GOOD HABITS, GREAT READERS ©...

transcript

correlated to

HAWAII LANGUAGE ARTS STANDARDS

Grade 1

Hawaii’s First Grade English Language Arts Correlation of

Pearson Learning’s Good Habits, Great Readers

First Grade Standards Good Habits Great Readers Program Evidence

STRAND: READING

Standard 1: Reading CONVENTIONS AND SKILLS: Use knowledge of the conventions of language and texts to construct meaning for a range of literary and informational texts for a variety of purposes.

Program Overview: • What the Research Says: pages 2-3 • The Five Domains of Reading: pages 6-

9 • The 7 Habits of Great Readers: pages

10-11 • Skills Covered in Celebration Press

Reading: pages 16-20 • Literacy Centers: pages 26-27

Assessment Handbook: • Setting Benchmark Expectations: pages

16-19 • Ongoing Assessment Tools: page 28-29

Assessment Card: • When Are My Readers Ready to Move Up

to the Next Guided Reading Group? Topic: Concepts of

Benchmark LA.1.1.1 Recognize the differences between letters, words, and sentences.

Shared Reading Teacher’s Guide: • Crabby Cat’s Shopping: Center

Activities: Word Study: page 29 • Shadows: Center Activities: Word

Study: page 83 • Eat Your Vegetables!: Center

Activities: Word Study: page 95 Guided Reading Teacher Plans:

• Guide to Growing: Guiding the Reading: After Reading: Phonics Mini-lesson: Plurals –s, -es

• A Tall, Tall Giant: Guiding the Reading: Options for Further Instruction: Writing: Write a Description

• Trouble: Guiding the Reading: Options for Further Instruction: Digging Deeper: Word Study: Compound Words

Topic: Concepts of Print

Benchmark LA.1.1.2 Recognize that specific sequences of letters represent spoken words.

Shared Reading Teacher’s Guide: • Gobble! Gobble! Munch!: Center

Activities: Word Study: page 53 • Life Cycles: Center Activities: Word

Study: page 65 • The Little Red Hen: Center

• Giraffes Grow Up: Guiding the Reading: After Reading: Phonics Mini-lesson: Phonemic Awareness: Generate Rhyming Words

• I Can Use the Computer: Guiding the Reading: After Reading: Phonics Mini-lesson: Phonics: Word Families –ad, -an

Topic: Concepts of

Benchmark LA.1.1.3 Recognize that capitalization and punctuation are used to distinguish sentences in print materials.

Shared Reading Teacher’s Guide: • The Purple People Eater: Day 4 –

Mini-lesson: Fluency: Using Punctuation: page 60

• Crabby Cat at School: Day 4 – Mini-lesson: Fluency: Punctuation: page 114

• Where Does the Rabbit Hop?: Day 4 – Mini-lesson: Fluency: Using Punctuation: page 156.

Guided Reading Teacher Plans: • A Healthful Meal: Guiding the

Reading: Options for Further Instruction: Writing: Write an Explanation

• I Can Do It, I Really Can: Guiding the Reading: Options for Further Instruction: Writing: Write a Description

• My Pet Zoo: Guiding the Reading: Options for Further Instruction: Writing: Write an Alternative Ending

Topic: Phonemic Awareness

Benchmark LA1.1.4 Segment and blend onset-rimes.

Shared Reading Teacher’s Guide: • Life Cycles: Day 2 – Mini-lesson:

Phonemic Awareness: Onset and Rime Blending: page 68

• Eat Your Vegetables: Day 2 – Mini-lesson: Phonemic Awareness: Onset and Rime: page 98

• Jamberry: Day 2 – Mini-lesson: Phonemic Awareness: Generate Rhyme: page 164

Guided Reading Teacher Plans: • The Market: Guiding the Reading:

After Reading: Phonics Mini-lesson: Phonemic Awareness: Onset and Rime Blending

• Wind and Rain: Guiding the Reading: After Reading: Phonics Mini-lesson: Phonemic Awareness: Onset and Rime

• My Gymnastics Class: Guiding the Reading: After Reading: Phonics Mini-lesson: Phonemic Awareness: Onset and Rime

Benchmark LA.1.1.5 Segment and blend individual phonemes. Benchmark LA.1.1.5 Segment and blend individual phonemes.

