Jennifer Doering

Each day, the ELA block will start with a meeting on the carpet to
introduce the Sight Word of the Day and sing our song (see picture at right).
Then students will move into Daily 5-like centers. There are four centers:
Phonics Games, Read to Self, Reading with Technology, and Partner Reading.
The students are broken up into four groups based on their A-Z reading levels.
Over the course of the week, each group will do each center twice. Each day,
students will get the opportunity to participate in two centers for 15 minutes
each: one social center and one independent center.
During Phonics Games (PG), students will work in partners or small
groups and have the choice of 3 different games:
Vowel Sort, where students have pictures of words with short and long
vowels and need to put them in piles based on the vowel type,
Robot Talk, where students have pictures of objects and need to say the
name of the object in separate sounds like a robot (i.e. c-a-t) then blend
it together, and
Roll a Digraph, a board game where each number on a die is a different
digraph (like sh, ch, wh) and students move their playing piece to the
closest space that has a picture that starts with that digraph.
During Read to Self (RTS), students will read their own best fit books from
their book boxes. During Reading with Technology (RwT), students will work independently on an iPad on their account at Lexia, a
personalized literacy program that my current fieldwork subscribes to for all students. During Partner Reading (PR), students will be
paired with another student at their A-Z reading level and will read an A-Z book together.
Finally, we will gather at the carpet again to read a story together and have a mini-lesson on the book. Students will complete
some kind of activity independently or in groups and close out the lesson according to the activity.
On Friday, this format changes slightly, as centers are different and there is no student activity that directly relates to the days
story. Instead, students will all partner read for the first round and then play phonics games for the second. Students will be allowed to
play games with anyone in the class but must still partner read with their assigned group. The days student activity will be an
extended time to Read to Self.

These are the CCSS that apply to the whole week: 1.RL.7. Use illustrations and details in a story to describe its characters,
setting, or events. 1.RF.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 1.RF.3.a. Know and apply
grade-level phonics and word analysis skills in decoding words both in isolation and in text. Know the spelling-sound
correspondences for common consonant digraphs. 1.SL.1. Participate in collaborative conversations with diverse partners about grade
1 topics and texts with peers and adults in small and larger groups. 1.L.2. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
Monday

Tuesday

Wednesday

Thursday

Friday

CCSS

1.RI.6. Distinguish
between information
provided by pictures
or other illustrations
and information
provided by the
words in a text.

1.SL.5. Add
drawings or other
visual displays to
descriptions when
appropriate to clarify
ideas, thoughts, and
feelings.

1.L.5. With guidance

and support from
adults,
demonstrate
understanding of
word relationships
and nuances in word
meanings.

1.SL.5. Add
drawings or other
visual displays to
descriptions when
appropriate to clarify
ideas, thoughts, and
feelings.

1.RI.6. Distinguish
between information
provided by pictures
or other illustrations
and information
provided by the
words in a text.

Learning
Goals

1. Students recognize
that pictures alone
can tell a story.
2. Students produce
a written description
of an illustration.

1. Students identify
information given by
the pictures in a text.
2. Students produce
a sentence and add
detail by drawing a
picture.

1. Students identify
information given by
the pictures in a text.
2. Students produce
an illustrated list of
related words with
assistance.

1. Students identify
cause and effect in
the context of our
daily story.
2. Students create a
unique pattern and
write a sentence to
explain it.

1. Students identify
information given by
the pictures in a text.
2. Students identify
information given by
the words in a text.

help

little

right

too

boy

Daily Sight
Word

Monday

Tuesday

Daily 5
Groups
2 rounds of
15 minutes
each

Group 1
Round 1: PG
Round 2: RTS
Group 2
Round 1: RwT
Round 2: PR
Group 3
Round 1: RTS
Round 2: PG
Group 4
Round 1: PR
Round 2: RwT

Group 1
Round 1: RwT
Round 2: PR
Group 2
Round 1: RTS
Round 2: PG
Group 3
Round 1: PR
Round 2: RwT
Group 4
Round 1: PG
Round 2: RTS

