KNOTT COUNTY PUBLIC SCHOOLS Grade LA... · Web viewKNOTT COUNTY PUBLIC SCHOOLS. ... win, wins, fit, fits, hit, hits, her, too. Reading Vocabulary: ... add –er and –est endings

KNOTT COUNTY PUBLIC SCHOOLSCURRICULUM FRAMEWORK FOR LANGUAGE ARTS GRADE 1

Duration: 5 daysMap: Week 1Big Idea: Character, Fiction, Short /a/ and Final /ck/ WordsStory Selection: Sam, Come Back! (DRA 2) Essential Vocabulary: character, fictionTeaching Vocabulary: identifySight Words: as, an, in, at, can (refer to K-1 exit sight word district list) Spelling Words: at, can, cat, back, dad, am, bat, mad, ran, sack, way, onReading Vocabulary (Amazing Words): needs, responsibility, shelter, cuddle, faithful, tickle, fetch, heelCommon Core Standard Essential

Questions/Learning Targets

(I CAN statements)What the students will

know when the lesson is complete

Skills (VERB)How the students will perform to understand the

Learning Target

Suggested ActivitiesHow will we

teach this content?

Resources(Additional Resources)

AssessmentHow will students be formatively and summatively assessed to find out what they already know, and what they’ve learned?

CC.1.L.1.a Conventions of Standard English: Print all upper- and lowercase letters.

CC.1.L.2.d Conventions of Standard English: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

CC.1.L.2.e Conventions of

I CAN: blend and

segment phonemes;

identify position of sounds in a word (beginning, middle, or end);

recognize words with short /a/ sounds;

recognize final

Students will be able to: pronounce the

individual sounds when shown a picture of a three letter object (Ex. cat, hat);

produce a word when the

Guided Reading-Making Words;Word/Picture Sorts; Word Wall Activities;Shared Reading;Read Aloud;

Scott Foresman;http://classroom.jc-schools.net/waltkek/ www.readinga-z.com ; littlebooklane.com;Knott Co Exit Word Wall K-1 list; leveled readers; Starfall; Action Factor Phonics; www.spellingcity.com ; www.tumblebooks.com

Formative: marker boards, running; thumbs up thumbs down, think-pare-share; oral questioning; circle short /a/ words

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http://www.tumblebooks.com/

http://www.spellingcity.com/

http://www.littlebooklane.com/

http://www.readinga-z.com/

http://classroom.jc-schools.net/waltkek/

http://classroom.jc-schools.net/waltkek/


Standard English: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

CC.1.L.4 Vocabulary Acquisition and Use: 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.1.L.4.c Vocabulary Acquisition and Use: Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

CC.1.L.5.c Vocabulary Acquisition and Use: Identify real-life connections between words and their use (e.g., note places at home that are cozy).

CC.1.R.F.1.a Print Concepts: Recognize the distinguishing features of a sentence (e.g., first

/ck/ words; identify

characters in a story;

identify stories that are fiction;

identify sentences;

read with expression and for meaning

teacher pronounces the individual sounds;

read, write, and spell short /a/ words;

read, write, and spell final /ck/ words;

draw and label characters from a story;

explain what makes a passage fiction;

write a sentence using correct convention;

will demonstrate fluency and comprehension using reading selection

Morning Message;Centers;

found in shared reading Summative:Scott Foresman Resource; running records;

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word, capitalization, ending punctuation).

CC.1.R.F.2 Phonological Awareness: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

CC.1.R.F.2.a Phonological Awareness: Distinguish long from short vowel sounds in spoken single-syllable words.

CC.1.R.F.2.b Phonological Awareness: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

CC.1.R.F.2.c Phonological Awareness: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

CC.1.R.F.2.d Phonological Awareness: Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

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CC.1.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words.

CC.1.R.L.3 Key Ideas and Details: Describe characters, settings, and major events in a story, using key details.

CC.1.R.L.9 Integration of Knowledge and Ideas: Compare and contrast the adventures and experiences of characters in stories.

CC.1.R.F.4 Read with sufficient accuracy and fluency to support comprehension

CC.1.R.F.4.a read grade-level text with purpose and understanding.

CC.1.R.F.4.b Read grade-level text orally with accuracy, appropriate rate, and expression.

CC.1.L.1.j Conventions of

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Standard English: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

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Day 1 Activities Day 2 Activities Day 3 Activities Day 4 Activities Day 5 Activities

Notes/Comments: Notes/Comments: Notes/Comments: Notes/Comments: Notes/Comments:

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Duration: 5 daysMap: Week 2Big Idea: Realism and Fantasy, Summarizing, Short /i/ and Final /x/ words Story Selection: Pig In A Wig (DRA 2)Essential Vocabulary: summarize, realism, fantasyTeaching Vocabulary: compare/contrastSight Words: take, and, this, live, himSpelling Words: in it did sit six fix lip mix pin wig Reading Vocabulary: career, service, tool, scrub, sloppy, exercise, comfort, searchCommon Core Standard Essential

Questions/Learning Targets(I CAN

statements)What the students will



Learning Target


teach this content?



CC.1.L.1.a conventions of Standard English: Print all upper-and lowercase letters.

CC.1.L.1.b Conventions of Standard English: Use common, proper, and possessive nouns.

CC.1.L.2.d conventions of Standard English: Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.


I CAN: blend and

segment phonemes;

isolate final sounds;

isolate initial sounds;

recognize short /i/ words;

recognize final x words;

summarize a

Students will be able to: produce a word

when the teacher pronounces the individual sounds;

read, write, and spell short /i/ words;

read, write, and spell final /x/

Guided Reading-Making Words;Word/Picture Sorts; Word Wall Activities;Shared Reading;Read Aloud;Morning

Noun cards; venn diagram, Scott Foresman;www.readinga-z.com ; littlebooklane.com;Knott Co Exit Word Wall K-1 list; leveled readers; Starfall; Action Factor Phonics; Stellaluna; www.spellingcity.com ; www.tumblebooks.com

Formative: marker boards, running; thumbs up thumbs down, think-pare-share; oral questioning; circle short /i/ words found in shared reading Summative:Scott Foresman

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Standard English: spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.







story; tell the

difference between realism and fantasy;

identify and write a noun.


words; explain

beginning, middle, and end of story;

compare/contrast stories of fiction and fantasy;

identify noun in a sentence and use nouns when writing sentences.


