1ST NINE WKS - Wikispacesacsliteracy.wikispaces.com/file/view/First+Grade... · Web viewStudent will be given a word and asked to change the middle or ending sound to ... Where

FIRST GRADEWeek Comprehension Strategy Skill(s)1st 6 Weeks

Connections

“I made a connection when….”

Develop phonemic awareness and knowledge of alphabetic principle.Count syllables in wordsChange beginning sounds to produce new wordsRhyming wordsDecoding and word recognition strategies.Word FamiliesCapitalization and punctuation.Text to self connectionsText to text connectionsText to world connectionsCapitalization of proper nouns Use legible handwriting.

2nd 6 Weeks

Connections

“I made a connection when….”

Questioning

“I wonder …”

Blend phonemes of 1-syllable wordsChange beginning sounds to produce new wordsGenerate sounds from letters in wordsRecognize high frequency words & commonly spelled wordsWord familiesRead and comprehend fiction texts using prior knowledge and questioningRespond & elaborate in answering what, when, where, how, why questionsVocabularyCharacter, setting, plot & eventsAsking questions before, during and after readingWrite complete sentencesUse legible handwritingCapitalization of 1st word of a sentencePunctuation - periods

3rd 6 Weeks

Questioning

“I wonder …”

Change middle sound to produce new wordsRhyming words including consonant blendsRead compound wordsRead and understand simple written instructionsRead and comprehend nonfiction text using summaryDevelop phonemic awareness and knowledge of alphabetic principle.Predictions, plot, characters, events, differences in texts, setting, author’s purpose, various genresPhonic knowledge and patterns. Apply phonics to writing

Week 1

COMPREHENSION STRATEGY FOCUS: Making Connections – “I made a connection when…”North Carolina

English Language Arts

SCOSSS & Science

SC

Sample Essential Questions

SuggestedInstructional Strategies / Minilessons

Vocabulary and

Suggested and

Assessment/Prototype

Phonics Instruction

Poetry of the Week

2.02 Demonstrate familiarity with a variety of texts (poetry)

3.01 Elaborate on how information and events connect to life experiences

Social Studies2.01 Develop and exhibit citizenship traits in the classroom, school and other social environments

2.04 Recognize the need for rules

LiteracyHow do good readers use what has happened in their own lives to understand a story?

How do good readers make a connection in text to their own lives?

Social StudiesWhy do we need rules?

What is a good citizen?

Literacy Assessment Review Concepts of Print Running Records Phonemic Awareness Letter & Letter Sound Identification Concepts of PrintInteractive Reading/Comprehension Strategies:Make connections to real life. Make predictions Chrysanthemum by Kevin HenkesIntroduction to Literacy Stations & Teach Routines Listening Station Browsing Boxes** When introducing stations to the students, teacher needs to give explicit instructions on what is expected at the station and then model what it looks like. ( Assistants monitor)Interactive Writing Classrooms Rules** Choose one rule to work on each day and have students come up and write the words as they stretch out the sounds.Reading Strategy Cards Choose 2 strategy cards to do each weekPhonics Lessons-Phonics Resource Binder by Fountas & PinnellStrategy Cards - Pearson LearningGuided Reading by Fountas & PinnellStrategies That Work by Harvey & GoudvisSing a Song of Poetry by Fountas & PinnellAsheboro City Schools Balanced Literacy Framework NotebookLiteracy Work Stations by Debbie DillerComprehension Strategy Booklist (Pacing Guide)Alphabet Linking Cards-Fountas & Pinnell /Name Charts/Poems/Thinking Maps-Graphic Organizers/Chart Paper/Markers/Sticky Notes/Wikki Sticks/Highlighter TapeMagnetic Boards/ Letters/Pointers/White boards/Sentence strips/Pocket charts/Big Books/Guided Reading BooksSocial Studies Resources

Vocabulary

Phonics

Beginning Sound

Rules

Consequences

Citizenship

Assessment

Check to see if students recognize their name and names of classmatesDocument

Suggested Phonics Lessons:

ELC – Early Literacy Concepts: Lesson 1 (Recognizing names) p. 71

ELC – Early Literacy Concepts: Lesson 2 (Recognizing your name in text) p. 75

LK – Letter Knowledge: Lesson 1 (Learning about letters through names) p. 135

Electronic Resources:http://acsliteracy.wikispaces.com/ Smart Board 1st grade and

Suggested Poetry/Activities:

Welcome (Balanced Literacy Notebook) Teacher read

aloud Student s echo

read Find words you

know Review left to

right Find a capital

letter

I Like You (Phonics book p. 76) Teacher read

aloud Echo read Find words you

know Review left to

right Find a capital

letter Put new names

in the poem and have students read the names

Substitute new names in the

http://co-fdjvsf1.asheboro.k12.nc.us/owa/redir.aspx?C=436260faf4aa405e9402cad930c57dd0&URL=http%3A%2F%2Facsliteracy.wikispaces.com%2F



in different settings2.05 Identify the need for fairness in rules by individuals and by people in authority

Be Careful and Stay Safe by Cheri Meiners/The Children’s Manners Book by Alida AllisonClifford’s Manners by Norman BridwellSuggested Activity – Write classroom rules with your class…Guide them toward rules you prefer

classroom behavior.

Vocabulary pages poem and re-read.

Week 2

COMPREHENSION STRATEGY FOCUS: Making Connections – “I made a connection when…”North Carolina English Language Arts SCOSSS & Science SCOS



Sample Resources / Texts

Vocabulary and Suggested

Assessments/Prototype

Phonics Instruction Poetry of the Week

1.01 Develop phonemic awareness and demonstrate knowledge of alphabetic principle: Change the beginning, sounds to produce new words.


How do good readers make connections to what they read and their life?

How do good readers use what they already know to help them make connections with books? (prior knowledge)

‘

Social StudiesWhy is it important to have rules?

How do we recognize good citizens ?

Literacy Assessment Running Records Phonemic Awareness Letter & Letter Sound Identification Concepts of PrintInteractive Reading/Comprehension Strategies Wemberly Worried by Kevin Henkes

Introduction to Literacy Stations & Teach Routines Pocket Charts Poetry Station** When introducing stations to the students, teacher needs to give explicit instructions on what is expected at the station and then model what it looks like. (Assistants monitor)Interactive Writing Label the room -Classroom objects -Colors/Numbers -Months/Birthdays -JobsReading Strategy Cards Choose 2 strategy cards to do each week Social Studies ResourcesA Big Fat Enormous Lie by Marjorie Sharmot*Use books on making rules and following rules.Suggested Activity Encourage students to make connections to the story about times

Vocabulary

Beginning sound

Citizenship

Rules

Consequences

Suggested Assessment

Provide pictures of the characters and allow students to make their own Venn diagram comparing the


ELC Early Literacy Concepts; Lesson 3 (Matching spoken word and written word) p. 79

LK – Letter Knowledge: Lesson 2 ( Noticing Letters in Names) p. 139

LK – Letter Knowledge: Lesson 3 (Identifying Letters) p. 143


My School (Balanced Literacy Notebook) Teacher

read aloud Students

echo read Review

one-to-one correspondence by having one student point to the words while classmates read the text

Look for words that begin or end with

Social Studies2.01 Develop and exhibit citizenship traits in the classroom, school and other social environments2.04 Recognize the need for rules in different settings2.05 Identify the need for fairness in rules by individuals and by people in authority

when they were worried or about times when they told a lie. Visit the Kevin Henkes website for activities that go with the book

Wemberly Worried and other Kevin Henkes books. You can do character comparisons between different characters in his books.http://www.kevinhenkes.com/young.asp

Choose 2 characters from his books and make a Venn diagram as a class.

two characters. They can work in partners. They can write or draw pictures in the Venn.

Check alphabet and sounds with Letter ID from K-2 assessments

Electronic Resources:http://acsliteracy.wikispaces.com/ Smart Board 1st grade and Vocabulary pages

the same letter

Look for words that begin or end with the same letter as your name

Week 3







Phonics Instruction

Poetry of the Week

1.02 Demonstrate decoding and word recognition strategies and skills: Generate the sounds from all the letters and appropriate letter patterns which should include consonant blends and long and short vowel patterns.

2.02 Demonstrate familiarity with a variety of texts


LiteracyHow do good readers make connections from what they read to their life?

How do good readers make connections between books they read?

How do good readers use what they already know) to help them to make connections with other texts?(prior knowledge)

Literacy Assessment Running Records Phonemic Awareness Letter & Letter Sound Identification Concepts of Print

Interactive Reading/Comprehension Strategies The Relatives Came by Cynthia RylantIntroduction to Literacy Stations & Teach Routines Buddy Reading Writing Station** When introducing stations to the students, teacher needs to give explicit instructions on what is expected at the station and then model what it looks like.( Assistants monitor literacy stations)Interactive Writing Label the room -Classroom objects -Colors -Numbers -Months -Birthdays/Jobs Reading Strategy Cards

Vocabulary

Beginning sound

Ending sound

Similarities

Differences

Assessment


ELC – Early Literacy Concepts: Lesson 4 ( Recognizing first and last in print) p.83

LS – Letter/sound relationships: Lesson 1 ( Building words) p. 197


Friends or I Am Special (Balanced Literacy Notebook) Teacher read

aloud Students

echo read Find the first

word in a sentence

Find the last word in a sentence

Identify punctuation

Find the first letter in a




http://www.kevinhenkes.com/young.asp

Social Studies1.01 Describe the

roles of individuals in the family

1.02 Identify various groups

to which individual and families belong

1.03 Compare and contrast

similarities and differences among individuals and families1.04 Explore the

benefits of diversity in the United States

Social StudiesHow are families alike and different?

How can you make a connection with families being alike or different?

Choose 2 strategy cards to do each week Families Are Different by: Nina PellegriniSaturdays and Teacakes by Lester Laminack My Great Aunt Arizona by Gloria HoustonI Like MeWe Are DifferentSuggested Activity Draw and label a picture of your family. Discuss with students why

they included those people in their picture. Compare the pictures that the students drew of their families. How

are they alike and different? Students can write a story and illustrate it about a time they enjoyed

with their grandparent(s).

