2011-2012 Eng]ish Language A_rts

AI.... G' .jd . tgnment · JUJ. 0 e

First Grade - Spanish

READING

1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

I 6

Concepts About Print 1.1 Match oral words to printed words. 1.2 Identify the title and author of a reading selection. 1.3 Identify letters, words, and sentences.

Phonemic Awareness 1.4 Distinguish initial, medial, and final sounds in single-syllable words. 1.5 Distinguish long- and short-vowel sounds in orally stated single-syllable words

(e.g., bit/bite). 1.6 Create and state a series of rhyming words, including consonant blends. 1.7 Add, delete, or change target sounds to change words (e.g., change ww to how; pan to an). 1.8 Blend two to four phonemes into recognizable words (e.g., /c/a/t/ =cat; /f/1/a/t/ = flat). 1.9 Segment single-syllable words into their components (e.g., cat= /c/a/t/; splat= /s/p/1/ajtj;

rich = !r/i/ch/).

Decoding and Word Recognition 1.10 Generate the sounds from all the letters and letter patterns, including consonant blends

and long- and short-vowel patterns (i.e., phonograms), and blend those sounds into recognizable words.

1.11 Read common, irregular sight words (e.g., the, have, said, come, give, of). 1.12 Use knowledge of vowel digraphs and r-controlled. letter-sound associations to read

words. 1.13 Read compound words and contractions. 1.14 Read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g.,look, looked, looking). 1.15 Read common word families (e.g., -ite, -ate). 1.16 Read aloud with fluency in a manner that sounds like natural speech.

Vocabulary and Concept Development 1.17 Classify grade-appropriate categories of words (e.g., concrete collections of animals,

foods, toys).

California Department of Education Reposted June 9, 2009

Reading GRADE ONE I

2.0 Reading Comprehension Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade·level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade one, students begin to make progress toward this goal.

Structural Features of Informational Materials

2.1 Identify text that uses sequence or other logical order.

Comprehension and Analysis of Grade-Level-Appropriate Text

2.2 Respond to who, what, when, where, and 1ww questions. 2.3 Follow one-step written instructions. 2.4 Use context to resolve ambiguities about word and sentence meanings. 2.5 Confirm predictions about what will happen next in a text by identifying key words

(i.e., signpost words). 2.6 Relate prior knowledge to textual information. 2.7 Retell the central ideas of simple expository or narrative passages.

3.0 Literary Response and Analysis Students read and respond to a wide variety of significant works of children's literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students.

Narrative Analysis of Grade-Level-Approprillte Text

3.1 Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story's beginning, middle, and ending.

3.2 Describe the roles of authors and illustrators and their contributions to print materials. 3.3 Recollect, talk, and write about books read during the school year.

7 I California Department of Education Reposted June 9 , 2009

I GRADE ONE Writing

WRITING

1.0 Writing Strategies Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).

Organization and Focus

1.1 Select a focus when writing. 1.2 Use descriptive words when writing.

Penmanship

1.3 Print legibly and space letters, words, and sentences appropriately.

2.0 Writing Applications (Genres and Their Characteristics)

I s

Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a corrunand of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.

Using the writing strategies of grade one outlined in Writing Standard 1.0, students:

2.1 Write brief narratives (e.g., fictional, autobiographical) describing an experience. 2.2 Write brief expository descriptions of a real object, person, place, or event, using sensory

details.

California Department of Education Reposted June 9. 2009

Written and Oral English Language Conventions GRADE ONE I

WRITTEN AND ORAL ENGLISH LANGUAGE CoNVENTIONS

The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills.

1.0 Written and Oral English Language Conventions Students write and speak with a command of standard English conventions appropriate to this grade level.

Sentence Structure

1.1 Write and speak in complete, coherent sentences.

Grammar

1.2 Identify and correctly use singular and plural nouns. 1.3 Identify and correctly use contractions (e.g., isn't, aren't, can't, won't) and singular posses-

sive pronouns (e.g., my/mine, his/her, hers, your/s) in writing and speaking.

Punctuation

1.4 Distinguish between declarative, exclamatory, and interrogative sentences. 1.5 Use a period, exclamation point, or question mark at the end of sentences. 1.6 Use knowledge of the basic rules of punctuation and capitalization when writing.

Capitalization

1.7 Capitalize the first word of a sentence, names of people, and the pronoun I.

Spelling

1.8 Spell three- and four-letter short-vowel words and grade-level-appropriate sight words correctly.

9 I California Department of Education Reposted June 9, 2009

I GRADE ONE Listening and Speaking

LISTENING AND SPEAKING

1.0 Listening and Speaking Strategies Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.

Comprehension 1.1 Listen attentively. 1.2 Ask questions for clarification and understanding. 1.3 Give, restate, and follow simple two-step directions.

Organization and Delivery of Oral Communication 1.4 Stay on the topic when speaking. 1.5 Use descriptive words when speaking about people, places, things, and events.

2.0 Speaking Applications (Genres and Their Characteristics)

1 10

Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking dem­onstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

Using the speaking strategies of grade one outlined in Listening and Speaking Standard 1.0, students:

2.1 Recite poems, rhymes, songs, and stories. 2.2 Retell stories using basic story grammar and relating the sequence of story events by

answering who, what, when, where, why, and how questions. 2.3 Relate an important life event or personal experience in a simple sequence. 2.4 Provide descriptions with careful attention to sensory detail.

