EDU 321 One Week Lesson Plan

Name: Genevieve Banning

Genevieve Monday Tuesday Wednesday Thursday Friday

Banning
Phonological Onset and time dice Beginning Sounds Substituting sounds Rhyming Dust Bunnies Fidget
Awareness roll Mail Sort and Song activity Puppets popper
(5 minutes Students roll dice to (growingbookbyboo (growingbookbybook.com) syllable
daily) manipulate onset and k.com) Students hold up a count
CC.1.1.1.C
Demonstrate
time in words. picture Teacher says a word and
understanding of https://www.fantasticf Students file away representing a students with dust bunny Students
spoken words, unandlearning.com/roll mail with a picture word that an onset puppets say a word that will use a
and sounds -word-phonics-dry- and match it to a makes when rhymes with it. fidget
(phonemes).
erase-activity.html bag with the onset replacing another popper to
YOU WILL WORK sound. onset to make a pop the
ON THIS new word. For number of
STANDARD
example, c-at and syllables
THROUGHOUT
THE WEEK IN b-at they hear.
VARIOUS WAYS.
Remember:
phonological
awareness is
larger chunks
rather than
individual sounds.

Phonemic Shark Beginning I-spy with beginning Beginning sound Memory match beginning Animal
Awareness Sounds Song-Growing letter sounds. For clip cards sounds of pictures Breakfast
(5-15 minutes— Book by Book example, I spy
DAILY)
something begging I would alter this Students
CC.1.1.1.C
Demonstrate Kids will point to visual with /d/ (desk). and take away the match
understanding of of an animal that grapheme and animals to
spoken words, begins with sound said have students meals that
and sounds
(phonemes). •
by teacher. identify sounds begin with
Distinguish long either the teacher the same
from short vowel or their peers give. sound.
sounds in spoken Fun
single-syllable
words. • Add or FREE Beginning Phonemic
substitute Sound Clip or Cover Awareness
individual sounds Cards | Laughing & Activity:
(phonemes) in Learning Animal
one syllable
words to make (laughingandlearni Breakfast -
new words ng.com) The Play
Based
YOU WILL WORK
Mom
ON THIS
STANDARD
THROUGHOUT
THE WEEK IN
VARIOUS WAYS.
REMEMBER THAT
PHONEMIC
AWARENESS
FOCUSES ON THE
SOUNDS IN
WORDS—IT MAY
BE DONE ORALLY
OR CAN BE DONE
IN CONJUNCTION
WITH PHONICS
INSTRUCTION
WHICH RELATES
TO PRINTED
WORDS
EDU 321 One Week Lesson Plan
Name: Genevieve Banning

Phonics (10- Memory Match Sound matching Beginning sounds Write the room Illustrated
20 minutes) Students find their bingo alphabet,
and Word Students match partner who https://abcsoflitera Students will search the children
Recognition beginning letter to matches their letter cy.com/zoo- room for pictures in order, draw a
(10-20 beginning sound of to the picture‘s beginning-sounds- seeing and marking their picture to
minutes) picture. beginning sound. bingo-game/ sounds. represent
CC.1.1.1.D Know https://abcsofliteracy.com/ each
and apply grade-
https://abcsoflitera wp- letter.
level phonics and
word analysis cy.com/watermelon content/uploads/2020/06/
skills in decoding -beginning-sound- WriteTheRoomDigraphs.pd Phonemic
words. • Identify puzzles/ f Awareness
final-e long vowel
Activities
words. • Decode
one- and two- For A
syllable words Strong
with common Reading
patterns. • Read
grade
Foundatio
appropriate n
irregularly spelled (learnwith
words. homer.co
NAME OF m)
DECODABLE TEXT
YOU WILL USE:
ALSO INDICATE
WHICH DAYS YOU
WILL READ THIS
DECODABLE TEXT Sight word memory Sight word bingo Magnetic letter Hidden bunny sight word Sight word
IN THE BOXES game sight words eggs splat
Students go Students come up and pick
through index up an egg and say the sight Students
cards and spell the word. The goal is to find use fly
sight words that the hidden bunny. swatters to
pop up. slap sight
Super Fun Easter Egg Sight words
Words Activity to DIY: Find when they
the Bunny! are read
(squirrelsofafeather.com)
LITERACY
CENTRES -
HANDS-ON
IDEAS FOR
LEARNING
| you
clever
monkey

Fluency (10- Against yourself Scoop phrases. Have students

reading contest. Have read fluency phrases one word
20 minutes) students read fluency at a time, then have them reread
CC.1.1.1.E Read
passages. Set a one- it, scooping their finger across
with accuracy
minute timer and have and reading all of the words in
and fluency to
students circle the last one glance.
support word they read when
comprehension. • the time is up. Reset the
Read on-level timer and challenge
text with purpose them to get further the
and 15 Easy
second time. Sight Activities to Increase Fluency -
understanding. • Words Practice Fluency
Read on-level Tejeda's Tots (tejedastots.com)
Flash cards: High-
text orally with frequency FRY Words
accuracy, 1-100 - Tejeda's Tots
appropriate rate, (tejedastots.com)
and expression
on successive
readings. • Use
context to
confirm or self-
correct word
recognition and
understanding,
rereading as
EDU 321 One Week Lesson Plan
Name: Genevieve Banning

