MAP Gr1 Q2 FIN… · Web viewSee the Preface for additional information ... exposure to complex texts supports language and comprehension ... Demonstrates understanding of word

Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.

English Language Arts 2nd Nine Weeks Grade 1

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,● 80% of our students will graduate from high school college or career ready● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps.

Purpose - This curriculum map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the

Shelby County Schools2016/2017

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standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.

In order to plan effective lessons that allow students to do the majority of the thinking, teachers should employ the CLIP instructional model in their daily lesson planning, including: Whole-Group Instruction (20-25 minutes)-This time is for grade-level instruction. Regardless of a student’s reading level, exposure to complex texts supports language and

comprehension development which is necessary for continual reading growth. Small-Group Instruction (45-60 minutes)-This time is for supporting student needs that cannot be met during whole-class instruction. Teachers might provide: 1. instruction for students

learning to read based on their specific needs and using texts at their reading level; 2. instruction for different learners using grade-level texts to support whole-class instruction; 3. extension for proficient readers using challenging texts, and 4. practice with and applying skills.

Whole-Group Closure (5-10 minutes)-This time is for closure of the day’s lesson and a time for a quick assessment of the students.


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How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.


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Complex Text

Rather than focusing solely on the skills of reading and writing, the Standards highlight the growing complexity of the texts students must read to be ready for the demands of college and careers.The standards build a staircase of text complexity so that all students are ready for the demands of college and career-level reading no later than the end of the high school.

Evidence from Text

The standards place a premium on students writing to sources. Rather than asking students questions they can answer solely from their prior knowledge or experience, the Standards expect students to answer questions that depend on their having read the text or texts with care. The standards also require the cultivation of narrative writing throughout the grades, and in later grades a command of sequence will be essential for effective argumentative and informational writing.

Building Knowledge

Building knowledge through content rich non-fiction plays an essential role in literacy and in the Standards. In K-5, fullfilling the standards requires a 50-50 balance between informational and literacy reading.Informational reading primarily includes content rich non-fiction in history/ social studies, sciences and the arts. The K-5 standards strongly recommend that students build coherent general knowledge both within each year and across years.



Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

The Tennessee State ELA Standards

The Tennessee State ELA Standards (also known as the College and Career Ready Literacy Standards):http://tn.gov/education/article/english-language-arts-standards

Teachers can access the Tennessee State Standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection:http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Resources:http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Projects Sequenced:http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.

Read Alouds, Shared Reading, Guiding Reading

http://www.k12reader.com/category/balanced-literacy/ Teachers can use this resource to learn about the components of a Balanced Literacy Program.

Literacy Work Stations

https://pals.virginia.edu/literacy-workstations.html Teachers can learn about why literacy workstations are important for Balanced Literacy, and gain tips for setting up literacy workstations.


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Using the Curriculum Maps, Grades K-2

● Begin by examining the selected text(s). Read the text carefully and consider what topic or content students should learn from reading the text. Then, review the aligned essential question and culminating task for your topic focus for the week. Review the target Reading Foundational Skills resources to internalize the weekly outcomes for students. At this grade band, foundational skills and language comprehension are of equal importance and need to be addressed fully every day.

● Locate the TDOE Standards in the left column and the aligned evidence statements. Analyze the language of the standards and consider how the text supports the listed reading standards. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the curriculum maps, but should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text:

○ CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

○ CCR Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.● Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.● Plan your weekly and daily objectives, using the evidence statements and sample objectives as a guide. Be sure to plan your own objectives to meet the needs of your students. As a

reminder, while lesson and unit objectives should be aligned to grade-level standards, standards and objectives are not synonymous and standards mastery develops over time (not in a single lesson). Consistent with Teach 1-4 of the TEM, teachers/teams are expected to carefully develop literacy learning objectives that carefully consider the text, target (standard, objective), task, and learner (including assessment of/for learning).

● Study the suggested performance assessments in the right-hand column, and match them to your objectives. Consider which tasks best target the essential question and content for the week, as well as alignment to standards.

● When planning for the reading of a text, plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to better understand the text and lead to success on your selected performance assessments. They should also build toward your essential question. Remember at this grade band, complex texts need to be addressed through a read aloud or shared reading, as students have not fully mastered decoding skills well enough to tackle complex text on their own.

● Examine the other standards and skills you will need to address—writing, language skills, and speaking and listening skills. Review the suggested vocabulary for explicit instruction as listed in the map in addition to the words listed in the TE.

● Consider how you will support building student knowledge through supplemental reading, content, research, and/or writing around the topic for the week. If a TWAG (Two-Weeks at a Glance) outline is available, review how the two weeks work together to build knowledge.

● Remember to include differentiated activities for small group instruction.

Two-Weeks at a Glance (TWAG) Outlines

Beginning in the 2016-17 school year the SCS curriculum maps will include six or more “TWAG outlines” throughout the year in each grade. These outlines demonstrate how to spend two weeks digging deeply into a high-quality, complex anchor text from the Journeys series in order to build student knowledge around the topic of the story. By studying a high-leverage topic over two weeks, students will have more opportunities to grow their knowledge and vocabulary, while simultaneously building their literacy skills. The curriculum map will align to the TWAG outline, but the full outline will be found in the Appendix to the map. It is important to note that while the map will skip some texts in Journeys to build in time for the TWAG outlines, teachers should continue with the foundational skills strand as outlined in the text and the maps. The foundational skills strand follows a systematic, research based


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progression, and it is highly recommended that teachers use that progression to guide their instruction. SCS teachers and coaches in partnership developed TWAG outlines with Student Achievement Partners and other districts across the country.

Using the WIDA MPIsWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

Key Terms:

Fluency: The ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning form what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking.

Academic Language or Vocabulary: The language of schools and books – language that is used across many domains and topics. Students do not learn academic language in everyday social situations. As students read extensively over time, they develop academic language. This language helps them to read more complex texts.

Foundational Skills: The basic skills that need to be taught and developed first. These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention.

Text Complexity: Is used in evaluating student readiness for college and careers. There are three equally important components of text complexity: qualitative, quantitative, and reader and task.

Evidence Statements: Are taken directly from the standards. The standards contain multiple skills. Because the evidence statements usually divide each standard into individual skills, the statements can be used to craft objectives, which directly align to TEACH 1 of TEM. TEACH 1 says to “engage students in objective-driven lessons based on content standards.” If teachers design their objectives by using the evidence statements, then TEACH 1 is achieved because the objective comes directly from the standard. It is important to note that although sample objectives are embedded in the map, teachers must still craft their own objectives based on the needs of their individual classes.

Essential Questions: Are specific to the text(s) and often summarize the “big understanding” of what students should receive from the text or texts for the lesson. They are open-ended questions that do not have a single, final correct answer, and often call for higher-order thinking and are not answered by recall. Answers to the essential question will require support and justification from the text.


