Concepts About Print Essential Standards...Turns to the appropriate part of the book: front cover, back cover, and title page of a book. cover title page RW1.2 Follow words from left

Trimester 1 Concepts About Print Essential Standards

Descriptions of Mastery

StartSmart

Standards (Kindergarten) Skills Academic

Vocabulary

Routines & Procedures

Treasures Resources (Refers to TE pages only)

Supplemental Resources

Additional Notes

RW1.1 Identify the front cover, back cover, and title page of a book.

Turns to the appropriate part of the book: front cover, back cover, and title page of a book.

cover title page

RW1.2 Follow words from left to right and from top to bottom on the printed page.

Points to words from left to right and demonstrates return sweep while listening to a reader.

word left to right top to bottom

RW1.3 Understand that printed materials provide information.

Draws or tells what they learned from the story.

story

RW1.4 Recognize that sentences in print are made up of separate words.

Can point to each word in a sentence.

sentence word

RW1.5 Distinguish letters from words.

Points to a letter or word correctly. letter words

Reading:

Word A

nalysis and Vocabulary

Developm

ent

RW1.6 Recognize and name all uppercase and lowercase letters of the alphabet.

uppercase lowercase letters alphabet

10 minutes daily Use Daily Warm-Up Message to model, explain and ask questions about concepts of print. Make observations about student experiences with books/stories.

Week 1

Day 1 S6 Day 2 S10 Day 3 S20 Day 4 S24 Day 5 S30

Week 2

S34 S38 S48 S52 S58

Week 3

S62 S66 S76 S80 S86

WC1.3 Write by moving from left to right and from top to bottom.

left to right top to bottom

Written C

onventions

WC1.4 Write uppercase and lowercase letters of the alphabet independently, attending to the form and proper spacing of the letters.

Write uppercase and lowercase letters and properly space words and letters.

uppercase lowercase letters alphabet space

Minutes Embedded in Writing Time Use Interactive Writing to model concepts of print. Use Independent Writing to observe and support students’ application of concepts of print in their own writing.

Shared Writing Day 1: S11 Day 2: S17 Interactive Writing Day 3: S23 Day 4: S29 Independent Writing Day 5: S35



See Treasures Handwriting for daily practice and models

Trimester 1 Phonemic Awareness Essential Standards


StartSmart


Vocabulary


(10 minutes daily)



Additional Notes

RW1.7 Track (move sequentially from sound to sound) and represent the number, sameness/difference, and order of two and three isolated phonemes [e.g., /f/,/ /s, /th/, /j/, /d/,/ j/ ].

Sounds out each phoneme of a word in the correct sequence. Produces one phonemic sound for each digraph not two. Tell if the phoneme sound(s) at the beginning, middle, or end are the same or different in two or more words.

beginning sound ending same different

RW1.11 Distinguish orally stated one-syllable words and separate into beginning or ending sounds.

Sort words into groups with the same beginning or ending sounds.

beginning sound ending same different

Phoneme Isolation (beg., middle, ending sounds) Sound Boxes: Teachers use a yellow circle in a chart to help students visually follow the beginning, middle, ending sounds of words as the teacher models how to isolate phonemes.

Week 1 Day 1: S7 Day 2: S13

Week 2 Day 2: S13

Week 3 Teachers should plan ahead and look up additional words students can use to practice their phonemic awareness skills.

Reading:

Word A

nalysis and Vocabulary D

evelopment

RW1.9 Blend vowel-consonant sounds orally to make words or syllables

blend vowel consonant sound word

Onset/Rime blending Model: Teachers use the Dog Puppet to model how to blend words by onset and rime. Teachers begin by modeling words that begin with continuous sounds such as /s/, /m/, and /f/. Guided Practice: Students practice blending onsets and rimes with words that begin with continuous sounds. Model: Once students have mastered blending these types of words, teachers model blending words that begin with stop sounds such as /b/, /p/, /t/, and /d/. Teachers are careful no to vocalize “uh” as they say the stop sounds. For example, they say /b/, not /buh/. Guided Practice: Students practice blending onsets and rimes with words that begin with stop sounds.

Week 1 Day 3: S19

Week 2 Day 1: S37

Week 3

Trimester 1 Decoding, Word Recognition, and Spelling Essential Standards


StartSmart


Vocabulary


(10 minutes daily)



Additional Notes

RW1.9 Blend vowel-consonant sounds orally to make words or syllables.

blend vowel consonant sound word

Phoneme Blending: Model: Show children how to blend words phoneme by phoneme. Begin with words containing only two phonemes, or sounds. Progress to words containing three sounds. Guided practice: Have children practice with words that begin with continuous sounds first. Then have them practice with words that begin with stop sounds. Remember not to vocalize “uh.” For example, /b/ not /buh/.

Week 1 Day 5: S31

Week 2

Week 3

RW1.10 Identify and produce rhyming words in response to an oral prompt.

rhyme Rhyme: Model: Teachers model and explain how rhyming words end in the same sound. Then they model and explain how to generate rhyming words by thinking of words that end with the same sound as the word they just said. Guided Practice: With guidance, students have to identify words that rhyme by restating them( man/ran) and explain why. (They both end in the same sound.) If the words don’t rhyme they remain quiet and state that they don’t have the same ending sound.

Week 1 Day 5: S31

Week 2 Day 5: S61

Week 3 Day 5: S91

RW1.12 Track auditorily each word in a sentence and each syllable in a word.

RW1.13 Count the number of sounds in syllables and syllables in words.

syllable

Syllable Segmentation Model: Teachers model how to segment a word into syllables by clapping for each syllable. Teachers explain that each clap represents a syllable and so if they clap two times the word has two syllables. Guided Practice: Students practice segmenting each word into syllables by clapping and counting for each word part. For struggling students, teachers tell them to place their hands underneath their chins. They tell them that every time their chin drops as they say the word is a new syllable.

Week 1 Day 4: S25

Week 2 Day 4: S49

Week 3

Trimester 1 Decoding and Word Recognition Essential Standards


StartSmart


Vocabulary


(40 minutes daily)



Additional Notes

RW1.14 Match all consonant and short-vowel sounds to appropriate letters.

RW1.15 Read simple one-syllable and high-frequency words (i.e., sight words).

RW1.16 Understand that as letters of words change, so do the sounds (i.e., the alphabetic principle).

Consonant short-vowel sound letter high frequency words change

30 minutes daily Phonics: Display sound/spelling card. Teach the sound. (See the Instructional Routine Handbook for additional details on all phonics routines.) Guided Practice/Practice Have children practice connecting the letter and sound through writing. Reinforce the sound/spelling relationships as you read the pages in Animal Alphabet. Display Teaching Chart and sing the “Alphabet Song.” Highlight the difference between a letter and a word.

Week 1 Day 1: S8 Day 2: S14 Day 3: S20 Day 4: S26 Day 5: S32



RW1.2 Spell independently by using pre-phonetic knowledge, sounds of the alphabet, and knowledge of letter names.

Spell Sounds Alphabet Letter names

10 minutes daily High-Frequency Words (HFW) Display the High-Frequency Word Cards in a pocket chart. Teach each word using the Read/Spell/Write routine. Read: Point to and say the word ___. This is the word _____. Say it with me: _______. Use the word in a sentence. Spell: The word ____ is spelled _ _ _. Spell it with me. _ _ _ Write: Let’s write the word in the air as we say each letter: _ _ _. Have children work in pairs to make up sentences using the words. Word Wall: Add this week’s high-frequency words. Group them by same spelling patterns. As children master the words, remove them from the board.

Week 1 Day 1: S11 Day 2: S17 Day 3: S23 Day 4: S29 Day 5: S35 can, I, we, like, go, to, see, the, have, a, play

Week 2 Day 1: S41 Day 2: S47 Day 3: S53 Day 4: S59 Day 5: S65 you, he, is, she, and, said, are, do, this

Week 3 Day 1: S71 Day 2: S77 Day 3: S83 Day 4: S89 Day 5: S95 what, for, here, little, was, my, look, has, where, with, me

Trimester 1 Decoding and Word Recognition Essential Standards


StartSmart


Vocabulary


(40 minutes daily)



Additional Notes

RC2.2 Recite short poems, rhymes, and songs.

Rhyme Poem song

Routine: Share the Rhyme Read the title and show the illustrations. Read aloud the rhyme with rhythm and expression, stressing the rhyming words. Explain that rhyming words are words that have the same ending sounds, such as game and name, which both end in –ame. Repeat the reading several times, asking children to join in. Have children generate other words that rhyme with the words in the rhyme.




Trimester 1 Narrative Analysis Essential Standards


StartSmart


Vocabulary


(40 minutes daily)



Additional Notes

RC2.2 Use pictures and context to make predictions about story content.

predictions

RC2.4 Retell familiar stories.

retell

RC2.5 Ask and answer questions about essential elements of a text.

Answer questions

RC3.1 Distinguish fantasy from realistic text

Fantasy reality

Reading C

omprehension

RC3.3 Identify characters, settings, and important events.

Character Setting events

Routine: Share the Read Aloud Explain the Genre and use this time to reinforce the concept of print that the author writes the words in the story. Introduce the story and use this time to reinforce the concept of prints (Title and illustrator) as you talk about the story illustration and title. •Strategy: •Skill: •Expand Vocabulary See page 115 of the Read-Aloud Anthology to teach new words. Use the Define/Example/Ask routine. Read the story: As you read the story stop when you come to the end of the beginning of the story and explain that the author has just told you what the main character is doing. Then, read the middle part of the story and stop when you come to the end of the middle and explain that you just read the middle of the story, where most of the story events happened. Finally, explain that you will read the end of the story, where they will find out how the story turns out. Respond: Ask the students to give their reactions to the story. •tell their favorite part •tell what they liked about the story

Week 1 Day 2: S16 “The Little Engine that Could” Day 4: S28 “The Three Little Pigs” Day 5: S34

Week 2 Day 2: S46 “Aunt Minne and the Twister” Day 4: S58 “The Tortoise and the Hare” Day 5: S64

Week 3

Trimester 1 Expository Analysis: Informational Text Essential Standards


StartSmart


Vocabulary


(40 minutes daily)



Additional Notes

RC2.1 Locate the title, table of contents, name of author, and name of illustrator.

Title Table of contents Author illustrator

RC2.2 Use pictures and context to make predictions about story content.

predictions

RC2.3 Connect to life experiences the information and events in texts.

RC2.4 Retell familiar stories.

retell

RC2.5 Ask and answer questions about essential elements of a text.

Answer Questions

Share the Read Aloud Explain the Genre Tell students that some stories are make-believe. They are about people and animals that are not real. Explain that other selections are true. They tell us information, or facts, about real people in real places. These stories are called nonfiction. (They tell about real people, places, or things. If the selection tells about a real person other than the author it is called a biography.) Introduce the selection •Strategy: •Skill •Expand Vocabulary Read the selection: Pause after reading a short section and model recalling details. Explain to students that recalling events will help them summarize the selection. Respond: Ask the students to tell you what they learned from the selection.

Week 1

Week 2

Week 3 Day 2: S76 “Tooth Tales from Around the World” Day 4: S88 “Alexander Graham Bell” Day 5: S94

Trimester 1 Narrative Experience Essential Standards


StartSmart


Vocabulary


(40 minutes daily)



Additional Notes

WS1.1 Use letters and phonetically spelled words to write about experiences, stories, people, objects, or events.

Letter Spell stories

WS1.2 Write consonant-vowel-consonant words (i.e., demonstrate the alphabetic principle).

Consonant vowel

WS1.3 Write by moving from left to right and from top to bottom.

Left to write Top to bottom

Writing Strategies

WS1.4 Write uppercase and lowercase letters of the alphabet independently, attending to the form and proper spacing of the letters.

Uppercase Lowercase Spacing letters

WC1.1 Recognize and use complete, coherent sentences when speaking.

Sentences

Written C

onventions

WC1.2 Spell independently by using pre-phonetic knowledge, sounds of the alphabet, and knowledge of letter names.

spell

Routine: Shared Writing •Brainstorm: •Ask each child to ____. •On chart paper make a list of children’s ideas. •Write: • Read the class list together. • On chart paper, write the sentence frame ____. Have students read it aloud as you point to each word. • Have each child complete the sentence with one of the ideas on the list. • Write children’s sentences on chart paper. Reread the sentences. Routine: Interactive Writing •Brainstorm: •Ask each child to ____. • On chart paper, make a list of student responses. Share the pen by having children write words and letters they know. •Write: • Read the class list together. • On chart paper, write the sentence frame ____. Have students read it aloud as you point to each word. • Have each child complete the sentence with one of the ideas on the list. • Write children’s sentences on chart paper. Share the pen. Reread the sentences Routine: Independent Writing •Brainstorm: •Ask each child to ____. • On chart paper, make a list of student responses. Share the pen by having children write words and letters they know. •Write: • Read the class list together. • On chart paper, write the sentence frame ____. Have students read it aloud as you point to each word. • On notepaper, have each child complete the sentence with one of the ideas on the class list. • Have each student read aloud their sentences to a partner. Select a few students to read their sentence to the whole group. Write them on chart paper.

