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ENGLISH LANGUAGE ARTS CURRICULUM MAP 2012-13
First Grade Dual Language Immersion
Canyons School District elementary literacy maps are created by CSD elementary teachers and published by the CSD Office of Evidence-Based Learning
FIRST GRADE DUAL LANGUAGE IMMERSION ENGLISH LANGUAGE ARTS (ELA) CURRICULUM MAP CANYONS SCHOOL DISTRICT
2012 – 2013 Curriculum Mapping Purpose Canyons School District’s language arts curriculum maps are standards-based maps driven by the Common Core State Standards and implemented using Scott Foresman Reading Street ©2011. Student achievement is increased when both teachers and students know where they are going, why they are going there, and what is required of them to get there.
Curriculum Maps are a tool for:
• ALIGNMENT: Provides support and coordination between concepts, skills, standards, curriculum, and assessments
• COMMUNICATION: Articulates expectations and learning goals for students • PLANNING: Focuses instruction and targets critical information • COLLABORATION: Promotes professionalism and fosters dialogue between colleagues about best
practices pertaining to sequencing, unit emphasis and length, integration, and review strategies
Canyons School District elementary literacy maps are created by CSD elementary teachers and published by the CSD Office of Evidence-Based Learning
These maps were collaboratively developed and refined by teacher committees using feedback from classroom teachers, achievement coaches, building administrators, and the office of Evidence-Based Learning. It is with much appreciation that we recognize the many educators that collaborated in the effort to provide these maps for the teachers and students of CSD. Specific individuals that have assisted in the writing and editing of this document include:
Tana Allred Leigh Anstadt Paige Attridge Rachel Bingham Carolyn Brooks Melissa Brown Tiffany Bruett Natasha Buckner Madaline Chilcutt Shelly Christensen Stephanie Cobabe Tami Dautel Leighann Dohanos Lori Dragoo Casey Draper Sierra Eastmond Sheri Ebert Alana Farber Connie Farr Patricia Fenton Beth Ferguson Julie Fielding
Joni Gallacher LaNae Goates Jana Gold Laura Grzymkowski Sue Harris Lori Hatton Hawley Hawkins Susan Henrie Barbara Hopkins Alisa Hyer Sue Johnson KLynn Johnson Natalie Johnson Stacie King Susan LaDuke Jill Landes-Lee Michele Law Casandra Mackris Tina Mahon-Reynolds Libby McShinsky Senja Merrill Karen Millenbach
Monica Milovich Mary Jo Murray Katie Norris Jenny Olsen Rachel Ostvig Rachelle Pease Brooke Peters Piper Riddle Amber Roderick-Landward Valinda Rose Ann Marie Sherman Tiffany Smith Ellen Stone Amy Szymanski Kina Tua Deb VanGorder Cindy Wagstaff Sallianne Wakley Karrie Wilbur Julie Winfree Libby Woodworth
Canyons School District elementary literacy maps are created by CSD elementary teachers and published by the CSD Office of Evidence-Based Learning
TABLE OF CONTENTS
CSD RtI Framework to Promote Student Achievement page 1
Evidence-Based Instructional Priorities page 2
K-12 ELA Common Core Overview page 3
Key Points in the ELA Common Core pages 4-5
First Grade ELA Core Standards Overview page 6
CSD Dual Language Immersion Model pages 7-9
First Grade Literacy Block pages 10-11
First Grade Five-Day Plan for Instruction pages 12-17
First Grade ELA Year at a Glance page 18
First Grade ELA Map pages 19–23
First Grade Assessment Continuum page 24
First Grade Instructional Tune Ups page 25
Four Square Writing pages 26-29
First Grade Instructional Sort pages 30-32
First Grade Science and Social Studies Text Support pages 33-44
The K-2 ELA Core Standards pages 45-59
RtI: Multi-Tiered System of Supports for Academics and Behavior RtI: Multi-Tiered System of Supports for Academics and Behavior RtI: Multi-Tiered System of Supports for Academics and Behavior RtI: Multi-Tiered System of Supports for Academics and Behavior RtI !"#providing high quality core instruction (and intervention)
matched to students’ needs(2) using data over time (i.e. rate of learning, level of performance, fidelity of implementation)
(3) to make important educational decisions.
CSD Student Achievement
Principles
• ALL CSD students and educators are part of ONE proactive educational system.
• Evidence-based instruction and interventions are aligned with rigorous content standards.
• Data are used to guide instructional decisions, align curriculum horizontally and vertically, and allocate resources.
• CSD educators use instructionally relevant assessments that are reliable and valid.
• CSD educators problem solve collaboratively to meet student needs.
CSD Student Achievement
Principles
• Quality professional development supports effective instruction for ALL students.• Leadership at all levels is vital.• Quality professional development supports effective instruction for ALL students.• Leadership at all levels is vital.• Quality professional development supports effective instruction for ALL students.• Leadership at all levels is vital.
Core Expectations for ALL students in the General Education Classrooms and Common AreasCore Expectations for ALL students in the General Education Classrooms and Common AreasCore Expectations for ALL students in the General Education Classrooms and Common AreasCore Expectations for ALL students in the General Education Classrooms and Common AreasCore Expectations for ALL students in the General Education Classrooms and Common AreasCore Expectations for ALL students in the General Education Classrooms and Common Areas
Curriculum(Standards and Materials)
Evidence-Based Instructional Priorities
Time Allocation Data Collection and Use Fidelity of Implementation Data-based Decision Making
• Big ideas, bodies of knowledge
• Content standards and expectations aligned with the Utah Core and Common Core State Standards
• World-Class Instructional Design and Assessment (WIDA)
• Schoolwide Positive Behavioral Interventions and Supports
• Prioritized Curriculum Maps
• Scientific, research-based programs
• Explicit instruction (I, We, Ya’ll, You)
• Maximizing opportunities to respond
• Feedback
• Vocabulary
• Differentiated instruction & grouping structures
• Acquisition, automaticity, then application
• Classroom Positive Behavioral Interventions and Supports
! Daily maximization of instructional time
• English Language Development (ELD) time
• Building Leadership Team (BLT) meetings
• Protected time for grade level and/or department team learning & planning
• Establish rules, routines, and arrangements to increase efficiency for adults and students
• Working smarter, not harder
• Consistent evaluation of Core instruction
• Districtwide screening of key academic and behavior skills
• Benchmark assessments
• Progress monitoring
• Formative assessment practices (CFAs)
• Summative assessment practices
• Early warning system for identification of risk (academic, social, and performance)
• Timely and consistent review of relevant data
• Monitoring and evaluating effectiveness of implementation using formalized protocols (e.g. Walk-Throughs, fidelity checks)
• Instructional and Peer Coaching supports
• Products to demonstrate evidence of implementation
Use problem solving protocol to:• Evaluate the
effectiveness of Core/Initial instruction (>80% proficiency) for all subgroups and maintain or adjust
• Analyze trends to inform decisions
• Evaluate and adjust CSIP
• Determine needs for supplemental instruction
On-going, targeted professional developmentOn-going, targeted professional developmentOn-going, targeted professional developmentOn-going, targeted professional developmentOn-going, targeted professional developmentOn-going, targeted professional development
Canyons School District Response to Intervention (RtI) Framework to Promote Student Achievement
December 2011 V.2.0
!
!
Evidence-Based Instructional Priorities Applied to Literacy Instruction
Explicit Instruction I Do - We Do - Y’all Do - You Do Model - Guide Practice – Partner - Independent Systematic ! Focused on critical content ! Skills, strategies, and concepts are sequenced
logically ! Break down complex skills ! Lessons are organized and focused ! Instructional routines are used ! Examples and non-examples ! Step-by-step demonstrations
Relentless ! Adequate initial practice: ELA Literacy Block
NOTE: Students who struggle may require 10-30 more times as many practice opportunities than their peers.
! Distributed practice--frequent exposure to content/skill over time: Literacy Practice Stations
! Cumulative review: Skill Reviews, Monitor Progress ! Teach to mastery: Skill-Based Instruction, Unit Tests
Engaging ! Increasing Opportunities to Respond ! Feedback ! Instructional Grouping ! Classroom PBIS
Increasing Opportunities to Respond Explicit Vocabulary Instruction
Group Reading Strategies ! Model: All students track as the teacher reads the passage. Teacher emphasizes
reading in phrases with expression. “My turn to model. Everyone tracking.” - Choose this strategy when text contains dialogue, advanced punctuation or
other content that makes it more difficult for students. ! Echo Reading: The teacher reads a sentence fluently and immediately the students
read it back to the teacher. Keep the time between the model and test very short. All students must track as the teacher or peer reads. “My turn. Echo read. Everyone tracking.” (Model) “Tracking back. Your turn, read.”
! Choral: Students and teacher read together aloud as all students are tracking. This should be only on short sentences and title. Teacher sets pace. “Everyone…choral read.”
- Choose this strategy with text that all students can read. ! Cloze: Teacher reads and pauses at a word (focused vocabulary words) and
students read the word. Continue for a paragraph or so. “My turn. Everyone tracking. Cloze read….”
! Partner: Partner A reads a sentence and Partner B reads a sentence. Students must track as their partners read.
