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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

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:

Read-aloud addressing comprehension and vocabulary
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)

Small Group Instruction:

Reading instruction addressing phonemic awareness, phonics, and fluency (through concept of word work)
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.

 

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
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)

Small Group Instruction:

Reading instruction addressing phonemic awareness, phonics, and fluency (through concept of word work)
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.)

 

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
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)
  • Comprehension skills in the second reading (comparing and contrasting). (T199)
5. Wrap up
  • Revisit the purpose question.
  • Review the selection vocabulary: harbor and cargo (meaningful sentence review). (T202 & T203)
  • Remind them of the comprehension strategies of asking questions and summarizing. (T202 & T203)
High Frequency Words: you, one, will, to (T199)

Small Group Instruction:

Reading instruction addressing phonemic awareness, phonics, and fluency (through concept of word work)
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.)

 

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

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

Small Group Instruction:

Reading instruction addressing phonemic awareness, phonics, and fluency (through concept of word work)
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.

 

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
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

Small Group Instruction:

Reading instruction addressing phonemic awareness, phonics, and fluency (through concept of word work)
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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