LESSON PLANS FOR grade 1
Ready Reading
Recommended Grade 1 Lesson Plan
Beginning of the school year:
If all students had instruction with Ready Reading in kindergarten, but may have forgotten some over the break, they could review for a few weeks. This would also allow new students to work with this process before moving to the next level. Continuing whole-class instruction is the most efficient use of time and can work for all levels of students.
However, if there are a number of students who are already proficient with independent blending and reading above grade level, you could group for the next level of basal readers and advanced phonics/spelling lessons.
Test all students for knowledge/retention of individual letter sounds and word blending. Select and dictate words that include all Lesson 1-30 letters for students to write by themselves. Example: Sam, can sack, yam, that; sled, peck, vet, hen, them; lip, fig, win, quit, whiz; fox, top, job, dot, shop; rub, chum, lump, hug, duck.
Mark the incorrect (or missing) letters in each word.
It is most helpful if you chart the letter sounds missed (or known) by each student. Do this in the order of lessons in Ready Reading so it is easy to use the chart to determine a starting point for class review. Begin instruction with the first lesson that several students need to review. Using the chart, then move to the next lesson where there is a need by several students. If single students need review of other lessons in between, make a note to help them with those letters as you progress. Additional words for word blending practice can be found in Ready Reading PLUS.
Begin Ready Reading Instruction - Lessons 30-66
Follow the basic lesson plan format for kindergarten. Length of time spent on each lesson will vary according to the needs of students in your classroom and the numbers of words in the lessons. Some lessons can be easily done in 3 days; others may need 5 days to finish.
In Grade 1, in addition to refining the independent word identification skills, recognizing letter sounds and blending, the primary goal is to concentrate on long vowels and variant vowels with emphasis on precise spellings (ai, ay, a-e) in specific words when they write. Words from the lessons are frequently designated for a spelling list to be tested for a spelling grade.
Along with continuing instruction with Ready Reading, the school district’s basal readers can be continued or started according to progress from their previous level for development of non-phonetic sight vocabulary and fluency.