! Introduce the word • Teacher says the word • All students repeat the word • Teacher gives a child-friendly definition • All students repeat the definition (with teacher guidance) • Repeat above steps as necessary
! Demonstrate • Provide an example • Provide a non-example • Repeat above steps as necessary
! Apply • Students turn to a partner and use the word in a sentence • Teacher shares a sentence using the word
Feedback Instructional Grouping Acquire – Auto – Apply Classroom PBIS ! Corrective and Affirmative ! Timely and Frequent ! Specific and Reinforcing
! Whole group, Small groups, Partners ! Fluid and flexible ! Skill-Based Small Group Instruction
! Learn (acquire) the skill ! Build the skill to automaticity ! Apply the skill
! Forming clear behavior expectations ! Explicitly teaching expectations to
students ! Reinforcing expectations with students ! Correcting of problem behaviors in a
systematic manner
Common Core StandardsEnglish Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
Access the ELA Core Standards at corestandards.org
College and Career Readiness Anchor Standards(found in each of the strands below)
READINGGrade Specific Standards
Key Ideas and DetailsCraft and Structure
Integration of Knowledge and IdeasRange of Reading &
Level of Text Complexity
WRITINGGrade Specific Standards
Text Types and PurposesProduction and Distribution of Writing
Research to Build and Present KnowledgeRange of Writing
SPEAKING & LISTENINGGrade Specific Standards
Comprehension and CollaborationPresentation of Knowledge and Ideas
LANGUAGEGrade Specific Standards
Conventions of Standard EnglishKnowledge of Language
Vocabulary Acquisition and Use
Foundational Skills
Grades K-5Print Concepts
Phonological AwarenessPhonics and Word Recognition
Fluency
Literacy in History/Social Studies, Science, and Technical Subjects
Grades 6-12Reading and Writing standards for content area
subjects
AppendicesA: Research behind the standards and glossary of the termsB: Text exemplars illustrating complexity, quality and range of reading appropriate and sample performance tasks for various grade levelsC: Annotated samples of students writing at various grades
Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers ~ Title: Common Core State Standards English Language Arts Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. ~ Copyright Date: 2010
Key Points in English Language Arts Core Standards
Reading
• The standards establish a “staircase” of increasing complexity in what students must be able to read so that all students are ready for the demands of college- and career-level reading no later than the end of high school. The standards also require the progressive development of reading comprehension so that students advancing through the grades are able to gain more from whatever they read.
• Through reading a diverse array of classic and contemporary literature as well as challenging informational texts in a range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective. Because the standards are building blocks for successful classrooms, but recognize that teachers, school districts and states need to decide on appropriate curriculum, they intentionally do not offer a reading list. Instead, they offer numerous sample texts to help teachers prepare for the school year and allow parents and students to know what to expect at the beginning of the year.
• The standards mandate certain critical types of content for all students, including classic myths and stories from around the world, foundational U.S. documents, seminal works of American literature, and the writings of Shakespeare. The standards appropriately defer the many remaining decisions about what and how to teach to states, districts, and schools.
Writing
• The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is a cornerstone of the writing standards, with opinion writing—a basic form of argument—extending down into the earliest grades.
• Research—both short, focused projects (such as those commonly required in the workplace) and longer term in depth research —is emphasized throughout the standards but most prominently in the writing strand since a written analysis and presentation of findings is so often critical.
• Annotated samples of student writing accompany the standards and help establish adequate performance levels in writing arguments, informational/explanatory texts, and narratives in the various grades.
Speaking and Listening
• The standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media.
• An important focus of the speaking and listening standards is academic discussion in one-on-one, small-group, and whole-class settings. Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as students collaborate to answer questions, build understanding, and solve problems.
Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers ~ Title: Common Core State Standards English Language Arts Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. ~ Copyright Date: 2010
Key Points in English Language Arts Core Standards (cont.)
Language
• The standards expect that students will grow their vocabularies through a mix of conversations, direct instruction, and reading. The standards will help students determine word meanings, appreciate the nuances of words, and steadily expand their repertoire of words and phrases.
• The standards help prepare students for real life experience at college and in 21st century careers. The standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language.
• Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading, writing, speaking, and listening.
Media and Technology
• Just as media and technology are integrated in school and life in the twenty-first century, skills related to media use (both critical analysis and production of media) are integrated throughout the standards.
First Grade ELA Core Standards Overview
! Using phonemic awareness skills, phonics (matching letters and sounds), and word analysis skills to decode words when reading
and writing
! Reading grade-level text with understanding and fluency
! Learning from, enjoying, and getting facts from books he or she reads and listens to
! Describing characters, settings, and major events in a story, using key details
! Getting facts and information from different writings (texts)
! Writing about a topic, supplying some facts, and providing some sense of opening and closing
! Participating in shared research and writing projects
! Taking part in conversations about topics and texts being studied by responding to the comments of others and asking questions to
clear up any confusion
! Describing people, places, things, and events with relevant details, expressing ideas and feelings clearly and with complete
sentences
! Producing and expanding complete simple and compound statements, questions, commands, and exclamations
! Identifying the correct meaning for a word with multiple meanings, based on the sentence or paragraph in which the word is used
! Learning to think about finer distinctions in the meanings of near-synonyms (e.g., marching, prancing, strutting, strolling, walking)
! ! !!!!!!!!!!!!!!!1st – 3rd grade Dual Language Immersion schedules: 2012-13
English Language Classroom:180 Minutes M-F
Mon Tues Wed Thurs Fri
Literacy 110-120 Canyons Literacy Block: • Reading (30 minutes)
• Language Arts (30 minutes)
• Skill-Based Instruction (30 minutes)
• Content Integration (20-30 minutes)
110-120 Canyons Literacy Block: • Reading (30 minutes)
• Language Arts (30 minutes)
• Skill-Based Instruction (30 minutes)
• Content Integration (20-30 minutes)
110-120 Canyons Literacy Block: • Reading (30 minutes)
• Language Arts (30 minutes)
• Skill-Based Instruction (30 minutes)
• Content Integration (20-30 minutes)
110-120 Canyons Literacy Block: • Reading (30 minutes)
• Language Arts (30 minutes)
• Skill-Based Instruction (30 minutes)
• Content Integration (20-30 minutes)
110-120 Canyons Literacy Block: • Reading (30 minutes)
• Language Arts (30 minutes)
• Skill-Based Instruction (30 minutes)
• Content Integration (20-30 minutes)
Math, Science, Social Studies Reinforcement
40 Math Reinforcement (20 minutes): • Spiral Review
• Vocabulary
• Fluency
• Re-teach or Practice worksheets
40 Math Reinforcement (20 minutes): • Spiral Review
• Vocabulary
• Fluency
• Re-teach or Practice worksheets
40 Math Reinforcement (20 minutes): • Spiral Review
• Vocabulary
• Fluency
• Re-teach or Practice worksheets
40 Math Reinforcement (20 minutes): • Spiral Review
• Vocabulary
• Fluency
• Re-teach or Practice worksheets
40 Math Reinforcement (20 minutes): • Spiral Review
• Vocabulary
• Fluency
• Re-teach or Practice worksheets
Art/Music/PE
TBD TBD TBD TBD TBD
! ! !!!!!!!!!!!!!!!1st – 3rd grade Dual Language Immersion schedules: 2012-13
Target Language Classroom: 180 Minutes M-F
Mon Tues Wed Thurs Fri
Literacy 60 Implement Language-specific Literacy Program: Spanish-Estrellita and/or Calle de la –Lectura French-Super Gafi Program or A l'ecole des livres Program Chinese-Better Chinese or Singapore Literacy
60 Implement Language-specific Literacy Program:
Spanish-Estrellita and/or Calle de la Lectura French-Super Gafi Program or A l'ecole des livres Program Chinese-Better Chinese of Singapore Literacy
60 Implement Language-specific Literacy Program:
Spanish-Estrllita and/or Calle de la Lectura French-Super Gafi Program or A l'ecole des livres Program Chinese-Better Chinese of Singapore Literacy
60 Implement Language-specific Literacy Program:
Spanish-Estrellita and/or Calle de la Lectura French-Super Gafi Program or A l'ecole des livres Program Chinese-Better Chinese of Singapore Literacy
60 Implement Language-specific Literacy Program:
Spanish-Estrellita and/or Calle de la Lectura French--Super Gafi Program or A l'ecole des livres Program Chinese-Better Chinese of Singapore Literacy
Math 70 • Everyday Counts
Calendar • Canyons Math Block
(CRA Model): o Daily Review (5
minutes) o Vocabulary (10-15
minutes) o Concrete (15-20
minutes) o Representational
(20 Minutes)
70 • Everyday Counts
Calendar • Canyons Math Block
(CRA Model): • Daily Review (5
minutes) • Vocabulary (10-
15 minutes) • Concrete (15-20
minutes) • Representational
(20 Minutes)
70 • Everyday Counts
Calendar • Canyons Math
Block (CRA Model): • Daily Review (5
minutes) • Vocabulary (10-15
minutes) • Concrete (15-20
minutes) • Representational
(20 Minutes)
70 • Everyday Counts
Calendar • Canyons Math Block
(CRA Model): • Daily Review (5
minutes) • Vocabulary (10-
15 minutes) • Concrete (15-20
minutes) • Representational
(20 Minutes)
70 • Everyday Counts
Calendar • Canyons Math Block
(CRA Model): • Daily Review (5
minutes) • Vocabulary (10-
15 minutes) • Concrete (15-20
minutes) • Representational
(20 Minutes)
! ! !!!!!!!!!!!!!!!1st – 3rd grade Dual Language Immersion schedules: 2012-13
Language 50 (Scripted language lessons derived from the Language-specific Framework)
50 (Scripted language lessons derived from the Language-specific Framework)
Science/Social Studies
50 (Scripted Language-specific Integrated Curriculum Lessons)
50 (Scripted Language-specific Integrated Curriculum Lessons)
50 (Scripted Language-specific Integrated Curriculum Lessons)
Art/ Music/ PE
TBD TBD TBD TBD TBD
!
Schools are free to determine the amount and time of instruction for Art, Music & P.E.
CSD First Grade Literacy Block: Fall (Dual Language Immersion: ENGLISH Classroom) Literacy Component Range of Time Class Configuration Focus of Instruction
Reading
30
minutes
Whole Group
Cooperative Groups & Partners
• Build Background • Oral Vocabulary • Phonemic Awareness • Phonics • Word Study
Language Arts
30
minutes
Whole Group
Cooperative Groups & Partners
• PALS (Initial 20 weeks of instruction) • Comprehension • Grammar • Writing
Skill-Based Instruction Additional skill-based
instruction in small group setting with teacher. Other students engage in Practice
Stations that review, reinforce, or extend.