necessary
Vocabulary— 1. Keep (verb) REVIEW WORDS REVIEW WORDS REVIEW WORDS ASSESSME
FOLLOW THE NT
FIVE DAY
SEQUENCE 2. Platter (noun) ACTIVITY (Created
(by name ACTIVITY Quizlet Vocabulary ACTIVITY Assessmen
Memory Game: Activity (matching):
only what Roll a Die: Fun and simple t in
Students play memory https://quizlet.com/_
activities will 3. Helping (noun) with vocabulary words
strategy for practicing
Vocabulary
c6qlv8?x=1jqt&i=e vocabulary - Southern Fried
you do each and their definitions. 00tj Students come Teachin' In this activity, Assignmen
day) Word Wheel: E is for to the board and students roll a die and do the t)
4. Confess (verb) Explore!: Word Wheel
based on Pair Activity where
match word to coordinating activity for each
vocabulary word.
narrative text 5. Barricade (noun) students spin a wheel definition/picture.
Build Ice Cream: Multiple
Eye Spy: Teacher
standards: and complete the action
says definition of Meaning Words- Ice Cream
CC.1.3.1.I stated. They fill out the
6. Convent (noun) chart until every blank word. Students try Scoops - Make Take &
Determine or to spy the word and Teach (maketaketeach.com)
clarify the is filled. Students start with the
picture posted
meaning of around the vocabulary word (cone) and
unknown and classroom. The first match scoops of ice cream
multiple-meaning student to find the (synonyms) to each one.
words and word wins! Vocabulary Jeopardy:
phrases based on Shades of words Students will work in small
grade-level activity: Free Fall teams, each student getting a
reading and turn, and go through the
Vocabulary
content. jeopardy vocabulary review.
Activities - Around
CC.1.3.1.J Use This will review all aspects
the Kampfire
words and of each vocabulary word
phrases acquired Students start with a learned.
through vocabulary word
conversations, and find 3 related
reading, and words. Ex: Platter
being read to, (Plate, dish, tray)
and responding Students then use a
to texts, including 3-shade color
words that signal swatch and write
connections and each word
relationships underneath the
between the vocabulary word.
words and
phrases.

SPEED ROUND
Kahoot Speed
Review: Students
will compete and
use their devices
individually to
identify definitions
of words. The
kahoot set will
include new
vocabulary words as
well as vocabulary
words learned
previously so
students can review
old vocabulary as
well.
EDU 321 One Week Lesson Plan
Name: Genevieve Banning

Comprehensi CC.1.3.1.G Use illustrations CC.1.3.1.B Ask and CC.1.3.1.H Compare and CC.1.5.1.B Confirm understanding CC.1.3.1.A
and details in a story to answer questions about contrast the adventures of a text read aloud by asking and Retell stories,
on describe characters, setting, key details in a text. and experiences of answering questions about key including key
CC.1.3.1.K Read
or events. characters in stories. details and requesting clarification details, and
and comprehend
Have students complete if something is not understood. demonstrate
literature on
Have students draw and a retell chart using Reread the story. Have understandin
grade level,
write a prediction they have visual cues from the students focus on the Have students respond to g of their
reading
for the story you are about book. After completing different characters in comprehension questions on central
independently
to read. the retell, have students the book, looking at Google Slides about the story, message or
and proficiently.
review their predictions point of view. Teaching Stellaluna: lesson
Also, what will you do from the day before. with Stellaluna: Turning
before reading? Discuss whether Readers Into Have students
Before reading, the class predictions were Comprehenders - watch
correct or not and Around the Kampfire Stellaluna
Book: will do a Venn diagram
compare them to the Have students compare video and
comparing bats to birds.
Stellaluna by Main question: Are bats story read. the view of birds, bats, make the
Janell Cannon birds? (no) Move on and have and baby birds in the craft from the
students look at aspects of: eating bugs, link. Have
Stellaluna and how she sleeping, and flying at students use
(ideas changes from the night. Make the this craft,
inspired by: beginning, middle, to responses into an anchor allowing them
Stellaluna the end of the story. chart. Mrs. to reference
the retell
Lesson Plan MeGown's Second Grade Safari:
Stellaluna Literacy Activities & done earlier
Ideas with Bat in the week,
Lapbook project
Craftivity (megownssecondgradesafari.blogs to retell the
(mrswillskind pot.com) story of
Stellaluna.
ergarten.com Have students
)) complete a
picture of
their favorite
part and write
what it was.
Have them
share this
piece.