Message;Centers;

Resource; running records;

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CC.1.R.L.2 Key Ideas and Details: Retell stories, including key details, and demonstrate understanding of their central message or lesson.



CC.1.R.l.4 Craft and Structure: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

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Duration: 5 DaysMap: Week 3Big Idea: Characters, Setting, Short /o/ and Final /s/ words;Story Selection: The Big Blue Ox (DRA 2)Essential Vocabulary: characters, setting, verbsTeaching Vocabulary: compare / contrastSight Words: get, help, use, stop, hasSpelling Words: Mom, hot, hop, pot, pop, ox, lock, mop, got, rock, help, use Reading Vocabulary: Past, present, produce, transportation, danger, serve, snuggle, enormous, powerfulCommon Core Standard Essential





Learning Target


teach this content?



CC.1.L.1.a Conventions of Standard English: Print all upper- and lowercase letters.


CC.1.R.F.2.c Phonological Awareness: Isolate and pronounce initial, medial

I CAN: blend and

segment phonemes.



add ending phonemes /s/ /z/;

recognize short o words;



read, write, and spell short /o/ sounds;

read, write, and spell final –s

Guided Reading-Making Words;Word/Picture Sorts; Word Wall Activities;Shared Reading;Read Aloud;Morning Message;

Verb cards; venn diagram, Scott Foresman;www.readinga-z.com ; littlebooklane.com;Knott Co Exit Word Wall K-1 list; leveled readers; Starfall; Action Factor Phonics; Stellaluna; www.spellingcity.com ; www.tumblebooks.co

Formative: marker boards, running; thumbs up thumbs down, think-pare-share; oral questioning; circle short /i/ words found in shared reading Summative:Scott Foresman

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vowel, and final sounds (phonemes) in spoken single-syllable words.



CC.1.L.2.e Conventions of Standard English: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.


CC.1.R.L.2 Key Ideas and Details: Retell stories, including key details, and demonstrate

recognize final –s plural words;

summarize a story;

tell the difference between realism and fantasy;

tell the characters and the setting of a story;

identify verbs and use a verb in a sentence


plural words; explain

beginning, middle, and end of story;

compare/contrast stories of fiction and fantasy;

identify the characters and setting of a story;

students will locate verbs in a sentence and write sentences using verbs.


Centers; m Resource; running records;

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understanding of their central message or lesson.

CC.1.R.L.3 Key Ideas and Details: Describe characters, settings, and major events in a story, using key details.

CC.1.R.L.5 Craft and Structure: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

CC.1.L.1.e Conventions of Standard English: 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).

CC.1.L.1.j Conventions of Standard English: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

CC.1.R.F.4 Read with sufficient accuracy and

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fluency to support comprehension



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Duration: 5 DaysMap: Week 4Big Idea: Main Idea, Inflected endings –s, -ing Story Selection: A Fox and a Kit (DRA 3)Essential Vocabulary: main idea; Teaching Vocabulary: main idea; word orderSight Words: eat, this, her, too, didSpelling Words: nap, naps, sit, sits, win, wins, fit, fits, hit, hits, her, too Reading Vocabulary: observe, parent, wild, solo, dangle, nape, medicine, poisonousCommon Core Standard Essential





Learning Target


teach this content?



CC.1.R.F.3.f Phonics and Word Recognition: Read words with inflectional endings.


CC.1.R.I.2 Key Ideas and Details: Identify the main topic and retell key details of a text.

I CAN: add ending

phonemes /s/, /z/ to words;

blend, read, and build words with inflected endings –s, -ing;

segment sounds;

Students will be able to: add /s/ to

words produced by the teacher;

produce a word with –s, -ing endings;

spell words by segmenting sounds;

define the main


Scott Foresman;www.readinga-z.com ; littlebooklane.com;Knott Co Exit Word Wall K-1 list; leveled readers; Starfall; Action Factor Phonics; www.spellingcity.com ; www.tumblebooks.com ;Making Words Activities

Formative: marker boards, running; thumbs up thumbs down, think-pare-share; oral questioning; circle inflected endings –s, -ing words found in shared reading

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CC.1.R.F.4 Read with sufficient accuracy and fluency to support comprehension



identify the main idea of the story;

identify correct word order of a sentence.


idea of a passage;

put words to sentences in order;


Centers; Summative:Scott Foresman Resource; running records;

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Duration: 5 DaysMap: Week 5Big Idea: Realism and Fantasy, Short e, Initial BlendsStory Selection: Get the Egg! (DRA 3)Essential Vocabulary: realism and fantasy; telling sentencesTeaching Vocabulary: realistic fiction, telling sentencesSight Words: saw, your, yes, well, letSpelling Words: bed, men, red, step, ten, net, leg, jet, sled, wet, saw, your Reading Vocabulary: habitat, hatch, survive, gentle, nudge, perch, private, moistCommon Core Standard Essential





Learning Target


teach this content?





CC.1.L.4.c Vocabulary

I CAN: blend and

segment phonemes;



recognize short /e/ words;

recognize initial blends;

tell the



read, write, and spell short /e/ words;

read, write, and spell initial


Scott Foresman;www.readinga-z.com ; littlebooklane.com;Knott Co Exit Word Wall K-1 list; leveled readers; Starfall; Action Factor Phonics; www.spellingcity.com www.tumblebooks.com Making Words Activities; sentence strips;


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Acquisition and Use: Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).


CC.1.R.L.5 Craft and Structure: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. CC.1.L.1.j Conventions of Standard English: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

CC.1.L.2.b Conventions of Standard English: Use end punctuation for sentences.

CC.1.R.F.4 Read with sufficient accuracy and fluency to support

difference between realism and fantasy;

recognize telling sentences;


blends; compare /

contrast stories of fiction and fantasy;

write using telling sentences;

demonstrate fluency and comprehension using reading selection


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comprehension.

CC.1.L.1.j Conventions of Standard English: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.CC.1.R.F.4 Read with sufficient accuracy and fluency to support comprehension



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Duration: 5 DaysMap: Week 6Big Idea: Cause and Effect, Short u, Final BlendsStory Selection: Animal Park! (DRA 3)Essential Vocabulary: cause and effectTeaching Vocabulary: Sight Words: home, many, into, them, butSpelling Words: run, cut, must, sun, up, bump, jump, bus, nut, rug Reading Vocabulary: desert, forest, world, surf, beneath, snug, native, reserveCommon Core Standard Essential





Learning Target


teach this content?



