PBworksfspsliteracy.pbworks.com/w/file/fetch/60003818/1st Grade Quar… · Web viewCC.L.1.5 With guidance and support from adults, demonstrate understanding of figurative language,

Unit 2: Lesson 8 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 10READING WORKSHOP: WHOLE GROUP LESSONS

COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS

MATERIALS, EXPLANATIONS &

EXAMPLESASSESSMENTS

Daily Language/Vocabulary Phonemic Awareness

Segment PhonemesMiddle Sounds

FluencyPhrasing

VocabularyOral Vocabulary

ORAL VOCABULARY &

STRATEGIES

Oral Vocabulary:faraway village crisp smudge peeked edges

Weekly Plan T194-T195

Day 1T200-T201 DL

Segment Phonemes

Day 2T212-T213 DLMiddle Sounds


Day 4T242-T243 DL

Segment Phonemes

Day 5T252-T253

Identify Middle Sounds

AL: segment, phonemes

Read Aloud: Introduce Oral Vocabulary

“The Neighbors”T202-T203CLLG: p.55

Instructional Routine 16

CC.RF.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC. RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

I will speak single-syllable words.

Syllable TRS: Chapter 5TRS: p. 181-183http://www.readingrockets.org/article/27876/

CC.RF.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words

I will tell the beginning (initial) sound in a spoken single-syllable word.

I will tell the middle vowel (medial vowel) sound in a spoken single-syllable word.

I will tell the final sound in a spoken single-syllable word

InitialMedial

Final soundsSingle-syllable

TRS: Chapter 5 WJWTWhttp://www.readingrockets.org/article/27876/

CC.RF.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC. RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

I will segment one- syllable words into their individual sounds.

SegmentSyllable

Individual

TRS: Chapter 5 TRS: Chapter 6 and Chapter 7http://www.readingrockets.org/article/27876/

CC.L.1.5 With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. CC. L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

I will sort words into concept categories.

ConceptCategory

https://www.teachingchannel.org/videos/improving-student-vocabularyhttp://www.readingrockets.org/strategies/semantic_gradients/http://www.readingrockets.org/strategies/concept_sort/

October 14, 2012 Quarter 2—p. 1

http://www.readingrockets.org/strategies/concept_sort/


http://www.readingrockets.org/strategies/semantic_gradients/


https://www.teachingchannel.org/videos/improving-student-vocabulary



http://www.readingrockets.org/article/27876/






Unit 2: Lesson 8 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 10CC.L.1.5 With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. CC. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).

I will make real-life connections between words and their use.

Real-life connections

BWLhttps://www.teachingchannel.org/videos/improving-student-vocabularyhttp://www.readingrockets.org/strategies/semantic_gradients/

CC.L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

I will use words and phrases I have learned.

I will use conjunctions to show simple relationships.

PhrasesConjunctions

Simple relationships

GRALhttp://www.nj.gov/education/ece/k/lal.pdf

Phonemic Awareness & Word Work/Phonics Phonics

Words with Short o

Clusters with l

Phonogram –ock

High Frequency Words to Know

Word Cards:her, she, now, today, our, would


Day 1

Words to KnowT204-T205

Vocabulary in ContextCards: her, she, now,today, our, would

Instructional Routine 15PB: Vol.1, p. 97

PA/Phonics T206-T207 Words with

Short o and Clusters with lInstructional Routine 3PB: Vol. 1, p. 98

T208 Write Words with Short o and Clusters with lInstructional Routine 6

AL: clusters, phonogram

Decodable Reader“Our Flag”

Optional Weekly TestsT260

8.13-8.158.7-8.9

CC.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC. RF.1.3b Decode regularly spelled one-syllable words.

I will decode one-syllable words.

Syllable TRS: Chapter 6 TRS: p. 179

CC.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.1.3g Recognize and read grade-appropriate irregularly spelled words.

I will recognize irregularly spelled words.

I will read irregularly spelled words.

RecognizeIrregularly

TRS: Chapter 6 TRS: Chapter 7


http://www.nj.gov/education/ece/k/lal.pdf







Unit 2: Lesson 8 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 10T209

Day 2PA/Phonics

T214 Words with Short o & Clusters with lInstructional Routine 3PB: Vol. 1, p. 99

Decodable Reader“The Plan”

T215


Develop Background

Day 3PA/Phonics

T234-T235 Words with Short o & Clusters with lInstructional Routine 3Instructional Routine 6PB: Vol. 1, p. 103

Fluency T236 Phrasing: Natural

PausesProjectable 8.6 (Pausing Between Groups of Words)

Decodable Reader“Our Sled Club”

T237

Day 4PA/Phonics

T244 Review Short o, Clusters with l, & Short iDecodable Reader

“The Pet Club”T245

Day 5


Unit 2: Lesson 8 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 10 T254 Independent

Reading

Comprehension Comprehension

Skill: Sequence of Events

Strategy: Analyze/ Evaluate

Genre: Realistic Fiction/

Informational: Social Studies

Essential Question:Why is the order of

story events important?

Main Selection “A Musical Day”

T220-T229;SB: p. 70-85Genre: Realistic Fiction

CLLG: p. 54

Day 2

Introduce Comprehension

T218-T219Sequence of Events

Projectable 8.2 (Sequence of Events) AL: event, sequence of events, infer

Develop ComprehensionT222-229

Projectable 8.3a, 8.3b,8.3c (Flow Chart)

Your TurnT229

Day 3

Deepen ComprehensionT238-T239

Sequence of Events Projectable 8.7

PB: Vol. 1, p. 104AL: event, sequence of events, infer

Day 4Vocabulary Strategies

T248-T249Classify and Categorize

Time Words Projectable 8.10

(Classify & Categorize Time Words)


8.2-8.68.10-8.12

CC. RL.1.1 Ask and answer questions about key details in a text.

I will ask questions about key details in a text.

I will answer questions about key details in a text.

Key detailText

STW : p. 17-18, p. 110-122, p. 177IRAK-1: p. 5CT: lesson 8-11http://www.readwritethink.org/classroom-resources/lesson-plans/book-sorting-using-observation-145.html

CC. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

I will retell a story with key details.

I will demonstrate understanding of the central message or lesson of a story.

Key detailsDemonstrate

UnderstandingCentral

messageLesson

STW: p. 181-182, p. 198CT: lessons 16-17http://edsitement.neh.gov/view_lesson_plan.asp?id=240

CC. RL.1.3 Describe characters, settings, and major events in a story, using key details.

I will describe characters in a story.

I will describe settings in a story.

*I will describe major events in a story using key details.

CharactersSetting

Major eventsKey details

IRAK-1: p. 99-118TRS: p. 636-641

CC. RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

I will explain the differences between story books and informational texts.

ExplainDifferencesStory booksInformational

FictionNonfiction

IRAK-1: p. 95-98http://edsitement.neh.gov/view_lesson_plan.asp?id=240

CC. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

I will read prose and poetry for grade 1.

ProsePoetry

PTTP (poetry)http://www.poets.org/page.php/prmID/103

Reading Standards for Informational TextCC. RI.1.7 Use the illustrations and details in a text to describe its key ideas.

I will use the illustrations and details in a text.

DescribeKey ideas

Details

RWM: p. 91-92NRPhttp://www.readingrockets.org/article/5765/




http://www.poets.org/page.php/prmID/103


http://edsitement.neh.gov/view_lesson_plan.asp?id=240




http://www.readwritethink.org/classroom-resources/lesson-plans/book-sorting-using-observation-145.html



Unit 2: Lesson 8 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 10

Connect To“Drums”

T246-T247Genre: Informational Text: MC: T247 CLLG: p.55 Connect to Science

CC. RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.

I will read informational text.

Informational texts

GRRWMSTW2

CC.RF.1. 4 Read with sufficient accuracy and fluency tosupport comprehension. CC.RF.1.4a Read on-level text with purpose and understanding.

I will read grade-level text.

Purpose TRS: Chapter 10 TDCSTW2ALGRhttp://www.readwritethink.org/classroom-resources/lesson-plans/improving-fluency-through-group-793.html

CC.RF.1. 4 Read with sufficient accuracy and fluency tosupport comprehension. CC.RF.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

I will read grade level text correctly.

I will read grade level text fluently.

I will read grade level text with expression.

TextFluently

Expression

TRS: Chapter 10http://www.readwritethink.org/classroom-resources/lesson-plans/improving-fluency-through-group-793.html

Speaking and Listening StandardsCC. SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.CC. SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

I will participate in conversations with peers and adults about grade one topics.

