First Grade Lesson Plans

Week: 2 Word Study

TEKS:

Shared Reading

TEKS: 1.22A, 1.22B.i

Target: I can write and spell 10
words with syllables ma me mi mo
mu
Verb: write, spell
Resource: Senderos
Spelling Words: mam, mapa, me,
mi, mima, pap, ama, puma.
Vocabulary Words: amigo, con,
es, mi, somos, y.

Phonemic Awareness/Phonics TEKS: 1.2A, 1.3B, 1.3D, 1.8A, 1.21A, 1.22A, 1.22E,

LE: Introducing spelling using

word family cards. Introduce
vocabulary words by writing on the
board and using them in a
sentence for understanding.
Review spelling words and word
families by using the alphabet
archs and letters.

Letter-Sound Routine to
introduce the letter M.
Suggested words for
phonological practice
include:
mam, pap, mi, mima,
mapa, casa, mimo, masa,
taza, mora, meta. Show
the syllables chart. Say to
students you are going to
say each letter and
syllable. Give the
Introduce
the
instructions
forletter
themP.to give
Suggested
for can
you thumbswords
up if they
phonological
practice
hear the sound
/m/ or if
include:palma,
papa,
they see the letter
m. pasa,
pap,
puma,
pelo,
piso,
Distribute the plastic
letters
poco.
the(2plastic
a, e, i,Distribute
o, u and m
of
letters
to each
each one).
Saystudent.
the first Say
a
word from
suggested
syllable
in thethe
word
(for
list
below./ma/).
Students
echo
example,
While
the
then
buildare
thelistening
word with
students
thethe
plastic
Suggested
syllableletters.
they are
going to
Instruct
students
to listen
words:
mapa,
pipa,
also repeat
thepomo,
syllable
and
for
the
sound
/m/
at the
mimo,
puma,
papa,
they will
build Pepe,
the syllable
beginning
of a
pap,
Memo.
with the
plasticReview
letters.the
Now
word.
If the word
starts
letter-sound
relation.
Tellwith
say the second
syllable
of
/m/,
students show
thumbs
students
they will
the word that
(for example,
up.
If it starts
practice
making
that
/ma/). While
the words
students
with
another
sound,
they
rhyme.
Ask:
What
does
listen the
syllable
they
will
show
thumbs
rhyme
mean?
How do
build it with
the plastic
down.
Usewhen
the following
you
know
words
letters.
One syllable
to
words:
mapa, pomo, pipa,
rhyme?
build theDiscuss
word (for
mimo,
puma,
Pepe, papa,
responses.
Remind
example, mam).
Practice
pap,
Memo.
Say: The
students
thatwords
with several
letter
Mrhyme when the
words
according
to the time
Introduce
sound
for
the
makes
thethe
sound:
/m/.
vowel
part
(the
vowel
and
allowed.
The
following
letter
P,
pingino.
Say
the
Watch
my
mouth.
M,
/m/.
ending
consonant
orusing
words can
be made
word
pingino.
say
Ask
students
toThen
notice
consonant
blend)
sounds
previously introduced
the
word
in
syllables:
pinwhat
their
mouths
and
the
same,
the mima,
letters:
me,but
mam,
gi-no.
Ask
the
students
to
throats
do
as
they
echo
the
beginning
sound
is momia.
Memo, mimo,
amo,
repeat
the
word
dividing
it
sound.
Possible
prompts
different.
that
Review allTell
thestudents
letter-sound
in
syllables:
pin-gi-no.
Ask
include:
What
do yourare
lips,
many
rhyming
relation
the youwords
have
students
to
say
the
word
tongue,
and
throat
do
as
part
of a word
family
and
presented
using
the Letterand
clap once
for
each
you
make
this
are
spelled
thesound?
same
atIsthe
Sound
Routine.
syllable
in
the
wordsapo,
pin-giyour
mouth
opened
or
end (for
example:
no.
Suggested
words
for
closed?
throat
tapo).
ToDoes
closeyour
the lesson
phonological
practice
wiggle?
Is
your
voice
on
review the meaning of or
include:mapa,
pomo,
pipa,
off?
Do you feel
air coming
rhyme.
mimo,
puma,
papa,Ask
pap,
out of your
mouth?
Memo.
the echo
studentsDistribute
to listen and
plastic
letters toThe
each
again. Review:
letter M
student.
Use
the Teacher
makes the
sound:
/m/.
Review
onemouth.
of the M,
Rhyme
Watch my
/m/.
Charts
from
Daily
6
Show the
card
for Lesson
the letter
Word
Study.
Remind
M. Explain
that
each Letterstudents
thathas
words
rhyme
Sound Card
a picture
when
part (the
which the
will vowel
help students

Monday
LE: Introduce word families. Model
words whole group and use
magnet letters on the board to
spell vocabulary words

Tuesday
LE: Using spelling words/word,
create a foldable with rhyming
words.

