Unit 1 Skills Overview Alphabet Books and Children Who Read Them In this first six-week unit of first grade, students are welcomed to school as readers and begin reviewing the alphabet and concepts of print through books about the library, friendship, and the ABCs. Unit 1 will take approximately 6 weeks End-of-Unit Observable Behaviors: Listening and Speaking Listen to make predictions, classify, and recall and retell and to recognize main idea, fact and fantasy, and sequence. Use school vocabulary to describe colors, shapes, sizes, numbers and positions. Word Identification and Word Knowledge Recognize and name letters Identify a few high-frequency words Identify initial consonant sounds Blend initial consonant sounds and phonograms Variety of Texts and Genres Participate in listening to reading, and discussing different genres Use big books to learn about fantasy and nonfiction Reading Response Listen to stories read aloud and respond by recalling and retelling Writing and Grammar Skills Dictate pr write sentences in shared writing Draw and label pictures Use nouns and verbs correctly High-Frequency Words red, blue, yellow, I, see, a, can, at, and, look, the, my, big, have, it, is, in, little, do, like, that, not, to, you, get, what, we, one, two, three, up, but, go, where, here, am Reading Comprehension Target Skills Predicting Classifying Main Idea Fact and Fantasy Sequence Recall and Retell Phonics Target Skills Consonants: M R S B T C N P F G L H D K J W V Short a, short i, short o, short e, short u Phonograms: -ig, -it, -op, -ot, -en, -et, -ug, -up, -ut Spelling Words Spelling words will start with Unit 2
Transcript
Unit 1 Skills Overview Alphabet Books and Children Who Read Them
In this first six-week unit of first grade, students are welcomed to school as readers
and begin reviewing the alphabet and concepts of print through books about the
library, friendship, and the ABCs.
Unit 1 will take approximately 6 weeks
End-of-Unit Observable Behaviors:
Listening and Speaking
Listen to make predictions, classify, and recall and retell and to recognize main idea, fact and fantasy, and
sequence.
Use school vocabulary to describe colors, shapes, sizes, numbers and positions.
Word Identification and Word Knowledge
Recognize and name letters
Identify a few high-frequency words
Identify initial consonant sounds
Blend initial consonant sounds and phonograms
Variety of Texts and Genres
Participate in listening to reading, and discussing different genres
Use big books to learn about fantasy and nonfiction
Reading Response
Listen to stories read aloud and respond by recalling and retelling
Writing and Grammar Skills
Dictate pr write sentences in shared writing
Draw and label pictures
Use nouns and verbs correctly
High-Frequency Words
red, blue, yellow, I, see, a, can, at, and, look, the, my, big, have, it, is, in, little, do, like, that, not, to, you, get, what,
CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text. CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text.
With guidance, read various text and ask and answers questions related to the text. Books such as:
The Graphic Alphabet
Eating the Alphabet
Lunch
I see Blue, Red and Yellow
Ongoing informal observations using checklist. Scott Foresman Benchmark assessment
CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
During small group, students will respond to text verbally.
Informally
CCSS ELA- Literacy.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. CCSS.ELA-Literacy.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
Look at Children’s Games by Pieter Bruegel. Ask question about the painting such as “what are they doing?” “Is that like a hula hoop?” Talk about the value of asking questions and how we begin to open our minds to think deeply about something.
Children create his/her own version of Pieter Brugel’s artwork and write an explanatory piece about his/her artwork. Share writing and artwork with classmates.
CCSS.ELA-Literacy.RF.1.1 Demonstrate understanding of the organization and basic features of print.
Using a variety of text, ask students to distinguish features in a sentence (e.g., first word, capitalization, ending punctuation).
Ongoing; formal worksheet and informal observations.
CCSS.ELA-Literacy.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Students will with guidance form teacher Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. Students will with guidance from teacher isolate and pronounce initial, medial
Completed orally on a weekly basis. Formal assessed using Individual Reading Inventory and DIEBLS. Completed orally on a weekly basis.
CCSS.ELA-Literacy.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
vowel, and final sounds (phonemes) in spoken single-syllable words.
Formal assessed using Individual Reading Inventory and DIEBLS.
CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
Students will participate in recognizing and reading grade-appropriate irregularly spelled words.
Weekly high-frequency word assessment both orally and written.
