MOY Daily Lesson Planner for 1st Grade Reading Mastery with 4 Groups
8:00-8:15 am 8:00-8:25 am Approx.15 min. 8:25-10:00 Teacher Guided Groups Group 1: Emma, Logan, Maurice, Jose, Joshua, Carlos Group 2: Courtney, Yolanda, Nicholas, Michelle, David, Jonathon Group 3: Reka, Peter, Marcia, Henry, Tamara, Becky Group 4: Teresa, Carina, Kylie, Mai
Whole Group Activities hMorning Routines with Review of Boardwork and Seatwork Students enter room and complete daily edit. Teacher leads the students in a choral reading of a story from the supplementary reader. Teacher carefully explains the Boardwork (Word Work -focus on alphabetical order, Language- sequencing edited sentences, Writing – Write a How To story on How To Plant a Lima Bean. and Math – subtraction story problems). She reviews the daily Reading Practice and Compute procedures. Differentiated Instruction
Boardwork and Seatwork Take-Home: Students complete Take-Homes when they complete the small group instruction with the teacher. Word Work: Students put plant words in alphabetical order: lima, bean, soil, water, plant, seed Language: Students sequence sentences used during the Daily Edit that describe the process of planting a lima bean. Writing: Students write and illustrate a story, “How To Plant a Lima Bean.” Math: Students solve subtraction story problems with a plant theme. Reading practice with familiar text Students work in pairs. Each student reads the story from the previous day to his/her partner. The partner follows along and times the student with a stop watch. Each student records his/her own words per minute on a bar graph. Then, the reader retells the story to his/her partner. The partner has a set of generic questions that he/she asks about the story. Students take turns timing, reading, questioning and retelling. Computers Students work at their own level on a vocabulary/comprehension program.
8:25-8:50 am Approx. 25 min.
8:50-9:15 am Approx. 25 min.
9:15-9:35 am Approx. 20 min.
9:35-9:55 Approx. 20 min.
9:55-10:15 Approx.20 min.
Jonathan, Reka, Peter, Yolanda, Kylie, Courtney Marcia, Nicholas, Henry, hGroup 1: Emma, Logan, Maurice, Maurice, Carlos, Michele, Teresa, Mai, Becky, Tamara Jose, Joshua, Carlos Carina Reading Mastery I Lesson 88 Focus: New Sound: long /I/; Sound Review; Sounding Out Words; Reading Words With An Initial Stop Sound; Rhyming Words; Story Reading and Comprehension. Emma, Jose, Henry, Joshua, David, Michelle, Teresa, Mai, Carina Logan, Peter, Yolanda, Kylie, hGroup 2: Courtney, Yolanda, Courtney Nicholas, Michelle, David, Jonathan Becky, Tamara Reading Mastery I Lesson 118 Focus: Sound Review: Long and Short /e/, /ch/, /i/, and long /o/; Word Reading Fluency; Irregular Words: do, of; Story Reading and Explicit Comprehension. Kylie, Courtney, Tamara, Emma, Jose, Logan Mai, Carina, Maurice, Carlos, hGroup 3: Reka, Peter, Marcia, Joshua, David, Marcia, Jonathan, Reka Henry, Tamara, Becky Nicholas Reading Mastery Level 1, Lesson 150 Focus: New Sound: long /y/; Sound Review /j/, short /e/, /f/, /ing/, /ch/, /v/, /x/, /oo/, and /er/; Word Reading Fluency; Irregular Words: talked, barn, your, and says; Story Reading Fluency, and Explicit and Implicit Comprehension Maurice, Jose, Joshua, Carlos, David, Jonathan, Reka, Peter Emma, Logan, Courtney, hGroup 4: Mai, Carina, Kylie, Nicholas, Michelle, Yolanda, Marcia, Henry Teresa Tamara, Becky Reading Mastery Fast Cycle, Lesson 130 Focus: Suffixes, Vowel Digraphs and Diphthongs, Story Reading Fluency, and Explicit and Implicit Comprehension Teacher wraps up daily lesson by checking board work and seat work. Students then sit in the Author’s Chair and share stories.