First Grade Journeys Implementation Guide Five-Day Week
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1 First Grade Journeys Implementation Guide Five-Day Week Whole Group / Dictation is a must do! Choose the day(s) to fit it in based on your preference o Focus wall o Phonemic Awareness o High Frequency Words (Words to Know) Teacher Read Aloud w/ embedded vocabulary and Fluency May need longer Whole Group time on Day 1 Focus Wall Phonemic Awareness Phonics Words to Know Cards (context cards) Anchor Text Introduce target /Fluency (can Reread Anchor Text using First Read Think Through the Text questions Guided retelling using retell cards /Fluency (can Read Companion Text Vocabulary /Fluency (can Extend the Topic Assessment (if needed/optional) Divided by routine, not day : o Encourage movement (standing, sign language, acting out words) to increase participation: o Choral responses o Thumbs up/down o Alternating turns o Team points Teacher Read Aloud: o Can move students to carpet o Students preview the Ancho Text on Monday during independent Small Group time o Think aloud o Set purpose for listening /Phonemic Awareness: o Blend word/ say word/ say 3 times o Incorporate movement when possible o Embed vocabulary on words students are not familiar with 1 of 5 Dictation: o Say word, break word into phonemes (fists up, count sounds) Anchor Text / comprehension o Preview on Day 1 in small group (independent time) o I read/you read o Think aloud o Think Through the Text questions on second read o Choral reads o Reread in small
2 o Whisper to partner o Think, Pair, Share o Refer to Look Fors for all routines group o Retell story to a partner o Graphic Organizer (examples of resources to use for Whole Group) Grab-and-Go FCRR.org Words to Know Cards Small Group / Order of books is flexible, but all are a must do: vocab reader, decodable, leveled reader Vocab Review of Decodable, Leveled, or Vocabulary Assessment as needed Grab-and-Go Active Participation (see Look For checklist) FCRR.org Test taking strategies Independent work behaviors Emphasis on tracking text Partner reading Pre-read independently Independent Work : o Preview anchor text o Reread anchor text o Preview companion text o Practice spelling words in various engaging ways o Word work activities o Read decodable o Listening centers o s Notebook Leveled differentiation: o When possible, give below level students access to the onlevel readers and the on-level readers access to the above level readers o Option: Use kinder readers and decodables with below level students Leveled Differentiation o make sure to meet with below level groups daily Leveled Differentiation o make sure to meet with below level groups daily 2 of 5
3 Individual reads a page or sentence to assess Pre-teaching seatwork - only pages that students can access o Journaling Vocabulary differentiation: o May need to use ELD reader with below level readers on occasion Spelling, Writing, Grammar (outside the whole/small Grammar and Spelling o Embed grammar and spelling into daily instruction Guided Writing teaching Target Skill o use sentence frames Embed grammar and spelling into daily instruction Re-teach target skill Students write independently Edit and Revise Independent writing activity Spelling test (optional) Choice Activities Depending on Progress of Students: 1. Final Presentation of writing 2. Finish up writing activity 3. Introduce through writing Optional Activities Language and Literacy Guide s Notebook Projectables Lucy Calkins materials 4 Square resources Handwriting is a strong focus in the beginning of the school year for writing and spelling. 3 of 5
4 Four-Day Week 4 Day Week Day 1 Day 2 Day 3 Day 4 Whole Group / o Focus Wall o Phonemic Awareness o High Frequency Words Teacher Read Aloud w/ embedded vocabulary and Fluency May need longer Whole Group time on Day 1 o Focus wall o Phonemic Awareness o Phonics Words to Know Cards (Context Cards) Anchor Text Introduce target (may use in small /Fluency (can be whole or small Reread Anchor Text using First Read Think Through the Text questions Guided retelling using retell cards (may use in small /Fluency (can be whole or small Read Paired (companion) Text Vocabulary (may use in small Small Group /, Vocab s s s 4 of 5
5 4 Day Week Day 1 Day 2 Day 3 Day 4 Spelling, Writing, Grammar (outside the whole/small Grammar and Spelling Embed grammar and spelling into daily instruction Guided Writing teaching Target Skill o Use sentence frames Embed grammar and spelling into daily instruction Re-teach target skill Students write independently Edit and Revise Independent writing activity Optional Activities 5 of 5
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