Week 1 Shared WritingDay 1: S11Day 2: S17Interactive Writing Day 3: S23Day 4: S29Independent Writing Day 5: S35

Week 2 Shared Writing Day 1: S41 Day 2: S47 Interactive Writing Day 3: S53 Day 4: S59 Independent Writing Day 5: S65

Week 3 Shared Writing Day 1: S71 Day 2: S77 Interactive Writing Day 3: S83 Day 4: S89 Independent Writing Day 5: S95


Descriptions of Mastery Treasures Resources (Pages refer to TE pages only)

Unit 1

Standards

Skills Academic Vocabulary

Routines &

Procedures Week 1

Week 2

Week 3

Week 4

Week 5

Supplemental Resources &

Additional Notes

RW1.1 Match oral words to printed words.

Points to the first word of the text, demonstrates left-to-right progression, and moves to the bottom of the page, return sweep.

Words left to right top to bottom

RW1.2 Identify the title and author of a reading selection.

Knows the parts of a book and their functions (cover, title page, illustrations). Knows where to find the title and name of the author.

Cover title author words

Reading: W

ord Analysis

RW1.3 Identify letters, words, and sentences.

Knows how to determine word boundaries. Frames a letter, word, or sentence appropriately when asked.

Letters words sentences uppercase lowercase alphabet left to right top to bottom spacing

Reading:

Literary Analysis

RL3.2 Describe the roles of authors and illustrators and their contributions to print materials.

Tell that authors write the story. Tell that illustrators draw the pictures in the story.

Author illustrator

The teacher should be intentional about the way s/he talks about how books work and how print works. Never assume the students already know. It should be taught in connection with oral language, vocabulary, phonemic awareness, read-alouds, and learning letters. The following are suggested times to intentionally teach concepts of print. Teacher Model: (Whole Group) Oral Language using the Big Book read aloud. The day 1 pages are given for reference as they provide some suggestions on which concepts of print to model and practice. Guided Practice: (Whole Group) Student Book Independent Practice: Skill-Based Practice Reader Guided Reading: (Small Group) Leveled Readers This is where you focus on specific students to help them achieve benchmark proficiency as needed. Teacher should monitor reading activities in an on-going basis. Keep a checklist to record and document progress.

Day 1 7A

Day 1

34L

Day 1

63A

Day 1

78L

Day 1

106L To learn more about how to assess

students progress with concepts about print go to

www.coe.uga.edu/epltt/impaticas/concepts--print-script.pdf

Writing Strategies

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

Print letters with appropriate shape and form. Space letters together to form a word. Space words apart to write a sentence. Space sentences apart to write two or more sentences.

letters words sentences print uppercase lowercase alphabet left to right top to bottom spacing

Continue to use the Shared Writing routine established during Start Smart Lessons to target this standard. Use the Interactive Writing lessons as well.


For ideas on how to teach printing go to : www.spellangtree.org/TeachingTheChild

ToPrint.htm

Here letters are grouped by similarity of strokes and it provides useful tips to

prevent letter reversals.

For ideas on engaging ways to teach proper spacing between letters, words,

and sentences go to www.nancyfetzer.com



Unit 1

Standards


Routines &

Procedures

(15 minutes daily)

Week 1 Week 2 Week 3 Week 4 Week 5


& Additional

Notes Sound out the beginning, medial, or final sounds of orally stated single-syllable words appropriately as asked.

beginning Middle Ending sounds

Phoneme Isolation Use the Dog Puppet to model how to isolate a phoneme, by emphasizing a beginning, middle, or ending sound. You may use the sounds box as well as index cards and post-it notes for visual support.

Initial Day 2 7K Day 4 25H

Orally generate other words that contain the same beginning, medial, or final sounds of orally stated single-syllable words appropriately as asked.


Phoneme Isolation & Alliteration This skill does not directly support learning to decode. It will support the students learning of alliteration, sentences that have words that begin with the same sound.

Day 1 35B Day 4 53H

Teachers can use a tongue twister instead of the rhyme to more clearly emphasize the focus of alliteration and avoid confusion with rhyming words.

Identify pictures/words that contain the same beginning, medial, or final sounds of orally stated single-syllable words appropriately as asked.


Phoneme Categorization Teacher Model: Show a picture and have students listen for the beginning, middle, or ending sounds. Model how students can categorize the words by giving them 3 words with one word that does not have the same beginning, middle or ending sounds.

Middle Short a Day 2 35K

Initial l-blends Day 1 79B Day 4 79B

Final blends Day 1 107B Day 4 127G

See Instructional Routine Handbook for teacher tips page R7 For additional lessons see Phonemic Awareness TE pages 34-37, 54-59, 94-97.

RW1.4 Distinguish initial, medial, and final sounds in single-syllable words.

Listen to words with different vowel sounds and distinguish which words contain the targeted sound.

Contrast Vowel Sounds Model: Use the Inch Photo Card to model contrasting the sounds in words. Guided Practice: Tell children that not only can they hear different vowel sounds, you can feel them.

Middle short i Day 1 63B Day 4 73G

Reading: W

ord Analysis

RW1.6 Create and state a series of rhyming words, including consonant blends.

State which words rhyme in a set of three orally stated words. Orally generate other rhyming words that belong to a set of orally stated words.

Rhyme Consonant blends

Rhyme Model: Teachers model and explain how rhyming words end with the same rime (vowel and consonants that follow the beginning sound.) Guided Practice: Students have to identify words that rhyme by restating them (man/ran) and explain why. (They both end with the same rime)

Day 1 7B

For additional lessons see Phonemic Awareness TE pages 7-21. See Instructional Routine Handbook for teacher tips page R6

Trimester 1

Phonemic Awareness Essential Standards Descriptions of Mastery Treasures Resources

(Pages refer to TE pages only)

Unit 1

Standards


Routines &

Procedures

(15 minutes daily)



& Additional

Notes Phoneme Deletion The student responses are not written. Example: For the word tend the students are asked to delete the final sound and so the new word is ten.

initial Day 3 83D

final Day 3 111D

For additional lessons see Phonemic Awareness TE pages 156-159, 162-165. See Instructional Routine Handbook for teacher tips page R14

RW1.7 Add, delete, or change target sounds to change words [e.g., change cow to how; pan to an].

Orally add (pan to plan), delete (pan to an), change target sound (pan to pin) to change orally stated words.

Initial Middle Final Sound Consonant Long-vowel Short-vowel

Phoneme Substitution Teacher Models how to orally substitute phonemes. Guided Practice: The teacher says the word and emphasizes the target phoneme with the students to help them substitute phonemes.

initial Day 3 65D

See Instructional Routine Handbook for teacher tips page R13

RW1.8 Blend two to four phonemes into recognizable words [e.g., /c/ a/ t/ = cat; /f/ l/ a/ t/ = flat].

Blend sound

Phoneme Blending Model: Show children how to blend words phoneme by phoneme. Guided practice: Have children practice with words that begin with continuous sounds first. Then have them practice with words that begin with stop sounds. Remember not to vocalize “uh.” For example, /b/ not /buh/.

short a Day 3 11D Day 5 33C

short a Day 3 39D Day 5 61C

short i Day 2 63K Day 5 77E

l-blends Day 5 105C

final blends Day 5 131C


Reading: W

ord Analysis

RW1.9 Segment single-syllable words into their components [e.g., cat= /c/ a/ t/; splat =/s/ p/ l/ a/ t/ ; rich =/r/i/ch/ ; ].

Segment sound

Phoneme Segmentation Model: Teachers model how to segment a word into phonemes with the sound box. For each phoneme s/he places a yellow circle in the sound box. Guided Practice: Students practice with a partner sounding out each phoneme and placing a yellow circle in the sound box.

short a Day 5 33C

short a Day 5 61C

short i Day 5 77E

l-blends Day 2 79K Day 5 105C

final blends Day 2 107K Day 5 131C

For additional lessons see Phonemic Awareness TE pages 106-115.

Trimester 1 Decoding, Word Recognition, and Spelling Essential Standards (Phonics & Sight Words)

Descriptions of Mastery Treasures Resources

Unit 1

Standards Skills Academic

Vocabulary

Treasures Routines & Procedures

(45 minutes daily) Week 1 Week 2 Week 3 Week 4 Week 5


Additional Notes

Reading: W

ord Analysis and V

ocabulary Developm

ent

RW1.11 Read common, irregular sight words [e.g., the, have, said, come, give, of].

Read common irregular sight words within seconds of seeing the word (automaticity).

High-frequency words Sight words

High Frequency Words Display the High-Frequency Word Cards in a pocket chart. Teach each word using the Read/Spell/Write routine. Read: Point to and say the word ___. This is the word _____. Say it with me: _______. Use the word in a sentence. Spell: The word ____ is spelled _ _ _. Spell it with me. _ _ _ Write: Let’s write the word in the air as we say each letter: _ _ _. Have children work in pairs to make up sentences using the words. Word Wall: Add this week’s high-frequency words. Group them by same spelling patterns (i.e. should, could, would). Cumulative Review: Review HFW’s using the Read/Spell/Write Routine. Follow-Up with a Get Ready Story found on day 2 to reinforce and practice HFW’s. Weekly Routine: Day 1 Review previous HFW’s with Decodable Reader Day 2 Introduce new HFW’s using Read/Spell/Write routine and practice with a Get Ready Story. Day 3 Review this week’s HFW’s with Decodable Reader Day 4 Practice spelling this week’s HFW. Day 5 Review and Assess

jump not up Day 1 7F Day 2 7N 8-11 Day 3 11H Day 4 25K Day 5 33F

too it over Day 1 35F Day 2 35N 36-39 Day 3 39H Day 4 53K Day 5 61F

be ride run Day 1 63F Day 2 63N 64-65 Day 3 65H Day 4 73J Day 5 77H

come down good pull Day 1 79F Day 2 79N 80-83 Day 3 83H Day 4 99J Day 5 105F

help now use very Day 1 107F Day 2 107N 108-109 Day 3 111H Day 4 127J Day 5 131F

For Teacher Reference Only High-Frequency Words are those words which appear more frequently in texts. Some are irregular sight words that cannot be learned by decoding. Others are decodable words. This routine does include both irregular sight words and decodable words but it focuses heavily on irregular sight words. The purpose of these lessons is to teach students how to read the words not write the words. Also Addresses Standard WC 1.8



Unit 1


Vocabulary




Additional Notes

RW1.15 Read common word families [e.g., -ite, -ate].

Blend and build words with short and long vowel ends.

Word families Phonics Introduce Sound Build Fluency Build words Build Fluency: Word Automaticity Build Fluency: Connected Text Display sound/spelling card. Teach the sound. (See the Instructional Routine Handbook for additional details on all phonics routines.) Guided Practice/Practice Have children practice connecting the letter and sound through writing. Weekly Routine: Day 1: Introduce the sound and read the first Decodable Reader for this week. Day 2: Practice the sound and reread the first Decodable Reader for this week. Day 3: Review the sound and read the second Decodable Reader for this week. Day 4: Blend words with the sound and reread the second Decodable Reader for this week. Day 5: Review & Assess the sound

-an, -at Day 1 7C Day 2 7K-7L Day 3 11E-11F Day 4 25H-25I Day 5 33C-33D

-ack, -ad, -ap Day 1 35C-35D Day 2 35K-35L Day 3 39E-39F Day 4 53H-53I Day 5 61C-61D

-in, -it, -ss Day 1 63C-63D Day 2 63K-63L Day 3 65E-65F Day 4 73G-73H Day 5 77E-77F

-ip Day 1 79C-79D Day 2 79K-79L Day 3 83E-83F Day 4 99G-99H Day 5 105C-105D

-and, -ast -ank, -ing Day 1 107C-107D Day 2 107K-107L Day 3 111E-111F Day 4 127G-127H Day 5 131C-131D

Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (2nd Edition) by Donald R. Bear, Marcia Invernizzi, Shane Templeton

RW1.16 Read aloud with fluency in a manner that sounds like natural speech.

Fluency Expression Tone Intonation Exclamation phrasing

Model Fluency Day 4 Teacher Model: Teacher rereads a story and has students focus on a specific aspect of how to read with fluency. Guided Practice: Students echo the teacher’s manner of reading with specific parts of the story. Day 5 Review and Assess Teacher Model: Same as above with a different story. Guided Practice: Students do partner readings practicing the focus of this week’s fluency focus. Repeated Reading: Students practice reading with fluency using all previously taught aspects (intonation, expression, phrasing). At this time, teacher may assess some students using the Fluency Assessment in the Diagnostic Assessment.

intonation expression exclamation Day 4 25G Day 5 33B

phrasing Day 4 53G Day 5 61B

intonation Day 4 73F Day 5 77D

intonation exclamation Day 4 99F Day 5 105B

phrasing Day 4 127E Day 5 131B

Refer to Phonics routine and use the Build Fluency component for building word fluency.



Unit 1


Vocabulary




Additional Notes

Reading: W

ord Analysis &

V

ocabulary Developm

ent

RW1.9 Segment single-syllable words into their components [e.g., /c/ a/ t/ = cat; /s/ p/ l/ a/ t/ = splat; /r/ i/ ch/ = rich].

Segment words into their individual phoneme sounds

sounds

Written and O

ral C

onventions

WC1.8 Spell three-and four-letter short-vowel words and grade-level-appropriate sight words correctly.

Write each individual phoneme sound to correctly spell three-and-four letter short-vowel words and long vowel words that end in _e. Memorize the pattern of grade-level appropriate sight words to spell them correctly.