CCSS.ELA-Literacy.RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
Teach and talk about fiction and nonfiction books and author’s purpose.
Scott Foresman Benchmark.
CCSS.ELA-Literacy.RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
Read, Good Books, Good Times and How to Eat a Poem.
Informally for fluency.
CCSS.ELA-Literacy.RI.1.2 Identify the main topic and retell key details of a text. CCSS.ELA-Literacy.RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
Read My Family’s Market to teach children how to recognize the main idea; ask guided questions about the text.
Students will be able to choose the main from among two or three choices. Scott Foresman Reading assessment
CCSS.ELA-Literacy.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
I Am A first Grader writing project. Scott Foresman rubric
CCSS.ELA-Literacy.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
Students will participate in weekly fluency reads as a whole group and during small group interventions. They will read:
(a) grade-level text with purpose and understanding.
Scholastic Reading Fluency Assessment, informal reading observations during lessons. Books unutilized for assessment are:
Look, Pat and Nan!
Can Pig Nap?
(b) grade-level text orally with accuracy, appropriate rate, and expression on successive readings (c) Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Big Monkey, Little Monkey
I like to Hop
Get the Tent
I Am a Bug
CCSS.ELA-Literacy.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Throughout the unit, students will produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in
response to prompts. Students will longingly practice and achieve printing all upper- and lowercase letters.
Daily writing assignments and portfolio work. Daily writing assignments and portfolio work.
CCSS.ELA-Literacy.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Students will on a weekly basis:
(a) Capitalize dates and names of people. (b) Use end punctuation for sentences. (c) Use commas in dates and to separate single words in a series. (d) Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. (e) Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
Daily writing assignments, portfolio work, Words Their Way spelling program, and high-frequency word assessments.
CCSS.ELA-Literacy.L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies
Students will: (a)Use sentence-level context as a clue to the meaning of a word or phrase. Students will be asked to identify the meaning of an unfamiliar word in a text to find the meaning; various text utilized.
Orally during whole group and small group lessons.
(b)Use frequently occurring affixes as a clue to the meaning of a word.
CCSS.ELA-Literacy.L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
Students will identify the ways things are different and the ways they are alike. Children will classify classroom objects into various groups. And then transfer this into word groups to gain a sense of the concepts the categories represent. Define words by category and by one or more key attributes; students will complete this during our science unit in which we discuss the ways animas move. It will also be an ongoing skill in other units Identify real-life connections between words and their use by talking about word meaning and how to use them.
Observe students as they write; they will write about what they classified and a Scott Foresman Scoring Guide will be used.
CCSS.ELA-Literacy.L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
Daily read aloud
Answering questions
Morning meeting sharing question
Informally ongoing
Unit 2 – The Amazing Animal World
Essential Question: How can reading teach us about writing?
CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text. CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text.
With guidance, read various text and ask and answers questions related to the text. Books such as:
Tex Has an Itch
Paper Fun
Go Away, Bugs!
With the Fish
In and Out
Night Songs
Ongoing informal observations using checklist. Scott Foresman Benchmark assessment
CCSS.ELA-Literacy RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Read Finn Family Moomintroll by Tove Jansson. Focus on retelling the fictional story giving students the opportunity to retell the previous chapters.
Informal observations.
CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details. CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text. CCSS.ELA-Literacy.RI.1.2 Identify the main topic and retell key details of a text.
Read Fish Faces and identify the main idea as well as other story elements.
On-level worksheet corresponding to Fish Mix.
CCSS.ELA-Literacy.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. CCSS.ELA-Literacy.L.1.1b Use common, proper, and possessive nouns.
Read The Pasture by Robert Frost. Students will recite the poem, gather nouns in the poem and sort them according to categories (e.g., places, animals, sounds).
Poster with completed noun sort. Listen to students express feelings about the poem.
CCSS.ELA-Literacy.L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. CCSS.ELA-Literacy.L.1.5b Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
Read The Pasture by Robert Frost. Students will recite the poem, gather nouns in the poem and sort them according to categories (e.g., places, animals, sounds).
Poster with completed noun sort. Listen to students express feelings about the poem.
CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. CCSS.ELA-Literacy.Sl.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. CCSS.ELA-Literacy.SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. CCSS.ELA-Literacy.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
In a series of three lessons, students will read Are You My Mother by P.D. Eastman, and they will explore the adventures of a baby bird in search of his mother, consider the importance of the illustrations in the story, and appreciate the importance of rereading stories.
