One-Week Literacy Lesson Plan for 6-Year-Old First Graders

Week-Long Literacy Lesson Plan for 6-Year-Old (1st Grade Level)

Day 1: Exploring Letters and Sounds

Learning Objectives

• Identify and name all uppercase and lowercase letters of the alphabet.
• Recognize and produce the sounds of at least 5 new letters.
• Demonstrate understanding through matching letters with their sounds.

Materials Needed

• Alphabet flashcards or homemade letter cards
• Letter sound song video (YouTube or similar)
• Alphabet puzzle or magnetic letters
• Paper and crayons/markers

Lesson Introduction

• Sing an alphabet song together to warm up.
• Show flashcards and ask the child to name letters they recognize.
• Discuss favorite letters or words starting with certain letters the child likes.

Instructional Procedures

Exploration:

• Play with alphabet puzzles or magnetic letters; focus on 5 new letters (e.g., B, D, F, M, S).
• Listen and sing along to a letter sound song emphasizing those 5 letters.

Explanation:

• Introduce each letter with its sound, demonstrating mouth movement and example words (e.g., B as in ball).

Application:

• Have child draw pictures of 3 items starting with the new letters, practicing saying the sound.
• Match letter cards with pictures or objects from around the house starting with those letters.

Reflection:

• Ask the child which letter/sound was easiest or hardest and why.
• Encourage questions about letters and sounds.

Assessment and Evaluation

• Observe child naming and matching letters/sounds correctly.
• Ask simple questions about letter sounds during activities.
• Adjust by slowing down or repeating letters based on child’s mastery.

Integration with Other Subjects

• Art: Drawing items starting with new letters.
• Music: Singing alphabet and phonics songs.

Differentiation and Personalization

• For visual learners, use colorful letter cards and pictures.
• For kinesthetic learners, use tactile letters or write letters in sand/flour.
• Enrichment: Introduce writing letter shapes in the air or on paper.

Real-Life Applications and Field Activities

• Alphabet scavenger hunt at home or yard: find objects that start with target letters.

Resources for Further Learning

• Book: Chicka Chicka Boom Boom by Bill Martin Jr. and John Archambault
• Video: Alphabet songs on YouTube (e.g., "ABC Phonics Song")
• Family activity: Point out letters and sounds on signs, packaging, or labels together during outings.

Day 2: Beginning Reading with Simple Words

Learning Objectives

• Blend individual letter sounds to read simple CVC (consonant-vowel-consonant) words.
• Recognize common sight words: I, see, the, a, to.

Materials Needed

• Word cards with CVC words (cat, dog, bat, sun, map)
• Sight word flashcards
• Simple storybook with repetitive phrases and sight words
• Whiteboard/chalkboard and marker/chalk

Lesson Introduction

• Review letter sounds from Day 1 briefly.
• Read a short story aloud pointing to words, emphasizing sight words.

Instructional Procedures

Exploration:

• Play a “sound blending” game by slowly saying sounds of simple words and having child blend them into the word (e.g., /c/ /a/ /t/ = cat).

Explanation:

• Demonstrate blending sounds and pointing to words on cards and storybook pages.

Application:

• Have child read word cards aloud.
• Write simple CVC words on whiteboard and have child read and copy them.
• Practice sight words by spotting them in the book or on flashcards.

Reflection:

• Discuss which words were easiest and most fun to read.

Assessment and Evaluation

• Listen to child read word cards and storybook phrases.
• Use flashcards to check sight word recognition.
• Adjust pace or add practice as needed.

Integration with Other Subjects

• Writing: Copying simple words.
• Reading: Storytime with repetitive, simple text.

Differentiation and Personalization

• For auditory learners: use oral blending games.
• For visual learners: picture cards paired with sight words.
• Enrichment: Introduce new sight words if ready.

Real-Life Applications and Field Activities

• Look for sight words on labels or signs during walks/shopping.

Resources for Further Learning

• Book: Bob Books: Set 1 by Bobby Lynn Maslen
• Sight word games apps suitable for kids

Day 3: Writing Letters and Simple Words

Learning Objectives

• Write uppercase and lowercase letters with correct formation.
• Write simple CVC words independently.

Materials Needed

• Lined paper or handwriting workbook
• Pencil, crayons
• Letter tracing templates

Lesson Introduction

• Show samples of correctly formed letters.
• Demonstrate writing a simple word (e.g., cat).

Instructional Procedures

Exploration:

• Practice letter formation by tracing letters on templates or dotted lines.