Check for beginning sounds by giving students pictures or objects and ask for the beginning sound. Then do the same for ending sounds.Use the K-2 portfolio to check for beginning and ending soundsDiscuss their understanding of what makes a family and how they have similarities and differences.

.

LS – Letter/sound relationships: Lesson 2 (Learning letter names and sounds) p. 205


word Find the last

letter in a word

Find the first part of the page

Find the last part of the page

Identify the first sound in words from the poem

Venn diagram comparing two students

Week 4





Vocabulary and Suggested Assessments/P

rototypePhonics Instruction Poetry of the

Week

1.01 Develop phonemic awareness and demonstrate knowledge of alphabetic principle: Count syllables in words Create and state a series of

rhyming words

3.04 Share personal experiences and responses to experiences with text by discussing interpretations

LiteracyHow do good readers know if the words they are reading make sense?

How do good readers make connections between texts they have read?

Guided Reading (Be sure to incorporate Marzano’s Question Stems

Literacy Assessment Running Records Phonemic Awareness Letter & Letter Sound Identification Concepts of Print

Interactive Reading/Comprehension Strategies When Sophie Gets Angry, Really, Really Angry by Molly

Bang

Vocabulary

Phonics

Community

Rules

Leader

Government

Suggested Phonic Lessons:

WS – Word Structure: lesson 1 (Exploring syllables) p. 373

PA – Phonological Awareness: Lesson 1 (Making rhymes)


The Constitution orRed (Balanced Literacy Notebook) Teacher read

aloud Students

echo read Cover up the





2.02 Identify the roles of leaders in the home, school, and community such as parents, mayor, police officers, principal, and teacher

2.04 Recognize the need for rules in different settings

2.05 Identify the need for fairness in rules by individuals and by people in authority

2.06 Predict consequences that may result from responsible and irresponsible actions

4.03 Recognize and describe the historical events associated with national holidays

6.04 Explore community services that are provided by the government and other agencies

How do good readers make connections to texts from something in their own life?

How do good readers make connections from one text to another text?

Social StudiesWho are the school leaders?

Who are the community leaders?

Introduction to Literacy Stations & Teach Routines ABC Station Math** When introducing stations to the students, teacher needs to give explicit instructions on what is expected at the station and then model what it looks like. ( Assistants monitor)Interactive Writing Daily Schedule** For each day have students write the special activity they have that day. e.g. On Monday we have Art at 9:30.Reading Strategy Cards Choose 2 strategy cards to do each weekSocial Studies Resources ConstitutionWe the People: The Preamble to the Constitution of the United States by David Catrow Write your own classroom constitution or mission and have

the students sign it at the bottom just like they signed the U.S. constitution.

Visit Ben’s Guide to U.S. Government for Kids at http://bensguide.gpo.gov/k-2/index.htmlThere is a variety of activities for you to use regarding U.S. government, our country and how it works.

Visit the following website and click on U.S. Constitution (1st grade Social Studies) for more information on the constitutionhttp://www.longwood.k12.ny.us/longsmart_elem.html

AssessmentStudent will be given a word and asked to give a word that rhymes.

Write out real rules and “fake” rules and have students sort them on a chart with the headings: Rules to Follow/Rules Not to Follow

p. 89

PA – Phonological Awareness: Lesson 2 (Recognizing rhymes) p. 93


second rhyming word and have students guess the covered word

Use highlighter tape to find pairs of rhyming words

Think of new words that rhyme with words from the poem and put them on a chart

Find words in the poem and clap the # of syllables

Week 5


English Language Arts SCOS

SS & Science SCOS






1.01 Develop phonemic awareness and demonstrate knowledge of alphabetic principle: Blend phonemes of one-syllable words Change the beginning, middle, and ending sounds to produce new words.

LiteracyHow can good readers make connections between one text and another text?

How do good readers make connections with

Guided Reading (Be sure to incorporate Marzano’s Question StemsLiteracy Assessment Running Records Phonemic Awareness Letter & Letter Sound Identification Concepts of PrintInteractive Reading/Comprehension Strategies

Vocabulary

Beginning sound

Goods

Consume


PA – Phonological Awareness: Lesson 3 (Hearing sounds in sequence) p.


The Apple Tree (Balanced Literacy Notebook)




http://www.longwood.k12.ny.us/longsmart_elem.html

http://bensguide.gpo.gov/k-2/index.html



3.02 Recognize and relate similar vocabulary use and concepts across experiences with text


4.02 Explore and cite reasons for observing special days that recognize celebrated individuals of diverse cultures

Science3.02 Investigate several ways in which objects can be described, sorted or classified

3.03 Classify solids according to their properties: color, texture, shape (roll or stack), ability to float or sink in water

text and their own lives?

How do good readers make connections between themselves and something in the world?

Social StudiesWho was Johnny Appleseed?

How can apples be sorted and classified?

Apple Picking Time by Michele SlawsonIntroduction to Literacy Stations & Teach Routines (Choose from the following to fit your needs) Computer Station Overhead Station Science Station** When introducing stations to the students, teacher needs to give explicit instructions on what is expected at the station and then model what it looks like. (Assistants monitor)Interactive Writing Choose a topic that meets your needsReading Strategy Cards Choose 2 strategy cards to do each weekSocial Studies ResourcesJohnny AppleseedJohnny Appleseed by Madeline OlsenScience ResourcesApplesI Am a Apple by Jean Marzollo Apples and Pumpkins by Anne Rockwell The Seasons of Arnold’s Apple Tree by Gail GibbonsApples by Gail GibbonsHow Do Apples Grow? by Betsy MaestroThe Apple Pie Tree / The Apple Tree by Zoe HallSuggested Activity Have students bring in different apples to sort, classify,

taste and graph. You can also do the same thing with apple products.

You can use Kidspiration to create a bubble map on apples.

Sort & Classify

AssessmentCheck for beginning sounds by showing students picture/objectsor using the K-2 assessmentsHave students make a bubble map, writing describing words about the apples they tasted.

97

WSA – Word-Solving Actions: Lesson 1 (Saying words slowly to predict letter sequence) p. 415

WSA – Word-solving actions: Lesson 2 (Changing the first letter of a word) P. 419


Johnny Appleseed (Balanced Literacy Notebook)

Cover a few key words with a sticky note and have students guess what the word is and say what the first letter will be. Students can make the new words with magnetic letters.

Choose words that you can take the first letter away and put a new letter to form a new word.

Week 6



SS & Science SCOS










2.02 Demonstrate familiarity with a variety of texts: (poetry)


5.03 Write all upper and lower case letters of the alphabet, using correct letter formation.

5.05 Use basic capitalization and punctuation (proper nouns)

5.07 Use legible manuscript handwriting

Social Studies2.01 Develop and exhibit citizenship traits in the classroom, school, and other social environments

2.02 Identify the roles of leaders in the home, school, and community such as parents, mayor, police officers, principal and teacher

LiteracyHow do good readers make connections from what they have read to the world?

How do good readers make connections from what they read to their life?

How do good readers use what they know (prior knowledge) to help them to make connections with other texts?

Social StudiesWho are the leaders at home, in school, and in the community?

What are their roles?

What connections can be made with leaders?

Guided Reading (Be sure to incorporate Marzano’s Question StemsLiteracy Assessment Running Records Phonemic Awareness Letter & Letter Sound Identification Concepts of Print

Interactive Reading/Comprehension Strategies Roxaboxen by Alice McLerran

Introduction to Literacy Stations & Teach Routines Allow students to practice rotating through an entire day of

stations. Teacher and Teacher Assistant monitor students to assist them when needed.

(Assistants monitor)

Interactive Writing

Reading Strategy Cards Choose 2 strategy cards to do each week

Social Studies ResourcesFirefighter by Gail GibbonsA Day in the Life of a Firefighter by Linda Haywood

Suggested Activity Put students into small groups and have them create their

own “Roxaboxen” community. Visit Ben’s Guide to U.S. Government for Kids at

http://bensguide.gpo.gov/k-2/neighborhood/index.htmlClick on the different places in the community to learn more.

Visit http://www.netrover.com/~crose/community/indexjob.htmlBe sure to discuss the various jobs that are presented and talk about what their job title is.

Vocabulary

Short vowel

Phonics

Community

Leaders

AssessmentStudents will be given words with short vowels. They will need to be able to sort the words according to the vowel sound they hear.

Make picture cards of various community helpers and show them to the students one at a time and ask them what that helper’s job is and what their job title is.


LK – Letter Knowledge: Lesson 4 (Learning Letter names) p. 135

LK – Letter Knowledge: Lesson 5 (Forming Letters)

p. 151

LS – Letter/sound relationships: Lesson 6 (Noticing Vowels in Words) p. 217



Fall is Here (Balanced Literacy Notebook)

Community Helper Song (Balanced Literacy Notebook)

Pull high frequency words from the poem and have students make the words with magnetic letters and write the words on dry erase boards

Identify vowels in various words from the poem

Act out Five Little Pumpkins

Identify the sequence of the poem

Identify punctuation in the poem

Week 7




http://www.netrover.com/~crose/community/indexjob.html

http://bensguide.gpo.gov/k-2/neighborhood/index.html

Comprehension Strategy Focus: Making Connections – “ I made a connection when . . . . “North Carolina English Language Arts SCOSSS & Science SCOS

Sample Essential QuestionsSuggested

Instructional Strategies / MinilessonsSample Resources / Texts

Vocabulary Phonics Instruction Poetry of the Week

1.01 Develop phonemic awareness and demonstrate knowledge of alphabetic principle Change the beginning sounds to produce new words


5.01 Locate and describe familiar places in the home, classroom, and school

5.02 Investigate key features of maps

6.04 Explore community services that are provided by the government and other agencies

.

Literacy

How do good readers make connections with books and themselves?

How can we use letters and sounds?

Social StudiesHow do we plan an escape map for our classroom and for our home?

How can we protect ourselves from fire?


Interactive Reading/Comprehension Strategies A Chair for My Mother by Vera Williams

Interactive Writing(See suggested list in pacing guide)


Social Studies ResourcesFire SafetyFirefighters A To Z by: Chris L. Demarest

It's Time to Call 911: What to Do in an Emergency by: Penton Overseas

Stop Drop and Roll by: Margery Cuyler

Arthur’s Fire Drill by: Marc Brown

Fire Fighter! By Angela Royston

A Day With Firefighters by Jan Kottkowww.sparky.orgwww.maps4kids.com

Suggested Activity Have students draw a map of their home

and two ways to exit in case of a fire. Also, have students decide on a family meeting place outside of the home.

