Reading Plans Week of Oct 6.

Unit 2, Week 8

1st Grade

Standards

1RI5 Know and use various text features to locate key facts or information in a text
1RF2 Demonstrate understanding of spoken words, syllables, and sounds
(phonemes) 1RF2b Orally produce single-syllable words by blending sounds
(phonemes), including consonant blends
Foundational: Beginning blends bl, cl, pl (1RF3)

Essential Questions

1RI5 How can we use text features to help us find facts in our informational text?
1RF2 How can we blend and separate sounds to make words? 1RF3 What sounds
do blends (bl, cl, pl) make?

Monday Oct. 6
Mini Lesson
(Incorporates
Read Aloud, ELA
skill)

Metacognitive Skill: Text Importance- Good readers identify and evaluate

important information in the text.
Comprehension Skill: Use Text Features- Good readers pay attention to text
features such as captions, headings, labels, and bulleted lists to help them focus on
the key ideas. (heading, labels, lists, title, charts, table of contents, glossary, index)
Connect:
This week we will have a new focus as we read our informational text.
In the Benchmark LR unit 6 book Ants turn to page 3. What do you notice as
soon as you look at this page? The students may say the blue words with the
arrows pointing to the ant.
Turn to page 10 and ask the same question. The students may say the bold
words at the top. This is called a heading.
Look at page 11 and ask the same question. The students may say the pictures
or the list of blue words.
These things are called text features. Lets go on a text feature walk through our
book.
Start from the beginning of the book and look at the title and table of contents.
Flip through and look for headings, labels, lists, and photos.
Show them at the end of the book is the glossary and index. Discuss what a
glossary and index are.
Look at the chart/diagram on the back cover page.
Teach:
Dont show the students the poem or tell them the title
http://www.poemfarm.amylv.com/2010/05/mypowriye-53-birthannouncement.html
This website has the poem New Lambs. As well as you can meet the author
and learn some background information about lambs.
Today I am going to read a poem. Explain that a poem is a piece of writing
that almost always has rhyme (but NOT always), is like a song, flows, and is
usually short.
Have the students listen as you read the poem and ask them to guess what the
poem is about.
Active Engagement:
Have students turn to a partner and say what he/she thinks the poem is about.
Allow several students tell what they think the poem is about.
Tell them the title. Some of you were correct it is about lambs. How did
you know? Does knowing the title help you? Titles are important to our
text features.
How many lambs were in the poem? (2 baby lambs) How do you know?
( she sees 8 legs, 4 eyes, and she said brother/sister)
Link:
As you are reading independently today, and whenever you read, think

about text features to help you focus on the key ideas. Use the
captions, headings, labels, and bulleted lists to help you. Also,
remember to use selfcorrection when reading is not making sense,
looking right, or sounding right.
Monday- Small Group Instruction for All Groups
Phonics: Blends bl, fl, pl
Introduce the blends, bl, cl, pl and everyday introduce more new words or pictures with these blends and have students sort and
explain why. Refer to the initial consonant pairs as blends. These are two letters that make two sounds. Pay attention to the
second letter.
1. Prepare a set of pictures or words to use for teacher-directed modeling. Use the letter cards as headers and display the
pictures/words randomly. Begin the sound sort by modeling one word into each column explaining what you are doing. Here is
a picture (or word) of a block. Block makes the blend /bl/ sound. I will put it under the bl (or a bl picture).
2. This is a picture or word of a plate. Plate starts with the blend /pl/. I will put it under the pl. Continue with cl.
3. Now who can help me sort the rest of these pictures or words? Continue with the childrens help to sort all of the
pictures or words, supplying the name of the picture as needed. Let mistakes go for now. When all the pictures have been sorted,
name them in columns and check for any that need to be changed: Do all of these sound alike at the beginning? Do we
need to move any?
Bl