Shared Reading Teacher’s Guide: • The Little Red Hen: Day 2 – Mini-

Lesson: Phonemic Awareness: Phoneme Blending: page 194

• Way Out West Lives A Coyote Named Frank: Day 2 – Mini-lesson: Phonemic Awareness: Phoneme Blending: page 326

• Charlie Parker played be bop: Day 2 – Mini-lesson: Phonemic Awareness: Phoneme Blending: page 380

Guided Reading Teacher Plans:

• I Like Sign Language: Guiding the Reading: After Reading: Phonics Mini-Lesson: Phonemic Awareness: Phoneme Blending

• Start the Music!: Guiding the Reading: After Reading: Phonics Mini-

Lesson: Phonemic Awareness: Phoneme Blending

• Desert Dance: Guiding the Reading: After Reading: Phonics Mini-Lesson: Phonemic Awareness: Phoneme Segmentation

Benchmark LA.1.1.6 Orally substitute and manipulate phonemes.

Shared Reading Teacher’s Guide: • Dreams: Day 2 – Mini-lesson:

Phonemic Awareness: Phoneme Substitution: page 176

• Whistle for Willie: Day 2 – Mini-lesson: Phonemic Awareness: Phoneme Substitution: page 206

• The Dark House: Day 2 – Mini-lesson: Phonemic Awareness: Phoneme Manipulation: page 218

Guided Reading Teacher Plans: • Get Stronger!: Guiding the Reading:

After Reading: Phonics Mini-lesson: Phonemic Awareness: Phoneme Manipulation

• Good Soil: Guiding the Reading: After Reading: Phonics Mini-lesson: Phonemic Awareness: Phoneme Manipulation

• My Pet Zoo: Guiding the Reading: After Reading: Phonics Mini-lesson: Phonemic Awareness: Phoneme Substitution

Topic: Alphabetic Understanding

Benchmark La.1.1.7 Decode words with consonant blends and words with letter combinations.

Shared Reading Teacher’s Guide: • Where Does the Rabbit Hop?: Day 2 –

Mini-lesson: Phonics: l-blends: page 152

• Dreams: Day 2 – Mini-lesson: Phonics: r-blends: page 176

• The Little Red Hen: Day 2 – Mini-lesson: Phonics: s-blends: page 194

Guided Reading Teacher Plans: • Animal, Vegetable, or Mineral?:

Guiding the Reading: After Reading: Phonics Mini-lesson: Phonics: r-Blends br, gr

• The Banana Monster: Guiding the Reading: After Reading: Phonics Mini-lesson: Phonics: l-blends bl, sl

• Down By the Swamp: Guiding the Reading: After Reading: Phonics Mini-lesson: Phonics: s-Blends sp, sw

Topic: Alphabetic Understanding

Benchmark LA.1.1.8 Use common word parts to decode new words.

Shared Reading Teacher’s Guide: • Eat Your Vegetables!: Day 2 –

Phonemic Awareness: Mini-lesson: Onset and Rime: page 94

• Crabby Cat at School: Day 2 – Mini-lesson: Phonemic Awareness: Phoneme Blending: page 110

• Dreams: Day 2 – Mini-lesson: Phonemic Awareness: Phoneme Substitution: page 176

Guided Reading Teacher Plans: • Hats: Focus for Instruction: DRA2 • The Market: Focus for Instruction:

DRA2 • Wind and Rain: Focus for Instruction:

DRA2 Topic: Alphabetic Understanding

Benchmark LA.1.1.9 Use meaning-based word recognition strategies to read words.

Shared Reading Teacher’s Guide: • Crabby Cat’s Shopping: Day 3 – Mini-

lesson: Vocabulary: Opposites: page 34

• Dee and Me: Day 3 – Mini-lesson: Vocabulary: House Words: page 46

• Life Cycles: Day 3 – Mini-lesson: Vocabulary: Family Words: page 70

Guided Reading Teacher Plans: • Down By the Swamp: Guiding the

Reading: During Reading • Freddy the Frog: Guiding the Reading:

During Reading • Games Around the World: Guiding the

Reading: During Reading

Benchmark LA.1.1.10 Produce common letter combinations.

