Assessment FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 1READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Daily Language/VocabularyVocabulary
Setting Up rituals & Routines
• *Teacher selected read alouds
Optional EmergingLiteracy Survey Assessment: (correlate with District TLI Assessment)
Optional Diagnostic Assessment:
CC.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., I named my hamster Nibblet because she nibbles too much because she likes that.)
I will use words and phrases I have learned. I will use conjunctions to show simple relationships.
PhrasesConjunctions
Simple relationships
GRALhttp://www.nj.gov/education/ece/k/lal.pdf
Phonemic Awareness & Word Work/Phonics PhonicsTeach Rituals &
Routines for Word Work
Identify lettersAlphabet songPlace names
Name & match letters
Alphabet sequence
High-Frequency Words:
I, to, like, a, see, the, we, go, is,
are
Day 1 BTS5Letters and Sounds: short a, consonant mHigh-Frequency WordsI, to, likePB: Vol. 1, p. BTS1-2
Day 2Letter and Sounds: short a, consonant m,sHigh-Frequency Wordsa, see, the PB: Vol. 1, p. BTS3-4
Day 3Letter and Sounds: consonant tHigh-Frequency WordsWe, go PB: Vol. 1, p. BTS5-6
Day 4Letter and Sounds:Review a,m,s,t consonant cHigh-Frequency Wordsis, are
Optional EmergingLiteracy Survey Assessment: (correlate with District TLI Assessment)
CC.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).CC.RF.1.2a Distinguish long form short vowel sounds in spoken single-syllable words.
I will recognize irregularly spelled words. I will read irregularly spelled words.
Recognizeirregularly
http://dww.ed.gov/Response-to-Intervention-Reading/Systematic-Skill-Instruction/see/index.cfm?T_ID=27&P_ID=74&c1=1913
CC.RF.1.3 Know and apply grade-level phonics and word analysis skills in docoding words.CC. RF.1.3b Decode regularly spelled one-syllable words.
I will decode one-syllable words.
Syllable TRS p. 179
CC.RF.1.3 Know and apply grade-level phonics and word analysis skills in docoding words.CC.RF.1.3g Recognize and read grade-appropriate irregularly spelled words.
I will recognize irregularly spelled words. I will read irregularly spelled words.
Recognizeirregularly
TRS Chapter 7
CC.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). CC.RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
I will tell the beginning (initial) sound in a spoken single-syllable word. I will tell the middle vowel (medial vowel) sound in a spoken single-syllable word. I will tell the final sound in a spoken
InitialMedialFinal
Single-Syllable
WJWTW
August 19, 2012 Quarter 1—p. 1
Assessment FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 1single-syllable word. PB: Vol. 1, p. BTS7-8
Day 5Letter and Sounds:Review a,m,s,t consonant cHigh-Frequency Wordsreview all sight words PB: Vol. 1, p. BTS9-10
CC.RF.1.3 Know and apply grade-level phonics and word analysis skills in docoding words.CC.RF.1.3g Recognize and read grade-appropriate irregularly spelled words.
I will recognize irregularly spelled words. I will read irregularly spelled words.
Recognizeirregularly
TRS Chapter 7
Comprehension Comprehension/ Fluency
Setting Up rituals & Routines for Reading
Workshop
Skill: Read to Self (on level texts)
Choosing good fit books
Strategy: Retell a familiar text
• Respond to questions about texts
Genre: all types
Day 1 BTS4“Jack’s Talent”Concepts of Print:m print represents speechAlphabet Routine: identify letters
Day 2 BTS8“Jack’s Talent”Concepts of Print: letters, words, and sentencesAlphabet Routine: alphabet
Day 3 BTS10“Back to School”Concepts of Print: photo captionsAlphabet Routine:place names Day 4 BTS14“Back to School”Concepts of Print: environmental printAlphabet Routine: name and match letters
Day 5 BTS16“Jack’s Talent”Concepts of Print: punctuation marks and intonationAlphabet Routine: alphabet sequence
CLLG pg. 7 Reader’s Notebook (optional)
Optional EmergingLiteracy Survey Assessment: (correlate with District TLI Assessment)
Optional Diagnostic Assessment:
CC. RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
I will ask and answer questions to understand words and phrases in text.
Ask Questions
WordsPhrases
text
http://www.lessonsense.com/info/word-identification.htmlhttp://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/VocabularyBuilding.aspx
CC. RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.
I will read informational text.
Informational text
GRRWMSTW2
CC.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
I will read grade level text correctly. I will read grade level text fluently. I will read grade level text with expression.
TextFluently
Expression
TRS Chapter 10http://www.readwritethink.org/classroom-resources/lesson-plans/improving-fluency-through-group-793.html
Speaking and Listening StandardsCC. 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.CC. SL.1.1a 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).
I will participate in conversations with peers and adults about grade one topics. I will participate in conversations with peers and adults about grade one text. I will follow our class rules when we are talking.
ParticipateTopic
ConversationsPeersRules
http://www.ascd.org/publications/books/108035/chapters/Procedures-for-
Classroom-Talk.aspx
CC.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.
I will ask and answer questions to gather or clarify information from a speaker.
AskQuestions
GatherClarify
InformationSpeaker
http://www.learningthroughlistening.o
rg/SiteData/docs/evs-Active%20Listening%20t%20chart/
cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening
August 19, 2012 Quarter 1—p. 2
Assessment FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 1%20t%20chart.pdf
Spelling SpellingTeach Rituals &
Routines for Spelling
Spelling Words:Review High-
Frequency Words:
I, to, like, a, see, the,we, go, is, are
Work on procedures for Sight Word Wall
Work on procedures for spelling materials
Work on procedures for using picture cards in work stations
Optional EmergingLiteracy Survey Assessment:
CC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
I will use correct spelling for words with common spelling patterns.
Irregular words WJWTW
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Grammar GrammarTeach Rituals &
Routines for Grammar
Work on procedures for writing letters
Work on procedures for grammar materials
CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.1.1a Print all upper and lowercase letters.
I will print uppercase letters. I will print lowercase letters.
Upperlowercase
PPW p. 44-50http://www.meddybemps.com/letterary/guide_and_archives.htmlIW p. 98-107
CC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
I will spell words by using the sounds I hear.
Phonemic awareness
WJWTW
WritingCC.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.
I will label my drawing.
Label
CC.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 will focus on a topic. I will respond to questions from peers. I will respond to suggestions from peers. I will add details to improve my writing
FocusTopic
RespondPeers
SuggestionsDetailsimprove
AL p. 69-71PPW p 130-136CRSYW 62-65Launching the WW p. 109-114WR: TSS p. 79-103http://www.readingrecovery.org/pdf/conferences/nc10/
WritingTeach Rituals &
Routines for Writing Workshop
Model underlining words that you are unsure how to spellBrainstorming a list of topicsBrainstorming a list of formsCreate I-chart for sitting during writing
August 19, 2012 Quarter 1—p. 3
Assessment FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 1handouts/lutz.pdf
SMALL GROUP STANDARDSReading Standards: Foundational SkillsCC.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.1.4a Read grade-level text with purpose and understanding. CC.RF.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. CC.RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CONTENT AREA STANDARDS & LESSONSSOCIAL STUIDES
SOCIAL STUIDES STANDARDS: FOCUS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPTSSCIENCE
SCIENCE STANDARDS: FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS
August 19, 2012 Quarter 1—p. 4
Unit 1 Lesson 1 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 2READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Daily Language/Vocabulary Phonemic Awareness
Beginning soundsBlend phonemes
FluencyAccuracy
VocabularyOral Vocabulary
ORAL VOCABULARY &
STRATEGIES
Word Cards 16-17:play, be, and, help, with, you
Weekly Plan T6-7Day 1T12-T13 DLBeginning SoundsBlend Phonemes
Day 2T24-T25 DLBeginning SoundsBlend Phonemes
Day 3T42-T44 DLBeginning SoundsBlend Phonemes
Day 4T52-T54 DLBeginning SoundsBlend Phonemes
Day 5T62-T65 DLBeginning SoundsBlend Phonemes
AL: beginning sounds, phonemes
Read Aloud: Introduce Oral Vocabulary
“The Lion and the Mouse”T14 -T15CLLG: p.41PB: Vol. 1, p.1SB: p. 10-11Instructional Routine16
Weekly TestsT70
1.2-1.5
CC.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds. (phonemes)CC. RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
I will speak single-syllable words.
Syllable TRS p. 181-183
CC.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). CC.RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
I will tell the beginning (initial) sound in a spoken single-syllable word. I will tell the middle vowel (medial vowel) sound in a spoken single-syllable word. I will tell the final sound in a spoken single-syllable word.
InitialMedialFinal
Single-Syllable
WJWTW
CC.L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.CC. 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).
I will define words. I will sort words in
categories.
DefineCategories
Sort
BWL
CC.L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. CC. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).
I will make real-life connections between words and their use.
Real-lifeconnections
BWL
August 19, 2012 Quarter 1—p. 5
Unit 1 Lesson 1 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 2
ORAL VOCABULARY:excellentmissinvitationruinbeautiful
CC.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., I named my hamster Nibblet because she nibbles too much because she likes that.)
I will use words and phrases I have learned. I will use conjunctions to show simple relationships.
PhrasesConjunctions
Simple relationships
GRALhttp://www.nj.gov/education/ece/k/lal.pdf
Phonemic Awareness & Word Work/Phonics PhonicsWords with Short a,Consonants n, d, p, t
Day 1T18-T21T18 Words with short a, Consonants n, dInstructional Routine 2PB: Vol. 1, p.2
Fluency:“Dan and Nan”T21(Unit 1 Decodable Reader)Reading Fluently
Day 2T26-T29T26 Words with short a, Consonants n, dInstructional Routine 2PB: Vol. 1, p.3
Fluency:“Nat Cat”T27(Unit 1 Decodable Reader)Reading FluentlyT28-T29 Words to Know
Day 3T44-T47T44 Words with
Weekly TestsT70
1.10-1.12
Optional Unit Assessment: Benchmark and Unit Test Unit 1(Arkansas Benchmark and Unit Test)
CC.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).CC.RF.1.2a Distinguish long form short vowel sounds in spoken single-syllable words.
I will recognize irregularly spelled words. I will read irregularly spelled words.
Recognizeirregularly
http://dww.ed.gov/Response-to-Intervention-Reading/Systematic-Skill-Instruction/see/index.cfm?T_ID=27&P_ID=74&c1=1913
August 19, 2012 Quarter 1—p. 6
Unit 1 Lesson 1 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 2Consonants p, fInstructional Routine 2PB: Vol. 1, p. 7 Projectable 1.6
Fluency:“Nan and Dan”T47(Unit 1 Decodable Reader)Reading Fluently
Day 4T54-T55T54 Words with short a; n, d, p, f’
Fluency:“Fan, Fan, Fan”T55(Unit 1 Decodable Reader)Reading Fluently
Day 5T64Independent Reading
CC.RF.1.3 Know and apply grade-level phonics and word analysis skills in docoding words.CC. RF.1.3b Decode regularly spelled one-syllable words.
I will decode one-syllable words.
Syllable TRS p. 179
CC.RF.1.3 Know and apply grade-level phonics and word analysis skills in docoding words.CC.RF.1.3g Recognize and read grade-appropriate irregularly spelled words.
I will recognize irregularly spelled words. I will read irregularly spelled words.
Recognizeirregularly
TRS Chapter 7
Comprehension Comprehension
Skill: Main Idea
Strategy: Summarize
Main Selection“What is a Pal?”Genre: Poetry
Day 2 T30-T39Introduce: Main Idea, Summarize StrategyProjectable 1.2 (Main Idea)SB: p. 13-25
Weekly TestsT711.6-1.9
Optional Unit Assessment: Benchmark and
CC. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
I will read prose for grade 1. I will read poetry for grade 1.
Prosepoetry
Poetry: PTTPhttp://www.poets.org/page.php/prmID/103
CC. RI.1.2 Identify the main topic and retell key details of a text.
I will identify the main topic of a text. I will retell key details of a text
IdentifyMain topic
Informational text
GR p. 79RWM p. 163-164http://www.teachervision.fen.com/journalism/graphic-organizers/
August 19, 2012 Quarter 1—p. 7
Unit 1 Lesson 1 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 2Key details 2276.html Genre: Poetry
Essential Question:What is important about being a friend?
