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Reading Groups

MONDAY 4/28
AM: Ari, Chase, Aubrey
PM: Bradley, Lily, Azzy, Alyssa
The Puppy Level A: Basic Reading Skills
Focus: Pointing to words and beginning sounds
OBJECTIVES:
RL.K.10: Actively engage in group reading activities with purpose and understanding
ANTICIPATORY SET:
Since last week you did such a great job reading, we are going to read a harder
book than last week and it is called The Puppy. Have you ever had a puppy?
What do puppies like to do?
We are going to take turns reading the pages and I will help you if you need help
sounding out a word
INSTRUCTIONAL STRATEGIES:
Small group instruction
Tracking/pointing to words
Partner Read
MATERIALS:
5 copies of The Puppy
Alphabet Sheet
ACTIVITIES:
During center time, students will come to me for reading group. Each group will
focus on something different and the difficulty of books with range with each
group.
Begin by soliciting prior knowledge (see anticipatory set)
Students will sit in circle around you on carpet and we will begin to look at the cover
Students will take turns reading each page, TEACHER will read the first page
because the book is repetitive. Stop occasionally to ask what letter certain words
begin with to work on beginning sounds.
Have students partner read when the group is finished, observe partner readings
Ask students comprehension questions:
o What sight words did you see in the book?
o What did the puppy play with?
o What happened at the end with the cat?
ACCOMODATIONS:
For students who are under performing, they will be able to look back in the book
for answers for the questions.
For students who are unable to identify the letters or sounds, the alphabet cards
with be accessible for them to sing the phonics dance and figure out the letter and
sound(s).
ASSESSMENT: TEACHER OBSERVATION/ running notes
Are the students able to identify beginning letters and letter sounds?
Are the students pointing to the words?
Are the students able to work through difficult words?
REFLECTION:













TUESDAY 4/29
AM: Sophie, Gracie, Miller, Kyler, Karlee
PM: Gavyn, Maziyah, Elijah, Rylee
Please, Mom Level D: Comprehension/ Connections
Focus: Hunk and Chunk /sh/, blending sounds to make words
OBJECTIVES:
RL.K.10: Actively engage in group reading activities with purpose and understanding
ANTICIPATORY SET:
Since last week you did such a great job reading, we are going to read a harder
book than last week and it is called Please, Mom. What do you think this book will be
about?
Lets take a picture walk to give us some ideas about the book and see if we see any
sight words!
**Note to teacher** If the story is too hard, read My Dog Willy and follow same
activities.
INSTRUCTIONAL STRATEGIES:
Small group instruction
Text to self connection
Picture Walk
Partner Read
MATERIALS:
5 copies of Please, Mom
Alphabet Sheet/ Hunk and Chunk sheet
ACTIVITIES:
During center time, students will come to me for reading group. Each group will
focus on something different and the difficulty of books with range with each
group.
Begin by soliciting prior knowledge (see anticipatory set)
Students will sit in circle around you on carpet and we will begin to look at the cover
We will take a picture walk through the book and go on a sight word hunt to see
what sight words we see in our book.
Students will take turns reading each page until book is over
Have students partner read when the group is finished, observe partner readings
Ask students comprehension questions:
o What sight words did you see in the book?
o What did the kids want in the story?
o What happened at the end of the story?
o Has that ever happened to you in the store with your parents? What
happened? Was your experience like the book or not? Why/ Why not?
ACCOMODATIONS:
For students who are under performing, they will be able to look back in the book
for answers for the questions.
For students who are unable to identify the hunks and chunks in the words in the
book, the hunk and chunk sheet and the alphabet sheet will be there to aid them in
sounding out their words
ASSESSMENT: TEACHER OBSERVATION/ running notes
Are the students able to identify sight words and hunks and chunks?
Are the students pointing to the words?
Are the students able to work through difficult words?
Are the students able to answer the comprehension questions?
REFLECTION:






