Monday: - 10/ - 1 - Tuesday: - 10 - / - 2 - Wednesday: - 10 - / - 3 Thursday: - 10 - / - 4 - Friday: 10 - / - 5

90-Minute Reading Block Lesson Plan - Week of: _10_/_1 - 10/_5_
Monday: _10/_1_ Tuesday: _10_/_2_ Wednesday: _10_/_3 Thursday: _10_/_4_ Friday: 10_/_5_
*Interactive Read-Aloud: *Interactive Read-Aloud: *Interactive Read-Aloud: *Interactive Read-Aloud: *Interactive Read-Aloud:
 The Three Little Pigs  The Three Little Pigs  The Three Little Pigs  The Three Little Pigs  The Three Little Pigs
Word Study
*Shared Reading/Poetry: *Shared Reading/Poetry: *Shared Reading/Poetry: *Shared Reading/Poetry: The

Focus: CVC words Focus: Decoding Focus: Rhyming Three Little Pigs Story sequence
Poem: The Three Little Pigs by The Three Little Pigs Short Story Poem: The Three Little Pigs short strips (grade level)
Roald Dahl passage Focus: Story sequence and
comprehension
 The Three Little Pigs  The Three Little Pigs  The Three Little Pigs  The Three Little Pigs  The Three Little Pigs
 A chalkboard, whiteboard, or  A chalkboard, whiteboard, or  A chalkboard, whiteboard, or  A chalkboard, whiteboard, or  A chalkboard, whiteboard, or
chart paper to record chart paper to record chart paper to record chart paper to record chart paper to record
information from the text information from the text information from the text information from the text information from the text
 Blank paper, pencils, and  Blank paper, pencils, and  Blank paper, pencils, and  Blank paper, pencils, and  Blank paper, pencils, and
Materials
crayons or markers. crayons or markers. crayons or markers. crayons or markers. crayons or markers.
Graphic Organizer: Beginning, Graphic Organizer: Beginning,  Read, build, write mats and Graphic Organizer: The Three Graphic Organizer: Beginning,
Middle, End Middle, End sounds vocabulary words Little Pigs passage Middle, End
Anchor Chart: Phonemes Anchor Chart: CVC words Graphic Organizer: Read, Anchor Chart: Rhyming Anchor Chart: Story sequence
Mentor Text: The Three Little Mentor Text: The Three Little build, write mats Mentor Text: The Three Little Mentor Text: The Three Little
Pigs Pigs Anchor Chart: Syllables and Pigs Pigs
decoding
Mentor Text: The Three Little
Pigs
RF.1.3.D RF.1.4.A
RF.1.2.B Use knowledge that every Read grade-level text with
RF.1.2.C Orally produce single-syllable syllable must have a vowel sound purpose and understanding.
RF.1.2.C Isolate and pronounce initial, words by blending sounds to determine the number of
Isolate and pronounce initial, medial vowel, and final sounds (phonemes), including consonant syllables in a printed word. RL.1.2
medial vowel, and final sounds (phonemes) in spoken single- blends. Retell stories, including key
(phonemes) in spoken single- syllable words details, and demonstrate
NGSSS
syllable words RF.1.3.B RF.1.3.F understanding of their central

RF.1.2.D Decode regularly spelled one- Read words with inflectional message or lesson.
Segment spoken single-syllable syllable words. endings.
words into their complete
sequence of individual sounds RF.1.3.B
(phonemes). Decode regularly spelled one-
syllable words.
I can identify the beginning I can identify the beginning, I can read one-syllable I can identify rhyming patterns I can put the story events in
Teaching
sounds of words. middle and end sounds of words. words. of words. the correct order.
Point
Today we will learn about the Today we will learn about the Today we will learn about words Today we will look at the events
beginning sounds of a word. One beginning, middle, and final Today we will learn about that rhyme. Cat rhymes with bat, of the story to answer questions
thing good readers can do is sounds of a word. Good readers syllables and reading one and also with sat. Good readers about what is happening in the
sound out new words using the can sound out new words using syllable words from our text. understand rhyming patterns story. Good readers can answer
letter sounds they already know. the letter sounds they already Understanding syllables are because rhyming helps them questions about and retell stories
Have them identify the beginning know and create new words important for reading. Good discover many common word when they understand what the
sounds of common things they using those same sounds. readers can break words into patterns. Rhyming requires you story or text is about.
know: school, house, desk, chunks (or syllables) to help
to listen closely for sounds within
teacher, apple, dog, cat, etc. decode (read) the word. It also
words. It will help you recognize
helps us to spell words correctly.
the different parts of words.
We will focus on one syllable
Using the phonemic awareness Using the phonemic awareness words today.
Connection (15 min)
flash cards, flash uppercase flash cards, flash lowercase Rhyming words are words with Tell a quick story about your
letters for students to identify the letters for students to identify the Say a word and clap out the the same ending sound. For morning and then ask student
letter and the sound/s it makes. letter and the sound/s it makes. syllables Say words, students will example, “at” and “bat” are volunteers to retell the story.
repeat and clap out the number rhyming words. But so are Once student volunteers have
of syllables then hold up their “through” and “blue,” even though done so, then prompt students to
fingers with how many syllables. they end with different spelling tell you what happened first, next
patterns. and last. Write or draw a symbol
on the story map to show what
happened in your morning.
Say a word, and then say a word Ask student volunteers what did
that rhymes. Students will repeat they do first in the morning. What
the word and say another word did they do next? What do they
that rhymes. do last before going to school?
Now give examples of words that

