Ms. Jackson s First Grade Lesson Plans. Week of: January Monday: Morning Duty Dibels 9:30-10

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1 Ms. Jackson s First Grade Lesson Plans Week of: January 9-13 Monday: Morning Duty Dibels 9: :35-8:45 d Reading Introduce Tumbleweed Stew Read until he puts the tumbleweed in the pot. Have you ever heard of tumbleweed stew? Let s take a sneak peak and see if we can use the clues on the cover, the back and what we already know to help us think about what it could be. Look at the cover, book blurb Let s read to find out what happens when Jack tries to make tumbleweed stew for the animals. On page 2 - cover up the word growled, leave gr visible. What could we try to solve this hard word? Look at the word solving chart for ideas. Model journal question On what page can you find how Longhorn felt about tumbleweed stew??? At the end of the book turn and retell the story to your partner at your table. 8:45-9:40 Reading Workshop Mini Lesson Unit 3 Session 1 You Be the Boss! Readers Say, I Can Do This! (Bring one book from your book baggie to the carpet.) Connection: Readers, last week we reviewed some of the word solving strategies we learned from the word detective unit. This is a brand-new year - the perfect time to take on some brand new challenges! You have many good habits when you read, and you know so many ways to learn all about the world from your books. You are ready for some new important challenges. Raise your hand if you re ready. Teaching Point: Today I want to teach you that when readers are the boss of their reading, one of their jobs is to stop at the first sign of trouble. Then they say, I can solve this! I can try something, using all that I know. Start new anchor chart - Be The Boss of Your Reading! (p. 3) Teaching/Active Engagement: Watch me. Place Dinosaur Chase under the document camera. Do a sneak peak. On page 2 use what you know to figure out the covered word. Since I don t know the word, I m just going to skip it. No, I can t do that. Point to the new chart. Let s try something. Let s recall all the things we already know how to do when there s a tough word in our book. Let s make a list across our fingers. Check the picture, look at all the parts of the word, get a running start, do a slow check We know a lot about solving hard words. Look at the picture. I need more clues to solve this. Is it a snap word? Uncover the word. I can do a slow check though. Oh, I see a long vowel pattern, o_e!!!!!!! The word is hole. Now it s your turn to try. Read your own book and remember you re the boss. If you come to a tricky word, don t forget to stop at the first sign of trouble. Don t back down, use all that you know to solve it! Link: Today and everyday, remember you are the boss of your own reading. You can help yourself read harder and harder books! Independent Reading/Guided Reading: See plans in Guided reading binder 9:30-10:00 Dibels

2 Midworkshop teaching point I love seeing you all read up a storm. There is one thing I really admire. I saw lots of you not just reading, but also slowing down and stopping to say Wait! Something is not right. I need to fix this. When you notice something is not right, use your fix up muscles to do important reading work. After all, that s your job. Introduce Reading Signs Uncover lyrics on chart paper to Be a Reading Boss! If you think something s wrong, you ve got to STOP! (p. 9) 9:40-10:05 Word Knowledge Lesson 9 Consonant Riddle Game Phonics Blending Review /s/ spelled s, ce, ci_ and cy Skills Practice page :05-10:10 Restroom/Brain Break 10:10-10:20 Read Aloud 10:20-11:20 Writing Workshop Session 1 People Collect Things and Write Opinions about Their Collections Connection: We ve talked about how kids use writing to do things: tell small moment stories, or teach people something. Today we re starting a new unit. In this unit, you will use writing to form opinions about things...and to persuade other people to share those opinions. Teaching Point: Today I want to teach you that people who know a lot about something-like people who keep collections-often think Which is my favorite? Which is next? And people write and talk to tell others about their opinions. They even try to convince others about their opinions. Teaching/Active Engagement: Watch me. I will show students my collection of barbies and recruit them to join me in judging my collection. In a few minutes, you are going to have a chance to do what people do - think about the things you know about, that you collect, and then to write some of your opinions. But first, do you mind helping me to think about my collection? We will look at my barbies, how they are dressed and what talent they have. In this unit you will judge my barbies but also the items in their own collections, and movies, books and restaurants. **Start To Judge Fairly chart.** Compare barbie talents and how cool you think they would be to play with. Now it s your turn to try. Turn and talk to your partner about which barbie you think is the best and the coolest. Link: Today and everyday, remember that it is important to judge fairly. Remember you are writing an opinion and you will always need to explain your reasons just like you are doing today. Think about your favorite.next favorite, and why. Independent Writing/Conferring

