1st Grade
Focus Standards:
1.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
1.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.
1.RF.4 Read with sufficient accuracy and fluency to support comprehension.
1.RF.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
1.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.
1.RF.4 Read with sufficient accuracy and fluency to support comprehension.
Week #36 Date 5/15 - 5/19
M- 100 Chart 10 in a Row day- Play Summer Safety Kahoot
T- No group-field trips
W- No group-field trips
T- Road to Reading-Begin working on the Green level with ee words, Letter and Sound cards as well as letter tiles
F- Road to Reading- brainstorm ee words then read ee phonetic words. End by playing Sparkle
M- 100 Chart 10 in a Row day- Play Summer Safety Kahoot
T- No group-field trips
W- No group-field trips
T- Road to Reading-Begin working on the Green level with ee words, Letter and Sound cards as well as letter tiles
F- Road to Reading- brainstorm ee words then read ee phonetic words. End by playing Sparkle
Week #35 Date 5/8 - 5/12
M-F- Testing week for Reading Recovery and for CORE Assessments
M-F- Testing week for Reading Recovery and for CORE Assessments
Week #34 Date 5/1 - 5/5
M-F- Testing week for Reading Recovery and for CORE Assessments
M-F- Testing week for Reading Recovery and for CORE Assessments
Week #33 Date 4/24 - 4/28
M- No Mrs. Jerke
T- Students will practice reading the -er words we learned last time. Once they have them, add them to SeeSaw and use voice to record.
W- New Road to Reading skill: blends with the a_e, i_e, o_e, u_e and e_e. Letter/Sound cards first. Letter tiles with cVce blend words.
Th- Read cVce with Blends phonetic words. Play sparkle. Read sight words on the Creep Track.
F- Guess the Covered word activity called At the Zoo
M- No Mrs. Jerke
T- Students will practice reading the -er words we learned last time. Once they have them, add them to SeeSaw and use voice to record.
W- New Road to Reading skill: blends with the a_e, i_e, o_e, u_e and e_e. Letter/Sound cards first. Letter tiles with cVce blend words.
Th- Read cVce with Blends phonetic words. Play sparkle. Read sight words on the Creep Track.
F- Guess the Covered word activity called At the Zoo
Week #32 Date 4/17 - 4/21
M- No School
T-F- No Growing Block
M- No School
T-F- No Growing Block
Week #31 Date 4/10 - 4/14
M- Block out 7 words in the Story The Three Bears. Play Guess the covered word.
T- Finish The Three Bears and students may color the picture at the bottom and upload to SeeSaw.
W- Take t-chart assessment on e_e and short e. Give students a dictation.
Th- Nerf Gun words with -er and write them in notebooks
F- No School
M- Block out 7 words in the Story The Three Bears. Play Guess the covered word.
T- Finish The Three Bears and students may color the picture at the bottom and upload to SeeSaw.
W- Take t-chart assessment on e_e and short e. Give students a dictation.
Th- Nerf Gun words with -er and write them in notebooks
F- No School
Week #30 Date 4/3 - 4/7
M- Block out 6-7 words and play Guess the Covered Word using the article School Helpers.
T- Color the picture and upload to SeeSaw. Read the article.
W- t-chart test on u_e words and dictation
Th- Letter sound cards. New skill e_e words. Letter tiles.
F- Phonetic cards using e_e. Play Sparkle. High Frequency words on the Whiteboard app. Creep track if time.
M- Block out 6-7 words and play Guess the Covered Word using the article School Helpers.
T- Color the picture and upload to SeeSaw. Read the article.
W- t-chart test on u_e words and dictation
Th- Letter sound cards. New skill e_e words. Letter tiles.
F- Phonetic cards using e_e. Play Sparkle. High Frequency words on the Whiteboard app. Creep track if time.
Week #29 Date 3/27 - 3/31
M- Take t-chart test using words from the week and give a dictation.
