Welcome Reading Routines

Overview

This first-week ELA lesson builds classroom reading routines and helps students understand print concepts by practicing how books are organized (title, front/back, and left-to-right, top-to-bottom). Students also participate in a shared conversation about an informational read-aloud and retell key details.

Learning intentions

• Students will be able to demonstrate understanding of how print is organized by tracking text left to right and top to bottom.
• Students will be able to identify parts of a simple book (front cover, title, and where to begin reading).
• Students will be able to participate in collaborative conversations about a grade 1 topic and text.
• Students will be able to identify the main topic and retell key details from a short informational text with prompting and support.
• Students will be able to use correct sentence grammar when writing simple sentences.

Success criteria

• I can point to where reading starts on the page and track with my finger from left to right.
• I can tell what the main topic is and retell 2–3 key details.
• I can take turns speaking and listen to a partner during our discussion.
• I can write a complete sentence with a capital letter and ending punctuation.

Curriculum links

• Reading: Foundational Skills — Demonstrate understanding of the organization and basic features of print - Reading: Informational Text — Identify the main topic and retell key details of a text - Speaking and Listening — Participate in collaborative conversations with diverse partners about grade 1 topics and texts - Language — Demonstrate command of conventions of standard English grammar and usage when writing or speaking ## Lesson structure (45 minutes)

1. 0–5 min · Hook: Book parts. Teacher displays a class copy of a short informational book and asks, “Where do we start reading?” Students turn and talk, then share one idea.
2. 5–12 min · Mini-lesson: Print direction. Teacher models pointing and tracking on the projected page: “We read left to right, top to bottom.” Students practice “finger tracking” on a blank sentence strip and say the direction rules aloud.
3. 12–22 min · Shared reading (informational). Teacher reads a short, predictable informational text (teacher read-aloud). Students join on repeated phrases and practice “stop, point, and continue” while the teacher reads. After reading, teacher asks, “What is this mostly about?” Students answer using a complete sentence frame.
4. 22–30 min · Main topic + key details retell. Teacher uses a simple retell chart: Main topic (one word or short phrase) and two detail boxes. Students work in pairs to choose two key details from the read-aloud and place them into the chart using teacher prompts.
5. 30–38 min · Grammar practice: Write a retell sentence. Teacher models writing one sentence about the text using a starting prompt: “This text is about ___.” Students write one or two sentences on a worksheet. Teacher circulates to check capitals and ending punctuation.
6. 38–43 min · Share & discuss. Students do a partner share: one student states the main topic and one key detail; the partner repeats and adds a question. Teacher listens for turn-taking and speaking clearly.
7. 43–45 min · Quick exit check. Students complete a one-minute “print check” (pointing to start of a printed sentence) and orally say one key detail.

Resources

• Short grade 1 informational read-aloud (class set or projected copy)
• Projector/smartboard or document camera
• Blank sentence strips for tracking practice
• Retell chart (Main topic + 2 details)
• Student writing sheet with sentence starters and punctuation reminders
• Partner speaking cards (turn-taking prompts)
• Dyslexia-friendly reading options: audio recording of the text, larger-font copies, and a “highlighted line” tracker strip

Assessment

• Observation during finger-tracking: students point correctly from left to right and top to bottom
• Listening checks during retell: students identify main topic and at least one key detail
• Exit check: student points to the start of text and shares one key detail

Differentiation

• Dyslexia-friendly supports:
• Provide an audio recording of the read-aloud for students who benefit.
• Offer larger-font text and a line tracker (colored overlay or transparent strip) to reduce visual clutter.
• Use frequent teacher read-aloud plus echo repetition to support comprehension.
• Support for students needing more scaffolding:
• Use sentence frames: “The main topic is ___.” “One detail is ___.” “This text is about ___.”
• Pre-highlight two or three possible key details; students choose from options.
• Offer a model retell on the chart before students write.
• EAL (English learners) supports:
• Use visuals (pictures from the text) and gestures during retell.
• Provide word banks with main topic and detail pictures.
• Encourage short responses first, then expand to complete sentences.
• Extension for advanced learners:
• Ask students to add a third key detail and use a connector word (for example, “also” or “because”) in an extra sentence.
• Challenge students to sort facts into “main topic” vs. “detail” categories using sticky notes.
• Invite students to create their own mini informational sentence about the topic and underline the main topic word.

Extension (optional)

• If time allows tomorrow, students can re-read the chart in small groups and practice tracking again with a new page, reinforcing the print-direction routine.