CLLG: p.40
Develop Comprehension:T34-T39Projectables 1.3a, 1.3b
AL: topic, main Idea, detial
Day 3 T48-T49Deepen Comprehension:PB: Vol. 1, p.8AL: topic, main idea, supporting detail
Connection To“Friends Forever” T56-T57Genre: Poetry MC: T57 SB: p.26-28CLLG: p.41Connect to Poetry
Unit Test Unit 1(Arkansas Benchmark and Unit Test)
CC. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.
I will describe the connection between two pieces of information in a text.
Events RWM p. 60-67TRS p. 618-619
CC. RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
I will ask and answer questions to understand words and phrases in text.
Ask Questions
WordsPhrases
text
http://www.lessonsense.com/info/word-identification.htmlhttp://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/VocabularyBuilding.aspx
CC. RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
I will distinguish between information provided by pictures, illustrated, and words in a text.
Illustrations text
http://www.ohio.edu/visualliteracy/JVL_ISSUE_ARCHIVES/JVL28(2)/28_2_Erekson.pdff
CC. RI.1.7 Use the illustrations and details in a text to describe its key ideas.
I will use the illustrations and details in a text to describe its key ideas.
DescribeKey ideas
Details
RWM p. 91-92NRPhttp://www.readingrockets.org/article/5765/
CC. RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.
I will read informational text.
Informational text
GRRWMSTW2
CC.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
I will read grade level text correctly. I will read grade level text fluently. I will read grade level text with expression.
TextFluently
Expression
TRS Chapter 10http://www.readwritethink.org/classroom-resources/lesson-plans/improving-fluency-through-group-793.html
August 19, 2012 Quarter 1—p. 8
Unit 1 Lesson 1 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 2Speaking and Listening Standards
CC. 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.CC. SL.1.1a 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).
I will participate in conversations with peers and adults about grade one topics. I will participate in conversations with peers and adults about grade one text. I will follow our class rules when we are talking.
ParticipateTopic
ConversationsPeersRules
http://www.ascd.org/publications/books/108035/chapters/Procedures-for-Classroom-Talk.aspx
CC. SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groupsCC.SL.1.1b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
I will add to a discussion about a topic.
DiscussionTopic
http://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdf
CC. 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.CC. SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion.
I will ask questions when I do not understand the topic or text.
TopicsText
http://www.learningthroughlistening.org/SiteData/docs/evs-Active%20Listening%20t%20chart/cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdf
CC. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
I will ask and answer questions about key details in a text read aloud to me. I will ask and answer questions about key details from information presented.
Key detailstext
http://www.learningthroughlistening.org/SiteData/docs/evs-Active%20Listening%20t%20chart/cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdf
CC.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.
I will ask and answer questions to gather or clarify information from a
AskQuestions
GatherClarify
http://www.learningthroughlistening.org/SiteData/docs/evs-Active%20Listening%20t%20chart/
August 19, 2012 Quarter 1—p. 9
Unit 1 Lesson 1 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 2speaker. Information
Speakercda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdf
CC. SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
I will use drawings or other visual displays to clarify my ideas, thoughts, and feelings.
VisualDisplayClarify
PPW p. 60-66STW2 p. 31
Spelling SpellingShort a words
Spelling Words:am, at, sat, man,
dad, mat
Weekly Plan T6-T7
Day 1T22 PretestPB: Vol.1, 4
Day 2T40 Word SortPB: Vol.1, 4
Day 3T50 Segmenting SoundsPB: Vol.1, 9
Day 4T60 Connect to Writing
Day 5T66 Spelling Assessment
Weekly TestsT66
Spelling Assessment
CC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
I will use correct spelling for words with common spelling patterns.
Irregular words WJWTW
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
GrammarCC.RF.1.1Demonstrate understanding of the organization and basic features of print.CC.RF.1.1aRecognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
I will recognize the parts of a sentence.
Capitalization words
Sentence ending
Punctuation
http://www.readingrockets.org/article/3398/
GrammarNouns
Weekly Plan T6-T7Day 1T22Introduce Nouns
Day 2T40NounsProjectable 1.4
Day 3T50
Weekly TestsObservation Checklist, Assessment p OC1
CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.1.1a Print all upper and lowercase letters.
I will print uppercase letters. I will print lowercase letters.
Upperlowercase
PPW p. 44-50http://www.meddybemps.com/letterary/guide_and_archives.html
August 19, 2012 Quarter 1—p. 10
Unit 1 Lesson 1 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 2IW p. 98-107
WritingInformative/Explanatory
Focus TraitIdeas
Focus: Labels
NounsProjectable 1.8
Day 4T60Spiral Review: Proper Nouns“What is a Pal”
Day 5T66-T67Weekly Review: NounsSB: p. 31PB: Vol. 1, 14
Weekly Plan T6-7Day 1T23 Introduce the Model: Labels Projectable 1.1 (Writing Model)
Day 2T41Introduce the Focus Trait: Ideas Projectable: 1.5
Optional Weekly TestsObservation Checklist, Assessment p OC1 Writing Trait Scoring Rubric T69
Weekly Optional
CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.1.1b Use common, proper, and possessive nouns
I will use common nouns. I will use proper nouns. I will use possessive nouns.
Common Proper nounsPossessive
http://firstgradefanatics.blogspot.com/2012/01/adjectives-verbs-and-nouns-oh-my.html
CC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.1.2a Capitalize dates and names of people.
I will capitalize dates. I will capitalize names of people.
Capitalization http://www.ngfl-cymru.org.uk/vtc/cap_letters_stops/eng/Introduction/StarterActivityPart2.htm
CC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.1.2b Use end punctuation for sentences.
I will write end punctuation for sentences.
Punctuation http://abbyraesblog.blogspot.com/2011/02/focus-lesson-1st-grade-on-punctuation.html
CC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
I will spell words by using the sounds I hear.
Phonemic awareness
WJWTW
WritingCC.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.
I will label my drawing.
Label
August 19, 2012 Quarter 1—p. 11
Unit 1 Lesson 1 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 2PB: pp. 5-6
Day 3T51 Prewriting Projectable 1.9PB: p. 11
Day 4T61 Drafting Projectable 1,11PB: pp.12-13
Day 5T68-69 Revising and Proofreading Projectable 1.12PB: pp.32-33
Weekly Writing Prompt:Draw and write about playing with your pals.
Look back at the selection “What is a Pal?” Draw a picture and write a word that describes a pal. (reference Journeys writing rubric before Lesson 1 Focus Wall)
CC.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 will focus on a topic. I will respond to questions from peers. I will respond to suggestions from peers. I will add details to improve my writing
FocusTopic
RespondPeers
SuggestionsDetailsimprove
AL p. 69-71PPW p 130-136CRSYW 62-65Launching the WW p. 109-114WR: TSS p. 79-103http://www.readingrecovery.org/pdf/conferences/nc10/handouts/lutz.pdf
SMALL GROUP STANDARDSReading Standards: Foundational SkillsCC.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.1.4a Read grade-level text with purpose and understanding. CC.RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. CC.RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CONTENT AREA STANDARDS & LESSONSSOCIAL STUIDES
SOCIAL STUIDES STANDARDS: FOCUS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPTSSCIENCE
SCIENCE STANDARDS: FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS
August 19, 2012 Quarter 1—p. 12
Unit 1 Lesson 1 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 2
August 19, 2012 Quarter 1—p. 13
Unit 1: Lesson 2 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 3READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Daily Language/Vocabulary Phonemic Awareness
Beginning SoundBlend Phonemes
ORAL VOCABULARY &
STRATEGIES
Word Cards : T108-T109
He, look, have, for, too, what
Weekly Plan T98-T99Day 1T104-110 DLBeginning SoundsBlend Phonemes
Day 2 T116-118 DLBeginning SoundsBlend Phonemes
Day 3T134-136 DLBeginning SoundsBlend Phonemes
Day 4T144-146 DLBeginning SoundsBlend Phonemes
Day 5T154-157 DLBeginning SoundsBlend Phonemes
Read Aloud
CC.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds.CC. RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
•I will speak single-syllable words.
Syllable TRS p. 181-183
CC.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds.CC.RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words
•I will tell the beginning (initial) sound in a spoken single-syllable word. •I will tell the middle vowel (medial vowel) sound in a spoken single-syllable word. •I will tell the final sound in a spoken single-syllable word
initial medial final
single-syllable
WJWTW
CC.L.1.4 Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 1 reading and content, choosing flexibility from an array of strategies.CC. L.1.4a Use sentence-level context as a clue to the meaning of a word or phrase
I will use context clues to determine the meaning of a word or phrase.
Context cluesdetermine
TDC p. 46
CC.L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.CC. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).
I will make real-life connections between words and their use.
Real-lifeconnections
BWL
August 19, 2012 Quarter 1—p. 14
Unit 1: Lesson 2 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 3“Susie and the Bandits”T106-T107CLLG: p.43PB: Vol. 1, p.15SB: pp. 34-35Instructional Routine16
Weekly TestsT162
2.2-2.5
CC.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., I named my hamster Nibblet because she nibbles too much because she likes that).
I will use words and phrases I have learned. I will use conjunctions to show simple relationships
PhrasesConjunctions
Simple relationships
GRALhttp://www.nj.gov/education/ece/k/lal.pdf
Phonemic Awareness & Word Work/Phonics PhonicsWords with short i
Consonants r, h,/z/s, b, g
Phonogram-it
Day 1T110-T112T110 Words with Short I,Consonants r, h, /z/sInstructional Routine 2PB: Vol. 1, p.16Fluency:“Can It Fit?”T113(Unit 1 Decodable Reader)Reading FluentlyDay 2T118-T121Words with short i, Consonants r, h, /z/ sInstructional Routine 2PB: Vol. 1, p.17
Fluency:“ I Ran”T119(Unit 1 Decodable Reader)Reading FluentlyT120-T121 Words to Know
Day 3T136-T139T136 Words with Consonants b, gInstructional Routine 2PB: Vol. 1, p. 21Projectable 2.6
Fluency:
Weekly Tests T162
2.9-2.11
CC.RF.1.3Know and apply grade-level phonics and word analysis skills in decoding words. CC. RF.1.3b Decode regularly spelled one-syllable words.
I will decode one-syllable words.
Syllable TRS p. 179
CC.RF.1.3Know and apply grade-level phonics and word analysis skills in decoding words. CC.RF.1.3g Recognize and read grade-appropriate irregularly spelled words.
I will recognize irregularly spelled words. I will read irregularly spelled words.
Recognizeirregularly
TRS Chapter 7
August 19, 2012 Quarter 1—p. 15
Unit 1: Lesson 2 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 3“Sid Pig”T139(Unit 1 Decodable Reader)Reading Fluently
Day 4T146-T147T146 Words with short i; r, h, /z/s, b, g
Fluency:“Pam”T147(Unit 1 Decodable Reader)Reading Fluently
Day 5T160Independent Reading
Comprehension Comprehension
Skill: Understanding Characters
Strategy: Infer/Predict
Genre: Realistic Fiction/Science
Essential Question:
What clues tell you how a character
feels?
Main Selection“The Storm”Genre: Realistic Fiction
Day2 T120-T120 Introduce: Understanding Characters; Infer/PredictStrategy Projectable 2.2(Understanding Characters)SB: p. 38-49CLLG: p.43
Develop Comprehension: T126-131 Understanding CharactersProjectables 2.3a, 2.3bAL: Infer/Predict,
Day 3 T140-T141Deepen Comprehension: PB: Vol. 1, p. 22AL: Realistic
Weekly Tests T1632.6-2.8
Optional Unit Assessment: Benchmark and Unit Test Unit 1(Arkansas Benchmark and Unit Test)
CC. RL.1.1 Ask and answer questions about key details in a text.
I will ask questions about key details in a text. I will answer questions about key details in a text.