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Gradual Release of Responsibility Example Behaviors

Teacher Student

I do itModeled Instruction

• Provides direct instruction• Establishes goals and purpose• Models the expectation• Think aloud

• Actively listens• Takes notes• Asks for clarification

We do itGuided Instruction /

Guided Practice

• Interactive instruction• Works with students• Checks, prompts, clues• Provides additional modeling• Meets with needs-based groups

• Asks and responds to questions• Works with teacher and classmates• Completes process alongside others

They do it together

Collaborative Practice

• Provides feedback• Moves among groups• Clarifies confusion• Provides support

• Works with classmates, shares outcome• Collaborates on authentic task• Consolidates learning• Completes process in small group • Looks to peers for clarification

You do itIndependently

Independent Practice

• Provides feedback• Evaluates progress toward the

learning expectation

• Works alone• Relies on notes, activities, classroom learning to complete assignment• Takes full responsibility for outcome


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Week 1-Lesson 8 Reading Selections Instructional Resources to Build Knowledge A Musical Day (Lexile 250) The Music in Derrick’s Heart by Gwendolyn Battle-Lavert (3.2LG) Drums (Lexile 300) https://www.youtube.com/watch?v=aBLpvn3OMvs (copy and paste link into browser)

I Got the Rhythm by Connie Schofield-Morrison (AD 320L)

The Science of Music http://www.exploratorium.edu/music/index.html

Zin!Zin! a Violin by Lloyd Moss

https://www.youtube.com/watch?v=2uXZj_zs9fY

Essential Question Weeks 1 -2 How is rhythm part of music, poetry and words?Standards Evidence Statements Content & Tasks

Reading Foundational SkillsRF.1.1a- Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

RF.1.2b-Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

RF.1.2d- Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

RF.1.3b-Decode regularly spelled one-syllable words.

RF.1.4a-Read on-level text with purpose and understanding.

Demonstrate understanding of the organization and basic features of print by recognizing the distinguishing features of a sentence (e.g., first word, capitalization, and ending punctuation).

Demonstrate the ability to blend sounds to make words.

Demonstrate the ability to break apart single syllable words into their complete sequence or individual sounds.

Demonstrate the ability to decode consonant vowel consonant words.

Demonstrate the ability to read and comprehend grade level texts.

Sample Objectives (I can):Identify parts of a sentence (capital letter, period, complete thought).

Read and spell words with short o and blends with l.

Print concepts, phonemic awareness, phonics, fluency Print Concepts: Complete Sentences Phonemic Awareness: Segment Phonemes and Middle Sounds Listen for the rhythm of words through syllables. Listen to detect the rhythm of poems Dancing Pants, Shel Silverstein Phonics: Short o; Blends with l Fluency: Phrasing--Natural Pauses High Frequency Words: her, she, now, today, our, would Decodable Readers (for use in small groups and literacy stations to practice/review phonics skills and build fluency) Our Flag The Plan Our Sled Club The Pet Club

Performance Assessments Journeys Progress Monitoring, Lesson 8 Journeys Grab-and-Go Assessments, Lesson 8 Journeys Reader’s Notebook, Lesson 8 Teacher-created

Literacy Station Activities Phonics/word study station: Journeys Word Study flip chart, Lesson 8, build words, write words, phoneme-grapheme

mapping using sounds that have been taught, review previously taught skills, partner reading with decodable readers,


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http://www.exploratorium.edu/music/index.html

https://www.youtube.com/watch?v=aBLpvn3OMvs



additional optional activities: http://www.fcrr.org/studentactivities/P_028a.pdf

Reading Literature and Informational Text

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

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

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

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

RI.1.5 - Know and use text features to locate facts and information.

Provides an identification of who is telling the story at various points in a text.

Provides a description of characters, setting, or events from a story using illustrations and details from a story.

Demonstrates use of the illustrations and details in a text to describe the key ideas in the text.

Provides an identification of the difference between information provided by pictures or other illustrations and information provided by the words in a text.

Sample Objectives (I can):Orally retell A Musical Day in sequence.Use illustrations to retell A Musical Day.I can name the narrator of A Musical Day.Read the diagram from Drums and identify parts of a drum.Retell the sequence for making a drum. Understand that rhythm is created with musical instruments.

Performance Assessments Journeys Progress Monitoring, Lesson 8 Journeys Grab-and-Go Assessments, Lesson 8 Journeys Cold Reads, Lesson 8 Teacher-created

Text-dependent questions: Who are the members of the band? (key details) Who is telling the story and how do you know? (author’s craft) How would you describe Aunt Viv? (Inferences) What do the children in “A Musical Day” have in common with Yolanda Martinez in “Drums?” (Intertextual connections) What do the stories A Musical Day and Drums have in common?

Leveled Readers Advanced: The Beach On-level: Nana’s House Struggling Readers: Dress Up Vocabulary Reader: Music English Language Support: Our Day at Nana’s House

Literacy Station Activities Comprehension station: Journeys Comprehension flip chart, Lesson 8, sequence, story map, story sequence cards,

review previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/c_009b.pdf

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

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).

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

Names the topic they are writing about in an informational or explanatory writing.

Includes some facts about a topic in an informational or explanatory writing.

Provides some sense of closure in an informational or explanatory writing.

Participates in shared research and writing projects.

Recalls information from experiences to answer questions in writing.

Gathers information from provided sources to

Routine Writing Write in response to text (p. T239)

Writing Tasks-Culminating Write the sequence of events in A Musical Day using temporal words.

Write the steps in making a musical instrument using temporal words or ordinal numbers.

Illustrate and describe an instrument the characters played and how they are used to make rhythm.


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http://www.fcrr.org/studentactivities/c_009b.pdf

http://www.fcrr.org/studentactivities/P_028a.pdf



answer a question in writing.

Sample Objectives (I can):Use a diagram and illustrations to find information for my writing.Write using temporal words (first, next, then, last).Write using ordinal numbers (first, second, third, fourth...).

Speaking and ListeningSL.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).

SL.1.6-Produce complete sentences when appropriate to task and situation.

Demonstrates the ability to participate in collaborative conversations with diverse partners about grade 1 topics and texts.

Demonstrates ability to produce complete sentences when appropriate to task and situation.

Sample Objectives (I can):Follow rules for classroom discussion.Speak in complete sentences.

Performance Assessments Journeys Progress Monitoring, Lesson 8 Journeys Grab-and-Go Assessments, Lesson 8 Teacher-created Opening Routines:

Teacher’s Editionpp. T208, T232, T242, T254, T264Guided Retelling: p. T229Classroom Conversation: p. T238

LanguageL.1.1a-Print all upper- and lowercase letters.

L.1.1j-Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.L.1.2a-Capitalize dates and names of people.

L.1.2b-Use end punctuation for sentences.

Demonstrates the ability to print all upper and lowercase

letters and applies this knowledge when writing.

Demonstrate the ability to write and use simple question words (interrogatives) (e.g., who, what) in response to prompts.

Demonstrates the ability to capitalize dates and the names of people.

Demonstrates the ability to use the correct ending punctuation for sentences.

Sample Objectives (I can): Print letters correctly. Speak in complete sentences when discussing text. Identify statements. Write statements.