3 11:20-12:05 Lunch/Recess 12:05-12:10 Restroom/Daily Spiral Review 12:10-12:40 CHARGE Purpose for teacher: Strategy group/conferring Purpose for other students not meeting with teacher: Spelling words with playdough, word family practice, basic facts 12:40-1:45 Math Workshop Lesson 8-3 Count with Groups of 10 and leftovers Visual Learning Bridge Guided Practice #1,2 Problem Solving #9,12 Math Stations Math worksheet with teacher Game with Gma Kathy on carpet Computer game 1:45-1:55 Calendar 1:55-2:15 Science/Social Studies 2:15-2:45 Music 2:45 Planners/Dismissal

4 Tuesday: IEP at 2:30 8:35-8:45 d Reading Does this make sense? Sound right? Look right? Review what we read yesterday in Tumbleweed Stew. Read until skunk adds the potatoes. After reading ask Was anybody wondering a little bit about Jack? It seemed like he was tricking the other animals in the book. I m wondering why he was doing that. Was he trying to be helpful or mean? Turn and talk to your partner What do you think about Jack? You could start by saying I think. Look at Reading Partners Work Together chart to help. 8:45-9:40 Reading Workshop Mini lesson Session 2 Readers Use Everything They Know to Solve a Word Connection: Readers, yesterday we learned how to be the boss of our own reading. We have to stop at the first sign of trouble and try something to help solve the challenging word. Yesterday I had a bit of a problem with my bike. It was broken when I went to ride it. I called a friend who knows everything there is to know about fixing bikes. He tried something first but it didn t work. Do you think he just gave up? NO!!! He stopped and looked over the bike carefully and then tried something else. You do the exact thing when your reading breaks down. You take charge and do everything you know to fix it. Teaching Point: Today I want to teach you that if you are really in charge of your reading, you do everything it takes to figure out the hard parts. You try something and then try something else to get the job done! **Add new strategy (Try something ELSE to get the job done!) to anchor chart.** Teaching/Active Engagement: Watch me. Place The Dinosaur Chase on the document camera. Read pg. 4 and read walking as waiting. Walking doesn t make sense, looking at the picture. Hmmmm, what can I try? I could look at the first part of the word. Check Good Habits for Solving Hard Words. Could the word be watching? NO!!! Let s look at all parts of the word.

5 Oh I see a vowel team, ai. W-ait-ing. Whew! This word made me work hard, but I didin t give up!!!! Now it s your turn to try. Now you and your table work to read the rest of this page. Remember, if your reading breaks down, it s your job to take charge and fix it. Link: Today and everyday, remember that when books get harder, your job gets harder. You need to stop at the first sign of trouble, try something, try something else to get the job done if the first try isn t successful. Midworkshop teaching point Remind students to use the Good Habits for Solving Hard Words chart. Old charts can help you with NEW work. This chart can remind you of everything you know to solve a challenging word. Look at Reading Partners Work Together chart before partner time. Sing next part of Be a Reading Boss! (p. 16) 9:40-10:05 Word Knowledge Lesson 10 Which Does Not Belong? Game Phonics Blending Review long /e/ spelled _y and _ie_ and /s/ spelled cy 10:05-10:10 Restroom 10:10-10:20 Read Aloud 10:20-11:20 Writing Workshop Session 2 Explaining Judgments in Convincing Ways Connection: Writers, yesterday we started writing our opinions of our own collections. Hold up your Best in Show. You best hair band, best baseball card Turn to your partner and they will hold up imaginary microphones and tell each other their best choice and why they chose it at the best in show. Teaching Point: Today I want to teach you that when you have an opinion, when you judge something, you need to give a couple of reasons, not just one, and say details about each reason. If you write For example or I think that because then that helps you bring in some details. Teaching/Active Engagement: Watch me. Has it ever happened that you and someone in your family have different opinions about where you want to eat? You want pizza, but your sister wants tacos. Do you think that getting louder and louder and screaming Pizza is the best! No tacos are better! is the best way to win the argument? The better way to convince people is to give reason that support your opinion. You might say, I think we should go for pizza. I think this because, one, there is a nice place to sit at the pizza shop and we can talk and have fun. Two, pizza is better because it is cold out and pizza will warm us up. **Start Convince Your Reader! chart** Now it s your turn to try. Let s say that you and a family member are having a disagreement about where to go on vacation. You may want to somewhere warm where you can swim, someone else might want to go somewhere where it s cooler and go camping. Turn and talk to your partner about how you would give reasons for which vacation you would rather go on.