CC.1.L.1.j conventions of Standard English: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory.

CC.1.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CC.1.L.2.d Conventions of Standard English: Use

I CAN: blend and

segment phonemes;



recognize short /u/ words;

recognize final blends;

recognize



read, write, and spell short /u/ words;

read, write, and build final


Scott Foresman;www.readinga-z.com ; littlebooklane.com;Knott Co Exit Word Wall K-1 list; leveled readers; Starfall; Action Factor Phonics; www.spellingcity.com www.tumblebooks.com Making Words Activities; sentence strips;


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convention spelling for words with common spelling patterns and for frequently occurring irregular words.


CC.1.R.F.1.a Print concepts: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

CC.1.R.R.2 Phonological Awareness: Demonstrate understanding of Spoken words, syllables, and sounds (phonemes).



CC.1.R.F.2.d Phonological Awareness: Segment spoken single-syllable words into their complete sequence of individual

cause and effect;

identify questions;


blends; tell the things

that happen and why they happen within the reading selection;

write with questions;



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sounds (phonemes).


CC.1.R.F.3.b Phonics and Word Recognition: Decode regularly spelled one-syllable words.


CC.1.R.F.4 Read with sufficient accuracy and fluency to support comprehension.

CC.1.R.F.4.a Read grade-level text with purpose and understanding.


CC.1.R.l.4 Craft and Structure: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

CC.1.R.l.6 Craft and Structure:

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

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Duration: 5 DaysMap: Week 7Big Idea: Main Idea, Diagraphs sh, th and Vowel Sound in ballStory Selection: Max and Ruby A Big Fish for Max (DRA 3)Essential Vocabulary: Main IdeaTeaching Vocabulary: Sight Words: all, good, no, put, wantSpelling Words: ship, fish, then, shut, with, rush, shell, shop, trash, thin, want, good Reading Vocabulary: chore, cooperation, household, rule, commute, subway, downtown, display, catchCommon Core Standard Essential





Learning Target


teach this content?





CC.1.R.F.3.a Phonics and

I CAN: segment and

count phonemes;

recognize words with diagraph sh, th;

recognize /o/ with the letter a followed by l or ll;

recognize main idea of story;

Students will be able to: Clap hands

for each sound in a word;

blend, read, and sort words with diagraphs sh, th

blend, read, and build


Scott Foresman;www.readinga-z.com ; littlebooklane.com;Knott Co Exit Word Wall K-1 list; leveled readers; Starfall; Action Factor Phonics; www.spellingcity.com www.tumblebooks.com Making Words Activities; sentence strips; Noun Cards

Formative: marker boards, running; thumbs up thumbs down, think-pare-share; oral questioning; circle inflected endings –s, -ing words found in shared reading Summative:Scott Foresman

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Word Recognition: Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).




CC.1.R.I.2 Key Ideas and Details: Identify the main topic and retell key details of a text.

CC.1.R.I.1 Key Ideas and Details: Ask and answer questions about key details in a text.

CC.1.L.1.b Conventions of

identify nouns; read with

expression and for meaning

words that have the vowel sounds in ball;

Identify main idea is what a story is mostly about;

write with nouns;


Centers; Resource; running records;

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Standard English: Use common, proper, and possessive nouns.




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Duration: 5 DaysMap: Week 8Big Idea: Cause and Effect, Long a (CVCe) and c /s/, g /j/Story Selection: The Farmer in the Hat (DRA 3)Essential Vocabulary: Cause and EffectTeaching Vocabulary: Cause and EffectSight Words: be, old, could, ate, cameSpelling Words: face, made, age, safe, take, make, cage, cake, late, name Reading Vocabulary: horse, paper, group, respect, share, aquarium, borrow, lines, rehearsal, sootheCommon Core Standard Essential





Learning Target


teach this content?





CC.1.L.2.e conventions of Standard English: Spell untaught words phonetically, drawing on

I CAN: distinguish

long and short vowel sounds;

blend and segment phonemes

recognize words with long a (CVCe);

recognize c/s/ and g/j/ words;

recognize

Students will be able to: listen to two

words and tell which is short and which is long;

say sounds as teacher points to the letters and blend the sounds to say the word;




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phonemic awareness and spelling conventions.







CC.1.R.F.3.c Phonics and Word Recognition: Know final –e and

cause and effect;

identify proper nouns;


blend, read, and build words that have CVCe, c/s/ and g/j/ patterns;

tell the things that happen and why they happen within the reading selection;

write with proper nouns;



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common vowel team conventions for representing long vowel sounds.


CC.1.R.F.4a Read grade-level text with purpose and understanding.


CC.1.R.l.1 Key ideas and Details: Ask and answer questions about key details in a text.

CC.1.R.l.3 Key ideas and Details: Describe the connection between two individuals, events, ideas, or pieces of information in a text.

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Duration: 5 DaysMap: Week 9Big Idea: Author’s Purpose, Long i (CVCe) and Diagraphs wh, ch, tchStory Selection: Who Works Here? (DRA 4)Essential Vocabulary: Author’s PurposeTeaching Vocabulary: Author’s PurposeSight Words: live, out, who, ride, whiteSpelling Words: like, ride, smile, time, white, bike, dime, hide, ice, kite, who, work Reading Vocabulary: citizen, community, law, leader, branches, headquarters, patrol, earnCommon Core Standard Essential





Learning Target


teach this content?




CC.1.R.F.3.c Phonics and Word Recognition: Know final -e and common vowel team conventions for representing long vowel sounds.

CC.1.L.2.d Conventions of Standard English: Use

I CAN: distinguish

long and short vowel sounds;


recognize words with long i (CVCe);

recognize diagraphs wh, ch, tch words;


words and tell which is short and which is long;





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conventional spelling for words with common spelling patterns and for frequently occurring irregular words.