Informal.
CCSS.ELA-Literacy.RL.1.6 Identify who is telling the story at various points in a text.
Using the book, Mouse Tales by Arnold Lobel, students will reread parts of the text where weasel speaks, where the mouse speaks, and where the narrator tells the story. Students will be assigned parts in the story to show how dialogue works in literature.
Mouse Tales workbook packet.
CCSS.ELA-Literacy.RI.1.8 Identify the reasons an author gives to support points in a text. CCSS.ELA-Literacy.RI.1.7 Use the illustrations and details in a text to describe its key ideas.
Scholastic News. Informal whole group discussions.
CCSS.ELA-Literacy.RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). CCSS.ELA-Literacy.W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). CCSS.ELA-Literacy.RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.
Arctic animal unit. Final writing project.
CCSS.ELA-Literacy.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Students will practice weekly with teacher guidance using whiteboards, technology and Scott Foresman’s Curriculum:
Distinguish long from short vowel sounds in spoken single-syllable words.
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
DIEBES, Scott Foresman Benchmark assessment, checklist and weekly observations.
CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
Students will practice weekly with teacher guidance using whiteboards, technology and Scott Foresman’s Curriculum: Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.
DIEBES, Scott Foresman Benchmark assessment, checklist and weekly observations.
CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
Decode two-syllable words following basic patterns by breaking the words into syllables. Read words with inflectional endings. Recognize and read grade-appropriate irregularly spelled words.
DIEBES, Scott Foresman Benchmark assessment, checklist and weekly observations.
CCSS.ELA-Literacy.RF.1.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
Weekly activities that enhance the skill of basic sentence structure.
Worksheets.
CCSS.ELA-Literacy.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
Students will participate in weekly fluency reads as a whole group, small group and individually. Students will:
Read grade-level text with purpose and understanding.
Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Monthly fluency reads and comprehension assessment.
CCSS.ELA-Literacy.W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Weekend story writing, picture prompt writing, free choice writing,
Portfolio and Scott Foresman Benchmark Assessment.
CCSS.ELA-Literacy.W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
Using Matisse’s The Snail discuss the artwork and talk about its possible meaning. Students will then do a shared writing and create their own style of Matisse’s work.
Writing sample and artwork.
CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question
Animal research writing project. Final writing project.
CCSS.ELA-Literacy.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
Daily morning meeting conversations, weekly reading lessons and sharing. Students will:
Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
Ask questions to clear up any confusion about the topics and texts under discussion.
Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
Informal observations.
CCSS.ELA-Literacy.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Continually practice and master printing all upper- and lowercase letters.
DIEBES, Scott Foresman Benchmark assessment, checklist and weekly observations.
CCSS.ELA-Literacy.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Throughout unit 2, students will: Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). Use frequently occurring adjectives. Use frequently occurring conjunctions (e.g., and, but, or, so, because). Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
DIEBES, Scott Foresman Benchmark assessment, checklist and weekly observations.
CCSS.ELA-Literacy.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Capitalize dates and names of people. Use end punctuation for sentences. Use commas in dates and to separate single words in a series. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. Spell untaught words phonetically, drawing on phonemic awareness and spelling
conventions.
DIEBES, Scott Foresman Benchmark assessment, checklist, worksheets, Words Their Way and weekly observations.
CCSS.ELA-Literacy.L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.
Students will: Use sentence-level context as a clue to the meaning of a word or phrase. Use frequently occurring affixes as a clue to the meaning of a word. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).
DIEBES, Scott Foresman Benchmark assessment, checklist, worksheets, and weekly observations.
CCSS.ELA-Literacy.L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).
Unit 3 – Life Lessons
Essential Question: How can stories teach us life lessons?
CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text. CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text.
With guidance, read various text and ask and answers questions related to the text. Books such as:
This Means Stop
Oh, Good
Sleepy Pig
The Zookeeper
Looking for the Queen
Peas Please
Ongoing informal observations using checklist. Scott Foresman Benchmark assessment.
CCSS.ELA-Literacy RL.1. Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Practice retelling using these stories:
Cat Traps
My Buddy, Stan
Biscuit
Trucks
Fox and Bear
Rex and Lilly
Informal observations.
CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details. CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text. CCSS.ELA-Literacy.RI.1.2 Identify the main topic and retell key details of a text.
Students will read two versions of The Little Red Hen and compare the plot and characters. Write an opinion piece stating whether they believe Red Hen was fair or not fair when she did not share her bread.
Compare and contrast worksheet. Writing example
CCSS.ELA-Literacy.RL.1.9 Compare and contrast the adventures and experiences of characters in stories. CCSS.ELA-Literacy.W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
CCSS.ELA-Literacy.RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. CCSS.ELA-Literacy.RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. CCSS.ELA-Literacy.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
Compare books about animals that are fictions and nonfiction. Poems will also be included.
Informal observations.
CCSS.ELA-Literacy.SL.1.6 Produce complete sentences when appropriate to task and situation CCSS.ELA-Literacy.L.1.1.c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). CCSS.ELA-Literacy.L.1.1.e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). CCSS.ELA-Literacy.L.1.1.j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
With students, create a list of “lunchroom manners” using a book such as Manners (Aliki). Students will dictate the sentences while the teacher writes them down. Students will then complete their own sentences. In this writing lesson, focus on writing complete sentences with subject-verb agreement.
CCSS.ELA-Literacy.W.1.7 Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Show the student O’Keeffe and van Gogh works without titles. Have students write a short descriptions of what they see. Which flower can you see actually growing and changing? Which painter chose to make his or her family works more abstract? Who painted flowers realistically?
Students writing description.
CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text. CCSS.ELA-Literacy.RI.1.2 Identify the main topic and retell key details of a text. CCSS.ELA-Literacy.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. CCSS.ELA-Literacy.RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text. CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
Recognize biography as literary genre Discuss the function of a biography Listen and consider the purpose of the introduction to the book. Trace Carver’s struggle to get an education. Investigate Carver’s contribution to farming in America.
CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text. CCSS.ELA-Literacy.RI.1.2 Identify the main topic and retell key details of a text.
Students will read the nonfiction book Trucks By Gail Saunders-Smith and Communities by Gail Saunders-Smith. The students to build oral language background by building a web of different kinds of trucks and
Students writing of the main idea. Informal observation during web building activity.
CCSS.ELA-Literacy.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. CCSS.ELA-Literacy.RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
communities. Students will retell the stories in their own words and identify the main idea. In the story Communities, students will identify how all the different jobs might be related.
CCSS.ELA-Literacy.RF.1.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-Literacy.RF.1.1.a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
During small group lessons, students will be asked to identify sentence features while reading weekly phonics books.
Ongoing; informal; notes placed in student files.
CCSS.ELA-Literacy.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). CCSS.ELA-Literacy.RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. CCSS.ELA-Literacy.RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
Students will engage in developmentally appropriate lessons on: Short e, short u, short vowel pattern CVC short vowels, double final consonants, initial r and l blends, initial s blends, initial c /s/ blends, final consonant blends, and contractions. During our weekly reading lessons, students will practice substituting initial, medial and final phonemes, and blending strategies. The lessons will follow the scope and sequence of the Links to Reading First Instructional Plans by Scott Foresman Reading.
Worksheets Unit 3 benchmark assessment Informal observations
CCSS.ELA-Literacy.RF.1.3.a Know the spelling-sound correspondences for common consonant digraphs. CCSS.ELA-Literacy.RF.1.3.b Decode regularly spelled one-syllable words CCSS.ELA-Literacy.RF.1.3.g Recognize and read grade-appropriate irregularly spelled words.
Words Their Way spelling program Weekly spelling tests Weekly homework
CCSS.ELA-Literacy.RF.1.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-Literacy.RF.1.4.a Read grade-level text with purpose and understanding. CCSS.ELA-Literacy.RF.1.4.b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. CCSS.ELA-Literacy.RF.1.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Self-selected books during our daily Read to Self. Daily small group readings. Choral reading twice a week. Targeted students will use fluency sentences; triangle method.
CCSS.ELA-Literacy.W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Students will read the story Cat Traps and then write a piece in which they recall the events that took place in the story.
Writing example
CCSS.ELA-Literacy.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. CCSS.ELA-Literacy.SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). CCSS.ELA-Literacy.SL.1.1.b Build on others' talk in conversations by responding to the comments of others through multiple exchanges.