Literacy

Beginning sound

Community

Social Studies

Community Helper

Map

Map Key

Neighborhood

Symbol

Assessment

Letter ID

Check or beginning sounds with K-2 assessments, identifying first sounds in pictures, etc.

Have students create a list of fire safety rules.


LK – Letter knowledge; Lesson 7 (Recognizing letters) p.159

LK – Letter Knowledge: Lesson 8 (Looking at letters) p. 163

LS – Letter/sound relationships: lesson 3 (Learning about beginning sounds) p. 205



Fire! (Balanced Literacy Notebook)

I’m a Firefighter (Balance Literacy Notebook) Discuss

punctuation and the use of each one

Identify pairs of rhyming words

Find words in the poem that start with the same letter/sound

Find words in the poem and identify the type of letters ie. sticks & balls




http://www.maps4kids.com/

http://www.sparky.org/

Week 8

Comprehension Strategy: Making Connections – “I made a connection when . . . . “

North Carolina English Language

Arts SCOSSS & Science SCOS


SuggestedInstructional Strategies /

MinilessonsSample Resources / Texts




1,01 Develop phonemic awareness and demonstrate knowledge of alphabetic principleChange the beginning and ending sound to make a new word2,01 (See embedded)



5.02 Investigate key features of maps 5.03 Use geographic terminology and tools to create representations of the earth’s physical and human features through simple maps, models, and pictures

Literacy

How do good readers make predictions to tell what will happen in the text?

How do good readers read with fluency and expression?

Social StudiesWhat is a map?

How do we read a map?

How do we identify continents and oceans?

What connections can be made between maps and you?

Guided Reading (Be sure to incorporate Marzano’s Question StemsInteractive Reading/Comprehension Strategies How to Make an Apple

Pie and See the World by Marjorie Priceman


Reading Strategy Cards: Choose 2 strategy cards to do each week

Social Studies ResourcesWhere Do You Think You're Going, Christopher Columbus? by: Jean Fritz

Christopher Columbus by Lisa Wade McCormick

The Earth is Mostly Water by Alan Fowler

Suggested Activity/WebsiteOceans – smartboard gallery world map Christopher Columbus activitieshttp://kaboose.com/columbus-day/ egg cup ships Blow Up Globe – make a tally chart for every time the ball lands on ocean or land

Literacy

Predict

Expression

Social Studies

Map

Leader

Continents

Oceans

Assessment Check for ending

sounds by having students give the ending sound in a words/pictures,

Give students a map of the earth and have them identify land and bodies of water. Think of how you can use technology to help with this.

Students will be observed while reading a grade level appropriate text. Teacher will make notes of the strategies the student uses while reading.


LK – Letter knowledge: lesson 9 (recognizing and naming letters) p.167

PA – Phonemic Awareness: lesson 4 (Hearing ending sounds) p. 101

PA – Phonological Awareness; lesson 5 (Hearing beginning and ending sounds in words) p.105



In 1492 (Balanced Literacy Notebook)

Identify the beginning and ending sound in words.

Find words that sound the same at the end.

Give students words and have them find a word in the poem that ends the same way.

Use words in the poem and identify the beginning or ending sound by matching it to the ABC linking chart.




http://kaboose.com/columbus-day/

http://kaboose.com/columbus-day/

Week 9

Comprehension Strategy Focus: Making Connections – “ I made a connection when . . . “ North Carolina English Language Arts SCOSSS & Science SCOS Sample Essential Questions





Phonics Instruction

Poetry of the Week

1.01 Develop phonemic awareness and demonstrate knowledge of alphabetic principle:

blend the phonemes of one-syllable words.Read appropriate word families 2,01 (embedded)

Social Studies2.06 Predict consequences that may result from responsible and irresponsible actionsScience1.01 Investigate the needs of a variety of different plants: air, water, light, space1.02 Investigate the needs of a variety of different animals: air, water, food, shelter, space1.05 Discuss the wide variety of living things on Earth3.02 Investigate several ways in which objects can be described, sorted or classified

Healthful Living

LiteracyHow do good readers make connections to help predict what will happen before reading?

How do good readers make connections to help predict what will happen while reading?

Social StudiesWhy is Red Ribbon Week important?

How are drugs used in a safe way?

How are drugs used in an unhealthy way?

ScienceHow can pumpkins be sorted and classified?


Interactive Reading/Comprehension Strategies The Little Old Lady Who Was Not

Afraid of Anything by Kevin Henkes

Reading Strategy Cards Choose 2 strategy cards to do each

week

Science Resources

Bats by Gail Gibbons

When Autumn Comes by: Robert Maass

Autumn Story: by Jill BarklemPumpkins by Phyllis TildesPumpkin Circle by George LevensonToo Many Pumpkins by Linda WhiteSpiders by Gail GibbonsThe Pumpkin Book by Gail GibbonsFrom Seed to Pumpkin by Wendy PfefferA Day at the Pumpkin Patch by Megan Faulkner Adam Krawesky

Suggested Activity www.starfall.com – making a jack-o lanternhave the students create a class diagram of a pumpkinDiscuss the life cycle of a pumpkin.KWL chart on bats, owls and spiders

Literacy

Blend

Predict

Social Studies

Needs

Assessment Checks for

blend understanding by having the students identify the blends in words/pictures/objects

Students can make a pumpkin diagram. Draw the pumpkin. Put yarn inside for the pulp. Glue pumpkin seeds. Label: stem, skin, pulp, meat, seed.


LK – Letter knowledge: lesson 10 (Noticing letters in words) p. 171

PA – Phonological Awareness: Lesson 6 (Identifying onsets and rimes) p.109

PA – Phonological Awareness: lesson 7 ( Hearing and blending onsets and rimes) p.113

Electronic Resources:


Little Spider (Balanced Literacy Notebook)

This Little Pumpkin (Balance Literacy Notebook)

Pumpkin Orange (Balance Literacy Notebook) Identify the

words with consonant blends.

Generate a list of other words with those blends

Identify high frequency words in the poem and practice spelling them with letters and dry erase boards

Make and break words from the poem into onset and

http://www.starfall.com/

5.01 Evaluate the benefits of medicine when use correctly

5.03 Demonstrate how to identify a harmful medicine or substance and how to respond

What do we know about bats, owls, and spiders?

http://acsliteracy.wikispaces.com/ Smart Board 1st

grade and Vocabulary pages

rime ie. sp in

Week 10Comprehension Strategy: Asking Questions – “ I wonder . . . . “

North Carolina English Language Arts SCOS

SS & Science SCOSSample

Essential Questions






1.01 Develop Phonemic awareness and demonstrate knowledge of alphabetic principle:

Blend the phonemes of one syllable words,change the beginning sounds to produce new words; recognize high frequency and/or common irregularly spelled words in text Demonstrate familiarity with a variety of text


2.03 Participate in democratic decision making

3.03 Compare and contrast past and present changes within the local community and communities around the world

3.04 Recognize that members of the community are affected by changes in the community that occur over time

4.01 Recognize and describe religious and secular symbols/celebrations associated with special days of diverse cultures

6.05 Give examples of the relationship

LiteracyHow do good readers ask questions to help them understand fiction and nonfiction texts?

How do good readers use the different kinds of sentences in a text to help them understand what they are reading?

Social StudiesWhat is Halloween?

Why is it important to vote?

What are the responsibilities of the President?

Guided Reading (Be sure to incorporate Marzano’s Question Stems)

Interactive Reading/Comprehension Strategies Duck for President by Doreen Cronin


Social Studies ResourcesThe American Flag by Judith Jango-Cohen

The White House – Jill Braithwaite

Suggested Activity

www.flixxy.com/presidents-morphing.htm-slide show of 44 presidents

Play game “Would you rather” game. Discuss differences and personal choices/opinions.

Social StudiesLeader

Similarities

Differences

Assessment

Give two kinds of food; have the students determine and explain their choice of food preference. Then describe their similarities and differences.

Suggested Phonics Lessons: PA –

Phonological Awareness: Lesson 8 (Identifying and blending onsets and rimes) p. 117

WSA – Word-solving actions: lesson 3 ( Changing and adding beginning sounds) p.423

HF – High Frequency Words; lesson 1 (Learning high frequency words) p.325


My Pumpkin (Balanced Literacy Notebook)

Five Little Pumpkins (Balanced Literacy Notebook)

The Pledge of Allegiance (Balanced Literacy Notebook) Identify the

words with consonant blends.

Generate a list of other words with those blends

Find words that you can change the first letter to make new words (create a list)

Use highlighter

http://www.flixxy.com/presidents-morphing.htm




between the government and its people


tape to identify words you know (high frequency words)

Week 11 Comprehension Strategy Focus: Asking Questions – “ I wonder . . . “

North Carolina English Language Arts SCOSSS & Science SCOS






Phonics Instruction

Poetry of the Week

1,02 Demonstrate decoding and word recognition strategies and skillsGenerate the sounds from all the letters and the appropriate letter patterns which should include short vowel patterns1.02 Recognize many high frequency and/or common irregularly spelled words in text (e.g. have, said, where, two)1.02 Read appropriate word families2.07 Respond and elaborate in

answering what, when, where, and how questions

3,03 Discuss unfamiliar oral and/or written vocabulary after listening to or reading texts

Social Studies1.03 Compare and contrast similarities and differences

LiteracyHow do good readers ask questions to understand new vocabulary words in a text?

How do good readers ask questions to understand the main events of a story?

Social Studies

Why is it important to vote?

What are the responsibilities of the President?