Activities: Word Study: page 29 • Shadows: Center Activities: Word

Study: page 83 • Eat Your Vegetables: Center

• Beatrix Potter: Options for Further Instruction: Digging Deeper: Word Study: Base Words

• The Reading Lesson: Options for Further Instruction: Writing: Write a Narrative

• Some Things Push and Some Things Pull: Options for Further Instruction: Digging Deeper: Nonfiction Feature: Picture Glossary

Topic: Vocabulary and Concept Development Benchmark LA.1.1.11 Recognize grade-appropriate categories of words. .

Shared Reading Teacher’s Guide: • Today Is Monday: Day 4 – Mini-lesson:

Vocabulary: Children’s Names: page 48 • What Is Green?: Mini-lesson: Vocabulary:

Categorizing: page 114 • Strega Nona Her Story: Day 4 – Mini-

lesson: Vocabulary: Describing Words: page 198

Guided Reading Teacher Plans: • Giraffe Grows Up: Guiding the Reading:

Before Reading: Focus Attention: Vocabulary

• Fireflies: Guiding the Reading: Options for Further Instruction: Digging Deeper: Word Study: Compound Words

• Look Up: Guiding the Reading: Options for Further Instruction: Digging Deeper: Phonemic Awareness: Rhyming Words

Topic: Vocabulary and Concept Development Benchmark LA.1.1.12 Use new grade-appropriate vocabulary introduced in stories and informational texts.

Shared Reading Teacher’s Guide: • Crabby Cat Goes Shopping: Center

Activities: Writing Center: page 29 • A House is a House for Me: Center

Activities: Writing Center: page 53 • Shadows: Center Activities: Writing

Center: page 83

Guided Reading Teacher Plans: • A Dog Named Honey: Options for Further

Instruction: Writing: Write a Description

• My Favorite School Helper: Options for Further Instruction: Writing: Write a Description

• Barry and Bennie: Options for Further Instruction: Writing: Write a Fact Card

Topic: Vocabulary and Concept Development Benchmark LA.1.1.13 Use previous experiences to understand words in texts.

Shared Reading Teacher’s Guide: • Crabby Cat at School: Focus Lesson:

Using What You Know About Words: page 108

• Where Does the Rabbit Hop?: Focus Lesson: Thinking About What You Know During Reading: page 152

• Jamberry: Day 4 – Focus Lesson: Using What You Know to Figure Out Unfamiliar Words: page 168

Guided Reading Teacher Plans: • What Does Light Do?: Guiding the

Reading: Before Reading: Make Connections: After Reading: Make Connections

• Mr. Sun and Mr. Sea: Guiding the Reading: Before Reading: Make Connections: After Reading: Make Connection

• Shapes, Shapes, All Over the Place: Guiding the Reading: Before Reading: Make Connections: After Reading

Topic: Fluency

Benchmark La.1.1.14 Read aloud with reasonable accuracy and at an appropriate rate while adhering to end punctuation.

Shared Reading Teacher’s Guide: • Crabby Cat’s Shopping: Day 4 – Mini-

lesson: Fluency: Choral Reading: page 36

• Crabby Cat at School: Day 4 – Mini-lesson: Fluency: Punctuation

• Once Upon a Time: Day 4 – Mini-lesson: Fluency: Repetition: page 126

• Big Pig, Little Pig: Options for Further Instruction: Digging Deeper: Fluency: Partner/Paired Reading

• Keeping Fit: Options for Further Instruction: Digging Deeper: Fluency: Choral Reading

• The Crow and the Pitcher: Digging Deeper: Fluency: Partner/Paired Reading

Topic: Locating Sources/Gathering Information Benchmark LA.1.1.15 Recognize the specific information offered by different parts of a book.

Shared Reading Teacher’s Guide: • Shadows: Day 1 – Focus Lesson: Using

the Title and Cover to Make Predictions: page 84

• Nana Upstairs & Nana Downstairs: Day 1 – Focus Lesson: Using the Front and Back Covers to Preview and Predict: page 228

• Eva the Beekeeper: Day 4 – Focus Lesson: Using Boldface Words and a Glossary: page 276

Guided Reading Teacher Plans: • Let’s Make Music!: Guiding the

Reading: After Reading: Discuss the Text: Use Contents

• Welcome to the Island!: Guiding the Reading: Before Reading: Use Nonfiction Features

• This is the Way We Make Our Cookies: Guiding the Reading: After Reading: Discuss the Text: Use Table of Contents

STRAND: READING

Standard 2: Reading READING COMPREHENSION: Use reading strategies to construct meaning from a variety of texts.

to the Next Guided Reading Group? Comprehension

Topic: Understanding Text Structures

Benchmark LA.1.2.1 Explain how a title page, illustrations, and key words can convey information.

