First Grade ELA Lesson Plans

Unit: 2
Teacher: Griswold Week: 5
Date: October 16th – 20th, 2023
Focus Standard(s): Scaffolding Document Skills:
RL.1.6 Identify who is telling the story at various points in a text RL.1.6 Identify the narrator in a story, identify which character is speaking in specific parts of
the story, identify when there is a change in which character is telling the story
L.1.1d Use personal, possessive, and indefinite pronouns L.1.1d Replace nouns with correct pronouns, correctly identify and use personal, possessive,
and indefinite pronouns
RF.1.3a Know the spelling-sound correspondences for common consonant RF.1.3a Understand the digraphs represent one individual sound, when spelling words, correctly
digraphs represent digraphs, when segmenting words, understand that digraphs produce one
individual sound, and when blending words, produce one individual sound to represent
RF.1.4b Read grade level text orally with accuracy, appropriate rate, and consonant digraphs
expression on successive readings RF.1.4b Read text aloud, with fluency, with appropriate rate

Monday Tuesday Wednesday Thursday Friday

Title: Bigger Shoes for the Title: Bigger Shoes for the Title: Bigger Shoes for the Title: Bigger Shoes for the Title: Bigger Shoes for the
Text: Title, Lexile Big Race Big Race Big Race Big Race Big Race
Word Count Lexile: 370L Lexile: 370L Lexile: 370L Lexile: 370L Lexile: 370L
Word Count: 118 Word Count: 118 Word Count: 118 Word Count: 118 Word Count: 118
Respond to the prompt:
Respond to the prompt:
Respond to the prompt: Respond to the prompt: “How did the bear change Respond to the prompt:
“Use the word change in a
Daily Write “Write one thing you know “Why did the author write this throughout the seasons?” “How did the fox change
sentence to describe how the
about each season.” text?” “What will happen when he throughout the seasons?”
babies grow.”
wakes up in the Spring?”
Reading Introducing the Unit: Shared Reading: Close Read: Close Read: Close Read:
* Begin by asking the essential * Introduce the text: T262- * Introduce the text: T262- * Introduce the text: T262-
Whole question: “How do living T263 T263 T263
* Foundational Skills- Read the
Decodable Story “Brave Jane”
Group things grow and change?”
* TTW tell the class they will
Preview Vocabulary
(Student Page- 172)
Preview Vocabulary
(Student Page- 172)
Preview Vocabulary
(Student Page- 172)
T284-T285
(Student Pages- 167-169)
read many texts to learn
about living things and how *Read the whole story T263- *Read the whole story T263- *Read the whole story T263- * Introduce the text: T262-
they grow and change. T267 T267 T267 T263
* Ask the weekly question (Student Pages- 172-181) (Student Pages- 172-181) (Student Pages- 172-181) Preview Vocabulary
“How do people grow (Student Page- 172)
change?” Teacher read “First Read” boxes Teacher read “Finding Elements Teacher read “Making
* Discuss the academic on pages T264 and T266 of Drama” box on page T265 and Inferences” box on pages T265 *Read the whole story T263-
vocabulary: reason, nature, T267 and T267 T267
notice, and pattern There are no “Close Read- (Student Pages- 172-181)
Vocabulary in Context” activities Only complete the “Close Read- Only complete the “Close Read-
Genre and Theme:
to complete today. Finding Elements of Drama” Making Inferences” Highlighting * Administer Pearson- Bigger
* Interact with Sources:
Underlining activities in student activities in student book on pgs. Shoes for the Big Race
Explore the Poem: T248-T249
*Respond and Analyze book on pg. 175 and 179 177 and 181
(Student Pages: 158-159)
* Listening Comprehension: T212-T213 Develop Vocabulary
Read Aloud: “A Visit to the and Check for Understanding *Finding Elements of Drama- *Making Inferences- T286-T287
Dentist” T250-T251 (Student Page- 182-183) T276-T277 (Student Page- 185)
(Student Page- 184)
 Listening Comprehension
Questions:
 Who is telling the story?
 How do you know?
 Who was the person
speaking to?
*Drama Anchor Chart
minilesson:
T252-T253
(Student Pages: 170-171)
* Academic Vocabulary
Minilesson: T262
(Student page: 172)
 Who is telling the story? How do you know?
Question Stems  Who is speaking in this part? Who are they talking to?
 Are the narrator and the author the same person? Why do you say that?
Fluency Fry Lists 3 Focus Words
Phonics Saxon Lesson 46
Lesson (letter x)
Language
Whole Review and practice language
skill for the week: pronouns
Group
Group
*Read Well Lesson 2
* Decodable Book (Phonics Lesson)
* Duet Reading (Model/Guided)
* Solo Reading
(Fluency/Comprehension)
Group
*Ready Gen Small Group Lesson 5
* Decodable Book (Phonics Lesson)
* Duet Reading (Model/Guided)
Drama Collection Questions: Drama Collection Questions: Drama Collection Questions:
 What is one prediction can  Who is telling the story?  What can you infer after
you make about this story?  How do you know? reading the dialog on pages
 What is something the boys  Are they a narrator or a 174-177
do in the story to get new character in the story?  Who is speaking on page
shoes?  Who are the characters in 174 and 176?
the story?  Who is he speaking to?
 What is one element of a  What is the purpose of the
drama that this story has? bolded words at the top of
 What are some example of pages 178 and 181?
dialogue the story has?  How do they help you better
understand the story?
Fry Lists 3 Focus Words Fry Lists 3 Focus Words Fry Lists 3 Focus Words Fry Lists 3 Focus Words
Saxon Lesson 47 Saxon Lesson 48 Saxon Lesson 49 Saxon Lesson 50
(letter y) (digraph “sh”) (digraph “oo”) Saxon Assessment 9 (Daily)
Review and practice language Review and practice language
Review and practice language Review and practice language
skill for the week: pronouns skill for the week: pronouns
skill for the week: pronouns skill for the week: pronouns
Complete the skills check Complete the skills check
Group Group Group Administer small group
*Read Well Lesson 2 *Read Well Lesson 2 *Read Well Lesson 2 assessments:
* Decodable Book (Phonics Lesson) * Decodable Book (Phonics Lesson) * Decodable Book (Phonics Lesson
* Duet Reading (Model/Guided) * Duet Reading (Model/Guided) Review)
* Solo Reading * Solo Reading * Administer Assessment (Phonics/ *Guide children through
(Fluency/Comprehension) (Fluency/Comprehension) Fluency/ Comprehension)
reading assessments
Group Group Group
*Ready Gen Small Group Lesson 5 *Ready Gen Small Group Lesson 5 *Ready Gen Small Group Lesson 5
* Decodable Book (Phonics Lesson) * Decodable Book (Phonics Lesson) * Decodable Book (Phonics Lesson
* Duet Reading (Model/Guided) * Duet Reading (Model/Guided) Review)