WEDNESDAY 4/30
AM: Stephen, Austin, Caleb, Carson, Caylin
PM: Bryce, Maddie, Austin H, Kylee, Aiden
Wake Me In Spring Level E: Comprehension
Focus: Blending sounds to make words
OBJECTIVES:
RL.K.10: Actively engage in group reading activities with purpose and understanding
ANTICIPATORY SET:
Since last week you did such a great job reading, we are going to read a harder
book than last week and it is called Wake Me In Spring. What do you think this book will
be about?
Lets take a picture walk to give us some ideas about the book and see if we see any
sight words!
**Note to teacher** If the story is too hard, read Please, Mom and follow same
activities.
INSTRUCTIONAL STRATEGIES:
Small group instruction
Text to self connection
Picture Walk
Partner Read
MATERIALS:
5 copies of Wake Me In Spring
Alphabet Sheet/ Hunk and Chunk sheet
ACTIVITIES:
During center time, students will come to me for reading group. Each group will
focus on something different and the difficulty of books with range with each
group.
Begin by soliciting prior knowledge (see anticipatory set)
Students will sit in circle around you on carpet and we will begin to look at the cover
We will take a picture walk through the book and go on a sight word hunt to see
what sight words we see in our book.
Students will take turns reading each page until book is over
Have students partner read when the group is finished, observe partner readings
Ask students comprehension questions:
o What sight words did you see in the book?
o Why was Mouse sad?
o Why couldnt Bear stay awake all Winter?
o Have you ever been sad about a friend or missed a friend? What happened?
ACCOMODATIONS:
For students who are under performing, they will be able to look back in the book
for answers for the questions.
For students who are unable to identify the hunks and chunks in the words in the
book, the hunk and chunk sheet and the alphabet sheet will be there to aid them in
sounding out their words
ASSESSMENT: TEACHER OBSERVATION/ running notes
Are the students able to identify sight words and hunks and chunks?
Are the students pointing to the words?
Are the students able to work through difficult words?
Are the students able to answer the comprehension questions?
REFLECTION:









THURSDAY 5/1
AM: MaKenzie, Laura, Jordan B, Owen- D: My Dog Willy
PM: Jace, Kagen, Eli- C: My Little Cat
Focus: Blending sounds to make words
OBJECTIVES:
RL.K.10: Actively engage in group reading activities with purpose and understanding
ANTICIPATORY SET:
Since last week you did such a great job reading, we are going to read a harder
book than last week and it is called My Dog Willy / My Little Cat. What do you think
this book will be about?
Lets take a picture walk to give us some ideas about the book and see if we see any
sight words!
INSTRUCTIONAL STRATEGIES:
Small group instruction
Text to self connection
Picture Walk
Partner Read
MATERIALS:
5 copies of My Dog Willy or My Little Cat
Alphabet Sheet/ Hunk and Chunk sheet
ACTIVITIES:
During center time, students will come to me for reading group. Each group will
focus on something different and the difficulty of books with range with each
group.
Begin by soliciting prior knowledge (see anticipatory set)
Students will sit in circle around you on carpet and we will begin to look at the cover
We will take a picture walk through the book and go on a sight word hunt to see
what sight words we see in our book.
Students will take turns reading each page until book is over
Have students partner read when the group is finished, observe partner readings
Ask students comprehension questions:
o What sight words did you see in the book?
o What did the kids want in the story?
o What happened at the end of the story?
ACCOMODATIONS:
For students who are under performing, they will be able to look back in the book
for answers for the questions.
For students who are unable to identify the hunks and chunks in the words in the
book, the hunk and chunk sheet and the alphabet sheet will be there to aid them in
sounding out their words
ASSESSMENT: TEACHER OBSERVATION/ running notes
Are the students able to identify sight words and hunks and chunks?
Are the students pointing to the words?
Are the students able to work through difficult words?
REFLECTION:










FRIDAY 5/2
AM: London, Laylah, Carlee, Jordan M, Grace- D: My Dog Willy
PM: Austin C, Johnny, Zane- C: My Little Cat
Focus: Blending sounds to make words
OBJECTIVES:
RL.K.10: Actively engage in group reading activities with purpose and understanding
ANTICIPATORY SET:
Since last week you did such a great job reading, we are going to read a harder
book than last week and it is called My Dog Willy / My Little Cat. What do you think
this book will be about?
Lets take a picture walk to give us some ideas about the book and see if we see any
sight words!
INSTRUCTIONAL STRATEGIES:
Small group instruction
Text to self connection
Picture Walk
Partner Read
MATERIALS:
5 copies of My Dog Willy or My Little Cat
Alphabet Sheet/ Hunk and Chunk sheet
ACTIVITIES:
During center time, students will come to me for reading group. Each group will
focus on something different and the difficulty of books with range with each
group.
Begin by soliciting prior knowledge (see anticipatory set)
Students will sit in circle around you on carpet and we will begin to look at the cover
We will take a picture walk through the book and go on a sight word hunt to see
what sight words we see in our book.
Students will take turns reading each page until book is over
Have students partner read when the group is finished, observe partner readings
Ask students comprehension questions:
o What sight words did you see in the book?
o What did the kids want in the story?
o What happened at the end of the story?
ACCOMODATIONS:
For students who are under performing, they will be able to look back in the book
for answers for the questions.
For students who are unable to identify the hunks and chunks in the words in the
book, the hunk and chunk sheet and the alphabet sheet will be there to aid them in
sounding out their words
ASSESSMENT: TEACHER OBSERVATION/ running notes
Are the students able to identify sight words and hunks and chunks?
Are the students pointing to the words?
Are the students able to work through difficult words?
REFLECTION:

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