Shared Reading Teacher’s Guide: • Nana Upstairs and Nana Downstairs:

Day 2 – Focus Lesson: Using Illustrations to Understand the Story: page 230

• Eva the Beekeeper: Day 2 – Focus Lesson: Identifying and Using Headings: page 274

• Eat Your Vegetables!: Day 1 – Focus Lesson: Identifying and Using Italicized Words: page 282

Guided Reading Teacher Plans: • Giraffe Grows Up: Guiding the

Reading: After Reading: Discuss the Text: Use Photographs

• Hats: Guiding the Reading: After Reading: Discus the Text: Use Illustrations

• A Healthful Meal: Guiding the Reading: After Reading: Discuss the Text: Use Illustrations: Make Judgments

Topic: Constructing Meaning

Benchmark LA.1.2.2 Make and confirm predictions about what will happen next or what will be learned from a text by previewing key words and illustrations. Benchmark LA.1.2.2 (continued) Make and confirm predictions about what will happen next or what will be learned from a text by previewing key words and illustrations.

Shared Reading Teacher’s Guide: • Shadows: Day 1 – Focus Lesson: Using

the Title and Cover to Make Predictions: page 84

• Jamberry: Day 1 – Focus Lesson: Using Pictures to Predict Story Words: page 162

• Road Builders: Day 1 – Mini-lesson: Introduce the Book: Preview and Predict

• Mrs. Sato’s Hens: Guiding the Reading: Before Reading: Make Predictions

• Who Laid These Eggs?: Guiding the Reading: Before Reading: Make Predictions

• Five Senses: Guiding the Reading: Before Reading: Make Predictions: After Reading: Make Predictions

Benchmark LA.1.2.3 Use previous experiences to understand topics and concepts in texts.

Focus Lesson: Thinking About What You Know During Reading: page 152

• Life Cycles: Day 2 – Focus Lesson: Making Text-to-Self Connections As You Read: page 260

• Eva the Beekeeper: Day 5 – Mini-lesson: Guided Retelling: Applying Prior Knowledge to Nonfiction Topics: Page 278

Guided Reading Teacher Plans: • I Can Use the Computer: Guiding the

Reading: Before Reading: Make Connections

• Look Up: Guiding the Reading: Before Reading: Activate and Use Prior Knowledge: After Reading: Make Connections

• Mr. Sun and Mr. Sea: Guiding the Reading: Before Reading: Make Connections: After Reading: Make Connections

Benchmark LA.1.2.4 Restate important information or ideas from a variety of texts.

Shared Reading Teacher’s Guide: • Once Upon A Time: Day 3 – Focus

Lesson: Thinking About Story Events As You Read: page 124

• Eat Your Vegetables! Day 5 – Focus Lesson: Asking “I Wonder” Questions: Talk Together: page 104

• Road Builders: Day 5 – Mini-Lesson: Independent Retelling: Details and Prior Knowledge: page 374

Guided Reading Teacher Plans: • The Wiggly, Jiggly, Joggly Tooth:

Guiding the Reading: Options for Further Instruction: Writing: Write An Alternative Ending

• A Dog Named Honey: Guiding the Reading: Options for Further Instruction: Writing: Write a Description

• The Market: Guiding the Reading: Options for Further Instruction: ESL/ELL Support

Benchmark LA.1.2.5 Ask and answer who, what, when, why, where, and how questions about what is read.

Shared Reading Teacher’s Guide: • Eat Your Vegetables!: Day 5 – Focus

Lesson: Asking “I Wonder” Questions: page 104

• Road Builders: Day 4 – Focus Lesson: Answering Questions As You Read: page 252

• Eva the Beekeeper: Day 1 – Mini-Lesson: Introduce the Book: Use What You Know: Preview and Predict: page 270

Guided Reading Teacher Plans: • What Is Rain?: Guiding the Reading:

Before Reading: Ask and Answer Questions

• Meet Tom Paxton: Guiding the Reading: Before Reading: Ask and Answer Questions: After Reading: Discuss the Text: Draw Conclusions

• The Letter: Guiding the Reading: Before Reading: Ask and Answer Questions: After Reading: Ask and Answer Questions

STRAND: READING

Standard 3: Reading LITERARY RESPONSE AND ANALYSIS: Respond to literary texts from a range of stances: personal, interpretive, and critical.

to the Next Guided Reading Group? Comprehension

Topic: Literary Elements

Benchmark LA.1.3.1 Identify the basis story elements of character and setting.