Vocabulary Define Words Daily Vocabulary Boost Enrich Vocabulary (p. T250)

Lesson Vocabulary sneak, faraway, crisp, chorus, enthusiastic, strum, admire Pluck, band, frame,

Academic Vocabulary lot, band (instrumental), sequence, important, miss, figure Sequencing, retelling, characters, temporal words, ordinal numbers, realistic fiction, informational text http://www.htsb.org/wp-content/uploads/2014/07/Academic-Language-Functions-toolkit.pdf

Literacy Station Activities Vocabulary station: illustrate/label words, match vocabulary words to retelling cards, word sort, review previously

taught skills, additional optional activities: Shelby County Schools

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http://www.htsb.org/wp-content/uploads/2014/07/Academic-Language-Functions-toolkit.pdf



http://www.fcrr.org/studentactivities/c_005a.pdf

Language Arts Statements


Week 2 – Lesson 9Reading Selections Instructional Resources to Build Knowledge

Dr. Seuss (Lexile 270) Poem: Dancing Pants (Shel Silverstien) * Video: https://www.youtube.com/watch?v=UfHRMklpbtw *Copy and paste into browser Two Poems from Dr. Seuss (Lexile 530) http://jackprelutsky.com (Poet Bio, poems, music, and games)

Music in Your Ear (470L) http://www.readworks.org/passages/music-your-ear

Essential Question Weeks 1 -2 How is rhythm part of music, poetry and words?Standards Evidence Statements Content & Tasks

Reading Foundational SkillsRF.1.2b-Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

RF.1.2d-Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).



RF.1.4b-Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.




Demonstrate the ability to read and comprehend grade level texts.

Demonstrate the ability to read on-level text orally with accuracy, an appropriate rate and/or expression on multiple reads of the text.

Sample Objectives (I can):Read and spell words with short e and blends with s.Read familiar text.

Print concepts, phonemic awareness, phonics, fluency Phonemic Awareness: Segment Phonemes and Rhyming Words Phonics: Short e; Blends with s Fluency: Accuracy--Word Recognition High Frequency Words: after, read, draw, was, pictures, write Decodable Readers (for use in small groups and literacy stations to practice/review phonics skills and build fluency) Step Up! Splat! Splat! Nuts for Ben and Jen Miss Tess Was Still


Literacy Station Activities Phonics/word study station: Journeys Word Study flip chart, Lesson 9, build words, write words, phoneme-grapheme


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http://www.readworks.org/passages/music-your-ear

http://jackprelutsky.com/

https://www.youtube.com/watch?v=UfHRMklpbtw

https://word-edit.officeapps.live.com/we/..:Google%2520Drive:ELA%2520Q2%2520GRADE1:DANCING%2520PANTS.docx




mapping using sounds that have been taught, review previously taught skills, partner reading with decodable readers, additional optional activities: http://www.fcrr.org/studentactivities/P_034a.pdf


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

RI.1.5 - Know and use text features to locate facts and information.

RI.1.6 –Distinguish between information provided by pictures and words.

RI.1.7 – Use illustrations and details to describe key ideas.

Related WIDA Standard:RL.1.4-Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Provides an identification of words and phrases in a story or a poem that suggests feelings or that appeal to the senses.

Demonstrates use of the illustrations and details in a text to describe the key ideas in the text.

Sample Objectives (I can):Read poetry Pete Pats Pigs fluently.Identify the repeating P as alliteration in Pete Pats PigsDescribe how pictures help you read a text.Use photographs and artwork to describe the key details in Dr. Seuss. Students can retell the story using the illustrations.Identify words and phrases that express feelings


Text-Dependent Questions: Who is Ted? (key detail) What are some things Ted did that showed how he was funny? (key details) What does the author mean when she says that The Cat in the Hat was a “big hit?” (vocabulary) How does a poet’s use of alliteration make the poems fun to hear and say? (author’s craft and purpose) Do you agree that Dr. Seuss (Ted) was a funny man? Use evidence from both texts to support your opinion.

(opinions)

Leveled Readers Advanced: Margaret and Hans Rey On-level: Jim Henson, the Puppet Man Struggling Readers: Drawing Vocabulary Reader: Reading Together English Language Support: The Man Who Made Puppets

Literacy Station Activities Comprehension Station: Journeys Comprehension flip chart, Lesson 9, sentence frames to demonstrate

comprehension, draw pictures, review previously taught skills, additional optional activities: http://www.fcrr.org/studentactivities/c_026a.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: Bridging

Read

ing

Match words to illustrations from stories or poems that suggest feelings or appeal to the senses with a partner.

Classify illustrated words and phrases that suggest feeling or appeal to the senses from stories and poems with a partner

Determine words and phrases in a basic, illustrated text that suggest feelings with modeled teacher and partner support

Interpret detailed text to identify words and phrases that suggest feelings or appeal to the senses using an anchor char

Draw conclusions from complex text about why specific words and phrases are used to suggest feelings or appeal to the senses including content-specific collocations.

For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAsWriting/Research Routine Writing


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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.




Sample Objectives (I can):Participate in shared writing and be able to identify alliteration.Use information from an interview to write a biography about a student.

Shared Writing – Use alliteration to write a poem

Writing Tasks-Culminating Biography Writing – Students will interview a partner to gather information about how the rhythm in music, poems, and words makes them feel. Create a list or graphic organizer of this information. Students will write a biography about their partner using the graphic organizer.

Speaking and ListeningSL.1.2-Ask and answer questions about details in a text read aloud, information presented orally, or through other media.

SL.1.4-Describe people, places, things, and events with details, express ideas and feelings clearly.

Demonstrates the ability to ask and answer questions about key details in text read aloud.

Demonstrates the ability to ask and answer questions presented orally or through other media.

Demonstrates the ability to describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Sample Objectives (I can):Ask and answer questions about read alouds.Describe people in the story.


Teacher’s Editionpp. T306, T330, T340, T352, T362Guided Summary: p. T327Classroom Conversation: p. T336

LanguageL.1.1c-Use singular and plural nouns with matching verbs in sentences (e.g., He hops; We hop).

L.1.2d-Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

L.1.2e-Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

L.1.4a-Use sentence-level context as a clue to the meaning of a word or phrase.

Demonstrates the ability to use singular and plural nouns with the correct matching verb in sentences.

Demonstrates the ability to use conventional spelling for words that follow a common pattern and/or for words that occur often with an irregular pattern.

Demonstrates the ability to use phonetic spelling for unknown words.

Demonstrates the ability to determine the meaning of unknown and multiple-meaning words and phrases, using

Vocabulary Antonyms Daily Vocabulary Boost Enrich Vocabulary (p. T348)

Lesson Vocabulary amusement, imaginative, numerous, figure, awake, yanking Sculpture, hit, patter,

Academic Vocabulary hit (as in “big hit”), still, number (as in singular or plural), after, rhymes, discuss Biography, poetry, text features (caption, bold face print, photograph), alliteration http://www.htsb.org/wp-content/uploads/2014/07/Academic-Language-Functions-toolkit.pdf


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sentence-level context as a clue to the meaning of a word or phrase.

Sample Objectives (I can):Use nouns and verbs correctly.Use what I have learned about sounds to spell unknown words.Use clues from text to read and understand unknown words.