I will participate in conversations with peers and adults about grade one text.

I will follow our class rules when we are talking.

ParticipateTopic

ConversationsPeers Rules

http://www.ascd.org/publications/books/108035/chapters/Procedures-for-Classroom-Talk.aspxhttp://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdf

CC.SL.1.1 Read with sufficient accuracy and fluency to support comprehension. CC. SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion.

I will ask questions when I do not understand the topic or text.

Topics Text

http://www.ascd.org/publications/books/108035/chapters/Procedures-for-Classroom-Talk.aspxhttp://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction


http://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdf


http://www.ascd.org/publications/books/108035/chapters/Procedures-for-Classroom-Talk.aspx









http://www.readwritethink.org/classroom-resources/lesson-plans/improving-fluency-through-group-793.html






Unit 2: Lesson 8 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 10%20Checklist.pdf

CC. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

I will ask and answer questions about key details in a text read aloud to me.

I will ask and answer questions about key details from information presented.

Key detailsText

http://www.learningthroughlistening.org/SiteData/docs/evs-Active%20Listening%20t%20chart/cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdf

CC. SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

I will ask and answer to gather or clarify information from a speaker.

Ask AnswerGather


CC. SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

I will describe people with relevant (important) details.

I will describe places with relevant (important) details.

I will describe things with relevant (important)) details.

I will describe events with relevant (important) details.

I will express ideas clearly.

I will express feelings clearly.

DescribeEvents

RelevantDetailsExpress

Ideas

http://www.readwritethink.org/classroom-resources/lesson-plans/guess-what-language-based-124.html

CC. SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

I will use drawings or other visual displays to clarify my ideas, thoughts, and feelings.

VisualdisplaysClarify

PPW: p. 60-66STW2: p. 31












Unit 2: Lesson 8 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 10CC.SL.1.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)

I will speak in complete sentences.

I will write in complete sentences.

Completesentences

PPW: p. 67-71

Spelling Spelling

Words with short o

Spelling Words:(Basic) on, got, fox, hop, pop, not, (Challenge) block, clock

Weekly Plan T194-T195Day 1

T210 Pretest

Day 2T230 Word Sort

Day 3T240 Segment

Sounds/Build Words

Day 4T250 Connect to Writing

PB: Vol. 1, 108

Day 5T256 Spelling Assessment

Weekly TestsT256

Spelling Assessment

CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.1.1a Print all upper-and lowercase letters.

I will print all uppercase letters.

I will print all lowercase letters.

UppercaseLowercase

MI PPW: p. 44-50IW: p. 98-107http://www.readingrockets.org/article/27876/http://www.readwritethink.org/classroom-resources/lesson-plans/sentence-quest-using-parts-6.html?tab=1#tabshttp://www.meddybemps.com/letterary/guide_and_archives.html

CC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

I will use correct spelling for words with common spelling patterns.

Irregular words PPW: p. 72-82WJWTWhttp://www.ngfl-cymru.org.uk/vtc/cap_letters_stops/eng/Introduction/StarterActivityPart2.htm

WRITING WORKSHOP: WHOLE GROUP LESSONS

COMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS


EXAMPLESASSESSMENTS

Grammar Grammar

Statements


Day 1T210 Introduce Statements

Day 2T230 What is a Statement?Projectable 8.4PB: Vol. 1, p. 101

Day 3


Observation Checklist,

Assessment p. OC5

CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CC.L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

I will produce simple declarative sentences in response to prompts.

I will produce simple interrogative sentences in response to prompts.

DeclarativeInterrogativeImperative

ExclamatorySimple

sentences

MI Is That a Fact?IWAppendix Chttp://www.readingrockets.org/article/27876/http://www.readwritethink.org/classroom-resources/lesson-plans/sentence-quest-using-parts-6.html?tab=1#tabs


http://www.readwritethink.org/classroom-resources/lesson-plans/sentence-quest-using-parts-6.html?tab=1#tabs






http://www.ngfl-cymru.org.uk/vtc/cap_letters_stops/eng/Introduction/StarterActivityPart2.htm



http://www.meddybemps.com/letterary/guide_and_archives.html








Unit 2: Lesson 8 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 10 I will produce

simple imperative sentences in response to prompts.

I will produce simple exclamatory sentences in responses to prompts.

T240 Writing StatementsProjectable 8.8

Day 4T250 Spiral Review:Action VerbsPB: Vol. 1, p. 109

Day 5T256-T257 WeeklyReview: StatementsPB: Vol. 1, p. 110

AL: statements

CC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.1.2b Use end punctuation for sentence.

I will write end punctuation for sentences.

Punctuation PPW: p. 72-82http://www.ngfl-cymru.org.uk/vtc/cap_letters_stops/eng/Introduction/StarterActivityPart2.htmhttp://abbyraesblog.blogspot.com/2011/02/focus-lesson-1st-grade-on-punctuation.html

CC.RF.1.1 Demonstrate understanding of the organization and basic features of print.CC.RF.1.1a Recognize the distinguishing features of a sentence (e.g. first word, capitalization, ending punctuation).

I will recognize the parts of a sentence.

CapitalizationPunctuation

TRS: Chapter 3http://www.literacyleader.com/?q=textstructurehttp://www.readwritethink.org/classroom-resources/lesson-plans/growing-readers-writers-with-83.html?tab=1#tabshttp://www.readingrockets.org/article/3398/

Writing Writing Optional Daily





http://www.readwritethink.org/classroom-resources/lesson-plans/growing-readers-writers-with-83.html?tab=1#tabs



http://www.literacyleader.com/?q=textstructure


http://abbyraesblog.blogspot.com/2011/02/focus-lesson-1st-grade-on-punctuation.html







Write to Describe: Thank you note

Focus Trait: Word choice


Day 1T211 Introduce the Model:Write to Inform Projectable 8.1 (WritingModel)

Day 2T231Introduce the FocusTrait: Word ChoiceUsing Exact Adjectives Projectable 8.5PB: Vol. 1, p. 102

Day 3T241 Prewriting: Choosing a TopicProjectable 8.9 (PlanningMy Thank-You Note)PB: Vol. 1, p. 107

Day 4T251 Drafting: VoiceProjectable 8.11

Day 5T258-T259 Revising andProofreadingProjectable 8.12 (RevisingBeth’s Draft)

AL: thank you note

Writing PromptsT194-T195

Find a sentence in “A Musical Day” that tells how the characters feel about music. Draw a picture and write a sentence to tell what you found.(reference Journeys Open Response/Writing Rubric on Lesson 8 Overview [cardboard page before Focus Wall])

CC.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

I will write facts about a topic.

I will write a conclusion.

FactsExplain

Conclusion

Is That a Fact?NW: PRhttp://www.readwritethink.org/classroom-resources/lesson-plans/investigating-animals-using-nonfiction-187.html

CC.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

I will focus on a topic.

I will respond to questions from peers.

I will respond to suggestions from peers.

I will add details to improve my writing

FocusTopic

RespondPeers

SuggestionsDetails

Improve

AL: p. 69-71PPW: p 130-136CRSYW: 62-65Launching the WW: p. 109-114WR: TSS p. 79-103http://www.readingrecovery.org/pdf/conferences/nc10/handouts/lutz.pdf

CC. W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question

I will recall information from experiences to answer a question.

I will gather information from sources to answer a question.

RecallGather

IW: Chapter 11http://www.readwritethink.org/classroom-resources/lesson-plans/adventures-nonfiction-guided-inquiry-183.html?tab=1#tabs

CC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.1.2a Capitalize dates and names of people.

I will capitalize dates.

I will capitalize names of people..

Capitalization PPW: p. 72-82http://www.ngfl-cymru.org.uk/vtc/cap_letters_stops/eng/Introduction/StarterActivityPart2.htm





http://www.readwritethink.org/classroom-resources/lesson-plans/adventures-nonfiction-guided-inquiry-183.html?tab=1#tabs



http://www.readwritethink.org/classroom-resources/lesson-plans/investigating-animals-using-nonfiction-187.html



Unit 2: Lesson 8 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 10CC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

I will spell words by using the sounds I hear.

