Taylor Powell

Option A: Literacy Block for 1st Grade

Letter writing, Verbs, and Making Friends
8:00-8:15

Letter Writing and Illustrating

8:15-8:45

Interactive Read-aloud and lesson on verbs

8:45-9:15

Guided Reading and Independent Reading

9:15-9:30

Questions Can

9:30-10:00 Independent Writing and Sharing with Peers

8:00-8:15 Letter Writing and Illustrating
After getting into class and getting things ready for the day, students
are to begin to write a letter in their journal to a friend in the class.
(Have students draw names of who to write their letter to). Put up an
example on the smart board of where the date, salutation, and closing
go. If they finish writing before the 15 minutes is up, they can draw a
picture on the back of them and their friend.
TEKS:
110.12-(b):(19A,B)
(A)write brief compositions about topics of interest to the student;
(B) write short letters that put ideas in a chronological or logical
sequence and use appropriate conventions (e.g., date, salutation,
closing);

8:15-8:45 Interactive Read-aloud and lesson on Verbs

Pick one student who says they used and ing word in their sentence.
Have them read their story to the class. Ask the students if they heard
the ing word. Discuss with them what a verb is and how they know if
it is a verb. Next, I will read the book Fox Makes Friends for an
interactive reading time. Before reading point out the author, title, and
illustrator of the book. While reading have the students listen for verbs.
On each page have them come up and point to where the verb is.
TEKS: 110.12-(b): (6A)

(A)identify words that name actions (verbs) and words that name
persons, places, or things (nouns);

8:45-9:15 Guided Reading and Independent Reading

Guided Reading Plan:
TEKS:
110.12-(b):(3C)(5)(6A)

(3C)establish purpose for reading selected texts and monitor

comprehension, making corrections and adjustments when that

Taylor Powell

understanding breaks down (e.g., identifying clues, using background

knowledge, \generating questions, re-reading a portion aloud).
(5) Reading/Fluency. Students read grade-level text with fluency and
comprehension. Students are expected to read aloud grade-level
appropriate text with fluency (rate, accuracy, expression, appropriate
phrasing) and comprehension.
(6A)identify words that name actions (verbs) and words that name
persons, places, or things (nouns);

Names/Group:______________________________________________________
Book: _Best Friends___ Level: __E_______
Date: ______________
GUIDED READING LESSON PLAN

Taylor Powell

While I am with the guided reading group, the rest of the class will be
having independent reading time in a comfy place around the room.
TEKS:
1 Warm Up
Reading

Students: Discuss with

each other the cover of
the book, the author, the
illustrator, and the theme.

2 Prepare
for
Reading

Ask students if they have friends. How do they

act to their friends? Does their friend make them
laugh?
What things do you do with your friends?
Prior to the lesson, have any challenging vocab
picked out and ready to discuss.
Have students tell you what they discussed
about the book while you were dealing with the
rest of the class. Be sure they have the title,
author, illustrator, and theme of the book
correct. If not correct it and explain why.

Before Reading

3
Introduce
Book

4 Minilesson

After ReadingReadingDuring

5 Establish
Purpose/F
ocus

6 Partner
Reading

7 Discussio
n and
Comprehe
nsion

Review what a verb is and have students point

some out in the book. Be sure to restate what a
verb is and give some examples. Have them give
you examples of a verb and use it in a sentence.

When you read today, I want you notice the

verbs and point out what the character is
doing.
Students:
o Take turn reading
pages
o Use strategies when
needed

8 Extension
Activity

Teacher: Gets rest of class settled

doing literacy centers and gathers
materials needed for guided reading
group.

Teacher:
o Listens and observes
o Monitors for fluency
o Provides strategy cue support
o Gathers information for reteaching.

What are some ways the girls were the

same or different?
How can they be friends even if they are
different?
How are some of your friends different
from you?

Students will make a graphic organizer in their

small group of how they are alike and different
and then discuss why they are friends anyways.

Taylor Powell
110.12-(b):(12)

(12) Reading/Comprehension of Text/Independent Reading. Students

read independently for sustained periods of time and produce evidence
of their reading. Students are expected to read independently for a
sustained period of time.

9:15-9:30 Questions Can

Re-read the book Best Friends that we read in guided reading time to
the whole class. Then, draw questions about the book from the
Question Can. Pick on students to answer these questions.
(Examples: Who were the main characters? What happened at the end
of the book? What was the Problem? What was the authors purpose?)
TEKS: 110.12-(b):(9A,B) (13)

(9) Reading/Comprehension of Literary Text/Fiction. Students

understand, make inferences and draw conclusions about the structure
and elements of fiction and provide evidence from text to support their
understanding. Students are expected to: (A) describe the plot
(problem and solution) and retell a story's beginning, middle, and end
with attention to the sequence of events; and (B) describe characters
in a story and the reasons for their actions and feelings.
(13) Reading/Comprehension of Informational Text/Culture and History.
Students analyze, make inferences and draw conclusions about the
author's purpose in cultural, historical, and contemporary contexts and
provide evidence from the text to support their understanding.
Students are expected to identify the topic and explain the author's
purpose in writing about the text.

9:30-10:00
Independent Writing Fiction Stories
Discuss with students what they learned the previous day about fiction
and non-fiction. Then, have students write a fiction story about a trip
they took with an imaginary friend. Have students write out what they
did on their trip, and require them to use at least three paragraphs
(beginning, middle, and end). Have them highlight the verbs they
used. Once they are finished writing, have them switch papers with
their table partner and read each others stories.
TEKS: 110.12-(b):(17E)(18A)

(17E) publish and share writing with others.

(18A) Writing/Literary Texts. Students write literary texts to express
their ideas and feelings about real or imagined people, events, and
ideas. Students are expected to: write brief stories that include a
beginning, middle, and end; and