portal.gesd32.org … · Web view · 2017-08-11Oral Language. 60 minutes . Reading . 60 minutes . Oral English Practice. Retell. SWBAT sequence a series of events from read-alouds,

1st Grade - Pacing Chart Unit 1- 3

DAY 1 Oral Language 60 minutes Reading 60 minutes Oral English Practice

Retell

SWBAT sequence a series of events from read-alouds, presentations using transitional words/phrases in complete sentences.

Guided Conversations

SWBAT respond to social conversations by rephrasing and repeating information, asking questions, and expressing one’s thought.

Introduce Storm Vocabulary

SWBAT repeat grade level specific academic vocabulary, including key words, symbols, and operations, with visual support.

Build Background and PreviewII-R-4-HI-5 SWBAT sequence a story or event with a beginning, middle and end with transition words/phrases in complete sentences.

Phonemic Awareness / Phonics

II-R-2:HI-6 SWBAT form words by blending spoken simple onsets(/c/) and rimes (/at/).II-R-2:HI-1: SWBAT distinguish between initial, medial, and final spoken sounds to produce words.II-R-3: B-1: SWBAT read aloud (including high frequency/sight words) with fluency and instructional support.

Decodable

II-R-3: B-1: SWBAT read aloud (including high frequency/sight words) with fluency and instructional support.

Repeated ReadingII-R-3: B-1: SWBAT read aloud (including high frequency/sight words) with fluency and instructional support.II-R-4:LI-4: SWBAT ask questions to clarify text.

HFW

Continue: Tortoise and Hare: Story Map- give students blank map with words only. Model/guide /talk through the story drawing pictures while students draw also. (This can be done in chunks, finishing tomorrow). Stress key vocabulary on given blank map as you retell the story. Also use this week’s vocabulary words, as appropriate.

Story map. Underline all key words using different colors (I. e. nouns in red).

Sentence pattern—would you rather….or ___? Choral reading “Silly Questions”.Partner take turns asking the “Silly Questions” and answering them.

If difficult teacher can model just one question and ask partners to ask each other. Randomly call to share. Partner answer in complete sentences.

Tortoise, hare, Learned beat, grinned,Proved, reached, raced, gathered, and watched, across the ____.

Share the Big Book; Growing Up 67A*Preview*Predict

Big book; Growing Up Model after each page; What did I read? By restating the page in other words

ABC Chart chantSit students close to poster or display chart on camera. Make sure all students are participating by making the sounds and names of the alphabet.Note; Switch to chant using Blends and Digraphs when appropriate. Add other chants; Short/long VowelsSpelling Patterns

Phonemic Awareness 67B*identify onset and rime

Phonics 67C/D*introduce short /i/i*blend with short/i/i*build fluency; teaching chart 15

Decodable67F Jim Had a Big Hit!Reading First ProcedureExample; Teacher models reading text word for word on camera (Elmo). Teacher says,” Think, word” and as she uses her clicker to click for each word all students must read. As you read the last word in the sentence the teacher says, “Sentence” and students read the sentence together and fluently in one single voice. Teacher can follow same procedure for the entire story. -Preview with title and

Repeated ReadingClass should be gathered close to poetry charts.

Silly Questions by D. Bartolazzi

Would you rather by a kitty or a pig?Would you like to be little or be big?Would you rather have a chicken or a chick?Would you rather that your car be slow or quick?Do you like being healthy and not sick?How do you like your cookies—thin or thick?

Echo read

Chant the wordsincluding the word family words.

Grade 1 Unit 1 Week 3 How You Grew WRITE UP A STORM!®© /GESD 2013-14


Encourage reason: I would prefer ____because…

illustrations.-Model for every page:What Did I Read? I just read about children who can jump in the air. orI just read about a boy that tried to hit the ball.*Sharing can be done with partners.

pronouncing endings. [Note; Pre-Emergents can do part of this.]



DAY 1

Writing 60 minutes Grammar 60 minutes HFW

II-W-2: HI-5: SWBAT spell high frequency words.

Journal

II-W-1: HI-1: SWBAT write a narrative or short story that includes a main idea, character, setting and a sequence of events.

Letter Formation

II-W-2: HI-1: SWBAT legibly write all upper and lower case letters and numerals attending to forma and spatial alignment.

Retell

II-W-1:HI-4: SWBAT write a response to a literary selection that identifies the characters, setting and sequence of events, main idea, problem and solution with instructional support.

Parts of SpeechII-L-1-LI-2 SWBAT sort common nouns(singular and plural) and singular proper nouns.II-L-1-PE-1 SWBAT repeat and physically demonstrating prepositions of location(on, in, near, behind)II-L-I-HI-2 SWBAT produce sentences using a past tense.