California Department of Education Reposted June 9, 2009

National School District English-Language Arts- GRADE 1

2011-2012 Pacing Guide for Houghton Mifflin Medallions Program Quarter 1: July 25, 2011- September 23, 2011

Jul, 201 I Back to School

M T W Th F July 25- July 29

25 26 27 28 29 Introducing CA Standards/Kindergarten Review

Theme 1: All Together Now! August 1-August 19

Story Days

Launch Theme 1 1 August 2011 The Cat Sat/The Mat

M T w Th F Nan and Fan/We Can!

1 2 3 4 5 The Big Hit/Big Pig

8 9 10 11 12

15 16 17 18 19 Theme 2: Surprise!

August 22 - September 9

22 23 24 25 26 Story Days

29 30 31 Launch Theme 2 1 The Box/Wigs in a Box What Can a Vet Do?/Hot Fox Soup A Hut for Zig Bug/The Rope Tug

Review and ELA Summative Assessment

September 2011 September 12- September 16

M T w Th F

1 2 Theme 3: Lers Look Around/

5 6 7 8 9 September 19-October 21

12 13 14 15 16 Story Days

19 20 n 22 Z3 Launch Theme 3 1 Seasons

26 27 28 29 30 Mr. C's Dinner What a Trip!

GRADEl July 20, 2011

M

3

10

17

24

31

M

7

14

21

28

M

5

12

19

26

National School District English-language Arts- GRADE 1

2011-2012 Pacing Guide for Houghton Mifflin Medallions Program Quarter II: October 10, 2011- December 16, 2011

October 2011

T w Th F

4 5 6 7 Continue Theme 3: September 19- October 21

11 12 13 14

18 19 20 21 Theme 4: Family and Friends October 24- November 10

25 26 27 Z8

Story Launch Theme 4 Who's in a Family? The Best Pet Bud's Day Out

November 2011

T w Th F

1 2 3 4

8 9 10 11

15 16 17 18

22 23 24 25

29 30

Theme 5: Home Sweet Home November 14- December 9

December 2011 Story

T w Th F Launch Theme 5 Moving Day

1 2 Me on the Map

6 7 8 9 The Kite

Days 1

Days 1

13 14 15 16 Review and ELA Summative Assessment

20 21 22 23 December 12- December 16

27 28 29 30

GRADE1 July 20, 2011

I

M

2

9

16

23

30

M

6

13

20

27

M

5

12

19

26

National School District English-Language Arts- GRADE 1

2011-2012 Pacing Guide for Houghton Mifftln Medallions Program Quarter Ill: January 9, 2012- March 23, 2012

January 2012

T w Th F Theme 6: Animal Adventures January 9- January 27

3 4 5 6 Story

10 11 12 13 Launch Theme 6 The Sleeping Pig

17 18 19 20 EEK! There's a Mouse in the House

24 25 26 27 Red-Eyed Tree Frog

31

February 2012 Theme 7: We Can Work it Out

T w Th F January 30- February 16

1 2 3 Story

7 8 9 10 Launch Theme 7

14 15 16 17 That Toad is Mine! Lost!

21 22 23 24 If You Give a Pig a Pancake

28 29 Review and Assess

February 21-24

March 2012 Theme 8: Our Earth

T w Th F February 27- March 16

1 2 Story

6 7 8 9 Launch Theme 8 The Forest

13 14 15 16 Butterfly

20 21 22 23 Johnny Appleseed

27 28 29 30 Review and ELA Summatlve Assessment

March 19- March 23

Days 1

Days 1

Days 1

GRADE 1 July 20, 2011

M

2

9

16

23

30

M

7

14

21

28

M

4

11

18

25

National School District English-Language Arts- GRADE 1

2011-2012 Pacing Guide for Houghton Mifflin Medallions Program Quarter tV: April9, 2012- June 1, 2012

April2012 Theme 9: Special Friends

T w Th F April10- April 27

3 4 5 6 Story

10 11 12 13 Launch Theme 9 When I Am Old with You

17 18 19 20 The New Family

24 25 26 27 The Surprise Family

May 2012

T w Th F Theme 10: We Can Do ltl

1 2 3 4 April30- May 18

8 9 10 11 Story

Launch Theme 10 15 16 17 18 Two Greedy Bears

22 23 24 25 Fireflies for Nathan The Hat

29 30 31

Review and ELA Summative Assessment May 21-25

June 2012

T w Th F

1

5 6 7 8

12 13 14 15

19 20 21 22

26 27 28 29

Days

1

Days 1

GRADEl July 20, 2011

1st Grade District Testing Blueprints Standard Description Quarter 1 Quarter 2 Quarter 3 Quarter 4

Reading 1.0 1.1 Match oral to printed words * * 1.3 Letters/words/sentences * 1.4 Hear initial/media/final sounds * 1.5 Hear long/short vowel sounds * * 1.6 Generate rhyming 'M:>rds * * 1.7 Change sounds in words * * 1.8 Blend 2-4 phonemes * * 1.9 Segment one-syllable words *