Literacy Stations

Interactive Reading/Comprehension Strategies My Teacher for President by Kay Winters


Shared Reading (Poems/Big Books)

Phonics Lessons

Reading Strategy Cards Choose 2 strategy cards to do each weekLiteracy Resources** See Week 1 **** See Online Literacy Resources for Week 11 **

Social Studies ResourcesWoodrow for President: A Tail of Voting, Campaigns, and Elections by: Peter J. Barnes and Cheryl Shaw

Literacy

Short vowels

Main Idea

Social Studies

Leader

Assessment Write questions

that you would like to ask the president (possible Writing Center activity)

Check for understanding of main idea in guided reading groups

Brain Pop quiz

Suggested Phonics lessons: HF – High

Frequency; lesson 2 (Learning high frequency words) p.329

SP - Spelling patterns: Lesson 1 (Learning common short vowel word patterns) p. 283

SP - Spelling patterns – Lesson 3

(Learning phonograms –at -and, -an

How do good


The Flag (Balanced Literacy Notebook) Use

highlighter tape to identify high frequency words

Identify words with letter clusters. ie. -ag

Break words into chunks and generate a list of words that have the same rime.

i.e. fl ag rag



among individuals and families

2.01 Develop and exhibit citizenship traits in the classroom, school and other social environments2.03 Participate in democratic decision making3.03 Compare and contrast past and present changes within the local community and communities around the world3.04 Recognize that members of the community are affected by changes in the community that occur over time

Barnes

Max for President by: Jarrett J. Krosoczka

Duck for President by Doreen Cronin


Suggested Activity www.brainpopjr.com/socialstudies/government/

president- Review the role of our president

Students will be given words with short vowels. They will need to be able to sort the words according to the vowel sound they hear.


reader learn phonograms at, an, and and?

tag brag

Week 12:Comprehension Strategy Focus: Asking Questions – “ I wonder




Sample Resources / TextsVocabulary and Suggested

Assessments/PrototypePhonics Instruction Poetry of the

Week

1.02 Demonstrate decoding and word recognition strategies and skills:Recognize many high frequency and/or common irregularly spelled words in textRead appropriate word families2.01 (embedded)2.02 Demonstrate familiarity with a variety of texts (e.g. storybooks, short chapter books, newspapers, telephone, books, newspapers, telephone books, and everyday print such as signs and labels, poems word plays using alliteration and rhyme, skits and short2.03 Read and comprehend both fiction and nonfiction text appropriate for grade one using:

Prior knowledge

Literacy

How do good readers ask questions before reading? ( what, when, where and how)

How do good readers ask questions while they are reading? (what, when, where and how)

How do good readers ask questions after reading? ( what, when, where and how)

How do good readers read with fluency and expression


Literacy Stations

Interactive Reading/Comprehension Strategies Pink and Say by Patricia Polacco



Phonics Lessons

Reading Strategy Cards Choose 2 strategy cards to do each

week

Social Studies

Main Idea

Fluency

Retell

Veteran

Services

Assessment Write a letter to service men and

women (possible Writing Center activity)

Check for retell with retell-o-gram

Retell-O-Gramcharacters

setting Sequence


SP – Spelling Patterns: lesson 2 (Learning common short vowel word patterns) p. 287

HF – High Frequency words: Lesson 3 (Learning high frequency words 3) p.333

HF – High Frequency Words; Lesson 4 (Learning high frequency words


Because of You (Balanced Literacy Notebook) Use

highlighter tape to identify high frequency words

Identify words with letter clusters.

Use short vowel e rimes to create a list




http://www.brainpopjr.com/socialstudies/government/president

http://www.brainpopjr.com/socialstudies/government/president

Questions

Social Studies2.01 Develop and exhibit citizenship traits in the classroom, school, and other social environments


6.05 Give examples of the relationship between the government and its people

Social StudiesWhat is Veterans’ Day?

Why do we need the military?

America the Beautiful by Scholastic

The Wall by Eve Bunting

Suggested Activity www.va.gov/kids/k-5/index.asp

games and activities about veterans day

Ask students bring pictures of members of their family who have served in the military

Invite military members (presently or retired) to come speak in classroom.

B-M-EConnections

Author’s Purpose

Other Things

4) p. 337

WSA – Word Solving Actions: Lesson 4

(Recognizing words Quickly) p. 427


of words. i.e. met

set pet

i.e. tell sell fell

READING, SOCIAL STUDIES, SCIENCE INSTRUCTION 1st GradeWeek 13:

COMPREHENSION STRATEGY FOCUS: Asking Questions – “I wonder…”North Carolina English Language Arts SCOSSS & Science SCOS






1.04 Self-monitor decoding by using one to two decoding strategies

2.03 Read and comprehend both fiction and nonfiction text appropriate for grade one using:

Questions

2.05 Predict and explain what will happen next in stories

LiteracyHow do good readers ask questions to help them predict what will happen next in the story?

How do good readers ask questions to help them understand

Guided Reading (Be sure to incorporate Marzano’s Question Stems)Literacy Stations

Interactive Reading/Comprehension Strategies Ox Cart Man by Donald Hall Stanley’s Party by Linda Bailey

Interactive Writing (See suggested list in pacing guide)


Vocabulary

Predict

Comprehension


Suggested time to begin Buddy Spelling

WSA – Word Solving


Indian Children (Balance Literacy Notebook)

The First Thanksgiving (Balance Literacy Notebook)




http://www.va.gov/kids/k-5/index.asp

2.07 Respond and elaborate in answering what, when, where, how questions


3.01 Describe personal and family changes, past and present

3.02 Describe past and present changes within the local community


4.04 Trace the historical foundations of traditions of various neighborhoods and communities

why an author wrote a text?

Social StudiesHow do we celebrate Thanksgiving today?

How was Thanksgiving celebrated long ago?

Phonics Lessons

Social Studies ResourcesThanksgiving Is by Gail GibbonsPilgrims of Plymouth by S. GoodmarThe First Thanksgiving by Linda HaywardThe Story of the Pilgrims by Katherine RossThe True Story of Pocahontas by Lucille Penny

Suggested Activities Have a Thanksgiving feast. Have students bring in

cans of vegetables and make vegetable soup. Eat cornbread with it and pumpkin pie for dessert.

Make a Thanksgiving quilt Brain Pop, Jr. – Thanksgiving Activities (Social Studies) Make a class book of things they are thankful for. (This

can be done as Interactive Writing or a Writing Center activity)

Collaborate with technology teacher to do Thanksgiving activity List of things I’m thankful for (Writing Center)

Smart Board Activity (on disk from Marty)

Assessments:Write about what they are thankful for.Produce a Thanksgiving quilt

Check for high frequency words in a station or with poetry. Students will be asked to have quick recall of 100 1st grade high frequency words.

Actions ( Lessons 14,15, 16, 17, 18) (Learning How to Learn Words) pp. 467- 483

Electronic Resources:http://acsliteracy.wikispaces.com/ Smart Board 1st

grade and Vocabulary pages

Use highlighter tape to identify high frequency words


COMPREHENSION STRATEGY FOCUS: Asking Questions – “I wonder…”North Carolina English Language

Arts SCOSSS & Science SCOS






1.02 Demonstrate decoding and word recognition strategies and skills

Recognize many high frequency and/or common irregularly spelled words in text(e.g. have, said, where, two)

LiteracyHow can good readers answer their questions to help them understand what they are reading?

Guided Reading (Be sure to incorporate Marzano’s Question Stems)Literacy Stations

Interactive Reading/Comprehension Strategies

LiteracyComprehension

Predict

Continue Buddy spelling the rest of the school year.



** Continue poem from previous week**

Choral read





Questions


2.08 Discuss and explain response to how, why, and what if questions in sharing narrative and expository text

5.02 Apply phonics to write independently, using temporary and/or conventional spelling.


3.01 Describe personal and family changes, past and present3.02 Describe past and present changes within the local community3.03 Compare and contrast past and present changes within the local community and communities around the world3.04 Recognize that members of the community are affected by changes in the community that occur over time4.01 Recognize and describe religious and secular symbols/celebrations associated with special days of diverse cultures4.02 Explore and cite reasons for observing special days that recognize celebrated individuals of diverse cultures

(who what, where, why, how)

How do good readers use prior knowledge to help them ask questions about texts?

Social StudiesHow do we celebrate Thanksgiving today?

How was Thanksgiving celebrated long ago?

Giving Thanks by Chief Jake Swamp



Phonics Lessons

Social Studies ResourcesFranklin's Thanksgiving by: Paulette Bourgeois

Legend of Indian Paint Brush by Tomie de Paola

The Very First Thanksgiving Day by Rhonda Greene

Legend of the Blue Bonnet by Tomie de Paolo

On the Mayflower by Kate Waters

The Quilt Story by Tony Johnston

Suggested Activities Have a Thanksgiving feast. Have students

bring in cans of vegetables and make vegetable soup. Eat cornbread with it and pumpkin pie for dessert.

Make a Thanksgiving quilt.Technology activity about Thanksgiving

AssessmentsCheck for understanding of high frequency words through poetry, word lists. Etc.Continue Thanksgiving activities Students will be observed while reading a grade level appropriate text. Teacher will make notes of the strategies the student uses while reading.

HF – High Frequency Words; lesson 5 (Learning high frequency words 5) p. 341

WM – Word Meaning – lesson 1 (Learning days of the week) p. 359

\Electronic Resources:http://acsliteracy.wikispaces.com/ Smart Board 1st grade and Vocabulary pages

Identify high frequency words








1.02 Demonstrate decoding and word recognition strategies and skills:

Generate the sounds

LiteracyHow do good readers ask


PluralSuggested Phonics Lessons:Continue Buddy





http://www.asheboro.k12.nc.us/cms/Literacy/7444.html

from all the letters and appropriate letter patterns which should include consonant blends and long and short vowel patterns.



Questions



6.01 Examine wants and needs and identify choices people make to satisfy wants and needs with limited resources

6.07 Recognize that all families produce and consume goods and services

questions to figure out the main events of a text?

How do good readers ask questions to figure out the plot of a story?

Social StudiesHow are needs different from wants?

How are goods different from services?

Literacy Stations

Interactive Reading/Comprehension Strategies But I Waaaaant It! by Dr. Laura Schlessinger



Phonics Lessons


Social Studies Resources

The Red Racer by Audrey Wood See Learn NC “Kids as Decision Makers” –

Distinguishing between Needs and Wants for activities

Suggested Activity:Chart on a graphic organizer how needs are different than wants and/or how goods are different from services.