Wednesd
LE: Display incomplete sentences,
have students choose the correct
words to complete sentences.
Students will write whole
sentences.

Thursda

Phonics

R: Using Phonic's skill

from each Lesson in Journey's
(Day 1- Day 5)
A: Activities vary each day
working with short "a" sounds,
blending, and decoding.

1.28A
Target: I can draw and explain how to be an attentive
listener.
Verb(s): draw, explain
DOK: DOK 1 (recall)
Task: How to become an attentive listener.

LE: Teach how to be an attentive listener. You will need

chart paper and handout. On chart paper draw and list
the ways to be a good listner.
1. How do you listen with your eyes?
2. How do you use your lips to be a good listner?
3. How do good listners use their hands?
4. How do you use your feet?
5. How do good listners use their ears?
6. How do good listners use their brain?

LE: Review chart from Monday and discuss how and

what you use to be an attentive listener.
1. How do you listen with your eyes?
2. How do you use your lips to be a good listner?
3. How do good listners use their hands?
4. How do you use your feet?
5. How do good listners use their ears?
6. How do good listners use their brain?
Do a book walk with your attentive listnersusing your big
book.

LE: Introduce how to have a discussion. Chart ways to

have a discussion and what is expected.
1. What is a discussion? A discussion is taking turns
talking about a certain topic.
2. What are some rules we will need to follow when we
have discussions as a class or small group? (rules are
similar to being an attentive listner)
* Read your big book aloud. Students will listen with
thier whole bodies (eyes, lips, hands, feet, ears, and
brain). Discuss the cover, author, and illustrator.
Discuss 2-3 illustrations by having a discussion. Ask
questions. Review why it is important to have rules for a
discussion.

LE: Explain that to be a good listner, the listner must

follow directions. Play a game giving two-step
directions (clap your hands 2 times and touch your
toes). Have the children repeat the directions orally and
then complete the actions. Repeat several times using
other actions.
*Remind children to be good listners during the read
aloud. Do a book walk discussing parts from the
previous lesson. Pose questions that activate
background knowledge, predicitions, and establish a
purpose for reading. Practice giving two-step directions
using a book (touch the picture of the ___, then touch
the letter ____). Choose a student to come up and
follow directions. Repeat 2 more times. Have the
students take turns giving directions using the book, and
other children following the directions. *Why is it
important to follow directions?

First Grade Lesson Plans

Assessment: Practice Book pg. 9. A: Read each sentence and pick
Complete each cvc word and write the best word to complete the
it on the line.
sentence.

Friday

A: Create a foldable drawing 4 out of 6 ways to be an

attentive listner. Students should be able to explain
their drawings orally.

First Grade Lesson Plans

Guided Reading

Literacy Centers:

Working on center routines and expected behavior while working in TEKS: Print Awareness: 1.1A,B,C
centers.
Phon. Awareness: 1.2A,D,E,F
Asessing reading levels while working on center routines.
Phonics: 1.3Ai-ii,B,Ci,D,H
Spelling:
1.22A,Bi
Handdwriting: 121A
Comprehension:1.Fig.19D,E
Media: 1.16A
Centers remain the same for 2 days (Mon & Tues, Wed & Thur).
Centers will rotate 2 on one day, and 3 on the other.
Centers:
#1: DOL: Students will copy a sentence from the promethean
board correcting the mistakes.
#2: Writing:
Write about "My Best Friend"
#3:
Computers- Raz-Kids Learning to read
#4:
iPads: St Math

Centers:
#1: DOL: Students will copy a sentence from the promethean
board correcting the mistakes.
#2: Writing: Write
about "My best friend"
#3: Computers- RazKids Learning to read
#4: iPads: St Math