1.10 Blend sounds to read words * * * * 1.11 Read sight words * * * * 1.12 Vowel: diagraphslr-controlled * * 1.13 Read compounds/contractions * * 1.14 Inflectional forms/root words * * 1.15 Read common words or families * +

1.16 Read aloud fluently/naturally * * 1.17 Classify categories of words • * * ..

Read[ng 2.0 2.1 Identify sequence/logical order + * • * 2.2 Respond to factual questions • * ... * 2.4 Use context for understanding * * * 2.5 Make/confirm predictions • * ... * 2.6 Relate prior knowledge • * • • 2.7 Retell central ideas • ... • •

Reading 3.0 3.1 Story elements/structure * * + * 3.2 Author/illustrator roles * 3.3 Speak/write about books • * * •

~---- -- ~--- -- ~--

July 20, 2011

1st Grade District Testing Blueprints (cont.) Standard Description Quarter1 Quarter 2 Quarter 3 Quarter4

Writing Strategies 1.0

N/A N/A Written

Conventions 1.0 1.1 Use complete sentences * * • 1.2 Use singular/plural nouns * * 1.3 Contractions/pronouns * * 1.4 Identify ty~s of sentences * * * 1.5 Use end punctuation * * * 1.6 Capitalization/punctuation * * * • 1.7 Capitalize sentences/names/1 ... * * • 1.8 Spell grade-l~vel word~ * * *

- ---- -- --- -- ---- - ---

July 20, 2011

Destrezas de Comprension Houghton Mifflin de Primer Grado

Secuencia de Eventos Estandar: 2.1 Identificar el texto que usa secuencia u otro orden logico.

Len2ua2e Academico Pre2untas Resouestas Recursos

• pensar en el Houe.hton Mifflin or den • Cuenta los eventos del cuento en • Primero, despues, luego, Tema 1-

• a1 principio orden. por ultimo/finabnente ... • Ten go 6 aiios

• a1 comienzo • Pon los eventos principales en • Amo a Memo

• en Ia mitad del or den. • paso/sucedio • MiDia cuento despues __ . Tema 4-parte • 1.,Que paso/sucedio • Sueiio Caribeiio • parte final despues ? • Despues . jNose •

• a1 final hace.Maximo!

en la ultima parte • l.Que sucedera despues? • Al finaV AJ principio/ En 1a Tema 7 • luego mitad del • El cuervo y Ia • (,Que pasa a1 finallal principio/en Ia • cuento, Jarra • entonces

mitad del cuento? jPerdido! despues • • Al fina1l AI principio/ En la Tema 10 • • antes ;_,Que hace (personaje) a1 principio/ mitad del cuento, La sona de piedra • • • durante a la mitad/ al final del cuento? (personaje). Luces naraN athan • • orden del cuento • secuencia de • 1.,Que hace (personaje) • Despues/Luego (nersonaje l Harcourt (Estudios sucesos/ eventos despues/luego? Sociales) --• conclusion

Unida 4-Nuestro mundo • descnbir • 1.,Que secuencia de eventos te ayudo cambia • personaje( s) a llegar a 1a conclusion del cuento? Lecciones 1-4 • eventos

I • finalmente • {.Que harian si se encontraran __ ? Macmillan /McGraw-• ambiente Hill {ciencias} • linea cronologica • (,Que hace __ despues de ? Ciencias Fisicas-• pasado, presente, capitulos 7

futuro

Destrezas de Comprension Houghton Mifflin de Primer Grado

Secuencia de Eventos !

Narrativo

Estandar: 2.7 Relatar las ideas centrales de pasajes narrativos o expositivos simples.

AI principio del ano A mitad del ano AI final del ano

El cuento se trato de . El problema El titulo del cuento es fue La solucion fue Los personajes son . El anbiemte A1 final del cuento fue .Al

pnnctpto . Despues Luego . Al final

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Destrezas de Comprension Houghton Mifflin de Primer Grado

Tema, Ideal Principal, Detalles/Resumir Expositivo

Estandar: 2. 7 Relatar las ideas centrales de pasajes narrativos o expositivos simples.

AI Principio del ano A mitad del ano AI final del ano

Yo aprendi que pueden __ . El tema del cuento fue Tambien que La idea principal fue que Ademas . Un detalle es Por uhimo Otro detalle es

Por ultimo

Destrezas de Comprension Houghton Mifflin de Primer Grado

Comparar y Contrastar

Len2uaae Academico Pre2untas Respuestas Recursos • z,Como sonlparecen • __ y_sonlparecen Uoghton Miftlin

• lguales __y __ iguales/diferentes? iguales/ diferentes porque _. Tema 1-

• lgual • z,En que son diferentes ____y __ ? • Son diferentes en • jSopa! Diferente z,Quien tienelno tiene ? tienelno tiene • jSuma! • • • -- -- Tema 4-• Encomun • z,Que puede hacer __ que no • puedehacer

' El c6digo secreto • • Comparar puede hacer __ ? pero __ no puede __ . Elloro Zalamero • • Contrastar • z,Que pueden hacer ambos? • Ambos pueden Tema5 • Similar • z,En que se parecen __ y ? • Puedo decir que ambos se • Los dos sapos • Como • j,Quehace y __ quees parecen en Japoneses • Enquese iguaV diferente? • La mudanza

parecen • l,Cual es similar a ? Tema9

• Ambos • ;, Que es diferente de ? • Habitos naturales

• Eventos • i.Cuales dos cuentos/selecciones • La familia sorpresa

• Cuentos tienen eventos que toman Iugar

• Seleccion en ? Porque • ;_,Que tienen _ y __ en comun? Harcourt (estudios • Pero l, Que tipo de eligio? • eligio sociales) • •

Unida 5-Las personas de Personajes • ;,Cual __ elegiste para comparar y • Elegi para comparar • nuestro mundo • Ilustraciones contrastar? y contrastar.

