Daily 5 Reading Lessons
Rationale: The purpose of this lesson
is to have students demonstrate their
ability to both read aloud text with
fluency and to demonstrate their ability
to blend letter sounds.
Materials/Equipment:
Clem Goes to School – Jennica Sterling
iPads with Magnetic Words App
Dry erase board with eraser & markers
Story Elements Reading Response Chart
Diary of a Fly – Doreen Cronin
Lenny Lion and Molly Mouse
TEKS Achieved:
Establish purpose for reading selected texts
and monitor comprehension, making
corrections and adjustments when that
understanding breaks down (e.g., identifying
clues, using background knowledge, generating
questions, re-reading a portion aloud).[4C]
Read aloud grade-level appropriate text with
fluency (rate, accuracy, expression,
appropriate phrasing) and comprehension.[5A]
Connect the meaning of a well-known story or
fable to personal experiences.[7A]
Bloom’s Taxonomy:
Knowledge/Remember
Comprehension/Understand
(For the four categories below, delete
Differentiated Learning:
any criteria which do NOT apply to your
Auditory
Visual/Spatial
lesson.)
Verbal/Linguistic
Intrapersonal
Interpersonal
Classroom Strategies:
Cooperative Groups
Hands-On
Technology
Centers
Independent Activities
Charts/Graphs/Maps
Problem Solving
Whole-group
Pairing
Curriculum Integration:
Reading
Writing
Submitted by: David Giamundo
Grade Level: First
Subject/Topic: Reading
Objectives:
(Statements about what the children will do, written out as “the
student will.” Include objectives for your chosen content area(s). Refer to the TEKS and
ELPS. The number of objectives should meet the number of TEKS and ELPS)



TSW monitor comprehension while reading.
TSW read aloud grade-level appropriate text with fluency.
TSW be able to complete a graphic story elements organizer based
on a story they have read.
Lesson Plan:
Introduction (Anticipatory Set/Motivation):
The lesson will be started by continuing our author study on Doreen Cronin. I will read
aloud Diary of a Fly to the class. While reading aloud I will use stop and ask questions to
elicit higher order thinking from the students and making connections while reading.
Process: The lesson plan will be given for both daily 5 groups that are
going to be met with today
Information Giving:
Group A: Information will be given by introducing the new level 18 text (Lenny Lion and
Molly Mouse) that we will be reading aloud today. Have the students take a look through
the book and point out any vocab words the students may have difficulty with.
Group B: Before introducing the new text for this group to work with, inform them that
today we are going to be working on blending sounds. Briefly review how two letters
together create a “blended” sound instead of saying each letter individually.
Modeling:
Group A: Read a passage from the story and demonstrate how you can determine
information from what you are reading; setting, characters, plot, etc. “So by reading this
passage I can determine that some characters of this story include …”
Group B: On the white board write out some blends and speak them out with the group.
Work with them and ensure that they are correctly blending the sounds.
Check for Understanding:
Group A: Review with the students how graphic organizers are filled out and the
expectations you have of them. Ask the students if we’re simply going to be writing in
words in the organizer or if we’re going to completely fill out the organizer.
Group B: After creating some blend sounds on the dry erase board ask if there were any
questions on sounding out blends. If any students had difficulty with any blends, review
them and work on them until they are able to blend correctly.