Example of 5-Day Literacy Plan using Open Court
1st Grade Low Group: Jalen, Darius, Bryon, Angel, Christopher, Charles
Level I, Unit 3; Reading level: Readiness
Click here to see PALS results for this group.
Click here to see Rationale for Literacy Plans
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Monday | Tuesday | Wednesday | Thursday | Friday
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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:
Read-aloud addressing comprehension and vocabulary
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Song of the Train
1. Activate and build background knowledge:
- Revisit I Go with My Family to Grandma's (took a train to visit Grandma). (T130)
- Talk about the engineer, the conductor, and the passengers. (T130)
2. Set a purpose:
- Ask: "What do you think Song of the Train might mean?" (T130)
3. Selection vocabulary:
- Attack; "I attacked my garden and pulled out all the weeds in one hour." (T131)
4. Read aloud Song of the Train
- Focus on comprehension strategies in the first reading (monitoring and clarifying). (T131)
- Comprehension skills in the second reading (classifying and categorizing). (T131)
5. Wrap up:
- Revisit the purpose question. (T134 & 135)
- Review the selection vocabulary. (T134 & T135)
- Attack (meaningful sentence review). (T134 & T135)
- Remind them of the comprehension strategies of monitoring and clarifying. (T134 & T135)
High Frequency Words: the, of (T131)
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Small Group Instruction:
Reading instruction addressing phonemic awareness, phonics, and fluency (through concept of word work)
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Alphabet strip review
1. Warming Up:
- Word length and syllable activity. (T124)
2. Phonemic Awareness:
- Oral blending focusing on initial sounds. (T125)
- Oral segmentation focusing on initial sounds. (T125)
3. Letter and Sound Recognition:
- Nn, Oo, Pp (without alternate spellings) including letter formation. (T126)
- Initial sound sort using objects to reinforce Nn, Oo, Pp. (T126)
4. Review sounds and letter
- Review previous sounds using a sound sheet (alternate activity). (T127)
5. Student reading
- Introduce Would You Like to Fly? with a book walk (new vocabulary: Blimp).
- Choral read the book with the students having each student point to words as they read.
- Direct the students back to the book to "hunt" for high frequency words: you, to, a.
- Have each student reread the story simultaneously pointing to words as they read.
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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:
Read-aloud addressing comprehension and vocabulary
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On the Go
1. Activate and build background knowledge
- Revisit previous stories about transportation. (T162)
- Talk about transportation in other countries (point out Mexico and Canada on a map). (T162)
2. Set a purpose
- Ask: "How do people get from place to place in other countries? Do people in other countries travel the same ways we do in the United States?" (T162)
3. Selection vocabulary
- Donkeys, Camels, Oxen; relate each animal to the topic of transportation (the context in the story). (T163)
4. Read aloud: On the Go
- Focus on comprehension strategies in the first reading (asking questions and summarizing). (T163)
- Focus on comprehension skills in the second reading (comparing and contrasting). (T163)
5. Wrap up: Revisit the purpose question
- Review the selection vocabulary: Donkey, Camel, Oxen (meaningful sentence review). (T168 & 169)
- Remind them of the comprehension strategies of asking questions and summarizing. (T168 & T169)
High Frequency Words: from, to, make, be, by (T163)
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Small Group Instruction:
Reading instruction addressing phonemic awareness, phonics, and fluency (through concept of word work)
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Alphabet strip review
1. Reread Would You Like to Fly?
2. Warming Up
- Consonant Riddle Game.(T158)
- Practice new sounds and review previous sounds.
3. Phonemic Awareness
- Oral blending activity focusing on final sounds. (T159)
- Oral segmentation activity focusing on initial sounds (T159)
4. Letter and Sound Recognition:
- Oo, Pp, Rr, Ss (without alternate spellings) including letter formation. (T160)
- Initial sound sort using objects to reinforce Oo, Pp, Rr, Ss. (T160)
5. Review sounds and letters
- Review previous sounds using an initial sound cube (alternate activity). (T161)
6. Student reading
- Introduce The Baby with a book walk (high frequency words: the, on, is).
- Have them predict what will happen using what they know about the story and what they know in their heads.
- Choral read the book with the students having each student point to words as they read.
- Direct the students back to the book to "hunt" for the high frequency words: the, on, is
- Have each student reread the story simultaneously pointing to words as they read.
7. Dictated sentence
- The cake is on my nose. (Direct their attention to the word wall for high frequency words the, is, on.)
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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:
Read-aloud addressing comprehension and vocabulary
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On the Go
1. Activate and build background knowledge
- Review the story.
- Discuss how people travel by land (cars, trucks, trains), water (boats), or air (planes, jets).
2. Set a purpose:
- Ask: "How do people get from place to place in other countries?" (T198)
3. Selection vocabulary: Harbor and Cargo
- Relate a harbor to a garage (cars parked in a garage like boats docked in a harbor) and cargo are the goods carried on any form of transportation (the context in the story). (T199)
4. Read aloud: On the Go
- Focus on comprehension strategies in the first reading (asking questions and summarizing). (T199)
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Comprehension skills in the second reading (comparing and contrasting). (T199)
5. Wrap up
- Revisit the purpose question.