Lecciones 1-5 Elegir • (,Cual te gusto mas y porque? • Me gusto mas •

• Detalles • i,Cuales son algunas de las porque __ . Macmillan /McGraw-

• Escoger diferencias que muestran las HiU (ciencias) • Diferencias ilustraciones? Ciencias de la tierra-

• i,Que oracion les ayudo a imagianr capitulos 1, 2, 3 lo que hicieron?

Destrezas de Comprension Houghton Mifflin de Primer Grado

Causa y Efecto

Len2ua2e Acad,hnico Pre~untas Respuestas Recunos

• Que paso • (,Que paso/sucedio? Hou2hton Mifflin

• Que sucedio Tema 1-

• sucede • ~or que paso/no paso ? • _paso /no paso • El tigre Carlitos

• Ahora porque • Nico yCoco

• Ahorita • ~or que deberialno deberia haber pasado? • Deberial No deberia • Esa casita

• Ya (already) haber pasado porque_.

• Porque • (,Por que podrial no podria haber pasado? • Podria/No podria haber Tema 10-

• Causa pasado porque _ _ . • La rana astute y

• Efecto • (,Que paso/sucedio cuando ? • sucedio/paso el con~o griton

• Problema porque • El sombrero de

• Solucion • (,Por que sucedio esto? Dias con SaQQ y fumQ

• ~or que son ?

• ~or que piensan esto? Harcourt {estudios sociales)

• /Yor que es importante __ ? Unida 1-Las reg las y las leyes

• l,Oonde encontraron ? Lecciones 1-4

• (,Como se sienten los personajes? Por que? MacmiUan /McGraw-Hill (ciencias}

• (,Por que crees que ? Ciencias Naturales capitulos 1, 2, 3

• (,Cual es la causa? Ciencias de Ia tierra capitulos 4, 5

• L,Cual es el efecto? Ciencias fisicas capitulos 6, 7

Destrezas de Comprension Houghton Miffiin de Primer Grado

Observar Detalles Estandar: 2.2 Responder preguntas con quien, que, cuando, donde y como

Lenguage Academico

• Detalles • Diferente • Igual • Sentir • Tema • Titulo • Personajes • Describir • Observar • Sucede • Acerca • Utilizar • Hoy • Ayer • Manana

Preguntas • L,Que fue ?

• ;,Que hizo ?

• L,Como es diferente ahora?

• l,Como se siente __ sobre ?

• l,Quien puede ?

• l,Que hacen _ _ y __ al final?

• Describe como se ve -----

• Describe lo que hizo y como lo hizo (personaje) .

• l,Cual es el problema?

• ;,Que sucede cuando ?

• ;,Como resolvieron _ _ el problema?

• l,Cuales son los detalles del cuento que te ayudaron a saber ?

• ;,Que detalles utilizaran para contarle a un amigo el cuento?

Respuestas

• fue - - --

• hizo .

• es diferente porque __ .

• se siente sobre

• ___puede _ _ .

• AI final _y _ _ hacen. __ _

• El problema fue .

• Sucedio cuando .

• Resolvieron el problema_.

Recursos Houghton Miftlin Tema2-

• Ser un nifio • El tapete • Una peluca

bonita Tema 6-

• El tigre y Anansi • iUy! Hayun

raton en la casa Tema9

• Anirnales que ayudan

• Cuando sea mayor como tu

Harcourt (estudios sociales} Unida 3-Amamos nuestro pais Lecciones 1-4 Macmillan /McGraww Hill (ciencias) Ciencias Naturales capitulos 1, 2, 3 Ciencias de 1a tierra capitulos 4,5 Ciencias fisicas capitulos 6, 7

Destrezas de Comprension Houghton MiiDin de Primer Grado

Fantasia y Realismo

Lenguage Academico Preguntas Respuestas Recursos Hou&!!ton Mifflin

• Observar • 1.,Q)J.e clase!tipo de cuento/seleccion es? • Este cuento/ Tema 2~

• Lector seleccion es • Minerva Louise

• Fantasia en Ia escuela

• Reali dad • l,Podria pasar este evento en realidadlvida • Este evento • i.,Olle le gasa a mi

• Reales real? podria ___porque animalito?