Key detailstext
STW p. 17-18, p. 110-122, p. 177IRAK-1 p. 5CT lesson 8-11http://www.readwritethink.org/classroom-resources/lesson-plans/book-sorting-using-observation-145.html
CC. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
I will retell a story with key details. I will demonstrate understanding of the central message or lesson of a story
Key detailsDemonstrate
understandingCentral
messagelesson
STW p. 181-182, p. 198CT lessons 16-17http://edsitement.neh.gov/view_lesson_plan.asp?id=240
CC. RL.1.3 Describe characters, settings, and major events in a story, using key details.
I will describe characters in a story. I will describe settings in a story. I will describe major events in a story using key details
CharactersSettings
Major eventsKey details
IRAK-1 p. 99-118TRS p. 636-641
CC. RL.1.4 Identify words and phrases in I will identify Identify Poetry: PTTP p. 47-54
August 19, 2012 Quarter 1—p. 16
Unit 1: Lesson 2 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 3stories or poems that suggest feelings or appeal to the senses.
words in stories that suggest feelings or appeal to the senses. I will identify phrases in stories that suggest feelings or appeal to the senses. I will identify words in poems that suggest feelings or appeal to the senses. I will identify phrases in poems that suggest feelings or appeal to the senses.
PhraseSuggestAppealWordsSensespoem
Fiction/Science, Connection To“Storms!”T148-149;Genre: Information TextMC: T149SB: pp. 50-53 CLLG: p.43Connect to Science
CC. RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
I will describe characters, settings, or events using illustrations and details in a story.
CharactersSettingsEvents
Illustrationsdescribe
STW p. 141-142GR p. 154RWM
CC. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
I will read prose and poetry for grade 1.
Prosepoetry
Poetry: PTTPhttp://www.poets.org/page.php/prmID/103
CC. RI.1.7 Use the illustrations and details in a text to describe its key ideas.
I will use the illustrations and details in a text to describe its key ideas.
describekey ideas
details
RWM p. 91-92NRPhttp://www.readingrockets.org/article/5765/
CC. RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.
I will read informational text.
Informational text
GRRWMSTW2
CC.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
I will read grade level text correctly.I will read grade level text fluently. I will read grade level text with expression.
TextFluently
expression
TRS Chapter 10http://www.readwritethink.org/classroom-resources/lesson-plans/improving-fluency-through-group-793.html
CC.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.1.4c Use context to confirm or self-
I will use context to confirm or self-
ContextContext
RWMGR
August 19, 2012 Quarter 1—p. 17
Unit 1: Lesson 2 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 3correct word recognition and understanding, rereading as necessary.
correct. I will reread to confirm my understanding.
ConfirmSelf-correct
reread
STW2http://www.readingrockets.org/article/37053/
Speaking and Listening StandardsCC.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.CC. SL.1.1a 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).
I will participate in conversations with peers and adults about grade one text.
rules http://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdf
CC.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.CC.SL.1.1b
I will add to a discussion about a topic.
DiscussionTopic
TDC p. 88-89http://www.readingrockets.org/article/40008/
http://www.readwritethink.org/professional-development/strategy-guides/using-think-pair-share-30626.html#strategy-practice
CC.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.CC. SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion.
I will ask questions when I do not understand the topic or text.
Topics text
http://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdf
CC. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
I will ask and answer questions about key details in a text read aloud to me. I will ask and answer questions about key details from information presented.
Key detailstext
http://www.learningthroughlistening.org/SiteData/docs/evs-Active%20Listening%20t%20chart/cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdf
CC.SL.1.3 Ask and answer questions about what a speaker says in order to gather information or clarify something that is not
I will ask and answer questions to gather or clarify
AskQuestions
Gather
http://www.learningthroughlistening.org/SiteData/docs/evs-Active
August 19, 2012 Quarter 1—p. 18
Unit 1: Lesson 2 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 3understood. information from
a speaker.Clarify
InformationSpeaker
%20Listening%20t%20chart/cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdf
CC. SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
I will use drawings or other visual displays to clarify my ideas, thoughts, and feelings
VisualDisplayclarify
PPW p. 60-66STW2 p. 31
Spelling SpellingShort I words
Spelling Words:If, is, him, rip, fit, pin
Weekly Plan T98-99Day 1T114 Pretest
Day 2T132 Word SortPB: Vol. 1, p, 18
Day 3T142 Segment Sounds PB: Vol. 1, p.23
Day 4T152 Connect to Writing
Day 5T158 Spelling Assessment
Weekly TestsT158
Spelling Assessment
CC.L.1.2 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
I will use correct spelling for words with common spelling patterns.
irregular words http://www.readingrockets.org/article/27876/
http://www.readworks.org/lessons/gradek-1-2/pronoun-reference
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
GrammarCC.RF.1.1Demonstrate understanding of the organization and basic features of print.CC.RF.1.1aRecognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
I will recognize the parts of a sentence
Capitalization words
Sentence ending
Punctuation
http://www.readingrockets.org/article/3398/
GrammarNouns
Weekly Plan T98-99Day 1T114Introduce Nouns
Day 2T132
Weekly TestsObservation Checklist, Assessment p. OC1
CC.L.1.1 Demonstrate command of the conventions of standard English, grammar and usage when writing or
I will print all uppercase letters.
UppercaseLowercase
PPW p. 44-50http://www.meddybemps.com/
August 19, 2012 Quarter 1—p. 19
Unit 1: Lesson 2 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 3speaking.CC.L.1.1a Print all upper- and lowercase letters.
I will print all lowercase letters.
letterary/guide_and_archives.htmlIW p. 98-107
NounsProjectable 2.4
Day 3T142Projectable 2.8
Day 4T152Spiral Review: Complete Sentences“The Storm”
Day 5T158 –T159Weekly Review: Nouns AL: nouns
CC.L.1.1 Demonstrate command of the conventions of standard English, grammar and usage when writing or speaking.CC.L.1.1b Use common, proper, and possessive nouns.
I will use common nouns. I will use proper nouns. I will use possessive nouns.
Common nounsProper nounsPossessive
nouns
http://firstgradefanatics.blogspot.com/2012/01/adjectives-verbs-and-nouns-oh-my.html
CC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
I will spell words by using the sounds I hear.
Phonemic awareness
WJWTW
WritingCC.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.
I will write a narrative to recount two or more events. I will write a conclusion to my narrative. I will write a conclusion to my narrative.
SequencedNarrativeRecount DetailsEvents
Is That a Fact? p 187-209Small Moments
WritingNarrative
Focus TraitIdeas
Focus Captions
Weekly Plan T98-99Day 1T115 Introduce the Model: CaptionsProjectable 2.1(Writing Model)
Day 2T133 Introduce theFocus Trait:IdeasProjectable 2.5PB: pp.19-20
Writing Trait Scoring Rubric T161
Writing Trait Scoring Rubric T161
Weekly Optional Weekly Writing Prompt:Draw and write about a storm you
August 19, 2012 Quarter 1—p. 20
Unit 1: Lesson 2 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 3
Day 3T143 PrewritingProjectable 2.9PB: p. 25
Day 4T153 DraftingProjectable 2.11PB: pp. 26-27
Day 5T160-161Revising and Proofreading Projectable 2.12SB: pp. 56-57
AL: captions
saw.
CC.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 will respond to questions from peerswill focus on a topiwill respond to questions from peerwill respond to suggestions from pewill add details to improve my writing.will respond to suggestions from peers. I will focus on a topic. I will respond to questions from peers. I will respond to suggestions from peers. I will add details to improve my writing.will add details to improve my writing.
FocusTopic
RespondPeers
SuggestionsDetailsimprove
AL p. 69-71PPW p 130-136CRSYW 62-65Launching the WW p. 109-114WR: TSS p. 79-103http://www.readingrecovery.org/pdf/conferences/nc10/handouts/lutz.pdf
SMALL GROUP STANDARDS
August 19, 2012 Quarter 1—p. 21
Unit 1: Lesson 2 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 3Reading Standards: Foundational SkillsCC.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.1.4a Read grade-level text with purpose and understanding. CC.RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. CC.RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CONTENT AREA STANDARDS & LESSONSSOCIAL STUIDES
SOCIAL STUIDES STANDARDS: FOCUS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPTSSCIENCE
SCIENCE STANDARDS: FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS
August 19, 2012 Quarter 1—p. 22
Unit 1: Lesson 3 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 4READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Daily Language/Vocabulary Phonemic Awareness
Beginning soundsBlend Phonemes
FluencyPhrasing:
Punctuation
VocabularyOral Vocabulary
ORAL VOCABULARY &
STRATEGIES
Word Cards T200-201:
sing, do, they, find, funny, no
Weekly Plan T190-191Day 1T196-202 DLBeginning SoundsBlend Phonemes
Day 2T208-210 DLBeginning SoundsBlend Phonemes
Day 3T226-228 DLBeginning SoundsBlend Phonemes
Day 4T236-238 DLBeginning SoundsBlend Phonemes
Day 5T46-249 DLBeginning SoundsBlend Phonemes
AL: beginning sounds, phonemes
Read Aloud:Introduce Oral Vocabulary“Stone Stew”T198-199CLLG: p.45
Weekly TestsT254
3.9-3.12
CC.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds.CC. RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
I will speak single-syllable words.
Syllable TRS p. 181-183
CC.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds.CC.RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words
I will tell the beginning (initial) sound in a spoken single-syllable word.I will tell the middle vowel (medial vowel) sound in a spoken single-syllable word.I will tell the final sound in a spoken single-syllable word
initial medial final
single-syllable
WJWTW
CC.L.1.4 Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 1 reading and content, choosing flexibility from an array of strategies.CC. L.1.4a Use sentence-level context as a clue to the meaning of a word or phrase
I will use context clues to determine the meaning of a word or phrase.
Context cluesdetermine
TDC p. 46
CC.L.1.5 With guidance and support from adults, demonstrate understanding of word relationships nuances in word meanings.CC. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).
I will make real-life connections between words and their use.
Real-lifeconnections
BWL
CC.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., I named my hamster Nibblet because she nibbles too much because she likes that.)
I will use words and phrases I have learned.I will use conjunctions to show simple relationships.
PhrasesConjunctions
Simple relationships
GRALhttp://www.nj.gov/education/ece/k/lal.pdf
August 19, 2012 Quarter 1—p. 23
Unit 1: Lesson 3 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 4PB: Vol. 1, p.29SB: p. 29Instructional Routine 16
ORAL VOCABULARY:apartworriedsneakedcreptsnoutproud
Phonemic Awareness & Word Work/Phonics PhonicsWords with short o
Consonants l, xInflection -s
Day 1T18-T21T18 Words with short o, Consonants l, xInstructional Routine 2PB: Vol. 1, p.30
Fluency:“Lil and Max”T205(Unit 1 Decodable Reader)Reading FluentlyDay 2T202-T204T26 Words with short o, Consonants l, xInstructional Routine 2PB: Vol. 1, p.30
Fluency:“Did Dix Dog Do It”T211(Unit 1 Decodable Reader)Reading FluentlyT212-T213 Words to Know
Day 3T228-T231T228 Words with short o,Inflection -sInstructional Routine 2PB: Vol. 1, p. 35Projectable 3.6
Weekly Tests T2543.16-3.21
CC.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC. RF.1.3b Decode regularly spelled one-syllable words.
I will decode one-syllable words.
syllable TRS p. 179
CC.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.1.3f Read words with inflectional endings.
I will read words with inflectional endings (plural s, third person singular verb s,-ed, -ing). Ex: She gets what she wants. I will read words with inflectional endings (‘s, -en, - er, -est). Ex: The frog’s spots were brown.
Inflectional endings
WJWTW
CC.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.1.3g Recognize and read grade-appropriate irregularly spelled words.
I will recognize irregularly spelled words.I will read irregularly spelled words.
Recognizeirregularly TRS Chapter 7
August 19, 2012 Quarter 1—p. 24
Unit 1: Lesson 3 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 4Fluency:“Mad Fox and Lon Ox”T231(Unit 1 Decodable Reader)Reading FluentlyDay 4T238-T239T238 Words with short o,Short I; l, x
Fluency:“Is It Funny?”T239(Unit 1 Decodable Reader)Reading Fluently Day 5T248Independent Reading AL: inflection
Comprehension Comprehension
Skill: Sequence of Events
Strategy: Monitor/Clarify
Genre: Fantasy/Informational Text: Social
Studies
Essential Question:Why is the order of
story events important?