Daily morning meeting conservations. Help Me Be Good lessons. Engage in group discussions regarding books read or videos watched. Small group discussions.
CCSS.ELA-Literacy.SL.1.1.c Ask questions to clear up any confusion about the topics and texts under discussion. CCSS.ELA-Literacy.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. CCSS.ELA-Literacy.SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
CCSS.ELA-Literacy.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
Responsive classroom technique; classroom morning meeting. Every Monday we engage in a weekend sharing in which students share something they did over the weekend.
Informal.
CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details.
Students will hear the story Toot and Puddle by Holly Hobbie, Sheila Rae, The Brave by Kevin Henkes. Students will compare Toot and Puddle in the story using a Venn Diagram. Then the students will Read Shelia Rae, The Brave and compare the characters from both stories.
Essential Question: How do you know what a character is feeling and when these feelings change?
Standards/Benchmarks Activity/Lesson Assessment Method CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text. CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details. CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.RF.1.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-Literacy.RF.1.1.a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
Books:
Biff Helps After All o Realism and Fantasy o Long a (CVCe) o Inflected Engind -ed
Where Bat Came From o Theme o Long a (CVCe) o Intital Digraphs ch and th
Karate Class o Main Idea o Long o (CVCe) o Initial Digraphs sh and wh
Zulu Dancer o Author’s Purpose o Long i (CVCe) o Medical Consonants
Long Tom o Plot o Long u o Final Digraphs
The First Day of Winter o Realism an Fantasy o Long e: ee, e o Compound Words
Practice book 1.4 pages:
13-14
29-30
45-46
61-62
77-78
93-94 Unit 4 skills test Informal assessments
CCSS.ELA-Literacy.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
Books that address the standards and have key lessons are:
Biff Helps After All The Missing Snake
Unit 4 skills test Worksheets Informal assessments
CCSS.ELA-Literacy.RF.1.2.a Distinguish long from short vowel sounds in spoken single-syllable words. CCSS.ELA-Literacy.RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. CCSS.ELA-Literacy.RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. CCSS.ELA-Literacy.RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.RF.1.3.a Know the spelling-sound correspondences for common consonant digraphs. CCSS.ELA-Literacy.RF.1.3.b Decode regularly spelled one-syllable words. CCSS.ELA-Literacy.RF.1.3.c Know final -e and common vowel team conventions for representing long vowel sounds. CCSS.ELA-Literacy.RF.1.3.d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. CCSS.ELA-Literacy.RF.1.3.e Decode two-syllable words following basic patterns by breaking the words into syllables. CCSS.ELA-Literacy.RF.1.3.f Read words with inflectional endings.
Kate Spins Plates o Realism and Fantasy o Long a (CVCe) o Inflected Engind -ed
Where Bat Came From Take the Cake Dave Bakes a Cake
o Theme o Long a (CVCe) o Intital Digraphs ch and th
Karate Class Whales Helping HopeShop
o Main Idea o Long o (CVCe) o Initial Digraphs sh and wh
Zulu Dancer Summer at Pine Lake Five White Mice
o Author’s Purpose o Long i (CVCe) o Medical Consonants
Long Tom The Dude Ranch Dudes Cute Mules
o Plot o Long u o Final Digraphs
The First Day of Winter A Pack of Seeds Luke and June See Granddad
o Realism an Fantasy o Long e: ee, e o Compound Words
CCSS.ELA-Literacy.RF.1.3.g Recognize and read grade-appropriate irregularly spelled words.
CCSS.ELA-Literacy.RF.1.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-Literacy.RF.1.4.a Read grade-level text with purpose and understanding. CCSS.ELA-Literacy.RF.1.4.b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. CCSS.ELA-Literacy.RF.1.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Self-selected books during our daily Read to Self. Daily small group readings. Choral reading twice a week. Targeted students will use fluency sentences; triangle method.
CCSS.ELA-Literacy.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. CCSS.ELA-Literacy.L.1.1.i Use frequently occurring prepositions (e.g., during, beyond, toward).
I will play some violin music and then ask the students how the music made them feel. Then I will read the book The Bat Boy and His Violin by Curtis and Lewis, which is the story of a boy who loved to play the violin. After the students listen to the story, I will go back through the text and have the children talk about how the author used words and phrases to let the reader know how the characters in the book felt.
