words using highlighter tape. Invite advanced students to read and track each line.

3. Teacher read-aloud of Are You There, Baby Bear? By Catherine Walters (T210-11).
  • Before reading, discuss title and cover and activate background knowledge. Introduce 1-2 vocabulary words, e.g., arrive &/or discouraged. Provide child-friendly definitions and connect to children's experiences.
  • Record children's predictions before and during the read-aloud. Occasionally stop to confirm predictions.
  • After reading, ask questions (T211). Do a follow-up activity with vocabulary, e.g., 'I feel discouraged when… (provide choices for children to choose). Discuss real versus make-believe texts (T211). Extend this activity by placing fiction/non-fiction books for students to sort at center.
4. Phonics Lesson (T212-213): Review the name and sound of the letter "Ll". Omit the Guided Practice, Independent practice and Practice book activity p. 8. Practice Ll and Gg with a buddy sort of Ll & Gg pictures (Click here to see sample sort).

5. Introduce high-frequency word: you (T214-215) and review word wall words. Use dry erase boards to write clues given on T215. Omit Practice book p.9.

6. Complete the writing activities on T216 during process writing instruction.

7. Briefly review whole-group activities (T217). Provide directions and transition students to literacy centers. Begin small-group instruction.

Small Group Instruction:
(15-20 min.)

Reading instruction addressing phonological awareness, phonics, and fluency
Alphabet Knowledge & Phonics: Find Ll and Gg on alphabet mats. Trace and "write" on the table. Do object sort with initial Ll and Gg. Glue and label 1-2 Ll and Gg words (Click here to see sample).

Phonological Awareness: Develop syllable awareness by clapping syllables in names of children's brothers and sisters. Connect to teacher read-aloud, Are You There, Baby Bear (T210-211).

Reading: To develop fluency, reread "Lemonade" rhyme (T212). Have students cut apart a sentence taken from the rhyme. Re-arrange, track and read. Find the longest and shortest word in each sentence.


 

Wednesday

(Bold print indicates an adjusted activity. Click here to see a list of modifications made to provide differentiated instruction for the group)

Whole Group Instruction:

Phonological Awareness, Read-aloud, and Phonics lesson addressing phonemic awareness, phonics, comprehension and vocabulary
1. Warm-Up Activities (T218): Interactive reading and writing with the daily Morning Message and Calendar activities.

2. Phonological Awareness Activities (T219): Matching initial phonemes in words. To support struggling students, use picture cards (T219). Add examples with /l/ and/or /g/words.

3. Teacher read-aloud of The Three Billy-Goats Gruff (pp. 49-50 of Kindergarten Anthology). Consider using a storybook version (Click here to see examples).
  • Before reading, activate background knowledge. To build vocabulary, select 1-2 action words and use during the discussion of goats and trolls, e.g., tripping, groaned.
  • During reading, pause occasionally to review story events.
  • After reading, ask questions (T221). Model retelling the story with students. Use felt-board figures to support retelling (Click here to see samples). Make them available with storybook during center time.
4. Phonics Lesson (T222-223):
  • Display and sing the ABC song. Provide individual copies so children can track the alphabet. Review some letters/sounds from earlier lessons.
  • Review the name and sound of the letter "Hh". Do Guided Practice & Independent handwriting activity and place activity at centers. Omit Practice book p. 10.
  • Use pocket chart and pictures to sort the initial consonant sounds of "Ll" and "Hh" (See Theme 5, Wk 3). Add an additional letter for advanced students.
5. Introduce high-frequency word: have (T224-225) and do word wall activity. Alter the Guided Practice activity (T224) by including additional examples, i.e., using sentence strip with "I have a _____". Complete the sentence strip during center time (T224).

6. Complete the writing activities on T226 during process writing instruction.

7. Briefly review whole-group activities (T227). Provide directions and transition students to literacy centers. Begin small-group instruction.

Small Group:
(15-20 min.)

Reading instruction addressing phonological awareness, phonics, and fluency
Alphabet Knowledge & Phonics: Track and sing the alphabet using individual alphabet mats. Have students sort Ll and Gg pictures. Since introducing a second letter per week is too difficult for this group, do not introduce letter Hh from a.m. lesson (T222-223). Call out 2-3 words to write on dry erase boards (e.g., log, go, game, leaf). Model segmenting and blending sounds. Provide lines for writing each sound.

Phonological Awareness: Develop syllable awareness by playing a game related to the morning's read-aloud, i.e. Three Billy Goats Gruff. Draw a bridge and mark with blank spaces. Randomly fill in 1's, 2's, and 3's across the bridge (Click here to see sample). Students take turns drawing picture card and clapping its syllables. Move playing piece to a space on the bridge with the same number of syllables. First student across the bridge wins.

Reading: Re-arrange cut sentences from "Lemonade". Introduce the book "Lots and Lots of Love" (Ready Reader, Stage 0/1, Book 14). Echo and choral read text.