Phonemic awareness

PPW: p. 72-82WJWTWhttp://www.ngfl-cymru.org.uk/vtc/cap_letters_stops/eng/Introduction/StarterActivityPart2.htm

SMALL GROUP STANDARDSReading Standards: Foundational SkillsCC.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.1.4a Read on-level text with purpose and understanding. CC.RF.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. CC.RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

CONTENT AREA STANDARDS & LESSONSSOCIAL STUDIES

SOCIAL STUDIES STANDARDSDIES STANDARDS:

FOCUS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPTSSCIENCE

SCIENCE STANDARDS: FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS








EXAMPLESASSESSMENTS


Segment PhonemesMiddle Sound

FluencyAccuracy


ORAL VOCABULARY &

STRATEGIESOral Vocabulary:yanking awake trip try twice wonder


T294-T295 DLSegment Phonemes

Day 2T306-T308 DL

Segment Phonemes

Day 3T326-T327 DLMiddle Sound


Day 5T346-T347 DL

Segment Phonemes; Middle Sound



“The Little Red Hen”T296-T297CLLG: p.57


CC.RF.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words



I will tell the final sound in a spoken single-syllable word

InitialMedial



CC.RF.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC. RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).


SegmentSyllable

Individual


CC.L.1.5 With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. CC. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).
















Unit 2: Lesson 9 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 11CC.L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).



PhrasesConjunctions




Review Words with Short e

Clusters with s


Word Cards: after, read, draw, was, pictures, write


Day 1


Vocabulary in ContextCards: after, read, draw, was, pictures, write

Instructional Routine 15PB: Vol. 1, p. 111


Short e and Clusters with sInstructional Routine 3PB: Vol. 1, p. 112

T302 Write Words with Short e & Clusters with sInstructional Routine 6

Decodable Reader“Step Up!”

T303

Day 2PA/Phonics

T308 Words with Short e & Clusters with sInstructional Routine 3PB: Vol. 1, p. 113

Decodable Reader“Splat! Splat!”

T309


9.8-9.109.2-9.4

CC.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).CC.RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.


Single-syllable TRS: Chapter 5TRS: p. 181-183http://www.readingrockets.org/article/27876/

CC.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC. RF.1.3b Decode regularly spelled one-syllable words.
















Develop Background

Day 3PA/Phonics

T328-T329 Words withShort e & Clusters with sInstructional Routine 3Instructional Routine 6PB: Vol. 1, p. 117

Fluency T330 Accuracy: Word

RecognitionProjectable 9.6 (Recognize Words)

Decodable Reader“Nuts for Ben & Jen”

T331

Day 4PA/Phonics

T338 Review Short e,Clusters with s, & Short o

Decodable Reader“Miss Tess Was Still”

T339Day 5

T348 Independent Reading


Skill: Text and Graphic features

Strategy: Question

Main Selection“Dr. Seuss”

T312-T323 SB: p. 98-113Genre: Biography

CLLG: p. 56

Day 2



9.5-9.7

CC. RI.1.1 Ask and answer questions about key details in a text.



Key detailText

STW2: p. 171-177RWMGR: p. 79

CC. RI.1.2 Identify the main topic and retell I will identify the Identify GR: p. 79


Unit 2: Lesson 9 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 11key details of a text. main topic of a

text. I will retell key

details of a text

Main topicRetell

Key detailsText

RWM: p. 163-164http://www.teachervision.fen.com/journalism/graphic-organizers/2276.html

Genre: Biography/

Poetry

Essential Question:How do words and pictures help tell a

story?

T312-T313Text and Graphic Features Projectable 9.2 (Text &

Graphic FeaturesAL: graphic features, illustration, caption

Develop Comprehension T316-T322

Projectable 9.3a, 9.3b, 9.3c (T-Map)

Your TurnT323

Day 3

Deepen Comprehension T332-T333

Text & Graphic Features Projectable 9.7

PB: Vol. 1, p. 118AL: graphic features, illustration

Day 4

Vocabulary StrategiesT342-T343Antonyms

Projectable 9.9 (Antonyms)

Connect To“Two poems from Dr.

Seuss” T340-T341Genre: Poetry

MC: T341

CC. RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

I will know and use text features to locate key facts and information in a text.

Text featuresLocate

Key facts

RWM: p. 67STW2: p. 214http://ethemes.missouri.edu/themes/487

CC. RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

I will distinguish between information provided by pictures, illustrations, and words in a text.

IllustrationsText

http://www.ohio.edu/visualliteracy/JVL_ISSUE_ARCHIVES/JVL28(2)/28_2_Erekson.pdff

CC. RI.1.7 Use the illustrations and details in a text to describe its key ideas.

I will use the illustrations and details in a text to describe its key ideas

DetailsDescribeKey ideas


CC. RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.


Informational texts

GRRWMSTW2

CC.RF.1. 4 Read with sufficient accuracy and fluency to support comprehensionCC.RF.1.4a Read on-level text with purpose and understanding.



CC.RF.1. 4 Read with sufficient accuracy and fluency to support comprehensionCC.RF.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.




Text Fluently

Expression


Speaking and Listening StandardsCC. SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

I will participate in conversations with peers and adults

ParticipateTopic

Conversations

http://www.ascd.org/publications/books/108035/chapters/Procedures-for-













http://artbookscreativity.org/pdf/abc_Lesson-9.pdf

http://www.ohio.edu/visualliteracy/JVL_ISSUE_ARCHIVES/JVL28(2)/28_2_Erekson.pdf



http://ethemes.missouri.edu/themes/487


http://www.teachervision.fen.com/journalism/graphic-organizers/2276.html



Unit 2: Lesson 9 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 11CC. SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

about grade one topics.



PeersRules

Classroom-Talk.aspxhttp://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdf

CLLG: p.57 Connect to Poetry

CC. SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.CC.SL.1.1b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

I will add to a discussion about a topic.

Discussion TDC: p. 88-89http://www.ascd.org/publications/books/108035/chapters/Procedures-for-Classroom-Talk.aspxhttp://www.readingrockets.org/article/40008/http://www.readwritethink.org/professional-development/strategy-guides/using-think-pair-share-30626.html#strategy-practice

CC. SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.CC. SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion.


TopicsTexts


CC. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.



Key detailsText


CC.SL.1.3 Ask and answer questions about I will ask and Clarify http://October 14, 2012 Quarter 2—p. 15











http://www.readwritethink.org/professional-development/strategy-guides/using-think-pair-share-30626.html#strategy-practice













Unit 2: Lesson 9 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 11what a speaker says in order to gather additional information presented orally or clarify something that is not understood.

answer questions to gather or clarify information from a speaker.

Information www.learningthroughlistening.org/SiteData/docs/evs-Active%20Listening%20t%20chart/cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdf

Spelling Spelling

Short e Words

Spelling Words:(Basic) yes, let, red, ten, bed, get(Challenge) sled, step


T304 Pretest

Day 2T324 Word Sort

Day 3T334 Segment

Sounds/Build Word


PB: Vol. 1, p. 121


Weekly TestsT350

Spelling Assessment




UppercaseLowercase








EXAMPLESASSESSMENTS

Grammar Grammar

Singular and Plural Nouns


Day 1T304 Introduce Singular &Plural Nouns

Day 2T324 One & More ThanOne



Assessment p. OC5

CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CC.L.K.1c Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). ((Language Progressive Skill)

I will form regular plural nouns.

Plural MIhttp://www.readingrockets.org/article/27876/http://www.readwritethink.org/classroom-resources/lesson-plans/sentence-quest-using-parts-6.html?tab=1#tabs






















Unit 2: Lesson 9 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 11http://www.internet4classrooms.com/skill_builders/plurals_language_arts_first_1st_grade.htm

Projectable 9.4PB: Vol. 1, p. 115

Day 3T334 Special Plural NounsProjectable 9.8 PB: Vol. 1, p. 120

Day 4T344 Spiral Review:Adjectives for Size &ShapePB: Vol. 1, p. 122

Day 5T350-T351 WeeklyReview: Singular & PluralNounsPB: Vol. 1, p. 124

AL: singular and plural nouns








Writing Optional Daily Writing Prompts

T288-T289

What does the author want you to know about Dr. Seuss? Draw a picture of Dr. Seuss and write a sentence to tell what the author


I will write to inform/ explain by naming a topic.



FactsExplain

Conclusion


WritingWrite to Describe:

Description

Focus Trait: Ideas


Day 1T305 Introduce the Model:Sentences that DescribeProjectable 9.1 (WritingModel: Sentences ThatDescribe)

Day 2

CC.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details


I will respond to

FocusTopic

Respond

AL: p. 69-71PPW: p 130-136CR



















http://www.internet4classrooms.com/skill_builders/plurals_language_arts_first_1st_grade.htm



Unit 2: Lesson 9 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 11to strengthen writing as needed. questions from

peers. I will respond to

suggestions from peers.