Small group Book: Saturday by Oge

instruction Mora
EDU 321 One Week Lesson Plan
Name: Genevieve Banning

Advanced Guided Reading GUIDED INDPENEDENT CENTER ACTIVITY CENTER

Conduct a picture walk, ask PRACTICE: choose a book PRACTICE—HOW WILL
Readers Read to self. Go to the class ACTVITY
some before reading at a grade level above THEY PRACTICE THE library, pick up a book and read
questions: and have guided reading SKILL YOU TAUGHT
Readworks.
it to yourself. (Students may use Students
Name of 1.Who do you love to with the teacher—guided YESTERDAY? whisper phones) listen/read
Book: spend time with? practice INCLUDE THE Individual or partner
article from
2.Do you ever get BOOK TITLE AND reading
“All By disappointed when your STRATEGY HERE Name the text they will
readworks
Myself” day does not go as planned? “All By Myself” use
and answer
the questions
Mercer 3.How does that make you
Mercer Mayer and
Mayer feel? Give students these
Strategy: vocabulary.
Tell students to think about prompts to hear (by
Making connections to
this while you read the audio):
the text.
book. • What does this
remind me of? /
Read the story. This reminds me
When we read, we can of when …
sometimes have some • How is my life
things in common with similar/different
characters in the book. to
Who were the characters? [character/event
How did they react? ]?
Which character are you • Has something
more like and why? like this ever
We are going to read more happened to
books this week and look at me?
ways we relate to the • How does this
characters and situations in relate to my life?
the books. / I relate to
What are some questions [character/event
we could ask oursleves
] because …
while we read?
• What were my
(Guide Qs)
feelings when I
What does this remind me
read this? / As I
of? / This reminds me of
read this story, I
when …
felt …
How is my life
similar/different to • How do I relate
[character/event]? to [character]? /
Has something like this If I was
ever happened to me? [character], I
How does this relate to my would …
life? / I relate to Have students read
[character/event] because along with the audio:
… Jabari Jumps by Gaia
What were my feelings Cornwall
when I read this? / As I Have students talk
read this story, I felt … together and make a
How do I relate to video to post on google
[character]? / If I was classroom sharing what
[character], I would … the other peer said they
connected to in the
story.
Kids books read aloud |
Jabari Jumps By Gaia
Cornwall | Rooftop kid -
YouTube
EDU 321 One Week Lesson Plan
Name: Genevieve Banning

Average CENTER ACTVITY Guided Reading GUIDED INDPENEDENT PRACTICE—HOW CENTER

PRACTICE: LIST THE SKILL WILL THEY PRACTICE THE SKILL
Readers Rainbow Alphabet. ACTVITY
Students write each AND TEXT FROM YOUR YOU TAUGHT YESTERDAY?
LESSON PLAN FOR THE Individual or partner reading
Play dough
letter of the alphabet, Sight word
Name of using a different color AVERAGE READER Name the text they will use
stamp.
Book: for each letter, and GROUP Give students these prompts to
Students
hear (by audio):
“My Mom” writing each letter 5 stamp sight
times. “My Mom” Andy • What does this remind me
Andy Greer of? / This reminds me of
words into
Greer playdough.
when …
Strategy:
• How is my life
Making connections to
similar/different to
the text.
[character/event]?
• Has something like this
ever happened to me?
• How does this relate to my
life? / I relate to
[character/event] because
…
• What were my feelings
when I read this? / As I
read this story, I felt …
• How do I relate to
[character]? / If I was
[character], I would …
Have students read along with the
audio:
Jabari Jumps by Gaia Cornwall
Have students talk together and
make a video to post on google
classroom sharing what the other
peer said they connected to in the
story.
Kids books read aloud | Jabari
Jumps By Gaia Cornwall | Rooftop
kid - YouTube
EDU 321 One Week Lesson Plan
Name: Genevieve Banning

Struggling CENTER ACTIVITY CENTER ACTVITY Guided Reading GUIDED INDPENEDEN

PRACTICE: choose a book at a T PRACTICE—
Readers: Fancy Fingers. Station 1: Rainbow
Students make fancy Alphabet. Students grade LIST THE STRATEGY AND HOW WILL
sight words. write each letter of the TEXT FROM YOUR LESSON PLAN THEY
“I Like Bugs” alphabet, using a FOR THE STRUGGLING READER PRACTICE THE
Margaret different color for each GROUP HERE SKILL YOU
TAUGHT
Wise Brown letter, and writing each
letter 5 times. “I Like Bugs” Margaret YESTERDAY?
Individual or
Station 2: Fancy Wise Brown
Fingers. Students make partner
Strategy:
fancy sight words. reading
Making connections to the text.
Station 3: Read to self. Name the text
Go to the class library, they will use
pick up a book and
read it to yourself. Give students
(Students may use these
whisper phones) prompts to
Station 4: Readworks. hear (by
Students listen/read audio):
article from readworks • What
and answer the does
questions and this
vocabulary. remin
Station 5: Play dough d me
Sight word stamp. of? /
Students stamp sight This
words into playdough. remin
ds me
of
when
…
• How
is my
life
simila
r/diff
erent
to
[chara
cter/e
vent]?
• Has
somet
hing
like
this
ever
happe
ned
to
me?
• How
does
this
relate
to my
life? /
I
relate
to
[chara
cter/e
vent]
becau
se …
• What
were
my
feelin
gs
when
I read
this? /
As I
read
this
story,
I felt
…
• How
do I
relate
to
[chara
cter]?
/ If I
was
[chara
cter],
I
EDU 321 One Week Lesson Plan
Name: Genevieve Banning