Literacy Station Activities Vocabulary station: sort words by opposites (antonyms); illustrate vocabulary words, categorize nouns, review

previously taught skills, additional optional activities: http://www.fcrr.org/studentactivities/p_021b.pdf


Week 3-Lesson 11Reading Selections At Home in the Ocean (Lexile 400) Water (Lexile 460) Optional texts for shared reading: Animals of the Arctic (Lexile 500) http://www.readworks.org/passages/animals-arctic; What Lives in a Pond? (Lexile 350) http://www.readworks.org/passages/what-lives-pondEssential Question: How do animals survive in their habitats?Standards Evidence Statements Content & TasksReading Foundational SkillsRF.1.2b-Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

RF.1.2d-Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes)

RF.1.3a-Know the spelling-sound correspondences for common consonant digraphs.


RF.1.3f-Read words with inflectional endings.




Demonstrate the ability to recognize and spell words with the digraph th.

Demonstrate the ability to decode consonant vowel

consonant words. Demonstrate the ability to blend and read words with

inflectional ending-s. Demonstrate the ability to read and comprehend grade

Print concepts, phonemic awareness, phonics, fluency Phonemic Awareness: Segment Phonemes and Middle Sound Phonics: Short u; Final Blends Phonemic Awareness: Blend and Segment Phonemes Phonics: Digraph th; Base Words with -s, -es, -ed, -ing endings Fluency: Stress, Phrasing—Punctuation High Frequency Words: blue, little, water, cold, live, where, far, their, eat, put, give, take, small Decodable Readers (for use in small groups and literacy stations to practice/review phonics skills and build fluency) Who Likes to Jump? The Lost Cat Flint and Scamp The List Seth and Beth Zeb Yak

Performance AssessmentsShelby County Schools

2016/2017Page 14 of 34

http://www.readworks.org/passages/what-lives-pond

http://www.readworks.org/passages/animals-arctic

http://www.fcrr.org/studentactivities/p_021b.pdf



level texts.

Sample Objectives (I can): Read and spell words with digraph th. Read and spell words ending with –s, -es, -ed, and –ing. Read familiar text with proper phrasing.

Journeys Progress Monitoring, Lesson 10/11 Journeys Grab-and-Go Assessments, Lesson 10/11 Journeys Reader’s Notebook, Lesson 10/11 Teacher-created

Leveled Readers Advanced: The Amazing Octopus On-level: Coral Reefs Struggling Readers: In the Sea Vocabulary Reader: Shark English Language Support: Life in the Coral Reefs

Literacy Station Activities Phonics/word study station: Journeys Word Study flip chart, Lesson 10/11, build words, write words, phoneme-

grapheme mapping using sounds that have been taught; word building using base words and inflectional suffixes (-s, -es, -ed, -ing), review previously taught skills, partner reading with decodable readers, additional optional activities: http://hickmank12.org/west-virginia-reading-first-explicit-phonics-lessons/ Phonics Skill 4


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

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

Related Science StandardsGLE 0107.5.1 Investigate how plants and animals can be grouped according to their habitats.

Provides a description of two animal habitats.

Provides an identification of the reasons an author gives to support points in a text.

Sample Objectives (I can):Compare and contrast two animal habitats using two types of text

Give evidence from the text At Home in the Ocean to describe an ocean habitat

Compare a polar bear with one of the animals in At Home in the Ocean.

Performance Assessments Journeys Progress Monitoring, Lesson 10/11 Journeys Grab-and-Go Assessments, Lesson 10/11 Journeys Cold Reads, Lesson 10/11 Teacher-created

Text-Dependent Questions Can you do better and write some specific text dependent questions here What kinds of animals live in the ocean in At Home in the Ocean ? (key details) On page 16, what does the phrase "it is big and blue as far as you can see" mean?(vocabulary) Using the story preview on p. 13 and the story At Home in the Ocean describe the ocean's habitat. What does a polar bear in Water have in common with the animals from At Home in the Ocean? (Intertextual

connections)

Literacy Station Activities Comprehension Station: Journeys Comprehension flip chart, Lesson 11, author’s purpose (complete sentence frame

to show comprehension, illustrate a picture), review previously taught skills, additional optional activities: http://www.fcrr.org/studentactivities/c_022a.pdf

Writing/Research

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.

W.1.8-With guidance and support from adults recall information from experiences or gather information from



Provides some sense of closure in an informational or

Routine Writing

Create graphic organizer (tree map) about various animal habitats.

Writing Tasks-Culminating Students will choose a plant or animal habitat to write a topic sentence, three facts, and a closing sentence.


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http://hickmank12.org/west-virginia-reading-first-explicit-phonics-lessons/



provided sources to answer a question. explanatory writing.


Gathers information from provided sources to answer a question in writing.

Sample Objectives (I can):Write facts about plants, animals and their habitats.

Speaking and ListeningSL.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).

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



Provides drawings or visual displays to clarify ideas, thoughts and feelings.


Sample Objectives (I can):Follow classroom rules for discussions.Add illustrations to writing so classmates understand my thoughts, ideas, or feelings.Speak in complete sentences.

Performance Assessments Journeys Progress Monitoring, Lesson 10/11 Journeys Grab-and-Go Assessments, Lesson 10/11 Teacher-created Opening Routines:


LanguageL.1.1b-Use common, proper, and possessive nouns.

L.1.1h-Use determiners (e.g., articles, demonstratives).

L.1.2a-Capitalize dates and names of people.

L.1.5a-Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

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

Demonstrates the ability to use common, proper, and possessive nouns when speaking and writing.

Demonstrates the ability to use articles or demonstratives.

Demonstrates the ability to capitalize dates and the names of people.

Demonstrates understanding of word relationships and nuances in word meanings by sorting words into categories (e.g. colors, clothing) to gain a sense of the

Vocabulary Synonyms Daily Vocabulary Boost Enrich Vocabulary (p. T446) Classify and Categorize Daily Vocabulary Boost Enrich Vocabulary (p. T454)

Lesson Vocabulary strict, companions, must, wonder, sneak Habitat, marine, solids, liquids, flows, container, Artic, current

Academic Vocabulary


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cat with stripes). concepts the categories represent.

Demonstrates the ability to define words by categories and using one or more key attributes of the word.

Sample Objectives (I can):Sort words into categories and give the reasons why they go together.Capitalize words that name nouns.Capitalize letter to start sentences.Sort nouns into groups.

portions, sort (as to classify), feet (measurement) Classify, categorize, compare and contrast, author's purpose


Literacy Station Activities Vocabulary station: illustrate words, sort words by synonyms sort words by category, review previously taught skills,

additional optional activities: http://www.fcrr.org/studentactivities/v_023b.pdf

Performance Assessments Journeys Progress Monitoring, Lesson 10/11 Journeys Grab-and-Go Assessments, Lesson 10/11 Journeys Reader’s Notebook, Lesson 10/11 Teacher-created

Week 4-Lesson 12

Reading Selections How Leopard Got His Spots (Lexile 390) The Rain Forest (Lexile 550) Optional text for shared reading: Welcome to a Tropical Rain Forest (Lexile 500) http://www.readworks.org/passages/welcome-tropical-rain-forestEssential Question: How can charts and maps help you understand fiction and non-fiction texts?Standards Evidence Statements Content & Tasks

Reading Foundational SkillsRF.1.2d-Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes)


RF.1.3g-Recognize and read grade-appropriate irregularly spelled words.



Demonstrate the ability to recognize and spell words with the digraph ch and tch.

Demonstrate the ability to recognize and read high-frequency words.