Informal.
CCSS.ELA-Literacy.L.1.1.g Use frequently occurring conjunctions (e.g., and, but, or, so, because).
I will teach the students how to use a comma in a series using the five sense. Students will each be given a whiteboard and a setting card
CCSS.ELA-Literacy.L.1.2.c Use commas in dates and to separate single words in a series.
(e.g. zoo, farm, or beach) and they will dictate a sentence using of the sense, naming three things they sense in that setting. I will explain that when we use the word and, we are using a conjunction. For example, “At the zoo, I smell…..”
CCSS.ELA-Literacy.L.1.5.d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.
To reinforce the idea of a wide range of alternatives for a word like see, I will write the words look, peek, glance, stare, glare, and scowl on cards. The students will arrange the cards in order from the most to least cautions. We will also brainstorm other words for see.
The arrangement of the cards.
CCSS.ELA-Literacy.RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. CCSS.ELA-Literacy.RI.1.8 Identify the reasons an author gives to support points in a text. CCSS.ELA-Literacy.W.1.7 Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Reading informational text, informative writing, and poetry writing. The lesson instructions are from the Common Core Curriculum English- Grade 1 Unit 4 page 99.
CCSS.ELA-Literacy.W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. CCSS.ELA-Literacy.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. CCSS.ELA-Literacy.L.1.1.d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).
Students will in their weekly writing journal about a time they felt happy. The students will be instructed on how to include two sequenced events, using time cue words, providing details, and including a sense of closure. Students will be guided in using personal, possessive, and indefinite pronouns the correct way while writing.
Sample writings.
CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text. CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. CCSS.ELA-Literacy.RF.1.4.a Read grade-level text with purpose and understanding. CCSS.ELA-Literacy.RF.1.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. CCSS.ELA-Literacy.SL.1.2 Ask and answer questions about key details in
The lesson will identify and describe the problems and solutions throughout a story Ground Hog Stays Up Late. I will identify the meaning of plot as the problem and solution in a story. I will explain that many stories have more than one problem and solution. I will chart the problems and solutions in a book previously read in class; wall chart provided.
Think Check Ask: "How did I identify the problems and solutions in the story?" Students should respond that as you read you thought about all the things that were going wrong in the story and how each one was being fixed or solved.
Guided Practice We will listen to the first half of Groundhog Stays Up Late by Margery Cuyler and identify and draw a picture of one problem and
a text read aloud or information presented orally or through other media. CCSS.ELA-Literacy.L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. CCSS.ELA-Literacy.L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase. CCSS.ELA-Literacy.L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. CCSS.ELA-Literacy.L.1.5.c Identify real-life connections between words and their use (e.g., note places at home that are cozy).
solution in the text as a class. (Example chart is provided.)
will listen as I finish reading Groundhog Stays Up Late. You will draw a picture and/or write two more problems and solutions in the story. (Independent Practice Worksheet is provided.)
CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text. CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. CCSS.ELA-Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. CCSS.ELA-Literacy.RF.1.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-Literacy.RF.1.4.a Read grade-level text with purpose and understanding. CCSS.ELA-Literacy.RF.1.4.c Use context to confirm or self-correct word
I will explain that when reading a book, good readers have to think about what they already know as they read in order to understand the story better. I will begin reading I Will Never Not Ever Eat a Tomato by Lauren Child aloud, stopping after page 5. I will model my thinking in answering the question, “Why does Lola not want to eat all those foods?” I will think aloud about what I know about small children (sometimes they do not want to try new things).
Think Check Ask: "How did I answer the question I was thinking about in the story?" Students should respond that you read the text and thought about what you already know (about small
recognition and understanding, rereading as necessary. CCSS.ELA-Literacy.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. CCSS.ELA-Literacy.L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. CCSS.ELA-Literacy.L.1.4a Use sentence-level context as a clue to the meaning of a word or phrase. CCSS.ELA-Literacy.L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings CCSS.ELA-Literacy.L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).
children) in order to understand the story better.
Guided Practice We will continue reading I Will Never Not Ever
Eat a Tomato aloud, stopping after page 11. We will think aloud about what we already know to answer the question, “Why does Lola eat the carrots?” We will finish reading the book.
Independent Practice
Students will answer the question, “Why does Lola change her mind about tomatoes at the end of the story?” (Independent Practice Worksheet is provided.)