Main Selection“Curious George at School”Genre: Fantasy
Day 2 T216-222 Introduce: Sequence of Events; Monitor/Clarify StrategyProjectable 3.2(Sequence of Events)SB: pp. 62-73CLLG: p.44
Develop Comprehension: T1218-223Projectables 3.3a, 3.3b, AL: event, sequence of events
Day 3 T232-T233Deepen Comprehension PB: Vol. 1, p. 36
AL: fantasy, sequence of events, monitor/clarify
Weekly Tests T2553.2-3.8, 3.13-3.15
Optional Unit Assessment: Benchmark and Unit Test Unit 1(Arkansas Benchmark and Unit Test)
CC. RL.1.1 Ask and answer questions about key details in a text.
I will ask questions about key details in a text.I will answer questions about key details in a text.
Key detailstext
STW p. 17-18, p. 110-122, p. 177IRAK-1 p. 5CT lesson 8-11http://www.readwritethink.org/classroom-resources/lesson-plans/book-sorting-using-observation-145.html
CC. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
I will retell a story with key details.I will demonstrate understanding of the central message or lesson of a story.
Key detailsDemonstrate
understandingCentral
messagelesson
STW p. 181-182, p. 198CT lessons 16-17http://edsitement.neh.gov/view_lesson_plan.asp?id=240
CC. RL.1.3 Describe characters, settings, and major events in a story, using key details.
I will describe characters in a story.I will describe settings in a story.I will describe major events in a story using key details.
CharactersSettings
Major eventsKey details
IRAK-1 p. 99-118TRS p. 636-641
CC.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
I will identify words in stories that suggest feelings or appeal to the senses.I will identify phrases
IdentifyPhrasesSuggestAppealWords
Poetry: PTTP p. 47-54
August 19, 2012 Quarter 1—p. 25
Unit 1: Lesson 3 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 4in stories that suggest feelings or appeal to the senses. I will identify words in poems that suggest feelings or appeal to the senses. I will identify phrases in poems that suggest feelings or appeal to the senses.
SensesPoem Connection To
“School Long Ago”T240-241Genre: Informational Text: SB: pp. 75-76MC: T241CLLG: p.45Connect to Social Studies
CC. 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.
I will explain the differences between story books and informational books (fiction/nonfiction)
ExplainDifferencesStory booksInformational
fictionNonfiction
IRAK-1 p. 95-98http://edsitement.neh.gov/view_lesson_plan.asp?id=240
CC. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
I will read prose and poetry for grade 1.
Prosepoetry
Poetry: PTTPhttp://www.poets.org/page.php/prmID/103
CC. RI.1.7 Use the illustrations and details in a text to describe its key ideas.
I will use the illustrations and details in a text.
DescribeKey ideas
details
RWM p. 91-92NRPhttp://www.readingrockets.org/article/5765/
CC. RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.
I will read informational text.
Informational text
Poetry: PTTPhttp://www.poets.org/page.php/prmID/103
CC. RF.1.1 Demonstrate understanding of the organization and basic features of printCC. RF.1.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
I will demonstrate understanding of the organization and basic features of print. I will recognize the parts of a sentence.
FeaturesOrganizationDemonstrateCapitalization
WordsSentences
Ending punctuation
http://www.readingrockets.org/article/3398/
Speaking and Listening StandardsCC.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.CC. SL.1.1a Follow agreed-upon rules for
I will follow our class rules when we are talking.
rules http://www.learningthroughlistening.org/SiteData/docs/evs-Language
August 19, 2012 Quarter 1—p. 26
Unit 1: Lesson 3 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 4discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdf
SpellingWords with short a
Spelling Words:Log, dot, top, hot, lot,
ax
Weekly Plan T102-103Day 1T206 Pretest
Day 2T224 Word Sort
Weekly TestsT250
Spelling
CC.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.CC.SL.1.1b Build on others’ talk in conversations responding to the comments of others through multiple exchanges.
I will add to a discussion about a topic.
Discussiontopic
TDC p. 88-89http://www.readingrockets.org/article/40008/
http://www.readwritethink.org/professional-development/strategy-guides/using-think-pair-share-30626.html#strategy-practice
CC.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.CC. SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion.
I will ask questions when I do not understand the topic or text.
topicstext
http://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdf
CC. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
I will ask and answer questions about key details in a text read aloud to me. I will ask and answer questions about key details from information presented.
Key detailstext
http://www.learningthroughlistening.org/SiteData/docs/evs-Active%20Listening%20t%20chart/cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdf
CC.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.
I will ask and answer questions to gather or clarify information from a speaker.
AskQuestions
GatherClarify
InformationSpeaker
http://www.learningthroughlistening.org/SiteData/docs/evs-Active%20Listening%20t%20chart/cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdf
SpellingCC. L.1.2 Demonstrate command of the conventions of I will use correct irregular words WJ
August 19, 2012 Quarter 1—p. 27
Unit 1: Lesson 3 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 4standard English capitalization, punctuation, and spelling when writing.CC.L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
spelling for words with common spelling patterns.
WTW PB: Vol. 1, p.32
Day 3T234 Segment Sounds
PB: Vol. 1, p.37
Day 4T244 Connect to Writing
Day 5T250 Spelling Assessment
Assessment
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
GrammarCC. L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L1.2b Use end punctuation for sentence.
I will write end punctuation for sentences.
punctuation http://abbyraesblog.blogspot.com/2011/02/focus-lesson-1st-grade-on-punctuation.html
GrammarAction Verbs
Weekly Plan T190-191Day 1T206Introduce Action Verbs
Day 2T224Action VerbsProjectable 3.4
Day 3T234Action VerbsProjectable 3.8
Day 4T244Spiral Review: Statements“Curious George at
School”
Day 5T250-T251Weekly Review: Action
Verbs
Weekly TestsObservation Checklist, Assessment p. OC2
August 19, 2012 Quarter 1—p. 28
Unit 1: Lesson 3 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 4SB. p. 42AL: action verbs
CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CC.L.1.1a Print all upper- and lowercase letters.
I will print all uppercase letters. I will print all lowercase letters.
Uppercaselowercase
PPW p. 44-50http://www.meddybemps.com/letterary/guide_and_archives.htmlIW p. 98-107
CC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.1.2a Capitalize dates and names of people.
I will capitalize dates. I will capitalize names of people.
Capitalize http://www.ngfl-cymru.org.uk/vtc/cap_letters_stops/eng/Introduction/StarterActivityPart2.htm
CC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
I will spell words by using the sounds I hear.
PhonemicAwareness
WJWTW
WritingCC.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.
I will write a narrative to recount two or more events. I will write a conclusion to my narrative. I will write a conclusion to my narrative.
SequencedNarrativeRecount DetailsEvents
Is That a Fact? p 187-209Small Moments
WritingSentences
Focus Trait Word Choices
FocusWord choices in
sentences
Weekly Plan T190-191Day 1T207 Introduce the Model:
Sentences Projectable 3.1(Writing Model)
Day 2T225 Introduce the Focus Trait: Word Choices
T225Projectable 3.5PB: pp.33-34
Day 3T235 Prewriting Projectable 3.9PB: p. 39
Day 4T245 Drafting Projectable 3.11PB: pp. 40-41
Writing Trait Scoring Rubric T253
Weekly Optional Weekly Writing Prompt:Draw and write about things you do at school.
Draw a picture of your favorite activity at school. Write a sentence telling what you like about it. (reference Journeys writing rubric before Lesson 3 Focus Wall)
August 19, 2012 Quarter 1—p. 29
Unit 1: Lesson 3 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 4Day 5T252-T253 Revising and
Proofreading Projectable 3.12SB: pp. 80-81
SMALL GROUP STANDARDSReading Standards: Foundational SkillsCC.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.1.4a Read grade-level text with purpose and understanding. CC.RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. CC.RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CONTENT AREA STANDARDS & LESSONSSOCIAL STUIDES
SOCIAL STUIDES STANDARDS: FOCUS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPTSSCIENCE
SCIENCE STANDARDS: FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS
August 19, 2012 Quarter 1—p. 30
Unit 1: Lesson 4 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 5READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Daily Language/Vocabulary Phonemic Awareness
Beginning soundsBlend phonemes
FluencyIntonation
VocabularyOral Vocabulary
ORAL VOCABULARY &
STRATEGIES
Word Cards T292-293: my, here, who, all,does, me
Weekly Plan T282-283Day 1T288-294 DLBeginning SoundsBlend Phonemes
Day 2T300-302 DLBeginning SoundsBlend Phonemes
Day 3T 320-322 DLBeginning SoundsBlend Phonemes
Day 4T 330-332 DLBeginning SoundsBlend Phonemes
Day 5T340-343 DLBeginning SoundsBlend Phonemes
AL: phonogram
Read Aloud: Introduce Oral Vocabulary“Painting Word Pictures”T290-T291CLLG: p.47
PB: Vol. 1, p. 43SB: pp. 82-83
Instructional Routine 16
Weekly TestsT348
4.2-4.4
CC.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds.CC. RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
I will speak single-syllable words.
syllable TRS p. 181-183
CC.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds.CC.RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
I will tell the beginning (initial) sound in a spoken single-syllable word. I will tell the middle vowel (medial vowel) sound in a spoken single-syllable word. I will tell the final sound in a spoken single-syllable word.
InitialMedial
final soundsSingle-syllable
WJWTW
CC.L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meaningsCC. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).
I will make real-life connections between words and their use.
Real-life connections
BWL
August 19, 2012 Quarter 1—p. 31
Unit 1: Lesson 4 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 5
ORAL VOCABULARY:canvas
importantrhythm
combinationrow
easeCC.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., I named my hamster Nibblet because she nibbles too much because she likes that).
I will use words and phrases I have learned. I will use conjunctions to show simple relationships.
PhrasesConjunctions
Simple relationships
GRALhttp://www.nj.gov/education/ece/k/lal.pdf
Phonemic Awareness & Word Work/Phonics Phonics Words with
short e; Consonants y,
w, k, v, j Phonogram -et
Day 1T294-T295T294 Words with short e, Consonants y, wInstructional Routine 2PB: Vol. 1, p.44
Fluency:“Pals”T297(Unit 1 Decodable Reader)Reading Fluently
Day 2T302-T303T302 Words with short e, Consonants y, wInstructional Routine 2PB: Vol. 1, p.45
Fluency:“Ned”T303(Unit 1 Decodable Reader)Reading FluentlyT304-T305 Words to Know
Weekly Tests T348
4.9-4.11
CC.RF.1.3 Know and apply grade-level phonics and word analysis skills in docoding words.CC. RF.1.3b Decode regularly spelled one-syllable words.
I will decode one-syllable words.
syllable TRS p. 179
CC.RF.1.3 Know and apply grade-level phonics and word analysis skills in docoding words.CC.RF.1.3g Recognize and read grade-appropriate irregularly spelled words.
I will recognize irregularly spelled words. I will read irregularly spelled words.
RecognizeIrregularly
TRS Chapter 7
August 19, 2012 Quarter 1—p. 32
Unit 1: Lesson 4 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 5Day 3T322-T325T322 Words with Short e,Consonants k, v, jInstructional Routine 2PB: Vol. 1, p. 49Projectable 4.6
Fluency:“Ken and Vic”T326(Unit 1 Decodable Reader)Reading Fluently
Day 4T332-T333T332 Words with short e; and o; y, w, k, v, j
Fluency:“My Pets”T333(Unit 1 Decodable Reader)Reading Fluently
Day 5T342
Independent Reading AL: phonogram
Comprehension Comprehension
Skill: Text and graphic features
Strategy: Question
Genre:
Main Selection“Lucia’s Neighborhood”Genre: Informational Text
Day 2 T308-T317 Introduce: Text and
Weekly Tests T349
4.5--4.8
Optional Unit
CC. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
I will retell a story with key details. I will demonstrate understanding of the central message or lesson of a story.