Junior Achievement

Long and short vowel

Predict

Comprehension

Assessment:Students will be given words with short and long vowels. They will need to be able to sort the words according to the vowel sound they hear.

On chart paper list Needs/Wants. Cut out pictures from magazines and glue under appropriate heading.

Spelling WS – Word

Structure; lesson 2 (Making plurals, adding –s) p. 377

LS – Letter/sound relationships; Lesson 4 (Learning about beginning consonant letters and sounds) p.209

LS – Letter/sound relationships; Lesson 5 (Learning about beginning consonants) p. 213

LS – Letter/sound relationships; Lesson 6 (Noticing vowels in words) p. 217


December (Balanced Literacy Notebook)

Christmas (Balanced Literacy Notebook)

Identify the sounds at the beginning of words

Identify consonants and vowels

Identify words that end in –s (plurals).

Identify specific vowels in words from the poem


COMPREHENSION STRATEGY FOCUS: Asking Questions – “I wonder…”North Carolina English Sample Essential Suggested Vocabulary and Phonics Instruction Poetry of the




Language Arts SCOSSS & Science SCOS Questions Instructional Strategies / Minilessons Suggested

Assessment/Prototype Week1.02 Demonstrate decoding and word recognition strategies and skills:

Generate the sounds from all the letters and appropriate letter patterns which should include consonant blends and long and short vowel patterns.



Questions



6.02 Describe how people of different cultures work to earn income in order to satisfy wants and needs

6.06 Identify the uses of money by individuals which include saving and spending

LiteracyHow do good readers ask questions to compare characters?

How do good readers ask questions to help them understand why an author wrote a text?

Social StudiesHow do people earn income?

Why is it important to save your money?


Literacy Stations

Interactive Reading/Comprehension Strategies Alice the Fairy by David Shannon



Phonics Lessons

Social Studies ResourcesA Chair for My Mother by Vera Williams

Suggested ActivitiesDiscuss the people that work at your school and the jobs they do. Invite them in to talk to your class. (Junior Achievement )

Blend

Predict

Comprehension

AssessmentCheck for understanding of consonant clusters by having students identity beginning consonant clusters in words/pictures

Give students a prompt: If you had $20 (you can use any amount) would you save it or spend it? Explain why you would do that.


LS – Letter/sound relationships: lesson 7 ( Introducing consonant clusters) p. 221

LS – Letter/sound relationships; lesson 8 ( Learning about beginning consonant clusters) p. 225

LK – Letter Knowledge: lesson 11 ( Matching letters) p. 175



Remember Me (Balanced Literacy Notebook)

Santa’s Reindeer (Balance Literacy Notebook)

Identify words with consonant blends or clusters.Discuss how letters are different from each other. (Uppercase & Lowercase)




READING, SOCIAL STUDIES, SCIENCE INSTRUCTION 1st Grade

Week 17:








Change the middle and ending sounds to produce new words



Questions


5.03 Write all upper and lower case letters of the alphabet, using correct letter formation.



4.03 Recognize and describe historical events associated with national holidays

4.04 Trace the historical foundations of traditions of various neighborhoods and communities

LiteracyHow do good readers use questions to show they understand fiction and nonfiction texts?

How do good readers use what they already know to help them ask questions about what they are reading?

Social StudiesHow do different cultures celebrate the holidays?


Literacy Stations

Interactive Reading/Comprehension Strategies The Three Questions Jon J. Muth


Shared Reading (Poems/Big Books)Phonics LessonsReading Strategy Cards Choose 2 strategy cards to do each weekSocial Studies ResourcesLight the Lights by Margaret Moorman

My First Kwanzaa by Karen Katz

The Kwanzaa Miracle by Fran Manuskin

Christmas Is by Gail Gibbons

Nine Days to Christmas: A Story of Mexico by Mary Hall Ets

Suggested Activity Set up your classroom for Christmas Around the World. Have

students make and experience what it is like to celebrate Christmas in different countries.

Each teacher takes a country and teaches the other classes about Christmas in that country.

http://whychristmas.com/cultures

Middle sound

Ending sound

Predict

Comprehension

Assessment:. Student will be given a word and asked to change the middle or ending sound to make a new word. For example: cat – if you change the middle sound in cat you can make cut; if you change the ending sound in cat you can make cap.

Check for hearing middle soundsMake a Venn Diagram to compare the way two different countries celebrate

Suggested Phonics Lesson;

LK – Letter knowledge; lesson 12 (Identifying letters) p. 179

PA – Phonological Awareness; lesson 9 (Hearing middle sounds) p. 121

PA – Phonological Awareness; Lesson 10 (Hearing and changing ending sounds) p. 125



The Bells are Ringing (Balanced Literacy Notebook)

Christmas is Coming (Balanced Literacy Notebook)

Identify capital and lowercase letters.

Identify middle and ending sounds in words.Choose words from the poem and change the ending sound to make new words




http://whychristmas.com/cultures

Christmas.


Week 18:

COMPREHENSION STRATEGY FOCUS: Asking Questions – “I wonder…”North Carolina English Language Arts SCOS



Vocabulary and Suggested Assessments/P

rototypePhonics Instruction Poetry of the Week


Change the beginning and ending sounds to produce new words.



Questions


2.07 Respond and elaborate in answering what, when, where, how questions

5:03 Write all upper and lower case letters of the alphabet, using correct letter formation.


Science1.02 Investigate the needs of a

LiteracyHow can good readers ask questions about what they are reading?(who, what, when, where and how)

How do good readers ask questions to help them understand the setting of a story?

ScienceHow can we

Shared Reading see poetryInteractive/Shared WritingPhonics Lessons/ Words Their WayReading StrategiesInteractive Read Alouds


Literacy Stations

Interactive Reading/Comprehension Strategies

Phonics LessonsScience ResourcesLab #1: Where does a Polar Bear Live? p. 47 Unit B-38

Lab #2: Animal Habitats p. 49Unit B-38

Penguins by Kathleen ZoehfledCool Penguins by Jeff BauerPenguins by Gail GibbonsPowerful Polar Bears by Elizabeth BennettFollow the Polar Bears by Sonia BlackPenguin Chick by Betty Tatham

Predict

Comprehension

Assessment:Student will be given a word and asked to change the beginning, or ending sound to make a new word. For example: cat – if you change the beginning sound you can make bat, if you change the ending


LK – Letter knowledge: lesson 13 (Identifying upper and lower case letters) p. 183

LK – Letter knowledge; lesson 14; (Identifying consonants and vowels) p;. 187

PA – Phonological Awareness: lesson 11

(Hearing and Changing First and Last Sounds) p.129

Suggested Poetry Activities

New Year

January

Arctic Animals

Animals in Winter

(All poems in Balanced Literacy Notebook)

Identify capital and lowercase letters.

Identify beginning and ending sounds in words.

Change the beginning and ending sounds to make new wordsIdentify consonants and vowels in words.

variety of different animals: air, water, food, shelter, space

1.03 Observe the ways in which humans are similar to other organisms

1.04 Identify local environments that support the needs of common North Carolina plants and animals

1.05 Discuss the wide variety of living things on Ear

compare and contrast Arctic animals?

What do Arctic animals need to survive?

Suggested Activities Science experiment with vegetable shortening and ice cold

water. Compare how your hand feels with the shortening and without. Relate this to animal blubber.

Watch March of the PenguinsResearch penguins using technology and create booklet, etc.

sound in cat you can make cap.

Create a Venn diagram comparing adult penguins and another arctic animal.


Week 19

COMPREHENSION STRATEGY FOCUS: Visualization – “I can picture in my mind…”North Carolina English Language Arts SCOSSS & Science SCOS








1.04 Self monitor decoding by using one or two decoding strategies e.g beginning letters, rimes, length of word, ending letters

2.04 Use preparation strategies to anticipate vocabulary of a text and to connect prior knowledge and experience to a new text.

3.07 Compare author’s uses of conventions of language (kinds of sentences, capitalization of first word in a sentence, proper names, punctuation…)


LiteracyWhat does a good reader do when they come to a word they do not know?

How do good readers make pictures in their minds about what they are reading?

How do good readers make pictures in their minds as they read about characters?

How do good readers use the different kinds of sentences to help them understand the texts?


Literacy Stations

Interactive Reading/Comprehension Strategies Owl Moon by Jane Yolen

Interactive Writing(See suggested list in pacing guide) Shared Reading (Poems/Big Books)Phonics Lessons

Science ResourcesLab #3: Making a Food Chain p. 56-57 Unit B-32

Sleek Seals by Jason BlakeWhose Tracks Are These? by Jim NailWinter at Long Pond by William GeorgePolar Animals by Wade CooperTime to Sleep by Denise Fleming

Suggested Activities Make a food chain about polar animals – “Who Eats

Vocabulary

Compare

Contrast

Living Things

Shelter

Assessment

Check for understanding of consonant clusters and families through words lists/pictures

You can use the game as an

assessment tool to see if students

understand food chains.


LK – Letter knowledge: Lesson 15 ( Learning about names and initials)p. 191

LS – Letter/sound relationships: lesson 9 (Recognizing consonant clusters and families) p. 225

WSA – Word Solving Actions; lesson 5 ( Using what you know about words) p.431

Suggested Poetry/Activities:Chubby Little Snowman (Balanced Literacy Notebook)

The Snowman Song (Balanced Literacy Notebook)

Animals Who Like the Cold (Balanced Literacy Notebook) Play I’m

thinking of a word and give clues using beginning and ending sounds to help them guess words from the poem. For example,: snowman – I’m thinking of a




Science1.02 Investigate the needs of a variety of different animals: air, water, food, shelter, space

1.03 Observe the ways in which humans are similar to other organisms


1.05 Discuss the wide variety of living things on Earth

ScienceHow can we compare and contrast Arctic animals?

What do Arctic animals need to survive?

Who?” Make a picture of the animal in its habitat. Venn diagram to compare sea lions and seals. Read Feathers, Fur, Scales and Skin – See Learn NC for

follow-up activity Use technology to research likes/differences of Arctic

animals in small groups Use the following website to learn about food chains

and use the food chain game. http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/foodchain.htm

Student should be able to sit and

sustain reading a text at the student’s independent reading level for 15 minutes

at a Time


word that starts like sun and ends like tan.