Mini-lesson: Guided Retelling: Identifying Setting: page 158

• The Little Red Hen: Day 1 – Focus Lesson: Identifying the Main Character and Setting: page 192

• Whistle for Willie: Day 1 – Focus Lesson: Identifying the Character and Setting: page 204

Guided Reading Teacher Plans: • Smiling Stan, the Pedicab Man:

Guiding the Reading: Before Reading: Analyze Character: After Reading: Analyze Character

• Barry and Bennie: Guiding the Reading: Before Reading: Analyze Character: After Reading: Analyze Character

• Dear Mabel: Guiding the Reading: Before Reading: Analyze Setting: After Reading: Analyze Setting

Topic: Personal Connection

Benchmark LA.1.3.2 Relate personal experiences to what was read. Benchmark LA.1.3.2 (continued) Relate personal experiences to what was read.

Shared Reading Teacher’s Guide: • Time For Bed: Day 2 – Focus Lesson:

Using Connections to Understand the Text: page 140

• Life Cycles: Day 2 – Focus Lesson: Making Text-to-Self Connections As You Read: page 260

• Road Builders: Day 3 – Focus Lesson: Making Text-to—World Connections As You Read: page 250

• Make A House: Guiding the Reading: Options for Further Instruction: ESL/ELL Support

• Mrs. Sato’s Hens: Guiding the Reading: Options for Further Instruction: Digging Deeper: Vocabulary: Time and Order Words

• What Does Light Do?: Guiding the Reading: Before Reading: Make Connections: After Reading: Make Connections

STRAND: Writing

Standard 4: Writing CONVENTIONS AND SKILLS: Use the writing process and conventions of language and research to construct meaning and communicate effectively for a variety of purposes and audiences using a range of forms.

CORRELATOR’S NOTE: • The activities correlated do not

directly address the following standards; however they do provide natural opportunities to address those standards.

Topic: Range of Writing

Benchmark LA.1.4.1 Write in a variety of grade-appropriate formats for a variety of purposes and audiences, such as:

• descriptions about familiar people, places, events, or experiences

• non-fiction formats that explain or give basic information about familiar topics

• reflections on learning.

Shared Reading Teacher’s Guide: • Jamberry: Center Activities: Writing

Center: page 161 • Dreams: Center Activities: Writing

Center: page 173 • If You Should Meet a Crocodile:

Center Activities: Writing Center: page 215

Guided Reading Teacher Plans: • The Longest Noodle in the World:

Guiding the Reading: Options for Further Instruction: Writing: Write an Alternative Ending

• When Grandma Visits Me: Guiding the Reading: Options for Further Instruction: Writing: Write a Description

• My Mom Is a TV News Anchor: Guiding the Reading: Options for Further Instruction: Writing: Write About a Job

Topic: Sentence Structure and Grammar Benchmark LA.1.4.2 Write complete sentences

Shared Reading Teacher’s Guide: • Once Upon A Time: Center Activities:

Response Center: page 119 • Dreams: Center Activities: Writing

Center: page 173 • The Dark House: Center Activities:

Writing Center: page 215 Guided Reading Teacher Plans:

• Ancient Times: Guiding the Reading: Options for Further Instruction: Writing: Write a News Story

• Splash!: Guiding the Reading: Options for Further Instruction: Writing: Write a Personal Narrative

• What Is It?: Write a Procedural Text/Directions

Topic: Punctuation, Capitalization, Spelling, and Handwriting Benchmark LA.1.4.3 Print legibly using correct spacing, capital letters, and end punctuation to distinguish words and sentences.