Short-vowel Long-vowel High frequency words Sight words

Phonics/Spelling Day 1: Dictation Routine: Pronounce one word at a time. Have children clearly state the word. Repeat the word for children and use it in a sentence. Ask children to orally segment the word to think about the individual sounds in the word. Have them write the word. Prompt children to use the Sound-Spelling Card spellings as they write. In addition, have Sound Boxes available for children who need hands-on support in segmenting the word and attaching one spelling to each sound. After dictation is completed, ask children to proofread their spelling words and correct any errors. Pretest Routine: Pronounce each spelling word. Read the sentence and pronounce the word again. Ask children to say each word softly, stretching the sounds and referring to the sound/spelling cards, before writing it. After the pretest, write each word on the board as you say the letter names. Have children check their words. Day 2 Teacher-Modeled Word Sort Routine Day 3 Student Word Sort Routine Day4 Test Practice Day 5 Review and Assess

_an, _at Day 1 7E Day 2 7M Day 3 11G Day 4 25J Day 5 33E

_ack _ad _ap Day 1 35E Day 2 35M, Day 3 39G Day 4 53J Day 5 61E

_in _it _iss Day 1 63E Day 2 63M Day 3 65G Day 4 73I Day 5 77G

l blends Day 1 79E Day 2 79M Day 3 83G Day 4 99I Day 5 105E

_nd _st _nk Day 1 107E Day 2 107M Day 3 11G Day 4 127I Day 5 131E

Additional Standards Addressed: RW1.10, RW1.11, RW1.15, .

Trimester 1 Vocabulary and Concept Development Essential Standards

Descriptions of Mastery Unit 1


Vocabulary

Routines &

Procedures

Treasures Resources (Pages refer to TE pages only)


Additional Notes

Week 1 Day 1 6L Make a list of what they like to do.

Week 2 Day 1 34L Make a list of movements or ways children move their bodies. Week 3 Day 1 62L Make a list of how students have changed since they were little. (descriptive words) Week 4 Day 1 78L Make a list of different pets.

Reading: W

ord Analysis and Vocabulary D

evelopment

RW1.17 Classify grade-appropriate categories of words (e.g., concrete collections of animals, foods, toys).

Sort grade-appropriate words with or without pictures into categories.

Language List category

There is no specific routine to teach this standard. The lessons are embedded in the Build Background: Access Prior Knowledge section. Some of these lessons help students create categories of words. Others help students to create lists of things they do. Both, however, help students develop their vocabulary by categorizing and so both types of lists are included. A weekly routine on Day 1 is to ask students to make a list. (Teacher writes the words and draws a picture or attaches a picture to each word on the class list.) Continue to build the list as the week progresses and students think of more words. The critical step is to revisit the collection of pictures/words and have students place them in the appropriate categories.

Week 5 Day 1 106L Make a list of ways they play together.

Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (2nd Edition) by Donald R. Bear, Marcia Invernizzi, Shane Templeton



Unit 1

Standards


Routines &

Procedures

(15-20 minutes daily)



& Additional

Notes

Listening & Speaking

LS1.5 Use descriptive words when speaking about people, places, things, and events.

Learn and use unfamiliar words. Increase knowledge of word meanings and uses new vocabulary in speaking and writing.

descriptions Oral Language: Build Robust Vocabulary Weekly Routine: Day 1 Display all the red Visual Vocabulary Resources (VVR) pictures not just the two or three mentioned on day 1. Give a quick description of each word as you point to each picture. Explain that the class will be using these words to describe the people, places, things, and events in the stories you read this week. As you introduce the Theme you will be modeling how students will be using the words. Day 2 Build Background Vocabulary Routine: Define/Example/Ask Guided Practice with Oral Vocabulary Cards story. Day 3 Review Words Apply to Main Selection story Day 4 Review Words Apply to Read Aloud Day 5 Review and Assess *The Day 1 activities are recommendations. **The routine on the back of the VVR pictures can be used in day 1 or 2 to give students additional practice using the words before they apply them to the reading. ***The Vocabulary Routine could also be moved to Day 1 to give a more in depth description of each word.

cheerful genuine interest prefer unique Day1 6L Day 2 7I Day 3 11C Day 4 25F-25G Day 5 33A

energy exhausted express movement express movement stretch Day1 34L Day 2 35I Day 3 39I Day 4 53F-53G Day 5 61A

adult change imitate learn practice Day1 62L Day 2 63I Day 3 65I Day 4 73F-73G Day 5 77C

adorable dear needs sensible train Day1 78L Day 2 79I Day 3 83I Day 4 99E-99F Day 5 105A

admire challenging charity focus offer Day1 106L Day 2 107I Day 3 111I Day 4 127E-127F Day 5 131A

Trimester 1 Comprehension & Narrative Analysis Essential Standards



Vocabulary

Routines &

Procedures



& Additional Notes

Reading C

omprehension

RC2.1 Identify text that uses sequence or other logical order. Understand that story structure is how the author organizes a story. In narrative stories, they look for a specific sequence of events an author uses to organize a story.

•In the beginning, the author tells us about the characters and the setting, where a story happens. •In the middle, the author tells us the problems the characters face. •In the ending, the author tells us how the characters solve their problem. Setting

Event Plot Problem solution

Literary Analysis

RL3.1 Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story's beginning, middle, and ending.

Understand that people and animals in a story are called characters. Understand that setting refers to the place, where a story happens, and the time in which it happens, when. Tells who the characters are, where and when the story happens. Understands that plot is what happens in the beginning, middle, and end of a story. (Other skills addressed in other weeks)

Character Setting

Weekly Routine: Units 1-3 Day 1 Share the Big Book Explain the Strategy: Use a chant to teach what the strategy is, how to use it, and why it is important. Explain the skill: Use a chant to teach what the skill is, how to use it, and why it is important. Day 2 Review the Strategy: Have students practice reciting the Strategy chant. Teach them how to apply Strategy with a Thinking Map. Review the Skill: Have students practice reciting the Skill chant. Complete a Retelling Chart. Teach them how to apply skill with a Thinking Map. Day 3 Apply the Strategy & Skill: Main Selection Teacher Think Aloud & Student Think Aloud Use sentence frames to model your think aloud and to show students how to state their think alouds using the academic vocabulary. Day 5 Review and Assess: Main Selection Transfer the Strategy: Model explaining how the strategy helps readers to understand the story. Use a sentence frame to help students express how the strategy helps readers understand the story Reading Across Texts (using the skill).

Strategy: Analyze Story Structure Day 1 7A Day 2 7J Day 3 11I-25 Day 5 33G Skill: Character & Setting

Strategy: Analyze Story Structure Day 1 35A Day 2 35J Day 3 39I-53 Day 5 61G Skill: Sequence of Events

Strategy: Analyze Story Structure Day 1 79A Day 2 79J Day 3 83I-97 Day 5 105G Skill: Plot: Beginning Middle End

See the videos and resources at the following websites for help in this routine. www.nancyfetzer.com LACOE Refer to LS 2.1 in Vocabulary Development Topic




Vocabulary

Routines &

Procedures



& Additional Notes

RC2.2 Respond to who, what, when, where, and how questions.

Reading C

omprehension

RC2.7 Retell the central ideas of simple expository or narrative passages.


Application

LA2.2 Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions.

Understand that the central ideas are the most important parts of a story. Identify the most important parts of a story: •In the beginning: who the story is about and where and when the story takes place •In the middle: what happens and why •In the ending: what happens and how Restate the central ideas of a story in sequence using their own words.

Sequence Character Setting Event Plot Problem solution who what when where how

Retell the Story Model Retelling Use the prompts provided on Retell cards 1 and 2 to model retelling the story. Guided Retelling Use the leveled language acquisition prompts provided to guide children’s retelling. Discuss the Retelling Reread the retelling based on children’s ideas.

Day 3 25

Day 3 53

Day 3 99

Day 3 127

Literary A

nalysis

LA2.1 Recite poems, rhymes, songs, and stories. This standard is not assessed.

Understand rhyme. As they recite the poem: Listen for rhyming words.

Poem Rhyme Read Poetry

Literary Element Explain/Model: Guided Practice: Apply literary element to poem Apply this week’s Skill Focus

Rhyme Day 4 128-129

Trimester 1 Expository Text Essential Standards



Vocabulary

Routines &

Procedures



& Additional Notes

Reading

Com

prehension

RC2.1 Identify text that uses sequence or other logical order.

Understand that an author organizes selections using specific structures: •sequential: tell about events in the order in which they happen •compare/contrast: tell about how things are alike or different Explain how the author organizes the information.

text structure sequential event compare contrast topic explain

Literary Analysis


Tell that authors write to entertain, to inform, and to persuade.

author

Weekly Routine: Units 1-3 Day 1 Share the Big Book Explain the Strategy: Use a chant to teach what the strategy is, how to use it, and why it is important. Explain the skill: Use a chant to teach what the skill is, how to use it, and why it is important. Day 2 Review the Strategy: Have students practice reciting the Strategy chant. Teach them how to apply Strategy with a Thinking Map. Review the Skill: Have students practice reciting the Skill chant. Complete a Retelling Chart. Teach them how to apply skill with a Thinking Map. Day 3 Apply the Strategy & Skill: Main Selection Teacher Think Aloud & Student Think Aloud Use sentence frames to model your think aloud and to show students how to state their think alouds using the academic vocabulary. Day 5 Review and Assess: Main Selection Transfer the Strategy: Model explaining how the strategy helps readers to understand the story. Use a sentence frame to help students express how the strategy helps readers understand the story. Reading Across Texts (using the skill).

Strategy: Analyze Text Structure Day 1 63A Day 2 63J Day 3 65I-72 Day 5 77I Skill: Sequence of Events

Strategy: Analyze Text Structure Day 1 107A Day 2 107J Day 3 111I-126 Day 5 131G Skill: Author’s Purpose

See the videos and resources at the following websites for help enhancing this routine. www.nancyfetzer.com LACOE




Vocabulary

Routines &

Procedures



& Additional Notes

Reading C

omprehension

RC2.4 Use context to resolve ambiguities about word and sentence meanings

Use text features to figure out word and sentence meanings. • bold print • captions • charts • diagrams • directions • floor plans • labels • lists • photographs • signs and symbols

bold print captions charts diagrams directions floor plans labels lists photographs signs and symbols explain

Photographs Day 4 26-31

Labels Photographs Day 4 54-59

Lists Day 4 102-103




Vocabulary

Routines &

Procedures



& Additional Notes

Writing A

pplication

WA2.1 Write brief narratives (e.g., fictional, autobiographical) describing an experience.

• Stay on topic. • Write complete, varied sentences. • Recount two or more appropriately sequenced events. • Include some details regarding what happened. • Use temporal words to signal event order. • Provide some sense of closure.

narrative topic sentence events sequence details closing

Writing

Convention

WC1.1 Write and speak in complete, coherent sentences.

Write and speak with attention to complete thoughts, word order, and word choice to connect one sentence to the next. Use pronouns, synonyms to connect sentences and to avoid repetitive word choice. (i.e. Mom/she/her or My family/we)

complete sentence word order

LS1.4 Stay on the topic when speaking.

topic Listening & Speaking

LS 2.3 Relate an important life event or personal experience in a simple sequence.

sequence

Personal Narrative Sentence

Day 1: Shared Writing Day 2: Interactive Writing Day 3: Independent Writing: Pre-write/Draft Day 4: Independent Writing: Revise/Edit Day 5: Independent Writing: Publish & Present

Week 1 Day 1 7H Day 2 11B Day 3 25E Day 4 31B Day 5 33I

Week 2 Day 1 35H Day 2 39B Day 3 53E Day 4 59B Day 5 61I

Week 3 Week 4 Week 5 Day 1 107H Day 2 111B Day 3 127E Day 4 129B Day 5 131I

Trimester 1 Expository Writing: Descriptive Sentences Essential Standards



Vocabulary

Routines &

Procedures



& Additional Notes

Writing

Application

WA2.2 Write brief expository descriptions of a real object, person, place, or event, using sensory details.

• Stay on topic. • Write complete, varied sentences. • Describe a real object, person, place, or event using sensory details.

expository topic sentence sensory details

Written C

onventions




Listening &

Speaking


topic

Descriptive Sentences Day 1: Shared Writing Day 2: Interactive Writing Day 3: Independent Writing: Pre-write/Draft Day 4: Independent Writing: Revise/Edit Day 5: Independent Writing: Publish & Present

Week 1

Week 2

Week 3

Day 1 63H Day 2 65B Day 3 73C Day 4 77B Day 5 77K

Week 4

Day 1 79H Day 2 83B Day 3 99D Day 4 103B Day 5 105H

Week 5

Trimester 1 Narrative Experience/Descriptive Sentences Essential Standards



Vocabulary

Routines &

Procedures



& Additional Notes




WC1.4 Distinguish between declarative, exclamatory, and interrogative sentences.

Declarative Exclamatory Interrogative Sentence

WC1.5 Use a period, exclamation point, or question mark at the end of sentences.

Use a period at the end of a declarative sentence. Use an exclamation point at the end of an exclamatory sentence. Use a question mark at the end of an interrogative sentence.

Declarative Exclamatory Interrogative Sentence Period Exclamation point Question mark

WC1.6 Use knowledge of the basic rules of punctuation and capitalization when writing.