CC.1.R.I.5 Craft and Structure: 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.



recognize author’s purpose;

identify special titles;


blend, read, and build words that have CVCe long i pattern, and diagraphs wh, ch, tch;

model how to identify author’s purpose using three reasons to write;

write with special titles;



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Duration: 5 DaysMap: Week 10Big Idea: Sequence, Long o (CVCe) and Contractions n’t, ‘m, ‘llStory Selection: The Big Circle (DRA 4)Essential Vocabulary: SequenceTeaching Vocabulary: SequenceSight Words: now, there, no, so, overSpelling Words: home, hope, rose, woke, those, bone, hose, joke, rode, stone, there, togetherReading Vocabulary: inside, down, together, enemy, extinct, protect, crater, holler, swamp, bluff, boisterousCommon Core Standard Essential

Questions/Learning Targets

(I CAN statements)What the students will



Learning Target


teach this content?




CC.1.R.F.2a Phonological Awareness: Distinguish long from short vowel sounds in spoken single-syllable words.


I CAN: distinguish long

o and short o vowel sounds;


recognize words with long o (CVCe);

recognize contractions n’t, ‘m, ‘ll;

sequence events;


words and tell which word is short o and which is long o;


Guided Reading-Making Words;Word/Picture Sorts; Word Wall Activities;Shared Reading;Read Aloud;Morning Message;Centers;

Scott Foresman;www.readinga-z.com ; littlebooklane.com;Knott Co Exit Word Wall K-1 list; leveled readers; Starfall; Action Factor Phonics; www.spellingcity.com www.tumblebooks.com Making Words Activities; sentence strips; Calendar


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CC.1.R.F.3.c Phonics and Word Recognition: Know final –e and common vowel team conventions for representing long vowel sounds.

CC.1.L.2.a Conventions of Standard English: Capitalize dates and names of people.



identify days, months, holidays;


blend, read, and build words that have CVCe long o pattern, and contractions n’t, ‘m, ‘ll;

put events in order;

write with days, month, and holidays;


Summative:Scott Foresman Resource; running records;

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CC.1.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CC.1.R.l.2 Key ideas and Details: Identify the main topic and retell key details of a text.


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Duration: 5 DaysMap: Week 11Big Idea: Author’s Purpose, Long u, Long e(CVCe) and Inflected Ending -edStory Selection: Life in the Forest ((DRA 4)Essential Vocabulary: Author’s PurposeTeaching Vocabulary: Author’s PurposeSight Words: under, round, walk, by, stopSpelling Words: huge, June, rule, tube, use, cube, cute, flute, rude, mule, water, underReading Vocabulary: environment, require, thrive, inhale, slimy, sludge, capture, creatureCommon Core Standard Essential





Learning Target

Suggested Activities

How will we teach this content?



CC.1.R.F.3.c Phonics and Word Recognition: Know final -e and common vowel team conventions for representing long vowel sounds.


CC.1.R.F.2.b Phonological

I CAN: distinguish

long u and e (CVCe) sounds;


recognize words with long u and e (CVCe);

recognize


words and tell which word is long u and long e;



Scott Foresman;www.readinga-z.com ; littlebooklane.com;Knott Co Exit Word Wall K-1 list; leveled readers; Starfall; Action Factor Phonics; www.spellingcity.com www.tumblebooks.com Making Words Activities; sentence strips; Calendar

Formative: marker boards, running; thumbs up thumbs down, think-pare-share; oral questioning; circle inflected endings –s, -

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Awareness: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.






inflected ending –ed words;

recognize author’s purpose;

identify one and more than one;


blend, read, and build words that have long u and e, and inflected ending -ed;

model how to identify author’s purpose using three reasons to write;

write with one and more than one;


ing words found in shared reading Summative:Scott Foresman Resource; running records;

44


CC.1.L.1.c Conventions of Standard English: Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).





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Duration: 5 DaysMap: Week 12Big Idea: Compare and Contrast, Long e: ee and Syllable VCCVStory Selection: Honey Bees (DRA 4)Essential Vocabulary: Compare and ContrastTeaching Vocabulary: Compare and ContrastSight Words: new, went, at, his, giveSpelling Words: be, feet, he, see, we, green, me, she, tree, week, some, familyReading Vocabulary: individual, industrious, special, creep, slither, romp, eagerly, wander, also, family, other, same, theirCommon Core Standard Essential





Learning Target

Suggested Activities

How will we teach this content?






CC.1.R.F.2.b Phonological Awareness: Orally produce

I CAN: substitute

phonemes; blend and

segment syllables

recognize words with long e: e, ee;

compare and contrast;

identify nouns in sentences;

read with

Students will be able to: change

vowels sounds within a word to make a new word (fed – feed);

say and word slow and clap when they


Scott Foresman;www.readinga-z.com ; littlebooklane.com;Knott Co Exit Word Wall K-1 list; leveled readers; Starfall; Action Factor Phonics; www.spellingcity.com www.tumblebooks.com Making Words Activities; sentence strips; noun cards, sentence strips; Venn Diagram


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single-syllable words by blending sound (phonemes), including consonant blends.









here the syllables of a word;

blend, read, and build words that have long e;

identify similarities and differences;

write nouns in a sentence;



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Duration: 5 DaysMap: Week 13Big Idea: Compare and Contrast, Vowel Sounds of y and Long Vowels (CV)Story Selection: An Egg is An Egg (DRA 4)Essential Vocabulary: Compare and ContrastTeaching Vocabulary: Compare and ContrastSight Words: did, will, pretty, every, maySpelling Words: my, by, try, any, body, fly, cry, lucky, silly, Puppy, things, alwaysReading Vocabulary: adult, healthy, measurement, shuffle, teeters, crooked, bounce, handsome, always, everything, stays, day, become, nothing, thingsCommon Core Standard Essential





Learning Target


teach this content?



CC.1.L.1.c Conventions of Standard English: Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop.).

CC.1.R.F.2 Phonological Awareness: Demonstrate understanding of spoken words, syllables, and sound (phonemes).

CC.1.R.F.2.c Phonological Awareness: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in

I CAN: segment

phonemes; substitute

phonemes; recognize

vowel sounds of y;

recognize words with long vowels (CV);

Students will be able to: say sounds as

teacher points to the letters;

change vowels sounds within a word to make a new word (fed – feed);



Scott Foresman;www.readinga-z.com ; littlebooklane.com;Knott Co Exit Word Wall K-1 list; leveled readers; Starfall; Action Factor Phonics; www.spellingcity.com www.tumblebooks.com Making Words Activities; sentence strips; noun cards,

Formative: marker boards, running; thumbs up thumbs down, think-pare-share; oral questioning; circle inflected endings –s, -ing words found in shared

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spoken single-syllable words.






