Big Idea: Communication Using Language in Bold Ways

Enduring Understandings Essential Questions Readers need to be able to read what is written to understand the author's message. Readers use clues to help them learn new words. Writing poems encourages the use of powerful words and ideas. Words writers use communicate the meaning of the text.

Why do authors write in complete sentences? How do readers find the meaning of new words? How does writing poems encourage the use of bold words and ideas? How does an author communicate his/her feelings or ideas?

CC/Learning Targets Core Vocabulary Links to Technology RF.3 d, f RL.4 RL.10 1.1.12 RF.3 d, f W.6

L.1 e 1.6.1 L.2 d L.4 c L.5 d

root words

Students will learn to save, open, and print documents either from Word or Compass Odyssey Writer.

Bundle Performance Task(s) Students perform a Reader’s Theatre presentation with expression and fluency. The part the child receives should be consistent with the child’s reading level. As an extension, students perform a Reader’s Theatre presentation with expression and fluency. The part the child receives should be consistent with the child’s reading level, or the child can chose to write their own with expression and sentence fluency. Students write a poem, then in the computer lab type the poem, and plan to recite/sing with expression and fluency. The poem should include sensory details and descriptive words. High-frequency words should be spelled correctly and other words should be spelled so they are recognized to the reader. As an extension, students write poems to include in a poetry book that they will publish, then in the computer lab type the poems, and plan to recite/sing with expression and fluency. The poem should include sensory details and descriptive words. High-frequency words should be spelled correctly and other words should be spelled so they are recognized by the reader.

Grade 1 LA Bundle 8

Quarter 4 May

Recommended Read-Alouds G1 - Bundle 8

Big Idea: Communication Title Author Relates to…

Five Little Monkeys Zita Newcome Poems, rhymes Miss Mary Mack Joanna Cole Poems, rhymes Anna Banna: 101 Jump Rope Rhymes Joanna Cole Rhymes Cat in the Hat Dr. Seuss Rhymes Chicka Chicka Boom Boom Bill Martin Jr. Rhymes Hop on Pop Dr. Seuss Rhymes The Little Red Hen Paul Galdone Descriptive words, communication Henny Penny Paul Galdone Descriptive words, communication Saturday Night at the Dinosaur Stomp Carol Diggory Shields Sensory details How Are You Peeling? Foods With Moods Saxton Freymann & Joost Elffers Sensory details Food Fight Carol Diggory Shields Sensory details Jamberry Bruce Degen Rhymes Is Your Mama a Llama? Deborah Guarino Rhymes, communication

Reading Workshop G1 - Bundle 8

CC/Learning Targets Resource of Ideas Evidence of Learning RL.4 Identify words and phrases in stories or

poems that suggest feelings or appeal to the senses.

-Five Little Monkeys by Zita Newcome -Miss Mary Mack by Joanna Cole -Anna Banana: 101 Jump Rope Rhymes by Joanna Cole -Chicka Chicka Boom Boom by Bill Martin Jr. -Jamberry by Bruce Degen -Is Your Mama a Llama? Deborah Guarino -Saturday Night at the Dinosaur Stomp by Carol Diggory Shields -How Are You Peeling? Foods With Moods by Saxton Freymann & Joost Elffers -Food Fight by Carol Diggory Shields

-observation -highlighted words in poetry

RL.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

-Hop On Pop by Dr. Suess -Cat in the Hat Dr. Suess -Treasures Unit 2 pp. 118A-149BB “On My Way to School”

-Observation -Rubric for poetry

1.1.12 Use phonic and context clues as self-correction strategies when reading

Recognize phonetic letter patterns

Demonstrate various reading strategies

Define context clues.

Apply context clues when reading unknown text

-Prompting Guide pp. 13, 14 -Phonics Lessons Teacher Resource pp. 139-140 -The Continuum of Literacy Learning pp. 206-207 -Word Matters pp. 24-25 -Smartboard activities

-Running record -Phonics Lessons Teacher Resource pp. 142-145

RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. f. Read words with inflectional endings.