PeersSuggestions

DetailsImprove

SYW: 62-65Launching the WW: p. 109-114WR: TSS p. 79-103http://www.readingrecovery.org/pdf/conferences/nc10/handouts/lutz.pdf

T325 Introduce the FocusTrait: IdeasTelling How Things LookProjectable 9.5PB: Vol. 1, p. 116

Day 3T335 Prewriting: Choosinga Topic

Day 4T345 Drafting: Planning aDescriptionProjectable 9.10

Day 5T352-T353 Revising andProofreading: Planning aDescription

wants you to know about him.(reference Journeys Open Response/Writing Rubric on Lesson 9 Overview [cardboard page before Focus Wall])

CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.1.1f Use frequently occurring adjectives.

I will use frequently occurring adjectives

Adjectives MIPPW: p. 100-107http://www.readingrockets.org/article/27876/http://www.readwritethink.org/classroom-resources/lesson-plans/sentence-quest-using-parts-6.html?tab=1#tabs

CC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.


Phonemic awareness




SOCIAL STUDIES STANDARDS: FOCUS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPTS

SCIENCE











Unit 2: Lesson 9 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 11SCIENCE STANDARDS: FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS




READING WORKSHOP: WHOLE GROUP LESSONS



EXAMPLESASSESSMENTS


Segment PhonemesMiddle sound

FluencyStress


ORAL VOCABULARY &

STRATEGIES

Oral Vocabulary:forest pouches enemies predators hibernate must


Day 1T388-T389 DL

Segment Phonemes

Day 2T400-T401 DL

Segment Phonemes

Day 3T420-T421 DLMiddle Sound

Day 4T430-T431

Middle Sounds

Day 5T440-T441

Segment Phonemes: Middle Sound



“Chipper Chips In”T390-T391CLLG: p.59


CC.RF.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.



CC.RF.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.



I will tell the final sound in a spoken single-syllable word.

InitialMedial



CC.RF.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).


SegmentSyllable

Individual


CC.L.1.5 With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. CC. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).







PhrasesConjunctions


https://www.teachingchannel.org/videos/improving-student-vocabularyhttp://www.readingrockets.org/strategies/semantic_gradients/MI: p. 66


Words with Short u


Day 1


CC. RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.






















EXAMPLESASSESSMENTS


Blend PhonemesSegment Phonemes

FluencyPhrasing


ORAL VOCABULARY &STRATEGIES

Oral Vocabulary:strict practice companions

Weekly Plan T6-T7

Day 1T12-T13 DL

Blend Phonemes

Day 2T24-T25 DL

Segment Phonemes

Day 3T46-T47 DL

Blend Phonemes

Day 4T56-T57 DL

Segment Phonemes

Day 5T66-T67 DL

Blend & Segment Phonemes

AL: phonemes, segment


“The Piano Lessons”T14-T15

CLLG: p. 61Instructional Routine 16





I will segment one-syllable words into their individual sounds.

SegmentSyllable

Individual


CC.L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. CC.L.1.4c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

I will identify common root words.

I will identify common root words and their different meanings (look, looked, looking).

Root words TDC: p. 33-35, 46WJWTWBWL

CC.L.1.5 With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. CC.L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

I will sort words into categories.

ConceptCategory














Unit 3: Lesson 11 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 13gracefullyexchange portions

CC.L.1.5 With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. CC.L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).







PhrasesConjunctions




Digraph th

Base Words and –s, -es, -ed, -ing


Word Cards:blue, little, water, cold, live, where, far, their

Weekly Plan T6-T7

Day 1


Vocabulary in Context Cards: cold, where, blue, live, far, their, little, water



Digraph thInstructional Routine 3PB: Vol. 1, p. 139

T20 Write Words with Digraph thInstructional Routine 6AL: digraph

Decodable Reader“Seth and Beth”

T21


11.9-11.1411.2-11.4

CC.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.1.3a Know the spelling-sound correspondences for common consonant digraphs.

I will know the common diagraphs. (ch, sh, wh, th)

Diagraphs TRS: Chapter 6 WJWTW

CC.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.1.3b Decode regularly spelled one-syllable words.



CC.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.1.3f Read words with inflectional endings.

I will read words with inflectional endings (plural s, third person singular verb s,-ed, -ing).

Ex: She gets what she wants. I will read words

with inflectional endings (‘s, -en, - er, -est). Ex: The frog’s spots were brown.

Inflectional endings

TRS: Chapter 6 WJWTW



I will read

















Unit 3: Lesson 11 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 13irregularly spelled words.

Day 2PA/Phonics

T26 Words with Digraph thInstructional Routine 3PB: Vol. 1, p. 140

Decodable Reader“Zeb Yak”

T27


Develop Background

Day 3PA/Phonics

T48-T49 Base Words and –s, -es, -ed, -ing EndingsInstructional Routine 3Instructional Routine 6PB: Vol. 1, p. 144

Fluency T50 Phrasing:

Punctuation (Comma)Projectable 11.6 (Pausing & Stopping)

Decodable Reader“The Duck Nest”

T51

Day 4PA/Phonics

T58 Review Digraph th; Base Words with –s, -es, -ed, -ing Endings

Decodable Reader“Animal Moms”

T59

Day 5October 14, 2012 Quarter 2—p. 23












Unit 3: Lesson 11 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 13 T68 Independent

Reading

AL: digraphsComprehension Comprehension

Skill: Author’s Purpose

Strategy: Analyze/ Evaluate

Genre: Informational Text/ Informational Text:

Science

Essential Question:Why do authors write stories?

Main Selection“Sea Animals”

T32-T41 SB: p. 14-30Genre: Informational text

CLLG: p. 60

Day 2


T30-T31Author’s Purpose

Projectable 11.2 (Author’s Purpose)AL: author, author’s pupose


Projectables 11.3a, 11.3b, 11.3c (Inference Map)

Your TurnT43

Day 3


Author’s Purpose Projectable 11.7

PB: p. 145AL: author, author’s message, author’s purpose, determine, photographer


T62-T63


11.5-11.8

CC.RI.1.1 Ask and answer questions about key details in a text.



Key detailText

STW2: p. 171-177RWMGR: p. 79

CC.RI.1.2 Identify the main topic and retell key details of a text.

I will identify the main topic of a text.

I will retell key details of a text

IdentifyMain topic

RetellKey details

Text

GR: p. 79RWM: p. 163-164http://www.teachervision.fen.com/journalism/graphic-organizers/2276.html

CC.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

I will describe the connection between two pieces of information in a text.

Events RWM: p. 60-67TRS: p. 618-619

CC.RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

I will ask and answer questions to understand words and phrases in text.

AskQuestions

WordsPhrases

Text

http://www.lessonsense.com/info/word-identification.htmlhttp://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/VocabularyBuilding.aspx

CC.RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

I will distinguish between information provided by pictures, illustrated, and words in a text.

IllustrationsText


CC.RI.1.7 Use the illustrations and details in a text to describe its key ideas.

I will use the illustrations and details in a text to describe its key

DescribeKey details

Text









http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/VocabularyBuilding.aspx



http://www.lessonsense.com/info/word-identification.html











Unit 3: Lesson 11 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 13ideas Classify & Categorize

Color Words Projectable 11.10

(Classify & Categorize Color Words)

Connect To“Water”T60-T61

Genre: Informational Text: MC: T161 CLLG: p.61 Connect to Science

CC.RI.1.8 Identify the reasons an author gives to support points in a text.

I will identify the reasons an author gives to support points (ideas) in a text.

Identify NRPTDChttp://www.readingrockets.org/article/40120/

CC.RI.1.10 With prompting and support, read informational text appropriately complex for grade 1.


Informational text

GRRWMSTW2



Capitalization Punctuation


CC.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.1.4a Read on-level text with purpose and understanding.



Speaking and Listening StandardsCC.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.CC.SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).


Rules http://www.ascd.org/publications/books/108035/chapters/Procedures-for-Classroom-Talk.aspxhttp://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdf





























Unit 3: Lesson 11 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 13CC.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.CC.SL.1.1b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.



CC.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.CC.SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion.


Topics Texts


CC.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.



Key detailstexts


CC.SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information presented orally or clarify something that is not understood.

I will ask and answer questions to gather or clarify information from a speaker.

ClarifyInformation

























CC.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.



I will describe things with relevant (important) details.