T- Road to Reading. Start with the yellow level and u_e. Letter/Sound cards and letter tiles
W- Decodable words and play Sparkle/High Frequency words on the app called Whiteboard
Th- 10 in a Row Award and play Kahoot using u_e skill
F- Read: School Helpers. Block out 6-7 words and play Guess the Covered Word
M- Take t-chart test using words from the week and give a dictation.
T- Road to Reading. Start with the yellow level and u_e. Letter/Sound cards and letter tiles
W- Decodable words and play Sparkle/High Frequency words on the app called Whiteboard
Th- 10 in a Row Award and play Kahoot using u_e skill
F- Read: School Helpers. Block out 6-7 words and play Guess the Covered Word
Week #28 Date 3/20 - 3/24
M- Road to Reading. Start with the yellow level and o_e. Letter/Sound cards and letter tiles
T- Decodable words and play Sparkle
W- High Frequency words on the app called Whiteboard
Th- Read: My Teddy Bear. Block out 6-7 words and play Guess the Covered Word
F- Students upload My Teddy Bear on SeeSaw and read. Go on EPIC when finished. Work with others 1 on 1 if needed.
M- Road to Reading. Start with the yellow level and o_e. Letter/Sound cards and letter tiles
T- Decodable words and play Sparkle
W- High Frequency words on the app called Whiteboard
Th- Read: My Teddy Bear. Block out 6-7 words and play Guess the Covered Word
F- Students upload My Teddy Bear on SeeSaw and read. Go on EPIC when finished. Work with others 1 on 1 if needed.
Week #27 Date 3/13 - 3/17
M- DRA AM
T- Guess the Covered Word, The Picnic
W- no school
Th- no school
F- no school
M- DRA AM
T- Guess the Covered Word, The Picnic
W- no school
Th- no school
F- no school
Week #26 Date 3/6 - 3/10
M- Continue Book Creator project. This week students write two sentences to go with each picture.
T- Book Creator project-Use Elkonin boxes and analogies to help students with spelling and hearing sounds in words.
W- Book Creator project
Th- Book Creator project
F- Finish up Book Creator project
M- Continue Book Creator project. This week students write two sentences to go with each picture.
T- Book Creator project-Use Elkonin boxes and analogies to help students with spelling and hearing sounds in words.
W- Book Creator project
Th- Book Creator project
F- Finish up Book Creator project
Week #25 Date 2/27 - 3/3
M- Make a new book this week. Write two sentences per page. Work on punctuation and capitals. Help students with spelling and use Elkonin boxes.
T- Book Creator project
W- Book Creator project
Th- Book Creator project
F- No school
M- Make a new book this week. Write two sentences per page. Work on punctuation and capitals. Help students with spelling and use Elkonin boxes.
T- Book Creator project
W- Book Creator project
Th- Book Creator project
F- No school
Week #24 Date 2/20 - 2/24
M- No School
T- Continue Book Creator book. Help students go from basic to better with their sentences. Add a why or where or when to each sentence.
W- Continue Book Creator book.
Th- Students read their books in SeeSaw using the video tool.
F- No Mrs. Jerke
M- No School
T- Continue Book Creator book. Help students go from basic to better with their sentences. Add a why or where or when to each sentence.
W- Continue Book Creator book.
Th- Students read their books in SeeSaw using the video tool.
F- No Mrs. Jerke
Week #23 Date 2/13 - 2/17
M- Play Michelle Obama Kahoot using fill in the blank sentences from Michelle Obama book.
T- Finish up reading the book called Michelle Obama on EPIC.
W-Students will begin their personal book using Book Creator- Set up a 5 page book then begin finding 6 pictures to go with their topic. Talk about how to make their sentences go from basic to better.
Th- Continue Book Creator Book
F- No School
M- Play Michelle Obama Kahoot using fill in the blank sentences from Michelle Obama book.
T- Finish up reading the book called Michelle Obama on EPIC.
W-Students will begin their personal book using Book Creator- Set up a 5 page book then begin finding 6 pictures to go with their topic. Talk about how to make their sentences go from basic to better.