Cl

pl

List of bl word cards

http://www.carlscorner.us.com/Blends/BLSet.pdf
List of cl word cards
http://www.carlscorner.us.com/Blends/clset.pdf
List of pl word cards
http://www.carlscorner.us.com/Blends/plSet.pdf
Reading:
Introduce or reread the book, Lets Visit a Butterfly Greenhouse (RS on level Unit 3) and review any text features learned this
morning. Choral read then whisper read to practice fluency. Use the graphic organizers in advanced group and model how to find
and record text features in a book.
Sample organizer:

Monday
Below-Level
Brianna
ZaKiyyah
Jordan
Raquez
Alicia

Differentiated Small Group Reading

Below Level- Phonics- Use Build Up Kit or follow the sort for blends pl, cl , bl see Mon.
Reading: Find text features while rereading the book, Lets Visit a Butterfly Greenhouse see
above for yesterdays graphic organizer to finish.
Targeted Skill Review:
1. Short vowel sound card review
2. Dibels Direct Instruction on NSWF (produce accurate letter and vowel sounds,

3.
4.

On-Level
Tarell
Frances
Mekari
Tyrese
ZaNiyah
Tyriek
Serenity
David
Brett
Cameron
Dameon

Advanced

Riccari
Victoria
Jada
Xiomara

practice stretching and blending to read fluently.

Introduce words with blends and short vowels, use RS spelling list 2.1
As a group, on chart paper complete parts of the graph above as time permits

On Level: Phonics: Use Build Up kit or follow the sort for blends pl, cl, bl see Mon.
Reading: Find text features while rereading the book, Lets Visit a Butterfly Greenhouse see
above for yesterdays graphic organizer to finish.
Targeted Skill Review:
1. Short vowel sound card review
2. Dibels Direct Instruction on NSWF (produce accurate letter and vowel sounds,
practice stretching and blending to read fluently.
3. Introduce words with blends and short vowels, use RS spelling list 2.1
4. Introduce pl, bl, cl word configuration centers
5. As a group, on chart paper complete parts of the graph above as time permits

Advanced : Phonics- Use Build Up kit or follow the sort for blends pl, cl, bl see Mon.
Reading: see above
Targeted Skill Review:
1. Pre-assess RS Spelling list 2.1 and decide on weekly goals
2. Review missed words on list Fryes List 1F / Dibels NSWF or PSF as needed
3. Extend word reading for words with blends pl, bl, cl
4. Introduce pl, bl, cl word slide activity for centers
5. Model and complete the graphic organizers above
6. Introduce additional advanced level center activities for blends such as bl, cl, pl
comprehension sentences sheet, books/poems, and word finds

Tuesday, October 7
Mini Lesson
(Incorporates
Read Aloud,
ELA skill)

Metacognitive Skill: Text Importance- Good readers identify and

evaluate important information in the text.
Comprehension Skill: Use Text Features- Good readers pay
attention to text features such as captions, headings, labels, and
bulleted lists to help them focus on the key ideas.
Connect:
Open the Benchmark big book Habitats Around the World to
page 6-7. What are some text features you see? Allow students
time to think and have several answer the question aloud.
How do these features help us understand our reading?
Teach:
Show the students the Benchmark LR unit 6 book Ants.
As I read the book today we will look for the text
features.
First look at the table of contents with the students. Then read
pages 2-4 to the students. Stop on every page and discuss the
text features and why it is important to the page.
Active Engagement:
Look closely to the text feature on page 3. On a chart draw an
ant.
What does this text feature tell us? As the students
explain the 3 body parts label them on the chart to have as you
read and learn about ants.
Link:
As you are reading independently today, and whenever you
read, think about text features to help you focus on the key
ideas. Use the captions, headings, labels, and bulleted lists
to help you. Also, remember to use selfcorrection when
reading is not making sense, looking right, or sounding

right.
Tuesday- Small Group Instruction for All Groups
Phonics: Blends bl, fl, pl

Continue to work with blends using Build up or word sorts

Review text features using the link below, you may want to pull out one text feature at a time and teach.
http://buggyforsecondgrade.blogspot.com/2012/09/text-feature-freebie.html
Hand them a Social Studies book or Science book choral read with the teacher and have them find the
text features in their book and record on the graphic organizer. Explain that tomorrow they will be
discussing what they found and why it is important.
Bl