Demonstrate the ability to fluently read grade level text with expression.

Sample Objectives (I can):Read and spell words with digraph ch and tch.Read high frequency words.Read familiar text, smoothly.

Print concepts, phonemic awareness, phonics, fluency Phonemic Awareness cont.: Blend and Segment Phonemes Phonics: Digraph th; Base Words with -s, -es, -ed, -ing endings Phonemic Awareness cont.: Blend and Segment Phonemes, Substitute Initial Phonemes Phonics: Digraphs ch, tch; Possessive s Fluency: Rate High Frequency Words: blue, little, water, cold, live, where, far, their, been, never, own, brown, off, very, know, outDecodable Readers The Duck Nest Animal Moms Scratch, Chomp Rich Gets a Dog Performance Assessments Journeys Progress Monitoring, Lesson 11/12 Journeys Grab-and-Go Assessments, Lesson 11/12 Journeys Reader’s Notebook, Lesson 11/12


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http://www.readworks.org/passages/welcome-tropical-rain-forest

http://www.fcrr.org/studentactivities/v_023b.pdf




Blend sounds in words. Teacher-created

Literacy Station Activities Phonics/word study station: Journeys Word study flip chart, Lesson 11/12, build words, write words, phoneme-

grapheme mapping using sounds that have been taught, partner reading with decodable readers, additional optional activities: http://hickmank12.org/west-virginia-reading-first-explicit-phonics-lessons/ Phonics Skill 4


RI.1.1 Ask and answer questions about key details

RL.1.2 Retell stories and demonstrate understanding of the message or lesson

RI.1.5-Know and use text features to locate facts or information

Related Social Studies Standards1.15 Recognize basic map symbols, including references to land, water, cities, and roads.

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

Provides a retelling of a story, including key details.

Provides an identification of the central message or lesson in a text.

Demonstrates knowledge and use of text features to locate key facts or information in a text. (e.g., headings, table of contents, glossaries, electronic menus, icons).

Sample Objectives (I can):Retell a story in the correct sequence in How Leopard Got His Spots.

Identify heading, labels, map, map key, and captions in The Rain Forest.

Explain how each text and graphic feature helps make meaning in The Rain Forest.


Text-Dependent Questions How did Len help Fred? (key details) How does the illustration on p. 61 help you understand the meaning of the word “splashed” on that page?

(vocabulary) What lesson did Len learn in this story? (inference) How are the settings in How a Leopard Got His Spots and The Rain Forest alike and different? Look at map on p. 70. What do all rain forest locations have in common?

Leveled Readers Advanced: Peacock’s Tale On-level: Bear’s Tail Struggling Readers: Giraffe’s Neck Vocabulary Reader: Spots English Language Support: Bear’s Long, Brown Tail

Literacy Station Activities Comprehension Station: Journeys Comprehension flip chart, Lesson 12, sequence (story map, story sequence cards,

retelling), review previously taught skills, additional optional activities: http://www.fcrr.org/studentactivities/c_011a.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.


Read

ing

Match words to illustrated key details from familiar texts with partner support.

Identify key details within an illustrated story written in basic sentence structures with a partner.

Sequence key details/events written in simple sentences on sentence strips with peer support.

Organize the events in a story (including the central message and key details as elaboration) from illustrated/non-illustrated texts using graphic organizers in small groups

Evaluate how the key details of a story support the central message in a text written in complex grammar structures using a graphic organizer

For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs


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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.

Names the topic they are writing about in an informational

or explanatory writing. Includes some facts about a topic in an informational or

explanatory writing. Provides some sense of closure in an informational or

explanatory writing. Uses a variety of digital tools to produce and publish

writing. Collaborates with peers to produce and publish writing,

using a variety of digital tools.

Sample Objectives (I can):Research the topic rain forest and write facts Use my research to publish a book about the rain forest

Routine Writing

Use a story map to describe the sequence of events in How a Leopard Got His Spots. (temporal words – first, next, then, last)

Writing Tasks-Culminating (optional)

Research rain forests around the world and collect facts. Use the facts to write an informative text about the Rainforest.Work in pairs or small groups to edit and publish text. Students work in small groups to draw a map of a rain forest using a title, map key, symbols, and compass rose.

Write an informative piece on the rain forest including a topic sentence, three facts, and a closing sentence.

Speaking and ListeningSL.1.1c-Ask questions to clear up any confusion about the topics and texts under discussion.SL.1.4-Describe people, places, things, and events with details, express ideas and feelings clearly.

Demonstrates the ability to ask questions to clear up confusion about the topics or texts under discussion.

Demonstrates the ability to describe people, places, things, and events with relevant details, expressing ideas and feelings clearly

Sample Objectives (I can):Ask questions to help me understand.Tell about details in the story.



LanguageL.1.1b-Use common, proper, and possessive nouns.

L.1.1j-Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.



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).

Demonstrate the ability to write and use simple question words (interrogatives) (e.g., who, what) in response to prompts


Demonstrates the ability to determine the meaning of unknown and multiple-meaning words and phrases, using sentence-level context as a clue to the meaning of a word or phrase

Demonstrates understanding of word relationships and nuances in word meanings by defining words by category and by one or more key attributes

Vocabulary Homophones Daily Vocabulary Boost Enrich Vocabulary (p. T154)

Lesson Vocabulary danced, flowers, giraffe, hyena, paint, zebra Rain forest, layer, canopy, map

Academic Vocabulary Once upon a time, catch, tricked, stuck, such, glad, own, got set Folktale, homophones, shades of meaning, sequencing


Literacy Station Activities Vocabulary station: illustrate words, sort homophones, illustrate proper nouns, review previously taught skills,

additional optional activities:


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Sample Objectives (I can):Write command sentences.Give example of a command sentence during classroom conversations.Sort homophones by meaning.

http://www.fcrr.org/studentactivities/v_021a.pdf

Language Arts Proper Nouns Commands

Performance Assessments Journeys Progress Monitoring, Lesson 11/12 Journeys Grab-and-Go Assessments, Lesson 11/12 Journeys Readers Notebook, Lesson 11/12 Teacher-created

Week 5 - Lesson 13

Reading Selections Seasons (Lexile 370) Four Seasons for Animals (Lexile 350) Optional text for shared reading: Get Ready for Winter (Lexile 530) http://www.readworks.org/passages/get-ready-winter-0

Essential Question: How do seasonal changes effect plants and animals?Standards Evidence Statements Content & TasksReading Foundational Skills







Demonstrate the ability to recognize and spell words with the digraph sh, wh, ph.

Demonstrate the ability to fluently read grade level text with expression.

Sample Objectives (I can)Read and spell words with digraph sh, wh and ph.Read high frequency words.Read familiar text, smoothly.Match sounds to letters.