CC.1.R.F.4b Read grade-level text orally with accuracy, appropriate rate, and expression.

CC.1.R.L.9 Integration of Knowledge and ideas: Compare and contrast the adventures and experiences of characters in stories.

compare and contrast;

identify action verbs;


words that have vowel sounds of y;

blend, read, and write words with long vowels (CV);

identify similarities and differences;

write action verbs in a sentence;


Message;Centers;

sentence strips; Venn Diagram

reading Summative:Scott Foresman Resource; running records;

52




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Duration: 5 DaysMap: Week 14Big Idea: Plot, Final ng, nk, and Compound WordsStory Selection: Ruby in Her Own Time (DRA 4)Essential Vocabulary: PlotTeaching Vocabulary: PlotSight Words: any, must, soon, ran, blackSpelling Words: bring, trunk, pink, bank, sang, wing, rink, blank, rang, sunk, every, sureReading Vocabulary: timeline, event, attempt, famous, flatter, correct, lovely, awkward, enough, ever, every, sure, own, wereCommon Core Standard Essential





Learning Target


teach this content?





CC.1.R.F.3.e Phonics and Word Recognition: Decode two-syllable words

I CAN: blend and

segment onset and rime;

blend and segment syllables;

recognize final ng, nk;

identify compound words;

identify plot;

Students will be able to: pronounce

words when given onset and rime;

say the whole word when the teacher says the individual syllables;

read, write, and spell final ng,


Scott Foresman;www.readinga-z.com ; littlebooklane.com;Knott Co Exit Word Wall K-1 list; leveled readers; Starfall; Action Factor Phonics; www.spellingcity.com www.tumblebooks.com Making Words Activities;


54






following basic patterns by breaking the words into syllables.





identify verbs that add -s;


nk words; blend, read,

and sort compound words;

identify beginning, middle, and end of story;

write with verbs that add –s;



55




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Duration: 5 DaysMap: Week 15Big Idea: Theme, Ending –es, Plural –es, and r-Controlled or, oreStory Selection: Jan’s New Home (DRA 6-8)Essential Vocabulary: ThemeTeaching Vocabulary: ThemeSight Words: our, say, please, had, himSpelling Words: fix, fixes, class, classes, wish, wishes, kiss, kisses, bus, buses, friends, veryReading Vocabulary: arrive, depart, location, route, tumble, swoop, crumple, stampede, away, house, school, friends, car, our, veryCommon Core Standard Essential





Learning Target


teach this content?






I CAN: add phonemes; blend and


recognize ending –es and plural -es words;

identify theme; identify verbs

that do not add -s;

Students will be able to: add phonemes

to words (-es) pronounce


read, write, and spell ending –es and plural –es words;

recognize the




57






single-syllable words by blending sounds (phonemes), including consonant blends.



CC.1.R.F.3.g Phonics and Word Recognition: Recognize and read grade-appropriate irregularly spelled words.





big idea of a story;

write with verbs that do not add –s;



58


CC.1.R.F.4.b Read grade-level text orally with accuracy,

59




Duration: 5 Days

60


Map: Week 16Big Idea: Plot, Visualize, Inflected Endings –ed, -ing, and r-controlled arStory Selection: Frog and Toad Together (DRA 6-8)Essential Vocabulary: Plot, VisualizeTeaching Vocabulary: Plot, VisualizeSight Words: again, how, brown, some, onceSpelling Words: ask, asked, plan, planned, help, helped, jog, jogged, call, calledReading Vocabulary: gardener, nature, sprout, dim, shade, blossom, humongous, destroy, afraid, few, read, soonCommon Core Standard Essential





Learning Target


teach this content?





CC.1.R.L.3 Key ideas and Details: Describe characters, settings, and major events in a story, using key details.

I CAN: blend and

segment syllables;

decode words with inflected endings;

identify the story’s plot;

visualize events in the story;

identify verbs for now and

Students will be able to: listen to

syllables in words, say the word blending the base with the inflected ending;

blend, read, and sort words with inflected endings –ed, -ing;




61






CC.1.R.L.1 Key Ideas and Details: Ask and answer questions about key details in a text.






CC.1.R.L.2 Key Ideas and

the past; read with


tell what happens in the beginning, middle, and end of the story;

make pictures in their minds to help them imagine what they read about;

write with verbs with now and the past;



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Details: Retell stories, including key details, and demonstrate understanding of their central message or lesson.

CC.1.L.5.d Vocabulary Acquisition and Use: 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.




63




64


Duration: 5 DaysMap: Week 17Big Idea: Draw Conclusions, r-Controlled er, ir, ur and Contractions ‘s, ‘ve, ‘reStory Selection: I’m A Caterpillar (DRA 6-8)Essential Vocabulary: draw conclusionsTeaching Vocabulary: draw conclusionsSight Words: know, as, then, when, justSpelling Words: her, first, bird, girl, burn, were, shirt, fur, hurt, sir, visit, doneReading Vocabulary: cycle, develop, insect, yearly, rearrange, fragile, emerge, vessel, done, push, visit, waitCommon Core Standard Essential





Learning Target


teach this content?





CC.1.R.F.2.c Phonological

I CAN: blend and


blend, read, and build /er/ words;

draw conclusions about the characters and events in a story;

Students will be able to: pronounce


associate the sound /er/ with er, ir, ur;

use clues in the words and pictures to figure out what




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Awareness: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.



CC.1.R.F.3.a Phonics and Word Recognition: Know the spelling-sound correspondences for common consonant digraphs (two letters that represent one sound).

CC.1.R.I.1 Key Ideas and Details: Ask and answer questions about key details in a text.

CC.1.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar

write facts using am, is, are, was, were;


is not written in the story;

use am, is, are, was, were correctly in sentences;



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and usage when writing or speaking.