Cl

Pl

List of bl word cards

http://www.carlscorner.us.com/Blends/BLSet.pdf
List of cl word cards
http://www.carlscorner.us.com/Blends/clset.pdf
List of pl word cards
http://www.carlscorner.us.com/Blends/plSet.pdf
Reading:
Introduce or reread the book, Lets Visit a Butterfly Greenhouse (RS on level Unit 3) and review any text features learned this
morning. Choral read then whisper read to practice fluency. Use the graphic organizers in advanced group and model how to find
and record text features in a book.
Sample organizer:

Tuesday
Below-Level
Brianna
ZaKiyyah
Jordan
Raquez
Alicia

On-Level

Differentiated Small Group Reading

Below Level- Phonics- Use Build Up Kit or follow the sort for blends pl, cl , bl see above
Reading: see Mini lesson above
Targeted Skill Review:
1. Vocabulary Discussion for the book/ activity
2. As a group, on chart paper complete parts of the graph above as time permits
Short vowel sound card review
3. Dibels Direct Instruction on NSWF (produce accurate letter and vowel sounds,
practice stretching and blending to read fluently.
4. Read words with blends and short vowels, use RS spelling list 2.1

On Level: Phonics: Use Build Up kit or follow the sort for blends pl, cl, bl see above

Tarell
Mekari
ZaNiyah
Serenity
Brett
Dameon

Frances
Tyrese
Tyriek
David
Cameron

Advanced

Riccari
Victoria
Jada
Xiomara

Reading: see Mini lesson above

Targeted Skill Review:
1. Complete yesterdays charts and graphic organizers as a group,/ independently
when possible.
2. Dibels Direct Instruction on NSWF (produce accurate letter and vowel sounds,
practice stretching and blending to read fluently.
3. Read and spell words with blends and short vowels, use RS spelling list 2.1
4. Introduce pl, bl, cl word slide centers , configuration centers, other blending
activities for centers
5. Review missed words from Frye List 1 F- specially flashcard these, many
Advanced Level: Phonics- Use Build Up kit or follow the sort for blends pl, cl, bl see
above
Reading: see Mini lesson above
Targeted Skill Review:
1. Pre-assess Spelling list 2.1 blends and short vowels
2. Extend word reading for words with blends pl, bl, cl
3. Introduce pl, bl, cl word slide activity for centers
4. Complete/ review the graphic organizers from yesterday
5. Introduce the text features posters
6. Introduce additional advanced level center activities for blends such as bl, cl, pl
comprehension sentences sheet, books/poems, and word finds

Wednesday, Oct. 8
Mini Lesson (Incorporates
Read Aloud, ELA skill)

Metacognitive Skill: Text Importance- Good readers identify and evaluate

important information in the text.
Comprehension Skill: Use Text Features- Good readers pay attention to
text features such as captions, headings, labels, and bulleted lists to help
them focus on the key ideas.
Connect:
Have a picture of an ant up on the board. How can we add text
features to this picture to help give it more meaning?
You could give it a heading (Ants), you could label its body
(head, thorax, and abdomen), and you could make a bulleted
lists about ant fact beside the picture.
Teach:
Review what we learned about ants from our reading yesterday.
Today in the book Ants read pages 5-9.
Stop as you read to discuss the text features you see and how they help
you understand the story.
Pull out the chart from yesterday with the ants 3 body parts. Today we
are going to add features about the ant colony we learned. Turn to page
6 and have the 3 ants drawn on your chart. Have the kids help you label
them worker, queen, and male ant. You could also add solider ant to
your chart.
Tell the students, It is important to keep facts about what you are
learning to help you understand it better. That is why we write things on
a chart to refer back to.
Active Engagement:
Go back and ask the students the questions from each page. What is
an ant colony? What are the jobs of some ants in the colony?
Allow them private think time and then let 1 or 2 share their thoughts.
Link:
As you are reading independently today, and whenever you read,
think about text features to help you focus on the key ideas. Use
the captions, headings, labels, and bulleted lists to help you. Also,

remember to use selfcorrection when reading is not making

sense, looking right, or sounding right.
Wed.- Small Group Instruction for All Groups