RetellKey details
UnderstandingCentral
messagelesson
STW p. 181-182, p. 198CT lessons 16-17http://edsitement.neh.gov/view_lesson_plan.asp?id=240
August 19, 2012 Quarter 1—p. 33
Unit 1: Lesson 4 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 5Informational Text/
Fable
Essential Question:
What information do words and pictures give?
graphic features; Question StrategyProjectable 4.2(Text and Graphic feature)SB: pp. 86-99CLLG: p.46
Develop Comprehension T310-T317Projectables 4.3a, 4.3b, 4,3c, AL: Text and graphic features
Day 3: T326-327 Deepen Comprehension:PB: Vol. 1, p.50 Projectables 4.7AL: author, caption, graphic features, text features, title
Connection To“City Mouse and Country Mouse”T334-T335Genre: FableMC: T335SB: pp. 101-102CLLG: p. 47Connect To Traditional Tales
Assessment: Benchmark and Unit Test Unit 1(Arkansas Benchmark and Unit Test)
CC.RL.1.6 Identify who is telling the story at various points in a text.
I will identify which character is telling the story at different points in the text.
identify http://www.readingrockets.org/article/35693
http://www.readingrockets.org/article/39991
CC.RI.1.1 Ask and answer questions about key details in a text.
I will ask questions about key details in a text. I will answer questions about key details in a text.
Details STW2 p. 171-177RWMGR p. 79
CC. RI.1.2 Identify the main topic and retell key details of a text.
I will identify the main topic of a text. I will retell key details of a text
IdentifyMain topic
RetellKey details
Text
GR p. 79RWM p. 163-164http://www.teachervision.fen.com/journalism/graphic-organizers/2276.html
CC. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.
I will describe the connection between two pieces of information in a text.
DescribeConnections
EventsIdeasText
RWM p. 60-67TRS p. 618-619
CC. RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
I will know and use text features to locate key facts and information in a text.
Text featuresLocate
Key facts
RWM p. 67STW2 p. 214http://ethemes.missouri.edu/themes/487
CC. RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
I will distinguish between information provided by pictures, illustrated, and words in a text.
PicturesIllustrations
Text
http://www.ohio.edu/visualliteracy/JVL_ISSUE_ARCHIVES/JVL28(2)/28_2_Erekson.pdff
CC. RI.1.7 Use the illustrations and details in a text to describe its key ideas.
I will use the illustrations and details in a text to describe its key ideas.
DescribeKey Ideas
details
RWM p. 91-92NRPhttp://www.readingrockets.org/article/5765/
CC. RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.
I will read informational text.
Informational Texts
GRRWMSTW2
CC. RF.1.1 Demonstrate understanding of the organization and basic features of printCC. RF.1.1a Recognize the distinguishing
I will demonstrate understanding of the
FeaturesOrganization
http://www.readingrockets.org/article/3398/
August 19, 2012 Quarter 1—p. 34
Unit 1: Lesson 4 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 5features of a sentence (e.g., first word, capitalization, ending punctuation).
organization and basic features of print. I will recognize the parts of a sentence.
demonstrateCapitalization
Ending punctuation
CC.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.
CC.RF.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
I will read grade level text correctly. I will read grade level text fluently. I will read grade level text with expression.
TextfluentlyExpression
TRS Chapter 10http://www.readwritethink.org/classroom-resources/lesson-plans/improving-fluency-through-group-793.html
Speaking and Listening StandardsCC. 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.CC. SL.1.1a 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).
I will participate in conversations with peers and adults about grade one topics. I will participate in conversations with peers and adults about grade one text. I will follow our class rules when we are talking,
ParticipateTopic
Conversationspeersrules
http://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdf
CC.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.CC.SL.1.1b Build on others’ talk in conversations responding to the comments of others through multiple exchanges.
I will add to a discussion about a topic.
Discussiontopic
TDC p. 88-89http://www.readingrockets.org/article/40008/
http://www.readwritethink.org/professional-development/strategy-guides/using-think-pair-share-30626.html#strategy-practice
CC. 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.CC. SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion.
I will ask questions when I do not understand the topic or text.
Topicstexts
http://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdf
August 19, 2012 Quarter 1—p. 35
Unit 1: Lesson 4 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 5
SpellingWords with short e
Spelling, yet, web, pen, wet, leg, hen
Weekly Plan T282-283Day 1T298 Pretest
Day 2T318 Word SortPB: Vol. 1, p.46
Day 3T328 Segment Sounds PB: Vol. 1, p.51
Day 4T338 Connect to Writing
Day 5T344 Spelling Assessment
Weekly TestsT344
Spelling Assessment
CC. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
I will ask and answer questions about key details in a text read aloud to me. I will ask and answer questions about key details from information presented.
Key detailstexts
http://www.learningthroughlistening.org/SiteData/docs/evs-Active%20Listening%20t%20chart/cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdf
CC.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.
I will ask and answer questions to gather or clarify information from a speaker.
AskQuestions
GatherClarify
InformationSpeaker
http://www.learningthroughlistening.org/SiteData/docs/evs-Active%20Listening%20t%20chart/cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdf
SpellingCC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
I will use correct spelling for words with common spelling patterns.
Irregular words WJWTW
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
GrammarCC.RF.1.1Demonstrate understanding of the organization and basic features of print.CC.RF.1.1aRecognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
I will recognize the parts of a sentence
capitalization words
sentence ending
punctuation
http://www.readingrockets.org/article/3398/
GrammarAdjectives
Weekly Plan T282-283Day 1T298Introduce Adjectives
Weekly TestsObservation Checklist, Assessment p. OC2
August 19, 2012 Quarter 1—p. 36
Unit 1: Lesson 4 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 5Projectable 4.1
Day 2T318Adjectives for SizeProjectable 4.4PB: Vol.1, p.47-48
Day 3T328Adjectives for ShapeProjectable 4.8PB: Vol.1, p.52
Day 4T338Spiral Review: Complete SentencesProjectable 4.9PB: Vol.1, p.54-55“Lucia Neighborhood”
Day 5T344-T345Weekly Review: AdjectivesSB: p. 105PB: Vol. 1 p.55AL: adjectives
CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speakingCC.L.1.1a Print all upper and lowercase letters.
I will print all uppercase letters. I will print all lowercase letters.
UppercaseLowercase
PPW p. 44-50http://www.meddybemps.com/letterary/guide_and_archives.htmlIW p. 98-107
CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CC. L.1.1f Use frequently occurring adjectives.
I will use adjectives in my writing.
adjective PPW p. 100-107
CC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.1.2a Capitalize dates and names of people.
I will capitalize dates. I will capitalize names of people..
capitalization http://www.ngfl-cymru.org.uk/vtc/cap_letters_stops/eng/Introduction/StarterActivityPart2.htm
CC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.1.2b Use end punctuation for sentences.
I will write end punctuation for sentences.
punctuation http://abbyraesblog.blogspot.com/2011/02/focus-lesson-1st-grade-on-punctuation.html
CC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
I will spell words by using the sounds I hear.
phonemic awareness
WJWTW
WritingCC.W.1.3 Write narratives in which they recount two or more appropriately sequenced
I will write a narrative to recount
SequencedNarrative
Is That a Fact? p 187-209Small Moments
WritingNarrative
Weekly Plan T282-283Day 1
Writing Trait Scoring Rubric T347
August 19, 2012 Quarter 1—p. 37
Unit 1: Lesson 4 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 5events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
two or more events. I will write details about what happened. I will use temporal words. I will write a conclusion to my narrative.
RecountDetailsevents Focus Trait
Word Choice
Focus Word Choice
T299 Introduce the Model: Sentences Projectable 4.1(Writing Model)
Day 2T319 Introduce the Focus Trait: Word Choice Projectable .545PB: Vol. 1, pp.47-48
Day 3T329 Prewriting PB: Vol. 1, p. 52
Day 4T339 Drafting Projectable 4.9PB: Vol. 1, pp. 53-54
Day 5T346-T347 Revising and Proofreading Projectable 5.11PB: Vol. 1, p. 106
Weekly Optional Weekly Writing Prompt:Draw a map of your neighborhood and label at least three places.
Draw a picture and write a sentence that tells something you learned from reading “Lucia’s Neighborhood.” (reference Journeys writing rubric before Lesson 4 Focus Wall)
CC.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 will focus on a topic. I will respond to questions from peers. I will respond to suggestions from peers. I will add details to improve my writing
FocusTopic
RespondPeers
Suggestionsdetails
improve
AL p. 69-71PPW p 130-136CRSYW 62-65Launching the WW p. 109-114WR: TSS p. 79-103http://www.readingrecovery.org/pdf/conferences/nc10/handouts/lutz.pdf
CC. W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question
I will recall information from experiences to answer a question. I will gather information from sources to answer a question.
Recallgather
IW Chapter 11http://www.readwritethink.org/classroom-resources/lesson-plans/adventures-nonfiction-guided-inquiry-183.html?tab=1#tabs
SMALL GROUP STANDARDS
August 19, 2012 Quarter 1—p. 38
Unit 1: Lesson 4 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 5Reading Standards: Foundational SkillsCC.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.1.4a Read grade-level text with purpose and understanding. CC.RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. CC.RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CONTENT AREA STANDARDS & LESSONSSOCIAL STUIDES
SOCIAL STUIDES STANDARDS: FOCUS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPTSSCIENCE
SCIENCE STANDARDS: FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS
August 19, 2012 Quarter 1—p. 39
Unit 1: Lesson 5 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 6READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Daily Language/Vocabulary Phonemic Awareness
Final soundSegment Phonemes
FluencyAccuracy: Self-
Correct
VocabularyOral Vocabulary
ORAL VOCABULARY &
STRATEGIES
Word Cards 386-387:
Many, friend, full, pull, hold, good
Weekly Plan T376-377Day 1T382-388 DLBeginning SoundsBlend Phonemes
Day 2T394-396 DLBeginning SoundsBlend Phonemes
Day 3T414-416 DLBeginning SoundsBlend Phonemes
Day 4T424-426 DLBeginning SoundsBlend Phonemes
Day 5T434-435 DL Beginning SoundsBlend Phonemes
AL: segment phonemes
Read Aloud: Introduce Oral Vocabulary
Weekly TestsT442
5.2-5.4
CC.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds.CC. RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
•I will speak single-syllable words.
syllable TRS p. 181-183
CC.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds.CC.RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words
•I will tell the beginning (initial) sound in a spoken single-syllable word. •I will tell the middle vowel (medial vowel) sound in a spoken single-syllable word. •I will tell the final sound in a spoken single-syllable word
InitialMedial
final soundsSingle-syllable
WJWTW
CC.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds.CC. RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
I will segment one- syllable words into their individual sounds.
SegmentSyllable
individual
TRS Chapter 6 and Chapter 7
CC.L.1.5 With guidance and support from adults, demonstrate understanding word relationships and nuances in word meanings. CC. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).
I will make real-life connections between words and their use.
Real-life connections
BWL
August 19, 2012 Quarter 1—p. 40
Unit 1: Lesson 5 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 6“Training Around the Town”T384-T385CLLG: p. 49PB: Vol.1 p.43SB: pp.82-83Instructional Routine 16
ORAL VOCABULARY:subwaysspacealleysferrydashsealed
CC.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., I named my hamster Nibblet because she nibbles too much because she likes that).
I will use words and phrases I have learned. I will use conjunctions to show simple relationships.
PhrasesConjunctions
Simple relationships
Phonemic Awareness & Word Work/Phonics PhonicsWords with short
uConsonant quConsonant z
Day 1T388-T390T388 Words with short u, Consonants qu, zInstructional Routine 2PB: Vol. 1, p.57
Fluency:“Fun in the Sun”T391(Unit 1 Decodable Reader)Reading FluentlyDay 2T396-T399T26 Words with short u,Instructional Routine 2PB: Vol. 1, p.58
Fluency:“Yams! Yum!”T397(Unit 1 Decodable Reader)Reading FluentlyT398-T399 Words to Know
Day 3T416-T419T416 Words with
Weekly Tests T4425.8-5.10
CC.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC. RF.1.3b Decode regularly spelled one-syllable words.
I will decode one-syllable words.
syllable TRS p. 179
CC.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.1.3g Recognize and read grade-appropriate irregularly spelled words.
I will recognize irregularly spelled words. I will read irregularly spelled words.