30
minutes
10 minutes per group
Teach and Model Practice Stations Small Groups Focus of Instruction Instructional Materials
Group 1 FALL: Adequate Phonemic Segmentation Fluency Adequate Nonsense Word Fluency
• Blending fluency at the word level • Accuracy and fluency in connected
text
• PALS • Reading Street decodable texts • Reading Street Leveled Readers • Literary and Informational Text • Reading Street Small Group: Advanced Level lessons (AL) • Writing Notebooks
Group 2 FALL: Low Phonemic Segmentation Fluency Adequate Nonsense Word Fluency
• Building automaticity with phoneme segmenting and blending
• Decoding • Sound by sound blending towards
recoding and unitization
• PALS • Reading Street decodable texts • Elkonin boxes with discs or pushing up sounds with fingers • Elkonin boxes with letter tiles • Phoneme segmentation activities • My Sidewalks materials • Reading Street Small Group: On-Level lessons (OL) • Reading Street Ready, Set, Read Unit materials (Unit R)
Group 3 FALL: Low Phonemic Segmentation Fluency Low Nonsense Word Fluency
• Identifying initial, final, and vowel phonemes
• Phoneme segmentation • Phoneme blending • Decoding and encoding regular 1-
syllable words (VC & CVC with short vowels)
• Consonant Diagraphs • Decoding and encoding consonant
blends (CVCC & CCVC)
• PALS • Reading Street decodable texts • Elkonin boxes with discs or pushing up sounds with fingers • Elkonin boxes with letter tiles • Phoneme segmentation activities • My Sidewalks materials • Reading Street Small Group: Strategic Intervention lessons (SI) • Reading Street Ready, Set, Read Unit materials
(Unit R)
Group 4 FALL: Adequate Phonemic Segmentation Fluency Low Nonsense Word Fluency
• Decoding regular 1-syllable words (VC & CVC with short vowels)
• Consonant Diagraphs • Decoding and encoding consonant
blends (CVCC & CCVC)
• PALS • Reading Street decodable texts • Elkonin boxes with letter tiles • My Sidewalks materials • Reading Street Small Group: Strategic Intervention lessons (SI) • Reading Street Ready, Set, Read Unit materials (Unit R)
Content Integration • Science core • Social Studies core • English Language Development
20-30
minutes
Whole Group Content Reading Groups
Research and Inquiry • Accessing informational and literary text in content areas • Writing in the content areas (application of reading) • Making meaning in the content areas (comprehension of concepts)
CSD First Grade Literacy Block: Winter/Spring (Dual Language Immersion: ENGLISH Classroom) Literacy Component Range of
Time Class Configuration Focus of Instruction
Reading
30
minutes
Whole Group
Cooperative Groups & Partners
• Build Background • Oral Vocabulary • Phonemic Awareness • Phonics • Word Study
Language Arts
30
minutes
Whole Group
Cooperative Groups & Partners
• PALS (Initial 20 weeks of instruction) • Comprehension • Grammar • Writing
Skill-Based Instruction Additional skill-based
instruction in small group setting with teacher. Other students engage in Practice
Stations that review, reinforce, or extend.
30
minutes
10 minutes
per group
Teach and Model Practice Stations Small Groups Focus of Instruction Instructional Materials
Group 1 WINTER/SPRING: Accurate & Fluent Reader Met benchmark on R-CBM with at least 95% accuracy
• Maintaining accuracy and fluency with connected text
• Comprehension • Writing
• PALS • Reading Street Decodable Readers • Reading Street Leveled Readers • Literary and Informational Text • Reading Street Small Group: Advanced Level lessons (AL)
Group 2 WINTER/SPRING: Accurate & Slow Reader Below benchmark on R-CBM with at least 95% accuracy
• Fluency • Automaticity with high frequency words • Recoding and unitization
• PALS • Reading Street Decodable Readers
• Reading Street Leveled Readers
• Literary and Informational Text • Reading Street fluency passages • Reading Street Small Group: On-Level lessons (OL)
Group 3 WINTER/SPRING: Inaccurate & Slow Reader Below benchmark on R-CBM with less than 95% accuracy
• Missing phonemic awareness skills • Missing decoding skills • Missing high frequency words • Applying skills to connected text at instructional
level • Building fluency at independent level • Substantial practice applying phonics to new text
and writing
• PALS • Reading Street Decodable Readers • Elkonin boxes with discs or pushing up sounds with
fingers • Elkonin boxes with letter tiles • Phoneme segmentation activities • My Sidewalks materials • Reading Street Small Group: Strategic Intervention
lessons (SI) • Reading Street Ready, Set, Read Unit materials (Unit R)
Group 4 WINTER/SPRING: Inaccurate & Fluent Reader Met benchmark on R-CBM with less than 95% accuracy
• Explicit modeling of accurate reading • Self-monitoring—table tap when student makes
and error. This will help the student slow down and read more accurately.
• Challenge student to read a portion of the text with 2 or less errors
• Teach student to adjust rate of reading to type of text and purpose for reading
• PALS
• Reading Street Decodable Readers • Reading Street Leveled Readers
• Reading Street Small Group: Strategic Intervention lessons (SI)
Content Integration • Science core • Social Studies core • English Language Development
20-30
minutes
Whole Group Content Reading Groups
Research and Inquiry • Accessing informational and literary text in content areas • Writing in the content areas (application of reading) • Making meaning in the content areas (comprehension of concepts)
Grade 1: Five-Day Plan for Reading Street !
Literacy Block Component Day 1 Day 2 Day 3 Day 4 Day 5
Application Day
Reading
45-60 minutes
*Instructional
Tune Up
(SE) = Student Edition (SR) = Student Reader
Build Background Concept Talk
• Big Question Video (beginning of each Unit) OR Concept Talk Video (Digital)
• Question of the Week • Routine: Activate Prior
Knowledge Anchored Talk
• Let’s Talk About (SE) • Concept Map • Writing on Demand • ELL Poster
Oral Vocabulary Amazing Words
• Sing With Me Big Book • Routine: Oral Vocabulary
Phonemic Awareness Phonemic Awareness Lesson
• Let’s Listen For (SE) • Interactive Sound-Spelling Cards
(Digital) Phonics Teach/Model Routine: Blending Strategy
• Use Sound-Spelling Cards* • Sound-by-Sound Blending*
Build Fluency • Envision It! (SE) • Blend and Read • Monitor Progress: Check Word
Reading Decodable Practice Reader (SR)
• Decodable Practice Reader* • Reread for Fluency Routine:
Oral Rereading Word Study Spelling
• Spelling Dictation* • Let’s Practice It!
High-Frequency Words • Routine: Non-decodable Words • Reader’s & Writer’s Notebook • High-Frequency Words (SE)
Build Background Concept Talk
• Concept Talk Video • Question of the Week • Sing With Me Big Book • Big Book Read Aloud
Anchored Talk • Concept Map • ELL Poster
Oral Vocabulary Amazing Words
• Routine: Oral Vocabulary Phonemic/Phonological Awareness Phonemic Awareness Lesson
• Let’s Listen For (SE) • Interactive Sound-Spelling
Cards (Digital) Phonics Teach/Model Routine: Blending Strategy
• Use Sound-Spelling Cards*
• Sound-by-Sound Blending*
Build Fluency • Envision It! (SE) • Blend and Read • Monitor Progress: Check
Word Reading Decodable Practice Reader
• Decodable Practice Reader*
• Reread for Fluency Routine: Paired Reading
Phonics Review Word Study Spelling
• Spelling lesson • Reader’s & Writer’s
Notebook High-Frequency Words
• I Can Read (SE) • Let’s Practice It!
Build Background Concept Talk
• Question of the Week
• Sing With Me Big Book
• Big Book Read Aloud
Anchored Talk • Concept Map • ELL Poster
Oral Vocabulary Amazing Words
• Routine: Oral Vocabulary
Phonemic/Phonological Awareness Phonemic Awareness Lesson
• Let’s Listen For (SE)
• Interactive Sound-Spelling Cards (Digital)
Phonics Teach/Model
• Use Sound-Spelling Cards*
• Sound-by-Sound Blending*
• Build Words • Fluent Word
Reading • Blend and Read
Word Study Spelling
• Spelling lesson • Reader’s &
Writer’s Notebook High-Frequency and Story Words
• Monitor Progress: Check High-Frequency Words
Build Background Concept Talk
• Question of the Week
• Sing With Me Animations (digital)
• Story from the “Read Aloud Anthology”
Anchored Talk • Concept Map • ELL Poster
Oral Vocabulary Amazing Words
• Routine: Oral Vocabulary
Phonemic/Phonological Awareness Phonemic Awareness Lesson
• Interactive Sound-Spelling Cards (Digital)
Phonics Review
• Use Sound-Spelling Cards*
• Sound-by-Sound Blending*
• Let’s Practice It Decodable Practice Reader
• Decodable Practice Reader*
• Reread for Fluency Routine: Oral Rereading
Fluent Word Reading Word Study Spelling
• Spelling lesson • Reader’s & Writer’s
Notebook
Build Background Concept Wrap Up
• Question of the Week
• Story from the “Read Aloud Anthology”
• Concept Map • ELL Poster
Oral Vocabulary Amazing Ideas/Words
• Monitor Progress: Check Oral Vocabulary
Phonemic/Phonological Awareness
• Blend and Segment Syllables
Phonics • Target Phonics
Skills Word Study Spelling High Frequency Words
• Spelling Dictation*
Grade 1: Five-Day Plan for Reading Street !
Literacy Block Component Day 1 Day 2 Day 3 Day 4 Day 5
Application Day
Language Arts
30-45
minutes (SE) = Student Edition (SR) = Student Reader
Listening Comprehension • Envision It! (SE) • Envision It!