• realistico t,Come 1o sabes? • La so12a de Rita

• Ficcien Rabita

• No ficcion • l,Es este cuento un relate realista o • Este cuento es un Tema 7-

• Vida real fantasia? relato • El grille y 1a

• Distinguir hemriga

Antologia • (.Que cosas podrian suceder en la vida • podrian • Si les das un • real? pasar en Ia vida ganqueque a una • Seleccionlcuento real. cerdita • Relato

• Autor t,(})J.e hacen (gersonajes) que solo hace Ia Harcourt ( estudios • • Uustrader gente en la vida real? sociales) • Eventos • nun can Unida 4-Nuestro munde • Capitulo • ;,.Q)J.e cosas nunca sucederian en Ia vida podrian pasar en cambia • Tipo/clase real? la vida real. Leccion 3 • Realistico

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Destrezas de Comprension Houghton Mifflin de Primer Grado

Estructura del Cuento Estandar: 3.1 Identificar y describir los elementos de argumento, ambientaci6n y personajes en una historia, asi como el comienzo, desarrollo y fin de una historia.

Lenguage Academico Preguntas Respuestas Recursos

• J)e quelquien se trata este cuento? • E1 cuento se trata Hou&hton Miftlin de Tema 2-

• AI principio • La nlanta de frijol

• En Ia rnitad • £,Quien es el personaje principal? • El personaje de Jasper

• AI final principal es _ _ . • La casa de Tita

• Ambiente/lugar • El reto

• Personajes • i,Cual es el ambiente del cuento? • El ambiente del Tema 6-

• Personaje principal cuento es • El Zorro. el - -• Problema/ contlicto Lagarto y_ el

• Resolucion • l,Cual es el problema/conflicto del cuento? • El problema/ Conejo

• Resolver conflicto del • Lamarrana I • Narrador cuento es . dormida

Acerca • £,Como se resuelve el problema? • El problema se Tema9 • Identificar resuelve • La rana amable y •

• Despues la s~iente

Suceder • {,Como se dan cuenta que el cuento es de • El cuento es de ingrate • fantasialrealidad? fantasialrealidad • El amigo Nuevo

porque

• j,Quienes son los personajes del cuento? • Los personajes Harcourt (estudios del cuento son sociales)

• £,Como pueden usar lo que sabes del Unida 1-Las reglas y las tema? I eyes

• El problema y la Elleon ~ el raton (obra

• Identifica el problema y la soluccion . so luccion es . teatral) pg. 38-41

• Despues _ _ .

• {,Que crees que sucedera despues?

Destrezas de Comprensi6n Houghton Miffiin de Primer Grado

Tema, Idea Principal, Detalles/Resumir Estandar: 2.2 Responder preguntas con quien, que, cuando, donde y como

Lenguage Academico Preguntas Respuestas Recursos

• l,Cual es el tema de esta seleccion? • El tema de esta Houahton Mifflin

• Seleccion lncluye detaUes. seleccion Tema 3-

• Tema es • Contar en el

• Detalles • l,Cual es Ia idea principal de esta • La idea principal bosque

• Resumir seleccion? Incluye detalles. es • Del frio al so I -

• Idea principal Tema 8-

• Ocurrir • z,Cual es el orden del cuento? • Elordenes • La hormiga y_ la

• Seleccion crisalida

• Pasaje • l,Porque creen que el autor escribio • El autor escribio • Mariposa

• Acerca este cuento de esta rnanera? este cuento de

• Palabras esta manera Harcourt (estudios

descriptivas • l,Como saben si esta seleccion es porque __ . sociales)

• (recall) fantasia o si sucede en la vida real? Unida 3-Amamos

(retell) • Esta seleccion nuestro pais • • l,Que es lomas irnportante del es_porque_ Lecciones 1-4

cuento? Unidad 6-En el mercado

• Los mas Lecciones I -4

• l,Que es lo que mejor dice de que importante del trata el cuento? cuento Macmillan /McGraw-

es Hill (ciencias}

• Resume con tus propias palabras Ciencias Naturales

los eventos del cuento. • El autor utilize capitulos 1, 2, 3

palabras Ciencias de la tierra

• Cuenta en tus propias palabras lo desciptivas capitulos 4,5

que ocurrio en el cuento. porque Ciencias fisicas capitu/os 6, 7

• l,Por que el autor utilize palabras descriptivas? Note for teachers:

Use of graphic organizers highly suggested.

I

Destrezas de Comprension Houghton Mifflin de Primer Grado

Hacer Predicciones Estandar: 2.5 Confinnar predicciones sobre lo que sucedeni a continuaci6n en un texto mediante Ia identificaci6n de palabras clave ( es decir, palabras guia).

Len~aste Academico Preguntas Respuestas Recursos Hou&bton Miftlin !

• (,Que pistas puedes usar para predicir • Puedo usar Tema 3-• Prediccion de que se trata el cuento? para predicir. • Pearly su Qlanta • Predecir premiada

• Inferir • Lee el titulo y ve Ia ilustracion 1.,Que • Amigo L

• Entre podra suceder? Tema6

• Suceder • La vida en Ia • Preguntar • (,De que tratara este cuento? • Este cuento tratara selva troJ2ical

• Despues de • Ranita de ojos

• Oraciones • l,Cual es tu prediccion? • Yo predigo __ . fOJOS

• Utilizar Tema 10

• Resolvio • (,Que podria suceder ? • La calabaza en Ia Jarra

• 1...Que pasara despues de ? • Dos osos glotones

• (.Que haran (personajes) con ? I

• (,Que crees que haria/hara ? Macmillan /McGraw-Hill (ciencias)

• i,Que predigieron que iban a aprender? Ciencias Naturales capitulos 1, 2, 3

• 1...Que les ayudo a hacer esa Ciencias de Ia tierra

prediccion? capitulos 4, 5 Ciencias fisicas

• i,Fue buena su prediccion acercas del capitulos 6, 7

cuento? i..,Por que?