Centers:
#1: DOL: Students will copy a sentence
from the promethean board correcting the mistakes.
#2: Science: Student draw weather pictures on their journal.
#3: Computers- Raz-Kids Spanish
beginners book.
#4: iPads: St Math

Centers:
#1: DOL: Students will copy a sentence
from the promethean board correcting the mistakes.
#2: Math: Students work on graphing. They make a survey
asking their friends favorite food.
#3:
Computers- Raz-Kids Learning to read
#4:
iPads: St Math

First Grade Lesson Plans

No Centers

First Grade Lesson Plans

Writing
Grammar TEKS : 1.20A.ii 1.20Av.i Nouns
Writing TEKS : 1.17 A, 1.17B, 1.17E
Unit 1: Exchanging Ideas and Messages (Personal Narratives)
Vocabulary: decode, nouns

Target: I can select a topic by drawing, sharing ideas, and making lists.
Task: The teacher and students will brainstorm a list of story ideas in your writers notebook together (family, vacations, holidays friends, pets, birthday
draw a small picture by each topic on the list. Then allow the class to select the most popular topic by taking a vote. This will be the idea for writing (ex
models turn and talk about her personal experience (summer vacation) then students turn and talk about the selected topic in the correct sequence.

Target: I can plan a story by illustrating the beginning and labeling the nouns.
Task: Teacher models turn and talk about the first part of her personal experience (summer vacation) then students will do the same. The teacher usin
words or a picture about the beginning of her story. The students will do the same using a graphic organizer. Using the writers notebook the teacher w
her story and label the nouns in the picture box (teach nouns as you label your pictures). Students will draw and label the nouns from the beginning of

Target I can write a story in the correct sequence.

Task: Teacher retells her story using the illustrations. Then she models (verbally ) a complete sentence using the nouns that were labeled the previous
conventions (capitals, spacing, decoding-sounding out unfamiliar words, using word wall words, and punctuation) while writing the first sentence. Be s
the pronoun I and model how to spell unfamiliar words. Students will begin writing their story in the correct sequence.

Target: I can plan a story by illustrating the middle and labeling the nouns.
Task: Teacher models turn and talk about the middle and end of her personal experience (summer vacation) then students will do the same. The teach
write words or pictures the middle and end of her story. The students will do the same using a graphic organizer. Using the writers notebook, the teac
end of her story. Then label the nouns in the picture box (teach nouns as you label your pictures). Students will draw the middle and end of their story
Formative: Grade the student on labeling nouns in the illustrations.

First Grade Lesson Plans

Target I can write a story in the correct sequence.

Task: Teacher retells the middle of her story by using the illustrations. Then she models (verbally ) a complete sentence using the nouns that were labe
teacher then teaches conventions (capitals, spacing, decoding-sounding out unfamiliar words, using word wall words, and punctuation) while writing t
sure to emphasize capitalizing the pronoun I and model how to spell unfamiliar words. Students will write the middle of their story in the correct seq
Note: This lesson will be continued through Tuesday of next week.
Formative: Use a rubric to grade conventions and handwriting.

First Grade Lesson Plans

Math Problem Solving

Math Skills

TEKS: 1.1A , 1.1B , 1.1D, 1.11D , 1.12A , 1.12B

TEKS: 1.1, 1.1A, 1.1C, 1.1D, 1.1E 1.1F, 1.1G, 1.8, 1.8A, 1.8B
Target: I can collect, organize and discuss data to make picture
graphs.
Verbs: collect,
organize, discuss
Vocabulary:
Category, attribute, characteristic,collect, compare, horizontal, organize,
represent, sort, symbol, tally marks, T-chart, Title, unit of data, vertical

Stephanie had 5 red apples and 4 green apples. How many

apples does she have in all?