Give extra practiceto words missed inthe Day 5 dictatedsentences.

Note: You couldskip spelling‘ride’ for now untilyou teach the longvowel/silent e. Youcan do a ‘readonly’ card with‘ride’. If you dothis, then don’t use‘ride’ in thedictated sentenceon Day 5

Teacher journal, modeltag alongs Oral Rehearsal

Journal writing, prompt:Refer to tortoise and hare racing.

Tell about a time you wererunning fast. Who was there?What happened? (Where?)Celebration: Record what you do.________________________Before they go home, ask them toask their mother what they did

Record letters you emphasize. Letter Formation• with descriptive vocabulary•Review according to on demand.

Go back to the teacher story map of 3 Pigs. Add (if needed) the words for the setting in box 1:One day in the countryside...Add the problem for box 2: a wolf wanted to eat the pigs. (No capital because this sentence begins in Box 1.) Students do not write this. Teacher ‘thinks aloud’ to tell the beginning of the story (Box 1 & 2). Then partners do this. Teacher model writes on a separate large paper as a

Parts of speech: Interactive NotebooksFold page vertically in half, then again to form 4 columns.What do nouns name? Tell partner. Randomly call to share.Write: people, animals, places, things. Echo teacher’s sentences _______(child) is near the _________. Students have a cotton ball. Model : Put the cotton ball near your ear, etc. Partners then give commands: Put the cotton ball near your…..Check their knowledge of body parts. Use unfamiliar words for body parts in If You’re Happy and You know it song.

Sentence Mats



paragraph: One day in the countryside, the wolf wanted to eat the pigs. Class reads

DAY 2

Oral Language 60 minutes Reading 60 minutes Oral English PracticeRetell

SWBAT sequence a series of events from read-alouds, presentations using transitional words/phrases in complete sentences



Storm Vocabulary

SWBAT repeat grade specific academic vocabulary, including key words, symbols, and operations, with visual support.

SWBAT produce declarative simple past tense using regular and irregular verbs.

Re-read Big Book;II-R-4-HI-5: SWBAT sequence a story or event with a beginning, middle and end with transition words/phrases in complete sentences.

Phonemic Awareness / PhonicsII-R-2-E-5: SWBAT blend spoken phonemes to form a single-syllable word.

Finish story map. Glue in Notebook. Ask partners to touch first box and tell the setting. Randomly call to share.

Repeat for box 2, the problem. For box 3 underline the verbs in green. Partners use their own words to tell what happened first, but they need to use those verbs. Randomly call to share. If difficult, do a “think aloud” – The first thing that happened was ---

Continue with “Silly Questions” – Model and emphasize giving a reason for their choice (OK if the reason is a little silly). Ex. I rather be a kitty because I could climbed trees.(or I could run fast).

Quick vocabulary practice.

Tortoise, hare, learned beat grinned proved reached raced gathered watched across the___.

Word Wall Activity Find my word.Oral partner sentences. (Vocabulary in context)It is the third verb.(Teacher use ordinal number to count verbs). T points to the third verb in word wall and ask students to find the second one, use it in a sentence and tell their partners their sentences.

Random call students to share sentence. Class repeats student’s sentence

Growing Up 67J

Emphasize vocabulary: in ordersequence

Use teaching chart 16 on 67J.Teacher fills chart out with students’ participation.

ABC chant (same as Day 1)Phonemic Awareness 67K*phoneme blending

Phonics 67K-L*blend with short /i/ i*build with short /i/i

Model Word Sort•Use the CSC chart withlarge circle. •Put 2 word family words into circle.•Read and echo.•Hold up next word.•Does this go inside oroutside?•Tell partner why/why not.•Randomly call to share.•RepeatUse past word family wordsalso, so there will be otherways to sort. Some ideas:-beginning sound-word family (i.e. –it)


1st Grade - Pacing Chart Unit 1- 3-syllables, -nouns/verbs

DAY 2



Journal


Letter Formation

II-W-2: HI-1: SWBAT legibly write all upper and lower case

letters and numerals

attending to forma and spatial

alignment.

RetellII-W-1:HI-4: SWBAT write a response to a literary selection that identifies the characters, setting and sequence of events, main idea, problem and solution with instructional support.

Parts of SpeechII-L-1-LI-2 SWBAT sort common nouns(singular and plural) and singular proper nouns.II-L-1-PE-1 SWBAT repeat and physically demonstrating prepositions of location (on, in, near, behind)II-L-I-HI-2 SWBAT produce sentences using a past tense.

