Mrs. Peterman s First Grade Lesson Plans Week of: Sept. 26 Monday: Sept. 26 Picture Day Basic Fact Practice as students arrive 8:35 8:45 d Reading Cleven Penguins Book introduction Solve covered words using MSV 8:45 9:40 Reading Workshop Mini lesson (Asking Wondering Questions)(Bring slates/markers) Connection: Readers, we have been learning all about the good habits that readers have for independent and partner reading both. Teaching Point: Today I want to teach you as readers read their stories, sometimes they ask a question to themselves. They might think, I wonder You can ask a wondering question before you even begin the story. Teaching/Active Engagement: Watch me. Use an unfamiliar Curious George. Model thinking before reading. (look at the title, and cover picture) Use what you know about the characters or how stories go. Then think, What am I wondering? Model a few I wonder statements. Now it s your turn to try. Show a new book. (Biscuit s Picnic) Think with your partner of an I wonder question. Then write it on your slates. Link: Today and everyday, remember you can ask yourself a wondering question before you start reading each of your books. Independent Reading/Guided Reading: See plans in Guided reading binder Midworkshop teaching point Readers, remember how reading is thinking? When you are thinking about your reading, it doesn t just happen in the middle of your book. It happens all day long. Not only do we ask wondering questions before we begin, but sometimes things make us remember our books after we have read them too. Partner Reading/Guided Reading Tell your partner a wondering question you had before reading a book today. 9:40 10:05 Word Knowledge New spelling: friend, just, mom, hot, on, got, stop, nod, hops, frog
Lesson 13 Phonemic awareness Consonant riddle game and phoneme blending story Introduce short o, short vowel song, listening for short o, word blending Skills page Restroom/Brain Break 10:05 10:20 Read Aloud 10:20 11:20 Writing Workshop Mini lesson (The writer spends more time adding insignificant details to the picture, rather than elaborating with words.) (Bring slates) Connection: Writers, we have been learning about writing small moments stories and all the ways we can bring them to life. Teaching Point: Today I want to teach you that in order to write more and more each day, writers start to change the way they do their sketches. Instead of trying to tell everything in pictures, you are going to need to tell a lot more things in words. Teaching/Active Engagement: Watch me. What I do is I sketch the main thing that is happening on a page, and then after I have drawn just the main thing, I pause and think, Do I know what I could say? And if I can think of the words to say, I start writing. And I push myself to write and write and write, telling the whole story in words. Sometimes, after I have written a lot and feel like my hand is tired from writing, I go back to the picture and I add more stuff into it but you know what? That gives me ideas for even more that I can write, so then I go back to writing. I look at what I put into the sketch and make sure everything that I ve drawn goes into words, too. After you finish your book, you can come back and look at your picture and make sure that everything you have drawn is in your words, too. Now it s your turn to try. Sketch a picture for just a short story on the slates. Then write. Then bring the class back together. Think of something to add to the sketch. Then whatever you added in your sketch, add it in your words too. Turn and tell you partner what you added. Link: Today and everyday, remember you can make sure that everything in your picture is in your words too. Independent Writing/Conferring One or two students share writing from today, sharing if they added details in their words. 11:20 12:05 Lunch/Recess 12:05: Spiral Review/Restroom 12:10 12:40 CHARGE
Purpose for teacher: Teach stations Guided reading group (see Guided reading binder) Purpose for other students not meeting with teacher: Xtra math, work with Grandma Donna, conference with Mrs. Kahl Station groups: practice spelling words with wiki stix/addition war/reading library books/bean flip 12:40 1:45 Math Workshop (2 10 Look for and Use Structure) Problem Based Learning/Solve and Use counters and a part part whole mat to find ways to make ten. Visual Learning Visual learning bridge Guided practice #1 Independent practice #2 4 Assess and Differentiate Work in groups on problem solving #5 6. Teacher will work with a reteaching group. 1:45 2:15 Music 2:15 2:45 Calendar/Health Cool Tool Staying Positive 2:45 Planners/Dismissal
Tuesday: Sept. 27 (Morning playground duty) switched with Jackson AM Sub Basic Fact Practice as students arrive 8:35 8:45 d Reading Clever Penguins Cross checking/ self correcting 8:45 9:40 Reading Workshop Mini lesson (Focus on the adventures in a story) Connection: Readers, yesterday we learned to ask wondering questions before we start new books. Teaching Point: Today I want to teach you that characters in a story don t have boring lives. Authors fill their character s lives with wonderful adventures! Readers keep their eyes open to catch the important adventures, not just the little details. Teaching/Active Engagement: Watch me. An adventure is something that the character does, or something that happens to the character. Model with a familiar story (Duck and Cover) some examples and non examples of what the adventure is. (Make a T chart on