Animations (Digital)
• Read Aloud • Graphic Organizer
Flip Chart • Reader’s &
Writer’s Notebook Grammar Conventions lesson
• Grammar Transparency (digital)
• Grammar Jammer (digital)
• Daily Fix It (digital) Writing Writing lesson
• Mini-lesson • Reader’s &
Writer’s Notebook (Digital)
• Routine: Quick Write for Fluency
Writing Process (Customize Writing)
• Plan & Prewrite • Draft • Revise • Edit • Publish & Present
Writing Strategy • Four-Square
Writing
Vocabulary Story Words
• Vocabulary Transparency (digital)
Vocabulary • Graphic Organizer Flip Chart
Build Background • Background Building Audio • Graphic Organizer Flip Chart • Connect to Selection (SE)
Main Selection First Read
• Envision It! (SE) • Guide Comprehension
Comprehension • Comprehension Check • Genre or Literary Text
Grammar Conventions lesson
• Reader’s & Writer’s Notebook • Grammar Transparency
(digital) • Daily Fix It (digital)
Writing Writing lesson
• Mini-lesson • Reader’s and Writer’s
Notebook • Routine: Quick Write for
Fluency Writing Process (Customize Writing)
• Plan & Prewrite • Draft • Revise • Edit • Publish & Present
Writing Strategy Four-Square Writing Handwriting Model, Practice, and Monitor within Word Study, Writing, or Conventions
Main Selection Second Read
• Extend Thinking (see Day 2 for “Double Day Read” in TE)
Comprehension Retelling
• Envision It! (SE) • Monitor Progress: Check
Retelling • Retell Cards • Story Sort (digital)
Think Critically Model Fluency
• Reread for Fluency Routine: Choral Reading
Grammar Conventions lesson
• Grammar Jammer (Digital)
• Reader’s & Writer’s Notebook
• Daily Fix It (digital) Writing Let’s Write It
• Let’s Write It! (SE) Writing lesson
• Mini-lesson • Routine: Quick Write for
Fluency Writing Process (Customize Writing)
• Plan & Prewrite • Draft • Revise • Edit • Publish & Present
Writing Strategy Four-Square Writing Handwriting Model, Practice, and Monitor within Word Study, Writing, or Conventions
Comprehension Genre lesson
• Read Together (SE)
• Guide Comprehension
Fluency • Routine: Paired
Reading • Monitor Progress:
Check Fluency WCPM
Grammar Conventions lesson
• Reader’s & Writer’s Notebook
• Grammar Jammer (digital)
• Daily Fix It (digital)
Writing Writing lesson
• Mini-lesson • Routine: Quick
Write for Fluency Writing Process (Customize Writing)
• Plan & Prewrite • Draft • Revise • Edit • Publish & Present
Writing Strategy Four-Square Writing Handwriting Model, Practice, and Monitor within Word Study, Writing, or Conventions
Comprehension Let’s Learn It (SE)
• Listening and Speaking/Media Literacy
• Vocabulary • Fluency
Comprehension lesson Vocabulary lesson Genre lesson Assessment
• Monitor Progress: Sentence Reading
• Monitor Progress: Fluency and Comprehension
Grammar Conventions lesson
• Let’s Practice It • Grammar Jammer
(digital) • Daily Fix It (digital)
Writing Writing lesson
• Mini-lesson • Writing
Transparency • Routine: Quick
Write for Fluency Writing Process (Customize Writing)
• Plan & Prewrite • Draft • Revise • Edit • Publish & Present
Writing Strategy Four-Square Writing Handwriting Model, Practice, and Monitor within Word Study, Writing, or Conventions
Grade 1: Five-Day Plan for Reading Street !
Literacy Block Component Day 1 Day 2 Day 3 Day 4 Day 5
Application Day
Skill-Based Instruction
Small Group
45-60
minutes
What are the other students
doing?
Practice Stations
• Social Studies and/or Science Connections
• Word Wise (Spelling Patterns)
• Word Work (Spelling Patterns)
• Words to Know (Vocabulary)
• Let’s Write! (Writing) or (Writing) or (Writing)
• Read for Meaning (Text Structures)
• Get Fluent (Fluency Practice)
Practice Stations
• Social Studies and/or Science Connections
• Word Wise (Spelling Patterns)
• Word Work (Spelling Patterns)
• Words to Know (Vocabulary)
• Let’s Write! (Writing) or (Writing) or (Writing)
• Read for Meaning (Text Structures)
• Get Fluent (Fluency Practice)
Practice Stations
• Social Studies and/or Science Connections
• Word Wise (Spelling Patterns)
• Word Work (Spelling Patterns)
• Words to Know (Vocabulary)
• Let’s Write! (Writing) or (Writing) or (Writing)
• Read for Meaning (Text Structures)
• Get Fluent (Fluency Practice)
Practice Stations
• Social Studies and/or Science Connections
• Word Wise (Spelling Patterns)
• Word Work (Spelling Patterns)
• Words to Know (Vocabulary)
• Let’s Write! (Writing) or (Writing) or (Writing)
• Read for Meaning (Text Structures)
• Get Fluent (Fluency Practice)
Practice Stations
• Social Studies and/or Science Connections
• Word Wise (Spelling Patterns)
• Word Work (Spelling Patterns)
• Words to Know (Vocabulary)
• Let’s Write! (Writing) or (Writing) or (Writing)
• Read for Meaning (Text Structures)
• Get Fluent (Fluency Practice)
Grade 1: Five-Day Plan for Reading Street !
Literacy Block Component SMALL GROUPS for FALL
Skill-Based Instruction Small Group
45-60 minutes
Additional instruction with
Teacher while students engage in Practice Stations
and/or Independent Activities that preview,
review, reinforce, or extend
Fluid Skill Groups Focus of Instruction Instructional Resources
Group 1 FALL: Adequate Phonemic Segmentation Fluency Adequate Nonsense Word Fluency
• Blending fluency at the word level • Accuracy and fluency in connected
text
• PALS • Reading Street decodable texts • Reading Street Leveled Readers • Literary and Informational Text • Reading Street Small Group: Advanced Level lessons (AL) • Writing Notebooks
Group 2 FALL: Low Phonemic Segmentation Fluency Adequate Nonsense Word Fluency
• Building automaticity with phoneme segmenting and blending
• Decoding • Sound by sound blending towards
recoding and unitization
• PALS • Reading Street decodable texts • Elkonin boxes with discs or pushing up sounds with fingers • Elkonin boxes with letter tiles • Phoneme segmentation activities • My Sidewalks materials • Reading Street Small Group: On-Level lessons (OL) • Reading Street Ready, Set, Read Unit materials (Unit R)
Group 3
FALL: Low Phonemic Segmentation Fluency Low Nonsense Word Fluency
• Identifying initial, final, and vowel phonemes
• Phoneme segmentation • Phoneme blending • Decoding and encoding regular 1-
syllable words (VC & CVC with short vowels)
• Consonant Diagraphs • Decoding and encoding consonant
blends (CVCC & CCVC)
• PALS • Reading Street decodable texts • Elkonin boxes with discs or pushing up sounds with fingers • Elkonin boxes with letter tiles • Phoneme segmentation activities • My Sidewalks materials • Reading Street Small Group: Strategic Intervention lessons (SI) • Reading Street Ready, Set, Read Unit materials (Unit R)
Group 4 FALL: Adequate Phonemic Segmentation Fluency Low Nonsense Word Fluency
• Decoding regular 1-syllable words (VC & CVC with short vowels)
• Consonant Diagraphs • Decoding and encoding consonant
blends (CVCC & CCVC)
• PALS • Reading Street decodable texts • Elkonin boxes with letter tiles • My Sidewalks materials • Reading Street Small Group: Strategic Intervention lessons (SI) • Reading Street Ready, Set, Read Unit materials (Unit R)
Grade 1: Five-Day Plan for Reading Street !
Literacy Block Component SMALL GROUPS for WINTER/SPRING
Skill-Based Instruction Small Group
45-60 minutes
Additional instruction with Teacher while students engage in Practice Stations and/or
Independent Activities that preview, review, reinforce, or extend
Fluid Skill Groups Focus of Instruction Instructional Resources
Group 1 WINTER/SPRING: Accurate & Fluent Reader Met benchmark on R-CBM with at least 95% accuracy
• Maintaining accuracy and fluency with connected text
• Comprehension • Writing
• PALS • Reading Street Decodable Readers • Reading Street Leveled Readers • Literary and Informational Text • Reading Street Small Group: Advanced Level lessons
(AL)
Group 2 WINTER/SPRING: Accurate & Slow Reader Below benchmark on R-CBM with at least 95% accuracy
• Fluency • Automaticity with high frequency
words • Recoding and unitization
• PALS • Reading Street Decodable Readers
• Reading Street Leveled Readers
• Literary and Informational Text • Reading Street fluency passages • Reading Street Small Group: On-Level lessons (OL)
Group 3 WINTER/SPRING: Inaccurate & Slow Reader Below benchmark on R-CBM with less than 95% accuracy
• Missing phonemic awareness skills
• Missing decoding skills
• Missing high frequency words • Applying skills to connected text at
instructional level • Building fluency at independent
level • Substantial practice applying
phonics to new text and writing
• PALS • Reading Street Decodable Readers • Elkonin boxes with discs or pushing up sounds with
fingers • Elkonin boxes with letter tiles • Phoneme segmentation activities • My Sidewalks materials • Reading Street Small Group: Strategic Intervention
lessons (SI) • Reading Street Ready, Set, Read Unit materials (Unit
R)
Group 4 WINTER/SPRING: Inaccurate & Fluent Reader Met benchmark on R-CBM with less than 95% accuracy
• Explicit modeling of accurate reading
• Self-monitoring—table tap when student makes and error. This will help the student slow down and read more accurately.
• Challenge student to read a portion of the text with 2 or less errors
• Teach student to adjust rate of reading to type of text and purpose for reading
• PALS • Reading Street Decodable Readers • Reading Street Leveled Readers • Reading Street Small Group: Strategic Intervention
lessons (SI)
Grade 1: Five-Day Plan for Reading Street !
