Morning Plan for Grade One:

After taking attendance, call computer kids to line up and go to computer

room. The kids will hand in agendas and work on their morning work.
ELA/Computers Outcome: u vowel, ng sound, CC 1.4
Lesson: Bring up making words from previous class. Review sounds that
are used and circle the ng sound in the words. Together, sound out and
read the words that were made yesterday. Then grab whiteboards and
markers and practice writing the words that are on the board.
Assessment: Check: Can they say and write the words properly?
Outcome: CC 1.3, N 1.1, DS 1.1
9:21-9:45
When the computer kids come back, they are to work on their morning
work. Once everyone has returned, call them to the carpet. Complete
Smartboard
milk and bus lists. Then read through the schedule with them, afterwards,
Circle Time
the helper will lead you through calendar and weather. Write the word
book on the board. Ask the students to tell you what word it is. After
they have figured it out, have them say and spell it repeatedly. Ask them
to dictate sentences using that word. Then they will write the word in
their dictionaries. Afterwards, when everyone has returned to the carpet,
ask them where to put the word on the word wall.
Assessment: Participation

8:50-9:21

English Language Arts Grade 1

9:45-10:10

Outcome
Whole Group: Caf Strategy: Making Predictions (CR 1.1)
The students will be able to make predictions before and during the read aloud.
Guided Group: Rhyming using an (CC 1.3)
The students will be able to recognize pictures and words that rhyme with an.
Materials

Book: If You Take a Mouse to School

Book boxes with books inside

Mini whiteboard
Whiteboard markers
Picture cards
Daily 5 chart
Timer
Shaker

Adaptations

Using a microphone
Small group instruction
Using visuals as well as text
Rocking chairs and cushions
Having students read with EA

Ask the students what a prediction is and why we make them.

Explain that a prediction helps us to think more about the story as we are reading.
Hold up the book and ask if they recognize the story (or one similar to it). Explain that
we will be making predictions before and during the read aloud of this story.

Set

Development

Show the students the picture on the front and read the title of the book.
Ask them to make a prediction about what they think the book will be about.
Allow for a couple students to share their predictions with the class.
Ask them what/where they got their prediction from.
After, let them share their predictions with a partner for a minute.
Tell them we will read the story and to check to see if their predictions were correct. If
they were correct, have them give a thumbs up.
Read the story while thinking out loud, and ask for predictions along the way. For
example, what will the mouse ask for next?
At the end of the reading, ask them to check if their predictions were correct or not.
Tell them when they are reading today, they need to make a prediction before they
start.
Then show them the Daily 5 chart so they know where they will be going.
Most students will move into doing read to self or read to someone. A small group will
work with me at the back table.

Guided Group

I will ask what rhyming words are and we will start discussing how to rhyme.
I will show them a picture of a fan and ask what it is.
They will need to pick out a picture of something that rhymes with fan. Then we will
spell the words on the whiteboard.
I will ask them to come up with more words that rhyme and continue to have them
pick out pictures. We will write the words on the whiteboard.
I will ask them to look for the similarities and differences are between the words,
paying attention to the same ending, but different beginning. We will pick out what
the rhyming family is.
Then when our list is complete, we will once again review what rhyming is.

Closure

Use the shaker to notify the students to clean up and go to the carpet.
Ask the students who made a prediction before they started reading.
Ask if they checked their prediction as they were reading.
Ask and remind them why they need to make predictions.

Assessment

Anecdotal records of who can make a relevant prediction.

Guided group checklist of who can rhyme with the an family.
Self check-in of if they made a prediction while reading today.

Management

Class Dojo points

Earning and losing minutes
Dojo check charts
Alternative seating arrangements for some individuals