Group 1
Round 1: RTS
Round 2: PG
Group 2
Round 1: PR
Round 2: RwT
Group 3
Round 1: PG
Round 2: RTS
Group 4
Round 1: RwT
Round 2: PR

Group 1
Round 1: PR
Round 2: RwT
Group 2
Round 1: PG
Round 2: RTS
Group 3
Round 1: RwT
Round 2: PR
Group 4
Round 1: RTS
Round 2: PG

Group 1
Round 1: PR
Round 2: PG
Group 2
Round 1: PR
Round 2: PG
Group 3
Round 1: PR
Round 2: PG
Group 4
Round 1: PR
Round 2: PG

Read Aloud

Mr. Wuffles, by
David Wiesner

Little Humans, by
Brandon Stanton

The Right Word:

Roget and His
Thesaurus, by
Jennifer Bryant

A Bad Case of
Stripes, by David
Shannon

And Two Boys

Booed, by Judith
Viorst

I will ask students

what they noticed
about the book (it
had almost no
pictures, the aliens
talked in weird
symbols, etc.). We
will talk about how
we still understood
the story and why.

I will read the story

without showing
students the pictures.
Then I will read it
again, showing them
the photographs
using the document
camera. We will talk
about how the two
readings were
different.

We will talk about

how the book was so
colorful and exciting
because of the
pictures. We will talk
about how the
pictures made
Rogets lists more
interesting and clear
and why.

I will play a video of

a celebrity reading
the story (from
Storyline Online).
Then we will talk
about what caused
all the patterns and
how the pictures
helped clarify what
was happening to
Camilla.

We will discuss what

we noticed about the
words and pictures
while we were
reading the story
(they said different
things sometimes,
etc.) and why it is
important to read
both the words and
pictures.

Lesson

Wednesday

Thursday

Friday

Monday

Tuesday

Wednesday

Thursday

Friday

Student
Activity

Students will
individually draw a
picture, pass it to
someone else at their
table, and write a
sentence describing
their new picture.

Students will write a

sentence and draw a
picture to add more
details.

Table groups will be

given a word from
our current science
unit and write a list
of connected/similar
words as a group and
illustrate it.

Students will create a

pattern (like we've
been doing in math),
pretending that it is a
symptom of the
stripes disease.
Then, students will
write 2-3 sentences
to explain what
would have caused
it.

Select students will

give a book review
of a book that they
really enjoyed that
week during Read to
Self. Students will
have the opportunity
to check out new
books from our class
library and have an
extended time to
Read to Self.

Closure

Select students will

share their picture,
what they thought
they had said with
the picture, and the
sentence that was
written.

Select students will

read their sentence
and share their
picture.

Each table group will Select students will

stick their list to a
share their pattern
poster to be hung in
and explanation.
the classroom.

Students will
complete an exit
ticket, writing two
sentences about what
they learned during
the week (before
moving on to RTS).

1. I will listen to
student responses
during class
discussions.
2. I will look at
student work.

1. I will listen to
student responses
during class
discussions.
2. I will look at
student work.

1. I will listen to
student responses
during class
discussions.
2. I will look at
student work.

1. I will listen to
student responses
during class
discussions.
2. I will look at
students exit tickets.

Assessment

1. I will listen to
student responses
during class
discussions.
2. I will look at
student work.

Resources
Books
Mr. Wuffles, by David Wiesner ISBN: 978-0618756612
Little Humans, by Brandon Stanton ISBN: 978-0374374563
The Right Word: Roget and His Thesaurus, by Jennifer Bryant ISBN: 978-0802853851
A Bad Case of Stripes, by David Shannon ISBN: 978-0439598385
And Two Boys Booed, by Judith Viorst ISBN: 978-0374303020
Media
Lexia, http://www.lexialearning.com/products/core5
A Bad Case of Stripes video: http://www.storylineonline.net/a-bad-case-of-stripes/
Materials
Cards with pictures of objects with long and short vowels sounds
Cards with pictures of objects with cvc or other simple spelling words
iPads (6)
Roll a Digraph game boards
dice
classroom library with a variety of books
paper
pencils
markers/colored pencils/crayons