Continue to work with blends using Build up or word sorts

Review text features using the link below, you may want to pull out one text feature at a time and
teach.
http://buggyforsecondgrade.blogspot.com/2012/09/text-feature-freebie.html
Reading: Select a science or Social Studies reader to use along with text features posters. Look for title,
index, labels, captions, headings, glossary, maps and record on the graphic organizer or chart paper.
Wed.
Below-Level
Brianna
ZaKiyyah
Jordan
Raquez
Alicia

On-Level
Tarell
Frances
Mekari
Tyrese
ZaNiyah
Tyriek
Serenity
David
Brett
Cameron
Dameon

Advanced

Riccari
Victoria
Jada
Xiomara

Differentiated Small Group Reading

Below Level- Phonics- Use Build Up Kit or follow the sort for blends pl, cl , bl see above
Reading: Science or Social Studies reader to locate text features
Targeted Skill Review:
1. Guided by the teacher students should discuss text features they found in their science or
social studies reader yesterday and why they are important. Record responses on a chart.
2. Short vowel sound card review
3. Dibels Direct Instruction on NSWF (produce accurate letter and vowel sounds,
practice stretching and blending to read fluently.
4. Spelling tiles practice for list 2.1 blends with short vowels
5. Review words missed on Fryes list 1F with flashcards and in context
6. Finish /review previous days graphic organizer if needed/ time permits
On Level: Phonics: Use Build Up kit or follow the sort for blends pl, cl, bl see above
Reading: Science or Social Studies reader to locate text features
Targeted Skill Review:
1. Use the Science or social studies read with a partner discuss what text features they found in
their book yesterday and why it is important.
2. Dibels Direct Instruction on NSWF (produce accurate letter and vowel sounds,
practice stretching and blending to read fluently.
3. Pre-assess RS spelling list 2.1, plan for studying flashcards at centers
4. Practice the slide words blend activity for use at centers
5. Dibels assessments for anyone on yellow.

Wed.
Differentiated Small Group Reading
Advanced Level: Phonics- Use Build Up kit or follow the sort for blends pl, cl, bl see
above
Reading: Science or Social Studies Reader to locate text features
Targeted Skill Review:

1. Discuss what text features they found in their book yesterday and why it is important.
2. Dibels review and assessment.
3. Use graphic organizer to compare life cycles of 3 speciesbutterfly, frog, and ant
4. Extended word reading as time permits bl,pl, cl (long & short
vowel blends are included)

Thursday, Oct. 9
Mini Lesson
(Incorporates Read Aloud,
ELA skill)

Metacognitive Skill: Text Importance-Good readers identify and

evaluate important information in the text.
Comprehension Skill: Use Text Features- Good readers pay attention
to text features such as captions, headings, labels, and bulleted lists to
help them focus on the key ideas.
Connect:
Have a picture on the promethean board (any picture that you could
add good text features to).

Have the students help to add text features to the picture so that the
picture has more meaning.
Teach:
Review what facts we have learned about ants so far.
Today read pages 10-15 in the Ant book.
Stop as you read to discuss the text features on each page and why
they help us understand our story.
Pull out your ant chart we have been adding facts to. Have a picture
drawn of the 4 life cycle stages. Have the students help you label
them egg, larva, pupa, and adult.
Active Engagement:
If you still have the chart you made comparing the frog and butterfly
life cycle you can add to it (if not just start a new chart).
Have the students compare/contrast the life cycles of the butterfly,
frog, and ant. Which two are most alike? (ant and butterfly)
Why?
Link:
As you are reading independently today, and whenever you
read, think about text features to help you focus on the key
ideas. Use the captions, headings, labels, and bulleted lists
to help you. Also, remember to use selfcorrection when
reading is not making sense, looking right, or sounding
right.
Thursday - Small Group Instruction for All Groups