Identify words with consonant clusters

Identify words that work the same way

If you know is, then you can read his

Week 20North Carolina English Language Arts SCOSSS & Science SCOS







1.01 Develop phonemic awareness and demonstrate knowledge o f alphabetic principle:Change the beginning, middle, and ending sounds to produce new words.


2.02 Demonstrate familiarity with a variety of text


Social Studies2.01 Develop and exhibit citizenship traits in the classroom, school, and other

LiteracyHow do good readers use pictures in their minds to understand different kinds of texts?

How do good readers use pictures in their minds to help them answer their questions?

How can good readers use pictures in their minds to predict what will happen next in a story?

How does a good reader use capitalization and


Literacy Stations

Interactive Reading/Comprehension Strategies Freedom Summer by Deborah Wiles



Phonics Lessons

Literacy Resources** See Online Literacy Resources for Week 20 **

Social StudiesThe Story of Ruby Bridges by Robert ColesMartin’s Big Words by Doreen RappaportRosa by Niki Giocanni

Vocabulary

Ending sound

Leader

Change

Past

Present


LS – Letter/sound relationships. Lesson 10 ( Recognizing consonant clusters/families) p.233

WSA – Word solving actions. Lesson 6 (Changing the last letter of a word) p. 435

WSA – Word solving actions; Lesson 7 (Changing last


Martin Luther King (Balanced Literacy Notebook)

Who Was Martin Luther King? (BLN) Identify

consonant clusters in words from the poem.

Identify ending sounds from




http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/foodchain.htm

http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/foodchain.htm

social environment



punctuation to help them read texts?

Social StudiesWho was Martin Luther King and why did make a difference?

What picture in your mind do you have of Martin Luther King helping make a difference?

A Picture Book of Martin Luther King Jr by David AdlerRuby Bridges by Ruby BridgesAmazing Grace by Mary HoffmanHappy Birthday, Martin Luther King by Jean MarzillaA Picture Book of Martin Luther King, Jr. (Picture Book Biography)by: David A. Adler What is Martin Luther King Day? by: Margaret FriskeySuggested Activities Before you talk about MLK, choose a group of your

students to give candy to but don’t tell anyone why you’re doing it. After a while of showing “favoritism” discuss with the students how it felt to be the “favorite” students or not the favorite students. Then, you can relate this to the stories above.

Visit the website http://webtech.kennesaw.edu/jcheek3/mlk.htmto find a variety of online resources about MLK

AssessmentStudent will be given a word and asked to change the ending sound to make a new word. For example: cat – if you change the ending sound in cat you can make cap.

Have a group discussion about how life was different during the days of MLK compared to now.

letters of words). P.439


words. Change

the ending sounds to make new words

Practice reading the poem using 3 to 4 word phrases to move beyond word-by-word reading.

Week 21

COMPREHENSION STRATEGY FOCUS: Visualization – “I can picture in my mind…”North Carolina English Language Arts SCOSSS & Science SCOS






Phonics Instruction

Poetry of the Week

1.01c Develop phonemic awareness and demonstrate knowledge of alphabetic principal: Segment phonemes of 1

syllable words


2.03 Read and comprehend both fiction and nonfiction text appropriate for grade one using: Summary

2.06 Self monitor comprehension by using one or two strategies

LiteracyHow do good readers use pictures in their minds to understand different kinds of texts?

How can good readers use pictures in their minds to help them figure out the main event in fiction? In nonfiction?

How do good readers use pictures in their


Literacy Stations

Interactive Reading/Comprehension Strategies What Is the World Made Of? by Kathleen Weidner Zoehfeld


Shared Reading (Poems/Big Books)Phonics LessonsScience ResourcesUSTARS Literature Connection – Snowballs p. 105MacMillan Lab #2: How Does Some Matter Compare? P. 118 Unit E-11

Vocabulary

Comprehension

Fiction

Nonfiction

Summary

Solids

Liquids

Properties


WSA – Word solving actions. Lesson 8 (Noticing word parts) p. 443

LS – Letter/sound relationships. Lesson 11


Solids, Liquids, Gases (Balanced Literacy Notebook)

Identify consonant clusters in words.

Break




http://webtech.kennesaw.edu/jcheek3/mlk.htm

2.08 Discover and explain responses to how, why & what questions in sharing narrative and expository text

Science3.01 Describe the differences in the properties of solids and liquids

3.02 Investigate several ways in which objects can be described, sorted or classified

3.03 Classify solids according to their properties: color, texture, shape (roll or stack), ability to float or sink

3.04 Determine properties of liquids: color, ability to float or sink in water, tendency to flow

3.05 Observe mixtures including: solids with solids, liquids with liquids and solids with liquids

minds to predict what will happen next in texts?

How do good readers use an author‘s use of punctuation to help them understand a text?

ScienceWhat are the properties of solids?What are some ways to sort and classify solids?

MacMillan Science Center Card #27 (Possible Writing Center activity)MacMillan Science Center Card #29Change It!: Solids, Liquids, Gases and You by Adrienne Mason

Suggested Activity Collect items from around the room and have students

determine if they roll, stack or slide. Give them a recording sheet with pictures of the objects and have them decide if they roll, stack or slide and record it on their sheet.

Identify ways that we use solids in our daily life (possible Writing Center activity)

Properties of My Solid – In the writing center, students can choose a solid from a basket and write “clues” (properties) about their solid so that others can guess what their solid is.

Discuss how solids can be mixed by giving students pretzels, marshmallows, M&Ms, and raisins. Put them in separate piles and then have students mix them. Were they hard to mix or easy? Then, have them separate. Were they hard to separate or easy?

Visit the following websites for interactive information on solids and gaseshttp://gardenofpraise.com/matter.htmhttp://www.fossweb.com/modulesK-2/SolidsandLiquids/index.htmlhttp://www.abpischools.org.uk/page/modules/solids-liquids-gases/

Mass

Melt

AssessmentCheck for understanding of consonant clusters and families with word lists/pictures.

See MacMillan science lessons for assessment ideas.

Student should be able to sit and

sustain reading a text at the student’s

independent reading level for 15 minutes at a

time

(Recognizing consonants clusters and families) p. 237

Electronic Resources:http://acsliteracy.wikispaces.com/ Smart Board 1st grade and Vocabulary

words into onset & rime






Assessments/PrototypePhonics Instruction Poetry of the

Week1.02 Demonstrate decoding and word recognition strategies/skillsGenerate the sounds from all the letters and appropriate letter patterns which should include consonant blends and long and short vowel patterns.Read appropriate word families


3.04 Share personal

LiteracyHow do good readers use pictures in their minds to compare characters?

How do good readers use pictures in their minds to help them figure out what the text is mostly about?

How do good readers


Literacy Stations

Interactive Reading/Comprehension Strategies Change It!: Solids, Liquids, Gases and You by

Adrienne Mason


Vocabulary

Solids

Liquids

Properties

Mass

Melt


SP – Spelling patterns; lesson 4 (Summarizing easy ( 2 letter) spelling patterns. P. 295

HF – High frequency Lesson 6


Groundhog (BLN)

Hide-Seek Shadow (BLN)

My Shadow (BLN)

100 Days of




http://www.abpischools.org.uk/page/modules/solids-liquids-gases/

http://www.abpischools.org.uk/page/modules/solids-liquids-gases/

http://www.fossweb.com/modulesK-2/SolidsandLiquids/index.html

http://www.fossweb.com/modulesK-2/SolidsandLiquids/index.html

http://gardenofpraise.com/matter.htm

experiences and responses to experiences with text by: Discussing interpretations

5.01 Use phonetic knowledge and basic patterns to spell correctly 3 and 4 letter words

Science3.01 Describe the differences in the properties of solids and liquids

3.02 Investigate several ways in which objects can be described, sorted or classified

3.03 Classify solids according to their properties: color, texture, shape (roll or stack), ability to float or sink

3.04 Determine properties of liquids: color, ability to float or sink in water, tendency to flow

3.05 Observe mixtures including: solids with solids, liquids with liquids and solids with liquids

use the author’s word choice to help them make pictures in their minds while they read?


ScienceWhat are the properties of liquids?

What are some ways to sort and classify liquids?


Phonics Lessons

Science ResourcesLab #3: What Shape Is Water? p. 123 Unit E-7

Lab #4: Sink or Float p. 132 Unit E-39

Suggested Activity Identify ways that we use liquids in our daily life

(possible Writing Center activity) Using technology, research liquids and create booklet,

poster, etc. Use digital recorder to create power point etc.

See Week 21 for additional online resources for Solids & Liquids

AssessmentStudents will be asked to have quick recall of 100 1st grade high frequency words.

Students will be asked to read words that belong to 2 letter spelling patterns.

See MacMillan activities for assessment ideas.

Students will be observed while reading a grade level appropriate text. Teacher will make notes of the strategies the student uses while reading.

(learning high frequency words) p. 345


School (BLN)

100 th Day Song (BLN)

Use highlighter tape to look for chunks in words.

Say a word with a selected pattern and have the students give you a word from the poem that has the same pattern.

Identify high frequency words in the poem








1.02 Demonstrate decoding and word recognition strategies and skills: Read appropriate word families


2.05 Predict and explain what

LiteracyHow do good readers use pictures in their minds to help them understand different kinds of texts?


Literacy Stations

Interactive Reading/

Vocabulary

Author’s voice

Author’s purpose

Expression


SP – Spelling Patterns; lesson 5 (Learning phonograms –


Valentine

My Valentine




will happen next in stories

3.05 Recognize how particular authors use vocabulary and language to develop and individual, recognizable voice

Social Studies4.01 Recognize and describe religious and secular symbols/celebrations associated with special days of diverse cultures



How do authors use vocabulary to develop a voice in their writing?

How do good readers use pictures in their minds to help them answer their questions? (who, what, when, where, how)

Social StudiesWhat is Valentine’s Day?

Why do we celebrate Presidents’ Day?

Who was George Washington?

Who was Abraham Lincoln?

What picture do you have in your mind George Washington (or Lincoln) as president of the United States?