one side something the character does on the other side something that happens to the character ) Have copies of the covers of some familiar stories. Talk about the adventures and decide which side they should go on. Now it s your turn to try. Read A Surprise for Zig Bug. Turn and tell your partner what the adventure was in this story. Link: Today and everyday, remember you can keep your eyes open for the adventures happening in your stories. Independent Reading/Guided Reading: See plans in Guided reading binder Midworkshop teaching point Our lives don t stand still, and neither do the lives of our characters. In each and every story, there is an adventure to be had. In a really exciting adventure, sometimes you can even feel yourself being part of the action! Partner Reading/Guided Reading With your partner decide the adventure that happened in one of the books you shared. 9:40 10:05 Word Knowledge 1, 2, 3 show to practice spelling words Lesson 14
Phoneme segmentation Introduce /b/ listen for initial and final /b/, word blending Skills page Restroom/Brain Break 10:05 10:20 Read Aloud Pigs in a Rig 10:20 11:20 Writing Workshop Mini lesson (Writer tells action, action, action, and seems to not elaborate on any of those actions) Connection: Writers, yesterday we learned that we can get more and more onto our pages when we keep our sketches quick and focus on our words. Teaching Point: Today I want to teach you that each step of your story should say a little more. When you elaborate and tell more your story becomes more interesting for your reader. Your goal is to tell more with each step of your story. Teaching/Active Engagement: Watch me. Model this story. I went to the park. Then I went down the slide. Then I went on my bike. Take one step like a robot, slowly for each step. Tell that the story would become more interesting by adding a little more to each step of the story. Model adding, I went to the park. (What park was it? How did you get there?) I went down the slide. (What color was it? How did it feel?) Now it s your turn to try. Look at the last sentence. Then I went on my bike. With your partner, decide how you could add on to this step of the story. Link: Today and everyday, remember you can make your story more interesting by adding on a little to each step of your story. Independent Writing/Conferring One or two students share their writing. 11:20 12:05 Lunch/Recess 12:05: Spiral Review/Restroom 12:10 12:40 CHARGE (12:30 IEP) Purpose for teacher: Guided reading group (see Guided reading binder) Purpose for other students not meeting with teacher: Xtra math, work with Grandma Donna, conference with Mrs. Kahl Station groups: practice spelling words with wiki stix/addition war/reading library books/bean flip
12:40 1:45 Math Workshop (1:45 Problem Solving) Topic 2 Review Day Problem Based Learning/Solve and Complete Lesson 2 8 Problem Solving Reading Activity together. Visual Learning Topic 2 Addition story students will complete the story. Fact fluency activity when finished. Assess and Differentiate Cover 3 game from lesson 2 4 (Update Calendar before specials) 1:45 2:15 Music 2:15 2:45 Library 2:45 Planners/Dismissal
Wednesday: Sept. 28 (Morning Duty! Switched with Jackson) Basic Fact Practice as students arrive 8:35 8:45 d Reading Clever Penguins Word work focus stop at a few words and try them both ways (long and short sound) Million dollar word clever 8:45 9:40 Reading Workshop Mini lesson (Comparing) Connection: Readers, yesterday we learned to zoom in and focus on the adventures that the characters have in all our stories. It is what they do, or what happens to them. Teaching Point: Today I want to teach you that sometimes when you read one story and think about the adventures, you think, Oh! That sounds a little like another adventure I ve heard before! You can tell how the adventures in some stories can be a little alike. Teaching/Active Engagement: Watch me. Read Mac the Cat and think, Oh! It s a little like Pigs in a Rig Show how to think of each adventure separately first. Then think about what is similar. Now it s your turn to try. We just read two book with similar adventures, both have animals that make a mess! Can you think of any other stories where the adventures might be like these too? Tell your partner. Link: Today and everyday, remember you can think of the adventures in two stories and think about ways they might be alike. Independent Reading/Guided Reading: See plans in Guided reading binder Midworkshop teaching point The more you read, the more you will begin to think, Oh! That sounds like another story I know. If you only know 2 stories, it will be hard to think how they are the same. If you have read bunches and bunches of stories like we do every day, you will start to remember the ones you have read before. Thinking, This book reminds me of another one I ve read. Partner Reading/Guided Reading Each story has adventures, and sometimes those adventures even seem to have some things that are the same. It is important to start looking for those similarities when you read. This shows that you are thinking during reading and stretching and growing to become a better reader. 9:40 10:20 Math Workshop (Online Topic 1 4 assessment for SLO)