Rhyme ChartII-L-1-HI-15: SWBAT produce declarative sentences using model auxiliaries( would) with subject-verb agreement


1st Grade - Pacing Chart Unit 1- 3Vanishing Letters

Journal writing,prompt:

What does your mother say you did when you were little?

Celebration:_________

Letter Formation

With the teacher story map, cover the words on Box 1 & 2, and ask partners to tell the beginning of the story. Use the retell Ropes to see if the students can tell the whole story. If not, continuemodeling each box with partner retelling that box.

Parts of speech: Interactive Notebook: Students write their name under ‘people’; they write ‘home’ under ‘place’. Then they use a pictionary or CORE: Run! Jump!Swim! to write one animal and one thing.

Echo teacher’s sentences _______(child) is behind the _________. Students have a cotton ball. Model : Put the cotton ball behind your ear, etc. Partners then give commands: Put the cotton ball behind your…..Check their knowledge of body parts. Use unfamiliar words for body parts in If You’re Happy and You know it song.

Sentence Mats

Rhyme ChartSilly Questions by D. BartolazziWould you rather be a kitty or a pig?Would you like to be little or be big?Would you rather have a chicken or a chick?Would you rather that your car be slow or quick?Do you like being healthy and not sick?How do you like your cookies -- thin or thick?

Echo read pronouncing endings.Note: Pre-Emergents can do part of this.

Model with think aloud : I would prefer to be a ____ because _______Ask one question in the rhyme. Does any volunteer have a preference?

DAY 3

Oral Language 60 minutes Reading 60 minutes Oral English Practice

Retell




Storm Vocabulary


SWBAT produce declarative simple past tense using regular and

Non-fiction Phonemic Awareness / Phonics

II-R-2: LI-10: SWBAT produce a new word when a specific grapheme is changed, added, or removed.

II-R-2: LI-6: SWBAT orally produce rhyming words in response to

Comprehension RoutineII-R-4:HI-5 SWBAT sequence a story or event with a beginning, middle and end with transition words/phrases in complete sentences.

HFW



irregular verbs. spoken words.

Continue with guided retell practice for remaining boxes with above procedure.

Then teacher models parts of retell rope while partners retell.

Retell: From the story:What is something the hare might say? (Call on volunteers or use a Think Aloud).

ExampleHare: I’m the fastest animal. I can beat all the others. It’s easy to beat the tortoise.

What is something tortoise might say?

Continue with “Silly Questions” – Model and

emphasize giving a reason for their choice (OK is the reason is a

little silly). Ex. I rather be a kitty because I could

climbed trees.(or I could run fast).


Tortoise, hare, learned beat grinned proved reached raced gathered watched

across the___.

Word Wall Activity Find my word.

Oral partner sentences. (Vocabulary in context)

It is the third verb.(Teacher use ordinal

number to count verbs). T points to the third verb in

word wall and ask students to find the second one, use it in a sentence and tell their partners their sentences.


Show a book of The Three Little Pigs for fiction. Show a book with farm animals for non-fiction. (or any similar pair of books)

ABC chant

Phonemic Awareness 69E*phoneme substitution

Phonics 69E-F*blend with short /i/ i*build fluency—use Teaching Chart 15

Model Word Sort(refer to Day 2)

69G ComprehensionText Structure &Sequence of Events

Prepare To Read;Oral practice only (first bullet on bottom of 69G)

Main Selection How You Grew 70-77‘could’ is a HFW – it should not be ‘sounded out’. To support children in reading this word, ask question before each page. Ex: What could you say when you learned to talk? What could you do when you were little? After reading: What did you learn? What could you do? Emphasize could throughout the week.

Skip Comprehension Check

Chant the words including the word family words.

DAY 3



Journal


Letter Formation


Retell


Parts Of SpeechII-L-1-LI-2 SWBAT sort common nouns(singular and plural) and singular proper nouns. II-L-1-PE-1 SWBAT repeat and physically demonstrating prepositions of location(on, in, near, behind)II-L-I-HI-2 SWBAT produce sentences using a past tense.

Rhyme ChartII-L-1-HI-15: SWBAT produce declarative sentences using model auxiliaries( would) with subject-verb agreement


1st Grade - Pacing Chart Unit 1- 3Continue VanishingLetters, if needed...

OR

Partner Sentences:

Model be/am

sentences.

Ex: I can be there soon. Here I am. Also use other words.

Journal writing, prompt:

Tell about a time you Got Hurt (and maybe learned from that).