RecognizeIrregularly
TRS Chapter 7
August 19, 2012 Quarter 1—p. 41
Unit 1: Lesson 5 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 6Consonants qu, zInstructional Routine 2PB: Vol. 1, p. 62Projectable 5.6
Fluency:“Fun, Fun, Fun!”T419(Unit 1 Decodable Reader)Reading Fluently
Day 4T426-427T54 Words with short a; n, d, p, f’
Fluency:“Fan, Fan, Fan”T55(Unit 1 Decodable Reader)Reading Fluently
Day 5T436
Independent ReadingAL: consonant
Comprehension Comprehension
Skill: Story Structure
Strategy: Analyze/ Evaluate
Genre: Fantasy/Informational
Text
Essential Question:
How does the setting make a
Main Selection“Gus Takes the Train”Genre: Fantasy
Day 2 T402-411 Introduce: Analyze/EvaluateStrategyProjectable 5.2SB: pp. 112-125CLLG: p.48AL: characters, events, settingDevelop Comprehension: T404-409Projectables 5.3a, 5.3b, 5.3c
Weekly Tests T4435.5-5.7
Optional Unit Assessment: Benchmark and Unit Test Unit 1(Arkansas Benchmark and Unit Test)
CC. RL.1.1 Ask and answer questions about key details in a text.
I will ask questions about key details in a text. I will answer questions about key details in a text.
Key detailstext
STW p. 17-18, p. 110-122, p. 177IRAK-1 p. 5CT lesson 8-11http://www.readwritethink.org/classroom-resources/lesson-plans/book-sorting-using-observation-145.html
CC. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
I will retell a story with key details. I will demonstrate understanding of the central message or lesson of a story.
Key detailsdemonstrate
UnderstandingCentral –message
lesson
STW p. 181-182, p. 198CT lessons 16-17http://edsitement.neh.gov/view_lesson_plan.asp?id=240
CC. RL.1.3 Describe characters, settings, and major events in a story, using key details.
I will describe characters in a story.
CharactersSetting
IRAK-1 p. 99-118TRS p. 636-641
August 19, 2012 Quarter 1—p. 42
Unit 1: Lesson 5 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 6 I will describe settings in a story. *I will describe major events in a story using key details.
Major EventsKey Details
story interesting?Day 3 T420-T421Deepen Comprehension: PB: Vol. 1, p.63Projectable 5.7AL: characters, events, setting
Connection To“City Zoo”T428-T429Genre: Informational TextT428; MC: T429SB: pp.126-129CLLG: p.49Connect to Social Studies
CC. RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
I will identify words in stories that suggest feelings or appeal to the senses. I will identify phrases in stories that suggest feelings or appeal to the senses. I will identify words in poems that suggest feelings or appeal to the senses. I will identify phrases in poems that suggest feelings or appeal to the senses.
IdentifyPhrasesSuggestAppealWordsSensespoem
Poetry: PTTP p. 47-54
CC. 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.
I will explain the differences between story books and informational books (fiction/ nonfiction)
ExplainDifferencesStory booksInformational
Fictionnonfiction
IRAK-1 p. 95-98http://edsitement.neh.gov/view_lesson_plan.asp?id=240
CC. RL.1.7 Use illustrations and details in a story to describe its characters, setting or events.
I will describe characters, settings, or events using illustrations and details in a story.
CharactersSettingsEvents
IllustrationsDescribe
STW p. 141-142GR p. 154RWM
CC. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
I will read prose and poetry for grade 1.
ProsePoetry
Poetry: PTTPhttp://www.poets.org/page.php/prmID/103
CC. RI.1.7 Use the illustrations and details in I will use the Describe RWM p. 91-92August 19, 2012 Quarter 1—p. 43
Unit 1: Lesson 5 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 6a text to describe its key ideas. illustrations and
details in a text to describe its key ideas
Key Ideasdetails
NRPhttp://www.readingrockets.org/article/5765/
CC.RI.1.8 Identify the reasons an author gives to support points in a text.
I will identify the reasons an author gives to support points (ideas) in a text.
Points Text
SupportReasonsIdentifyAuthor
NRPTDChttp://www.readingrockets.org/article/40120/
CC. RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.
I will read informational text.
Informational Texts
NRPTDChttp://www.readingrockets.org/article/40120/
CC.RF.1.4 Read with sufficient accuracy and fluency to support comprehension. CC.RF.1.4a Read on-level text with purpose and understanding.
I will read accurately and fluently to comprehend. I will read grade-level text,
AccuratelyFluently
Comprehendtext
TDCSTW2ALGR
CC.RF.1.4 Read with sufficient accuracy and fluency to support comprehension. CC.RF.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
•I will read grade level text correctly. •I will read grade level text fluently. •I will read grade level text with expression.
Textfluently
Expression
TRS Chapter 10http://www.readwritethink.org/classroom-resources/lesson-plans/improving-fluency-through-group-793.html
CC.RF.1.4 Read with sufficient accuracy and fluency to support comprehension. CC.RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
I will use context to confirm or self-correct. I will reread to confirm my understanding.
ContextConfirm
Self-correctreread
RWMGRSTW2http://www.readingrockets.org/article/37053/
Speaking and Listening StandardsCC.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. CC. SL.1.1a 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).
I will participate in conversations with peers and adults about grade one text. I will follow our class rules when we are talking.
ParticipateTopic
conversationspeers rules
http://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdf
August 19, 2012 Quarter 1—p. 44
Unit 1: Lesson 5 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 6
CC.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.CC.SL.1.1b Build on others’ talk in conversations responding to the comments of others through multiple exchanges.
I will add to a discussion about a topic.
Discussiontopic
TDC p. 88-89http://www.readingrockets.org/article/40008/
http://www.readwritethink.org/professional-development/strategy-guides/using-think-pair-share-30626.html#strategy-practice
CC.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.CC. SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion.
I will ask questions when I do not understand the topic or text.
Topicstexts
http://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdf
CC. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
I will ask and answer questions about key details in a text read aloud to me. I will ask and answer questions about key details from information presented.
Key detailstexts
http://www.learningthroughlistening.org/SiteData/docs/evs-Active%20Listening%20t%20chart/cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdf
CC. 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.
I will ask and answer to gather or clarify information from a speaker.
Ask Answergather
http://www.learningthroughlistening.org/SiteData/docs/evs-Active%20Listening%20t%20chart/cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdf
CC.SL.1.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)
I will speak in complete sentences. I will write in complete sentences.
Completesentences
PPW p. 67-71
Spelling Spelling Weekly TestsAugust 19, 2012 Quarter 1—p. 45
Unit 1: Lesson 5 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 6Words with short u
Spelling Words:Up, bug, mud, nut,
hug, tub
Weekly Plan T102-103Day 1T392 Pretest
Day 2T412 Word SortPB: Vol.1, p. 59
Day 3T422 Segment Sounds PB: Vol. 1, p.64
Day 4T432 Connect to Writing
Day 5T438 Spelling Assessment
T438
Spelling Assessment
CC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
I will use correct spelling for words with common spelling patterns.
Irregular words http://www.readingrockets.org/article/27876/
http://www.readworks.org/lessons/gradek-1-2/pronoun-reference
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
GrammarCC. RF.1.1 Demonstrate understanding of the organization and basic features of printCC. RF.1.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
I will demonstrate understanding of the organization and basic features of print. I will recognize the parts of a sentence.
FeaturesOrganizationdemonstrateCapitalization
Ending punctuation
http://www.readingrockets.org/article/3398/
GrammarAdjectives
Weekly Plan T376-377Day 1T392Introduce Adjectives
Day 2
Weekly TestsObservation Checklist, Assessment p. OC3
August 19, 2012 Quarter 1—p. 46
Unit 1: Lesson 5 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 6T412Adjectives for ColorProjectable 5.4PB: Vol. 1, pp.60-61
Day 3T422Adjectives for NumberProjectable 5.9PB: Vol. 1, p.65
Day 4T432Spiral Review: PronounsPB: Vol. 1, pp.66-67
Day 5T438-439Weekly Review: AdjectivesSB: pp.130-131PB: Vol., 1 p.68
AL: adjectives
CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CC.L.1.1a Print all upper- and lowercase letters.
I will print all uppercase letters. I will print all lowercase letters.
Uppercaselowercase PPW p. 44-50
http://www.meddybemps.com/letterary/guide_and_archives.htmlIW p. 98-107
CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CC. L.1.1d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
I will use personal pronouns. I will use possessive pronouns. I will use indefinite pronouns (I, me, my, they, them, their, anyone, everything)
PronounsPersonal
Possessiveindefinite
http://www.readingrockets.org/article/27876/
http://www.readworks.org/lessons/gradek-1-2/pronoun-reference
CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CC. L.1.1f Use frequently occurring adjectives.
I will use adjectives in my writing.
adjectives PPW p. 100-107
CC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.1.2a Capitalize dates and names of people.
I will capitalize dates. I will capitalize names of people..
capitalization http://www.ngfl-cymru.org.uk/vtc/cap_letters_stops/eng/Introduction/StarterActivityPart2.htm
CC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.1.2b Use end punctuation for sentence.
I will write end punctuation for sentences.
punctuation http://abbyraesblog.blogspot.com/2011/02/focus-lesson-1st-grade-on-punctuation.html
CC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
I will spell words by using the sounds I hear.
phonemic awareness
WJWTW
Writing
August 19, 2012 Quarter 1—p. 47
Unit 1: Lesson 5 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 6CC.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.
I will write a narrative to recount two or more events. I will write details about what happened. I will use temporal words. I will write a conclusion to my narrative.
SequencedNarrativeRecountDetailsevents
Is That a Fact? p 187-209Small Moments
WritingNarrative
Focus TraitIdeas
FocusClass Story
Weekly Plan T376-377Day 1T393 Introduce the Model: PrewritingProjectable 5.1(Writing Model)
Day 2T413 Introduce the Focus Trait: Ideas Projectable 5.5PB: pp. 60-61
Day 3T423 Prewriting Projectable 5.5PB: Vol. 1, p.65
Day 4T433 Drafting Projectable 5.9PB: Vol. 1, pp. 66-67
Day 5T440- T441 Revising and Proofreading Projectable 5.11PB: Vol. 1, pp.132-133
AL: narrative
Writing Trait Scoring Rubric T441
Optional Weekly Writing Prompt:Draw and write about your favorite animal.
Draw a picture and write a sentence that tells about a time you met a new friend. (reference Journeys writing rubric before Lesson 5 Focus Wall)
CC.W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
I will use a variety of digital tools to produce and publish my writing.
digital toolspublishproduce
PPW p 204-208
CC.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).
I will participate in shared research and writing projects
research project
sequence instructions
topic
IW Chapter 11http://www.readwritethink.org/classroom-resources/lesson-plans/adventures-nonfiction-guided-inquiry-183.html?tab=1#tabs
CC. W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question..
I will recall information from experiences to answer a question. I will gather information from sources to answer a question.
Recallgather
IW Chapter 11http://www.readwritethink.org/classroom-resources/lesson-plans/adventures-nonfiction-guided-inquiry-183.html?tab=1#tabs
SMALL GROUP STANDARDS
August 19, 2012 Quarter 1—p. 48
Unit 1: Lesson 5 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 6Reading Standards: Foundational SkillsCC.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.1.4a Read grade-level text with purpose and understanding. CC.RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. CC.RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CONTENT AREA STANDARDS & LESSONSSOCIAL STUIDES
SOCIAL STUIDES STANDARDS: FOCUS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPTSSCIENCE
SCIENCE STANDARDS: FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS
August 19, 2012 Quarter 1—p. 49
Unit 1: Lesson 6 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 7
READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Daily Language/Vocabulary Phonemic AwarenessFinal Sounds
Segment Phonemes
FluencyRead with Expression
VocabularyOral Vocabulary
ORAL VOCABULARY &
STRATEGIES
Word Cards 16-17:Come, said, call, hear, away, every
Weekly Plan T6-7Day 1T12-t18 DLBeginning SoundsBlend Phonemes
Day 2T24-T26 DLBeginning SoundsBlend Phonemes
Day 3T44-T46 DLBeginning SoundsBlend PhonemesDay 4T54-56 DLBeginning SoundsBlend Phonemes
Day 5T64-67 DLBeginning SoundsBlend Phonemes
AL: segment, phonemes
Read Aloud: Introduce Oral Vocabulary“Night of the Wolf”T14 -T15CLLG: p.51PB: Vol.1, p. 69SB: pp.10-11
Weekly TestsT72
6.2-6.4
CC.RF.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC. RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
•I will speak single-syllable words.
syllable TRS p. 181-183
CC.RF.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words
•I will tell the beginning (initial) sound in a spoken single-syllable word. •I will tell the middle vowel (medial vowel) sound in a spoken single-syllable word. •I will tell the final sound in a spoken single-syllable word
InitialMedial
final soundsSingle-syllable
WJWTW
CC.RF.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC. RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
I will segment one syllable words into their individual sound.