Shared Reading Teacher’s Guide: • Road Builders: Center Activities:

Writing Center: page 245 • Eat Your Vegetables! Center

Activities: Writing Center: page 281 • Nana Upstairs & Nana Downstairs:

Guided Reading Teacher Plans: • What Is It?: Guiding the Reading:

Options for Further Instruction: Writing: Write a Procedural Text/Directions

• Lift The Sky Up: Guiding the Reading: Options for Further Instruction: Writing: Write a Legend

• The Little Red Hen: Guiding the Reading: Options for Further Instruction: Writing: Write a Story

Topic: Punctuation, Capitalization, Spelling, and Handwriting Benchmark LA.1.4.4 Use Letter-sound knowledge and segmenting strategies to spell unfamiliar words.

Shared Reading Teacher’s Guide: • Crabby Cat At School: Center

Activities: Writing Center: page 107 • Once Upon A Time: Center Activities:

Writing Center: page 119 • The Little Red Hen: Center

Activities: Writing Center: page 191 Guided Reading Teacher Plans:

• Matsumura’s Ice Sculpture: Guiding the Reading: Options for Further Instruction: Writing: Write a How-to Paragraph

• Keeping Fit: Guiding the Reading: Options for Further Instruction: Writing: Write a Description

• Lend A Hand: Guiding the Reading: Options for Further Instruction: Writing: Write a Description

Topic: Punctuation, Capitalization, Spelling, and Handwriting Benchmark LA.1.4.5 Edit writing to correct capitalization:

• The pronoun / and proper names.

Shared Reading Teacher’s Guide: • Way Out West Lives A Coyote Named

Frank: Center Activities: Writing Center: page 323

• Nana Upstairs & Nana Downstairs: Center Activities: Writing Center: page 353

• Charlie Parker played be bop: Center Activities: Writing Center: page 377

Guided Reading Teacher Plans: • Splash!: Guiding the Reading: Options

for Further Instruction: Writing: Write a Personal Narrative

• Trouble: Guiding the Reading: Options for Further Instruction: Writing: Write a Description

Topic: Punctuation, Capitalization, Spelling, and Handwriting Benchmark LA.1.4.6 Edit writing to correct use of the following punctuation:

• periods as end marks.

Shared Reading Teacher’s Guide: • Jamberry: Center Activities: Writing

Center: page 161 • The Dark House: Center Activities:

Writing Center: page 215 • Way Out West Lives A Coyote Named

Frank: Center Activities: Writing Center: page 323

Guided Reading Teacher Plans: • Hands and Feet, Fingers and Toes:

Guiding the Reading: Options for Further Instruction: Writing: Write a Description

• The Big Crocodile: Guiding the Reading: Options for Further Instruction: Writing: Write a Story Extension

• On Top of Spaghetti: Guiding the Reading: Options for Further Instruction: Writing: Write a Humorous Story

STRAND: Writing

Standard 5: Writing Rhetoric: Use rhetorical devices to craft writing appropriate to audience and purpose.

Assessment Handbook: • Setting Benchmark Expectations:

pages 16-19 • Ongoing Assessment Tools: page 28-29

Topic: Meaning Benchmark LA.1.5.1 Focus on a single topic in a piece of writing.

Shared Reading Teacher’s Guide: • Nana Upstairs & Nana Downstairs:

• Roadbuilders: Center Activities: Writing Center: page 245

• Follow a River: Center Activities: Writing Center: page 311

Guided Reading Teacher Plans: • Hats: Guiding the Reading: Options

for Further Instruction: Writing: Write a Description

• Engelbert’s Exercise: Guiding the Reading: Options for Further Instruction: Writing: Write a Narrative

• The Two Ogres: Guiding the Reading: Options for Further Instruction: Writing: Write a Description

Topic: Meaning Benchmark LA.1.5.2 Add simple descriptions and details to develop a topic.

Activities: Writing Center: page 29 • Life Cycles: Center Activities:

Writing Center: page 65 • Eat Your Vegetables!: Center

• Freddy the Frog: Guiding the Reading: Options for Further Instruction: Writing: Write Expository Text

• Guide to Growing: Guiding the Reading: Options for Further Instruction: Writing: Write a Description

Topic: Design

Benchmark LA.1.5.3 Add titles and sequence ideas to organize writing.

Shared Reading Teacher’s Guide: • Dee and Me: Center Activities:

Writing Center: page 41 • Where Does the Rabbit Hop?: Center

Activities: Writing Center: page 149 • The Little Red Hen: Center

• David’s Cold: Guiding the Reading: Options for Further Instruction: Writing: Write a Description

• Fireflies: Guiding the Reading: Options for Further Instruction: Writing: Write a Caption

• Yesterday and Today: Guiding the Reading: Options for Further Instruction: Writing: Write Captions

Topic: Clarity Benchmark LA.1.5.4 Use descriptive words when writing about people, places, things, or events.