 

Thursday

(Bold print indicates an adjusted activity. Click here to see a list of modifications made to provide differentiated instruction for the group)

Whole Group Instruction:

Phonemic Awareness, Read-aloud, and Phonics lessons addressing phonemic awareness, comprehension, vocabulary, and phonics
1. Warm-Up Activities (T228): Interactive reading and writing with the daily Morning Message and Calendar activities.

2. Phonological Awareness Activities (T229): Phoneme isolation activity with /h/.

3. Shared reading of "Five Little Speckled Frogs" (T230-231).
  • Before reading, activate background knowledge. Introduce vocabulary word, "speckled" and elicit other things that could be speckled. Teach children the song using hand motions.
  • During reading, track the text and pause to emphasize number words (T230).
  • After reading, complete response activity (T231). Put five children ("frogs") on a "log" made of paper. Incorporate felt frogs, log, and number cards into center for retelling activities.
4. Phonics Lesson (T232-233): Review the name and sound of the letter "Hh". Omit the Active Beginning activity, Practice/Apply activities, and Practice book p.12. Complete the Letter and Sound Chart 7 (T232) by having students fingerpoint the rhyme and use a word finder (Click here to see sample) to locate words with "Hh". To practice/apply Hh and Ll, do a buddy sort (Click here to see sample sort). Complete a glue and label activity during center time.

5. Practice and apply using high-frequency words you, have by completing and reading sentences in the pocket-chart (T234). Add a second sentence: "I have a ____ " to coordinate with pre-decodable text (I Have, You Have). Use the pre-decodable books during small-group instruction or as independent reading for advanced students (T234).

6. Complete the shared writing activities on T236 during process writing instruction.

7. Briefly review whole-group activities (T237). Provide directions and transition students to literacy centers. Begin small-group instruction.

Small Group Instruction:
(15-20 min.)

Reading instruction addressing phonological awareness, phonics, and fluency
Alphabet Knowledge & Phonics: Match selected upper and lower case magnetic letters using letters taught during Themes 4-present. Use letter-finders (Click here to see sample) to hunt letter Ll in "Lemonade" (T212).

Phonological Awareness: Sing and model tracking of "Five Little Speckled Frogs" (T230-231). Clap syllables in selected words.

Reading: Reread favorite page in Lots & Lots of Love. Introduce and read pre-decodable text, I Have, You have (T234). Echo or choral read for additional support as needed.


 

Friday

(Bold print indicates an adjusted activity. Click here to see a list of modifications made to provide differentiated instruction for the group)

Whole Group Instruction:

Phonemic Awareness, Read-aloud, and Phonics lessons addressing phonemic awareness, comprehension, vocabulary, and phonics
1. Warm-Up Activities (T238): Interactive reading and writing with the daily Morning Message and Calendar activities.

2. Phonological Awareness Activities (T239): Phoneme isolation activity with /l/ and h/.

3. Teacher rereads Are You There, Baby Bear? (see Tuesday lesson) on T240-241.
  • Introduce vocabulary bored, worried, excited, discouraged. Pause during rereading to note the baby bear's feelings.

  • Introduce and read a book featuring animal characters, e.g., Papa's Song by Kate McMullan (2000). This book is about a bear family's tactics to lull Baby Bear to sleep. Discuss vocabulary (bored, worried, excited) in relation to bear family. For advanced groups, compare characters' feelings in both books.
4. Phonics Lesson (T242-243): Review and assess students' knowledge of the name and sound of the letters "Ll and Hh". Omit the Active Beginning activity and Practice book p.13. Complete the Guided Practice activity independently by sorting and glueing Ll and Hh pictures. Dictate 2-3 Ll & Hh words for students to write. Dictate a simple sentence using the week's high frequency words, e.g., You have a ______. Hold students accountable for the spelling of taught features.

5. Complete the interactive writing activities on T244 during process writing instruction.

6. Briefly review whole-group activities (T245). Provide directions and transition students to literacy centers. Begin small-group instruction.

Small Group Instruction:
(15-20 min.)

Reading instruction addressing phonological awareness, phonics, and fluency
Alphabet Knowledge & Phonics: Track and sing alphabet. Play Alphabet Bingo (match upper and lower case letters). For assessment, sort and glue initial Ll and Gg pictures. Write 1-2 words, holding students accountable for the spelling of taught features.

Phonological Awareness: To develop syllable awareness, teach students a song, e.g., "Five Speckled Frogs (T230) or "The Bear Went Over the Mountain". On repetitive lines have students tap out syllables/beat using maracas or wooden sticks.

Reading: Reread pre-decodable book I Have, You Have (T234). Create patterned book based on text using "I have a ____" using objects from Ll and Gg containers. Have students write name of object and illustrate. Have each child read and track his/her sentence.

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