DescribeEvents

RelevantDetailsExpress

Ideas


Spelling Spelling

Words with th

Spelling Words:(Basic) that, then, this, them, with, bath, (Challenge) tenth, thick


T22 Pretest

Day 2T44 Word Sort

Day 3T54 Segment

Sounds/Build Words


PB: Vol. 1, p. 149


Weekly TestsT70

Spelling Assessment




UppercaseLowercase
























EXAMPLESASSESSMENTS

Grammar Grammar

Proper Nouns

Weekly Plan T6-T7

Day 1T22 Introduce Proper

NounsDay 2

T44 Names for People &AnimalsProjectable 11.4PB: Vol. 1, p. 142

Day 3T54 Titles for PeopleProjectable 11.8

Day 4T64 Spiral Review:Complete SentencesPB: Vol. 1, p. 150

Day 5T70-T71 Weekly Review:Proper NounsPB: Vol. 1, p. 151

AL: proper nouns



Assessment p. OC7

CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CC.L.1.1b Use common, proper, and possessive nouns

I will use common nouns.

I will use proper nouns.

I will use possessive nouns.

Common nounsProper nounsPossessive

nouns

MIhttp://www.readingrockets.org/article/27876/http://www.readwritethink.org/classroom-resources/lesson-plans/sentence-quest-using-parts-6.html?tab=1#tabshttp://firstgradefanatics.blogspot.com/2012/01/adjectives-verbs-and-nouns-oh-my.html

CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CC.L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

I will produce simple declarative sentences in response to prompts.

I will produce simple interrogative sentences in response to prompts.

I will produce simple imperative sentences in response to prompts.

DeclarativeInterrogativeImperative

ExclamatorySimple

sentences

MI Is That a Fact?IWAppendix Chttp://www.readingrockets.org/article/27876/http://www.readwritethink.org/classroom-resources/lesson-plans/sentence-quest-using-parts-6.html?tab=1#tabs



I will capitalize names of people.




Punctuation PPW: p. 72-82http://www.ngfl-cymru.org.uk/vtc/cap_letters_stops/eng/Introduction/













http://firstgradefanatics.blogspot.com/2012/01/adjectives-verbs-and-nouns-oh-my.html









Unit 3: Lesson 11 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 13StarterActivityPart2.htmhttp://abbyraesblog.blogspot.com/2011/02/focus-lesson-1st-grade-on-punctuation.html

Writing Writing

Write to Inform: Sentences

Focus Trait: Ideas

Weekly Plan T6-T7

Day 1T23 Introduce the Model:Write to InformProjectable 11.1 (WritingModel: Sentences thatInform)

Day 2T45 Introduce the FocusTrait: Ideas Words That Tell HowProjectable 11.5PB: Vol. 1, p. 143

Day 3T55 Prewriting: Author’sPurposeProjectable11.9 (PlanningMy Sentences)PB: Vol. 1, p. 148

Day 4T65 Capital LettersProjectable 11.11

Day 5T72-T73 Revising andProofreading

Optional Daily Writing Prompts

T6-T7

Draw a picture and write a sentence that tells why someone might read “Sea Animals.”(reference Journeys Open Response/Writing Rubric on Lesson 11 Overview [cardboard page before Focus Wall])




FactsExplain

Conclusion


CC.W.1.7 Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).

I will participate in shared research and writing projects.

Researchproject

SequenceInstructions

Topic


CC.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question



RecallGather
















Unit 3: Lesson 11 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 13Projectable 11.12(Revising Joy’s Draft)



Phonemic awareness




SOCIAL STUDIES STANDARDS: FOCUS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPTSSCIENCE










EXAMPLESASSESSMENTS


Blend and Segment Phonemes

Substitute Initial Phonemes

FluencyRate



Day 1T108-T109 DL


Day 2T120-T121 DL


Day 3T142-T143


Day 4T152-T153


Day 5T162-T163



CC.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). CC.RF.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.



CC.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). CC.RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.




InitialMedial



CC.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). CC.RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

I will segment one-syllable words into their individual sounds.

SegmentSyllable

Individual


CC.L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.CC.L.1.4a Use sentence-level context as a clue to the meaning of a word or phrase.

I will use context clues to determine the meaning of a word or phrase.

Context clues TDC: p. 33-35, 46









ORAL VOCABULARY &

STRATEGIES

Oral Vocabulary:view frisky adventure shivered tumbled spied


“Turtle, Frog. And Rat”T110-111

CLLG: p. 63Instructional Routine 16








PhrasesConjunctions




Digraphs ch, tch

Possessive ’s

Phonogram –atch


Word Cards:been, never, own, brown, off, very, know, out


Words to KnowT112-113

Vocabulary in Context Cards: been, never, own, brown, off, very, know, out



Digraphs ch, tchInstructional Routine 3PB: Vol. 1, p. 153

T116 Write Words with ch, tchInstructional Routine 6AL: digraphs

Decodable Reader“Scratch, Chomp”

T117

Day 2PA/Phonics

T122 Words with


12.8-12.1012.2-12.4


I will know the common digraphs. (ch, sh, wh, th)

Digraphs TRS: Chapter 6 WJWTW

















Unit 3: Lesson 12 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 16Digraphs ch, tchInstructional Routine 3PB: Vol. 1, p. 154

Decodable Reader“Rich Gets a Dog”

T123


Develop Background

Day 3PA/Phonics

T144-T145 Possessives with ‘sInstructional Routine 6PB: Vol. 1, p. 158

Fluency T146 Rate

Projectable 12.6 (Reading to Understand)

Decodable Reader“Champs”

T147

Day 4PA/Phonics

T154 Review Possessives with ‘s, Digraphs ch, tch

Decodable Reader“Kits, Chicks, and Pups”

T155

Day 5 T164 Independent

Reading

AL: digraphs, possessivesComprehension Comprehension

Skill:

Main Selection“How Leopard Got His

Spots”


CC.RL.1.1 Ask and answer questions about key details in a text.

I will ask questions about key details in

Key detailsText

STW : p. 17-18, p. 110-122, p. 177


Unit 3: Lesson 12 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 16a text.


IRAK-1: p. 5CT: lesson 8-11http://www.readwritethink.org/classroom-resources/lesson-plans/book-sorting-using-observation-145.html

Sequence of Events

Strategy: Question

Genre: Folktale/

Informational Text: Science

Essential Question: Why is the order of

story events important?

T128-T139; SB: p. 44-60 Genre: Folktale

CLLG: p.62

Day 2


T126-T127Sequence of Events

Projectable 12.2 (Seuence of Events)AL: events, sequence of events


Projectables 12.3a, 12.3b,12..3c (Flow Chart)

Your TurnT139

Day 3


Sequence of Events Projectable 12.7

PB: Vol. 1, p. 159AL: event, sequence of events

Day 4

Vocabulary StrategiesT158-T159

Homophones Projectable 12.10

(Homophones)

Connect To“The Rain Forest”

T156-T157

12.5-12.7

CC.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

I will retell a story using key details to demonstrate understanding of the main idea or lesson in the text.


Retell


CC.RL.1.3 Describe characters, settings, and major events in a story, using key details.


I will describe settings in a story.

I will describe major events in a story using key details.

CharactersSetting

Major eventsKey details

IRAK-1: p. 99-118TRS: p. 636-641

CC.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

I will describe characters, settings, or events using illustrations and details in a story.

CharactersSettingsEvents

Illustrations

STW: p. 141-142GR: p. 154RWM

CC.RL.1.9 Compare and contrast the adventures and experiences of characters in stories.

I will compare and contrast the adventures and experiences of characters in stories.

CharactersSettingEvents

IllustrationsDescribe

http://teacher.scholastic.com/lessonrepro/results/view.asp?SubjectID=1&SubheadID=4&TopicID=15&GradeID=&PageURL=%2Flessonrepro%2Flessonplans%2Fect%2Ffamousbears.htm

CC.RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.


ProsePoetry


Reading Standards for Informational TextCC.RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or

I will know and use text features to locate key facts and

Text featuresLocate

Key facts

RWM: p. 67STW2: p. 214http://ethemes.missouri.edu/














Unit 3: Lesson 12 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 16information in a text. information in a text. themes/487 Genre: Informational Text

MC: T157 CLLG: p. 63 Connect to Science


I will use the illustrations and details in a text to describe its key ideas.





Text NRPTDChttp://www.readingrockets.org/article/40120/

CC.RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

I will identify similarities in two texts on the same topic.

I will identify differences in two texts on the same topic.