Problem Based Learning/Solve and Visual Learning Assess and Differentiate Restroom/Brain Break 10:20 11:20 Writing Workshop Mini lesson (Writer has capital letters scattered throughout sentences, not just at the beginnings of them) (Bring your folder) Connection: Writers, yesterday we added on to the steps of our story to elaborate (Which means say more.) Teaching Point: Today I want to teach you that writers get rid of their old habits of writing however they want and making things look their own way, and as writers get better, they start to follow certain rules for making your story look right. One of those rules is about where capital letters belong. Teaching/Active Engagement: Watch me. Tell about forgetting something. (Forgetting shoes for wedding rehearsal.) What you are doing in your writing by putting capital letters throughout your sentences is like forgetting your shoes. We are old enough to remember and to get rid of that old habit. From now on, we will remember that writers use capital letters at the beginnings of sentences, for names of people, and for the word I. (make a chart) Now it s your turn to try. You will probably want to reread some of your writing to check your capitals. You can be like a detective and search your whole writing to find capitals that are mess ups. Look with your partner at one piece of writing to see if you have any extra capital letters scattered in there. Link: Today and everyday, remember you can follow rules to make your writing look more grown up. One thing to remember is when to use capitals, and not to use any extra capital letters. Independent Writing/Conferring One or two students share their writing 11:20 12:05 Lunch/Recess 12:05 12:25 Restroom/Planners/Pack up for Dismissal (Update Calendar) 12:25 P.E. 12:55 Art
Thursday: Sept. 29 (Morning playground duty) Out of the Blue organization (planner check) Basic Fact Practice as students arrive 8:35 8:45 d Reading Clever Penguins Fluency Use punctuation (especially!) and bold words to help your reading sound smooth 8:45 9:40 Reading Workshop Mini lesson (Contrast) Connection: Readers, yesterday we talked about how adventures in stories can sometimes be kind of alike. This is called comparing. Teaching Point: Today I want to teach you that even though some parts of the adventures might be similar, there are usually some parts of the adventures in two stories that are different. It is important to think about these differences too. Teaching/Active Engagement: Watch me. Remember the adventures from Mac the Cat and Pigs in a Rig and how they were similar. The animals made some messes and caused a few problems. But not everything that happened to the animals was the same. Not everything they did was the same. Tell a few things that are different about the stories, students thumbs up if it is about the adventures, and thumbs down if it is about a detail. (One is a cat, the other are pigs. One plays with yarn, the other gets in the mud. One is about one animal, the other is about three. Mac falls asleep, but the pigs solve their problem by going in a pig wash.) Now it s your turn to try. Tell your partner another difference in the adventures the characters have in these stories. Link: Today and everyday, remember you can think of how the adventures are similar, but you can also think about how the adventures are different in two stories that you read. Independent Reading/Guided Reading: See plans in Guided reading binder Midworkshop teaching point Each book is different and it can be very easy to tell ways that books are different. The tough part comes in when we are only thinking about the adventures in the story. But I know you are up to it! I have seen readers thinking about what is happening to the characters and what the characters are doing! Partner Reading/Guided Reading Think of a book you read with your partner. Then think of the adventure in the story. Tell your partner. How is what you shared, different from what your partner shared?
9:40 10:05 Word Knowledge Lesson 15 Phonemic awareness clap out syllables, phoneme blending initial consonant sounds, phoneme blending story Review sounds with word blending Unit 1 assessment Restroom/Brain Break 10:05 10:20 Read Aloud 10:20 11:20 Writing Workshop Mini lesson (Writer tends to write short pieces with few words of sentences) Connection: Writers, yesterday we remembered not to scatter extra capital letters into our writing. We only put them for the beginning of sentences, names of people, and the word I. Teaching Point: Today I want to teach you that when you plan your stories by touching each page to tell that part of the story, you can touch the beginning of the page and the end of the page to tell different parts. Teaching/Active Engagement: Watch me. Show two pieces of writing. (One with an undetailed sketch and a few words, another with a more detailed sketch and multiple lines of text.) Point to the one that your writing should look like. I agree, but sometimes, I still see that our writing looks more like this one. Think about how you get ready to write. First you think of an idea and touch each page of the story to tell that part. OK, well let s do that, but in order to tell more and more, we will touch the top and bottom of the page. Plan a shared story together. Now it s your turn to try. With your partner decide the different parts you could write on the last page of our shared story. Link: Today and everyday, remember you can write long and strong by planning more parts to your stories. Independent Writing/Conferring One or two students share their writing, and tell about how they wrote long and strong and planned more parts. 11:20 12:05 Lunch/Recess 12:05: Spiral Review/Restroom 12:10 12:40 CHARGE Purpose for teacher: Add class goals to our goal wall and have students who have already reached the goal add a sticker