Shared Reading Teacher’s Guide: • A House Is a House For Me: Center

Activities: Writing Center: page 53 • Shadows: Center Activities: Writing

Center: page 83 • Eat Your Vegetables!: Center

• The Banana Monster: Guiding the Reading: Options for Further Instruction: Writing: Write a Description

• Down By the Swamp: Guiding the Reading: Options for Further Instruction: Writing: Write a Description

• The Changing Chameleon: Guiding the Reading: Options for Further Instruction: Writing: Write a Description

STRAND: ORAL COMMUNICATION

Standard 6: Oral Communication

CONVENTIONS AND SKILLS: Apply knowledge of verbal and nonverbal language to communicate effectively in various situations: interpersonal, group, and public: for a variety of purposes.

Assessment Handbook: • Setting Benchmark Expectations:

pages 16-19 • Ongoing Assessment Tools: page 28-29

to the Next Guided Reading Group?

Topic: Discussion and Presentation

Benchmark LA.1.6.1 Express ideas through drama activities (e.g., sharing, role playing, puppetry, mime, choral reading).

Shared Reading Teacher’s Guide: • Time For Bed: Center Activities:

Response Center: page 137 • Dreams: Center Activities: Dramatic

Play: page 173 • Life Cycles: Center Activities:

Response Center: page 257 Guided Reading Teacher Plans:

• Down By the Swamp: Guiding the Reading: Options for Further Instruction: Digging Deeper: Fluency: Partner/Paired Reading

• I Can Do It, I Really Can: Guiding the Reading: Options for Further Instruction: Digging Deeper: Fluency: Reader’s Theater

• The Old Oak Tree: Guiding the Reading: Options for Further Instruction: Digging Deeper: Fluency: Choral Reading

Topic: Discussion and

Presentation

Benchmark LA.1.6.2 Use appropriate social conventions (e.g., waiting one’s turn, raising a hand, apologizing) in various large and small group situations.

Shared Reading Teacher’s Guide: • Dee and Me: Day 1 – Mini-lesson:

Introduce the Book: page 42 • Shadows: Center Activities: Audio

Center: page 83 • Dreams: Center Activities: Dramatic

Play: page 173 Guided Reading Teacher Plans:

• The Banana Monster: Guiding the Reading: Before Reading: Focus Attention

• Five Sense: Guiding the Reading: Before Reading: Focus Attention: After Reading: Make Predictions

• The Old Oak Tree: Guiding the Reading: Options for Further Instruction: Digging Deeper: Choral Reading

Topic: Discussion and Presentation

Benchmark LA.1.6.3 Give and follow one- to three-step oral directions.

Response Center: page 41 • A House Is a House For Me: Center

Activities: Response Center: page 53 • Life Cycles: Center Activities: Word

Study: page 65 Guided Reading Teacher Plans:

• The Home Run: Guiding the Reading: Options for Further Instruction: Digging Deeper: Vocabulary: Time and Order Words

• I Can Do It, I Really Can: Guiding the Reading: Options for Further Instruction: Digging Deeper: Fluency: Reader’s Theater

• Samuel’s Sprout: Guiding the Reading: Options for Further Instruction: Digging Deeper: Word Study: Contractions

Topic: Critical Listening

Benchmark LA.1.6.4 Ask questions for clarification.

Shared Reading Teacher’s Guide: • Eat Your Vegetables!: Center

Activities: Writing Center: page 95 • Crabby Cat at School: Center

Activities: Writing Center: page 107 • Time For Bed: Center Activities:

• The Ant’s Journey: Guiding the Reading: Options for Further Instruction: Writing: Write a Story

• Good Soil: Guiding the Reading: Options for Further Instruction: Digging Deeper: Vocabulary: Categorize and Classify

• Jenny’s Yellow Ribbon: Guiding the Reading: Options for Further Instruction: Writing: Write a Description of an Event

Topic: Critical Listening

Benchmark LA.1.6.5 Use basic listening skills to focus attention on speaker and respond to a message.