CC.1.R.F.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

67




68


Duration: 5 DaysMap: Week 18Big Idea: Sequence, Comparative Endings –er, -est, and dge /j/Story Selection: Where Are My Animal Friends (DRA 6-8)Essential Vocabulary: Play, Sequence, Teaching Vocabulary: Play, Sequence, Prior KnowledgeSight Words: were, ask, an, put, afterSpelling Words: bigger, biggest, faster, fastest, slower, slowest, shorter, shortest, sadder, saddest, good-bye, beforeReading Vocabulary: hibernate, migrate, season, temperature, autumn, freeze, bitterly, weary, before, does, good-bye, oh, right, won’tCommon Core Standard Essential





Learning Target


teach this content?






I CAN: segment

phonemes; blend, read,

and build words with comparative endings –er, -est;

blend, read, and build -dge words;

Students will be able to: say sounds as

teacher points to the letters and blend the sounds to say the word;

add –er and –est endings to base words and read the new


Scott Foresman;www.readinga-z.com ; littlebooklane.com;Knott Co Exit Word Wall K-1 list; leveled readers; Starfall; Action Factor Phonics; www.spellingcity.com www.tumblebooks.com Making Words Activities; Contraction Cards

Formative: marker boards, running; thumbs up thumbs down, think-pare-share; oral questioning; circle inflected endings –s, -ing words found in shared

69









CC.1.R.L.7 Integration of Knowledge and Ideas: Use illustrations and details in story to describe its characters, setting, or events.



identify the sequence of events;

identify contractions with not;


word; associate the

sound /j/ with dge;

put the events from the story in order using first, next, then, last;

write with contractions with not;


Message;Centers;

reading Summative:Scott Foresman Resource; running records;

70




71


Duration: 5 DaysMap: Week 19Big Idea: Draw Conclusions, Long a: ai, ay, and PossessivesStory Selection: Mama’s Birthday Present (DRA 6-8)Essential Vocabulary: Draw Conclusions, PossessivesTeaching Vocabulary: Draw Conclusions; PossessivesSight Words: think, going, fly, open, hasSpelling Words: train, way, tail, play, day, may, rain, gray, mail, afraid, about, wouldReading Vocabulary: celebrate, cherish, grateful, rarest, delicate, genuine, loot, about, gives, enjoy, surprise, would, worryCommon Core Standard Essential





Learning Target


teach this content?




CC.1.R.F.3.c Phonics and Word Recognition: Know final e and common vowel team conventions for representing long vowel sounds.


I CAN: substitute

initial phonemes;

blend, read, and build long a: ai words;

blend, read, and sort possessives;

draw conclusions from the story;


beginning sounds to make a new word (p/aid – br/aid);

associate the long a sound with ai and ay;

use cues to decode possessives:


Scott Foresman;www.readinga-z.com ; littlebooklane.com;Knott Co Exit Word Wall K-1 list; leveled readers; Starfall; Action Factor Phonics; www.spellingcity.com www.tumblebooks.com Making Words Activities; Adjective Cards


72







CC.1.L.1.f Conventions of Standard English: Use frequently occurring adjectives.




identify adjectives;


singular and plural;

use pictures and words to help figure out something not written;

write with adjectives;



73




74




75


Duration: 5 DaysMap: Week 20Big Idea: Theme, Long e: ea and Inflected EndingsStory Selection: The Dot (DRA 10)Essential Vocabulary: ThemeTeaching Vocabulary: Theme, Graphic OrganizerSight Words: thank, draw, drew, great, over, Spelling Words: eat, sea, each, team, please, dream, treat, beach, clean, lean, colors, signReading Vocabulary: create, doodle, imagination, carve, hobby, inspiration, masterpiece, sculptor, show, sign, colorsCommon Core Standard Essential





Learning Target


teach this content?






CC.1.R.F.2.a Phonological Awareness: Distinguish long from short vowel sounds in

I CAN: substitute

phonemes; Blend, read,

build regular long e: ea words;

identify the theme of a story;

blend, read, and sort words with endings


beginning sounds to make a new word (stem – steam);

associate the long e sound with ea;

use things that happen to them in their own




76






spoken single-syllable words.








(change y to i); read with


lives to help them understand the big idea of a story;

identify base words and endings to determine correct spelling of word;



77



78




79


Duration: 5 DaysMap: Week 21Big Idea: Author’s Purpose, Long o: oa, ow and Three-letter BlendsStory Selection: Mister Bones (DRA 10) Essential Vocabulary: Author’s PurposeTeaching Vocabulary: Author’s PurposeSight Words: found, mouth, once, took, wildSpelling Words: boat, road, snow, row, yellow, loaf, coat, soap, blow, pillow, once, wildReading Vocabulary: excavate, fossil, soil, abandon, splinter, sunken, decompose, nourishCommon Core Standard Essential





Learning Target


teach this content?






I CAN: substitute

initial phonemes;

blend, read, and build long o: oa, ow words;

identify author’s purpose;

blend, read, and build words with


beginning sounds to make a new word (l/oad – r/oad);

associate the long o sound with oa, ow;

write for different reasons;

add three letter


Scott Foresman;www.readinga-z.com ; littlebooklane.com;Knott Co Exit Word Wall K-1 list; leveled readers; Starfall; Action Factor Phonics; www.spellingcity.com www.tumblebooks.com Making Words Activities; Adjective Photos


80










CC.1.L.5.d Vocabulary Acquisition and Use: 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

three-letter consonant blends;

identify adjectives for sizes;


consonant blends to letter tiles to make a new word;

provide an adjective to describe pictures and identify the first letter in each adjective;



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choosing them or by acting out the meanings.





CC.1.R.I.8 Integration of Knowledge and Ideas: Identify the reasons an author gives to support points in a text.

CC.1.R.I.10 Range of Reading and Level of Text Complexity: With prompting and support, read informational texts appropriately complex for grade 1.

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83




84


Duration: 5 DaysMap: Week 22Big Idea: Realism and Fantasy, Long i: ie, igh, and kn /n/ and wr /r/Story Selection: The Lady in the Moon (DRA 10)Essential Vocabulary: Realism and FantasyTeaching Vocabulary: Realism and FantasySight Words: above, eight, laugh, moon, touchSpelling Words: lie, tie, high, might, right, night, bright, light, pie, tight, above, laughReading Vocabulary: delightful, festive, symbol, memory, errand, fiesta, ordinary, refreshmentsCommon Core Standard Essential





Learning Target


teach this content?





CC.1.R.F.2.a Phonological Awareness: Distinguish long from short vowel sounds in spoken single-spoken words.