Print concepts, phonemic awareness, phonics, fluency Phonemic Awareness: Blend and Segment Phonemes and Substitute Initial Phonemes Phonics: Digraphs ch, tch; Possessive s Phonics: Digraphs sh, wh, ph; Contractions with ‘s and n’t Fluency: Accuracy--Word Recognition High Frequency Words: been, never, own, brown, off, very, know, out, down, green, open, fall, grow, yellow, goes,

new Decodable Readers (for use in small groups and literacy stations to practice/review phonics skills and build fluency)

Champs Kits, Chicks, and Pups Phil's New Bat In a Rush

Performance Assessments Journeys Progress Monitoring, Lesson 12/13 Journeys Grab-and-Go Assessments Lesson 12/13 Journeys Reader’s Notebook, Lesson 12/13 Teacher-created



Page 20 of 34

http://www.readworks.org/passages/get-ready-winter-0

http://www.fcrr.org/studentactivities/v_021a.pdf



grapheme mapping using sounds that have been taught, combine words to make contractions, review previously taught skills, partner reading with decodable readers, additional optional activities: http://www.fcrr.org/studentactivities/P_038a.pdf


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

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

Provides a description of the connection between two individuals in a text.

Provides a description of the connections between twoevents in a text.

Provides a description of the connections between two ideas or pieces of information in a text.

Demonstrates the ability to ask or answer questions todetermine the meaning of or clarify the meaning of words and phrases in a text.

Sample Objectives (I can):Explain the effects seasons have on plants, animals, and people.Describe the connection between ideas in Seasons and Four Seasons for Animals.


Text-Dependent Questions What two similar events mark the beginning and end of summer? (key details) What does the word “gust” mean on p. 91? (vocabulary) Why did the grass make a squishing sound? (inference) How are Seasons and Four Seasons for Animals connected?

Leveled Readers Advanced: Seasons Around the World On-level: Fall Changes Struggling Readers: Winter Vocabulary Reader: Ducks English Language Support: In the Fall

Literacy Station Activities Comprehension Station: Journeys Comprehension flip chart, Lesson 13, cause and effect graphic organizers, draw

pictures, retell selection, review previously taught skills, additional optional activities: http://www.fcrr.org/studentactivities/c_020b.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI 1.3: Describe the connection between two individuals, events, ideas, or pieces of information in a text.



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English Language Arts 2nd Nine Weeks Grade 1Re

adin

g

Match pictures of main events to words from familiar informational text with the support of a teacher/partner.

Sequence simple sentences representing main events in familiar informational text while working with a partner.

Identify the cause/effect of a teacher-identified main event in informational text written in simple and compound sentence structures while working with a partner.

Discover one main event and its cause/ effect in informational text written in compound sentence structures while working with a partner.

Distinguish multiple main events and causes/effects in informational texts written in compound and complex sentence structures while working with a partner.

For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs


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






Sample Objectives (I can):Write a topic sentence and facts about the four seasonsWrite a concluding sentence about the four seasons

Routine WritingUse a T chart to show the cause and effect relationships that are in the text about the seasons.

Model how to add information from experiences to choose

Writing Tasks-Culminating This week we have read two stories about seasons and created a chart listing facts and information about each season.

What are the four seasons like where you live? Write a paragraph that tells what is your favorite season and why. Make sure to include a topic sentence, three facts, and a closing sentence.

Speaking and ListeningSL.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).

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.


Sample Objectives (I can):Follow classroom rules for discussions.Ask and answer questions during classroom discussions.



LanguageL.1.1j-Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.


Demonstrate the ability to write and use simple question words (interrogatives) (e.g., who, what) in response to prompts


Vocabulary Homophones Daily Vocabulary Boost Enrich Vocabulary (p. T154) Words ending in -ed, -ing, -s Daily Vocabulary Boost Enrich Vocabulary (p. T 254)


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L.1.4c-Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

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).

Demonstrates the ability to determine the meaning ofunknown and multiple-meaning words and phrases, usingsentence-level context as a clue to the meaning of a word or phrase.

Demonstrates the ability to determine the meaning ofunknown and multiple-meaning words and phrases, usingfrequently occurring root words and their inflectional forms.

Demonstrates understanding of word relationships andnuances in word meanings by sorting words into categories (e.g. colors, clothing) to gain a sense of the concepts the categories represent.

Sample Objectives (I can):Speak in complete sentences during classroom discussions.Identify root words with different endings.Recognize when subjects and verbs agree.

Lesson Vocabulary yank, predators, forests, plow, shrivel, bouquet Fresh, gust, squish, scarce, hibernate, den

Academic Vocabulary spring (season), fresh, hatch, must, next (beside), fall (season), store Cause and effect,


Literacy Station Activities Vocabulary station: illustrate words, build words with inflectional endings. review previously taught skills, additional

optional activities: http://www.fcrr.org/studentactivities/v_006b.pdf

Language Arts Commands Subject and Verbs


Week 6-Thanksgiving Customs

Reading Selections-Thanksgiving Customs Thanksgiving Text-Teacher Selected http://kids.nationalgeographic.com/explore/history/thanksgiving-traditions/ (optional) https://newsela.com/articles/turkey-eagle/id/2006/ (optional)

Essential Question: Why is a turkey considered the symbol for Thanksgiving?Standards Evidence Statements Content & TasksReading Foundational Skills

Demonstrate the ability to break apart single syllable Print concepts, phonemic awareness, phonics, fluency Phonemic Awareness: Blend and Segment Phonemes and Substitute Initial Phonemes


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https://newsela.com/articles/turkey-eagle/id/2006/

http://kids.nationalgeographic.com/explore/history/thanksgiving-traditions/







words into their complete sequence or individual sounds

Demonstrate the ability to read on-level text orally with accuracy, an appropriate rate and/or expression on multiple reads of the text.

Sample Objectives (I can):Read and spell words with short vowels, blends, and digraphs.Read high frequency words.Read familiar text, correctly.

Phonics: Digraphs sh, wh, ph; Contractions with ‘s and n’t Fluency: Accuracy--Word Recognition High Frequency Words: down, green, open, fall, grow, yellow, goes, new Decodable Readers (for use in small groups and literacy stations to practice/review phonics skills and build fluency) Ralph Goes to Camp Trish's Gift

Performance Assessments Journeys Progress Monitoring, Lesson 13 Journeys Grab-and-Go Assessments Lesson 13 Journeys Reader’s Notebook, Lesson 13 Teacher-created

Literacy Station Activities Phonics/word study station: Journeys Word study flip chart, Lesson 13, build words, write words, phoneme-grapheme

mapping using sounds that have been taught, review previously taught skills, partner reading with decodable readers, additional optional activities:http://www.fcrr.org/studentactivities/PA_017b.pdf

Reading Literature and Informational TextRI.1.2-Identify the main topic and retell key details of a text.RI.1.4-Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Related Social Studies Standard 1.1 Explain with supporting details the culture of a specific

place, including a student’s community and state.1.4 Use collaborative conversations with diverse partners to

discuss family customs and traditions.

Provides an identification of the topic of a text. Provides a retelling of key details in a text. Demonstrates the ability to ask or answer questions to

determine the meaning of or clarify the meaning of words and phrases in a text.

Sample Objectives (I can):Tell what a reading selection is mostly about.Ask questions to better understand what I read.

Performance Assessments Teacher-created

Literacy Station Activities Comprehension Station: graphic organizers, illustrate pictures, retell selections, sequence cards, review previously

taught skills

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI 1.2: Identify the main topic and retell key details of a text.


Read

ing

Sequence a series of pictures to retell key details of informational text with a partner.

Locate key details within illustrated informational text with a partner.

Sequence key details written in simple sentences on sentence strips with a peer.