Shared Reading Teacher’s Guide: • Dreams: Day 1 - Mini-lesson: Introduce

the Book: page 174 • Whistle for Willie: Day 1 – Mini-

lesson: Introduce the Book: page 204 • The Dark House: Center Activities:

• Lend a Hand: Guiding the Reading: Before Reading: Focus Attention

• Look Up: Guiding the Reading: Options for Further Instruction: Digging Deeper: Phonemic Awareness: Rhyming Words

• Make a House: Guiding the Reading: Options for Further Instruction: Digging Deeper: Word Study: Compound Words

Topic: Delivery Benchmark LA.1.6.6 Adjust volume and intonation (e.g., falling for statements, rising for questions) as appropriate to content and purpose.

Shared Reading Teacher’s Guide: • Dee and Me: Center Activities: Audio

Center: page 41 • Shadows: Center Activities: page 83 • Crabby Cat at School: Center

Activities: page 107 Guided Reading Teacher Plans:

• A Wiggly, Jiggly, Joggly Tooth: Guiding the Reading: Options for Further Instruction: Fluency: Partner/Paired Reading

• Are You the New Principal?: Guiding the Reading: Options for Further Instruction: Digging Deeper: Partner/Paired Reading

• The Magic Pear Tree: Guiding the Reading: Options for Further Instruction: Digging Deeper: Fluency: Partner/Paired Reading

STRAND: ORAL COMMUNICATION

Standard 7: Oral Communication

Rhetoric Adapt messages appropriately to address audience, purpose, and situation.

to the Next Guided Reading Group? Topic: Meaning

Benchmark LA.1.7.1 Use personal examples and explanations to make ideas clearer in various speaking situations.

Response Center: page 41 • Life Cycles: Center Activities:

Writing Center: page 65 • Once Upon a Time: Center Activities:

• Engelbert The Hero: Guiding the Reading: Options for Further Instruction: Writing: Write a Personal Narrative

• Living In the Ocean: Guiding the Reading: Options for Further Instruction: Writing: Write a Description

• My Special Wish: Guiding the Reading: Options for Further Instruction: Writing: Write a Literary Response

Topic: Design Benchmark LA.1.7.2 Present ideas in a logical order or sequence that is easy to follow.

Shared Reading Teacher’s Guide: • Once Upon a Time: Center Activities:

Response Center: page 119 • Whistle for Willie: Center

Activities: Response Center: page 203 • Life Cycles: Center Activities:

Writing Center: page 257 Guided Reading Teacher Plans:

• Make a House: Guiding the Reading: Options for Further Instruction: Writing: Write Procedural Text/Directions

• Mrs. Sato’s Hens: Guiding the Reading: Options for Further Instruction: Digging Deeper: Vocabulary: Time and Order Words

• How to Make Peanut Butter: Guiding the Reading: Options for Further Instruction: Writing: Write a Procedural Text/Recipe

Topic: Clarity Benchmark LA.1.7.3 Use clear and appropriate vocabulary when speaking.

Shared Reading Teacher’s Guide: • Once Upon a Time: Center Activities:

Audio Center: page 119 • Time for Bed: Center Activities:

Response Center: page 137 • Where Does the Rabbit Hop?: Center

Activities: page 149 Guided Reading Teacher Plans:

• Keeping Fit: Guiding the Reading: Options for Further Instruction: Digging Deeper: Fluency: Choral Reading

• The Longest Noodle in the World: Guiding the Reading: Options for Further Instruction: Digging Deeper: Literary Devices: Dialogue

• Engelbert’s Exercise: Guiding the Reading: Options for Further Instruction: Digging Deeper: Fluency: Paired/Partner Reading

Topic: Clarity Benchmark LA.1.7.4 Use complete sentence when speaking.

Shared Reading Teacher’s Guide: • Dreams: Center Activities: Writing

Center: page 173 • The Little Red Hen: Center

Activities: Writing Center: page 191 • If You Should Meet a Crocodile:

Guided Reading Teacher Plans: • Sunny Days: Guiding the Reading:

Options for Further Instruction: Digging Deeper: Fluency: Repeated Reading

• I Like Sign Language: Guiding the Reading: Options for Further Instruction: Writing: Write a Personal Narrative

• Splash!: Guiding the Reading: Options for Further Instruction: Writing: Write a Personal Narrative

GOOD HABITS, GREAT READERS ©...

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