-Phonics Lessons Teacher Resource pp. 273-276 -Prompting Guide p. 33 -The Continuum of Literacy Learning pp. 206-207 -Word Matters pp. 96-97, 467-486 -Word Matters pp. 168-188, appendices pp. 35-44 -Suffix activities

-Phonics Lessons Teacher Resource -Buddy study test and activities -Treasures Assessments

Reading Workshop G1 - Bundle 8

-Ed to verbs -Root words, suffixes, verb endings -Treasures Unit 3 pp. 6J-87DD “Kate’s Game,” “Kids Can Help,” “Short Shadows Long Shadows”

Correlating CC/Learning Targets Teacher Notes

RL.5

1.3.3 a-e 1.3.5 RF.3 e, g

RF.4 a-c

1.1.1 1.1.7 1.1.11 1.1.16

Writing Workshop G1 - Bundle 8

CC/Learning Targets Resource of Ideas Evidence of Learning W.6 With guidance and support from adults,

use a variety of digital tools to produce and publish writing, including collaboration with peers.

-The Continuum of Literacy Learning pp. 116-121, 182-183 -Compass Odyssey Writer -Word document

Correlating CC/Learning Targets Teacher Notes W.1

Language and Word Study G1 - Bundle 8

CC/Learning Targets Resource of Ideas Evidence of Learning L.1 Demonstrate command of the

conventions of standard English grammar and usage when writing or speaking. e. Use verbs to convey a sense of past, present, and future (e.g. Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

-Phonics Lessons pp. 389-396 -The Continuum of Literacy Learning pp. 206-207 -Action verbs activities -Treasures Unit 3 pp. 40A-87DD “Kids Can Help,” “Short Shadows Long Shadows” -Treasures Unit 4 pp. 6J-109DD “Pelican was Hungry,” “June Robot Cleans Up,” “Stormy Weather”

-Quiz -Writing samples -Treasures Assessments

L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words

-Phonics Lessons pp. 353-356, 467-486 -The Continuum of Literacy Learning pp. 206-207 -Creating Young Writers pp. 67-72 -Word Matters pp. 168-188, appendices pp. 35-44 -Smartboard activities -Intro to making words -Spell correctly three- and four-letter short vowel words -Treasures Unit 5 pp. 70A-153BB “Kids’ Inventions,” “Whistle for Willie,” “A Fruit is a Suitcase for Seeds” -Treasures Unit 6 pp. 158J-311DD “Dot and Jabber and the Big Bug Mystery,” “Little Bear Goes to the Moon,” “Cool Jobs,” “A Tiger Cub Grows Up,” “Sand Castle”

-Phonics Lessons Teacher Resource pp. 120-125 -Buddy study test and activities -Treasures Assessments

L.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. c. Identify frequently occurring root words (e.g. look) and their inflectional

-Phonics Lessons Teacher Resource pp. 273-276 -Prompting Guide p. 33 -The Continuum of Literacy Learning pp. 206-207 -Word Matters pp. 96-97, 168-188, 467-486, appendices pp. 35-44 -Suffix activities -Ed to verbs -Root words, suffixes, verb endings

-Phonics Lessons Teacher Resource -Buddy study test and activities -Treasures Assessments

Language and Word Study G1 - Bundle 8

forms (e.g. looks, looked, looking). -Treasures Unit 3 pp. 6J-87DD “Kate’s Game,” “Kids Can Help,” “Short Shadows Long Shadows”

L.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, and scowl) and adjectives differing in intensity (e.g. large, gigantic) by defining or choosing them or by acting out the meanings.

-Phonics Lessons pp. 367-370 -The Continuum of Literacy Learning pp. 206-207 -Word Matters p.158 -Launching the Writer’s Workshop pp.61-68 -The Little Red Hen by Paul Galdone -Henny Penny by Paul Galdone -Game Classroom -Smartboard activities -Classifying word activities

-Word sort -Oral discussion

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

-Prompting Guide p. 25 -Zaner Bloser Handwriting -The Continuum of Literacy Learning pp. 206-207 -Game Classroom -Handwriting Worksheets -Smartboard activities

-Handwriting book samples -Writing samples

Correlating CC/Learning Targets Teacher Notes

SL.2 SL.3