6 Link: Today and everyday, remember you can what you have learned about writing not only in the past few days but also in the past few months. Decide what you could do to improve your writing and thinking today. Look at the charts we have started. How could you improve you writing from yesterday? Independent Writing/Conferring Read example of a detailed observation on pg :20-12:05 Lunch/Recess 12:05-12:10 Restroom 12:10-12:40 CHARGE Purpose for teacher: Strategy group, conferring Purpose for other students not meeting with teacher: Spelling words with play dough, word families, vowel teams Give Basic Facts Screener 12:40-1:45 Math Workshop Lesson 8-4 Tens and Ones Visual Learning Bridge Guided Practice #1,2 Problem Solving #7 Math Stations Math worksheet with teacher Game with Gma Kathy on carpet Computer game 1:45-2:15 Library 2:15-2:45 Music 2:45 Planners/Dismissal

7 Wednesday: Playground Duty 8:35-8:45 d Reading Review what read yesterday in Tumbleweed Stew. Finish reading the story. Write the word make on your whiteboards. If you can spell make, spell shake. Now turn shake to ship. Look at the word munching and think about how we could break this word into parts. Ex: mun-ch-ing After reading Tumbleweed Stew, think about the word slithered and what it means. 8:45-9:40 Reading Workshop Mini Lesson Session 3 - Readers Check It! to Self-Monitor Connection: Readers, yesterday we learned to try something and then try something else if that first attempt doesn t help us solve the hard word. We don t ever give up. You all are getting really good at your new jobs. You ve been remembering to stop and do LOTS of things when your reading breaks down. Teaching Point: Today I want to teach you that when you think you ve read a tricky word correctly, you have to be the boss and check it. You can do a triple-check. Ask, Does it make sense? Does it look right? Does it sound right? **Add 4th strategy to anchor chart.** Teaching/Active Engagement: Watch me. Display Dinosaur Chase on the screen. Reread page 4-9. Stop at the word raced. It must be ran, because I see him running. I guess I am done right? NO!! That s right bosses, let s do a triple check. Does it make sense? Yes. Does it sound right? Yes. Does it look right? NO!! Let s try the vowel long and short. Yes, the word is raced. Now it s your turn to try. Cover behind with a post it on page 12. I think the word is beside. Turn and talk to the friends at your table. Does it make sense, sound right? We ll come back together to see if it looks right. Yes it sounds right but it doesn t make much sense. I don t see Little Dinosaur running beside Big Dinosaur. Peel off post it. Does it look right? Let s check all parts of the word. No, it can t be beside. Do the same thing with the word ground. Link: Today and everyday, remember you need to stop, try something, try something else to get the job done, and then triple check it. Read the next verse of our song (p. 20). Independent Reading/Guided Reading: See plans in Guided reading binder Midworkshop teaching point When a word is tricky, your sign can remind you to stop and try lots of strategies and check it. Draw a big check mark on Try Something side. Partner reading

