Into Reading LLC G1 M1 W1 L1

Week 1: Try This!
– Lesson 1
Contributor Name: Renae Kuhn
Foundational Skills Time:
Title: High-Frequency Words and Phonological Awareness Notes/Reflections:

Introduce the Topic:
Objectives:  Display & discuss Knowledge Map 1.1
Given words orally containing one syllable and phonemes, students will be able to  Show pages 8-11. Discuss the qutation & introduce the
blend the sounds into a real word chorally as a whole group. essential question “How can making new friends and learning
new things help us?”
Materials: Word Work Warm-Up:
 Review High Frequency Words
 Knowledge Map 1.1 o SmartBoard Review Game
 Teaching Pal & myBook p. 8-11  Blend Onset and Rime (pT45)
 Vocab. Cards 1.1-1.3 o Display picture cards cat, dots, hat, map, pen, and tub
 Word Cards: go, is, like, see, the, this, to, we o Tell students you will say words in chunks and that
 Picture Cards: cat, dots, elephant, flowers, hammer, hat, map, mitt, they will put together, or blend, the chunks to say the
nightlight, pen, rainbow, slippers, tub words. Model by saying the first sound of a word and
 Know it Show it p. 5 (on Seesaw) the ending sounds (m/ap) and have students chunk it
together to form the word map.
o Match words with pictures as you chunk them
together.
 Segment Syllables, Onset/Rime
o Tell students we can break bigger words into parts,
called syllables.
o Clap for each syllable heard in a word.
o Display picture cards
 Rainbow, elephant, flowers, slippers, hammer,
nightlight
 Practice clapping each syllable for each
picture card word.
Foundational Skills Time:
 Phonics
o Introduce short a. Explain the short a sound and
what it looks like to find it in the beginning and
middle of a word: mat, at
o Practice sounding out and writing cvc words with
short a in the middle
 Mat, bat, Sam, tab, st, at, am
 Spelling
o Sort spelling words into the categories: am, mat, at,
sat, bat, Sam
Discuss how short a can be at the beginning or middle of a
word as you sort. Then, sort words by “at” and “am” endings.
Vocabulary Time:
Title: Introduce Oral Language Notes/Reflections:
Objectives: No vocabulary lesson today.
Materials:

Reading Time:
Shared Reading/Read Aloud Notes:
Title: Story Structure/My First Day Story Structure

Connect & Teach:
 Discuss & display anchor chart 18
Objectives: By listening to a story read aloud by the teacher, the students will be Apply to Text:
able to retell the story using beginning, middle, or end in any setting.  Use the blue read for understanding prompt
 Genre Study: tell students that realistic fiction stories are made
up but could happen in real life. Preview the title and picture to
determine whether this could happen in real life.
Materials:
 Set a Purpose: Say “I’ll read today to find out what the girl
 Anchor Chart 18: Story Structure does on her first day. I’ll pay attention to what happens in the
 Teaching Pal & myBook p. 12-13 beginning, middle, and end of her school day”
 Read & Comprehend the story.
Engage & Respond:
 Remind students of the essential question: How can making
new friends and learning new things help us? Then, have
students look at the text to see if they can discuss and support
their thoughts by using the text.
 Have students practice retelling the story by using the words
“beginning, middle, and end”
Writing Time:
Notes:
Objectives: By activating prior knowledge from the read aloud story, students will Explain that when we meet new people, we can get to know them by
be able to respond to a given prompt. asking questions such as “What do you like to do outside? What books
do you like listening to or reading?” Have students practice asking
questions to each other.
Materials:
Then, have students share out something they learned about their new
 Display & Engage 1.1
friend they talked to. Show display & engage 1.1 and discuss that
sometimes stories can be happy, scary, funny, adventurous, or about
small moments we’ve been through in our lives. Tell a story about an
everyday experience that you’ve experienced and then ask students
what made the story interesting to them. Have students turn and talk to
a partner to share a story. Tell students this unit of writing will be all
about telling a story!
Small Group Instruction. – NO SMALL GROUPS THIS WEEK
Group 1 Group 2 Group 3
Targeted Skills: Targeted Skills: Targeted Skills:
Materials: Materials:
Materials:
Instructional Notes:
Instructional Notes: Instructional Notes:
Independent and Collaborative Work – NO LITERACY CENTERS THIS WEEK

Center: Reading Center Center: Digital Center Center: Creativity Corner
Activity: Activity: Activity:
Materials: Materials: Materials:

Independent and Collaborative Work – NO LITERACY CENTERS THIS WEEK
Center: Word Work Center: Teamwork Time Center:
Activity: Word Hunt Activity: Celebrate Us Profile Activity:
Materials: Materials: Materials:

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Week 1: Try This!

Contributor Name: Renae Kuhn

Foundational Skills Time:

Title: High-Frequency Words and Phonological Awareness Notes/Reflections:

Title: Introduce Oral Language Notes/Reflections:

Objectives: No vocabulary lesson today.

Shared Reading/Read Aloud Notes:

Title: Story Structure/My First Day Story Structure

Targeted Skills: Targeted Skills: Targeted Skills:

Independent and Collaborative Work – NO LITERACY CENTERS THIS WEEK

Activity: Activity: Activity:

Materials: Materials: Materials:

Activity: Word Hunt Activity: Celebrate Us Profile Activity:

Materials: Materials: Materials:

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