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Example of 5-Day Literacy Plan using Harcourt

Modifications


Monday | Tuesday | Wednesday | Thursday | Friday

Modifications in Monday's lesson:

Added a prediction chart on chart paper to shared reading lesson to provide visual information for students (T194).

Omitted Practice Book pp. 5-6 and substituted a writing response activity based on the shared reading text (T195).

Added alphabet tracking mats for each student during the phonics lesson. Included a brief review of selected letters/sounds (T204).

Omitted Practice book p.7 and substituted initial sound sort to compare previously taught (known "Gg") and new letter/sound "Ll".

Omitted Writing activities on T206 to allow additional time for small-group instruction. Integrate writing activities during process writing instruction.

Selected an easier target skill for phonological awareness instruction for lowest small-group (syllable-awareness) based on assessment results and ongoing instruction.


Modifications in Tuesday's lesson:

Added a manipulative, i.e., highlighter tape, to the phoneme isolation activity (T209).

Included an explicit vocabulary activity before and after the teacher read-aloud. Altered to the Response to Literature activity by completing it independently. (T211).

Added a center activity based on the Reading Extension activity (T211).

Connected letters and sounds by adding a sorting activity to practice new and old features during phonics lesson. Made time for sort by omitting two activities and a practice page.

Omitted Writing activities on T216 to allow additional time15-for small-group instruction. Integrate writing activities during process writing instruction.

Selected an easier target skill for phonological awareness instruction for lowest small-group (syllable-awareness) based on assessment results and ongoing instruction.


Modifications in Wednesday's lesson:

Suggested adding additional examples to the phonemic awareness lesson (T219).

Substituted a storybook for the version of The Three Billy Goats Gruff in anthology (click here to see examples of titles).

Added an explicit vocabulary activity before and after the teacher read-aloud. Suggested using manipulatives, i.e., felt-board characters, to support retellings (T221).

Added alphabet tracking mats for each student during the phonics lesson. Included a brief review of selected letters/sounds (T222).

Omitted Practice book p.10 and substituted initial sound sort to compare previously taught (known) and new letter/sound.

Omitted Writing activities on T226 to allow additional time for small-group instruction. Integrate writing activities during process writing instruction.

Delayed introduction of second phonics feature ("Hh") during small-group instruction based on this group's performance and assessment data.

Selected an easier target skill for phonological awareness instruction for lowest small-group based on assessment results and ongoing instruction.


Modifications in Thursday's lesson:

Added an explicit vocabulary activity before the shared reading (T230) and incorporated manipulatives into the retelling and center activities (T231).

Added a tracking and word hunt activity to the phonics lesson by omitting two activities and the practice book pages. Substituted a buddy sort and independent writing activity to apply new and taught letter/sounds (T232-233).

Included additional examples during the high-frequency word activity and shifted the pre-decodable texts to small-group instruction. (T234).

Omitted Writing activities on T236 to allow additional time for small-group instruction. Integrate writing activities during process writing instruction.

Selected an easier target skill for phonological awareness instruction for lowest small-group (syllable-awareness) based on assessment results and ongoing instruction.


Modifications in Friday's lesson:

Introduced vocabulary for the read-aloud prior to reread instead of after reading. Suggested an additional read-aloud featuring animal characters (T240-241).

Altered the Phonics lesson by substituting an informal assessment of new and reviewed sounds and eliminating one activity and the practice book page (T242-243).

Omitted Writing activities on T244 to allow additional time for small-group instruction. Integrate writing activities during process writing instruction.

Selected an easier target skill for phonological awareness instruction for lowest small-group (syllable-awareness) based on assessment results and ongoing instruction.

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