Celebration:_____________

Letter Formation Ask students to write the

beginning of the 3 Pigs, the setting and the problem (remind them, Box 1 & 2). Spell the best you can. [Cover your story map and previous sentence.] Save papers. Pre-Em, oralonly? with teacher model writing - save your story on

Interactive NotebooksContinue adding more nouns to the 4 columns.(see day 1)What do nouns name? Tell partner. Randomly call to share.Write: people, animals, places, things

Echo teacher’s sentences _______(child) is under the _________. Students have a cotton ball. Model : Put the cotton ball under your head, etc. Partners then give commands: Put the cotton ball under your…..Check their knowledge of body parts. Use unfamiliar words for body parts in If You’re Happy and You know it song.

Work on sentence mats

Repeated Reading1.Partners read ‘Silly Questions’ .Watch their ability to do this.Support, as needed.2.Count the word ‘be’ - hold fingersto show total.

Continue with asking one question in the rhyme like in day 1:Model with think aloud : I would prefer to be a ____ because _______Ask one question in the rhyme. Does any volunteer have a preference?

DAY 4

Oral Language 60 minutes Reading 60 minutes



Oral English PracticeRetell




Storm Vocabulary


SWBAT produce declarative simple past tense using regular and irregular verbs.

Phonemic Awareness / PhonicsII-R-2:HI-6 SWBAT form words by blending spoken simple onsets(/c/) and rimes (/at/).II-R-2-E-5: SWBAT blend spoken phonemes to form a single-syllable word.

Comprehension RoutineII-R-4-HI-3; SWBAT locate facts and answer questions about text.II-R-3: B-1: SWBAT read aloud (including high frequency/sight words) with fluency and instructional support.

HFW

Partners use retell ropes for Tortoise and Hare.

Compare two stories of tortoise and hare. (or use two versions of 3 pigs if you don’t have two tortoise and hare).

Model only—2 columns:Same DifferentAsk partners to tell something both stories had – what is the same about two stories?Randomly call to share.


emphasize giving a reason for their choice(OK if the

reason is a little silly ). Ex. I rather be a kitty

because I could climbed trees.

(or I could run fast).


Tortoise, hare, learned beat grinned proved reached raced gathered

watched across the___.



It is the third verb.(Teacher use ordinal number to

count verbs). T points to the third verb in word wall and ask students to find the second one, use it in a

sentence and tell their partners their sentences.


ABC chant

Phonemic Awareness 77E*phoneme blending

Phonics 77F*blend with short /i/i*blend with double final consonants

FluencyEcho Read---Teaching Chart 17- on page 77H

76/77Develop Comprehension

Sequence Chart 16Skip 77I

77J, 78/79Guide and Complete with

StudentsFollow the TE except for the following change. When taking tests, it is good to read the questions first. Model:

1. Read one question2. ‘Think Aloud’ the key

word3. Read to find out4. Put your finger on the

answer5. Go back to the question

Use the word ‘prove’ –Ex: This word (or this sentence) ‘proves’ that ….

Note: for question 2, use two key words: after hatching

HFWChant the words including the word family words.

DAY 4

Writing 60 minutes Grammar 60 minutes



HFW


Journal


Letter Formation


Retell


Parts Of SpeechII-L-1-LI-2 SWBAT sort common nouns(singular and plural) and singular proper nouns.II-L-I-HI-3 SWBAT produce yes/ no questions in the simple present tense using to do.II-L-I-HI-2 SWBAT produce sentences using a past tense.

Rhyme ChartII-L-1: HI-3: SWBAT change a singular noun into plural.

HFW Partner Challenge

OR

Partner Sentences:Model be/am sentences.

Ex: I can be there soon. Here I am. Also use other words.

Journal writing, prompt:What do you wish you could do now?

Celebration:___________________

Letter Formation, On Demand assess:

Student writesgiven letter 5 times; then circlesthe one he/she thinks is the best.Teacher collects and uses this to plan mini-lessons.

On yesterday’s paper, ch. write the restof the story using their story map. Spell as best you can.You probably won’t get to finish - that’s OK. [If classnot able to do this, work on oral retelling using retell ropes].

Parts of speech: Interactive NotebooksContinue adding more nouns to the 4 columns.(see day 1)What do nouns name? Tell partner. Randomly call to share.Write: people, animals, places, things.

Questions. Partner A places cotton ball near his/her ankle, but asks: Is the cotton ball near my arm? Partner B:No, it is near your ankle. Maybe just model this today.