I CAN: substitute

initial phonemes;

blend, read, and build words with long i spelled ie and igh;

distinguish realism and fantasy;

blend, read,


beginning sounds to make a new word (might - sight);

associate the sound i with ie and igh through building words activity;


Scott Foresman;www.readinga-z.com ; littlebooklane.com;Knott Co Exit Word Wall K-1 list; leveled readers; Starfall; Action Factor Phonics; www.spellingcity.com www.tumblebooks.com Making Words Activities; Adjective Photos


85






single-syllable words by blending sounds (phonemes), including consonant blends.


CC.1.R.F.2.d Phonological Awareness: Segment spoken single-syllable words into their completer sequence of individual sounds (phonemes).



CC.1.R.F.3.g Phonics and Word Recognition: Recognize and read grade-level appropriate irregularly spelled words.

CC.1.L.5.d Vocabulary Acquisition and Use: Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare,

and sort words with kn /n/ and wr /r/;

identify adjectives for what kind;


determine whether a story could or could not happen;

categorize words and associate the /n/ with kn and wr with /r/;

supply adjectives to describe the kind of celebrations, treats, and night;



86


glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.





87




88


Duration: 5 DaysMap: Week 23Big Idea: Character, Setting, Plot; Compound Words and Vowels ew, ue, uiStory Selection: Peter’s Chair (DRA 10)Essential Vocabulary: Character, Setting, PlotTeaching Vocabulary: Character, Setting, PlotSight Words: picture, thought, room, remember, stoodSpelling Words: backpack, outside, baseball, herself, flashlight, bluebird, lunchbox, suitcase, inside, brainstorm, picture, rememberReading Vocabulary: jealous, relatives, sibling, secret, porridge, collector, flourish, seriousnessCommon Core Standard Essential





Learning Target


teach this content?




CC.1.R.F.3.d Phonics and Word Recognition: Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

CC.1.R.F.3.e Phonics and Word Recognition: Decode

I CAN: segment and

count syllables; blend, read,

and build compound words;

identify character, setting, and plot;


Students will be able to: say the

syllables and count them on their fingers;

read the first word, read the second word, and then blend the two parts to make a compound word;




89






two-syllable words following basic patterns by breaking the words into syllables.CC.1.L.5 Vocabulary Acquisition and Use: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

CC.1.R.F.1 Print Concepts: Demonstrate understanding of the organization and basic features of print.




vowels ew, ue, ui;

identify adjectives for how many;


locate and name the people and animals from the story;

tell where and when the story takes place;

define the beginning, middle, and end of the story;

use letter sound clues to decode words with vowels ew, ue, ui;

use adjectives for how many in writing;



90







CC.1.R.F.4.c Use context to confirm or self-correct word recognition and understanding, rereading

91


as necessary.

92




93


Duration: 5 DaysMap: Week 24Big Idea: Cause and Effect, Suffixes –ly, -ful, and Vowels in moonStory Selection: Henry and Mudge and Mrs. Hopper’s House (DRA 10)Essential Vocabulary: Cause and Effect, SuffixTeaching Vocabulary: Cause and Effect, SuffixSight Words: told, because, across, only, shoes, dance, openedSpelling Words: slowly, careful, quickly, useful, painful, playful, sadly, gladly, nicely, wonderful, because, acrossReading Vocabulary: discover, dwell, resident, welcome, admire, sadness, tremendous, substantialCommon Core Standard Essential





Learning Target


teach this content?




CC.1.L.l.f Conventions of Standard English: Use frequently occurring adjectives.


I CAN: segment and


and build words with suffixes –ly and -ful;

recognize cause and effect;



syllables and count them on their fingers;

read the base word, read the suffix, and blend the two parts together to make a word;




94







CC.1.R.F.3.d Phonics and Word Recognition: Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

CC.1.R.F.3.e Phonics and Word Recognition: Decode two-syllable words following basic patterns by breaking the words into syllables.



CC.1.F.F.4.a Read grade-level text with purpose and understanding.

words with vowels “oo” as in moon;

identify adjectives that compare;


tell what happens and explain why it happens;

say each sound and blend the sounds together (f oo d);

use adjectives that compare in writing;



95



CC.1.R.l.1 Key Ideas and Details: Ask and answer questions about key details in a text.

CC.1.R.l.3 Key Ideas and Details: Describe the connection between two individuals, events, ideas, or pieces of information.

96




97


Duration: 5 DaysMap: Week 25Big Idea: Character, Setting, Plot, Diphthong ow /ou/ and Syllables C+leStory Selection: Tippy-Toe Chick, Go! (DRA 10 – 12 specific level not given)Essential Vocabulary: Character, Setting, Plot, Teaching Vocabulary: Character, Setting, Plot, syllablesSight Words: along, behind, eyes, never, pulling, towardSpelling Words: how, town, down, now, brown, cow, clown, frown, crowd, growl, eyes, neverReading Vocabulary: clever, intend, predicament, proudly, plumper, scrawny, advice, wiseCommon Core Standard Essential





Learning Target


teach this content?





CC.1.R.F.3.a Phonics and Word Recognition: Know the spelling-sound correspondences for

I CAN: substitute

initial phonemes;

blend, read, and build words with ow;

identify character, setting, plot;

blend, read, and build words that end in a consonant


beginning consonant sounds to make a new word (down – town);

associate /ou/ with the vowel diphthong ow;

locate and name the people and




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common consonant digraphs (two letters that represent one sound).CC.1.R.L.3 Key Ideas and Details: Describe characters, settings, and major events in a story, using key details.





plus le; identify

commands; read with


animals from the story;

tell where and when the story takes place;

define the beginning, middle, and end of the story;

use clues to decode words that end in a consonant plus le.

use commands in writing;



99






100




Duration: 5 Days

101


Map: Week 26Big Idea: Sequence, Diphthong ou /ou/ and Syllables VCVStory Selection: Mole and the Baby Bird (DRA 12)Essential Vocabulary: Sequence Teaching Vocabulary: SequenceSight Words: door, loved, should, wood, *choose a review word for the fifth wordSpelling Words: mouth, house, found, our, out, cloud, ouch, shout, round, count, should, lovedReading Vocabulary: freedom, miserable, selfish, dawn, scaly, speckled, fond, proper, scarcelyCommon Core Standard Essential





Learning Target


teach this content?