SimilaritiesDifferences

http://www.readingrockets.org/article/40005/NRP RWM: p. 149, 153

CC.RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.


Informational texts

GRRWMSTW2

CC.RF.1.1 Demonstrate understanding of the organization and basic features of printCC.RF.1.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

I will demonstrate understanding of the organization and basic features of print.


FeaturesOrganizationDemonstrateCapitalization

Ending punctuation


CC.RF.1.4 Read with sufficient accuracy and fluency to support comprehension. CC.RF.1.1a Recognize the distinguishing features of a sentence (e.g. first word, capitalization, ending punctuation).




CC.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.

I will read grade Text TRS: Chapter 10























Unit 3: Lesson 12 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 16CC.RF.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

level text correctly. I will read grade

level text fluently. I will read grade

level text with expression.

FluentlyExpression



I will participate in conversations with peers and adults about grade one topics.



ParticipateTopic

ConversationsPeersRules


CC.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. CC.SL.1.1b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.





TopicTexts

http://www.ascd.org/publications/books/108035/chapters/Procedures-for-Classroom-Talk.aspxhttp://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for

























Unit 3: Lesson 12 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 16%20Social%20Interaction%20Checklist.pdf




Key detailText




ClarifyInformation


CC.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.



I will describe things with relevant (important) details.




DescribeEvents

Relevantdetails

Expressideas


Spelling Spelling

Words with ch, tch

Spelling Words:(Basic) chin, chip, much, chop, rich, chick,


Day 1T118 Pretest

Day 2T140 Word Sort

Weekly TestsT166

Spelling Assessment




UppercaseLowercase

MI PPW: p. 44-50IW: p. 98-107http://www.readingrockets.org/article/27876/http://www.readwritethink.org/classroom-resources/lesson-

















Unit 3: Lesson 12 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 16plans/sentence-quest-using-parts-6.html?tab=1#tabshttp://www.meddybemps.com/letterary/guide_and_archives.html

(Challenge) match, pitch Day 3

T150 Segment Sounds/Build Words


PB: Vol. 1, p. 163








EXAMPLESASSESSMENTS

Grammar Grammar

Proper Nouns


Day 1T118 Introduce ProperNouns

Day 2T140 Names of PlacesProjectable 12.4PB: Vol. 1, p. 156

Day 3T150 Names of PlacesProjectable 12.8



Assessment p. OC7

CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speakingCC.L.1.1b Use common, proper, and possessive nouns

I will use common nouns.

I will use proper nouns.

I will use possessive nouns.

Common nounsProper nounsPossessive

nouns

MIhttp://www.readingrockets.org/article/27876/http://www.readwritethink.org/classroom-resources/lesson-plans/sentence-quest-using-parts-6.html?tab=1#tabshttp://firstgradefanatics.blogspot.com/2012/01/adjectives-verbs-and-nouns-oh-my.html



















Unit 3: Lesson 12 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 16Day 4

T160 Spiral Review:Sentence PartsPB: Vol. 1, p. 164

Day 5T166-T167 WeeklyReview: Proper NounsPB: Vol. 1, p. 165

AL: proper nouns








Writing Writing

Write to Inform: Letter

Focus Trait: Sentence Fluency


Day 1T119 Introduce the Model:Topic Sentence & DetailSentencesProjectable 12.1 (WritingModel)

Day 2T141 Introduce the FocusTrait: Sentence FluencyUsing Order WordsProjectable 12.5PB: Vol. 1, p. 157

Day 3T151 Planning InstructionsProjectable 12.9 (PlanningMy Instructions)PB: Vol. 1, p. 162

Day 4T161 Using Order Words Projectable 12.11

Optional Daily Optional Writing

PromptsT102-T103

Do you think “How Leopard Got His Spots” is a good title for this story? Write a sentence that tells what you think.(reference Journeys Open Response/Writing Rubric on Lesson 12 Overview [cardboard page before Focus Wall])





FactsExplain

Conclusion






I will add details to improve my writing.

Topic AL: p. 69-71PPW: p 130-136CRSYW: 62-65Launching the WW: p. 109-114WR: TSS p. 79-103http://www.readingrecovery.org/pdf/conferences/nc10/handouts/lutz.pdf

CC.W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

I will use a variety of digital tools to produce and publish my writing.

Digital toolsPublish

PPW: p. 204-208















Day 5T168-T169 Revising andProofreading Projectable 12.12 (Revising Akil’s Draft)



Researchproject


Topic





RecallGather




Phonemic awareness




















EXAMPLESASSESSMENTS


Blend and Segment Phonemes


FluencyAccuracy


ORAL VOCABULARY &

STRATEGIES

Oral Vocabulary: vines plow burst glows bouquet shrivel


Day 1T204-T205 DL


Day 2T216-T217 DL


Day 3T238-T239 DL


Day 4T248-T249 DL


Day 5T258-T259



“The Prickly Pride of Texas”

T206-207CLLG: p. 65









Initial ,Medial





SegmentSyllable

Individual


CC.L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. CC.L.1.4c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

I will identify common root words.

I will identify common root words and their meanings (look, looked, looking).

Root words TDC: p. 33-35, 46WJWTWBWL

CC.L.1.5 With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. CC.L.1.5c Identify real-life connections between words and their use (e.g., note places at home



BWLhttps://www.teachingchannel.org/videos/improving-student-vocabulary











Unit 3: Lesson 13 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 17that are cozy). http://www.readingrockets.org/

strategies/semantic_gradients/




PhrasesConjunctions




Digraphs sh, wh, ph

Contractions with ‘s, n’t


Word Cards:green, yellow, grow, open, fall, new, down, goes


Day 1


Vocabulary in Context Cards: green, yellow, grow, open, fall, new, down, goes



Digraphs sh, wh, phInstructional Routine 3PB: Vol. 1, p. 167

T212 Write Words with sh, wh, phInstructional Routine 6

Decodable Reader“Phil’s New Bat”

T213

Day 2PA/Phonics

T218 Words with Digraphs sh, wh, phInstructional Routine 3PB: Vol 1, p. 168

Decodable Reader“In a Rush”


13.14-13.2013.7-13.10


I will know the common digraphs. (ch, sh, wh, th)

Digraphs TRS: Chapter 6 WJWTW














Unit 3: Lesson 13 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 17T219


Develop Background

Day 3PA/Phonics

T240-T241 Contractions ‘s, n’tInstructional Routine 3PB: Vol. 1, p. 172

Fluency T242 Accuracy: Word

RecognitionProjectable 13.6 (Getting to Know Words)

Decodable Reader“Ralph Goes to Camp”

T243

Day 4PA/Phonics

T250 Review Digraphs sh, wh, ph and Contractions ‘s, n’t

Decodable Reader“Trish’s Gift”

T251

Day 5 T260 Independent

ReadingT260

AL: digraphs, contractions


Skill: Cause and Effect

Main Selection“Seasons”

T224-T235 SB: p. 74-92Genre: Informational Text

CLLG: p. 64


13.2-13.6, 13.11-13.13

CC.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

I will identify words in stories that suggest feelings or appeal to the

IdentifyPhrasesSuggestAppeal

PTTP: p. 47-54 (poetry)


Unit 3: Lesson 13 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 17senses.

I will identify phrases in stories that suggest feelings or appeal to the senses.

I will identify words in poems that suggest feelings or appeal to the senses.

I will identify phrases in poems that suggest feelings or appeal to the senses.

Words IdentifySensesPoems

Strategy: Visualize

Genre: Informational Text/

Poetry

Essential Question:What changes do

the different seasons cause?

Day 2


T222-T223Cause and Effect;

Projectable 13.2 (Cause & Effect)AL: cause, effect

Develop Comprehension T226-233

Projectables 13.3a, 13.3b, 13.3c (T-Map)

Your TurnT235

Day 3


Cause & Effect Projectable 13.7

PB: Vol. 1, p. 173

AL: cause and effect

Day 4

Vocabulary StrategiesT254-T255

Word Endings –ed, -ing, or –s

Projectable 13.10 (Word Endings –ed, -ing, -s)

Connect To“The Four Seasons”

T252-T253Genre: Poetry

MC: T253 CLLG: p.65 Connect to Poetry



ProsePoetry


Reading Standards for Informational TextCC.RI.1.1 Ask and answer questions about key details in a text.



Key detailText

STW2: p. 171-177RWMGR: p. 79



Events RWM: p. 60-67TRS: p. 618-619



PicturesIllustrations

Text



I will use the illustrations and details in a text to describe its key ideas.