Prior to instruction, create a real object grid mat on buletin board paper.
Place the real object grid mat on the floor for the class to see. Instruct
students to remove 1 of their shoes and display it for the class to see.
Facilitate a discussion guiding students to sort the collection of shoes by
3 defining attributes (sport shoes and dress shoes, sports shoes and
boots, white shoes and colored shoes,etc) Explain that the shoes will be
used as the date to construct a real-bject graph. Write each attribute on
a separate index card. Place the index cards at the end of the real
object grid mat. Facilitate discussion regarding an appropriate title, write
it on an index card and place it on the graph.Invite students to place
their shoe on the graph. Teacher will take a picture of the graph to
project. Ask questions such as What does each shoe represent (each
student in the class); what attributes did you use to sort the shoes?
Which row/column has more shoes represented? How did you
determine which group had fewer shoes? What is a comparison
There are 16 boys and 10 girls in Mrs. Bracey's class. Are there Describe
survey
is "when
youthe
ask
the same question
statementwhat
that a
can
be written
about
relationship
between about
the 3 rows
more girls or more boys?
something
we record
the in
responses
and talk about
them).
displayes? and
(number
of shoes
the first row/column
is less
thanSurvey
the
students
find out
their favorite
type of drink is (water, milk or
number oftoshoes
in what
the second
row,etc)
juice). Teacher will create a tally chart and explain that the student
responses will be recorded on the chart using tally marks "When you
use tally marks you make one line for each person, when you get to the
5th person you make a diagonal line across the group instead in order
to show a group of five." teacher will label the chart and discuss the
importance of titles and labels on a graph. Have a discussion about the
tally marks: Ask questions about the graph, such as: which drink is the
favorite? How many more students chose ___ than ____? Explain to the
students that we are going to create a picture graph that will represent
the same data as the tally chart. Give each kid a sticky note. Have them
draw
favoritegraph
drink.created
Collect yesterday,
the drawings
use them
in a whole
Mrs. Bralley made a ABB pattern with her strawberries and
Usingtheir
the picture
askand
students
guiding
group
activity.
willtype
useofsticky
notes
to make
a picture
on
grapes. She had 13 fruits altogether. Can you show Mrs.
questions
suchTeacher
as: What
graph
is this?
(picture
graph)graph
what is
the
Remember
tograph?
label and
a title
on the graph.
As a class
Bralley's pattern?
the board.
purpose
of a picture
(Toplace
give us
information)
The teacher
will
continue
to discuss
the relationship
the number
ofthe
pictures
and
then
flip the
sticky tones
over on thebetween
picture graph
to show
blak side
the
(thenumber
purposeofoftallies.
doing this is to create a bar-type graph) Ask what type of

Gaby had 10 marbles. She gave 3 to her little brother. How

many marbles does she have now?

graph do you think I have created? Teacher will explain that it is a bar
type graph. A bar type graph uses bars of different lengths or heights to
show information.Review the parts of the graph with the students such
as titles and labels. Say "Since we know what a bar type graph looks
like, let's collect information to create another bar type graph. What can
I do to collect infomation?(take a survey). Conduct a survey asking the
students a question such as: what's your favorite scicence tool to use?
would you rather be an eagle or a whate? etc. Record responses using
tally marks on a tally chart. Briefly discuss the survey and use the
following questions to help guide the discussion. What does this survey
tell us? Which group has the most? The fewest? how many people
respondedato
the survey?
How
think
this
survey might
Distribute
teacher
created
bagdoofyou
color
tiles,
handout:
1" Gridbe helpful
to us? Theand
teacher
ask the students,
can1 we
use
the
template,
a set will
of markers
or crayons"How
(1 red,
blue,
1 green)
to
information
onDisplay
our Tally
Chart to
create aTeacher
bar typePet
graph?
Theand
teacher
each student.
teacher
resource:
Survey
explain
willstudents
then model
to create a15bar
type graph
usinglto
the
information,
to
that how
you surveyed
teachers
at schoo
determine
their
includingkind
the of
title
and
labels.students to use their bag of color tiles,
favorite
pet.
Instruct
handout 1"Grid template, and set of markers or crayons to construct a
bar-type graph using the displayed data. Remind students to label each
of the row/columns, number the squares to create a scale, and record a
tile for the graph. Allow time for students to complete their bar-type
graph. Distribute handout: Bar-Type Graph Student Record to each
student. Fcilitate a class discussion about the bar type graphs created.
Instruct students to individually document their responses on their
handout: Bar-type Graph Student Record. Ask What does each
row/column represent? (a pet) What pet is liked the least (fish) How did
you determine your answer? Which row/column is tallest (middle one).
What is a comparison sentence that can be written to describe the
relationship between the number of teahers who like dogs and the
number of teacher who like fish? More teachers like dogs than fish;
fewer teachers like fish than dogs etc.Facilitate a discussion about how
the data could be described using comparative language. Allow students
time to orally discuss comparative statements that represent the data
with their neighbor.

First Grade Lesson Plans

Assessment: Students will complete page 126-137 from the Texas
Mathematics.