• (,Como utilizaron lo que sabian para hacer sus predicciones?

Destrezas de Comprension Houghton Mifflin de Primer Grado

Categorizar y Clasificar

Lenguage Academico Preguntas Respuestas Recursos Houehton Miftlin

• Categorizar • <,En que se parecen? • Se parecen en __ . Tema 3-

• Clasificar • La gallina Rosa y

• Diferencias • Se diferencian en la noche

• Parecen • l,En que se diferencian? espantosa

• Pistas • jOue recorrido!

• Pertenecer • ;,A que grupo pertenece ? • pertence a Tema 5-

• Grupo grupode __ . • La casfl de Raton

• Categoria • El paQalote

• Corresponde • (,Cual de estos pertenecen a una • pertenecen a Tema 8-

• Descnbir categoria de ? La categoria de __ . • Ocho afios de

• Explicar vida }: cada dia mas fuertes

• (,Que corresponde a un grupo de ? • __ corresponde a u • Elbosgue ungrupo de

Harcourt ( estudios

• l,Que pertenece a esta categoria? sociales) Unida 2-Donde las personas viven Lecciones 1-4 Macmillan /McGraw-Hill (ciencias} Ciencias Naturales capitulos 2, 3 Ciencias de Ia tierra capitu/os 5 Ciencias fisicas capitulos 6

Destrezas de Comprension Houghton Mifflin de Primer Grado

i Hacer Generalizaciones

t Respuestas Recursos Lenguage Academico Pregun as Houghton Miftlin

. · . ? Tema 5-• Dtferenc1a • (,Que ttpo de • La ratona de

• Parecen ciudad y la ratona • Mayoria • (,Que puede hacer con todos • __puede _ _ . de campo • Orden estos __ ? • Yo en el mapa • Entre

• (,Que cosas demuestra ? • __ demuestra

• l,l)e que estan hechos Ia rnayoria • La mayoria de de ? estan hechos

de. _ ___ _

Harcourt (estudios • ;J>ara que se usan la mayoria • La mayoria de sociales)

de ? se usan Unida 5-Las personas de para nuestro mundo

Lecciones 1-5 • nos dice

• (,Que dice sobre ? sobre. __ _

Macmillan /McGraw-• l,Cual es el orden del cuento? • El orden del Hill (ciencias)

cuento es__ Ciencias Naturales capitulos 1, 2, 3 Ciencias de la tierra capitulos 4,5 Ciencias fisicas capitulos 6, 7

Destrezas de Comprension Houghton Mifflin de Primer Grado

Sacar Conclusiones

Len~aee Academico Preeuntas Respuestas Houl!bton Miftlin

• Observar • j_,Que paso ? Tema 4-

• Pertencer • Un huevo es un

• Tipo • l,Alguna vez has visto ? • s~ alguna vez __ . huevo

• DetaUes • Foto de familia

• Resumir • (,Que puedes decidir sobre ? • Puedo decider Tema 8-

• Despues que • Paul Bunyan . • Luego • £,Que puedes decir sobre ? Puedo decir • Johruwel • • Racer sentido que __ . manzanero

Situacion • J>onde piensas que ? Pienso que • • • Personaje

Datos • £,Que piensa el autor sobre ? • El autor piensa _ _ . Harcourt ( estudios • sociales)

• <,Como crees que se siente? • Cree que __ se Unida 1-Las reglas y las

siente leyes Lecciones 1-4

• <,Como resumirian esta seleccion? • Resumiria esta seleccion

Macmillan /McGraw-. HiD {ciencias} • (,Como te sentirias si tu fueras el personaje? Ciencias Naturales

capitulos I, 3

• (,Que harias en esta situacion? Ciencias de Ia tierra

• mehace capitulos 4, 5

(,En que te hace pensar esto? - - Ciencias fisicas • pensar en capitulos 6, 7

Destrezas de Comprension Houghton Miffiin de Primer Grado

Resolver Problemas

Len~ua~e Academico Preeuntas Respuestas Houl!hton Mifflin

• Resolver • (.Como resolvieron el problema? • separece

• Resolvieron en que Tema 7-

• Creyeron • 1.,Que pensaron que harian ? • se • Lo de amba ylo

• Pensaron diferencia en de abajo

• Parecen • (.Que creyeron que iban hacer ? que . • jEste sa~ es

• Problema rnio!