Begin each sentence with a capital letter, end each sentence with an appropriate punctuation mark and capitalize names of people and the pronoun I.

Sentence Period Exclamation mark Question mark Capital Letter Punctuation pronoun

Written C

onventions

WC1.7 Capitalize the first word of a sentence, names of people and the pronoun I.

Sentence Capital letter pronoun

Grammar

Day 1 Explain Model Guided Practice/Practice Teach using a chant Day 2 Review Chorally reread Get Ready Story to identify target skill. Practice with examples on Board Students apply skill in their writer’s notebook. Practice Chant Day 3 Review Practice Chant Reread Main Selection to identify targeted skill. Practice with examples on board. Day 4 Review Practice Chant Day 5 Assess Daily Oral Language Type of Assessment

Week 1 Grammar Sentences Day 1 7G Day 2 11A Day 3 25B 25C: Day 4 31B Day 5 33H Mechanics sentence capitalization

Week 2 Grammar Word Order Day 1 35G Day 2 39A Day 3 53B Day 4 59B Day 5 61I Mechanics sentence capitalization

Week 3 Grammar statements Day 1 63G Day 2 65A Day 3 73A Day 4 75A Day 5 77J Mechanics capital letters & question marks

Week 4 Grammar Questions & Exclamations Day 1 79G Day 2 83A Day 3 99B Day 4 103B Day 5 105I Mechanics questions & exclamation marks

Week 5 Grammar Writing Sentences Day 1 107G Day 2 111B Day 3 127B Day 4 129B Day 5 131H Mechanics capitalization & punctuation



Unit 2

Standards


Routines &

Procedures Week 1

Week 2

Week 3

Week 4

Week 5




words left to right top to bottom



cover title author words

Reading: W

ord Analysis



letters words sentences uppercase lowercase alphabet left to right top to bottom spacing

Literary A

nalysis



author illustrator


Day 1 7A

Day 1

37A

Day 1

66A

Day 1

83A

Day 1 113A

To learn more about how to assess students progress with concepts about print go to


Writing Strategies






For ideas on how to teach printing go to :

www.spellangtree.org/TeachingTheChildToPrint.htm

Here letters are grouped by similarity of strokes and it provides useful tips to prevent letter reversals.

For ideas on engaging ways to teach proper spacing

between letters, words, and sentences go to www.nancyfetzer.com



Unit 2

Standards


Routines &

Procedures

(15 minutes daily)



& Additional


Initial Middle final


middle Day 2 7K Day 4 27G

initial & middle Day 1 83B

Identify the same phoneme sounds in a set of words and state where they hear the same phoneme (beginning, middle, or end).

Phoneme Identity Teacher Models how to identify other words that have the same phoneme in a word and where the same phoneme is found (beginning, middle, or end). Guided Practice Teacher and students sound out each word and teacher helps them stretch the same phonemic sound in each word. Students identify the same phoneme each word has and where (beginning, middle, or end).

initial & middle short e Day 2 37K Day 4 57G





Phoneme Categorization Teacher Model: Show a picture and have students listen for the beginning, middle, or ending sounds. Model how students can categorize the words by giving them 3/4 words with one word that does not have the same beginning, middle or ending sounds.

initial blends Day 1 67B Day 4 77G

middle short u Day 2 83K Day 4 105H


Reading: W

ord Analysis




Identify & Generate Rhyme: Model: Teachers model and explain how rhyming words end in the same sounds. Guided Practice: Students have to identify words that rhyme by standing up if they rhyme. Students say other words that rhyme.

Day 1 37B




Unit 2

Standards


Routines &

Procedures

(15 minutes daily)



& Additional

Notes Phoneme Addition Teacher Models how to add phonemes to existing words and explains what new word she made. Guided Practice Teacher says a word and then adds phonemes to the existing sound but know students say the new word.

initial Day 4 135H






initial blends Day 3 69D




short o Day 1 7B Day 3 11D Day 5 35C

short e Day 3 41D Day 5 65C

initial blends Day 2 67K Day 5 81E

short u Day 3 87D Day 5 111C

sh, th Day 3 117D Day 5 141C


Reading: W

ord Analysis

RW1.9 Segment single-syllable words into their components [e.g., cat= /c/ a/ t/; splat =/s/ p/ l/ a/ t/ ; rich =/r/i/ch/ ; ].

Phoneme Segmentation Model: Teachers model how to segment a word into phonemes with the sound box. For each phoneme s/he places a yellow circle in the sound box. Guided Practice: Students practice with a parter sounding out each phoneme and placing a yellow circle in the sound box.

short o Day 5 35C

short e Day 5 65C

initial blends Day 5 81E

short u Day 5 111C

sh, th Day 1 113B Day 5 141C



(Phonics & Sight Words) Descriptions of Mastery Treasures Resources

Unit 2


Vocabulary




Additional Notes

Reading: W

ord Analysis and V

ocabulary Developm

ent




High Frequency Words Display the High-Frequency Word Cards in a pocket chart. Teach each word using the Read/Spell/Write routine. Read: Point to and say the word ___. This is the word _____. Say it with me: _______. Use the word in a sentence.(Teacher uses the word) Spell: The word ____ is spelled _ _ _. Spell it with me. _ _ _ Write: Let’s write the word in the air as we say each letter: _ _ _. Have children work in pairs to make up sentences using the words. Word Wall: Add this week’s high-frequency words. Group them by same spelling patterns (i.e. should, could, would). Cumulative Review: Review HFW’s using the Read/Spell/Write Routine. Follow-Up with a Get Ready Story found on day 2 to reinforce and practice HFW’s. Weekly Routine: Day 1 Review previous HFW’s with the first Decodable Reader for this week. Day 2 Introduce new HFW’s using Read/Spell/Write routine and practice with a Get Ready Story. Day 3 Review this week’s HFW’s with the second Decodable Reader for this week. Day 4 Practice spelling this week’s HFW. Day 5 Review and Assess

her our they two Day 1 7F Day 2 7N 8-11 Day 3 11H Day 4 27J Day 5 35F

eat no of some who Day 1 37F Day 2 37N 38-41 Day 3 41H Day 4 57J Day 5 65F

live many out place Day 1 67F Day 2 67N 68-69 Day 3 69H Day 4 77J Day 5 81H

again could make one then three Day 1 83F Day 2 83N 84-87 Day 3 87H Day 4 105K Day 5 111F

all put show together under want Day 1 113F Day 2 113N 114-117 Day 3 117H Day 4 135K Day 5 141F

For Teacher Reference Only High-Frequency Words are those words which appear more frequently in texts. Some are irregular sight words that cannot be learned by decoding. Others are decodable words. This routine does include both irregular sight words and decodable words but it focuses heavily on irregular sight words. The purpose of these lessons is to teach students how to read the words not spell/write the words. Students practice spelling and writing them to memorize them. Also Addresses Standard WC 1.8



Unit 2


Vocabulary




Additional Notes

Understand that consonant digraphs make one sound. ch, _tch, /ch/ wh/wh/ ph/f/ sh /sh/ th /th/ Use this knowledge to blend the sounds of digraphs into words.

sh, th diagraphs Day 1 113C-113D Day 2 113K-113L Day 3 117E-117F Day 4 135H-135I Day 5 141C-141D

Understands that vowel digraphs (diphthongs) make one phonemic sound. oi, oy /oi/ ow /ow/ Use this knowledge to blend the sounds of digraphs into words.

Reading: W

ord Analysis and V

ocabulary Developm

ent

RW1.12 Use knowledge of vowel digraphs and r- controlled letter-sound associations to read words.

Understand that r-controlled letter-sounds make a special vowel sound. ar /är/ or, oar, ore /ôr/ er, ir, ur /ûr/ Use this knowledge to blend r-controlled vowels into words.

r-controlled vowel digraphs consonant digraphs

Phonics Introduce Sound Build Fluency Build words Build Fluency: Word Automaticity Build Fluency: Connected Text Display sound/spelling card. Teach the sound. (See the Instructional Routine Handbook for additional details on all phonics routines.) Guided Practice/Practice Have children practice connecting the letter and sound through writing. Weekly Routine: Day 1: Introduce the sound and read the first Decodable Reader for this week. Day 2: Practice the sound and reread the first Decodable Reader for this week. Day 3: Review the sound and read the second Decodable Reader for this week. Day 4: Blend words with the sound and reread the second Decodable Reader for this week. Day 5: Review & Assess the sound



Unit 2


Vocabulary




Additional Notes

Understand that compound words are made up of two small words. Look for two small words within a compound word to read the word.

Compound words

Day 3 117F

RW1.13 Read compound words and contractions.

Understand that two words can be put together but that letters from one of the words will be missing. Know how to put two words together to form a contraction. Know how to take a contraction apart to form two words.

contractions

Refer to Phonics pages as noted on this pages and you will find the routine on the right-hand side with a green side bar.

Day 3 41F

Day 3 87F



Unit 2


Vocabulary




Additional Notes


Blend and build words with short and long vowel sounds.


-op, -og, -ot Day 1 7C-7D Day 2 7K-7L Day 3 11E-11F Day 4 27G-27H Day 5 35C-35D

-eg, -en, -et Day 1 37C-37D Day 2 37K-37L Day 3 41E-41F Day 4 57G-57H Day 5 65C-65D

r & s blends Day 1 67C-67D Day 2 67K-67L Day 3 69E-69F Day 4 77G-77H Day 5 81E-81F

-ug, -un, -ut Day 1 83C-83D Day 2 83K-83L Day 3 87E-87F Day 4 105H-106I Day 5 11C-111D


Understand that intonation is the expression used as they read exclamations.



phrasing Day 4 27F Day 5 35B

intonation Day 4 57F Day 5 65B


phrasing Day 4 105G Day 5 111B

expression Day 4 135G Day 5 141B




Unit 2


Vocabulary




Additional Notes

Reading: W

ord Analysis

&V

ocabulary



sounds

Written and O

ral C

onventions





_og, _op, _ot Day 1 7E Day 2 7M Day 3 11G Day 4 27I Day 5 35E

_eg, _en, _et Day 1 37E Day 2 37M Day 3 41G Day 4 57I Day 5 65E

gr_, sp_, tr Day 1 67E Day 2 67M Day 3 69G Day 4 77I Day 5 81G

_ug, _un, _ut Day 1 83E Day 2 83M Day 3 87G Day 4 105J Day 5 111E

_sh, _th Day 1 113E Day 2 113M Day 3 117G Day 4 135J Day 5 141E

Additional Standards Addressed: RW1.10, RW1.11, RW1.15,




Vocabulary

Routines &

Procedures (15-20 minutes daily)



& Additional Notes

Week 1 Day 1 6L Make a list of ways animal families are similar to our own families.

Week 1 Day 1 36L Make a list of ways they help their family.

Week 1 Day 1 66L Make a list of words that describe places/things in their neighborhood.

Reading: W


evelopment





Week 1 Day 1 112L Make a list of fun things to do with neighbors.



Unit 2

Standards


Routines &

Procedures




& Additional

Notes





protect provide guide separate wild Day1 6L Day 2 7I Day 3 11I Day 4 27E-27F Day 5 35A

appreciate cooperate partner responsibility scrumptious Day1 36L Day 2 37I Day 3 41I Day 4 57E-57F Day 5 65A

amazed frequently service useful variety Day1 66L Day 2 67I Day 3 69I Day 4 77E-77F Day 5 81C

collapse company construct entire material Day1 82L Day 2 83I Day 3 87I Day 4 105F-105G Day 5 111A

audience brilliant enjoy entertain perform Day1 112L Day 2 113I Day 3 117I Day 4 135F-135G Day 5 141A




Vocabulary

Routines &

Procedures



& Additional Notes


Understand that story structure is how the author organizes a story. In narrative stories, they look for a specific sequence of events an author uses to organize a story. •In the beginning, the author tells us about the characters and the setting, where a story happens. •In the middle, the author tells us the problems the characters face. •In the ending, the author tells us how the characters solve their problem.

Structure Sequence Character Setting Event Plot Problem solution

Reading C

omprehension



Sequence Character Setting Event Plot Problem solution

Literary Analysis

RL3.1 Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story’s beginning, middle, and ending.

Understand that the plot is what happens in a story. Usually, the plot is about a character trying to solve, fix, or change a problem. Understands that the middle of the story is where the author describes a problem and tell what the characters try to do to solve the problem. (This is where most of the story happens.)

Sequence Character Setting Event Plot Problem solution Compare Contrast explain


Strategy: Summarize Day 1 37A Day 2 35J Day 3 41I-55 Day 5 65G Skill: Retell

Strategy: Analyze Story Structure Day 1 67A Day 2 67J Day 3 69I-76 Day 5 81I Skill: Plot

Strategy: Visualize Day 1 83A Day 2 83J Day 3 87I-103 Day 5 111G Skill: Retell

See the videos and resources at the following websites for help in this routine. www.nancyfetzer.com LACOE




Vocabulary

Routines &

Procedures



& Additional Notes


Reading C

omprehension



Application





Day 3 27

Day 3 57

Day 3 105

Day 3 135

Literary A

nalysis


Understand rhythm and rhyme. As they recite the poem: Clap or tap the rhythm and look for repeated lines and rhyming words.