CC.1.L.1.j conventions of Standard English: Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory.



I CAN: blend and

segment phonemes;

blend, read, and build words with ou;

identify sequence of events;

blend, read, and build words with VCV syllable pattern;


individual sounds and then blend them together to make a word;

associate ou with the sound ou;

place events in the order in which they



Formative: marker boards, running; thumbs up thumbs down, think-pare-share; oral questioning; circle inflected endings –s, -ing words found in shared reading Summative:

102






CC.1.R.F.1.a Print concepts: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).






CC.1.R.F.4 Read with sufficient

identify exclamations;


happen; use clues to

decode words with syllable pattern VCV;

use exclamations in writing;


Scott Foresman Resource; running records;

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accuracy and fluency to support comprehension.




CC.1.R.L.7 Integration of Knowledge and Ideas: Use illustrations and details in a story to describe its characters, setting, or events.

104




105


Duration: 5 DaysMap: Week 27Big Idea: Compare and Contrast, Vowels in book and Inflected EndingsStory Selection: Dot & Jabber and the Great Acorn Mystery (DRA 12)Essential Vocabulary: Compare and ContrastTeaching Vocabulary: Compare and ContrastSight Words: among, another, instead, none (add word five here)Spelling Words: book, moon, took, food, look, pool, zoo, noon, good, boot, instead, anotherReading Vocabulary: explanation, riddle, wonder, rafters, darling, gorgeous, case, suspectsCommon Core Standard Essential





Learning Target


teach this content?





CC.1.R.F.3.a Phonics and Word Recognition: Know the spelling-sound

I CAN: substitute

initial phonemes;

blend, read, and build words with oo as in book;

compare / contrast;

blend, read, and sort words with inflected


beginning sounds of a word to make a new word (good – wood);

associate oo with the vowel sound in book;

look for clues that tell how




106






correspondences for common consonant digraphs (two letters that represent one sound).

CC.1.R.I.3 Key Ideas and Details: Describe the connection between two individuals, events, ideas, or pieces of information in a text.

CC.1.L.5.a Vocabulary Acquisition and Use: Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.



CC.1.R.F.1.a Print Concepts: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

endings –s, -es, -ed, and –ing;

identify how sentences begin and end;


things are alike or different;

use clues to decode words with inflected endings –s, -es, -ed, and –ing;

use correct capitalization and ending punctuation when writing;



107


CC.1.R.F.1 Print Concepts: Demonstrate understanding of the organization and basic features of print.






108




Duration: 5 Days

109


Map: Week 28Big Idea: Main Idea, Diphthongs oi, oy, and Suffixes –er, -orStory Selection: Simple Machines (DRA 12)Essential Vocabulary: Main IdeaTeaching Vocabulary: Main Idea, SuffixSight Words: against, goes, heavy, kinds, todaySpelling Words: oil, soil, voice, point, boy, boil, coin, oink, toy, join, against, heavyReading Vocabulary: convenient, equipment, gadget, engine, pilot, steer, cellar, furnaceCommon Core Standard Essential





Learning Target


teach this content?



CC.1.L.1.d Conventions of Standard English: Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).



I CAN: substitute final

phonemes; blend, read,

and build words with oi and oy;

identify main idea;

blend, read, and sort words with suffixes –er and –or;

identify

Students will be able to: change ending

sounds of a word to make a new word (bee - boy);

associate oi and oy with the vowels sound in boy;

recognize what the story is mostly about;




110














pronouns; read with


use clues to decode words with suffixes –er and –or;

use pronouns in their writing;



111


appropriate rate, and expression.


112




113


Duration: 5 DaysMap: Week 29Big Idea: Draw Conclusions, Vowels aw, au, and Short e:eaStory Selection: Alexander Graham Bell (DRA 14)Essential Vocabulary: Draw ConclusionsTeaching Vocabulary: Draw ConclusionsSight Words: built, early, learn, science, throughSpelling Words: saw, draw, crawl, straw, law, jaw, paw, lawn, yawn, hawk, through, scienceReading Vocabulary: determined, inventor, technology, stable, stall (ed), biplane, sketch, speechCommon Core Standard Essential





Learning Target


teach this content?



CC.1.R.I.7 Integration of Knowledge and Ideas: Use the illustrations and details in a text to describe its key ideas.


CC.1.R.F.2.c Phonological Awareness: Isolate and

I CAN: segment and

count phonemes;

blend, read, and sort words with aw and au;

draw conclusions;


Students will be able to: say the sounds

as they count them on their fingers;

associate vowels aw and au with the vowel sound in saw;

use clues from the words and




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pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.






short e spelled ea;

identify I and me as pronouns;


pictures and what they already know about the real world to figure out more about the people and things an author writes about;

use letter sounds to decode words with short e: ea

use I and me in writing;



115





CC.1.R.I.10 Range of Reading and Level of Text Complexity: With prompting and support, read informational texts appropriately complex for grade 1.


116




117


Duration: 5 DaysMap: Week 30Big Idea: Theme, Prefixes un-, re- and Long Vowels i, oStory Selection: Ben Franklin and His First Kite (DRA 14)Essential Vocabulary: Theme, Prefixes, Long VowelsTeaching Vocabulary: ThemeSight Words: answered, brothers, carry, different, poorSpelling Words: unhappy, refill, untie, undo, repay, unkind, undress, retell, reopen, refund, different, carryReading Vocabulary: contraption, doubt, energy, glider, (un) manned, soar, curious, intelligentCommon Core Standard Essential





Learning Target


teach this content?






I CAN: segment and


and sort words with prefixes un- and re-;

identify theme; blend, read,

and build words with long vowels i, o;


syllables as they count them on their fingers;

use letter sound clues to decode words with prefixes un- and re-;

use things that




118






Standard English: Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.







identify more about pronouns;


have happened to them in their own lives to help them understand the big idea of a story;

use letter sound clues to decode words with long vowels I, o;

write with pronouns;



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Documents

KNOTT COUNTY PUBLIC SCHOOLS Grade LA... · Web viewKNOTT COUNTY PUBLIC SCHOOLS. ... win, wins, fit, fits, hit, hits, her, too. Reading Vocabulary: ... add –er and –est endings