Solucion • i,En que se parece y en que se • La mejor •

Investigar diferencia ? solucion

• fue porque Harcourt {estudios • Experirnentar sociales)

Experirnento - -• Unidad 1-Las reglas y las leyes

• 1,Cual es Ia mejor solucion? Por que? Leccion 1

Macmillan /McGraw-Hill {dencias) Ciencias Naturales capitulos 1, 2, 3 Ciencias de Ia tierra capitulos 4, 5 Ciencias fisicas capitulos 6, 7

-~ ~-

Social Studies Suggested Vocabulary and Additional Resources

Reflections-Harcourt Grade 1 Unit 1- Ru1es and Laws

Comprehension: cause

Content Vocabulary:

effect problem solution diagram (Garrett Morgan) label (Olympic Sports)

teacher rule responsibility principal fair community citizen law leader group

Vocabulary Power (Additional Resources): nouns, p. 3 (people, places, things)

city govermnent vote President ballot respect right share sportsmanship

mu1tiple - meaning words, p. 9 (true), p. 23 (group); p. 31 (right); p. 39 (fast)

antonyms,p. 13(fair,unfarr)

synonyms, p. 13 (rule, law)

compound words, p. 29 (trustworthy)

Social Studies Suggested Vocabulary and Additional Resources

Reflections-Harcourt Grade 1 Unit 2- Where People Live

Comprehension: categorize classify describe (Sun Power)

Content Vocabulary: location map legend nruap resource state fann country shelter border transportation Earth directions globe cardinal directions continent weather ocean neighborhood symbol

season recreation

Vocabulary Power (Additional Resources): syllables, p. 51

related words, p. 54 (desert); p. 59 (map, border, location)

use reference sources, p. 56 (dictionary)

word families, p. 65 (neighborhood)

prefixes and suffixes, p. 79 (eco-, bio-, -ology); p. 86 (words in the poem)

synonyms, p. 81 (fun, work, play, recreation)

Social Studies Suggested Vocabulary and Additional Resources

Reflections-Harcourt Grade 1 Unit 3- We Love Our CountJ:y

Comprehension: main idea detail classify/categorize diagram

Content Vocabulary: flag yesterday pledge tomorrow allegiance landmark hero diagram national holiday settler calendar colony today freedom

Vocabulary Power (Additional Resources): word parts, p. 99 (nation, national; landmark; freedom, free); p. 135 (unfurling)

synonyms, p.1 08 (pledge, agree, unfair)

word web, p. 111 (allegiance)

related words, p. 113 (hero)

word families, p. 114 (achieve, achievement); p. 127 (settle, settler, settled)

compound words, p. 121 (landmark)

root words, p. 133 (declare, declaration; constitute, constitution)

Social Studies Suggested Vocabulary and Additional Resources

Reflections-Harcourt Grade 1 Unit 4 - Our Changing World

Comprehension: sequence classify/categorize

Content Vocabulary: change technology tool nonfiction table fact past fiction present communication future generation time line

Vocabulary Power (Additional Resources): synonyms/antonyms, p. 167 (present, now, past) classify/categorize, p. 175 (technology); p. 185 (venn diagram about generations); p. 186 (communication)

word origins, p. 176 (technology); p. 191 (television)

Use Reference Sources, p. 183 (write about flight)

root words, p. 194 (quilt, quilting, quilter)

compound words, p. 197 (grandmother)

Social Studies Suggested Vocabulary and Additional Resources

Reflections-Harcourt Grade 1 Unit 5 - All About People

Comprehension: compare contrast flowchart classify/categorize

Content Vocabulary: culture route tradition folktale history religion language celebration immigrant custom world storyteller

Vocabulary Power (Additional Resources}: synonyms, p. 227 (history, story, language); p. 245 (religion, stories, beliefs); p. 255 (descriptive words)

root words, p. 21 (custom, customary, accustomed); p. 238 (migrant, immigrant)

context clues, p. 214 (anticipation)

adjectives, p. 216

word families, p. 251 (celebrate, celebration, celebrating, celebrated)

related words, p. 237 (world, people, places)

Social Studies Suggested Vocabulary and Additional Resources

Reflections-Harcourt Grade 1 Unit 6 - The Marketplace

Comprehension: recall retell picture graph bar graph depict

Content Vocabulary: goods market servtces money job business volunteer

trade save scarce wants factory

Vocabulary Power (Additional Resources): context clues, p. 283 (job)

synonyms, p. 267 (market)

onomatopoeia, p. 272; p. 311

classify/categorize, p. 284 (job)

word origins, p. 293 (market)

rhyming words, p. 294 (-ade)

descriptive words, p. 311

suffixes, p. 277 (services, -s)

word web, p. 311 (community)

related words, p. 301 (factory, building, workers); p. 308 (Laundromat)

Strategies for Teaching Nonfiction Text From Stepha~ie Harvey and Debbie Miller

Determining lmport~nce in Nonfiction

Anchor Chart of Tips for Reading Nonfiction By Stephanie Harvey

• Think of facts, questions and responses. Write these down as you read.

• Reading nonfiction takes time. You may have to reread·to make sure you· understand.

• Reread so you don't forget what you are reading.

• Reading fiction is like watching a movie. Nonfiction is more like a newscast or watching a slide show.

• Stop often and ask yourself if .w~at you are reading makes sense.

• Important to abbreviate when you take notes.

• Think before you write.

• Nonfiction reading is reading to learn something.