Literacy Block Component Day 1 Day 2 Day 3 Day 4 Day 5
Application Day
Content Integration
Small Group Whole Group
15-25
minutes
Make Social Studies and/or Science Connections Small Group Time Reinforce/Expand/Extend the Concept
• Content Leveled Readers (SE)
• Before-During-After
• eSelection (digital)
• eReaders (digital)
Learning in Content Areas Research and Inquiry
• Identify and Focus Topic
Make Social Studies and/or Science Connections Small Group Time Reinforce/Expand/Extend the Concept
• Content Leveled Readers (SE)
• Before-During-After
• eSelection (digital)
• eReaders (digital)
Learning in Content Areas: Research and Inquiry
• Research Skill
Make Social Studies and/or Science Connections Small Group Time Reinforce/Expand/Extend the Concept
• Content Leveled Readers (SE)
• Before-During-After
• eSelection (digital)
• eReaders (digital)
Learning in Content Areas: Listening and Speaking Research and Inquiry
• Gather and Record Information
Make Social Studies and/or Science Connections Small Group Time Reinforce/Expand/Extend the Concept
• Content Leveled Readers (SE)
• Before-During-After
• eSelection (digital)
• eReaders (digital)
Learning in Content Areas: Research and Inquiry
• Review and Revise Topic
Make Social Studies and/or Science Connections Small Group Time Reinforce/Expand/Extend the Concept
• Content Leveled Readers (SE)
• Before-During-After
• eSelection (digital)
• eReaders (digital)
Learning in the Content Area: Research and Inquiry
• Communicate Science/Social Studies
• Lab or Activity
!
!
First Grade English Language Arts
Scope and Sequence At-A-Glance 2012-13
Dates Small Group Instruction AUG 27 – OCT 23 OCT 24 – DEC 19 JAN 2 – FEB 22 FEB 25 – APR 19 APR 22 – JUN 6
Instructional Days 38 days 38 days 35 days 34 days 33 days
Unit Unit R Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
Big Question
What is all around me?
How are people
and animals important to one
another?
What is a
community?
What is changing in
our world?
What do we
treasure?
How are people
and animals important to one
another?
Phonics Skills
m, s, t, c, p, n, b, g, f, d, l, h, r, w, j, k, v, y, z, qu
short a, i, o, e, u
ck, x /ks/, plural -s, s /z/
inflected ending -s inflected ending -ing
initial and final consonant blends short a, i, o, e, u
sh, th, wh, ch, tch, ph
vowel sound in ball a_e, i_e, o_e, u_e,
long e, ee c /s/, g /j/
contractions -ed
syllables VC/CV
Vowel sounds-y Syllable pattern CV
Patterns -ng, -nk Compound words Ending
-es, Plural -es R-controlled vowels: or,
ore, ar, er, ir, ur Contractions ‘s, ‘ve, ‘re
Inflected endings Comparative endings
-er, -est, -dge
ai, ay, ea, oa, ow, ie, igh, ue, ew, ui, oo in
moon kn, wr
Compound words -ly, -ful
Adding Endings Singular & Plural Possessives
Three-Letter Consonant Blends
ow, ou, oo in foot, oi, oy, ie, aw, au
er, or un-, re-
long o, long i V/CV, VC/V
Inflected endings Syllable patterns
High Frequency
Words
a, green, I, see, like, the, one,
two, three, we, do, look, was,
yellow, you, are have, that, they, he, is, to, with,
for, go, me, here, where
come, in, on, my, way, she, take, up,
what, blue, get, from, help, little,
use, eat, five, four, her, this, too, saw, small, tree, your,
home, into, many, them
catch, good, no, put, said, want, be, could, horse, of, old, paper,
live, out, people, who, work, down, inside, now, there, together, around, find, food, grow, under, water,
also, family, new, other, some, their
always, become, day, everything, nothing, stays, things, any, enough, ever, every, own, sure, were,
away, car, friends, house, our, school, very, afraid,
again, few, how, read (both pronunciations), soon,
done, know, push, visit, wait, before, does, good-
bye, oh, right, won’t
about, enjoy, gives, surprise, worry, would,
colors, draw, drew, great, over, show, sign, found, mouth, once, took, wild,
above, eight, laugh, moon, touch, picture,
remember, room, stood, thought, across, because,
dance, only, opened, shoes, told
along, behind, eyes, never, pulling, toward,
door, loved, should, wood, among, another, instead, none, against,
goes, heavy, kinds, today, built, early,
learn, science, through, answered, carry, different, poor
!
First Grade Reading Street Scope and Sequence
Unit One: August 27 – October 23 Flexible Pacing: 38 instructional days
Big Question: How are people and animals important to one another?
Unit Writing Projects: Trading Card and Personal Narrative
Week Question of the Week (Concept)
Main Selection Target Skills Read and Comprehend
Target Skills Phonics
Weekly Writing
1 What do pets need? Sam, Come Back! Character and Setting Monitor and Clarify
short a ck
Story
2 Who helps animals? Pig in a Wig Plot Summarize
short i x /ks/
Fantasy Story
3 How do animals help people?
The Big Blue Ox Character and Setting Visualize
short o plural -s, s /z/
Short Poem
4 How do wild animals take care of their babies?
A Fox and A Kit Main Idea and Details Important Ideas
inflecting ending -s inflected ending -ing
Personal Narrative
5 Which wild animals live in our neighborhood?
Get the Egg! Main Idea and Details Structure
short e initial consonant blends
Realistic Story
6 What can we learn about wild animals by watching
them?
Animal Park Cause and Effect Text Structures
short u final consonant blends
Writing for Tests
First Grade Reading Street Scope and Sequence
Unit Two: October 24 – December 19 Flexible Pacing: 38 instructional days
Big Question: What is a community?
Unit Writing Projects: Pen Pal Email and Letter
Week
Question of the Week (Concept)
Main Selection Target Skills Read and Comprehend
Target Skills Phonics
Weekly Writing
1 What does a family do together?
A Big Fish for Max Sequence Predict & Set Purpose
sh th
vowel sound in ball
Friendly Letter
2 How is a school a community?
The Framer in the Hat Cause and Effect Monitor and Clarify
a_e c/s/, g/j
Brief Composition
3 Who works to make our community a nice place?
Who Works Here? Author’s Purpose Important Ideas
i_e wh,ch,tch,ph
Explanation
4 How do animal communities work together
to survive?
The Big Circle Sequence Inferring
o_e contractions
Poem
5 How are plant and animal communities important to
each other?
Life in the Forest Author’s Purpose Background Knowledge
u_e -ed
Description
6 How is an insect community like a community of people?
Honey Bees Compare and Contrast Questioning
long e, ee syllables VC/CV
Writing for Tests
First Grade Reading Street Scope and Sequence
Unit Three: January 2 – February 22 Flexible Pacing: 36 instructional days
Big Question: What is changing in our world?
Unit Writing Projects: Photo Essay and Expository Article
Week Question of the Week (Concept)
Main Selection Target Skills Read and Comprehend
Target Skills Phonics
Weekly Writing
1 How do places change? A Place to Play Sequence Summarize
Vowel sounds-y Syllable pattern CV
Realistic Story
2 What do we learn a we grow and change?
Ruby in Her Own Time
Compare and Contrast Inferring
Patterns -ng, -nk Compound words
Comments About a Story
3 What can we learn about animals as they grow and change?
The Class Pet Fact and Opinion Monitor and Clarify
Ending -es, Plural -es R-controlled vowels: -or, -
ore
Writing for Tests
4 What changes happen in a garden?
Frog and Toad Together
Author’s Purpose Visualize
Inflected endings R-controlled vowels: –ar
Lists
5 What changes can be seen in nature?
I’m a Caterpillar Fact and Opinion Text Structure
R-controlled vowels: er, ir, ur,
Contractions ‘s, ‘ve, ‘re
Captions and Pictures
6 What do animals do when the seasons change?
Where Are My Animal Friends?
Draw Conclusions Background Knowledge
Comparative endings -er, -est
-dge
Play Scene
First Grade Reading Street Scope and Sequence
Unit Four: February 25 – April 19 Flexible Pacing: 28 instructional days
Big Question: What do we treasure?
Unit Writing Projects: Story Exchange and Realistic Story
Week Question of the Week (Concept)
Main Selection Target Skills Read and Comprehend
Target Skills Phonics
Weekly Writing
1 How can we surprise be a treasure?
Mama’s Birthday Present
Draw Conclusions Monitor and Clarify
ai, ay Singular and Plural
Possessives
Friendly Letter
2 How can a story be a treasure? Cinderella Theme Visualize
ea Adding Endings
Invitation
3 What treasures can we find in our country?
A Trip to Washington D.C.
Facts and Details Important Details
oa, ow Three-Letter Consonant
Blends
Descriptive Poem
4 Why do we treasure special places?
A Southern Ranch
Facts and Details Questioning
ie, igh kn, wr
Writing for Tests
5 What treasures can we share at home?
Peter’s Chair Theme Story Structure
Compound words ue, ew, ui
Thank You Note
6 What treasures can we share with neighbors?
Henry and Mudge and Mrs.
Hopper’s House
Cause and Effect Predict and Set Purposes
-ly, ful oo in moon
Directions
First Grade Reading Street Scope and Sequence
Unit Five: April 22 – June 6 Flexible Pacing: 33 instructional days
Big Question: What difference can a great idea make?
Unit Writing Projects: E-Newsletter and Short Report
Week Question of the Week (Concept)
Main Selection Target Skills Read and Comprehend
Target Skills Phonics
Weekly Writing
1 When does a problem need a clever solution?
Tippy-Toe Chick, Go!