Phonics: Continue to work with blends using Build up or word sorts

Reading:
Give the students the assigned passage for their group level . It will be their job to read it and add
appropriate text features to make it interesting and easier to read. Review text features from this week.
The teacher will need to guide the group. (You can also start off with a picture and have students add
words and text features. Tomorrow give them a yellow card and have them write or orally tell you why the
feature is so important to them.)
Thur.
Below-Level

Differentiated Small Group Reading

Brianna
ZaKiyyah
Jordan
Raquez
Alicia
On-Level
Tarell
Frances
Mekari
Tyrese
ZaNiyah
Tyriek
Serenity
David
Brett
Cameron
Dameon
Advanced

Riccari
Victoria
Jada
Xiomara

Mini Lesson

Metacognitive Skill: Text Importance- Good readers identify and

(Incorporates Read
Aloud, ELA skill)

evaluate important information in the text.

Comprehension Skill: Use Text Features- Good readers pay attention to
text features such as captions, headings, labels, and bulleted lists to help
them focus on the key ideas.
Connect:
On the board have a list of text features of a specific animal but
dont have a picture or the name of the animal anywhere.
For Example, you could have as the heading: Ocean Animal, labels
coming out from the empty box of where the picture should be: hard
shell, 4 flipper like legs, eye, and tail, bulleted list: lay eggs,
endangered, strong swimmers, eats sea grass, shrimp, and small fish.
Have the students look at the text features and think about what they
describe. Read them all aloud to the students. What do you think
these text features are about? (sea turtle)
Teach:
Today we will be looking at a new book. Show the student the
Benchmark unit 7 LR Ocean Animals.
As I read I want you to look for text features on each page.
Active Engagement:
As you see text features put your thumbs up.
Call on a student with a thumb up and ask them what text feature
they see on the page.
Link:
As you are reading independently today, and whenever you read,
think
about text features to help you focus on the key ideas. Use the
captions,
headings, labels, and bulleted lists to help you. Also, remember to
use
selfcorrection when reading is not making sense, looking right, or
sounding right.
Friday - Small Group Instruction for All Groups
Phonics: Continue to work with blends using Build up or word sorts
Reading: Continue to let them work on the passage for their group level, or assign a new passage of the
teachers choice and add text features. Give them a yellow card and have them write or orally tell you
about the text features.
Fri.
Below-Level
Brianna
ZaKiyyah
Jordan
Raquez
Alicia

On-Level
Tarell
Frances
Mekari
Tyrese
ZaNiyah
Tyriek
Serenity
David
Brett
Cameron
Dameon

Differentiated Small Group Reading

Below Level Phonics- Build up Kit, or continue with phonics sorts (review hard/soft c/g)
Reading: Use yesterdays passage or a new one to discuss text features
Targeted Skill Review:
1. Continue to guide the group as they use the passage from yesterday adding
text features. Give them a yellow card and have them write or orally tell you why the feature
is so important to them. Record their responses on a chart.
2. Letter/ sound bingo
3. Up Kit Oral reading practice for any vowel review needed (ex. short e vs i)
4. Dibels NSWF review and assessments
5. Read and spell list 2.1 orally

Fri.
Differentiated Small Group Reading
On Level: Phonics: Phonics Sort
Reading: Science or Social Studies reader to locate text features
Targeted Skill Review:
1. Continue to work with a partner on the passage from yesterday adding text features. Give
them a yellow card and have them write or orally tell you why the feature is so important to
them.

Advanced

Riccari
Victoria
Jada
Xiomara

2. Letter/sound bingo or Sightword bingo

3. Word find for blends practice
4. Dibels Review and assessment as needed
Advanced Level: Phonics- Use Build Up kit or follow the sort for blends pl, cl, bl see
above
Reading: Science or Social Studies Reader to locate text features
Targeted Skill Review:
1. Continue to let them work on an advanced level passage of the teachers choice and add text
features. Give them a yellow card and have them write or orally tell you why the feature is so
important to them.
2. Shared pair reading of selections offered. Look for text features.
3. Introduce to shared research and writing process using text features learned this week.
Assign students a specific part to locate and record/ report on in the book- Ex. Where the
animal lives, what it eats, what it looks like, its classification (mammal , bird, reptile, etc.)