SegmentSyllable
individual
TRS Chapter 6 and Chapter 7
CC,L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. CC. L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
I will sort words into categories.
Conceptcategory
http://www.readingrockets.org/strategies/concept_sort/
CC.L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. CC. 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).
I will define words. I will sort words in categories.
DefineCategories
sort
BWL
August 19, 2012 Quarter 1—p. 50
Unit 1: Lesson 6 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 7
ORAL VOCABULARY:figuretossedclangfaultplentyjumbled
CC.L.1.5 With guidance and support from adults, demonstrate understanding word relationships and nuances in word meanings. CC. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).
I will make real-life connections between words and their use.
Real-life connections
BWL
CC.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., I named my hamster Nibblet because she nibbles too much because she likes that).
I will use words and phrases I have learned. I will use conjunctions to show simple relationships.
PhrasesConjunctions
Simple relationships
GRALhttp://www.nj.gov/education/ece/k/lal.pdf
Phonemic Awareness & Word Work/Phonics PhonicsReview words with short aDouble final
consonants and ck
Phonogram-ack
Day 1T18-T20T18 Words with short a, Double Final Consonants,and ckInstructional Routine 3PB: Vol. 1, p.2
Fluency:“Ann Packs”T21(Unit 2 Decodable Reader)Reading Fluently
Day 2T26-T29T26 Words with short a, Double Final Consonants, and ckInstructional Routine 3PB: Vol. 1, p.71
Fluency:“Tess and Jack”T27(Unit 1 Decodable Reader)Reading FluentlyT28-T29 Words to Know
Weekly Tests T72
6.8-6.10
CC.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CC. RF.1.3a Know the spelling-sound correspondences for common consonant digraphs.
I will know the common diagraphs. (ch, sh, wh, th)
diagraphs WJWTW
CC.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CC. RF.1.3b Decode regularly spelled one-syllable words.
I will decode one-syllable words.
syllable TRS p. 179
CC.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CC.RF.1.3g Recognize and read grade-appropriate irregularly spelled words.
I will recognize irregularly spelled words. I will read irregularly spelled words.
RecognizeIrregularly
TRS Chapter 7
August 19, 2012 Quarter 1—p. 51
Unit 1: Lesson 6 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 7Day 3T46-T49T46 Words with Short a Final Consonants, and ckInstructional Routine 3PB: Vol. 1, p. 75Projectable 6.6
Fluency:“A Duck in Mud”T49(Unit 2 Decodable Reader)Reading Fluently
Day 4T56-T57T56 Review short a; Double Final Consonants, ck, and short u
Fluency:“Ducks Quack”T57(Unit 2 Decodable Reader)Reading Fluently
Day 5T66Independent ReadingAL: consonant
Comprehension Comprehension
Skill: Understanding
Characters
Strategy: Summarize
Genre: Fable/ Fairy tale
Main Selection“Jack and the Wolf”Genre: Fable
Day 2 T32-T41 Introduce: Understanding character; Summarize Strategy Projectable 6.2(characters)SB: pp. 14-29
Weekly Tests T736.5-6.7
Optional Unit Assessment: Benchmark and Unit Test Unit 1(Arkansas Benchmark and Unit Test)
CC. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
I will retell a story with key details. I will demonstrate understanding of the central message or lesson of a story.
Key detailsdemonstrate
UnderstandingCentral- message
lesson
STW p. 181-182, p. 198CT lessons 16-17http://edsitement.neh.gov/view_lesson_plan.asp?id=240
CC. RL.1.3 Describe characters, settings, and major events in a story, using key details.
I will describe characters in a story. I will describe settings in a story. *I will describe
CharactersSetting
Major EventsKey Details
IRAK-1 p. 99-118TRS p. 636-641
August 19, 2012 Quarter 1—p. 52
Unit 1: Lesson 6 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 7major events in a story using key details.
Essential Question:
What lessons can you learn form
story characters?
CLLG: p.50
Develop Comprehension: T34-40Projectables 6.3a, 6.3b, 6.3AL: character, summarize
Day 3 : T50-51Deepen Comprehension: Projectable 6.7PB: Vol. 1, p. 76AL: fable, understanding character, summarize
Connection To“The Three Little Pigs”T58-59;Genre: Fairy TaleMC: T59SB: pp. 31-33CLLG: p.51Connect to Traditional Tale
CC. RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
I will describe characters, settings, or events using illustrations and details in a story.
IllustrationsDescribe
CharactersSettingEvents
STW p. 141-142GR p. 154RWM
CC. RL.1.9 Compare and contrast the adventures and experiences of characters in stories.
I will compare and contrast the adventures and experiences of characters in stories.
IllustrationsDescribe
CharactersSettingEvents
http://teacher.scholastic.com/lessonrepro/results/view.asp?SubjectID=1&SubheadID=4&TopicID=15&GradeID=&PageURL=%2Flessonrepro%2Flessonplans%2Fect%2Ffamousbears.htm
CC. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
I will read prose and poetry for grade 1.
ProsePoetry
Poetry: PTTPhttp://www.poets.org/page.php/prmID/103
CC.RF.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. CC.RF.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
I will read grade level text correctly. I will read grade level text fluently. I will read grade level text with expression.
TextFluently
Expression
TRS Chapter 10http://www.readwritethink.org/classroom-resources/lesson-plans/improving-fluency-through-group-793.html
Speaking and Listening StandardsCC.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.CC. SL.1.1a 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).
I will participate in conversations with peers and adults about grade one text. I will follow our class rules when we are talking.
ParticipateTopic
Conversationspeersrules
http://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdf
CC.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.CC.SL.1.1b Build on others’ talk in conversations responding to the comments of
I will add to a discussion about a topic.
Discussiontopic
TDC p. 88-89http://www.readingrockets.org/article/40008/http://www.readwritethink.org/
August 19, 2012 Quarter 1—p. 53
Unit 1: Lesson 6 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 7others through multiple exchanges. professional-development/
strategy-guides/using-think-pair-share-30626.html#strategy-practice
SpellingWord with short a
Spelling Words:
Weekly Plan T102-103Day 1T22 Pretest
Weekly TestsT68
Spelling
CC.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.CC. SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion.
I will ask questions when I do not understand the topic or text.
Topicstext
http://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdf
CC. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
I will ask and answer questions about key details in a text read aloud to me. I will ask and answer questions about key details from information presented.
Key detailstext
http://www.learningthroughlistening.org/SiteData/docs/evs-Active%20Listening%20t%20chart/cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdf
CC. 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.
I will ask and answer to gather or clarify information from a speaker.
Ask Answergather
http://www.learningthroughlistening.org/SiteData/docs/evs-Active%20Listening%20t%20chart/cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdf
CC. SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
I will use drawings or other visual displays to clarify my ideas, thoughts, and feelings.
VisualDisplayClarify
PPW p. 60-66STW2 p. 31
CC.SL.1.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)
I will speak in complete sentences. I will write in complete sentences.
Completesentences
PPW p. 67-71
Spelling
August 19, 2012 Quarter 1—p. 54
Unit 1: Lesson 6 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 7An, bad, can, had, cat, ran, add, pass
Day 2T42 Word SortPB: Vol. 1, p.72
Day 3T52 Segment Sounds PB: Vol. 1, p.72
Day 4T62 Connect to Writing
Day 5T68 Spelling Assessment
AssessmentCC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
I will use correct spelling for words with common spelling patterns.
Irregular words WJWTW
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
GrammarCC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CC.L.1.1a Print all upper- and lowercase letters.
I will print all uppercase letters. I will print all lowercase letters.
Uppercaselowercase
PPW p. 44-50http://www.meddybemps.com/letterary/guide_and_archives.htmlIW p. 98-107
GrammarComplete Sentences
Weekly Plan T6-7Day 1T22Introduce Complete Sentences
Day 2T42Complete SentenceProjectable 6.4
Day 3T52 Complete SentencesProjectable 6.8
Day 4T62Spiral Review: Nouns
Weekly TestsObservation Checklist, Assessment p. OC4
CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CC.L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
I will produce simple declarative sentences in response to prompts. I will produce simple interrogative sentences in response to prompts. I will produce simple imperative sentences in response to prompts. I will produce simple exclamatory sentences in response to prompts.
DeclarativeInterrogativeImperative
ExclamatorySimple
sentences
It That a Fact?Interactive WritingAppendix C
August 19, 2012 Quarter 1—p. 55
Unit 1: Lesson 6 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 7Day 5T68-69Weekly ReviewComplete SentencesSB: pp.34-35
AL: complete sentences
CC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.1.2a Capitalize dates and names of people.
I will capitalize dates. I will capitalize names of people..
capitalizationhttp://www.ngfl-cymru.org.uk/vtc/cap_letters_stops/eng/Introduction/StarterActivityPart2.htm
CC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.1.2b Use end punctuation for sentence.
I will write end punctuation for sentences.
punctuation http://abbyraesblog.blogspot.com/2011/02/focus-lesson-1st-grade-on-punctuation.html
CC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
I will spell words by using the sounds I hear.
phonemic awareness
WJWTW
WritingCC.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.
I will write facts about a topic. I will write a conclusion.
FactsExplain
conclusion
Is That a Fact?NW: PRhttp://www.readwritethink.org/classroom-resources/lesson-plans/investigating-animals-using-nonfiction-187.html
WritingInformative/
Explanatory Texts
Focus TraitIdeas
FocusSentences
Weekly Plan T282-283Day 1T23 Introduce the Model: Sentences That DescribeProjectable 6.1(Writing Model)
Day 2T43 Introduce the Focus Trait: Ideas Projectable 6.5PB: Vol. 1, pp.73-74
Day 3T53 Prewriting Projectable 6.9PB: Vol. 1, p. 79
Day 4T63 Drafting Projectable 6.11PB: Vol. 1, pp. 81-82
Day 5T79 Revising and Proofreading Projectable 6.12
Writing Trait Scoring Rubric T71
Optional Weekly Writing Prompt:Draw and write about one character from your favorite fairy tale or fable.
Draw a picture and write a sentence that tells why you think “Jack and the Wolf” is or is not a good title for the story. (reference Journeys writing rubric before Lesson 6 Focus Wall)
August 19, 2012 Quarter 1—p. 56
Unit 1: Lesson 6 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 7
AL: descriptive writing, ideas
CC. W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
I will recall information from experiences to answer a question. I will gather information from sources to answer a question.
Recallgather
IW Chapter 11http://www.readwritethink.org/classroom-resources/lesson-plans/adventures-nonfiction-guided-inquiry-183.html?tab=1#tabs
SMALL GROUP STANDARDSReading Standards: Foundational SkillsCC.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.1.4a Read grade-level text with purpose and understanding. CC.RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. CC.RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CONTENT AREA STANDARDS & LESSONSSOCIAL STUIDES
SOCIAL STUIDES STANDARDS: FOCUS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPTS
SCIENCE STANDARDS: FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS
August 19, 2012 Quarter 1—p. 57
Unit 1: Lesson 8 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 9READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
Daily Language/Vocabulary Phonemic Awareness
Segment Phonemes
FluencyPhrasing
VocabularyOral Vocabulary
ORAL VOCABULARY &
STRATEGIES
Word Cards 110-111:
Of, how, make, some, why, animals
Weekly Plan T100-101Day 1T106-112 DLBeginning SoundsBlend Phonemes Day 2T118-120 DLBeginning SoundsBlend PhonemesDay 3T138140 DLBeginning SoundsBlend PhonemesDay 4T148-150 DLBeginning SoundsBlend PhonemesDay 5T158-161 DLBeginning SoundsBlend Phonemes
AL: segment, phonemes
Read Aloud“Prairie Dogs”T108-109CLLG: p.53PB: Vol.1, p.SB: pp.10-11Instructional Routine 16
ORAL VOCABULARY:
farawayvillagecrispsmudgepeeked
Weekly TestsT167
7.2-7.4
CC.RF.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC. RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
I will speak single-syllable words.
syllable TRS p. 181-183
CC.RF.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words
•I will tell the beginning (initial) sound in a spoken single-syllable word. •I will tell the middle vowel (medial vowel) sound in a spoken single-syllable word. •I will tell the final sound in a spoken single-syllable word
InitialMedial
final soundsSingle-syllable
WJWTW
CC.RF.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC. RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
I will segment one- syllable words into their individual sounds.
