Weekly Lesson Plan: Reading and Literacy (Quarter 1)
Grade Level: 1
Subject: Reading and Literacy
Week: 1
Duration: 5 days
Day 1: Rhyming Words and Nursery Rhymes
Competencies:
Segment two to three syllable words into syllabic parts.
Chant nursery rhymes and poems.
Say two to three words that rhyme.
Identify rhyming words in nursery rhymes, poems, and chants.
Activities:
1. Warm-Up:
o Rhyming Chant: Begin with a simple chant of familiar nursery rhymes.
Emphasize rhyming words.
2. Guided Practice:
o Syllable Segmentation: Clap out syllables for two to three syllable words and
have students repeat.
o Rhyming Words Activity: Read a nursery rhyme aloud and highlight rhyming
words.
3. Activity:
o Rhyming Word Matching: Match rhyming words using picture cards.
Assignments:
Syllable Worksheet: Segment given words into syllables and color the pictures of
corresponding objects.
Performance Task:
Create a Rhyming Poem: Students create a short poem or chant using rhyming words
and present it to the class.
Rubrics for Performance Task:
Needs
Criteria Excellent (4) Good (3) Fair (2)
Improvement (1)
Rhyming Uses rhyming words Uses rhyming Uses some Struggles to use
Needs
Criteria Excellent (4) Good (3) Fair (2)
Improvement (1)
accurately and words with minor rhyming words
Words rhyming words.
creatively. errors. correctly.
Clarity and Poem is very clear Poem is clear and Poem is Poem is unclear or
Presentation and engaging. mostly engaging. somewhat clear. disorganized.
Very creative and Creative and Somewhat
Creativity Lacks creativity.
original. original. creative.
Day 2: Sounds and Phonics
Competencies:
Identify initial sounds (vowels, consonants).
Isolate sounds.
Substitute individual sounds in simple words to make new words.
Sound out words correctly.
Activities:
1. Warm-Up:
o Sound Review: Review initial sounds with flashcards.
2. Guided Practice:
o Sound Isolation: Isolate and pronounce initial sounds from given words.
o Sound Substitution: Change one sound in a word to make a new word (e.g., cat
→ bat).
3. Activity:
o Word Building: Use letter tiles to build and sound out simple words.
Assignments:
Phonics Worksheet: Complete exercises on isolating and substituting sounds in simple
words.
Performance Task:
Sound Sorting Activity: Students sort and categorize words based on their initial sounds
and create new words by substituting sounds.
Rubrics for Performance Task:
Needs
Criteria Excellent (4) Good (3) Fair (2)
Improvement (1)
Sound Identifies sounds Identifies most Identifies some Struggles to identify
Needs
Criteria Excellent (4) Good (3) Fair (2)
Improvement (1)
sounds sounds
Identification accurately. sounds.
accurately. accurately.
Substitutes sounds
Word Substitutes most Substitutes some Struggles with
correctly to make
Substitution sounds correctly. sounds correctly. sound substitution.
new words.
Pronounces words Pronounces most Pronounces some Pronunciation is
Pronunciation
clearly and correctly. words clearly. words clearly. unclear or incorrect.
Day 3: Vocabulary and Word Functions
Competencies:
Use vocabulary referring to oneself and family.
Identify words with different functions (naming words, action words, describing words).
Read high frequency words accurately for meaning.
Write words correctly and legibly.
Activities:
1. Warm-Up:
o Family Vocabulary: Introduce and discuss words related to family members.
2. Guided Practice:
o Word Function Sorting: Sort words into categories (naming, action, describing).
o High Frequency Words Practice: Read a list of high frequency words.
3. Activity:
o Vocabulary Matching: Match words to pictures and sentences.
Assignments:
Vocabulary Worksheet: Write sentences using family vocabulary and categorize words
into naming, action, and describing words.
Performance Task:
Personal Vocabulary Book: Students create a book with pages for naming words, action
words, and describing words, including personal vocabulary related to themselves and
their family.
Rubrics for Performance Task:
Needs
Criteria Excellent (4) Good (3) Fair (2)
Improvement (1)
Accurately Identifies and Identifies and Struggles to identify
Word Function
identifies and categorizes most categorizes some and categorize
Identification
categorizes words. words. words. words.
Writing is
Writing is clear Writing is mostly
Legibility somewhat Writing is unclear.
and legible. clear.
legible.
Uses vocabulary Uses vocabulary Uses some
Struggles with
Vocabulary Use accurately and accurately with vocabulary
vocabulary use.
creatively. minor errors. accurately.
Day 4: Environmental Prints
Competencies:
Recognize environmental prints.
Activities:
1. Warm-Up:
o Print Recognition: Show various examples of environmental prints (e.g., signs,
labels).
2. Guided Practice:
o Print Exploration: Discuss and identify environmental prints around the
classroom or in a provided set of images.
3. Activity:
o Environmental Print Hunt: Students find and label environmental prints from a
provided set of images.
Assignments:
Environmental Print Worksheet: Identify and color environmental prints from given
pictures.
Performance Task:
Environmental Print Poster: Create a poster with drawings or cutouts of environmental
prints and label them.
Rubrics for Performance Task:
Needs
Criteria Excellent (4) Good (3) Fair (2)
Improvement (1)
Recognizes and Recognizes and Struggles to
Recognizes and
Recognition labels all prints labels some recognize and label
labels most prints.
accurately. prints. prints.
Poster is very Poster is creative Poster lacks
Creativity and Poster shows
creative and well- and mostly well- creativity and
Presentation some creativity.
presented. presented. presentation.
Some labels are
Labeling Labels are clear Most labels are Labels are unclear or
clear and
Accuracy and accurate. clear and accurate. incorrect.
accurate.
Day 5: Story Comprehension and Personal Narration
Competencies:
Comprehend stories (characters, settings, and events).
Sequence events.
Narrate personal experiences of oneself and family.
Activities:
1. Warm-Up:
o Story Reading: Read a short story and discuss characters, setting, and events.
2. Guided Practice:
o Event Sequencing: Use a story sequence chart to arrange events in the correct
order.
3. Activity:
o Personal Experience Sharing: Students narrate a short story about a personal
experience with family.
Assignments:
Story Comprehension Worksheet: Complete a worksheet where students identify
characters, settings, and events from a new story.
Performance Task:
Personal Experience Story: Write and illustrate a short story about a personal
experience with family, focusing on clear sequencing and details.
Rubrics for Performance Task:
Needs
Criteria Excellent (4) Good (3) Fair (2)
Improvement (1)
Includes detailed Includes most
Includes some Lacks clear
and clear characters,
Story Details characters, settings, characters, settings,
characters, settings, settings, and
and events. and events.
and events. events clearly.
Events are well- Most events are Some events are
Events are not
Sequencing sequenced and sequenced sequenced
logically sequenced.
logical. logically. logically.
Story is well- Story is mostly Story is somewhat
Narration Story is unclear;
narrated and well-narrated and narrated;
and illustrations are
illustrations are illustrations are illustrations are
Illustration unclear or irrelevant.
clear and relevant. relevant. somewhat relevant.
20-Item Quiz
1. Rhyming Words (4 items)
o Identify pairs of rhyming words from a list or pictures.
2. Syllable Segmentation (4 items)
o Segment given words into syllables.
3. Initial Sounds (4 items