Th- Continue Book Creator Book
F- No School
Week #22 Date 2/6 - 2/10
M- Finish up any CORE testing
T- Read the book on EPIC called Michelle Obama to students. Stop and talk about what they will be learning about based on the picture.
W- Have students take turns reading Michelle Obama on EPIC.
Th- Continue reading Michelle Obama on EPIC.
F- eat cupcakes, write new dates in planner and read the joke of the day.
M- Finish up any CORE testing
T- Read the book on EPIC called Michelle Obama to students. Stop and talk about what they will be learning about based on the picture.
W- Have students take turns reading Michelle Obama on EPIC.
Th- Continue reading Michelle Obama on EPIC.
F- eat cupcakes, write new dates in planner and read the joke of the day.
Week #21 Date 1/30 - 2/3
M- NEW GROUP! Go over rules and routines. Begin to decorate their data folder.
T- Finish decorating Data folder. Start CORE Assessments.
W- CORE Assessments
Th- CORE Assessments (get DRA on AM)
F- CORE Assessments
M- NEW GROUP! Go over rules and routines. Begin to decorate their data folder.
T- Finish decorating Data folder. Start CORE Assessments.
W- CORE Assessments
Th- CORE Assessments (get DRA on AM)
F- CORE Assessments
Week #20 Date 1/23 - 1/27
M- Read the book called: Snowball. Break words like, outside, Monday, everywhere, instead, and sideways before reading.
T- Read: The First Snowflake Then have students rewrite the book using their own words and ideas. Have them use " " to show who is talking.
W- Continue Rewriting The First Snowflake. Students can upload their books to SeeSaw when checked by the teacher. (SNOW DAY)
Th- Continue rewriting The First Snowflake
F- Upload The First Snowflake to SeeSaw. If finished early, they can choose CORE 5 or EPIC.
M- Read the book called: Snowball. Break words like, outside, Monday, everywhere, instead, and sideways before reading.
T- Read: The First Snowflake Then have students rewrite the book using their own words and ideas. Have them use " " to show who is talking.
W- Continue Rewriting The First Snowflake. Students can upload their books to SeeSaw when checked by the teacher. (SNOW DAY)
Th- Continue rewriting The First Snowflake
F- Upload The First Snowflake to SeeSaw. If finished early, they can choose CORE 5 or EPIC.
Week #19 Date 1/16 - 1/20
M- No School
T- High Frequency word cards. Practice on Dry Boards. Play Boost Up Hopscotch with High Frequency words. Add words to SeeSaw as your Ticket Out the Door.
W-no Mrs. Jerke
Th- Take t-chart assessment on o_e words and dictation.
F- Read the book called: Snowball. Break words like, outside, Monday, everywhere, instead, and sideways before reading.
Next week: Read: The First Snowflake Then have students rewrite the book using their own words and ideas.
M- No School
T- High Frequency word cards. Practice on Dry Boards. Play Boost Up Hopscotch with High Frequency words. Add words to SeeSaw as your Ticket Out the Door.
W-no Mrs. Jerke
Th- Take t-chart assessment on o_e words and dictation.
F- Read the book called: Snowball. Break words like, outside, Monday, everywhere, instead, and sideways before reading.
Next week: Read: The First Snowflake Then have students rewrite the book using their own words and ideas.
Week #18 Date 1/9 - 1/13
M- Students finish up writing their own version on Jake.
T- Upload books to SeeSaw. Phonemic Awareness: Sound snacker sound smacker- Initial sound matching PA.026
W- Review sounds and add o_e sound card. Make and break using o_e words
Th- o_e phonetic word cards and play Sparkle
F- High Frequency word cards. Practice on Dry Boards. Add words to SeeSaw as your Ticket Out the Door.
M- Students finish up writing their own version on Jake.
T- Upload books to SeeSaw. Phonemic Awareness: Sound snacker sound smacker- Initial sound matching PA.026
W- Review sounds and add o_e sound card. Make and break using o_e words
Th- o_e phonetic word cards and play Sparkle
F- High Frequency word cards. Practice on Dry Boards. Add words to SeeSaw as your Ticket Out the Door.