SegmentSyllable
individual
TRS Chapter 6 and Chapter 7
CC.L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meaningsCC. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).
I will make real-life connections between words and their use.
Real-life Connections
BWL
CC.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., I named my hamster
I will use words and phrases I have learned. I will use conjunctions to show
PhrasesConjunctions
Simple relationships
GRALhttp://www.nj.gov/education/ece/k/lal.pdf
August 19, 2012 Quarter 1—p. 58
Unit 1: Lesson 8 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 9Nibblet because she nibbles too much because she likes that.)
simple relationships. edges
Phonemic Awareness & Word Work/Phonics PhonicsWords with short i
Clusters with rPhonogram
-ip
Day 1T112-T114T112 Words with short i, Consonants and Clusters with rInstructional Routine 3PB: Vol. 1, p.84
Fluency:“Brad and Cris”T115(Unit 2 Decodable Reader)Reading Fluently
Day 2T120-T29T26 Words with short I and Clusters with rInstructional Routine 3PB: Vol. 1, p.84
Fluency:“What Did Dad Get?”T121(Unit 1 Decodable Reader)Reading FluentlyT122-T123 Words to Know
Day 3T140-T143T140 Words with Short iand Clusters with rInstructional Routine 3PB: Vol. 1, p. 89Projectable 7.6
Fluency:“Crabs”T143(Unit 2 Decodable Reader)
Weekly Tests T166
7.9-7.11
CC.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.
CC. RF.1.3b Decode regularly spelled one-syllable words.
I will decode one-syllable words.
syllable TRS p. 179
August 19, 2012 Quarter 1—p. 59
Unit 1: Lesson 8 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 9Reading Fluently
Day 4T150-T251T150 Review Short I, Clusters with r, and Short a
Fluency:“The Big Job”T151(Unit 1 Decodable Reader)Reading Fluently Day 5T160Independent Reading
AL: clusters. phonogramCC.RF.1.3g Recognize and read grade-appropriate irregularly spelled words.
I will recognize irregularly spelled words. I will read irregularly spelled words.
RecognizeIrregularly
TRS Chapter 7
Comprehension Comprehension
Skill: Details
Strategy: Infer/ Predict
Genre: Informational text/Informational Text:
Science
Essential Question:
How do animals communicate?
Main Selection“How Animals Communicate”Genre: Informational text
Day 2 T124-135Introduce: Details; Infer/Predict StrategyProjectable 7.2SB: p. 42-57CLLG: p.52
Develop Comprehension: T128-135Projectables 7.3a, 7.3b, 7.3c, AL: details, infer/ predict
Weekly Tests T1677.6-7.8
Optional Unit Assessment: Benchmark and Unit Test Unit 1(Arkansas Benchmark and Unit Test)
CC. RI.1.1 Ask and answer questions about key details in a text.
I will ask questions about key details in a text. I will answer questions about key details in a text.
Key detailtext
STW p. 17-18, p. 110-122, p. 177IRAK-1 p. 5CT lesson 8-11http://www.readwritethink.org/classroom-resources/lesson-plans/book-sorting-using-observation-145.html
CC. RI.1.2 Identify the main topic and retell key details of a text.
I will identify the main topic of a text. I will retell key details of a text
IdentifyMain topic
informationalKey details
Text
STW p. 181-182, p. 198CT lessons 16-17http://edsitement.neh.gov/view_lesson_plan.asp?id=240
CC. RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
I will ask and answer questions to understand words and phrases in text.
AskQuestions
Wordsphrases
Text
Poetry: PTTP p. 47-54
August 19, 2012 Quarter 1—p. 60
Unit 1: Lesson 8 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 9Day 3 T144-T145Deepen Comprehension PB: Vol. 1, p. 90Projectable 7.7AL: informational text, details, infer/ predict
Connection To“Insect Messages”T152-153;Genre: Informational TextMC: T153SB: pp. 58-61CLLG: 52Connect to Science
CC. RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
I will know and use text features to locate key facts and information in a text.
Text featuresLocate
Key facts
IRAK-1 p. 95-98http://edsitement.neh.gov/view_lesson_plan.asp?id=240
CC. RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
I will distinguish between information provided by pictures, illustrated, and words in a text.
Picturesillustrations
Text
http://www.readingrockets.org/article/35693
http://www.readingrockets.org/article/39991
CC. RI.1.7 Use the illustrations and details in a text to describe its key ideas.
I will use the illustrations and details in a text to describe its key ideas
DescribeKey Ideas
details
STW p. 141-142GR p. 154RWM
CC.RI.1.8 Identify reasons an author gives to support points in a text.
I will identify the reasons an author gives to support points (ideas) in a text.
Points Text
SupportReasonsIdentifyAuthor
NRPTDChttp://www.readingrockets.org/article/40120/
CC.RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
I will identify similarities in two texts on the same topic. I will identify differences in two texts on the same topic.
Identify SimilaritiesDifferences
text
http://teacher.scholastic.com/lessonrepro/results/view.asp?SubjectID=1&SubheadID=4&TopicID=15&GradeID=&PageURL=%2Flessonrepro%2Flessonplans%2Fect%2Ffamousbears.htm
CC. RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.
I will read informational text.
Informational Texts
Poetry: PTTPhttp://www.poets.org/page.php/prmID/103
CC.RF.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.
CC.RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
I will read grade level text correctly. I will read grade level text fluently. I will read grade level text with expression.
Text fluently
Expression
TRS Chapter 10http://www.readwritethink.org/classroom-resources/lesson-plans/improving-fluency-through-group-793.html
Speaking and Listening StandardsCC. 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.CC. SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and
I will participate in conversations with peers and adults about grade one topics. I will participate in
ParticipateTopic
Conversationspeersrules
http://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573
August 19, 2012 Quarter 1—p. 61
Unit 1: Lesson 8 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 9texts under discussion). conversations with
peers and adults about grade one text. I will follow our class rules when we are talking.
276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdf
CC.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.CC.SL.1.1b Build on others’ talk in conversations responding to the comments of others through multiple exchanges.
I will add to a discussion about a topic.
Discussiontopic
TDC p. 88-89http://www.readingrockets.org/article/40008/
http://www.readwritethink.org/professional-development/strategy-guides/using-think-pair-share-30626.html#strategy-practice
CC.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groupsCC. SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion.
I will ask questions when I do not understand the topic or text.
Topics text
http://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdf
CC. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
I will ask and answer questions about key details in a text read aloud to me. I will ask and answer questions about key details from information presented.
Key detailstext
http://www.learningthroughlistening.org/SiteData/docs/evs-Active%20Listening%20t%20chart/cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdf
CC. 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.
I will ask and answer to gather or clarify information from a speaker.
Ask Answergather
http://www.learningthroughlistening.org/SiteData/docs/evs-Active%20Listening%20t%20chart/cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdf
Spelling Spelling Weekly Tests
August 19, 2012 Quarter 1—p. 62
Unit 1: Lesson 8 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 9Words with short i
Spelling Words:In, will, did, sit, six,
big, trip, grin
Weekly Plan T102-103Day 1T116 Pretest
Day 2T136 Word SortPB: Vol. 1, p.86
Day 3T146 Segment Sounds PB: Vol. 1, p.91
Day 4T156 Connect to Writing
Day 5T162 Spelling Assessment
T162
Spelling Assessment
CC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.
I will use correct spelling for words with common spelling patterns.
Irregular wordsWJWTW
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS
MATERIALS, EXPLANATIONS &
EXAMPLESASSESSMENTS
GrammarCC. RF.1.1 Demonstrate understanding of the organization and basic features of printCC. RF.1.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).
I will demonstrate understanding of the organization and basic features of print. I will recognize the parts of a sentence.
FeaturesOrganizationdemonstrateCapitalization
Ending punctuation
http://www.readingrockets.org/article/3398/
GrammarSentence Parts
Weekly Plan T100-101Day 1T116Introduce Sentence Parts
Day 2T136Parts of a SentenceProjectable 7.4
Weekly TestsObservation Checklist, Assessment p. OC4
August 19, 2012 Quarter 1—p. 63
Unit 1: Lesson 8 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 9
Day 3T146Parts of a SentenceProjectable 7.8
Day 4T156Spiral Review: Nouns for Places and Things“How Animals Communicate”Projectable 7.11
Day 5T162-T163Weekly Review: Sentence PartsSB: pp.62-63AL: sentence parts
CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.1.1a Print all upper- and lowercase letters.
I will print all uppercase letters. I will print all lowercase letters.
Uppercaselowercase
PPW p. 44-50http://www.meddybemps.com/letterary/guide_and_archives.htmlIW p. 98-107
CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CC.L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.
I will produce simple declarative sentences in response to prompts. I will produce simple interrogative sentences in response to prompts. I will produce simple imperative sentences in response to prompts. I will produce simple exclamatory sentences in responses to prompts.
DeclarativeInterrogativeImperative
ExclamatorySimple
sentences
http://www.readingrockets.org/article/27876/
http://www.readwritethink.org/classroom-resources/lesson-plans/sentence-quest-using-parts-6.html?tab=1#tabs
August 19, 2012 Quarter 1—p. 64
Unit 1: Lesson 8 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 9CC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.1.2a Capitalize dates and names of people.
I will capitalize dates. I will capitalize names of people..
capitalization http://www.ngfl-cymru.org.uk/vtc/cap_letters_stops/eng/Introduction/StarterActivityPart2.htm
CC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.1.2b Use end punctuation for sentence.
I will write end punctuation for sentences.
punctuation http://abbyraesblog.blogspot.com/2011/02/focus-lesson-1st-grade-on-punctuation.html
CC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
I will spell words by using the sounds I hear.
phonemic awareness
WJWTW
WritingCC.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.
I will write facts about a topic. I will write a conclusion.
FactsExplain
conclusion
Is That a Fact?NW: PRhttp://www.readwritethink.org/classroom-resources/lesson-plans/investigating-animals-using-nonfiction-187.html
WritingInformative/
Explanatory Texts
Focus Trait Word choice
FocusPoetry
Weekly Plan T100-101Day 1T117 Introduce the Model: Sentences That DescribeProjectable 7.1(Writing Model)
Day 2T137 Introduce the Focus Trait: Sentence Fluency Projectable 7.5PB: Vol. 1, pp.87-88
Day 3T147 Prewriting Projectable 7.9PB: Vol. 1, p. 93
Day 4T157 Drafting Projectable 7.11PB: Vol. 1, pp. 94-95
Day 5T164-T165 Revising and Proofreading Projectable 7.12SB: pp. 64-65
Writing Trait Scoring Rubric T165
Optional Weekly Writing Prompt:Draw and write about an animal you have recently read about.
Draw a picture and write a sentence that tells why you think the author wrote “How Animals Communicate.” (reference Journeys writing rubric before Lesson 7 Focus Wall)
August 19, 2012 Quarter 1—p. 65
Unit 1: Lesson 8 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 9
AL: poetrySMALL GROUP STANDARDS
Reading Standards: Foundational SkillsCC.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.1.4a Read grade-level text with purpose and understanding. CC.RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. CC.RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
CONTENT AREA STANDARDS & LESSONSSOCIAL STUIDES
SOCIAL STUIDES STANDARDS: FOCUS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPTSSCIENCE
SCIENCE STANDARDS: FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS
August 19, 2012 Quarter 1—p. 66