Explanation:

• Review proper pencil grip and letter strokes.
• Explain difference between uppercase and lowercase letters.

Application:

• Have child write chosen letters and simple CVC words.
• Draw a picture and label it with a word.

Reflection:

• Discuss what letters were fun or tricky to write.
• Praise effort and improvement.

Assessment and Evaluation

• Observe letter formation and word writing for neatness and correctness.
• Offer supportive feedback.

Integration with Other Subjects

• Art: Drawing and labeling pictures.
• Motor skills: Fine motor practice through writing.

Differentiation and Personalization

• For tactile learners: write letters in sand, on textured surfaces.
• For child needing support: use larger lined paper or writing tools for easier grip.
• Enrichment: Create and write a short sentence.

Real-Life Applications and Field Activities

• Practice writing grocery lists or invitations.

Resources for Further Learning

• Websites with handwriting practice sheets (e.g., HandwritingWorksheets.com)
• YouTube videos on letter formation

Day 4: Building Vocabulary through Stories

Learning Objectives

• Identify new vocabulary words from a story.
• Use new words in sentences orally and in writing.

Materials Needed

• Age-appropriate storybook (with pictures and simple sentences)
• Vocabulary word cards
• Drawing paper and crayons

Lesson Introduction

• Introduce the book topic and predict the story with the child.
• Read story aloud, stopping to talk about key vocabulary words.

Instructional Procedures

Exploration:

• Look closely at pictures and words to find and discuss new vocabulary.
• Use word cards to match story words.

Explanation:

• Define new words and give examples in context.

Application:

• Have child draw a picture illustrating a new vocabulary word.
• Compose a sentence orally and/or in writing using one or more vocabulary words.

Reflection:

• Talk about favorite new words and why.

Assessment and Evaluation

• Listen to child use new words correctly.
• Read and review child’s sentence or story drawing.

Integration with Other Subjects

• Art: Drawing vocabulary-related pictures.
• Speaking and Listening: Story discussion and sentence formation.

Differentiation and Personalization

• For language learners: use pictures and gestures to reinforce meaning.
• Enrichment: Introduce synonyms or related words.

Real-Life Applications and Field Activities

• Use new vocabulary words in daily conversation.
• Visit a library to find related books.

Resources for Further Learning

• Book Suggestion: Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr. and Eric Carle
• Interactive story apps

Day 5: Rhyming Words and Phonemic Awareness

Learning Objectives

• Identify and generate pairs of rhyming words.
• Enhance phonemic awareness through rhyming games.

Materials Needed

• Rhyming picture cards or objects
• Simple rhyming story or poem
• Paper and crayons

Lesson Introduction

• Read a rhyming poem or chant together.
• Ask if child notices any words that sound similar.

Instructional Procedures

Exploration:

• Play rhyming memory/matching games with cards or objects.

Explanation:

• Explain what “rhyming” means with examples.

Application:

• Have child come up with other words that rhyme with a given word.
• Draw pairs of rhyming words (e.g., cat/hat).

Reflection:

• Review favorite rhymes learned and where they’ve heard rhymes before (songs, books).

Assessment and Evaluation

• Observe child’s ability to recognize and generate rhyming words.
• Adjust difficulty by adding multisyllabic rhymes or simpler sets.

Integration with Other Subjects

• Music: Sing rhyming songs or nursery rhymes.
• Writing: Create simple rhyming couplets.

Differentiation and Personalization

• For auditory learners: emphasize listening activities.
• For visual learners: use picture cues.
• Enrichment: Write a short rhyming poem together.

Real-Life Applications and Field Activities

• Listen for rhyming words in stories or songs during daily life.
• Make up rhymes about family members or pets.

Resources for Further Learning

• Book: Rhyming Dust Bunnies by Jan Thomas
• Videos: Nursery rhymes and phonics rhyming videos on YouTube

Notes on Flexibility and Parental Support:

• Each day’s lesson can take 20-40 minutes depending on the child’s attention span.
• Repeat or extend activities as needed; it’s fine to spread one day’s lesson across two days.
• Parents can participate actively by modeling reading, writing, and playing games.
• Use a quiet, comfortable learning space with minimal distractions.
• For multiple children: pair older sibling as “teacher assistant” or have siblings choose different letters or words to focus on simultaneously.
• Adapt examples and stories to suit family culture, interests, and language background.

This plan provides a foundation in literacy, balancing phonics, reading, writing, vocabulary, and phonemic awareness through varied and enjoyable activities suited for homeschooling a 6-year-old first grader. Would you like me to customize it further, for example including specific book titles you own or focusing more on storytelling?