Teacher
* Solo Reading * Solo Reading * Solo Reading *Administer Assessment (Phonics/
(Fluency/Comprehension) (Fluency/Comprehension) (Fluency/Comprehension) Fluency/ Comprehension)

Center Group
*Ready Gen Small Group Lesson 10
* Decodable Book (Phonics Lesson)
* Duet Reading (Model/Guided)
* Solo Reading
(Fluency/Comprehension)
Group
*Read Well Lesson 20
* Decodable Book (Phonics Lesson)
* Duet Reading (Model/Guided)
* Solo Reading
(Fluency/Comprehension)
TA Center Group will:
Group
*Ready Gen Small Group Lesson 10
* Decodable Book (Phonics Lesson)
* Duet Reading (Model/Guided)
* Solo Reading
(Fluency/Comprehension)
Group
*Read Well Lesson 20
* Decodable Book (Phonics Lesson)
* Duet Reading (Model/Guided)
* Solo Reading
(Fluency/Comprehension)
Group will:
Group
*Ready Gen Small Group Lesson 10
* Decodable Book (Phonics Lesson)
* Duet Reading (Model/Guided)
* Solo Reading
(Fluency/Comprehension)
Group
*Read Well Lesson 20
* Decodable Book (Phonics Lesson)
* Duet Reading (Model/Guided)
* Solo Reading
(Fluency/Comprehension)
Group will:
Group
*Ready Gen Small Group Lesson 10
* Decodable Book (Phonics Lesson
Review)
* Administer Assessment (Phonics/
Fluency/ Comprehension)
Group
*Read Well Lesson 20
* Decodable Book (Phonics Lesson
Review)
* Administer Assessment (Phonics/
Fluency/ Comprehension)
Administer small group
Group will:
 * Review and practice the * Review and practice the * Review and practice the * Review and practice the assessments:
language skill for the week language skill for the week language skill for the week language skill for the week
using provided materials for: using provided materials for: using provided materials for: using provided materials for: *Language skills checks on
pronouns pronouns pronouns pronouns pronouns
Group will: Group will: Group will: Group will:
Writing/ * Repeat the day’s Saxon skill * Repeat the day’s Saxon skill * Repeat the day’s Saxon skill * Repeat the day’s Saxon skill
Language * Review fry words * Review fry words * Review fry words * Review fry words
* Review and practice the * Review and practice the * Review and practice the * Review and practice the
language skill for the week language skill for the week language skill for the week language skill for the week
using provided materials for: using provided materials for: using provided materials for: using provided materials for:
pronouns pronouns pronouns pronouns
* Complete CASE 21 practice * Complete CASE 21 practice * Complete CASE 21 practice * Complete CASE 21 practice
Word work, vocabulary
Independent Word work, vocabulary practice, Word work, vocabulary practice, Word work, vocabulary practice, Word work, vocabulary practice,
practice, Saxon and lang
Center Saxon and lang practice sheet Saxon and lang practice sheet Saxon and lang practice sheet Saxon and lang practice sheet
practice sheet
Computer
* Introduce the lesson on * Continue the lesson code.org * Continue the lesson code.org * Continue the lesson code.org * Continue the lesson code.org
Science/
code.org – Drag and Drop – Drag and Drop – Drag and Drop – Drag and Drop – Drag and Drop
Computer
Center Lexia / MobyMax Lexia / MobyMax Lexia / MobyMax Lexia / MobyMax Lexia / MobyMax
* Computer Science
*MyView Bigger Shoes
* Update Heggerty/ QPS Assessment (Daily)
Assessment (Daily)
Assessments screeners and input by
*Saxon Assessment 9 (Daily)
October 20th *Pronouns (Daily)
* Pronouns (Daily)
B Letters:
 Cambrie
 Oakley
 Eliana
 Aiden
Intervention
 Lucas
 Jomarion
 Julian
 Penny
 KC