Week #17 Date 1/2 - 1/6
M- Christmas Break
T- Finish CORE Assessment on SW. Others draw and write about what they got for Christmas on SeeSaw.
W- review i_e words and play Sparkle. Write High Frequency words on dry erase boards
Th- Read: Jake Then take i_e t-chart assessment and dictation
F- Students who need more work on i_e, review and take assessment again. Others work on writing their own version of Jake.
M- Christmas Break
T- Finish CORE Assessment on SW. Others draw and write about what they got for Christmas on SeeSaw.
W- review i_e words and play Sparkle. Write High Frequency words on dry erase boards
Th- Read: Jake Then take i_e t-chart assessment and dictation
F- Students who need more work on i_e, review and take assessment again. Others work on writing their own version of Jake.
Week #16 Date 12/19 - 12/23
M- CORE Assessments- NS
T- CORE Assessments- SW
W- CORE Assessments- JE
Th-No Power Up
F-Christmas Break
M- CORE Assessments- NS
T- CORE Assessments- SW
W- CORE Assessments- JE
Th-No Power Up
F-Christmas Break
Week #15 Date 12/12 - 12/16
M- Road to Reading-begin CVCe words with letter i words-Sound Cards/Lettter Tiles (brainstorm i_e words)
T- Road to Reading-Phonetice word practice and sight words
W- Road to Reading-Read: Jake-Find i_e words.
Th-CORE Assessments- MM
F-CORE Assessments-MM and NS
M- Road to Reading-begin CVCe words with letter i words-Sound Cards/Lettter Tiles (brainstorm i_e words)
T- Road to Reading-Phonetice word practice and sight words
W- Road to Reading-Read: Jake-Find i_e words.
Th-CORE Assessments- MM
F-CORE Assessments-MM and NS
Week #14 Date 12/5 - 12/9
M- Road to Reading-begin CVCe words with letter A words-Sound Cards/Lettter Tiles
T- Road to Reading-Phonetice word practice and sight words
W- Road to Reading-Read: Tiny Goes to the Library-Find a_e words.
Th-Road to Reading-Assessment t-chart and sentence
F-Road to Reading-reteach a_e words
M- Road to Reading-begin CVCe words with letter A words-Sound Cards/Lettter Tiles
T- Road to Reading-Phonetice word practice and sight words
W- Road to Reading-Read: Tiny Goes to the Library-Find a_e words.
Th-Road to Reading-Assessment t-chart and sentence
F-Road to Reading-reteach a_e words
Week #13 Date 11/28 - 12/2
M- Create Student Made Go Fast book. Upload to SeeSaw using video tool.
T- Road to Reading-letter/sound cards/letter tiles using short e words
W- Road to Reading- Phonetic cards short e and sight words
Th-Assess student for RR
F-Road to Reading- Read: L-8 Complete Assessment
M- Create Student Made Go Fast book. Upload to SeeSaw using video tool.
T- Road to Reading-letter/sound cards/letter tiles using short e words
W- Road to Reading- Phonetic cards short e and sight words
Th-Assess student for RR
F-Road to Reading- Read: L-8 Complete Assessment
Week #12 Date 11/21 - 11/25
M- Create Student Made Go Fast book.
T- Create Student Made Go Fast book.
W- Create Student Made Go Fast book. For those who finish early, challenge them with an extra sentence telling the audience where the vehicle is going.
Th-No School Happy Thanksgiving!
F-No School
M- Create Student Made Go Fast book.
T- Create Student Made Go Fast book.
W- Create Student Made Go Fast book. For those who finish early, challenge them with an extra sentence telling the audience where the vehicle is going.
Th-No School Happy Thanksgiving!
F-No School
Week #11 Date 11/14 - 11/18
M- Road to Reading-Read a new book and t-chart assessment and setence writing
T- Road to Reading- Read Go Fast Level 10.
W- Road to Reading- Students will record their voices on SeeSaw reading Go Fast
Th-Road to Reading- Create sentences of things that go fast. Tell what goes fast and where it goes fast. Make it into a book for students to read.