First Grade Lesson Plans

Science

Social Studies

TEKS 1.8A, 1.8B, 1.1A, 1.1B, 1.2D,

Target: I can observe/record weather information, including relative
temperature, such as hot or cold, clear or cloudy, calm or windy, and
rainy or icy.
Verb: observe/record
Vocabulary: thermometer, weather, wind, water cycle, evaporate,
condense, temperature, water vapor, meteorologist.

TEKS: 1.11A, 1.11B

TARGET: I can identify and tell the reason for rules and laws in
the home, school, and community.
Verb: identify, explain
Vocabulary: Rules, Laws, Authority figure, leadership, community,
public officials

Read the interactive Science books "All About Weather". As the book
is read, highlight the weather words the students are hearing, such
as sunny, cloudy, rainy, stormy, hot, cold, windy, etc. In addition,
discuss how they might know what the weather will be. Go outside
and observe the weather. How would you describe the weather
today?
Kids Wonder About Weather
https://www.youtube.com/watch?v=QZVtgOK8uTw

LE: Ask: What some of the important rules in the classroom and
the school?
What are some of the important laws in the community?
Why is it important to have rules and laws?
What are the consequences of not following rules and laws?
Watch Brainpop Jr. School. Then discuss why we have rules and
what rules we have and what happens if we don't follow them.
Chart the rules on an anchor chart under the title School.
Resources: Brainpop Jr.

Review the weather book from previous day. Review the vocabulary
words such as sunny, cloudy, rainy, stormy, hot, cold, windy etc.
Discuss what kind of clothes we can use depending the kind of
weather. Explain the four components of weather: precipitation (rain,
snow, sleet, hail), wind speed (calm, windy), cloud cover (clear, partly
cloudy, overcast), and relative temperature (hot, warm, cool, cold).

LE: Review what you did the previous day on your rules anchor
chart. Now discuss what is a community and Have students turn in
and talk about what are some laws in the community. Brainstorm
on the anchor chart what some laws are in the community and
chart them under community. Discuss consquences of these
laws. On Rules and Bubble Double sheet, have students write 3
laws and 3 rules from the chart you have made or they can think of
their own.

As a class activity after the story, have the students sort the
Verbal/Visual Cards for Reading that they heard in the story. They
should be
encouraged to create categories, such weather where we can
play outside or weather where we need warm clothing.
After the vocabulary sort, distribute the Weather Safety
Pictures. There are enough pictures for one per two students. Have
each pair of students look at their picture and then decide:
In what kind of weather would they need the item?
How would it help keep them safe? Show students the four pictures
of the Tools to Measure Weather one at a
time. Allow students the opportunity to predict what each tool
measures before telling them. (The thermometer measures air
temperature; the rain gauge measures precipitation; the weather
vane measures wind direction and the wind sock measures relative
wind speed.)
Review previous day activity and have students think and discuss
about the activity, allow time for each group. When students have
had time to think and discuss, allow time for each group to share.
Record student responses in class science notebook. Encourage
students to observe the sky for cloud cover and pay attention to the
temperature and if the wind is blowing. (If there is precipitation falling,
it may not be advisable to take students outside.) What types of
weather conditions are associated with rain? Cloudiness, above
freezing temperatures
What types of weather conditions are associated with snow (icy
conditions)? Cloudiness, below freezing temperatures
Once students have returned inside, create a 4-part chart to record
observations. Ask about student observations. Then, ask what other
types of weather they may have experienced. What activities can
they participate in
during the conditions they have listed? (An added question coul be
What tool do we use to measure this component of the weather?)

LE: Review rules and laws again and how they are alike and
different. Do a Venn diagram whole group. Model how to make a
foldable with the worksheet. They will then on the back piece of
construction paper, draw a rule they have at school, at home and a
law. Have them orally describe what they drew for each.

LE: Using the Tree Map have students sort the rules from the laws.
Also then have them write or draw a picture about what they think
life would be like with no laws and write one sentence about it.

First Grade Lesson Plans

Assessment: Have students illustrate and describe the four
components of weather, including precipitation, wind speed, cloud
cover, and temperature using the Four-Part Fold PI.

Assessment: Draw a picture of yourself following one of the rules

at school community or following one of the laws of the local
community. Orally explain how the rule or law you picked to draw
helps the school community or local community.