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Review the selection vocabulary: harbor and cargo (meaningful sentence review). (T202 & T203)
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Remind them of the comprehension strategies of asking questions and summarizing. (T202 & T203)
High Frequency Words: you, one, will, to (T199)
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Small Group Instruction:
Reading instruction addressing phonemic awareness, phonics, and fluency (through concept of word work)
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Alphabet strip review
1. Reread The Baby
2. Warming Up
- Initial consonant blending. (T172)
3. Phonemic Awareness
- Oral blending activity focusing on final sounds and segmentation activity focusing on initial sounds. (T173)
4. Letter and Sound Recognition
- Rr, Tt, Uu, Vv (without alternate spellings) including letter formation.
- Initial sound sort using objects to reinforce Rr, Tt, Uu, Vv. (T174)
5. Review sounds and letter
- Review previous sounds using an initial sound spinner (alternate activity). (T175)
6. Student reading
- Introduce Trucks with a book walk (new vocabulary: cement).
- Discuss what trucks can carry.
- Choral read the book with the students having each student point to words as they read.
- Have each student reread the story simultaneously pointing to words as they read.
7. Dictated sentence
- A truck is on the road. (Direct their attention to the word wall for high frequency words a, on.)
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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:
Read-aloud addressing comprehension and vocabulary
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The Listening Walk (T290)
1. Activate and build background knowledge.
- Revisit previous stories about walking as a mode of transportation.
- Discuss their own experiences walking.
2. Set a purpose
- Ask "What kinds of things would you expect to see and hear when going on a walk outside?"
3. Selection vocabulary
- Sprinkler, jackhammer, woodpecker.
- Relate each word back to the page in the book and explain them in the context in the story.
4. Read aloud: The Listening Walk
- Focus on comprehension strategies in the first reading (asking questions and summarizing).
- Compare and contrast in the second reading (compare the girl's walk to a class walk around the school).
5. Wrap up
- Revisit the purpose question; review the selection vocabulary.
- Sprinkler, jackhammer, woodpecker (meaningful sentence review); remind them of the comprehension strategies of asking questions and summarizing.
High Frequency Words: with, and, very, our, my
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Small Group Instruction:
Reading instruction addressing phonemic awareness, phonics, and fluency (through concept of word work)
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Alphabet strip review
1. Reread Trucks.
2. Warming Up
- Did You Ever? Song.(T186)
3.Phonemic Awareness
- Oral blending activity focusing on final sounds. (T173)
- Oral segmentation activity focusing on initial sounds. (T187)
4. Letter and Sound Recognition
- Uu, Ww, Yy, Zz (without alternate spellings) including letter formation.
- Initial sound sort using objects to reinforce Uu, Ww, Yy, Zz. (T188)
5. Review sounds and letters
- Review previous sounds using an initial sound sort with objects (alternate activity). (T188)
6. Student reading
- Introduce The Shirt with a book walk (high frequency word: are).
- Discuss how the baby is getting dressed.
- Choral read the book with the students having each student point to words as they read.
- Have each student reread the story simultaneously pointing to words as they read.
- Have each student cut up a sentence from the story rewritten on a sentence strip and then rebuild.
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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:
Read-aloud addressing comprehension and vocabulary
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The Plane (T290)
1. Activate and build background knowledge
- Discuss how people travel by land (cars, trucks, trains), water (boats), or air (planes, jets).
2. Set a purpose
- Ask: "Why would someone choose to travel in a plane rather than a car or boat?"
3. Selection vocabulary: Pilot and Passengers
- Relate a pilot to a bus driver and passengers to students when they ride the bus to and from school.
4. Read aloud: The Plane
- focus on comprehension strategies in the first reading (monitoring and clarifying).
- Comprehension skills in the second reading (classifying and categorizing).
5. Wrap up
- Revisit the purpose question.
- Review the selection vocabulary: Pilot and Passengers (meaningful sentence review).
- Remind them of the comprehension strategies of monitoring and clarifying.
High Frequency Words: from, by, of, and, with
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Small Group Instruction:
Reading instruction addressing phonemic awareness, phonics, and fluency (through concept of word work)
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Alphabet strip review
1. Reread The Shirt
2. Warming Up
- Play the I Spy Game (T120).
3. Phonemic Awareness
- Oral blending and segmentation activities focusing on initial sounds. (T122)
4. Letter and Sound Recognition
- Review initial sounds with initial sound Bingo.
5. Student reading
- Introduce Who's coming for a Ride? with a book walk (high frequency words: said, I, am).
- Predict what will happen using what they know about the story and what they know in their heads.
- Choral read the book with the students having each student point to words as they read.
- Direct the students back to the story to "hunt" for high frequency words: said, I, am.
- Have each student reread the story simultaneously pointing to words as they read.
- Have each student cut up a sentence from the story rewritten on a sentence strip and then rebuild manipulating the animal in each.
6. Dictated sentence
- I am going for a ride. (Direct their attention to the word wall for high frequency words I and am.)
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