F-No School
M- Road to Reading-Read a new book and t-chart assessment and setence writing
T- Road to Reading- Read Go Fast Level 10.
W- Road to Reading- Students will record their voices on SeeSaw reading Go Fast
Th-Road to Reading- Create sentences of things that go fast. Tell what goes fast and where it goes fast. Make it into a book for students to read.
F-No School
Week #10 Date 11/7 - 11/11
M- Assess new students.
T- Assess new students
W- Begin Road to Reading-Letter cards and short u words. Phonetic words and play sparkle.
Th-Road to Reading-Make and break letter tiles and sight words
F-No School
What I didn't get to this week?-
M- Assess new students.
T- Assess new students
W- Begin Road to Reading-Letter cards and short u words. Phonetic words and play sparkle.
Th-Road to Reading-Make and break letter tiles and sight words
F-No School
What I didn't get to this week?-
Week #9 Date 10/31 - 11/4 New Group
M- Housekeeping items. Welcome new students and get them checked in. Talk about Data Folders. Behavior Chart.
T- Assess new students
W- Assess new students
Th-New Students absent. My Turn/Your Turn. Write 10 new sight words.
F-Assess new students. Check sight words and practice the missed words by rainbow tracing.
What I didn't get to this week?-
M- Housekeeping items. Welcome new students and get them checked in. Talk about Data Folders. Behavior Chart.
T- Assess new students
W- Assess new students
Th-New Students absent. My Turn/Your Turn. Write 10 new sight words.
F-Assess new students. Check sight words and practice the missed words by rainbow tracing.
What I didn't get to this week?-
Week #8 Date 10/24 - 10/28 (last day of original Power Up Group)
M- Road to Reading- Sight words and Read Cat Takes a Trip Determine the problem in the story.
T- Road to Reading- t-Chart Assessment and Dictation
W- Road to Reading- Review letters and sounds then Making Words with short o words.
Th-Road to Reading- brainstorm short o words
F-Road to Reading- Read: This Is Pig Determine the problem in the story. Find short o words.
What I didn't get to this week?-
M- Road to Reading- Sight words and Read Cat Takes a Trip Determine the problem in the story.
T- Road to Reading- t-Chart Assessment and Dictation
W- Road to Reading- Review letters and sounds then Making Words with short o words.
Th-Road to Reading- brainstorm short o words
F-Road to Reading- Read: This Is Pig Determine the problem in the story. Find short o words.
What I didn't get to this week?-
Week #7 Date 10/17 - 10/21
M- Road to Reading-Phonetic short i words (brainstorm in journals and then read on SeeSaw)
T- Road to Reading- Sight words
W- Road to Reading- Find words with the short i. Read: Cat Takes a Trip. Determine problem in the story.
Th-Road to Reading-T-chart and Assessment
F-Poplet-Have students make a short i Poplet
What I didn't get to this week?-
M- Road to Reading-Phonetic short i words (brainstorm in journals and then read on SeeSaw)
T- Road to Reading- Sight words
W- Road to Reading- Find words with the short i. Read: Cat Takes a Trip. Determine problem in the story.
Th-Road to Reading-T-chart and Assessment
F-Poplet-Have students make a short i Poplet
What I didn't get to this week?-
Week #6 Date 10/10 - 10/14
M- Road to Reading-Practice sight word on Dry Erase boards then play Sparkle
T- Road to Reading- T-chart sort and sentence
W- Road to Reading- Read: What Animal is This? Record voice on SeeSaw
Th-Introduce Take Home Bags
F-Road to Reading- Begin short i words/Letter ID/Sounds/Words and Make and Break
What I didn't get to this week?-
M- Road to Reading-Practice sight word on Dry Erase boards then play Sparkle
T- Road to Reading- T-chart sort and sentence
W- Road to Reading- Read: What Animal is This? Record voice on SeeSaw
Th-Introduce Take Home Bags
F-Road to Reading- Begin short i words/Letter ID/Sounds/Words and Make and Break
What I didn't get to this week?-
Week #5 Date 10/3-10/7
M- CORE Assessment-Vocabulary
T- Choose a book level for a goal. Have students look through books and pick a book they think they can read by the end of the year.