Organize main topics and key details from informational text in a graphic organizer with a small group.

Draw conclusions about key details written in complex language using a graphic organizer.

For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAsWriting/ResearchW.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 instruction).

Participates in shared research and writing projects.

Sample Objectives (I can):Write in response to a prompt.

Routine Writing Write in response to text

Writing TasksCreate a class writing project about the Turkey being used as a symbol for Thanksgiving.


Page 24 of 34

http://www.fcrr.org/studentactivities/PA_017b.pdf



Share in a class writing project. Speaking and ListeningSL.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).


Sample Objectives (I can):Follow rules for classroom discussions

Performance Assessments Teacher-created




L.1.4c-Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).


Demonstrates the ability to determine the meaning of unknown and multiple-meaning words and phrases, using sentence-level context as a clue to the meaning of a word or phrase.

Demonstrates the ability to determine the meaning of unknown and multiple-meaning words and phrases, using frequently occurring root words and their inflectional forms.

Sample Objectives (I can):Speak in complete sentences during classroom discussions.Identify root words with different endings.

Vocabulary Holiday Vocabulary Words ending in -ed, -ing, -s Daily Vocabulary Boost Enrich Vocabulary (p. T 254)

Literacy Station Activities Vocabulary station: illustrate words, sort holiday words, review previously taught skills, additional optional activities:



Weeks 7-8-Lesson 15 *See TWAG in Appendix

Reading Selections Animal Groups (Lexile 360) *See TWAG in Appendix The Uglified Ducky: A Maynard Moose Tale Is Your Mama a Llama

Essential Question: Essential Question: Week 1: How are mammals different from other animal groups? Week 2: How are animals grouped?Standards Evidence Statements Content & TasksReading Foundational Skills


RF.1.3a-Know the spelling-sound correspondences for


Demonstrate the ability to recognize and spell words with the digraph kn, wr, gn, mb

Demonstrate the ability to know the CVC-e for long vowel

Print concepts, phonemic awareness, phonics, fluency Phonemic Awareness: Identify and Substitute Middle Sounds Phonics: Long a (CVCe); Soft c, g, dge Phonics: Long i (CVCe); Digraphs kn, wr, gn, mb Fluency: Expression, Intonation High Frequency Words: four, over, two, five, starts, watch, into, three


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common consonant digraphs.

RF.1.3c-Know final –e and vowel team conventions for representing long vowel sounds.

RF.1.4c-Use context to confirm or self-select word recognition and understanding.

sounds. Demonstrate the ability to confirm word recognition.

Sample Objectives (I can):Read and spell words with long i, silent e.Read and spell words with kn, wr, gn, and mb.Use clues from the story to help me understand words.

Decodable Readers (for use in small groups and literacy stations to practice/review phonics skills and build fluency) Tate's Cakes Dave and the Whales A Safe Lodge The Race Mike's Bike The Nest The Nice Vet Kite Time



grapheme mapping using sounds that have been taught, review previously taught skills, partner reading with decodable readers, additional optional activities: http://hickmank12.org/west-virginia-reading-first-explicit-phonics-lessons/ Phonics Skill 5

Reading Literature and Informational TextRI.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.

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

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

Related Science StandardsGLE 0107.2.1 Distinguish between living and non-living things in an environment.

GLE 0107.2.3 Sort and classify a variety of living and non-living materials based on their characteristics.

Provides an explanation of the major differences between books that tell stories and books that give information.

Demonstrates knowledge and use of text features to locate key facts or information in a text. (e.g., headings, table of contents, glossaries, electronic menus, icons).

Provides an identification of the difference between information provided by pictures or other illustrations and information provided by the words in a text.

Provides an identification of the similarities and differences between two texts on the same topic (e.g. in illustrations, descriptions, or procedures).

Sample Objectives (I can):Use labels and headings to help me understand what I read.Tell how books about the same subject are alike and different.

Performance Assessments Journeys Progress Monitoring, Lesson 14/15 Journeys Grab-and-Go Assessments, Lesson 14/15 Journeys Cold Reads, Lesson 15 Teacher-created

Text-dependent Questions Why can’t snakes walk? (key details) How does the picture on p. 172 help you understand the meaning of the word “hatch?” (vocabulary) How do the labels on p. 171 help with meaning? (craft and structure) What are some ways in which one fish might be different from another fish? (inference)

Leveled Readers Advanced: Bald Eagles On-level: All about Bats Struggling Readers: Making a Home Vocabulary Reader: Animals English Language Support: Many Kinds of Bats

Literacy Station Activities Comprehension Station: Journeys Comprehension flip chart, Lesson 15, graphic organizers, draw pictures, retell story,


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review previously taught skills, additional optional activities: http://www.fcrr.org/studentactivities/c_016b.pdf


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.

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.

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).


Names the topic they are writing about in an informational

or explanatory writing.



Provides writing that is focused on a topic.

Provides a response to questions and suggestions from peers.

Adds details that strengthen writing as needed after review of drafts.

Participates in shared research and writing projects. Uses a variety of digital tools to produce and publish

writing.

Collaborates with peers to produce and publish writing, using a variety of digital tools.



Sample Objectives (I can)Write a paragraph to inform.Write facts about one of the holidays.Write a concluding sentence.

Routine Writing Write in response to text (p. T449)

Writing Tasks*See TWAG

Speaking and ListeningSL.1.2- Ask and answer questions about key details in a text Demonstrates the ability to ask and answer questions

Performance Assessments Journeys Progress Monitoring, Lesson 15


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read aloud or information presented orally or through other media.


about key details in text read aloud.

Demonstrates the ability to ask and answer questions presented orally or through other media.


Sample Objectives (I can):Ask questions to help me understand a topic.Speak in complete sentences.

Journeys Grab-and-Go Assessments, Lesson 15 Teacher-created Opening Routines:


LanguageL.1.1e- Use verbs to convey sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

L1.4b-Use frequently occurring affixes as a clue to the meaning of a word.

Demonstrates the ability to use verbs correctly to convey a sense of past, present, and future.

Demonstrates the ability to determine the meaning of unknown and multiple-meaning words and phrases, using frequently occurring affixes as a clue to the meaning of a word.

Sample Objectives (I can):Use base words, -er, and -est to help with word meaning.Use verbs in the correct tense.

Vocabulary Suffixes -er, -est Daily Vocabulary Boost Enrich Vocabulary (p. T460)

Lesson Vocabulary fish, reptile, amphibian, bird, mammal, breathe, scales, skin, feathers, eyes, hair, camouflage (see TWAG for

additional vocabulary)

Academic Vocabulary same, both, or, but, too, typical, fly, similar, group

http://www.htsb.org/wp-content/uploads/2014/07/Academic-Language-Functions-toolkit.pd

Literacy Station Activities Vocabulary station: illustrate words, build words, review previously taught skills, additional optional activities:


Language Arts Verbs and time The verb be


Week 9-Holiday Customs Reading Selections-Holiday Customs/Review/Assess Holiday Customs Texts: Teacher Choice Optional texts for shared reading: “Nights of Light” (Lexile 440); http://www.readworks.org/passages/nights-light; “Happy Holidays!” (Lexile 470); http://www.readworks.org/passages/happy-holidays


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http://www.readworks.org/passages/happy-holidays

http://www.readworks.org/passages/nights-light


http://www.htsb.org/wp-content/uploads/2014/07/Academic-Language-Functions-toolkit.pd



Essential Question: Essential Question: Essential Question: How are holiday customs from around the world alike and different?Standards Evidence Statements Content & TasksReading Foundational SkillsRF.1.2b-Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.