8 Give each student a post it note. Let s celebrate all of your good work, you are great reading bosses!! Write one word where you tried something, then something else, and check it. this with your partner at the beginning of partner reading today. Pull a few sticks for students to come up and share the word on their post-it and how they solved it. Make new anchor chart - pg. 24 9:40-10:05 Word Knowledge Lesson 11 Introduce long /a/ spelled ai_ and _ay - Spelling Card 27 Phonemic Awareness Phonics Blending 10:05-10:10 Restroom 10:10-10:20 Read Aloud 10:20-11:20 Writing Workshop Session 3 How Do I Write This Kind of Writing Well? Connection: Writers, yesterday we learned when you have an opinion, when you judge something, you need to give a couple of reasons, not just one, and say details about each reason. If you write For example or I think that because then that helps you bring in some details. Teaching Point: Today I want to teach you that that when you write something, it is important to understand the kind of writing you are doing and to figure out ways people do that kind of writing really well. Then, you can try to do those things in your own writing. Teaching/Active Engagement: Watch me. Show opinion writing checklist on the screen. This is a checklist that you ll use this year in first grade to set goals and think about the progress you are making as opinion writers. You have seen charts like this before in narrative and informational writing. Read over checklist as students look at their own copies. Read writing example (pg. 23). Compare this first grade writing to the items on the checklist. Now it s your turn to try. With the partners at your table rate Brandon s writing in some of the other bullet points. Did he write an ending for his piece? Did he make his writing easy to read? Link: Today and everyday, remember you can use the opinion writing checklist to make sure your writing is the best first grade writing that it can be. Draw a smiley face next to something you are already doing. Draw a star next to something you need to work on. Shoot for the stars. Make a plan for your writing today and think about how you can shoot for the stars and start working on the bullet you put the star next to in the checklist. 11:20-12:05 Lunch/Recess 12:05-12:10 Restroom 12:10-12:55 Math Workshop Lesson 8-5 Continue with Tens and Ones Visual Learning Bridge Guided Practice #1,2

9 Problem Solving #9, 10, 12 Independent Practice 12:55-1:25 P.E. 1:25-1:45 Math/Calendar/Daily Spiral Review 1:45-2:00 Planners/Dismissal Thursday: Mentor coming to observe math 8:35-8:45 d Reading Focus on fluency - pacing. Punctuation, italicized and bold print, all capital letters Use finger to show scooping of words. Talk about the expression How do you do? What does this mean? Do we usually talk like this? 8:45-9:40 Reading Workshop (Stay at Tables) Mini Lesson Session 4 Readers Make a Plan Connection: Readers, yesterday we learned to do a triple-check when we see a tricky word. Ask, Does it make sense? Does it look right? Does it sound right?

10 Teaching Point: Today I want to teach you that readers who are in charge have big plans for their reading. They think, What do I do a lot? What can I do even more? And then they make a plan to be the best they can be. Teaching/Active Engagement: Watch me. Let s study the class word solving chart like a checklist. Watch how I use the chart just like you use a writing checklist and think, What do I always do? And What can I do more? Well when I get stuck on a tricky word in my book, the first thing I always do is...check the picture. However, I usually don t remember to do a slow check of the word with my finger underneath. I also don t remember to try the vowel two ways, long and short. I think I should make a plan to do that more. I will model writing that down on a post it note as a reminder for independent reading time. Give each student a small chart of Tools for Solving and Checking Hard Words. Now it s your turn to try. Circle one strategy on your small chart that you need to use more when you get stuck on a tricky word. this with your partner at your table. Link: Today and everyday, remember you can add more strategies to your tool belt that you might not often use. Think about when a construction worker gets a new shiny tool, he doesn t throw away all the other tools on his belt. He uses ALL of the tools to get the job done. Sing Be a Reading Boss! together. Independent Reading/Guided Reading: See plans in Guided reading binder Midworkshop teaching point Have you worked on your goal? Jot down a tally mark each time you used that strategy. Pass out post it notes. Partner reading Look at Reading Partners Work Together chart. Checking in with each other about goals is another way to give reminders. You can help each other!! Go home tonight and share your goals with your families. Try that strategy when reading your dot book tonight!!!!! 9:40-10:05 Word Knowledge Lesson 12 Find a Word Game Review long /a/ spelled ai_ and _ay - Phonics Blending Skills Page :05-10:10 Restroom 10:05-10:20 Read Aloud 10:20-11:20 Writing Workshop Connection: Writers, yesterday we reviewed the first grade opinion writing checklist. Teaching Point: Today I want to teach you that that writers don t all agree. If one person has written his or her opinion, someone else can say, I agree. My opinion is the same, or, I