Character, Setting, Plot Monitor and Clarify
ow, ou ie
Animal Fantasy
2 How can we look at things in a different way?
Mole and the Baby Bird
Draw Conclusions Background Knowledge
ow, ou V/CV, VC/V
Letter to a Character
3 How do we solve mysteries? Dot & Jabber Compare/Contrast Monitor and Clarify
oo in foot Inflected endings
Questions
4 How can a great idea make our lives easier?
Simple Machines Main Idea and Details Summarize
oi, oy er, or
Advertisement
5 How can a great idea change the way we live?
Alexander Graham Bell: A Great Inventor
Sequence Text Structure
aw, au Syllable patterns
Writing for Tests
6 What can happen when someone has a new idea?
The Stone Garden
Theme Inferring
un-, re- long o, long i
Poem
First GradeEnglish Language Arts
Assessment Continuum2012-13
Fall CBMs
LNF, LSF, PSF, NWF
Spring CBMsNWF, RCBM
Winter CBMsNWF, RCBM
CFA Unit 1
CFA Unit 5
= Weekly Test/Progress Monitoring (optional assessments)
* Please submit Unit SuccessNet scores to your school principal by this date.
CFA Unit 2
CFA Unit 3
CFA Unit 4
Oct 23 Dec 19 Feb 22 Apr 19 Jun 6
Instructional Tune-Ups provide additional, explicit support to “rev up” the Reading Street instructional routine.
Instructional Tune-Ups
Four Square Writing Overview
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/34!5367740!89!:;167<!$=!/01!>?/0!:/9!@A;B1=!
You can easily write properly structured paragraphs with a topic sentence and conclusion using a simple “four square” graphic organizer. With further practice, you will learn to write well-developed compositions of five or more paragraphs, complete with introductory and concluding paragraphs.
Step 1: Write your topic sentence based on your writing prompt or topic.
Divide an entire piece of notebook paper into equal quarters, leaving a large rectangle in the center (as illustrated below.) Once you have formulated your position into a main idea (K-1), topic sentence (2-3) or thesis statement (4-6), write your Main Idea or Topic Sentence in Box 1.
The main idea (topic sentence) is placed in the center box of the four square (box 1). Boxes 2, 3, and 4 are used for supporting ideas. The lower right box (box 5) is used to build a summary or concluding sentence. This "wrap-up" sentence encompasses all the ideas developed in the four square, and is the basis of developing good introductory and concluding paragraphs in the essay.
Step 2: Write three supporting ideas and a concluding sentence.
Once you've written your topic or prompt in Box 1, BRAINSTORM three supporting ideas (Write these in Boxes 2, 3 and 4.) Finally, write a concluding sentence in Box #5. Now the center box will contain a complete sentence (topic sentence based on your prompt), and boxes 2, 3, and 4 will contain supporting ideas (reasons, examples, or explanations) that prove or support box 1. These ideas must be all different from one another, real, and not simple opinions.
Step 3: Develop your ideas in sentences/paragraph(s) on a separate sheet of paper. (Your sentences/paragraph(s) ideas are now taken off the organizer and put into sentences/paragraph(s) form on a separate sheet of paper, which will give you plenty of room to add to your sentences/paragraph(s).) Begin writing sentences/paragraph(s) using what you wrote in the Four Square (one sentences/paragraph(s) for each box).
Four Square and MORE:
4 Square + 3D: Adding more Details- Now these "supporting ideas" (reasons, examples, or explanations) need further development by adding supporting details in boxes 2, 3, and 4. Adding detail and support can be difficult since you may not be accustomed to elaborating. You will be challenged to " strain your brains." At this time it is important to remember that there may not be a repetition anywhere on the four-square.
4 Square + 3D + C: Adding Connecting words to provide transition between thoughts- By now you are developing your thesis statement (box 1) into three reasons, examples or explanations and supporting elaboration (boxes 2, 3, and 4). Connecting (transition) words are now needed to provide for smooth transition and reading between what will become paragraphs.
4 Square + 3D + C + V: Incorporating Vivid language into writing- This step helps you develop personal writing style by using carefully chosen specific words to provide sensory details and imagery for the reader. Your goal is to show the reader, not to just tell the reader. You can list several words under each detail in the organizer and later decide which ones to use. Addition of vivid language furthers elaboration and enhances maturity of writing. Building these descriptions prepares the writer for longer and more complex compositions.
Now all that is left is to take your paragraphs and develop the 5-paragraph essay; even your introduction and conclusion ideas are taken from your original four square organizer.
Four Square Writing Organizer Four Square Writing Method for Grades 1-3 (ISBN 1-57310-188-5) and
Four Square Writing Method for Grades 4-6 (1-57310-189-3) are written by Judith S. and Evan Jay Gould.
Main Idea (becomes introductory sentence/paragraph)
(Connecting word)
First reason, example, or explanation
- Supporting detail- Supporting detail- Supporting detail
(Connecting word)
Third reason, example, or explanation
- Supporting detail- Supporting detail- Supporting detail
(Connecting word)
Second reason, example, or explanation
- Supporting detail- Supporting detail- Supporting detail
(Connecting word)
Final Wrap-up (becomes concluding sentence/paragraph)
INSTR
UC
TION
AL SO
RT
First Grade
Refer to
the A
IMSw
eb In
structio
nal R
ecom
men
datio
n R
eports to
review T
ests of Early Literacy (T
EL) for fall.
Select criterion
report b
ased o
n C
SD b
ench
marks. T
he rep
ort w
ill pro
vide in
form
ation
on
studen
t perfo
rman
ce for alp
hab
et know
ledge (letter n
amin
g, letter soun
d), p
hon
emic aw
areness (p
ho
nem
e segm
entatio
n flu
ency), alp
hab
etic prin
ciple (n
on
sense w
ord
fluen
cy), and
readin
g ability (R
-CB
M). T
he R
-C
BM
measu
re will give an
indicatio
n o
f how
well a stu
den
t reads an
on
end o
f year grade level p
assage. Th
e R
-CB
M C
lass Distrib
utio
n R
eport w
ill pro
vide th
e rate and
accuracy o
f studen
ts’ oral read
ing an
d id
entify
wh
ether o
r not th
e ben
chm
ark has b
een m
et. Usin
g the criteria o
utlin
ed in
the tab
le belo
w, b
egin to
group
studen
ts accord
ingly. A
n ad
ditio
nal, b
lank so
rt is pro
vided
at the b
ack of th
is section
to reco
rd gro
up
s. Group 1:
FALL:
Adeq
uate P
hon
emic Segm
entatio
n Flu
ency
Adeq
uate N
on
sense W
ord
Fluen
cy W
INTER
/SPR
ING
: A
ccurate &
Fluen
t Read
er M
et ben
chm
ark on
R-C
BM
with
at least 95%
accuracy
Group 2:
FALL:
Low
Ph
on
emic Segm
entatio
n Flu
ency
Adeq
uate N
on
sense W
ord
Fluen
cy W
INTER
/SPR
ING
: A
ccurate &
Slow
Read
er B
elow
ben
chm
ark on
R-C
BM
with
at least 95%
accu
racy
Group 3:
FALL:
Low
Ph
on
emic Segm
entatio
n Flu
ency
Low
Non
sense W
ord
Fluen
cy W
INTER
/SPR
ING
: In
accurate &
Slow
Read
er B
elow
ben
chm
ark on
R-C
BM
with
less than
95%
accu
racy
Group 4:
FALL:
Adeq
uate P
hon
emic Segm
entatio
n Flu
ency
Low
Non
sense W
ord
Fluen
cy W
INTER
/SPR
ING
: In
accurate &
Fluen
t Read
er M
et ben
chm
ark on
R-C
BM
with
less than
95%
accu
racy
FALL First G
rade
Focu
s of In
structio
n &
Materials
Gro
up
1:
Adequate Phonem
ic Segmentation Fluency
Adequate N
onsense Word Fluency
Focu
s of In
structio
n:
• B
lending fluency at the word level
• A
ccuracy and fluency in connected text In
structio
nal M
aterials:
• PA
LS •
Reading Street decodable texts
• R
eading Street Leveled Readers
• Literary and Inform
ational Text •
Reading Street Sm
all Group: A
dvanced Level lessons (A
L)
• W
riting Notebooks
Gro
up
2:
Low Phonem
ic Segmentation Fluency
Adequate N
onsense Word Fluency
Focu
s of In
structio
n:
• B
uilding automaticity w
ith phoneme segm
enting and blending
• D
ecoding •
Sound by sound blending towards recoding and
unitization
Instru
ction
al Materials:
• PA
LS •
Reading Street decodable texts
• Elkonin boxes w
ith discs or pushing up sounds w
ith fingers •
Elkonin boxes with letter tiles
• Phonem
e segmentation activities
• M
y Sidewalks m
aterials •
Reading Street Sm
all Group: O
n-Level lessons (O
L) •
Reading Street R
eady, Set, Read U
nit materials
(Unit R
) G
rou
p 3
: Low
Phonemic Segm
entation Fluency Low
Nonsense W
ord Fluency Fo
cus o
f Instru
ction
:
• Identifying initial, final, and vow
el phonemes
• Phonem
e segmentation
• Phonem
e blending •
Decoding and encoding regular 1-syllable w
ords (V
C &
CV
C w
ith short vowels)
• C
onsonant Diagraphs
• D
ecoding and encoding consonant blends (CV
CC
&
CC
VC
) In
structio
nal M
aterials:
• PA
LS •
Reading Street decodable texts
• Elkonin boxes w
ith discs or pushing up sounds with
fingers •
Elkonin boxes with letter tiles
• Phonem
e segmentation activities
• M
y Sidewalks m
aterials •
Reading Street Sm
all Group: Strategic Intervention
lessons (SI) •
Reading Street R
eady, Set, Read U
nit materials
(Unit R
)
Gro
up
4:
Adequate Phonem
ic Segmentation Fluency
Low N
onsense Word Fluency
Focu
s of In
structio
n:
• D
ecoding regular 1-syllable words (V
C &
CV
C
with short vow
els) •
Consonant D
iagraphs •
Decoding and encoding consonant blends (C
VC
C
& C
CV
C)
Instru
ction
al Materials:
• PA
LS •
Reading Street decodable texts
• Elkonin boxes w
ith letter tiles •
My Sidew
alks materials
• R
eading Street Small G
roup: Strategic Intervention lessons (SI)
• R
eading Street Ready, Set, R
ead Unit m
aterials (U
nit R)
W
INT
ER/SP
RIN
G First G
rade
Focu
s of In
structio
n &
Materials
G
roup 1: A
ccurate & Fluent R
eader (R-C
BM
) Fo
cus o
f Instru
ction:
• M
aintaining accuracy and fluency with
connected text •
Com
prehension •
Writing
In
structio
nal M
aterials: •
PALS
• R
eading Street Decodable R
eaders •
Reading Street Leveled R
eaders •
Literary and Informational Text
• R
eading Street Small G
roup: Advanced Level
lessons (AL)
Gro
up 2: A
ccurate & Slow
Reader (R
-CB
M)
Focu
s of In
structio
n:
• Fluency
• A
utomaticity w
ith high frequency words
• R
ecoding and unitization
Instru
ctional M
aterials: •
PALS
• R
eading Street Decodable R
eaders •
Reading Street Leveled R
eaders •
Literary and Informational Text
• R
eading Street fluency passages •
Reading Street Sm
all Group: O
n-Level lessons (OL)
Gro
up 3: Inaccurate &
Slow R
eader (R-C
BM
) Fo
cus o
f Instru
ction:
• M
issing phonemic aw
areness skills •
Missing decoding skills
• M
issing high frequency words
• A
pplying skills to connected text at instructional level
• B
uilding fluency at independent level •
Substantial practice applying phonics to new
text and writing
Instru
ctional M
aterials: •
PALS
• R
eading Street Decodable R
eaders •
Elkonin boxes with discs or pushing up sounds
with fingers
• Elkonin boxes w
ith letter tiles •
Phoneme segm
entation activities •
My Sidew
alks materials
• R
eading Street Small G
roup: Strategic Intervention lessons (SI)
• R
eading Street Ready, Set, R
ead Unit m
aterials (U
nit R)
Gro
up 4: Inaccurate &
Fluent Reader (R
-CB
M)
Fo
cus o
f Instru
ction:
• Explicit m
odeling of accurate reading •
Self-monitoring—
table tap when student
makes and error. This w
ill help the student slow
down and read m
ore accurately. •
Challenge student to read a portion of the text
with 2 or less errors
• Teach student to adjust rate of reading to type of text and purpose for reading
Instru
ctional M
aterials: •
PALS
• R
eading Street Decodable R
eaders •
Reading Street Leveled R
eaders •
Reading Street Sm
all Group: Strategic Intervention
lessons (SI)
M
y Class In
structio
nal So
rt First G
rade
G
rou
p 1
: FA
LL: A
deq
uate P
ho
nem
ic Segmen
tation
Fluen
cy A
deq
uate N
on
sense W
ord
Fluen
cy W
INT
ER/SP
RIN
G:
Accu
rate & Flu
ent R
eader
Met b
ench
mark o
n R
-CB
M w
ith at least 9
5%
accuracy.