Guided reading group (see Guided reading binder) Purpose for other students not meeting with teacher: Xtra math, work with Grandma Donna, conference with Mrs. Kahl Station groups: practice spelling words with wiki stix/addition war/reading library books/bean flip 12:40 1:45 Math Workshop (Topic 2 Test) Problem Based Learning/Solve and Visual Learning Assess and Differentiate 1:45 2:15 Calendar/Social Studies Columbus Day read aloud Columbus Day picture assessment 2:15 2:45 Science Experiment with grape juice, lemon, and baking soda (acids/bases/indicator) We will talk through the steps of the scientific process from last week as we go. Students will record the steps, and observations on their own lab sheet as we go. Question: Why do some things (liquids) seem to change when you add other things to them? Procedure Add lemon juice and baking soda to grape juice to see how it changes Students will record observations on their own and create their own hypotheses and analysis. 2:45 Planners/Dismissal
Friday: Sept. 30 Basic Fact Practice as students arrive 8:35 8:45 d Reading Clever Penguins Discuss Why is Mother Penguin clever? 8:45 9:40 Reading Workshop Mini lesson (Looking back at the text) (Put a green reader on each carpet spot in the morning) Connection: Readers, yesterday we told the differences between the adventures in two stories. Teaching Point: Today I want to teach you that sometimes you have a question about a book you ve read. It s OK, even fantastic to go back and look in the book to find the answer to your question or to make sure it s what you thought. Teaching/Active Engagement: Watch me. Read A Party for Bob together. Ask a question, and model not quite remembering, so you look back to check. Then ask another question and model that you did remember, but look back to double check. (Use first two questions after story, p. 130.) Now it s your turn to try. Ask question, look back with your partner. (On page 122, who got in the box? On page 117, what kind of gift did Ben have? On page 124, how did it feel inside the box? On page 120, how many kids fit in the box?) Link: Today and everyday, remember you can go back and look in the book to help you answer questions about what you read. You don t just close the book and be done with it. Independent Reading/Guided Reading: See plans in Guided reading binder Midworkshop teaching point We already know that readers do SOMETHING after they finish a book. One of the things you can try to keep thinking after you finish a story is to ask yourself a question. Then turn back to the page where you can find the answer for it. Remember! Look in the book! Partner Reading/Guided Reading Thumbs up/down Did you go back to Look in the book! today after you read any stories. 9:40 10:05 Word Knowledge Spelling Test Unit 2 Lesson 1 Long vowel review Apples and Bananas Phoneme blending initial sounds, phoneme blending story Introduce /k/ spelled c listen for initial /k/, word blending
Restroom/Brain Break 10:05 10:20 Read Aloud 10:20 11:20 Writing Workshop Mini lesson (Writer rarely adds to the writing without prompting and support) Connection: Writers, yesterday we learned to plan more for our writing and write long and strong. Teaching Point: Today I want to teach you that when writers get to the last page and think they might be done, one thing they can do is go back to page one and read the story to themselves. They think of the story like a movie! And think how they can change or add more on their pages. Teaching/Active Engagement: Watch me. Sometimes I see students who think they are done because they got to the last page, but that is not the signal that you are done! Remember, when you think you re done, you ve just begun! Don t give up just because you filled all the pages, there is always something great you can add or change to make it better. Show how to read back over a finished writing and pretend like it s a movie playing in my head. That helps me remember some other things that happened, or remember that I wrote it a little different way. I can change or add to my writing after I ve seen the movie in my head. Now it s your turn to try. Tell your partner something they can try if they think they are finished with their writing today instead of just beginning a new story. Link: Today and everyday, remember you can stick with your story by rereading it and thinking of it as a movie. Independent Writing/Conferring One or two students share their writing. As audience listens, pretend that you are seeing their movie. 11:20 12:05 Lunch/Recess 12:05: Spiral Review/Restroom 12:10 12:40 CHARGE Purpose for teacher: Guided reading group (see Guided reading binder) Purpose for other students not meeting with teacher: Xtra math, work with Grandma Donna, conference with Mrs. Kahl Station groups: practice spelling words with wiki stix/addition war/reading library books/bean flip
12:40 1:45 Math Workshop (Topic 2 Performance Task) Problem Based Learning/Solve and Visual Learning Assess and Differentiate After the performance task, preteach the topic 3 story and allow students to complete their own copy. 1:45 2:15 Calendar/Word Knowledge Lesson 2 Consonant riddle game, phoneme blending story, phoneme segmentation Introduce /k/ spelled k and ck listen for initial/final /k/, word blending Skills page 2:15 2:45 P.E. 2:45 Planners/Dismissal (Afternoon car line dismissal)