I will identify the reasons an author gives to support points (ideas) in a

Points NRPTDChttp://www.readingrockets.org/article/40120/












Unit 3: Lesson 13 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 17text.

CC.RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

I will identify similarities in two texts on the same topic.

I will identify differences in two texts on the same topic.

SimilaritiesDifferences

http://www.readingrockets.org/article/40005/NRP RWM: p. 149, 153



Informational texts

GRRWMSTW2




Features OrganizationDemonstrateCapitalization

Ending punctuation


CC.RF.1.4 Read with sufficient accuracy and fluency to support comprehension. CC.RF.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.




TextFluently

Expression


Speaking and Listening ComprehensionCC.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.CC.SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).



ParticipateTopic

ConversationsPeers Rules


CC.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.CC.SL.1.1b Build on others’ talk in conversations by responding to the comments


Discussion TDC: p. 88-89http://www.ascd.org/publications/books/108035/chapters/Procedures-for-Classroom-Talk.aspx























Unit 3: Lesson 13 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 17of others through multiple exchanges. http://

www.readingrockets.org/article/40008/http://www.readwritethink.org/professional-development/strategy-guides/using-think-pair-share-30626.html#strategy-practice



TopicTexts





Key detailsTexts




ClarifyInformation


CC.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

I will use drawings or other visual displays to clarify my ideas, thoughts, and feelings.

VisualdisplaysClarify

PPW: p. 60-66STW2: p. 31

CC.SL.1.6 Produce complete sentences when I will speak in Complete PPW: p. 67-71




















Unit 3: Lesson 13 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 17appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)

complete sentences. I will write in

complete sentences.

sentences

SpellingCC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.1.1a Print all upper-and lowercase letters.



UppercaseLowercase


Spelling

Words with sh, wh, ph

Spelling Words:(Basic) ship, shop, which, when, whip, fish(Challenge) shell, graph


T214 Pretest

Day 2T236 Word Sort

Day 3T246 Segment

Sounds/Build Words


PB: Vol. 1, p. 178


Weekly TestsT262

Spelling Assessment







EXAMPLESASSESSMENTS

Grammar Grammar

Subjects and Verbs


Day 1T214 Introduce Subjects & Verbs

Day 2T236 Subjects &VerbsProjectable 13.4PB: Vol. 1, p. 170

Day 3T246 Verbs with sProjectable 13.8

Day 4T256 Spiral Review:Statements



Assessment p. OC8

CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CC.L.1.1c Use singular and plural nouns with matching verbs in basic sentences (e.g. He hops; We hop).

I will use singular and plural nouns with matching verbs in sentences.

SingularPluralNounsVerbs

Sentences

MIhttp://www.readingrockets.org/article/27876/http://www.readwritethink.org/classroom-resources/lesson-plans/sentence-quest-using-parts-6.html?tab=1#tabshttp://www.internet4classrooms.com/skill_builders/plurals_language_arts_first_1st_grade.htm

CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CC.L.1.1h Use determiners (e.g., articles, demonstratives).

I will use articles. I will use

demonstratives.

ArticlesDemonstratives

MIhttp://www.readingrockets.org/article/27876/http://www.readwritethink.org/


























Unit 3: Lesson 13 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 17classroom-resources/lesson-plans/sentence-quest-using-parts-6.html?tab=1#tabs

PB: Vol. 1, p. 178

Day 5T262-T263 WeeklyReview: Subjects & VerbsPB: Vol. 1, p. 179








Writing Writing

Write to Inform: Sentences

Focus Trait: Ideas


Day 1T215 Introduce the Model:Sentences That InformProjectable 13.1 (WritingModel)

Day 2T237 Introduce the FocusTrait: IdeasMain IdeaProjectable 13.5PB: Vol. 1, p.171

Day 3T247 Main IdeaProjectable 13.9 (PlanningMy Sentences)


T198-T199

Draw a picture and write two sentences that tell about your favorite outdoor activity.(reference Journeys Open Response/Writing Rubric on Lesson 13 Overview [cardboard page before Focus Wall])





InformFacts

ExplainConclusion







FocusTopic

RespondPeers

SuggestionsDetails

Improve

AL: p. 69-71PPW: p 130-136CRSYW: 62-65Launching the WW: p. 109-114WR: TSS p. 79-103http://www.readingrecovery.org/pdf/conferences/nc10/handouts/lutz.pdf
















Unit 3: Lesson 13 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 17PB: Vol. 1, p. 176

Day 4T257 Cause & EffectProjectable 13.11

Day 5T264-T265 Revising andProofreading Projectable 13.12(Revising Kyle’s Draft)



Researchproject


Topic





RecallGather




Phonemic awareness




















EXAMPLESASSESSMENTS


Identify Middle Sounds & Substitute

Phonemes:Substitute Medial

Phonemes

ORAL VOCABULARY &

STRATEGIES

Oral Vocabulary:habitat mainly search howl


Day 1T300-T301 DL

Identify Middle Sounds & Substitute Phonemes

Day 2T312-T313 DL


Day 3T334-T335 DL

Substitute Medial Phonemes

Day 4T344-T345 DL

Substitute Medial Phonemes

Day 5T354-T355 DL



“The Tortoise and the Hare”

T302-T303CLLG: p. 67

CC.RF.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.RF.1.2a Distinguish long from short vowel sounds in spoken single-syllable words.

I will know the difference between long and short vowel sounds in spoken single-syllable words.

Long vowelsShort vowels

Single-syllableDistinguish

TRS: Chapter 5http://www.readingrockets.org/article/27876/ http:// dww.ed.gov/Response-to-Intervention-Reading/Systematic-Skill-Instruction/see/index.cfm?T_ID=27&P_ID=74&c1=1913





Initial ,Medial



CC.L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.CC.L.1.4b Use frequently occurring affixes as a clue to the meaning of a word.

I will use common prefixes as a clue to the meaning of a word.

I will use common suffixes as a clue to the meaning of a word.

PrefixesSuffixes

TDC: p. 33-35, 46

CC.L.1.5 With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. CC.L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

I will sort words into categories.

ConceptCategory












http://dww.ed.gov/Response-to-Intervention-Reading/Systematic-Skill-Instruction/see/index.cfm?T_ID=27&P_ID=74&c1=1913





Unit 3: Lesson 14 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 19 stems cactus

CC.L.1.5 With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. CC.L.1.5b Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

I will define words. I will sort words in

categories.

Categories https://www.teachingchannel.org/videos/improving-student-vocabularyhttp://www.readingrockets.org/strategies/semantic_gradients/ BWL





CC.L.1.5 With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings. CC.L.1.5d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

I will recognize the differences in verbs with similar meanings (look, peek, glance, stare, glare).

I will recognize the differences in adjectives with similar meanings (larger, gigantic).

SimilarDifferences

VerbsAdjectives

https://www.teachingchannel.org/videos/improving-student-vocabularyhttp://www.readingrockets.org/strategies/semantic_gradients/MI: p. 66




PhrasesConjunctions




Long a (CVCe)


Day 1


14.8-14.14






















Unit 3: Lesson 14 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 19Soft c, g, dge

Phonogram-ake, -ace


Word Cards:two, into, three, starts, over, four, five, watch


Vocabulary in Context Cards: two, into, three, starts, over, four, five, watch



Long a (CVCe)Instructional Routine 3PB: Vol. 1, p. 181

T308 Write Words with Long a (CVCe)Instructional Routine 6

Decodable Reader“Tate’s Cakes”

T309

Day 2PA/Phonics

T314 Words with Long a (CVCe)Instructional routine 3PB: Vol. 1, p. 182

Decodable Reader“Dave and the Whales”

T315


Develop Background

Day 3PA/Phonics

T336-T337 Words with Soft c, g, dgeInstructional Routine 3PB: Vol. 1, p. 186

Fluency T338 Expression

14.2-14.4CC.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.CC.RF.1.3c Know final -e and common vowel team conventions for representing long vowel sounds.

I will know long vowel sounds with final –e.

I will know long vowel sounds with vowel teams.

Long vowelsFinal –e

Vowel teams

TRS: Chapter 6 PTR: p. 125







Unit 3: Lesson 14 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 19Projectable 14.6 (Express Yourself)

Decodable Reader“A Safe Lodge”

T339

Day 4PA/Phonics

T346 Review Long a (CVCe) and Soft c,g,dge

Decodable Reader“The Race”

T347

Day 5T356 Independent Reading


Skill: Conclusions

Strategy: Infer/ Predict

Genre: Fantasy/

Informational Text: Social Studies

Essential Question:What clues help you

figure out why events happen?