Gro
up
2:
FALL:
Low
Ph
on
emic Segm
entatio
n Flu
ency
Ad
equ
ate No
nsen
se Wo
rd Flu
ency
WIN
TER
/SPR
ING
: A
ccurate &
Slow
Read
er B
elow
ben
chm
ark on
R-C
BM
with
at least 95
% accu
racy.
Gro
up
3:
FALL:
Low
Ph
on
emic Segm
entatio
n Flu
ency
Low
No
nsen
se Wo
rd Flu
ency
WIN
TER
/SPR
ING
: In
accurate &
Slow
Read
er B
elow
ben
chm
ark on
R-C
BM
with
less than
95
% accu
racy.
Gro
up
4:
FALL:
Ad
equ
ate Ph
on
emic Segm
entatio
n Flu
ency
Low
No
nsen
se Wo
rd Flu
ency
WIN
TER
/SPR
ING
: In
accurate &
Fluen
t Read
er M
et ben
chm
ark on
R-C
BM
with
less than
95
% accu
racy.
First Grade Science & Social Studies Text Supports
Science Standards
Reading Street Student Texts (U = Unit; W = Week; D = Day)
Reading Street Leveled Readers L= Lexile
Book Title: (L #) G= Grade
Reading Street Science & Social Studies
Leveled Readers L= Lexile
Book Title: (L #)
REACH National
Geographic Readers
Standard 1 The Processes of Science, Communication of Science, and the Nature of Science. Students will be able to apply scientific processes, communicate scientific ideas effectively, and understand the nature of science.
U5 W3 Sing with Me: Every Little Riddle
A Different Way to See (G1)
Standard 2 Earth and Space Science. Students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather.
U3 W1 D2 Big Book: What Makes the Seasons I Can Read, Main Selection, Pg. 127 U5 W3 D2 Water-Main Selection U5 W 6 D2 The Stone Garden (Main Selection p.210-231/TE 210b)
A Garden for All (L420) Let’s Plant a Garden (L90) Cody’s Adventure (L580) Space Star (L260) The Moon Festival (L350) The Moon Lady and Her Festival (L480) To The Moon (Grade 1) All Kinds of Weather (L130) Changes in Nature (Grade 4)
Day and Night Sky (L20) The Sky (L120) The Sun (L480) Crystals & Gems (L590) Earth’s Weather and Seasons (L190) The Four Seasons (L300) Weather and Seasons (L160) Rocks and Soil (L590) The Rocks and Soil Beneath Us (L740)
Unit 6 Part 1 & 2 Up in the
Air
First Grade Science & Social Studies Text Supports
Science Standards
Reading Street Student Texts (U = Unit; W = Week; D = Day)
Reading Street Leveled Readers L= Lexile
Book Title: (L #) G= Grade
Reading Street Science & Social Studies
Leveled Readers L= Lexile
Book Title: (L #)
REACH National
Geographic Readers
(Continued) Standard 2 Earth and Space Science. Students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather.
Glooskap and the First Summer: An Algonquin Tale (L360) Sensational Seasons (L640) Spring Rose, Winter Bear (L170) Grandpa’s Rock Kit (L390) I Collect Rocks (L290) On the Rocks (G1) Weather or Not (L540) In the Winter (L90) My Street (G1) All About the Weather (L340) Ready for Winter? (G1) Leaves (G4) Seasons Change (G1) The Seasons Change (L 220) Seasons Come and Go (L 170)
How is the Weather? (G2) What we Need (L400) Water (L440) Earth’s Land, Air and Water (G2) Land, Water, and Air (G1) Our Land, Air, and Water (L100) Weather and Seasons (L160)
Standard 3 Physical Science. Students will gain an understanding of Physical Science through the study of the forces of motion and the properties of
U5 W4 D1 Sing with Me: A Box of Gadgets U5 W4 D1 Decodable Text: Roy and Joyce Join In U5 W4 D2
Simple Machines (L190) The Inclined Plane (L380) Simple Machines at Work (G1) (L470) Simple Machines in Compound
Forces and Motion (G2)
How Things Work (GK)
Machines at Work (G1)
First Grade Science & Social Studies Text Supports
materials.
Big Book: Orville and Wilber Wright U5 W4 D2 Main Selection: Simple Machines U5 W4 D5 Anthology: Mike Mulligan and His Steam Shovel
Machines (L 640) The Wonder of Wheels (G1) Ana and Her Bike (G1)
Science Standards
Reading Street Student Texts (U = Unit; W = Week; D = Day)
Reading Street Leveled Readers L= Lexile
Book Title: (L #) G= Grade
Reading Street Science & Social Studies
Leveled Readers L= Lexile
Book Title: (L #)
REACH National
Geographic Readers
Standard 4 Life Science. Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things.
U2 W4 D5 Advanced Selection: A Sweet Home U2 W5 D1 Read Aloud: The Life of an Oak Tree U2 W5 D2 Main Selection: Life in the Forest U2 W6 D2 Main Selection: Honey Bees
The Dog (L120) Carlos Picks A Pet (L300) Do Not Go Near (G1) Baby Animals in the Rain Forest (L390) We See Animals (L100) Which Fox? (G1) Who Lives Here (G1) At your Vet (L80) What Animals Can You See? (L90) Carry and the Wildlife Shelter (L360) Wild Animals (L70) Which Animals Will We See?(G1) Gardens Change (L100) In My Room (L110)
Plant and Animal Parts (L260) All Animals have Life Cycles (L480) How things Move (L300) Life Cycles (L160) How Living Things Grow and Change (L320) Egg to Owl (L530) Animal Groups (L510) Animal Eggs (L680) A Fantastic Field Trip (L700) Around the World (L 510)
Unit 4, Part 1
Changing & Growing
Unit 2, Part 1
Shoot for the Sun
First Grade Science & Social Studies Text Supports
Science Standards
Reading Street Student Texts (U = Unit; W = Week; D = Day)
Reading Street Leveled Readers L= Lexile
Book Title: (L #) G= Grade
Reading Street Science & Social Studies
Leveled Readers
REACH National
Geographic Readers
(Continued) Standard 4 Life Science. Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things.
U3 W3 D2 Main Selection: The Class Pet U3 W4 D2 2b&c. 2b&c. 2b&c. Frog and Toad Together The Garden Main selection U3 W5 D2 I’m a Caterpillar (Main Selection) U3 W6 D2 2a. Where Are My Animal Friends? (SE) U4 W4 D2 Main Selection: A Southern Ranch
Gus the Pup (L210) Animals Change (L150) Big Wishes and Her Baby (G1) Britton Finds a Kitten (L500) Kittens Grow Up (G1) A Mighty Oak Tree (G1) Who Likes the Oak Tree? (L120) The Sunflower Questions (G1) A Dolphin’s Day (G1) Around the Forest (L220) People Help the Forest (G1) All About Food Chains (G1) In the Forest (L120) In the Lake (G1) My Apple Tree (G1) Animals Change and Grow (L120) Caterpillars Change (L90) Grow Tomatoes (G1) Changes in the Garden (L90) As White as Snow (G1) Ready for Winter? (G1) In the Winter (L90) Seasons Come and Go (L170) Monarchs Migrate South (L540) Let’s Visit a Butterfly Greenhouse (G1) Learn about Butterflies (L510) A Winter Bed (GK) A Garden for Everyone (G3) Silver and Stripes (G2) Mom Was a Baby Once (G1) The Baby Robins (G1) Animal Babies (G1)
Many Plants, Many Places (L740)
First Grade Science & Social Studies Text Supports
Social Studies Standards
Reading Street Student Texts (U = Unit; W = Week; D = Day)
Reading Street Leveled Readers L= Lexile
Book Title: (L #) G= Grade
Reading Street Science & Social Studies
Leveled Readers L= Lexile
REACH National
Geographic Readers
(Continued) Standard 1 Culture: Students will recognize and describe how schools and neighborhoods are both similar and different.