Work onsentence mats

The Purple Cow by G. BurgessI never saw a purple cow.I never hope to see one.But I can tell you, anyhow,I’d rather see than be one!Echo read. Use normal expressionand speed. Break into chunks, ifneeded, but keep normal speed.Pronounce word endings.1. Interactive Notebook -Contractions page Add: I’d = Iwould. Read the poem using ‘Iwould’ instead of I’d.2. On-demand spell the word‘one’ --One is a HFW, do notsound it out. Be sure to havethem correct mistakes by‘writing it like the teacher’.[Ifdifficulty, add it to the HFWchant and spelling test.3. What color is the cow in thepoem. Point to prove. Point tothe color word.

4. Find a singular noun./ make it plural

DAY 5



Oral Language 60 minutes Reading 60 minutesOral English Practice

Retell




Storm Vocabulary


SWBAT produce declarative simple past tense using regular

and irregular verbs.

Phonemic Awareness / PhonicsII-R-3-HI-1; SWBAT read aloud(including high frequency/sight words) with fluency demonstrating automaticity.II-R-2: LI-10: SWBAT produce a new word when a specific grapheme is changed, added, or removed. II-R-2-E-5: SWBAT blend spoken phonemes to form a single-syllable word.

Word Family Phonics HFW

Partners use retell ropes for Tortoise and Hare.

Compare two stories of tortoise and hare. (or use two versions of 3 pigs if you don’t have two tortoise and hare).

Model only—2 columns:Same DifferentAsk partners to tell something both stories had – what is the same about two stories?Randomly call to share.


emphasize giving a reason for their choice(OK if the

reason is a little silly ). Ex. I rather be a kitty

because I could climbed trees.

(or I could run fast).


Tortoise, hare, learned beat grinned proved reached raced

gathered watched across the___.



It is the third verb.(Teacher use ordinal number to

count verbs). T points to the third verb in word wall and ask

students to find the second one, use it in a sentence and tell their

partners their sentences.


ABC Chart chant

Phonemic Awareness 81D*phoneme substitution

Phonics 81D*blend with short/i/i

Fluency; Word Automaticity81FDisplay Teaching Chart 17 (from Day 4) and ask students to read aloud each sentence. Encourage them to read fluently.

Word Family Phonics

*Do this activity right before giving the word family test.*Students need their dry erase markers/white boards.*Teach writes the word ‘it’ on the board.Change to

sitsipliplid

Observe each word, then write on the board. Kids correct each time, if needed. Recheck that word is now correct.

Note those having difficulty.

HFWChant the words including the word family words.

DAY 5





Journal


Letter Formation

II-W-2: HI-1: SWBAT legibly write all upper and lower case

letters and numerals

attending to forma and spatial alignment.

Retell


Parts of SpeechII-L-1-LI-2 SWBAT sort common nouns(singular and plural) and singular proper nouns.II-L-I-HI-3 SWBAT produce yes/ no questions in the simple present tense using to do.II-L-I-HI-2 SWBAT produce sentences using a past tense.

Rhyme ChartsII-L-1: HI-3: SWBAT change a singular noun into plural.

Assess: Dictate sentences:

Choose –

I can run and ride.Be with me.I am here.He is here.We are here too.

Review student booklets laterto see needs. Note these in next week’s pacing chart.

Journal writing, prompt:

Tell about a time you practiced orkept trying to do something andyou learned how to do it.

Celebration:_____________

Letter Formation

Continue from yesterday. Those who finish may draw picture of favorite part on back. It’s OK if child doesn’t finish. This is a first walk through of retell quick write leading to retell paragraph.

Interactive NotebooksContinue adding more nouns to the 4 columns.(see day 1)What do nouns name? Tell partner. Randomly call to share.Write: people, animals, places, things.

Questions. Partner A places cotton ball near his/her ankle, but asks: Is the cotton ball near my arm? Partner B:No, it is near your ankle. Maybe just model this today.

Work onsentence mats:

Class reads on their own.Observe.Correct by using echo read.(My turn)Assess. Use Purple CowFind a singular noun. Write it. Make itplural.[If difficulty, incorporate into lessonsas you go. Use the word ‘single’throughout the day.]Glue mini-poems into Notebook ifnot done yet.

Note: If most of the class can1. independently write a tag along sentence.2. easily think of an idea to write about in journal3. confidently write with spaces, capital, period, invented spelling, basic HFWs then begin to model

First, Next.

Encourage and celebrate: ___ told me more. He/she told me what happened next.PS If individual students are writing with sequence, encourage this individually.










Documents

portal.gesd32.org … · Web view · 2017-08-11Oral Language. 60 minutes . Reading . 60 minutes . Oral English Practice. Retell. SWBAT sequence a series of events from read-alouds,