11 disagree. I have a different opinion When we don t agree with someone else s opinion, that s a good time to write our own opinion and back it up with tons of reasons. Teaching/Active Engagement: Watch me. People think differently. You probably have looked at someone s else s collection and thought, I Think differently. I don t think that is the best. That would be a good time to think about your own opinion and write it down. Now you will have some time to walk silently around the room, looking at collections that your friends have laid out, noticing their best in show. After two minutes, have students come back to the rug. Did any of you notice someone else s opinion and think I disagree? Now it s your turn to try. Talk to your partner about what collection you agree with and disagree. Link: Today and everyday, remember you can agree or disagree with other people s opinions. Today you will start your writing with: I agree with...i think... is the best.in this collection I disagree with...i do not think...is the best...in this collection. Instead I think... Independent Writing/Conferring 11:20-12:05 Lunch/Recess 12:05-12:10 Restroom 12:10-12:40 CHARGE Purpose for teacher: Strategy Group, conferring Purpose for other students not meeting with teacher: Spelling words with play dough, word families, vowel teams 12:40-1:45 Math Workshop Lesson 8-6 Math Practices and Problem Solving Visual Learning Bridge Guided Practice #1, 2 Problem Solving #6 Math Stations Worksheet with teacher Game with Gma Kathy Computer game 1:45-2:45 Art 2:45 Planners/Dismissal

12 Friday: Playground Duty 8:35-8:45 d Reading Brainstorm reasons you liked the book and then model writing a book review. I think that Tumbleweed Stew is.. because. Write a review of the book on your whiteboards - coincides with our opinion writing unit. 8:45-9:40 Reading Workshop Mini Lesson Stone Soup Lesson Connection: Readers, this week we have been reading Tumbleweed Stew. THis book reminded me of another book I know called Stone Soup. Teaching Point: Today I want to teach you that sometimes readers make a connection to another book when they read. One book makes them think of another book. Then readers think about how the two stories are alike and different. Teaching/Active Engagement: Watch me. Read Stone Soup and make a compare/contrast t- chart. Make stone soup!!!!!!!!!!!!

13 Now it s your turn to try. Link: Today and everyday, remember you can make connections to books you have read before. Sometimes a new book will make you think, That sounds like another book! Then you can compare and contrast a new book. Remember readers bring their experiences with them when they read a book. Some books might make you think of a time in your life like that story. Other books might remind you of similar stories and other books could make you think of something happening in the world around them. Remember readers bring their experiences with them when they read a book. Some books might make you think of a time in your life like that story. Other books might remind you of similar stories and other books could make you think of something happening in the world around them. 9:40-10:05 Word Knowledge Lesson 13 10:05-10:10 Restroom 10:10-10:20 Read Aloud 10:20-11:20 Writing Workshop Connection: Writers, yesterday we Teaching Point: Today I want to teach you that Teaching/Active Engagement: Watch me. Now it s your turn to try. Link: Today and everyday, remember you can Independent Writing/Conferring 11:20-12:05 Lunch/Recess 12:05-12:10 Restroom 12:15-12:40 CHARGE 12:40-1:15 Math Workshop Topic 8 Math Test Visual Learning Bridge Guided Practice Problem Solving 1:15-1:45 P.E.

14 Spelling Test 1:45-2:15/Health Cool Tool - Cafeteria 2:15-2:45 Science/Social Studies 2:45 Planners/Dismissal