U2 W3 D1 Read Aloud: Too Much Trash U2 W6 D2 Main Selection: Honey Bees U3 V1 W1 D2 Main Selection: A Place to Play U4 W1 D2 Main Selection: Mama’s Birthday Present U4 W3 D4 SE: My Fourth of July U5 W2 D5 Advanced Selection: Aunt Kate’s Farmhouse U5 W3 D5 Advanced Selection: A Good Idea for Streets U5 W4 D2 SE: I Can Read!
That Cat Needs Help! (L 470) Loni’s Town (L470) Cary and the Wildlife Shelter (L360) At School (G1) My School (L90) Around My Neighborhood (L100) My Neighborhood (L180) Animal Helpers (L810) Community Helpers (L600) Special Animal Helpers (L690) The Dog (L120) Alike, Different and Together (L510) At the Ballpark (L160) Birthdays Around the World (L580) Election Day (L210) Family Traditions & Celebrations (L770) Living in Seoul (L480) The Moon Festival (L350) Neighborhoods (BR)
My Neighborhood (L 120)
First Grade Science & Social Studies Text Supports
Social Studies Standards
Reading Street Student Texts (U = Unit; W = Week; D = Day)
Reading Street Leveled Readers L= Lexile
Book Title: (L #) G= Grade
Reading Street Science & Social Studies
Leveled Readers L= Lexile
REACH National
Geographic Readers
(Continued) Standard 1 Culture: Students will recognize and describe how schools and neighborhoods are both similar and different.
The New Park (L260) Pet Helpers (G1) The Sick Pets (L 120) Helping Pets (G1) (L80) We Can Help! (G1) Where They Live (L 200) Neighborhood Animals (L 120) Who Lives Here? (G1) At Your Vet (L80) Here in my Neighborhood (L180) In My Neighborhood (L190) Look at My Neighborhood (BR) Mom the Mayor (L410) Animals Work Together (L110) Let’s Build a Park! (BR) A New Library (L380) My Street (G1) A Party for Pedro (L260) Special Days, Special Food (L630) Cascarones Are Fun (ALR) What a Detective Does (L220)
First Grade Science & Social Studies Text Supports
Social Studies Standards
Reading Street Student Texts (U = Unit; W = Week; D = Day)
Reading Street Leveled Readers L= Lexile
Book Title: (L #) G= Grade
Reading Street Science & Social Studies
Leveled Readers L= Lexile
REACH National
Geographic Readers
Standard 2 Citizenship: Students will recognize their roles and responsibilities in the school and in the neighborhood.
U1 W1 D1 Sing With Me Big Book U2 W2 D1 Read Aloud: Jimmy’s Lesson U2 W2 D2 Main Selection: The Farmer in the Hat U2 W2 D4 SE: Helping Hands in 4H U2 W4 D2 SE: The Big Circle U3 W1 D2 Main Selection: A Place to Play U3 W2 D2 Main Selection Ruby in Her Own Time U4 W2 D2 Main Selection: Cinderella U4 W3 D1 If You Were a Tourist Sing With Me Big Book
A Garden for All (L420) Rules at School (L330) School Rules (L330) On Our Street (G1) My Friends (L110) At School (G1) My School (L90) At Home (G1) Racing to Clean (G1) Hank’s Song (L270) I Can Read (L190) Ana and Her Bike (G1) Cinderella Goes to the Ball (G1) Squirrel And Bear (L400) Grasshopper and Ant (L 630) The Farmer’s Hat (G1) Ways We Learn (L180) Fly Away Owl! (L180) Begin to Dance (G1) Special Stories (L220) The Art Show (L230)
I Follow the Rules (G2) People Help the Forest (G1) Why We Have Rules (L200) How Do Rules Get Made (G1) Making Rules (L190) Rules (GK) A Garden For All (L420) We Are a Family (L180) My Family (G1) It Is Time to Get In Line (G1) Bees and Beekeepers (L570) Fun in the Sun (L130) Wild Animals (L70) Ways to Be a Good Citizen (L620) Three Kind Birds (G1) Symbols (L270)
First Grade Science & Social Studies Text Supports
Social Studies Standards
Reading Street Student Texts (U = Unit; W = Week; D = Day)
Reading Street Leveled Readers L= Lexile
Book Title: (L #) G= Grade
Reading Street Science & Social Studies
Leveled Readers L= Lexile
REACH National
Geographic Readers
(Continued) Standard 2 Citizenship: Students will recognize their roles and responsibilities in the school and in the neighborhood.
U4 W4 D2&3 SE: A Southern Ranch U4 W5 D2 Main Selection: Peter’s Chair U4 W5 D2 Big Book: Wilfred Gordon McDonald Partridge U4 W6 D1 Read Aloud: The Cat Chase U5 W1 D4 SE: The Little Red Hen U5 W1 D5 Advanced Selection: Brown Cow Town U5 W1 D2 Main Selection: Tippy Toe Chick U5 W2 D1 Read Aloud: Robby Rabbit
How Beth Feels (L230) How I Feel (L180) Nobunny’s Perfect (G1) Taking Care of the Earth (L730) Bess Makes a Mess (G1) Carlos Picks a Pet (L300) Helping Our World (L300) Double Trouble Twins (L450) Hubert and Frankie (L290) I Follow the Rules (L140) Jun and Pepper Grow Up (L410) Lunchtime (G2) Marty’s Summer Job (L510) My Little Brother (G1) Neighbors help Neighbors (L90) Our Dog Buster (L280) Puppy Show (G2) Rose Flies Home (G2) Time For Bed (G1) Three Little Kittens Learn a Lesson (G2)
Special Buildings (L560) The Fourth of July (L390) Independence Day (L490) America’s Birthday (L430) Home of the Brave (L650) Living in a Democracy (L650)
First Grade Science & Social Studies Text Supports
Social Studies Standards
Reading Street Student Texts (U = Unit; W = Week; D = Day)
Reading Street Leveled Readers L= Lexile
Book Title: (L #) G= Grade
Reading Street Science & Social Studies
Leveled Readers L= Lexile
REACH National
Geographic Readers
(Continued) Standard 2 Citizenship: Students will recognize their roles and responsibilities in the school and in the neighborhood.
U5 W2 D2 Big Book: Digby Takes Charge U5 W2 D2 SE: I Can Read! U5 W2 D2 Main Selection: Mole and the Baby Bird U5 W5 D1 Sing with Me Big Book: Everyday Technology U5 W5 D2 Big Book: Orville and Wilbur Wright U5 W6 D1 Sing with Me Book: An Original Recipe
Who Helps on Your Street (L210) The Class Play (G1) At School (G1) A Class (30) Rules at School (330) Our Pet Snake (ALR) The Rook’s Farm (G1)
First Grade Science & Social Studies Text Supports
Social Studies Standards
Reading Street Student Texts (U = Unit; W = Week; D = Day)
Reading Street Leveled Readers L= Lexile
Book Title: (L #) G= Grade
Reading Street Science & Social Studies
Leveled Readers L= Lexile
REACH National
Geographic Readers
Standard 3 Geography: Students will use geographic tools to demonstrate how symbols and models are used to represent features of the school, the neighborhood, and the real world.
U2 W3 D4 Research and Inquiry: Research Skill, Maps p. 95g (TE) Student edition: Neighborhood Map U4 W3 D2 Main Selection: A Trip to Washington D.C. U5 W6 D4 Student Edition: A Map and a Dream
The Stars and Stripes (G2) Happy Birthday America
Look, a Flag (GK)
Unit 8, Part 1 and 2
Get Out the Map
First Grade Science & Social Studies Text Supports
Social Studies Standards
Reading Street Student Texts (U = Unit; W = Week; D = Day)
Reading Street Leveled Readers L= Lexile
Book Title: (L #) G= Grade
Reading Street Science & Social Studies
Leveled Readers L= Lexile
REACH National
Geographic Readers
Standard 4 Financial Literacy:
Students will describe the economic choices people make to meet their basic economic needs.
U5 W3 D5 TE 129f: A Good Idea U4 W4 D2 Main Selection: A Southern Ranch U5 W5 D1 Read Aloud: Earle Dickson and His Wonderful Invention U5 W5 D2 Big Book: Orville and Wilbur Wright U5 W5 D2 Main Selection: Alexander Graham Bell: A Great Inventor U5 W5 D4 Anthology/ Read a Loud: Boy Invents Toys U5 W5 D5 TE 201f: Dawn’s Gift
Puppy Raiser (L420) We Can Help! (G1) Lights Out! (G1) At the Market (G1)
A New Home (L630)
Unit 3, Parts 1 & 2
To Your Front Door
First Grade Science & Social Studies Text Supports
Social Studies Standards
Reading Street Student Texts (U = Unit; W = Week; D = Day)
Reading Street Leveled Readers L= Lexile
Book Title: (L #) G= Grade
Reading Street Science & Social Studies
Leveled Readers L= Lexile
REACH National
Geographic Readers
(Continued) Standard 4 Financial Literacy:
Students will describe the economic choices people make to meet their basic economic needs.
U5 W5 D5 Advanced Selection read
aloud: Applause for
Bendable Straws
U5 W6 D2 Main Selection: The Stone
Garden
U5 W6 D2 Transparency 30:Momoko’s
Secret
U5 W6 D5 Anthology/Read aloud:
Stone Soda Bread