Reading with Meaning Debbie Miller

Determining Importance at a Glance What's Key for Kids • Readers distinguish the differences between fiction and nonfiction. • Readers distinguish important from unimportant information in order to

identify key ideas or themes as they read. • Readers-use their knowledge of narrative and expository text features to

make predictions about text organization and content. • Readers utilize teXt features to help them distinguish important from

unimportant information. • Readers use their knowledge of important and relevant parts of text to answer

questions and synthesize text for themselves and others.

READING STRATEGIES FOR NON-FICTION TEXT

• Decide the PURPOSE of reading a particular text.

EXAMPLE: research, writing a report, textbook assignment, personal interest, etc.

Knowing the PURPOSE will help you decide what information and ideas are the most important to remember and learn

• Think about what you already KNOW and feel.

This will get your brain activated and ready to learn about a particular topic. It will allow your brain to connect new information to information that you already have stored in your brain.

• PREVIEW the text.

Example: pictures, graph, bold font, heading, captions, etc,

This will also help activate your brain and get it ready for learning. The previewing will allow your brain to prepare for specific types of information that you are about to read.

• Break the text into small chunks, slow down, re-read.

There are many facts and ideas that are presented in non-fiction text Trying to learn from such text can be difficult or overwhelming at times. These strategies will help minimize the overload of information you are taking in at one time and will dramatically increase your understanding and comprehension.

• Other Strategies you can use to understand, organize and remember what you read:·

Picture it Make connections Keep notes Make predictions Ask questions

FQR Chart Facts-Question-Response Chart

The strategy emphasis supports students to ask questions, determine importance in the text, and respond, voicing their own opinions and thoughts. Eventually the children will be able to use this response method independently to read for information in text they have chosen at their. own reading level. The children record factual information, ask questions, and respond to merge their thinking with the content.

When students have the opportunity to share and explain their own thinking about text, they learn and remember important information.

Example: "The Comeback of Humpbacks" National Geographic for Kids (Sept 2000}

Facts Ques~ion . Response Leaping out of the water is Is all jumping called called breachina breaching? 30x more than in 1965 WOW! That is a lot. That was

a aood comeback. Humpbacks were almost gone I don't like the hunters using until a law was created to only one part of the whale. protect humpbacks Reminds me of the white men

wasting the buffalo.

Facts Questions Responses

-·-

... .

Reading with Meaning, pages 149-150

Identify what the conventions of nonfiction text are and how they help us as readers. Debbie Miller suggests spending one day on each convention. The teacher should bring in examples of at least five places in nonfiction texts that support that convention. Then the children look for the convention and share them with a partner, small group, whole group. It" is not enough to identify the convention and purpose, we must also identify how they help us as readers.

Conventions - Purpose How they help us as readers

Labels Help the reader identify a picture or photograph and/or its parts.

Photographs · Help the reader understand exactly what something. looks like . .

Captions Help the reader better understand a picture or photooraoh.

Comparisons Help the reader understand the size of one thing by comparing it to the size of something familiar.

Cutaways Help the reader understand something by looking at it from the inside.

Maps Help the reader understand where things are in the worfd .

Types of print Help the reader by signaling, "Look at mel I'm Important!"

Close-Ups Help the reader see details in something small .

Table of Contents Help the reader identify key topics In the book in the order thev are presented.

Index An alphabetical list of almost everything covered in the· text, with PaQe numbers.

Glossary Helps the reader define words contained in the text.

Guided Reading the Four Blocks Way, pages 58-62 "What's for Reading?" 'You want the children in your classroom to know that they will read

something every day during Guided Reading, and as Guided Reading time approaches, you want them to begin asking themselves 'What's for reading?" Then you want them to know they can take a quick peek at the text ·and see the kinds of reading they can anticipate. "What's for reading?" is a previewing technique where the children decide what kind of text they are going to read and what special features that text has."

Reading With Meaning, page 146

Have the students look at nonfiction and fiction texts and determine what are the characteristics of both types .of text.

Make a Venn Diagram reflecting what they learned.

FICTION· BOTH NONFICTION Title Bold print

Beginning middle end Index Setting Illustrations Characters Table of contents Problem They help. you learn . Events Photographs Resolution They are fun to read (

Captions Stories Words Headings

Cutaways Themes

Information Pictures Ideas

Read from front to back Amazing facts Read in any order

S Expository Text Structures Text type Tens .. . Clue Words Graphic Organizer descriptive ... about about, is a, has Web

. something a, does, for 0 · example,

0 characteristics \ are

seqttence ... series or first, second, 1. steps; items or third, next, then, 2. events in finally 3. numerical or ·4.

I

chronologica~ order

problem/ solution ... problem, problem is, J ~em] attempted solution is., have

solutions, solved this r attetnl)t t results; problem by,

question and puzzle is •• I 1 answer format solution

compare/ contrast · ... similarities different ftom, ~zm2) and differences same as, alike, between 2 or similar to, I

more things resemble, on the Matrix (More than 2) other hand dog cat bird

cover fur · fur feather .. #-legs 4· .4 2

I sound bark meow clWp

cause and effect ... reasons why so that, because Cause/Effect Map something of, as a result I finoj~ I happens or of, since, so in exists order to., reasons

oreliminarv resull l why, if. .. then, ~ • Jl as a result,.

therefore, l 1l 1 ' because