Repetition Day 4 128-129




Vocabulary

Routines &

Procedures



& Additional Notes



text structure sequential event compare contrast topic explain

Reading C

omprehension


State the most important parts of a selection. •Main Idea: the most important idea •Important Details: the most important facts that tell about the idea State them using the same organizational structure the author used.

retell main idea detail


Strategy: Summarize Day 1 7A Day 2 7J Day 3 11I-26 Day 5 35G Skill: Main Idea and Detail

Strategy: Summarize Day 1 67A Day 2 67J Day 3 69I-76 Day 5 81I Skill: Main Idea and Detail





Vocabulary

Routines &

Procedures



& Additional Notes

Reading C

omprehension






Photographs Lists Directions Day 4 136-137




Vocabulary

Routines &

Procedures



& Additional Notes

Writing A

pplication




Writing

Convention







sequence

Story Day 1: Shared Writing Day 2: Interactive Writing Day 3: Independent Writing: Pre-write/Draft Day 4: Independent Writing: Revise/Edit Day 5: Independent Writing: Publish & Present

Week 1

Week 2

Week 3 Week 4

Day 1 83H Day 2 87B Day 3 105D Day 4 109B Day 5 111I

Week 5 Day 1 113H Day 2 117B Day 3 135D Day 4 139C Day 5 141I

Trimester 1 Expository Description Essential Standards



Vocabulary

Routines &

Procedures



& Additional Notes

Writing

Application




Written C

onventions




Listening &

Speaking


topic

Report Day 1: Shared Writing Day 2: Interactive Writing Day 3: Independent Writing: Pre-write/Draft Day 4: Independent Writing: Revise/Edit Day 5: Independent Writing: Publish & Present

Week 1 Describe Animals Day 1 7H Day 2 11B Day 3 27C Day 4 33B Day 5 35I

Week 2

Week 3

Describe places

Day 1 67H Day 2 69B Day 3 77D Day 4 81B Day 5 81K

Week 4

Week 5




Vocabulary

Routines &

Procedures



& Additional Notes




WC1.2 Identify and correctly use singular and plural nouns.

Singular Plural noun




Written C

onventions



Grammar


Week 1 Grammar Proper Nouns Day 1 7G Day 2 11A Day 3 27B Day 4 33B Day 5 35H Mechanics Capitalizing Proper Nouns

Week 2 Grammar Plural Nouns Day 1 37G Day 2 41A Day 3 57B Day 4 63B Day 5 65H Mechanics Capitalizing Proper Nouns

Week 3 Grammar Proper Nouns Day 1 67G Day 2 69A Day 3 77A Day 4 81A Day 5 81J Mechanics Capitalizing Proper Nouns

Week 4 Grammar Proper Nouns Day 1 83G Day 2 87A Day 3 105B Day 4 109B Day 5 111H Mechanics Capitalizing Proper Nouns

Week 5 Grammar Days, Months, Holidays Day 1 113G Day 2 117A Day 3 135B Day 4 139B Day 5 141H Mechanics Capitalizing Proper Nouns

Trimester 2

Concepts About Print Essential Standards Descriptions of Mastery Treasures Resources

(Pages refer to TE pages only) Unit

3 Standards


Routines &

Procedures Week 1

Week 2

Week 3

Week 4

Week 5


Additional Notes



words left to right top to bottom



cover title author words

Reading: W

ord Analysis



letters words sentences uppercase lowercase alphabet left to right top to bottom spacing

Literary Analysis



author illustrator


Day 1 7A

Day 1

37A

Day 1

67A

Day 1

83A

Day 1 117A

To learn more about how to assess students progress with concepts about print go to


Writing Strategies






For ideas on how to teach printing go to :

www.spellangtree.org/TeachingTheChildToPrint.htm

Here letters are grouped by similarity of strokes and it provides useful tips to prevent letter reversals.

For ideas on engaging ways to teach proper spacing

between letters, words, and sentences go to www.nancyfetzer.com

Trimester 2



Unit 3

Standards


Routines &

Procedures

(15 minutes daily)



& Additional


Initial Middle Final sound


middle Day 2 83K

middle Day 4 107G

Orally generate other words that contain the same beginning, medial, or final sounds of orally stated single-syllable words appropriately as asked.


Recognize/Generate Alliteration Teacher Models how to recognize and generate alliteration by telling students to listen for words that begin with the same sound. Then, she thinks of other words that can replace a word in the sentence but have the same beginning sound. Guided Practice: Students identify the same beginning sound in each word. Then they of other words that can replace the name of the person in the sentence but have the same beginning sound in the name. Extension: Students come up with other words that begin with the same sound as orally stated words.

Day 1 37B





middle Day 1 7B Day 4 29H


Reading: W

ord Analysis




Identify & Generate Rhyme Model: Teachers model and explain how rhyming words end in the same sound. Guided Practice: Students have to identify words that rhyme by standing up if they rhyme. Students say other words that rhyme.

Day 1 67B




Unit 3

Standards


Routines &

Procedures

(15 minutes daily)



& Additional

Notes Phoneme Deletion (See Instructional Routine Handbook for teacher tips page R 14)

initial Day 2 37K Day 4 59H

initial Day 3 121D


Phoneme Addition Teacher Models how to add phonemes to existing words and explains what new word she made. Guided Practice Teacher says a word and then adds phonemes to the existing sound but know students say the new word.

initial Day 2 7K






initial Day 3 11D



Phoneme Blending: Model: Show children how to blend words phoneme by phoneme. Begin with words containing only two phonemes, or sounds. Progress to words containing three sounds. Guided practice: Have children practice with words that begin with continuous sounds first. Then have them practice with words that begin with stop sounds.

long a Day 5 35C

long i Day 5 65C

long i Day 3 69D Day 5 81C

long o,u,e Day 5 115C

3-letter blends Day 5 117K Day 5 147C


Reading: W

ord Analysis

RW1.9 Segment single-syllable words into their components [e.g., cat= /c/ a/ t/; splat =/s/ p/ l/ a/ t/ ; rich =/r/i/ch/ ].


long a Day 5 35C

long i Day 3 41D Day 5 65C

long i Day 2 67K Day 4 77G Day 5 81C

long o, u, e Day 1 83B Day 3 87D Day 5 115C

3-letter blends Day 1 117B Day 4 141G Day 5 147C




Unit 3


Vocabulary




Additional Notes

Reading: W

ord Analysis and V

ocabulary Developm

ent




High Frequency Words Display the High-Frequency Word Cards in a pocket chart. Teach each word using the Read/Spell/Write routine. Read: Point to and say the word ___. This is the word _____. Say it with me: _______. Use the word in a sentence.(Teacher uses the word) Spell: The word ____ is spelled _ _ _. Spell it with me. _ _ _ Write: Let’s write the word in the air as we say each letter: _ _ _. Have children work in pairs to make up sentences using the words. Word Wall: Add this week’s high-frequency words. Group them by same spelling patterns (i.e. should, could, would). Cumulative Review: Review HFW’s using the Read/Spell/Write Routine. Follow-Up with a Get Ready Story found on day 2 to reinforce and practice HFW’s. Weekly Routine: Day 1 Review previous HFW’s with the first Decodable Reader for this week. Day 2 Introduce new HFW’s using Read/Spell/Write routine and practice with a Get Ready Story. Day 3 Review this week’s HFW’s with the second Decodable Reader for this week. Day 4 Practice spelling this week’s HFW. Day 5 Review and Assess

away school today way why Day 1 7F Day 2 7N 8-11 Day 3 11H Day 4 27K Day 5 35F

call funny how more so there Day 1 37F Day 2 37N 38-41 Day 3 41H Day 4 59K Day 5 65F

every from into people soon your Day 1 67F Day 2 67N 68-69 Day 3 69H Day 4 77J Day 5 81H

after done find new old work Day 1 83F Day 2 83N 84-87 Day 3 87H Day 4 107K Day 5 115F

any boy by goes friends girl water Day 1 117F Day 2 117N 118-121 Day 3 121H Day 4 141J Day 5 147F

For Teacher Reference Only High-Frequency Words are those words which appear more frequently in texts. Some are irregular sight words that cannot be learned by decoding. Others are decodable words. This routine does include both irregular sight words and decodable words but it focuses heavily on irregular sight words. The purpose of these lessons is to teach students how to read the words not spell/write the words. Students practice spelling and writing them to help them memorize the sight words. Also Addresses Standard WC 1.8

Trimester 2

Decoding, Word Recognition, and Spelling Essential Standards (Phonics & Sight Words)


Unit 3


Vocabulary




Additional Notes


Understand that contractions are two words put together to make a shorter word but that letters from one of the words will be missing. Put two words together to make a contraction by removing one or more letters and adding an apostrophe to take the place of the missing letter(s). Know how to take a contraction apart to form two words.

contractions Day 1 117G Day 2 121A Day 3 1141B Day 4 145B Day 5 147H

RW1.14 Read inflectional forms [e.g., -s, -ed, -ing] and root words [e.g., look, looked, looking].

Produce the sounds of inflectional endings. _s /s/ _ing /iŋ/ _ed Students need to know the three pronunciations for _ed and especially when and when not to pronounce /Id/ at the end of a word. Understand that root words and inflectional endings make up multisyllabic words. Look for root words and inflectional endings to read multisyllabic words.

Root words Word parts ending

Grammar Lessons Weekly Routine: Day 1: Introduction: Teach with a chant Explain/Model Guided Practice/Practice Day 2: Whole Group Practice Review Chant Review Practice Day 3: Partner Group Practice Review Chant Practice Mechanics: Day 4: Call on groups of students to recite chant Day 5: Review and Assess Italicized words are added recommendations.

Day 1 67G Day 2 69A Day 3 77A Day 4 81A Day 5 81J

For Teacher Reference Only _ed is pronounced . . . /t/ if: Last sound is softened when you add _ed. /p/ hope hoped /f/ laugh laughed /s/ fax faxed /S/ wash washed /tS/ watch watched /k/ like liked /Id/ if: Last sound ends is /d/ or /t/. Pet petted Fade faded /d/ for all other ending sounds except if it ends in a strong /d/.



Unit 3


Vocabulary




Additional Notes


*Understand that consonant digraphs make one sound. ch, _tch, /ch/ wh/wh/ ph/f/ sh /sh/th /th/ Use this knowledge to blend the sounds of digraphs into words.



Word families


a_e Day 1 7C-7D Day 2 7K-7L Day 3 11E-11F Day 4 29H-29I Day 5 35D-35E

i_e Day 1 37C-37D Day 2 37K-37L Day 3 41E-41F Day 4 59H-59I Day 5 65C

*ch, tch, wh, ph Day 1 67C-67D Day 2 67K-67L Day 3 69E-69F Day 4 77G-77H Day 5 81E

o_e, u_e, e_e Day 1 83C-83D Day 2 83K-83L Day 3 87E-87F Day 4 107G-106IH Day 5 115C-115D

three-letter blends Day 1 117C117D Day 2 117K-117L Day 3 121E-121F Day 4 141G-141H Day 5 147C-147D




intonation Day 4 29G Day 5 35B

expression Day 4 59G Day 5 65B





Trimester 2



Unit 3


Vocabulary




Additional Notes

Reading: W

ord Analysis

& V

ocabulary D

evelopment



sounds

Written and O

ral C

onventions





-ake -ame -ate Day 1 7E Day 2 7M Day 3 11G Day 4 29J Day 5 35E

-ide -ike -ine Day 1 37E Day 2 37M, Day 3 41G Day 4 59J Day 5 65E

ch, tch, wh, ph Day 1 67E Day 2 67M Day 3 69G Day 4 77I Day 5 81G

-oke -ose -ote -ute -ube Day 1 83E Day 2 83M Day 3 87G Day 4 107I Day 5 115E

scr- spl- str- Day 1 117E Day 2 117M Day 3 121G Day 4 141I Day 5 147E


Trimester 2 Vocabulary Development Essential Standards



Vocabulary

Routines &

Procedures



& Additional Notes

Week 1 Day 1 6L Make a list of what they find funny.

Week 1 Day 1 36L Make a list of things they do with their families.

Week 1 Day 1 66L Make a list of things they do to have fun.

Reading: W


evelopment





Week 1 Day 1 116L Make a list of ways they are the same and different from other children around the world.

Trimester 2 December 5, 2011 – March 16, 2012 (61 Days=13 Weeks) Vocabulary and Concept Development Essential Standards


Unit 3

Standards


Routines &

Procedures




& Additional

Notes





amuse delighted humorous mood ridiculous Day1 6L Day 2 7I Day 3 11I Day 4 29G Day 5 35A

connections possessions relief support typical Day1 36L Day 2 37I Day 3 41I Day 4 59G Day 5 65A

astonishing continue complicated original talented Day1 66L Day 2 67I Day 3 69I Day 4 77F Day 5 81C

create hobby inspire resourceful structure Day1 82L Day 2 83I Day 3 87I Day 4 107F Day 5 115A

audience brilliant enjoy entertain perform Day1 116L Day 2 117I Day 3 121I Day 4 141F Day 5 147A




Vocabulary

Routines &

Procedures



& Additional Notes


Understand that story structure is how the author organizes a story. In narrative stories, they look for a specific sequence of events an author uses to organize a story. •In the beginning, the author tells us about the characters and the setting, where a story happens. •In the middle, the author tells us the problems the characters face. •In the ending, the author tells us how the characters solve their problem.


