Beginner Reader Lesson Plan

Monday Tuesday Wednesday Thursday Friday

Fluency / Rereading Fluency / Rereading Fluency / Rereading Fluency / Rereading Fluency / Rereading

Title: Saturday Mornings Title: Dinner
Practice for Fluency: Practice for Fluency:
Re-read previous book Re-read previous book 2
times
Running record with 1-
2 students Running record with
1-2 students
Title: My Birthday Title: My Week Title: Nats New Soccer
Ball
Practice for Fluency: Practice for Fluency:
Re-read previous book 2 Re-read previous book Practice for Fluency:
times 2 times Re-read previous book 2
times
Running record with Test words
1-2 students Test words

Word Bank Word Bank

Word Bank Word Bank Word Bank
Focus Words: often/help Focus Words:
Focus Words: Focus Words: party mother/father Focus Words: cannot
Activity in Text: clean/dinner
Activity in Text: (Almost Activity in Text: (Almost Activity in Text: (Almost
Matching Activity in Text: (Almost
Known) Known) Known)

Known)
matching matching matching
matching
Activity Out of Text: Activity Out of Text: Activity Out of Text: Activity Out of Text:
(Known) (Known) (Known) (Known)
Activity Out of Text:
(Known)
Pick -up or flash Pick-up or flash Pick-up or flash Pick-up or flash
Pick-up or flash

New Book New Book New Book: New Book New Book

Title: Dinner Title: My Birthday Title: My Week Title: Nats New Soccer Title: New Beds
Ball
Level: D Level: D Level: E Level: E
Level: E
Preview Book:
Book Walk:
Text structure
I help make ______. We
have ______. I cook _____
and clean _________.
Focus For Reading:
What is your favorite
dinner?
Listen & Support
Reading:
Students individually whisper
read the new book twice, while
the teacher listens to each
student read briefly. Use
prompts for students that get
stuck
Monday
Preview Book:
Book Walk: Text
structure
I had a ____. We played
_______.
Focus For Reading:
When is your birthday?
Listen & Support
Reading:
Students individually whisper
read the new book twice,
while the teacher listens to
each student read briefly.
Use prompts for students that
get stuck
Tuesday
Preview Book:
Book Walk: Text
structure
I went to _____. We had
so much fun.
Focus For Reading:
What do you like to do
with your family?
Listen & Support
Reading:
Students individually whisper
read the new book twice,
while the teacher listens to
each student read briefly.
Use prompts for students that
get stuck
Wednesday
Preview Book:
Book Walk:
Nat said to the
teacher, I _________.
Focus For Reading:
What is your favorite
sport?
Listen & Support
Reading:
Students individually whisper
read the new book twice,
while the teacher listens to
each student read briefly.
Use prompts for students
that get stuck
Thursday
Preview Book:
Book Walk: Text
structure
Jay and Danny
__________.
Focus For Reading:
What connection can you
make to the book?
Listen & Support
Reading:
Students individually whisper
read the new book twice, while
the teacher listens to each
student read briefly.
Use prompts for students that
get stuck
Friday
Review & Revisit: Review & Revisit: Review & Revisit: Review & Revisit: Review & Revisit:

*Answer questions to *Answer questions to *Answer questions to *Answer questions to *Answer questions to
address the focus for address the focus for address the focus for address the focus for address the focus for
reading. reading. reading. reading. reading.

*Review words they had *Review words they had *Review words they had *Review words they had *Review words they had
trouble reading. trouble reading. trouble reading. trouble reading. trouble reading.

Writing for Sounds Writing for Sounds Writing for Sounds Writing for Sounds Writing for Sounds

Target Features:

Choose Sentence: Choose Sentence: Choose Sentence: Choose Sentence: Choose Sentence:.

I ski in the winter. The ant is very small. I paint with a smock on. I was a skeleton for A skunk is very smelly.
halloween.

Guide Writing: Model Guide Writing: Remind Guide Writing: Remind Guide Writing: Remind
process, erase sentence. students to count the students to count the Guide Writing: students to count the
Students repeat sentence, words, draw the lines, words, draw the lines, Remind students to words, draw the lines,
count the number of use uppercase letter in use uppercase letter in count the words, draw use uppercase letter in
words and draw lines. the beginning and a the beginning and a the lines, use the beginning and a
Students all the sounds period at the end. period at the end. uppercase letter in the period at the end.
they hear in each word. beginning and a period
at the end.
1.
Word Study Word Study Word Study Word Study Word Study

Choose Features: Choose Features: Choose Features: Choose Features: Choose Features:
blends
Sort & Check: Sort & Check: Sort & Check: glue Sort & Check:
Demonstrate: Teacher Independent sort independent sort and write words
directed sort assessment

Sort & Check: Reflect: Ask students to

Reflect: Ask students to Reflect: Ask students to Reflect: Ask students to reflect on their sort by having
reflect on their sort by having reflect on their sort by having reflect on their sort by them complete statements
them complete statements them complete statements having them complete such as, These pictures are
such as, These pictures are such as, These pictures are statements such as, These alike because or I sorted
Reflect: Ask students to
alike because or I sorted alike because or I sorted pictures are alike because pictures in this column
reflect on their sort by having
pictures in this column pictures in this column or I sorted pictures in this because
them complete statements such
as, These pictures are alike because because column because
because or I sorted pictures in
this column because