Escolar Documentos
Profissional Documentos
Cultura Documentos
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)
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
Monday
Below-Level
Brianna
ZaKiyyah
Jordan
Raquez
Alicia
3.
4.
On-Level
Tarell
Frances
Mekari
Tyrese
ZaNiyah
Tyriek
Serenity
David
Brett
Cameron
Dameon
Advanced
Riccari
Victoria
Jada
Xiomara
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)
right.
Tuesday- Small Group Instruction for All Groups
Phonics: Blends bl, fl, pl
Cl
Pl
Tuesday
Below-Level
Brianna
ZaKiyyah
Jordan
Raquez
Alicia
On-Level
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
Wednesday, Oct. 8
Mini Lesson (Incorporates
Read Aloud, ELA skill)
On-Level
Tarell
Frances
Mekari
Tyrese
ZaNiyah
Tyriek
Serenity
David
Brett
Cameron
Dameon
Advanced
Riccari
Victoria
Jada
Xiomara
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)
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
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
(Incorporates Read
Aloud, ELA skill)
On-Level
Tarell
Frances
Mekari
Tyrese
ZaNiyah
Tyriek
Serenity
David
Brett
Cameron
Dameon
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