Demonstrate the ability to break apart single syllable words into their complete sequence or individual sounds


Sample Objectives (I can):Segment and blend words.Read on-level texts with an appropriate rate.

Print concepts, phonemic awareness, phonics, fluency Phonemic Awareness: Blend and Segment Phonemes Phonics: Review all short vowels, long vowels, blends and digraphs Fluency: Rate High Frequency Words: four, over, two, five, starts, watch, into, three Decodable The Nice Vet Kite Time

Literacy Station ActivitiesPhonics/word study station: build words, write words, phoneme-grapheme mapping using sounds that have been taught, review previously taught skills

Reading Literature and Informational TextRI.1.2-Identify the main topic and retell key details of a text.

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

Related Social Studies Standard 1.1 Explain with supporting details the culture of a specific

place, including a student’s community and state.

1.4 Use collaborative conversations with diverse partners to discuss family customs and traditions.

Provides an identification of the topic of a text.

Provides a retelling of key details in a text.

Demonstrates the ability to ask or answer questions to determine the meaning of or clarify the meaning of words and phrases in a text.

Sample Objectives (I can):Tell what a reading selection is mostly about.Ask questions to better understand what I read.

Performance Assessments Teacher-created End of semester

Literacy Station ActivitiesComprehension Station: graphic organizers, illustrate pictures, retell selections, sequence cards, review previously taught skills

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI 1.2: Identify the main topic and retell key details of a text.


Read

ing

Sequence a series of pictures to retell key details of informational text with a partner.

Locate key details within illustrated informational text with a partner.

Sequence key details written in simple sentences on sentence strips with a peer.

Organize main topics and key details from informational text in a graphic organizer with a small group.

Draw conclusions about key details written in complex language using a graphic organizer.

For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAsSpeaking and ListeningSL.1.1a-Follow agreed upon rules for discussions (e.g., listening to others with care, speaking one at a time about the




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topics and texts under discussion).Sample Objectives (I can): Follow rules for classroom discussions.








Sample Objectives (I can) Name the topic I am writing about.Add a closing sentence to my paragraph.Use facts about a topic when I write.

Writing TasksHave students complete a Venn diagram comparing and contrasting two holidays that have been studied. Use the facts from the diagram to illustrate and write a paragraph explaining the difference between the two.



Sample Objectives (I can): Speak in complete sentences.Write complete sentences.

Vocabulary Holiday Vocabulary

Literacy Station Activities Vocabulary station: illustrate words, sort holiday words, sort words in place in complete sentences, review previously

taught skills

Language Arts Review Complete Sentences



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APPENDIX - TWO WEEK AT A GLANCE OUTLINESWeeks 7-8-Animal Groups, (Unit 3, Lesson 15)

Week 7

Essential Question: How are mammals different from other animal groups?

1 2 3 4 5

Read Aloud• Text based comprehension• Text based discussion

Optional Supplemental Text: The Uglified Ducky: A Maynard Moose Tale by Willy Claflin, James Stimson

Main Selection (Read Aloud)• Text based comprehension• Text based discussion

(Whole and Small Group)

Main Selection: Animal GroupsUse Text X-Ray questions to guide questioning

“Think Through the Text” Question 1 and “Think Aloud”, 9, 11, 14, 15

Guided Oral Summary Cards

Building Knowledge• Read Aloud• Leveled readers• Paired Text (Read Together)• Supplemental Materials

(Whole and Small Group)

VocabularyDrawn from the texts

fish, reptile, amphibian, bird, mammal, group, breathe, scales, skin, fly, feathers, eyes, hair, similar, camouflage, typical

Foundational Skills• Phonemic Awareness • Concepts of Print• Fluency• Word Work

- Phonics and high frequency words

• Decoding/Encoding

Follow the daily Phonics and Fluency sequence of activities


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Grades K-2 Week 7 cont.

Essential Question: How are mammals different from other animal groups?

1 2 3 4 5

Language/ Syntax• Spelling and Grammar

Follow the daily Grammar and Spelling sequence of activities

Writing• Response to text• Culminating task

Aligned with the EQ and topic

Animal Group Reports: Choose an animal group from one of our non-fiction texts. Write a topic sentence to introduce your animal group. Write supporting sentences to describe the characteristics and behaviors of your animal group based on facts you learned from the text. Write a concluding sentence.

StandardsList Reading and Writing standards related to the texts, questions and tasks.

Reading: Informational TextRI.1.5, RI.1.7, RI.1.9, RI.1.10

WritingW.1.2, W.1.5

Week 8

Essential Question: How are animals grouped?

1 2 3 4 5


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Read Aloud• Text based comprehension• Text based discussion

Is Your Mama a Llama? by Deborah Guarino and Steven Kellogg

Main Selection• Text based comprehension• Text based discussion

Building Knowledge• Read Aloud• Leveled readers• Paired Text (Read Together)• Supplemental Materials

(Whole/Small Group, Independent work)All students experience all texts and resources regardless of level

All Leveled Readers/Vocabulary Reader● Making a Home● Many Kinds of Bats● Bald Eagles

Additional Resources: - Book: Animals Called Mammals - https://www.getepic.com/book/7723674/animals-called-mammals - Poem/Song: http://www.totally3rdgrade.com/animals_belong_in_class.html - Game: http://www.sheppardsoftware.com/content/animals/kidscorner/games/animalclassgame.swf - Video: Brainpop Jr. - “Classifying Animals” https://jr.brainpop.com/science/animals/classifyinganimals/

VocabularyDrawn from the texts

fish, reptile, amphibian, bird, mammal, group, breathe, scale, skin, fly, feathers, eyes, hair, classification, habitat, characteristics, vertebrate, invertebrate, camouflage, nocturnal, animal classes, migrate, exoskeleton

Foundational Skills• Phonemic Awareness • Concepts of Print• Fluency• Word Work

- Phonics and high frequency words

• Decoding/Encoding

Follow the daily Phonics and Fluency sequence of activities

Week 8 cont.

Essential Question: How are animals grouped?


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1 2 3 4 5

Language/ Syntax• Spelling and Grammar

Follow the daily Grammar and Spelling sequence of activities

Writing• Response to text• Culminating task

Aligned with the EQ and topic

Revise with a partner and begin final copy. Finish final copy, picture and labels, share and post.

Option: Digital final copy. QR codes to allow others to scan and read your reports. (Option: create a google drive folder to house digital copies of reports. Use each file’s URL to generate a QR code using a site such as qrstuff.com).

StandardsList Reading and Writing standards related to the texts, questions and tasks.

Reading: Informational TextRI.1.5, RI.1.7, RI.1.9, RI.1.10

WritingW.1.6, W.1.7, W.1.8


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Documents

MAP Gr1 Q2 FIN… · Web viewSee the Preface for additional information ... exposure to complex texts supports language and comprehension ... Demonstrates understanding of word