CCSS.ELA-Literacy.W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. CCSS.ELA-Literacy.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. CCSS.ELA-Literacy.W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use
Owl At Home by Arnold Lobel lesson. Students will after reading the story:
o Revisit Owl’s stories o Select a favorite story o Identify the reason for choosing the
story o Articulate a position in support of that
choice
o Students’ basic comprehension of the stories
o Students’ ability to take a position o Students’ ability to support their
temporal words to signal event order, and provide some sense of closure. CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text. CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central me CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details.ssage or lesson. CCSS.ELA-Literacy.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
Essential Question: How does learning about remarkable people help us learn about history?
Standard/Benchmark Activity/Lesson Assessment Method CCSS.ELA-Literacy.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). CCSS.ELA-Literacy.RF.1.2.a Distinguish long from short vowel sounds in spoken single-syllable words. CCSS.ELA-Literacy.RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. CCSS.ELA-Literacy.RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. CCSS.ELA-Literacy.RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.RF.1.3.a Know the spelling-sound correspondences for common consonant digraphs. CCSS.ELA-Literacy.RF.1.3.b Decode regularly spelled one-syllable words. CCSS.ELA-Literacy.RF.1.3.c Know final -e and common vowel team conventions for representing long vowel sounds.
Books that address the standards and have key lessons: Texas Eggs The Neat Green Cast
o Predicting o Long e: ea o Inflected endings –ed
House of Wood, House of Snow Who Rang the Bell?
o Compare and Contrast o Long a: ia, ay o Contractions
Desert Fox Duck Gets a New Coat
o Sequence o Long o: oa and ow o Inflected ending –ing
How Bill Found Rain Dad’s Gift
o Cause and Effect o Long i: igh and ie o Singular Possessives
CCSS.ELA-Literacy.RF.1.3.d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. CCSS.ELA-Literacy.RF.1.3.e Decode two-syllable words following basic patterns by breaking the words into syllables. CCSS.ELA-Literacy.RF.1.3.f Read words with inflectional endings. CCSS.ELA-Literacy.RF.1.3.g Recognize and read grade-appropriate irregularly spelled words. CCSS.ELA-Literacy.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). CCSS.ELA-Literacy.RF.1.2.a Distinguish long from short vowel sounds in spoken single-syllable words. CCSS.ELA-Literacy.RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. CCSS.ELA-Literacy.RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. CCSS.ELA-Literacy.RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). CCSS.ELA-Literacy.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.RF.1.3.a Know the spelling-sound correspondences for common consonant digraphs.
o Compound Words Many Little Beads Sue Blew a Big Bubble
o Cause and Effect o Vowel patterns ew, ue o Inflected endings –es and plural -es
CCSS.ELA-Literacy.RF.1.3.b Decode regularly spelled one-syllable words. CCSS.ELA-Literacy.RF.1.3.c Know final -e and common vowel team conventions for representing long vowel sounds. CCSS.ELA-Literacy.RF.1.3.d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. CCSS.ELA-Literacy.RF.1.3.e Decode two-syllable words following basic patterns by breaking the words into syllables. CCSS.ELA-Literacy.RF.1.3.f Read words with inflectional endings. CCSS.ELA-Literacy.RF.1.3.g Recognize and read grade-appropriate irregularly spelled words.
CCSS.ELA-Literacy.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. CCSS.ELA-Literacy.RL.1.1 Ask and answer questions about key details in a text. CCSS.ELA-Literacy.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. CCSS.ELA-Literacy.RL.1.3 Describe characters, settings, and major events in a story, using key details.
Lesson on predicting while reading. We will use the story, Arthur’s Reading Race. As the students read the story they will stop and make predictions about what will happen next.
Informal
CCSS.ELA-Literacy.L.1.1.f Use frequently occurring adjectives.
I will write the word “big” on the board. I will explain that big is an adjective because it can
A T-chart listing adjectives and what is describes.
CCSS.ELA-Literacy.L.1.1.b Use common, proper, and possessive nouns.
describe a person, place or thing. I will children give me sentences using the word big.
CCSS.ELA-Literacy.L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. CCSS.ELA-Literacy.L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase.
Scott Foresman Lesson – Unit 5 page 41c day 3. Identify and use multiple meaning words.