W- Play Main Idea Kahoot (Hundreds chart Reward)
Th- Road to Reading Red Level- Letter ID/Sounds/Make and Break short a words
F-Road to Reading Red Level- Phonetic words/Upload 3 words to SeeSaw. Challenge words for a few students.
What I didn't get to this week?-
M- CORE Assessment-Vocabulary
T- Choose a book level for a goal. Have students look through books and pick a book they think they can read by the end of the year.
W- Play Main Idea Kahoot (Hundreds chart Reward)
Th- Road to Reading Red Level- Letter ID/Sounds/Make and Break short a words
F-Road to Reading Red Level- Phonetic words/Upload 3 words to SeeSaw. Challenge words for a few students.
What I didn't get to this week?-
Week #4 Date 9/26/16-9/30/16
M- CORE Assessment-Phoneme Deletion and Segmentation
T- CORE Assessment-Phoneme Deletion and Segmentation
W- CORE Assessment-ORF
Th- CORE Assessment-ORF
F-CORE Assessment-Vocabulary (all together)
What I didn't get to this week?- CORE Vocabulary Assessment
M- CORE Assessment-Phoneme Deletion and Segmentation
T- CORE Assessment-Phoneme Deletion and Segmentation
W- CORE Assessment-ORF
Th- CORE Assessment-ORF
F-CORE Assessment-Vocabulary (all together)
What I didn't get to this week?- CORE Vocabulary Assessment
Week #3 Date 9/19/16-9/23/16
M- Finish Up with SeeSaw Challenge and hand out certificates
T-CORE Assessment-Begin with Letter ID and word list
W- Letter ID and word test
Th- Letter ID and word test
F-Letter ID and word test
What I didn't get to this week?-
M- Finish Up with SeeSaw Challenge and hand out certificates
T-CORE Assessment-Begin with Letter ID and word list
W- Letter ID and word test
Th- Letter ID and word test
F-Letter ID and word test
What I didn't get to this week?-
Week #2 Date 9/12/16-9/16/16
M- Finish making David's and write a message about about what David should do.
T- SeeSaw K-2 Student Challenge SeeSaw Steps 1-4
W- SeeSaw K-2 Student Challenge SeeSaw Steps 5-8
Th- SeeSaw Challenge 9-12
F- SeeSaw Challenge 13-16
What didn't I get to this week?- SeeSaw Challenge Tasks 14-16
M- Finish making David's and write a message about about what David should do.
T- SeeSaw K-2 Student Challenge SeeSaw Steps 1-4
W- SeeSaw K-2 Student Challenge SeeSaw Steps 5-8
Th- SeeSaw Challenge 9-12
F- SeeSaw Challenge 13-16
What didn't I get to this week?- SeeSaw Challenge Tasks 14-16
Week #1 9/5/16-9/9/19
M-No School
T- Play Just Like Me. Then play David Goes to School by David Shannon on YouTube and write down what students learned about Rules on Chart Paper.
W-Finish writing down Rules/Play Just Like Me/Data Folders
Th-Fill out page 3 of Data Binder. Begin making a David for the Hallway.
F- Finish making a David for the Hallway.
For next week- Introduction to SeeSaw using K-2 Student Challenge/ SeeSaw K-2 Student Challenge SeeSaw Steps 1-10
M-No School
T- Play Just Like Me. Then play David Goes to School by David Shannon on YouTube and write down what students learned about Rules on Chart Paper.
W-Finish writing down Rules/Play Just Like Me/Data Folders
Th-Fill out page 3 of Data Binder. Begin making a David for the Hallway.
F- Finish making a David for the Hallway.
For next week- Introduction to SeeSaw using K-2 Student Challenge/ SeeSaw K-2 Student Challenge SeeSaw Steps 1-10
|