RC2.5 Confirm predictions about what will happen next in a text by identifying key words (i.e., signpost words)

Use story words, pictures, and what they already know to predict what might happen next in a story. They read on to find out if their predictions are correct by looking for words that match their predictions. (i.e. The child will stop crying. Text says the child is smiling. Thus, the prediction is correct.)

Prediction explain

Reading C

omprehension


Identify the most important parts of a story: •In the beginning: who the story is about and where and when the story takes place •In the middle: what happens and why •In the ending: what happens and how Restate the central ideas of a story in sequence using their own words.


Literary Analysis


Tell who the characters are, where the story happens, and what happens.

Sequence Character Setting Event Plot Problem


Strategy:Visualize Day 1 7A Day 2 7J Day 3 11I-27 Day 5 35G Skill: Retell

Strategy: Analyze Story Structure Day 1 37A Day 2 37J Day 3 41I-57 Day 5 65G Skill: Make & Confirm Predictions

Strategy: Monitor Comprehension Day 1 83A Day 2 83J Day 3 87I-105 Day 5 115G Skill: Draw Conclusions





Vocabulary

Routines &

Procedures



& Additional Notes


Reading C

omprehension



Application





Day 3 29

Day 3 59

Day 3 107

Day 3 141

Literary Analysi


Understand that a poem is a piece of writing that uses words in a creative way. Understand that when writing a poem, writers choose interesting and colorful words. As they recite the poem: Look for words that help them picture the characters, setting, and/or events. Think about how these words help them create these pictures.



Word Choice Day 4 142-145

Trimester 2

Expository Text Essential Standards Descriptions of Mastery U

nit 3


Vocabulary

Routines &

Procedures



& Additional Notes



Text structure sequential event compare contrast topic explain

Reading C

omprehension


State the most important parts of a selection. •Main Idea: the most important idea •Important Details: the most important facts that tell about the idea. State them using the same organizational structure the author used.

Retell main idea detail

Weekly Routine: Units 1-3 Day 1 Share the Big Book Explain the Strategy: Use a chant to teach what the strategy is, how to use it, and why it is important. Explain the skill: Use a chant to teach what the skill is, how to use it, and why it is important. Day 2 Review the Strategy: Have students practice reciting the Strategy chant.Teach them how to apply Strategy with a Thinking Map. Review the Skill: Have students practice reciting the Skill chant. Complete a Retelling Chart. Teach them how to apply skill with a Thinking Map. Day 3 Apply the Strategy & Skill: Main Selection Teacher Think Aloud & Student Think Aloud Use sentence frames to model your think aloud and to show students how to state their think alouds using the academic vocabulary. Day 5 Review and Assess: Main Selection Transfer the Strategy: Model explaining how the strategy helps readers to understand the story. Use a sentence frame to help students express how the strategy helps readers understand the story. Reading Across Texts (using the skill).

Strategy: Summarize Day 1 67A Day 2 67J Day 3 69I-77 Day 5 81I Skill: Main Idea and Detail

Strategy: Analyze Text Structure Day 1 117A Day 2 117J Day 3 121I-140 Day 5 147G Skill: Compare & Contrast





Vocabulary

Routines &

Procedures



& Additional Notes

Reading C

omprehension




Signs & Symbols Day 4 29L-33

Charts Day 4 59L-63

Photographs Floor Plans Labels Day 4 108-113

Trimester 2

Narrative Experience Essential Standards Descriptions of Mastery U

nit 3


Vocabulary

Routines &

Procedures



& Additional Notes

Writing A

pplication



Narrative topic sentence events sequence details closing

Writing

Convention





Topic Listening & Speaking


sequence

Story Day 1: Shared Writing Day 2: Interactive Writing Day 3: Independent Writing: Pre-write/Draft Day 4: Independent Writing: Revise/Edit Day 5: Independent Writing: Publish & Present

Week 1 Day 1 7H Day 2 11B Day 3 29D Day 4 33B Day 5 35I

Week 2

Week 3 Week 4

Week 5




Vocabulary

Routines &

Procedures



& Additional Notes

Writing

Application




Written C

onventions




Listening &

Speaking


topic

Descriptive Sentences Day 1: Shared Writing Day 2: Interactive Writing Day 3: Independent Writing: Pre-write/Draft Day 4: Independent Writing: Revise/Edit Day 5: Independent Writing: Publish & Present

Week 1

Week 2

Week 3

Week 4

Day 1 83H Day 2 87B Day 3 107D Day 4 111B Day 5 115K

Week 5 Day 1 117H Day 2 121B Day 3 141C Day 4 145B Day 5 147I




Vocabulary

Routines &

Procedures



& Additional Notes

Writing

Application




Written C

onventions




Listening &

Speaking


Topic


Week 1

Week 2

Week 3

Describe people you look up to Day 1 69D Day 2 77C Day 3 77Q Day 4 81B Day 5 81K

Week 4

Week 5

Trimester 2

Narrative Experience/Descriptive Sentences Essential Standards Descriptions of Mastery U

nit 3


Vocabulary

Routines &

Procedures



& Additional Notes












Written C

onventions



Grammar


Week 1 Grammar Verbs Day 1 7A Day 2 11A Day 3 29B Day 4 33B Day 5 35H Mechanics Exclamation Marks

Week 2 Grammar Present Tense Verbs Day 1 37G Day 2 41A Day 3 59B Day 4 63B Day 5 65H Mechanics Exclamation Marks

Week 3 Grammar Present Tense Verbs Day 1 67A Day 2 69A Day 3 77A Day 4 81A Day 5 81J Mechanics Exclamation Marks

Week 4 Grammar is & are Day 1 83G Day 2 87A Day 3 107B Day 4 113B Day 5 115H Mechanics Sentence punctuation

Week 5 Grammar Contraction with not Day 1 117G Day 2 121A Day 3 141B Day 4 145B Day 5 147H Mechanics apostrophes

Trimester 2



Unit 4

Standards


Routines &

Procedures (15 minutes daily)



& Additional Notes



Initial Middle Final Sound


Day 1 37B Day 4 59T

Day 2 85G Day 4 101T


Tell if words have contrasting sounds in the beginning, middle, or end of a word.


Contrast Sounds Teacher Models how to listen for contrasting sounds by observing how the Dog Puppet does it. Guided Practice The students and teacher both listen for the contrasting sounds and jump up if they hear the same targeted sound. Students then practice without teacher.

long o Day 3 77C

RW1.5 Distinguish long-and short-vowel sounds in orally stated single-syllable words [e.g., bit/bite].




long a Day 2 9G Day 4 29T

long o Day 1 67B Day 4 77T

long i Day 1 83B

final e Day 1 111B Day 4 133T


Reading: W

ord Analysis




Identify & Generate Rhyme Model: Teachers model and explain how rhyming words end in the same sound. To figure out what other words rhyme with a word, teacher explains that they need to think of other words that end with the same sound as they model with examples. Guided Practice: Students have to identify words that rhyme by standing up or repeating the words if they rhyme. Students say other words that rhyme.

Day 1 7B

Day 3 59E




Unit 4

Standards


Routines &




& Additional Notes

Phoneme Deletion Teacher Models deleting final sounds to form new words. Guided Practice Teacher and Students practice dropping the final sound in words together. The students then practice without teacher.

Final e Day 2 113G Day 5 137C






Final e Day 5 137C




ai, ay Day 3 29E Day 5 35C

ee, ea Day 5 65C

o, oa, oe, ow Day 2 69G Day 5 81E

i, ie, igh, y Day 5 109C

y, ey Day 3 133E


Reading: W

ord Analysis



ai, ay Day 5 35C

ee, ea Day 2 39G Day 5 65C

o, oa, oe, ow Day 5 81E

i, ie, igh, y Day 3 101E Day 5 109C




Unit 4


Vocabulary




Additional Notes

Reading: W

ord Analysis and V

ocabulary Developm

ent




High Frequency Words/ Vocabulary Display the High-Frequency Word Cards in a pocket chart. Teach each word using the Read/Spell/Write routine. Read: Point to and say the word ___. This is the word _____. Say it with me: _______. Use the word in a sentence.(Teacher uses the word) Spell: The word ____ is spelled _ _ _. Spell it with me. _ _ _ Write: Let’s write the word in the air as we say each letter: _ _ _. Have children work in pairs to make up sentences using the words. Word Wall: Add this week’s high-frequency words. Group them by same spelling patterns (i.e. should, could, would). Cumulative Review: Review HFW’s using the Read/Spell/Write Routine. Follow-Up with a Get Ready Story found on day 2 to reinforce and practice HFW’s. Weekly Routine: Units 4-6 Day 1 Review previous HFW’s with the first Decodable Reader for this week. Day 2 Introduce new HFW’s using Read/Spell/Write routine and practice with a Main Selection story. Day 3 Review this week’s HFW’s with the second Decodable Reader for this week. Day 4 Review ad Fluency Practice. Day 5 Apply to Reading/Writing

across carry eight once saw upon walked Day 1 7G Day 2 9J 10-27 Day 3 29J Day 4 29W Day 5 35F

about give pretty says were write Day 1 67G Day 2 69J 71-77 Day 3 77J Day 4 77W Day 5 81H

better buy change move difficult ripe Day 1 67G Day 2 69J 71-77 Day 3 77J Day 4 77W Day 5 81H

ball head never should shout Day 1 83G Day 2 85J-85K 86-100 Day 3 101J Day 4 101W Day 5 109F

also because blue or other until Day 1 111G Day 2 113J 114-131 Day 3 133I Day 4 133W Day 5 137F


Trimester 2



Unit 4


Vocabulary




Additional Notes

Reading: W

ord Analysis and V

ocabulary D

evelopment


Understands that vowel digraphs make one phonemic sound. ai, ay ea, ee oa, oe, ow Understand that diphthongs make a gliding sound. oi, oy /oi/ ow /ow/ Use this knowledge to blend the sounds of digraphs into words.

vowel digraphs


ai, ay Day 1 7C-7D Day 2 9G-9H Day 3 29F-29G Day 4 29T-29U Day 5 35C-35D

ea, ee Day 1 37C-37D Day 2 39G-39H Day 3 59F-59G Day 4 59T-59U Day 5 65C-65D

oa, oe, ow Day 1 67C-67D Day 2 69G-69H Day 3 77F-77G Day 4 77T-77U Day 5 81E-81F

i, igh, le, -y Day 1 83C-83D Day 2 85G-85H Day 3 101F-101G Day 4 101T-101U Day 5 109C

e, -y, -ey Day 1 111C-111D Day 2 113G-113H Day 3 133T-133U Day 4 133T-133U Day 5 137C-137D

Trimester 2



Unit 4


Vocabulary




Additional Notes




Grammar Lessons Past-Tense Verbs Weekly Routine: Day 1: Introduction: Teach with a chant Explain/Model Guided Practice/Practice Day 2: Whole Group Practice Review Chant Review Practice Day 3: Partner Group Practice Review Chant Practice Day 4: Call on groups of students to recite chant Day 5: Review and Assess Italicized words are added recommendations.





Unit 4


Vocabulary




Additional Notes




ai, ay Day 1 7C-7D Day 2 7K-7L Day 3 11E-11F Day 4 29H-29I Day 5 35D-35E

-ide, -ine, -ike Day 1 37C-37D Day 2 37K-37L Day 3 41E-41F Day 4 59H-59I Day 5 65C

ch, tch, wh, ph Day 1 67C-67D Day 2 67K-67L Day 3 69E-69F Day 4 77G-77H Day 5 81E

-ug, -un, -ut Day 1 83C-83D Day 2 83K-83L Day 3 87E-87F Day 4 107G-106IH Day 5 115C-115D

three-letter blends Day 1 117C117D Day 2 117K-117L Day 3 121E-121F Day 4 141G-141H Day 5 147C-147D




intonation Day 4 29S Day 5 35B

expression Day 4 59S Day 5 65B

phrasing Day 4 77S Day 5 81D






Unit 4


Vocabulary




Additional Notes

Reading: W

ord Analysis

&V

ocabulary



sounds

Written and O

ral C

onventions





ai, ay Day 1 7E Day 2 9I Day 3 29H Day 4 29V Day 5 35E

e, ea, ee Day 1 37E Day 2 37M Day 3 59H Day 4 59V Day 5 65E

o, oa, ow, oe Day 1 67E Day 2 69I Day 3 77H Day 4 77V Day 5 81G

-ind, -ight, -y Day 1 83E Day 2 85I Day 3 101H Day 4 101V Day 5 109E

Final long e Day 1 111E Day 2 113E Day 3 133H Day 4 133V Day 5 137E


Trimester 2

Vocabulary Development Essential Standards Descriptions of Mastery U

nit 4


Vocabulary

Routines &

Procedures



& Additional Notes

Week 1 Day 1 6L Make a list of teams they know and what they do.

Week 1 Day 1 36L Make a list of ways people in their families work together. Day 4 59X Make a list of things to buy. Week 1 Day 1 66L Make a list of things they do to help make their school, neighborhood, or city a better place to be.