Main Selection“The Big Race”

T320-330; SB: p. 106-124Genre: Fantasy

CLLG: p. 66

Day 2


T318-T319Conclusions

Projectable 14.2 (Conclusions)AL: conclusion


Projectables 14.3a, 14.3b, 14.3c (Inference Map)

Your Turn


14.5-14.7

CC.RL.1.1 Ask and answer questions about key details in a text.



Key detailsText


CC.RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

I will retell a story using key details to demonstrate understanding of the main idea or lesson in the text..


Retell


CC.RL.1.3 Describe characters, settings, and major events in a story, using key details.


CharactersSettings

Major events

IRAK-1: p. 99-118TRS: p. 636-641








Unit 3: Lesson 14 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 19 I will describe

settings in a story. I will describe major

events in a story using key details.

Key details T331

Day 3


Projectable 14.7PB: Vol. 1, p. 187AL: conclusion


T350-T351Classify & Categorize

Number Words Projectable 14.9

(Classify & Categorize Number Words)

Connect To“The Olympic Games”

T348-T349Genre: Informational Text: MC: T129 CLLG: p. 67 Connect to Social

Studies

CC.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

I will identify words in stories that suggest feelings or appeal to the senses.

I will identify phrases in stories that suggest feelings or appeal to the senses.

I will identify words in poems that suggest feelings or appeal to the senses.

I will identify phrases in poems that suggest feelings or appeal to the senses.

SensesPhrases

PTTP: p. 47-54 (poetry)

CC.RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

I will explain the differences between story books and informational texts.

ExplainDifferences

Story booksInformational

FictionNonfiction

IRAK-1: p. 95-98http://edsitement.neh.gov/view_lesson_plan.asp?id=240

CC.RL.1.6 Identify who is telling the story at various points in a text.

I will identify which character is telling the story at different points in the text.

Character http://www.readingrockets.org/article/35693http://www.readingrockets.org/article/39991

CC.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

I will describe characters, settings, or events using illustrations and details in a story.


CharactersSettingEvents

STW: p. 141-142GR: p. 154RWM

CC.RL.1.9 Compare and contrast the adventures and experiences of characters in stories.

I will compare and contrast the adventures and experiences of


CharactersSetting

http://teacher.scholastic.com/lessonrepro/results/view.asp?SubjectID=1&SubheadID=4&TopicID=15&GradeID=&PageUR




http://www.readingrockets.org/article/39991






Unit 3: Lesson 14 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 19characters in stories.

Events L=%2Flessonrepro%2Flessonplans%2Fect%2Ffamousbears.htm



ProsePoetry


Reading Standards for Informational TextCC.RI.1.1 Ask and answer questions about key details in a text.



Key details STW2: p. 171-177RWMGR: p. 79

CC.RI.1.2 Identify the main topic and retell key details of a text.

I will identify the main topic of a text.

I will retell key details of a text.

TopicKey details

GR: p. 79RWM: p. 163-164http://www.teachervision.fen.com/journalism/graphic-organizers/2276.html



ConnectionText

RWM: p. 60-67TRS: p. 618-619

CC.RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

I will ask and answer questions to understand words and phrases in text.

PhrasesText

http://www.lessonsense.com/info/word-identification.htmlhttp://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandReading/SecondaryReading/VocabularyBuilding.aspx

CC.RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

I will know and use text features to locate key facts and information in a text.

Text featuresLocate

Key facts

RWM: p. 67STW2: p. 214http://ethemes.missouri.edu/themes/487



DistinguishIllustrations


CC.RI.1.7 Use the illustrations and details in a I will use the Details RWM: p. 91-92




















Unit 3: Lesson 14 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 19text to describe its key ideas. illustrations and

details in a text to describe its key ideas.

DescribeKey ideas

NRPhttp://www.readingrockets.org/article/5765/



Identify NRPTDChttp://www.readingrockets.org/article/40120/



Informational texts

GRRWMSTW2




Features OrganizationDemonstrateCapitalization

Ending punctuation


CC.RF.1.4 Read with sufficient accuracy and fluency to support comprehension. CC.RF.1.4a Read on-level text with purpose and understanding.



CC.RF.1.4 Read with sufficient accuracy and fluency to support comprehension. CC.RF.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.




Text Fluently

Expression




I will follow our class

ParticipateTopic

ConversationsPeersRules

http://www.ascd.org/publications/books/108035/chapters/Procedures-for-Classroom-Talk.aspxhttp://www.learningthroughlistening.o
























Unit 3: Lesson 14 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 19rules when wise are talking.

rg/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdf

CC.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.CC.SL.1.1b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.





Topics Texts





Key detailsRead aloud


CC.SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information presented orally or clarify

I will ask and answer questions to gather or clarify information

ClarifyInformation

http://www.learningthroughlistening.org/SiteData/docs/evs-Active
























Unit 3: Lesson 14 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 19something that is not understood. from a speaker. %20Listening%20t%20chart/

cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdf

Spelling

Words with Long a

Spelling Words:(Basic) came, make, brave, late, gave, shape(Challenge) waves, chases


T310 Pretest

Day 2T332 Word Sort

Day 3T342 Segment

Sounds/Build Words


PB: Vol. 1, p. 188


Weekly TestsT358

Spelling Assessment

SpellingCC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.1.1a Print all upper-and lowercase letters.



UppercaseLowercase




Irregular words http://www.learningthroughlistening.org/SiteData/docs/evs-Active%20Listening%20t%20chart/cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdf




EXAMPLESASSESSMENTS

Grammar Grammar

Verbs and Time


Day 1T310 Introduce Verbs &Time

Day 2T332 Verbs with –ed



Assessment p. OC7

CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or

I will use verbs to show past tense.

PastPresent

MIhttp://www.readingrockets.org/article/
















Unit 3: Lesson 14 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 19speaking. CC.L.1.1e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

I will use verbs to show present tense.

I will use verbs to show future tense.

FutureVerbs

27876/http://www.readwritethink.org/classroom-resources/lesson-plans/sentence-quest-using-parts-6.html?tab=1#tabshttp://www.readwritethink.org/classroom-resources/lesson-plans/action-learning-vocabulary-with-918.htmlhttp://firstgradefanatics.blogspot.com/2012/01/adjectives-verbs-and-nouns-oh-my.html

Projectable 14.4PB: Vol. 1, p. 184

Day 3T342 Present & Past Time Projectable 14.8PB: Vol. 1, p. 189

Day 4T352 Spiral ReviewSingular & Plural NounsPB: Vol. 1, p. 191

Day 5T358-T359 Weekly Review:

Telling Time with VerbsPB: Vol. 1, p. 193








Writing Writing

Write to Inform: Report

Focus Trait:Ideas


Day 1T311 Introduce the Model:ReportProjectable 14.1 (WritingModel)


T294-T295

Look back at the selection “How Leopard Got His Spots.” Write two





InformFacts

ExplainConclusion


















http://www.readwritethink.org/classroom-resources/lesson-plans/action-learning-vocabulary-with-918.html







Unit 3: Lesson 14 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 19Day 2

T333 Introduce the FocusTrait: Ideas Taking NotesProjectable 14.5PB: Vol. 1, p. 185

Day 3T343 Choosing a Topic

Day 4T353 Planning a ResearchReport

Projectable 14.10

Day 5T360-T361Planning a Report

sentences telling how “The Big Race” was like “How Leopard Got His Spots.”(reference Journeys Open Response/Writing Rubric on Lesson 14 Overview [cardboard page before Focus Wall])






FocusTopic

RespondPeers

Suggestions Details

Improve

AL p. 69-71PPW p 130-136CRSYW 62-65Launching the WW p. 109-114WR: TSS p. 79-103http://www.readingrecovery.org/pdf/conferences/nc10/handouts/lutz.pdf



Researchproject


Topic





RecallGather




Phonemic awareness













Unit 3: Lesson 14 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 19CONTENT AREA STANDARDS & LESSONS

SOCIAL STUDIESSOCIAL STUDIES STANDARDS: FOCUS MATERIALS & LINKS TO LESSONS NOTEBOOK PROMPTS

SCIENCE



Documents

PBworksfspsliteracy.pbworks.com/w/file/fetch/60003818/1st Grade Quar… · Web viewCC.L.1.5 With guidance and support from adults, demonstrate understanding of figurative language,