don’t rhyme.
Go on a sound hunt. Pig starts T will use mentor text from T will use mentor text from Use the poem or the short T will reference the story of the
with ‘p’. You can search for some previous lesson. Explain that pig previous lesson. Say the word passage of the 3 little pigs to Three Little Pigs and ask
other things that start with ‘p’ is a CVC word. Consonant, pig and clap out the syllables. demonstrate the rhyming students what are some things
around the room. We’re going on vowel, consonant. If you break a Now using the vocabulary word patterns. Choose words that that have happened in the story.
Minilesson/Active Engagement (20 min)
a sound walk we’re going to find CVC word up into sounds, you card (pig), place it on the read, rhyme and then choose words T has story pictures (for
a p...? Repeat the sound walk for will hear three distinct phonemes. build, write mat on the board. that do not rhyme. Read the sequencing and prompting) on
the letter g (and any additional Examples of CVC words include Read the word pig aloud. Now passage and ask students which the board. Ask students what
sounds that need to be focused cat, sun, pig, dog. Good readers build the word pig in the provided words rhyme. happened first, what happened
on.) understand CVC words and help space using the letter tiles/cards. next, and so on. Using pictures
them blend sounds into words. Finally write the word pig on the Post the passage on the from the story, place them in
Introduce the book the Three line. whiteboard or overhead. While order in which students have
Little Pigs. Ask students to find reading, circle the rhyming identified. Discuss the order with
words that begin with the letter P Using the Three Little Pigs, read Post the vocabulary word cards words. the students and make
on the cover, such as pig. Begin through pages that include CVC on the board (pig, wolf, house, Review CVC words from earlier corrections if needed.
reading the story, stopping along words. Identify the beginning, straw, sticks, pot, three- these in the week. Circle the CVC
the way when you come to a middle and ending sounds of the words can vary based on need). words. Have the vocabulary
word that has the P or G sound. words. Using a CVC organizer, Read the words aloud. Tell words posted and circle
Read the story, stopping on each demonstrate spelling the word in students they will be working with vocabulary words. Have student
page and have students point out the organizer to identify the vocabulary words from the story. helpers for each.
the words with the P or G sounds beginning, middle, and final They will practice reading,
(or if there were none). sounds of the words. building and writing the words
and then reading/identifying them
in the short story. Demonstrate
one more vocabulary word with
student participation.
30 Minutes Silent Reading- 30 Minutes Silent Reading 30 Minutes Silent Reading 30 Minutes Silent Reading 30 Minutes Silent Reading
Students will browse the Graphic Organizer: Pig CVC Graphic Organizer: Read, Graphic Organizer: Graphic Organizer: Three
classroom library to shop for board and letters. Build, write mat. The three Little pigs short Little Pigs sequence strips
books with corresponding sounds Students will read “The Three Provide students with the Three passage will be used. Students Provide students with the
in the titles and write them on Little Pigs” poem by Roald Little Pigs short story and a read, will read through the short story sequence strips (the pig
their book list for each letter. build, write mat. Students will first passage and circle the rhyming
Dahl and find CVC words and built his house out of straw,
IDR Task
work with the vocabulary words words in blue, the cvc words in
circle them. They will make red, and vocabulary words in
built house out of sticks, wolf
on the mat. This can be done
these words on their CVC individually or with a partner. yellow. blew it down, etc)
boards using the provided Once students have worked Students will read each of the
letters. through all vocabulary words, story sequence strips and
they will read/identify them in the place them in the order in
short story. They will which they happened in the
underline/highlight the words in story.
the story.
Read 30 Minutes Read 30 Minutes Read 30 Minutes Read 30 Minutes Read 30 Minutes
HW
 Alternative Assessment  Small Group Instruction

 Cooperative Learning Groups  Total Physical Response
 Computer Assisted Instruction,  Tutor/Peer Buddy
ELL Accommodations
 Critical Thinking Skills  Use of Visuals

 Flexible Skill Group  Writing Strategies
 Graph Organizers,  Extended time on tests and assignments
 Guided Reading Groups  Reduced # of questions on test and assignments
 Hands-on Instruction  Daily review of previously reviewed concepts
 Heritage (Native) Language Support,  Tiered assignments
 Integration of Oral and Written Instruction  Provide study guide
 Modification of Text or Curriculum  Provide test review
 Oral Strategies  Vary test format
 Performance-Based  Open note/book test

Monday: - 10/ - 1 - Tuesday: - 10 - / - 2 - Wednesday: - 10 - / - 3 Thursday: - 10 - / - 4 - Friday: 10 - / - 5

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90-Minute Reading Block Lesson Plan - Week of: _10_/_1 - 10/_5_

Shared Reading/Poetry: Shared Reading/Poetry: Shared Reading/Poetry: Shared Reading/Poetry: The

syllable words RF.1.3.B RF.1.3.F understanding of their central

Now give examples of words that

 Alternative Assessment  Small Group Instruction

 Critical Thinking Skills  Use of Visuals

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