Week 1 Day 1 82L Make a list of how teammates encourage and support one another. (7 Habits)

Reading: W


evelopment







Unit 4

Standards


Routines &

Procedures




& Additional

Notes





encourage friendship relationships rely suggest Day1 6L Day 2 9E Day 3 29K Day 4 29S Day 5 35A

concerned fortunate member share trust Day1 36L Day 2 39E Day 3 59K Day 4 59S Day 5 65A

accomplish agree argue attempt goal Day1 66L Day 2 69E Day 3 77K Day 4 77S Day 5 81C

approach assist determined quarrel view Day1 82L Day 2 85E Day 3 101K Day 4 101S Day 5 109A

behavior group plead soar vivid Day1 110L Day 2 133K Day 3 133K Day 4 133S Day 5 137A




Vocabulary

Routines &

Procedures



& Additional Notes

Reading

Com

prehension



Prediction explain

Literary Analysis


Understand that a problem is something the characters want to change, fix, or figure out. Understand that in the end, we find out how the problem is solved. Understand that the solution is the way the characters fix the problem.

Sequence Character Setting Event Plot Problem solution explain

Literary Analysis

LS1.2 Ask questions for clarification and understanding

Weekly Routine: Units 4-6 Day 1 Reread for Comprehension Explain the Strategy: Use a chant to teach what the strategy is, how to use it, and why it is important. Explain the skill: Use a chant to teach what the skill is, how to use it, and why it is important. Model how to use the strategy and skill with the Teaching Chart. Day 2 Apply the Strategy: Main Selection Have students practice reciting the Strategy chant. Teach them how to apply Strategy with a Thinking Map. Apply the Skill: Main Selection Have students practice reciting the Skill chant. Complete a Teaching Chart/Graphic Organizer. Teach them how to apply skill with a Thinking Map. Day 3 Comprehension: Maintain (Skill) Explain/Model Practice Day 5 Review and Assess: Main Selection Transfer the Strategy: Model explaining how the strategy helps readers to understand the story. Use a sentence frame to help students express how the strategy helps readers understand the story. Reading Across Texts (using the skill).

Strategy: Generate Questions Day 1 9A Day 2 9F 9L-27 Day 5 35G Skill: Make Predictions

Strategy: Generate Questions Day 1 39A Day 2 39F 39L-57 Day 5 65G Skill: Character & Setting

Strategy: Visualize Day 1 85A Day 2 85F 85L-100 Day 5 109G Skill: Problem & Solution





Vocabulary

Routines &

Procedures



& Additional Notes


Reading C

omprehension



Application




Retell the Story Main Selection Model Retelling Use the prompts provided on Retell cards 1 and 2 to model retelling the story. Guided Retelling Use the leveled language acquisition prompts provided to guide children’s retelling. Discuss the Retelling Reread the retelling based on children’s ideas.

Day 2 29

Day 2 59

Day 2 101

Day 2 133

Literary A

nalysis


Understand that poetry can help readers look at the things they see every day in new ways. Understand that poems often contain repetition. As they recite the poem: Look for words that repeat. Listen for the effect the repeated words create.



Repetition Day 4 133Y-135




Vocabulary

Routines &

Procedures



& Additional Notes




Reading C

omprehension




Weekly Routine: Units 4-6 Day 1 Reread for Comprehension Explain the Strategy: Use a chant to teach what the strategy is, how to use it, and why it is important. Explain the skill: Use a chant to teach what the skill is, how to use it, and why it is important. Model how to use the strategy and skill with the Teaching Chart. Day 2 Apply the Strategy: Main Selection Have students practice reciting the Strategy chant. Teach them how to apply Strategy with a Thinking Map. Apply the Skill: Main Selection Have students practice reciting the Skill chant. Complete a Teaching Chart/Graphic Organizer. Teach them how to apply skill with a Thinking Map. Day 3 Comprehension: Maintain (Skill) Explain/Model Practice Day 5 Review and Assess: Main Selection Transfer the Strategy: Model explaining how the strategy helps readers to understand the story. Use a sentence frame to help students express how the strategy helps readers understand the story. Reading Across Texts (using the skill)..

Strategy: Monitor Comprehension: Reread Day 1 67A Day 2 67J Day 3 69I-77 Day 5 81I Skill: Retell

Strategy: Analyze Text Structure Day 1 117A Day 2 117J Day 3 121I-140 Day 5 147G Skill: Retell





Vocabulary

Routines &

Procedures



& Additional Notes

Reading C

omprehension




Captions Day 4 30-31

Photographs Numerical Lists Day 4 60-61

Photographs Chart Day 4 102-107

Trimester 2


nit 4


Vocabulary

Routines &

Procedures



& Additional Notes

Writing A

pplication




Writing

Convention







sequence

Week 1 & 2: Personal Narrative Week 4: Story Day 1: Shared Writing Day 2: Interactive Writing Day 3: Independent Writing: Pre-write/Draft Day 4: Independent Writing: Revise/Edit Day 5: Independent Writing: Publish & Present

Week 1 Day 1 9D Day 2 29C Day 3 29P Day 4 33B Day 5 35B

Week 2 Day 1 39D Day 2 59C Day 3 59P Day 4 63B Day 5 65I

Week 3 Week 4

Day 1 85C Day 2 101C Day 3 101P Day 4 107B Day 5 109I

Week 5




Vocabulary

Routines &

Procedures



& Additional Notes

Writing

Application




Written C

onventions




Listening &

Speaking


topic

Week 1 Descriptive Sentences Week 3 Report Day 1: Shared Writing Day 2: Interactive Writing Day 3: Independent Writing: Pre-write/Draft Day 4: Independent Writing: Revise/Edit Day 5: Independent Writing: Publish & Present


Week 2

Week 3

Day 1 85D Day 2 93C Day 3 93Q Day 4 97B Day 5 97K

Week 4

Week 5

Trimester 2

Narrative Experience/Descriptive Sentences Essential Standards Descriptions of Mastery U

nit 4


Vocabulary

Routines &

Procedures



& Additional Notes







Written C

onventions



Grammar


Week 1 Grammar was & were Day 1 9C Day 2 29B Day 3 29 Day 4 33B Day 5 35H Mechanics capitalize proper nouns

Week 2 Grammar has & have Day 1 39C Day 2 59B Day 3 59 Day 4 63B Day 5 65H Mechanics Capitalization & punctuation

Week 3 Grammar go & do Day 1 69C Day 2 77B Day 3 77P Day 4 81A Day 5 81J Mechanics capitalize proper nouns

Week 4 Grammar see & saw Day 1 85C Day 2 101B Day 3 101O Day 4 107B Day 5 109H Mechanics commas

Week 5 Grammar contractions with not Day 1 113C Day 2 113B Day 3 113O Day 4 135B Day 5 137H Mechanics commas

Trimester 3



Unit 5

Standards


Routines &




& Additional Notes

Sound out the beginning, medial, or final sounds of orally stated single-syllable words appropriately as asked.



ou, ow Day 2 101G Day 4 117T

Tell if words have contrasting sounds in the beginning, middle, or end of a word.


Contrast Sounds Teacher Models how to listen for contrasting sounds by observing how the Dog Puppet does it. Guided Practice The students and teacher both listen for the contrasting sounds and jump up if they hear the same targeted sound. Students then practice without teacher.

ur, er, ir Day 1 7B





ur, er, ir Day 2 9G Day 4 43T

r-controlled Day 1 83B

oi, oy Day 3 155E


Reading: W

ord Analysis

Phonemic Awareness RW1.6 Create and state a series of rhyming words, including consonant blends.




r-controlled Day 1 53B




Unit 5

Standards


Routines &




& Additional Notes


initial Day 4 75T



initial Day 4 93T






initial Day 2 55G

middle Day 2 85G

middle Day 1 99B



Phoneme Blending: Model: Show children how to blend words phoneme by phoneme. Begin with words containing only two phonemes, or sounds. Progress to words containing three sounds. Guided practice: Have children practice with words that begin with continuous sounds first. Then have them practice with words that begin with stop sounds. Remember not to vocalize “uh.”

ur, er, ir Day 3 43E Day 4 51C

ar Day 3 75E Day 5 81C

or Day 3 93E Day 5 97E

ou, ow Day 3 117E Day 5 125C

oi, oy Day 1 127B Day 4 155T Day 5 159C


Reading: W

ord Analysis



ur, er, ir Day 4 51C

ar Day 5 81C

or Day 5 97E

ou, ow Day 5 125C

oi, oy Day 2 129G Day 5 159C


Trimester 3



Unit 5


Vocabulary




Additional Notes

Reading: W

ord Analysis and V

ocabulary Developm

ent





another climbed full poor through leaped lucky Day 1 7G Day 2 9J 10-42 Day 3 43I-43J Day 4 43W Day 5 51F

grew house knew would Day 1 53G Day 2 55J 57-72 Day 3 75I-75J Day 4 75W Day 5 81F

great know sound their warm Day 1 83G Day 2 85J 87-93 Day 3 93I-93J Day 4 93W Day 5 97H

against below fall orange sure yellow Day 1 99G Day 2 101J 102-117 Day 3 117I-117J Day 4 117W Day 5 125F

air enough eyes learn open Day 1 127G Day 2 129J 130-153 Day 3 155I-155J Day 4 155W Day 5 159F




Unit 5


Vocabulary




Additional Notes

Understand that r-controlled letter-sounds make a special vowel sound. ar /är/ or, oar, ore /ôr/ er, ir, ur /ûr/ Use this knowledge to blend r-controlled vowels into words. r-controlled vowel digraphs

r-controlled

-er, -ir, -ur Day 1 7C-7D Day 2 9G-9H Day 3 43F-43G Day 4 43T-43U Day 5 51C-51D

-ar Day 1 53C-53D Day 2 55G-55H Day 3 75F-75G Day 4 75T-75U Day 5 81C-81D

-or (or, oar, ore) Day 1 53C-53D Day 2 55G-55H Day 3 75F-75G Day 4 75T-75U Day 5 81C-81D

Reading: W

ord Analysis and V

ocabulary Developm

ent


Understand that diphthongs make a gliding sound. oi, oy /oi/ ow, ou /ow/ Use this knowledge to blend the sounds of digraphs into words.

diphthongs


-ou, -ow Day 1 99C-99D Day 2 101G-101H Day 3 117F-117G Day 4 117T-117U Day 5 125C-125D

oi, oy Day 1 127C-127D Day 2 129G-129H Day 3 155F-155G Day 4 155T-155U Day 5 159C-159D



Unit 5


Vocabulary




Additional Notes



Compound words

Refer to the mini-lesson on the right-hand side of the page noted. You will need to have other compound words prepared for this mini-lesson as it only provides some samples and a practice page.

Day 3 93G




Grammar Lessons Past-Tense Verbs Weekly Routine: Day 1: Introduction: Teach with a chant Explain/Model Guided Practice/Practice Day 2: Whole Group Practice Review Chant Review Practice Day 3: Partner Group Practice Review Chant Practice Day 4: Call on groups of students to recite chant Day 5: Review and Assess Italicized words are added recommendations.



Trimester 3



Unit 5


Vocabulary




Additional Notes


Understand that intonation is the expression used as they read exclamations.




intonation phrasing Day 4 75S Day 5 81B

phrasing Day 4 93S Day 5 97D

expression intonation Day 4 117S Day 5 125B





Unit 5


Vocabulary




Additional Notes

Reading: W

ord Analysis &

V

ocabulary Developm

ent



sounds

Written and O

ral C

onventions





-er -ir -ur Day 1 7E Day 2 9I Day 3 43H Day 4 43V Day 5 51F

-arm -arn -art Day 1 53E Day 2 55I Day 3 75H Day 4 75V Day 5 81E

-ork -orn Day 1 83E Day 2 85I Day 3 93H Day 4 93V Day 5 97G

-ou -ow Day 1 99E Day 2 101I Day 3 1117H Day 4 117V Day 5 125E

oi oy Day 1 127F Day 2 129I Day 3 155H Day 4 155V Day 5 159E





Vocabulary

Routines &

Procedures



& Additional Notes

Week 1 Day 1 6L Make a list of things they see when they look at the sky.

Week 1 Day 1 82L Make a list of the types of weather.

Week 1 Day 1 98L Make lists of what they know about each season. Day 1 101C Make a list of color words.

Reading: W


evelopment





Week 1 Day 1 126L Make a list of ways animals grow.



Unit 5

Standards


Routines &

Procedures




& Additional

Notes





discover dusk mysterious pale scatter Day1 6L Day 2 9E Day 3 43K Day 4 43S Day 5 51A

career curious fascinating improve investigate Day1 52L Day 2 55E Day 3 75K Day 4 75S Day 5 81A

breeze commotion condition forecast tranquil Day1 82L Day 2 85E Day 3 93K Day 4 93S Day 5 97C

blaze increase observe outline scorch Day1 98L Day 2 101E Day 3 117K Day 4 117S Day 5 125A

newborn mature process remain slender Day1 126L Day 2 129E Day 3 155K Day 4 155S Day 5 159A




Vocabulary

Routines &

Procedures



& Additional Notes


Look for a specific sequence of events an author uses to organize a story. •In the beginning, the author tells us about the characters and the setting, where a story happens. •In the middle, the author tells us the problems the characters face. •In the ending, the author tells us how the characters solve their problem.