Comprehension Strategies George Washington’s Teeth by Deborah

Chandra



Phonics Lessons

Social Studies ResourcesThe Lincoln Memorial by Kristen Nelson

A Picture Book of George Washington by David Adler

A Picture Book of Abraham Lincoln by David Adler

Roses Are Pink Your Feet Really Stink by Diane DeGroat

Arthur’s Valentine by Marc Brown

Suggested Activities KWL on the presidents Venn diagram George Washington and

Abraham Lincoln Popsicle stick and penny log cabin (possible Art

Center activity)

Differences

Similarities

Leader

Symbol

AssessmentYou can use the Venn diagram to assess students on what they have learned about the presidentsCheck for understanding of synonyms with word matches.Write the author’ s purpose to what students are reading independently to check for understanding..

ate,-ake, -ike) p.299

WM – Word meaning; lesson 2 (Recognizing synonyms) p. 363

WM – Word meaning; lesson 3 (Recognizing words that go together) p. 367


Famous Presidents(All poems are in Balanced Literacy Notebook)

Synonyms Have students

find words from the poem that mean the same thing as (give them a word from your head)

Have students create a list of words that go together because of what they mean (sorting and classifying words)

Identify words that begin and end the same.

Identify onset & rime in words

Week 24North Carolina


SS & Science SCOS







1.02 Demonstrate decoding and word recognition

LiteracyHow do good readers


Vocabulary Suggested Phonics lesson:

Suggested Poetry/Activities




strategies/skills: Generate the sounds from all the letters and appropriate letter patterns which should include consonant blends and long and short vowel patterns.Recognize many high frequency and/or common irregularly spelled words


2.03 Read and comprehend both fiction and nonfiction text appropriate for grade one using: Summary

3.04 Recognize how particular authors use vocabulary and language to develop an individual recognizable voiceScience4.01 Describe different ways in which objects can be moved

4.02 Observe that movement of an object can be affected by pushing and pulling

4.03 Investigate and observe that objects can move steadily or change direction

4.04 Observe and describe balance as a function of position and weight

4.05 Describe and observe systems that are unstable and modify them to reach equilibrium

use pictures in their minds to talk about characters?

How do good readers use pictures in their minds to help them understand the main events in texts?

How do good readers use the author’s word choice to help them make pictures in their minds while they read?

How do good readers use the different kinds of sentences an author writes to help them understand the text?

ScienceWhat are some ways objects can be moved?

How do we know when an object is balanced?

Literacy Stations

Interactive Reading/Comprehension Strategies The Napping House by Audrey Wood



Phonics Lessons

Reading Strategy Cards

Science ResourcesLab #1: Compare Mass p. 120 Unit E-11

Lab #2: What Will Move to a Magnet? p. 152 Unit F-24

MacMillan Science Center Card #32

MacMillan Science Center Card #35

Author’s voice

Author’s purpose

Character

Main Event

Mass

Push

Pull

Sink

Float

Assessment

See Labs and MacMillan lessons for possible assessment tools.Check for main idea at literacy stations or in guided reading.Students will be asked to have quick recall of 100 1st

grade high frequency words.Student should be able to sit and sustain reading a text at the student’s independent reading level for 15 minutes at a time

LS – Letter/sound relationships; lesson 12, (recognizing long and short vowel sounds) p. 241

HF – High frequency, lesson 7 (Learning high frequency words 7)

p. 349

SP – Spelling Patterns; lesson 6 (Learning phonograms –an) p. 303


Valentine (Balanced Literacy Notebook)

My Valentine (Balanced Literacy Notebook)

Identify words in the poem that have a long a and short a vowel sound.

Look for high frequency words




Week 25Comprehension Strategy Focus: Visualization – “ I can picture in my mind . . . “

North Carolina English Language Arts SCOS

SS & Science SCOSSample Essential

QuestionsSuggested

Instructional Strategies / MinilessonsSample Resources / Texts

Vocabulary and Suggested Assessments/Prototype

Phonics Instruction

Poetry of the Week


2.02 embedded

Science4.01 Describe different ways in which objects can be moved

4.02 Observe that movement of an object can be affected by pushing and pulling

4.03 Investigate and observe that objects can move steadily or change direction

4.04 Observe and describe balance as a function of position and weight

4.05 Describe and observe systems that are unstable and modify them to reach equilibrium

LiteracyHow do good readers use pictures in their minds to help them tell about what they have read?

How do good readers use their prior knowledge to make pictures in their minds?

ScienceWhat are some ways objects can be moved?

How can you compare the weight of two different objects?


Interactive Reading/Comprehension Strategies The Very Smart Pea and the Princess To

Be by Minnie Gray



Phonics Lessons

Reading Strategies’ Cards

Science ResourcesLab #3: Compare Mass p. 120Unit E-11

Suggested Activities www.brainpopjr.com (forces) Paper airplane races – Have students create

airplanes and measuring Discuss push or pull. Get a wagon and have

students push and pull wagon up a hill (add weight throughout). Discuss which way is easier push or pull.

Tug of war Student in a chair. Discuss is it easier to push

the child or pull.

Literacy

Long and short vowels

Predict

Science

Mass MotionForcePush PullSink and Float

AssessmentStudents will be observed while reading a grade level appropriate text. Teacher will make notes of the strategies the student uses while reading.

Set 5 objects out. The children need to determine in order to make the object move. Do they need to push or pull.

. Students will be given words with short and long vowels. They will need to

Suggested Phonics Lessons: LS –

Letter/sound relationships, lesson 13 ( Recognizing long and short vowel sounds e) p.245

HF – High Frequency words; Lesson 8 ( Learning high frequency words 8) P. 353

SP – Spelling Patterns, lesson 7 (Learning phonograms –an ,ake, at,,ay,,and) p.307

Electronic Resources:http://acsliteracy.wikispaces.com/


March (Balanced Literacy Notebook)

March Wind (Balanced Literacy Notebook)

Look for words with the long e sound. (review)

Look for words with the long i sound.

Choose words from the poem to add -s or -es to make plural

Change the beginning or ending sound in words to make a new word




http://www.brainpopjr.com/

be able to sort the words according to the vowel sound they hear

Smart Board 1st grade and Vocabulary pages






Vocabulary and Suggested Assessments/Prototype Phonics

Instruction Poetry of the Week

1.01 Develop phonemic awareness and demonstrate knowledge of alphabetic principle ;Change the beginning, middle and ending sounds to produce new words.

1.02 Demonstrate decoding and word recognition strategies and skills: Read inflectional forms (s, ed, ing and root words

2.02 embedded

2.06 Self-monitor comprehension by using one or two strategies (e.g. questioning, retelling, summarizing)

Healthful Living Healthful Living

2.06 Summarize the transition process between primary and permanent teeth and demonstrate how to get help with dental problem

4.01 Categorize foods into the appropriate groups of My Pyramid

4.02 Identify a variety of foods that are healthy choices in each of the food groups

4.03 Summarize the benefits of eating a variety of whole grains, fruits and vegetables and low fat dairy products.

Literacy

How do good readers make pictures in their minds to predict what will happen next in texts?

How do good readers us pictures n their minds to help them figure out what the text is mostly about?

Healthful LivingWhat are healthy choices for each of the food groups?

How do we take care of our teeth?

Websites www.healthyt

eeth.org www.brainpo

pjr.com (teeth)

www.crest.co m


Literacy Stations

Interactive Reading/Comprehension Strategies The Very Hungry Caterpillar by Eric Carle

Interactive Writing(See suggested list in pacing guide) Shared Reading (Poems/Big Books)Phonics Lessons

Science ResourcesUSTARS Literature Connection – The Very Hungry Caterpillar p. 135 See the school nutritionist My Pyramid – www.mypyramid.gov

Science ResourcesLab #3: Compare Mass p. 120Unit E-11Healthful Living ResourcesHow Many Teeth? by Paul ShowersJane Vs. the Tooth Fairy by Betsy Jay

Suggested Activities Invite a dentist or dental hygienist to visit your

classroom and talk about the importance of good dental health.

Egg Activity – soak eggs in soda overnight, Have students brush egg without toothpaste and with toothpaste. Discuss results and the importance of fluoride.

Have students cut food pictures out of magazines and sort them into healthy and unhealthy categories on a chart.

Using technology, in small groups sort healthy and unhealthy foods or create power point, booklet, chart, etc to share healthy choices for each of the food groups

Literacy

Root Word

Plural Word

Fiction

Non-fiction

Science

Dental Health

Nutrition

Cavities

Flouride

AssessmentHave students create/ design a plan for healthy teeth (Activity for science center) Students will be given words with short and long vowels. They will need to be able to sort the words according to the vowel sound they hearCheck for understanding of

making plurals by es through word lists.

Student should be able to sit and sustain reading a

text at the student’s independent reading level for 15 minutes at a time


LS – Letter/sound relationships, lesson 14 (Recognizing long and short vowel sounds i) p.249

WS – Word Structure; Lesson 3, (Making plurals, adding -es) p.381

WSA – Word Solving Actions, lesson 9 (Changing ending parts of words) p.447

Electronic Resources:http://acsliteracy.wikispaces.com/ Smart Board 1st grade and Vocabulary page


Brushing My Teeth (Balanced Literacy Notebook)

Brushing (Balanced Literacy Notebook Look

for words with the short e and long e.

Look for high frequency words

Look for words that have the same spelling pattern.

Week 27Comprehension Strategy Focus: Visualization – “I can picture in my mind”

North Carolina English Language Arts SCOS Sample Essential Suggested

Instructional Strategies / MinilessonsVocabulary and Suggested

Assessments/Prototype Phonics Instruction Poetry of the Week




http://www.mypyramid.gov/

http://www.crest.com/

http://www.crest.com/



http://www.healthyteeth.org/

http://www.healthyteeth.org/










1.02 Demonstrate decoding and word recognition strategies and skills: Read inflectional forms Read appropriate word families

2.02 Demonstrate familiarity of a variety of text




Science2.03 Observe the various components that combine to make soil

2.04 Compare the components of soil samples from different places

2.05 Explore where useful earth materials are found and how they are used

LiteracyHow do good readers figure out the plot of a text?

How do good readers figure out why the author wrote the text?

How do good readers figure out how fiction and nonfiction are different?

ScienceWhat is soil?

How do you compare soil from different places by using your senses?

Where can you find different types of soil?