Prediction explain

Reading C

omprehension




Listening &

Speaking



Strategy:Generate Questions Day 1 9A Day 2 9K 10-42 Day 5 51G Skill: Cause & Effect

Strategy: Summarize Day 1 55A Day 2 55L 57-73 Day 5 81G Skill: Make Inferences

Strategy: Visualize Day 1 101A Day 2 101L 102-116 Day 5 125G Skill: Sequence of Events

See the videos and resources at the following websites for help with this routine. www.nancyfetzer.com LACOE




Vocabulary

Routines &

Procedures



& Additional Notes


Reading C

omprehension



Application





Day 2 43

Day2 75

Day 2 117

Day 2 155

Literary Analysis


Understand that a poem often use words that sound good together. Understand that poets often use words in fun and interesting ways. As they recite the poem: Listen to how the poet plays with words to make the poem sound more interesting. Read to emphasize those words.



Word Play Day 4 155Y




Vocabulary

Routines &

Procedures



& Additional Notes




Reading C

omprehension





Strategy: Monitor Comprehension: Reread Day 1 85A Day 2 85F Day 5 97I Skill: Compare & Contrast

Strategy: Summarize Day 1 129A Day 2 129A Day 5 159G Skill: Compare & Contrast


Trimester 3

Expository Text Essential Standards Descriptions of Mastery U

nit 5


Vocabulary

Routines &

Procedures



& Additional Notes

Reading C

omprehension




Captions Day 4 43Y-47

Bold Print Photographs Day 4 75X-77

Text Diagram Day 4 117Y




Vocabulary

Routines &

Procedures



& Additional Notes

Writing A

pplication




Writing

Convention







sequence

Day 1: Shared Writing Day 2: Interactive Writing Day 3: Independent Writing: Pre-write/Draft Day 4: Independent Writing: Revise/Edit Day 5: Independent Writing: Publish & Present




Vocabulary

Routines &

Procedures



& Additional Notes

Writing

Application




Written C

onventions




Listening &

Speaking


topic

Week 1 Descriptive Sentences Week 3 Report Day 1: Shared Writing Day 2: Interactive Writing Day 3: Independent Writing: Pre-write/Draft Day 4: Independent Writing: Revise/Edit Day 5: Independent Writing: Publish & Present


Week 2

Week 3

Day 1 85D Day 2 93C Day 3 93Q Day 4 97B Day 5 97K

Week 4

Week 5




Vocabulary

Routines &

Procedures



& Additional Notes












Written C

onventions



Listening &

Speaking

LS 1.5 Use descriptive words when speaking about people, places, things, and events.

Description

Grammar


Week 1 Grammar adjectives Day 1 9C Day 2 43B Day 3 43 Day 4 49B Day 5 51H Mechanics capitalize proper nouns

Week 2 Grammar adjectives that compare Day 1 55C Day 2 75B Day 3 75 Day 4 79B Day 5 81H Mechanics sentence punctuation

Week 3 Grammar Synonyms & antonyms Day 1 85C Day 2 93B Day 3 93P Day 4 97A Day 5 97J Mechanics capitalize & underline book titles

Week 4 Grammar color words Day 1 101C Day 2 117B Day 3 117 Day 4 123B Day 5 125H Mechanics apostrophes in contractions

Week 5 Grammar number words Day 1 129C Day 2 155B Day 3 155 Day 4 157B Day 5 159H Mechanics capitalize days of the work

Trimester 3



Unit 6

Standards


Routines &




& Additional Notes



oo (moon) oo (book) Day 2 7B






au, aw Day 1 43B Day 4 75T

oo (moon) oo (book) Day 1 83B Day 4 93T


Reading: W

ord Analysis

Phonemic Awareness RW1.6 Create and state a series of rhyming words, including consonant blends.




oo (moon) oo (book) Day 3 35E


Trimester 3



Unit 6

Standards


Routines &




& Additional Notes


Day 3 163E



Day 4 163T



oo (moon) Day 5 41C

au, aw Day 5 81C

oo (moon) oo (book) Day 3 93E Day 5 97F


Phonemic Awareness RW1.7 Add, delete, or change target sounds to change words [e.g., change cow to how; pan to an].



Phoneme Reversal Teacher Models how to reverse phonemes in words by saying a word and then sound out the word starting with the ending sound, then middle sound, and finally the beginning sound. Then pronounce the new word. (i.e. ten, n..e..t.. net) Guided Practice Students and teacher sound out words from beginning to end and then form a new word.

Day 2 45G

Day 1 137B

Reading: W

ord Analysis


Phoneme Blending: Model: Show children how to blend words phoneme by phoneme. Begin with words containing only two phonemes, or sounds. Progress to words containing three sounds. Guided practice: Have children practice with words that begin with continuous sounds first. Then have them practice with words that begin with stop sounds. Remember not to vocalize “uh.”

Day 3 75E

Day 3 129E Day 5 135C

Day 2 139G




Unit 6

Standards


Routines &




& Additional Notes



oo (moon) oo (book) Day 2 9G Day 5 41C

au, aw Day 5 81C

Day 2 85G Day 5 97F

Day 2 101G Day 4 129T Day 5 135C


Trimester 3



Unit 6


Vocabulary




Additional Notes

Reading: W

ord Analysis and V

ocabulary Developm

ent





always father four love Day 1 7G Day 2 9J 10-33 Day 3 35I-35J Day 4 35W Day 5 41F

along early instead nothing thought Day 1 43G Day 2 45J 46-73 Day 3 75I-75J Day 4 75W Day 5 81F

build goes laugh only Day 1 83G Day 2 85J 87-93 Day 3 93I-93J Day 4 93W Day 5 97F

been before gone searching Day 1 99G Day 2 101J 101-127 Day 3 129I-129J Day 4 129W Day 5 135F

around begin brought certain minute straight Day 1 137G Day 2 129J 140-163 Day 3 163I-163J Day 4 163W Day 5 167F




Unit 6


Vocabulary




Additional Notes


Understand that diphthongs make a gliding sound. oi, oy /oi/ ow, ou /ow/ oo (moon) oo (look) Use this knowledge to blend the sounds of digraphs into words.

diphthongs

oo (moon) oo (look) Day 1 7C-7D Day 2 9G-9H Day 3 35F-35G Day 4 35T-35U Day 5 41C-41D

au aw Day 1 43C-43D Day 2 45G-45H Day 3 75F-75G Day 4 75T-75U Day 5 81C-81D



Compound words

Reading: W

ord Analysis and V

ocabulary Developm

ent


Look for root words and inflectional endings to read multisyllabic words.



COMPOUND WORDS

Day 1 83C-83D Day 2 85G-85H Day 3 93F-93G Day 4 93T-93U Day 5 97E-97F

INFLECTIONAL ENDIGS

Day 1 99C-99D Day 2 101G-101H Day 3 129F-129G Day 4 129T-129U Day 5 135C-135D

Two-syllable words COMPOUND WORDS INFLECTIONAL ENDIGS

Day 1 137C-137D Day 2 139G-139H Day 3 163F-163G Day 4 163T-163U Day 5 167C-167D



Unit 6


Vocabulary




Additional Notes





phrasing Day 4 75S Day 5 81B

intonation phrasing Day 4 93S Day 5 97D

expression intonation Day 4 129S Day 5 135B

phrasing Day 4 163S Day 5 167B


Trimester 3



Unit 6


Vocabulary




Additional Notes

Reading: W

ord Analysis &

V

ocabulary Developm

ent



sounds

Written and O

ral C

onventions





-er -ir -ur Day 1 7E Day 2 9I Day 3 43H Day 4 43V Day 5 51F

-arm -arn -art Day 1 53E Day 2 55I Day 3 75H Day 4 75V Day 5 81E

-ork -orn Day 1 83E Day 2 85I Day 3 93H Day 4 93V Day 5 97G

-ou -ow Day 1 99E Day 2 101I Day 3 1117H Day 4 117V Day 5 125E

oi oy Day 1 127F Day 2 129I Day 3 155H Day 4 155V Day 5 159E





Vocabulary

Routines &

Procedures



& Additional Notes

Week 1 Day 1 6L Make a list of places they have been.

Week 1 Day 1 42L Make a list of things they have learned to do.

Week 1 Day 1 82L Make a list of different jobs they know about.

Reading: W


evelopment




There is no specific routine to teach this standard. The lessons are embedded in the Build Background: Access Prior Knowledge section. Some of these lessons help students create categories of words. Others help students to create lists of things they do. Both, however, help students develop their vocabulary by categorizing and so both types of lists are included. A weekly routine on Day 1 is to ask students to make a list. (Teacher writes the words and draws a picture or attaches a picture to each word on the class list.) Continue to build the list as the week progresses and students think of more words. The critical step is to revisit the collection of pictures/words and have students place them in the appropriate categories. Continue to build the list as the week progresses and students think of more words. Possible extensions would be to revisit the collection of pictures/words and have students place them in the appropriate list.

Week 1 Day 1 136L Make a list of days that are special.



Unit 6

Standards


Routines &

Procedures




& Additional

Notes





adventure anxious inquisitive insignificant route Day1 6L Day 2 9E Day 3 35K Day 4 35S Day 5 41A

dare humble permit predicament solution Day1 42L Day 2 45E Day 3 75K Day 4 75S Day 5 81A

duty equipment profession satisfaction thorough Day1 82L Day 2 85E Day 3 93K Day 4 93S Day 5 97C

dull feature habit swift understand Day1 98L Day 2 101E Day 3 129K Day 4 129S Day 5 135A

fantastic nutritious plentiful stubborn visit Day1 136L Day 2 139E Day 3 163K Day 4 163S Day 5 167A




Vocabulary

Routines &

Procedures



& Additional Notes


Look for a specific sequence of events an author uses to organize a story. •In the beginning, the author tells us about the characters and the setting, where a story happens. •In the middle, the author tells us the problems the characters face. •In the ending, the author tells us how the characters solve their problem.




Prediction explain

RL3.1 Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story's beginning, middle, and ending.

Describe what the characters do to solve a problem. Describe how the characters, setting, or events from a story are alike and how they are different. Describe how the characters feel in the beginning, in the middle, and in the end.

Sequence Character Setting Event Plot Problem solution Compare Contrast explain



Strategy:Visualize Day 1 9A Day 2 9F 16-34 Day 5 41G Skill: Fantasy & Reality

Strategy: Ask Questions Day 1 45A Day 2 45F 45K 48-74 Day 5 81G Skill: Make Inferences

Strategy: Monitor Comprehension: Reread Day 1 101A Day 2 101F 101L-129A Day 5 135G Skill: Make Predictions

Strategy: Analyze Story Structure Day 1 139A 139F Day 2 139L-169A Day 5 167G Skill: Character, Setting, Plot





Vocabulary

Routines &

Procedures



& Additional Notes


Reading C

omprehension



Application





Day 2 35

Day 2 75

Day 2 129

Day 2 163


Understand that poems use interesting words to help readers form pictures in their minds. Understand that poems have a rhythm and often rhyme. Understand elements of poetry. As they recite the poem: Listen to the Rhyming Pattern: The way a poem rhymes is called its rhyming pattern. Read to emphasize the rhyming pattern.



Rhyming Pattern Day 4 163-165




Vocabulary

Routines &

Procedures



& Additional Notes




Reading C

omprehension





Strategy: Monitor Comprehension: Reread Day 1 85A Day 2 85F 85K-93A Day 5 97I Skill: Classify & Categorize





Vocabulary

Routines &

Procedures



& Additional Notes

Reading C

omprehension




Captions Day 4 35X-39

Numerical Lists Photographs Day 4 75X-79

Heads Labels Day 4 129X-133

Trimester 3


nit 6


Vocabulary

Routines &

Procedures



& Additional Notes

Writing A

pplication




Writing

Convention







sequence

Personal Narrative Day 1: Shared Writing Day 2: Interactive Writing Day 3: Independent Writing: Pre-write/Draft Day 4: Independent Writing: Revise/Edit Day 5: Independent Writing: Publish & Present

Week 1

Week 2

Week 3 Week 4





Vocabulary

Routines &

Procedures



& Additional Notes

Writing

Application




Written C

onventions




Listening &

Speaking


Topic


Week 1 Describe places Day 1 9D Day 2 35C Day 3 35P Day 4 39B Day 5 41I

Week 2

Week 3

Describe different kinds of jobs Day 1 85D Day 2 93C Day 3 93Q Day 4 97B Day 5 97K

Week 4

Week 5




Vocabulary

Routines &

Procedures



& Additional Notes




WC 1.3 Identify and correctly use contractions (e.g., isn't, aren't, can't, won't) and singular possessive pronouns (e.g., my/ mine, his/ her, hers, your/s) in writing and speaking.

Contractions Singular Possessive pronouns









Written C

onventions



Grammar


Week 1 Grammar subjects & predicates Day 1 9C Day 2 35B Day 3 35-O Day 4 39B Day 5 41H Mechanics Sentence punctuation

Week 2 Grammar pronouns Day 1 45C Day 2 75B Day 3 75-O Day 4 79B Day 5 81H Mechanics Capitalize I

Week 3 Grammar combining sentences Day 1 85C Day 2 93B Day 3 93P Day 4 97A Day 5 97J Mechanics Commas in letters

Week 4 Grammar combining sentences Day 1 101C Day 2 129B Day 3 129-O Day 4 133B Day 5 135H Mechanics Capitalize I

Week 5 Grammar combining sentences Day 1 139C Day 2 163B Day 3 163O Day 4 165B Day 5 167H Mechanics capitalization

Documents

Concepts About Print Essential Standards...Turns to the appropriate part of the book: front cover, back cover, and title page of a book. cover title page RW1.2 Follow words from left