Literacy Stations

Interactive Reading/Comprehension Strategies The Doorbell Rang by Pat Hutchins Rosie’s Walk by Pat Hutchins



Phonics LessonsSt. Patrick’s Day by Gail Gibbons

The Leprechaun’s Gold by Pamela Edwards

The Leprechaun in the Basement by Kathy Tucker

Science ResourcesUSTARS Literature Connection – Grandmother’s Garden p. 53

ActivtiesLab #2: How Do Some Soils Compare? P. 90 Unite D-10Lab #3: Soil Shaker p. 92 Unit D-16

Literacy

PlotAuthor’s PurposeFiction/Nonfiction

Science

Soil

AssessmentCheck for understanding of plot by using Someone… wanted…but..so…thenScience Center Activity – compare two soil samples. The children are to record how they are alike and different. Based on their observations, they need to make a conclusion about what is soil. Students will be observed while reading a grade level appropriate text. Teacher will make notes of the strategies the student uses while reading.

Suggested Phonics Lessons

LS – Letter/sound relationships. Lesson 16 (Consolidating knowledge about Vowels) p. 257

WS – Word structure lesson 5 (Adding s and ing) p. 389

WSA – Word Solving Actions Lesson 10 (Changing the middle of words) p. 451



What If

Spring Almost

Spring is Here

(All Poems are in Balanced Literacy Notebook) Review all short and

long vowels. Find words with –s or

–ing at the end. Find words that you

can change the middle letter to make new words.

Week 29Comprehension Strategy Focus: Inferences – “ I figured . . . out because … “

North Carolina English Language Suggested






Week 31:

COMPREHENSION STRATEGY FOCUS: Inferences – “I figured… out because…”North Carolina English Language Arts SCOSSS & Science SCOS

Sample Essential QuestionsSuggested

Instructional Strategies / Minilessons

VocabularyAssessments

ProtoypePhonics Instruction Poetry of the Week


Generate the sounds from all the letters and appropriate letter patterns which should include consonant blends and long and short vowel patterns

Read appropriate word families

2.01 Read aloud independently with fluency and comprehension any text that is appropriate for emergent readers


Social Studies7.01 Compare and contrast the use of media and forms of communication at home and in other social environments.7.02 Describe how communication and transportation link communities.7.03 Use the computer and other technological tools to gather, organize, and display data.

Literacy

How do good readers figure out new vocabulary words in texts?

How do good readers figure out what will happen next in a text?

Social StudiesHow do people communicate with each other?

What are some forms of transportation?


Literacy Stations

Interactive Reading/Comprehension Strategies I Went Walking by Audrey

Wood Lunch by Denise Fleming



Phonics Lessons

Social Studies ResourcesTransportationDon’t Let the Pigeon Drive the Bus by Mo WillemsSheep in a Jeep by Nancy ShawFreight Train by Donald Crews

EasterThe Country Bunny and the Little Gold Shoes by DuBose Hayward

Vocabulary

Communication

Transportation

Assessment

Make a list of how students get to school.

Check for understanding of


LS – Letter/sound relationships, lesson 18 (Summarizing digraph knowledge) p. 265

SP – Spelling Patterns lesson 9 (Noticing features of words) p. 315



Easter Bunny (Balanced Literacy Notebook)

Five Brown Eggs (Balanced Literacy Notebook)

Identify words with consonant digraphs (two letters together that make one sound)

Review words with consonant blends (two letters together but each letter makes its own sound).

Identify words with the CVC spelling pattern

i.e. cat


http://www.harcourtschool.com/activity/science_up_close/213/deploy/213_PartsPlant.swf




.

Suggested Activities Make a Venn diagram

comparing transportation “then” and “now”.

Using technology, research how people communicate with each other

digraphs through identifying digraphs through lists/picturs


Week 32:




VocabularyAssessmentPrototypes



Generate the sounds from all the letters and appropriate letter patterns which should include consonant blends and long and short vowel patterns.

1.04 Self-monitor decoding by using one or two decoding strategies.

2.02 Demonstrate familiarity with a variety of text.

2.03 Read and comprehend both fiction and nonfiction text appropriate for grade one using: prior knowledge, summary, and questions

2.05 Predict and

LiteracyHow do good readers figure out words they do not know?

How do good readers figure out what will happen next in a text?

Social StudiesHow do we take care of our environment?

Why is it important to take care of the environment?


Literacy Stations

Interactive Reading/Comprehension Strategies The Great Kapok Tree by Lynne Cherry



Phonics LessonsScience ResourcesUSTARS Literature Connection – Mother Earth p.

Where Does the Garbage Go? By Paul ShowersEarth Smart by Leslie GarrettRecycle by Gail GibbonsOur Earth by Anne Rockwell

Vocabulary

Pollution

Services

Citizenship

Assessment

Write about ways you can take care of our Earth. Students will be observed while reading a grade level appropriate

Suggested Phonics Lesson: LS –

Letter/Sound relationship; lesson19

(Recognizing Vowel sounds silent e) p. 269

Lesson 20 (Learning about word Structure r with a Vowel) p. 273


This Old Earth (Balanced Literacy Notebook)

Earth Day Pledge (Balanced Literacy Notebook)

Look for words with the silent e.

Look for words with r-controlled vowels

i.e. jar, corn


explain what will happen next in stories

Social Studies5.05 Demonstrate responsibility for the care and management of the environment within the school and community.

How did we figure out that it is important to take care of our environment?

Earth Day Hooray! By Stuart MurphyRecycle Everyday by Elizabeth Nancy WallaceRain Forest by Helen CowcherWhere Once There Was a Wood by Denise Fleming

Suggested Activities Visit the Asheboro Recycling Center Start a recycling project in your school. Pick up trash around your school community. You can

even sort it into paper, plastic and aluminum piles. Brain Pop, Jr. – Science – Reduce, Reuse, Recycle Starfall.com – Play the Recycling game Magic School Bus videos can be found on United

Streaming

text. Teacher will make notes of the strategies the student uses while reading.Student should be able to sit and sustain reading a text at the student’s independent reading level for 15 minutes at a time

Lesson 2 (Recognizing

Consonants with Two Sound) p.277



COMPREHENSION STRATEGY FOCUS: Inferences – “I figured… out because…”North Carolina


SS & Science SCOS



VocabularyAssessmentsPrototypes Phonics Instruction Poetry of the

Week

1.02 Demonstrate decoding and word recognition strategies and skills: Generate the sounds

from all the letters and appropriate letter patterns which should include consonant blends and long and short vowel patterns.

Read inflectional forms(-ed)

3.03 Discuss unfamiliar oral and/or written vocabulary after listening to or reading text

LiteracyHow do good readers figure out new vocabulary words in texts?


Social Studies


Literacy Stations

Interactive Reading/Comprehension Strategies Brave Irene by William Steig Hooway for Wodney Wat by Helen

Lester


Vocabulary

Vowel

Root Word

Suggested Phonics lessons:

SP – Spelling Patterns Lesson 10, (Learning about vowels and silent e) p.319

WS – Word structure, Lesson 6 (Adding -ed) p.393

Electronic Resources:http://


In May (Balanced Literacy Notebook)

Tea for Mom (Balanced Literacy Notebook)

Find words with long and short vowels, words with






Why do we celebrate Mother’s Day?


Phonics Lessons

Social Studies ResourcesThe Runaway Bunny by Margaret Wise Brown

Love You Forever by Robert Munsch

Suggested Activity Make a Mother’s Day card for Mom

(possible Writing Center activity) Create a Mother’s Day card using

technology.

Assessment

Make a card for your mother telling her why you love her.

Check for understanding any skills in the K-2 portfolio

acsliteracy.wikispaces.com/ Smart Board 1st grade and Vocabulary pages

the silent e. Find words

with –ed endings.


Week 34




VocabularyAssessmentsPrototypes



Read compound words and contractions


2.07 Respond and elaborate in answering what, when, where and how questions

LiteracyHow do good readers figure out answers to their questions as they read?(who, what, when, why, how)

How do good readers figure out how to retell a story?


Literacy Stations

Interactive Reading/Comprehension Strategies Alexander and the Terrible, Horrible, No

Good, Very Bad Day by Judith Viorst

Interactive Writing

Vocabulary

Map

Map key

Shelter

Living things

Non living things

Suggested Phonics Lesson:

WS – Word structure, Lesson 7

(Learning about Contractions with is And will) p. 397

WS – Word structure, Lesson 8


It’s May (Balanced Literacy Notebook)

Life in the River (Balanced Literacy Notebook)

Look for words that are contractions.


Social Studies5.02 Investigate key features of maps

5.03 Use geographic terms and tools to create representations of the earth’s physical and human features through simple maps, models, and pictures

5.06 Compare and contrast geographic features of places within various communities

5.07 Explore physical features of continents and major bodies of water

Science1.02 Investigate the needs of a variety of different animals: air, water, food, shelter, space


1.05 Discuss the wide variety of living things on Earth

Social StudiesHow do we use a map key to locate rivers?

How can rivers identified on maps?

ScienceWhat animals live near the river?

What do they need to survive?

How did we figure out what animals need to survive?

(See suggested list in pacing guide)


Phonics Lessons

Science ResourcesMacMillan Science p. 40-49

My River by Shari Halpern

The Magic School Bus Hops Home: A Book About Animal Habitats

Suggested Activity Brainstorm animals that live in the river. Put

students into groups to research the animals and create a presentation for the class.

Visit United Streaming and search for Animal habitats

Learn NC – Habitat:What’s That? Visit the site:

http://www.on.ec.gc.ca/greatlakeskids/habitatfinal.html

http://www.bbc.co.uk/schools/scienceclips/ ages/6_7/science_6_7.shtml

Assessment

Education City – Science – Habitats

(good Smart Board Activity) Check for understanding any skills in the K-2 portfolio

(Learning about Contractions with are, and, not) p.401





http://www.bbc.co.uk/schools/scienceclips/ages/6_7/science_6_7.shtml

http://www.bbc.co.uk/schools/scienceclips/ages/6_7/science_6_7.shtml



Documents

1ST NINE WKS - Wikispacesacsliteracy.wikispaces.com/file/view/First+Grade... · Web viewStudent will be given a word and asked to change the middle or ending sound to ... Where