READING WORKSHOP: COMPREHENSION AND … 1st Grade Q2 2017.pdfIf I Ran the Zoo by Dr. Seuss—Economics and Literature Lesson Read this Dr. Seuss book aloud to students. Ask students

1st Grade Curriculum Map: Literacy & Integrated Content

DS=The Daily 5 HMH= Houghton Mifflin Harcourt LLG=HMH Language & Literacy Guide VR= Vocabulary Reader SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book LRSD Elementary Literacy Department 1st Grade Curriculum: Literacy & Integrated Content Revised 2017

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READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING Unit 2 Lesson 9

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

1RL1 Ask & answer questions about key details in a text. 1RL9 Compare & contrast the adventures & experiences of characters in stories. 1RI2 Identify the main topic & retell key details of a text. 1RI5 Know & use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. 1RI6 Distinguish between information provided by pictures or other illustrations & information provided by the words in a text. 1RI7 Use the illustrations & details in a text to describe its key ideas. 1RI8 Identify the reasons an author gives to support points in a text. 1RI9 Identify basic similarities in & differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). 1RF4 Read with sufficient accuracy & fluency to support comprehension.

COMPREHENSION/FLUENCY Skill: Text and Graphic Features Strategy: Question Fluency: Accuracy

Anchor Lesson Text and Graphic Features LLG p.202 Dr. Seuss, Read aloud from HMH Lesson 9, Student pp.108-126 TE pp. T316-T334 HMH U2L9 p. T345 Accuracy Use the activities from Social Studies Additional Content Lessons to teach about text and graphic features found on maps and how they are used to provide information. Examine the text and graphic features that are on the different zoo maps they have been using during this unit. If I Ran the Zoo by Dr. Seuss—Economics and Literature Lesson Read this Dr. Seuss book aloud to students. Ask students to think about what animals they would include if they ran a Children’s Zoo. Segments of this lesson could be used to show students how to use a decision making grid to decide on animals for their own zoo. Using the decision making model, they could decide what animal they would include in children’s zoo.

SOCIAL STUDIES Unit 2 Lesson 9

STANDARDS G8.1.1 Use map keys, legends, symbols, compass rose, and directional words to show a relationship between places G.8.1.2 Use maps, globes, and photographs to describe the physical

FOCUS Essential Question(s) How do maps help me every day? What stories do maps and globe tell me? Guiding Question(s):

ADDITIONAL CONTENT LESSONS Zoo Mapping Lesson National Geographic Lesson: Using a Grid With a Zoo Map ---Includes handouts and maps used in the lesson.

ASSESSMENTS Student choose 3-5 animals that they would like to visit at the Little Rock, Zoo. They need to locate them on the map. If an animal they chose is not at

http://www.econedlink.org/teacher-lesson/209/If-I-Ran-Zoo-Economics-Literature


http://education.nationalgeographic.com/education/activity/using-grid-zoo-map/?ar_a=1

http://education.nationalgeographic.com/education/activity/using-grid-zoo-map/?ar_a=1



2

and human characteristics of a familiar place

1.How does a grid help you find places on a map? 2.Can you read and follow a map of a familiar place? 3.How does a map grid help locate places on a map? 4.What kind of clues and important features do I need to include on a map?

BEFORE READING: Have students share about any visit to a zoo they have made. Ask: How did you find your way around? What animals did you see? Tell students that they will be using a zoo map from a famous zoo in Chicago, Illinois—the Lincoln Park Zoo. Find Chicago, Illinois on a map in lesson. Ask students what animals they would want to see at the zoo. How would you find these animals? DURING READING: Project a copy of the Lincoln Park Zoo from the lesson. Ask student how they would find the bears. Explain that instead of reading the words on the map, they could use the grid. The grid helps you locate places on the map. Follow the lesson to demonstrate how to use the grid. Use the map of Chicago to demonstrate using a grid with a map of a city. AFTER READING: (Continue with content lesson from last week)) Students will continue planning a trip to the Little Rock Zoo by deciding what they want to see at the zoo. Share the map of the Little Rock Zoo. Ask students questions about the key, the specific features of the map, how they will find special areas to visit. (“If I were at the elephant barn, which direction will I need to go to get to the big cats?”, “Which way would I go to find the concession stand?” Model these instructions with the students. Give each student a set of instructions and a copy of the zoo map. (You may want to have students work in groups of 2 or 3) to complete the activity “A Trip to the Zoo” Map of the Little Rock Zoo Little Rock Zoo Activity Map of the Little Rock Zoo Little Rock Zoo Activity Additional Lesson

the zoo, have them make another chose. Pair students and have them show their partner the location of the animals they have chosen.

https://drive.google.com/open?id=0B2OxYfyPmeqgdUo2Z2VkQjBianM

https://drive.google.com/open?id=0B2OxYfyPmeqgdUo2Z2VkQjBianM



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If I Ran the Zoo by Dr. Seuss—Economics and Literature Lesson

WORD STUDY Unit 2 Lesson 9


1L1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). 1L1f Use frequently occurring adjectives. 1L5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent

STRATEGY: Antonyms ACADEMIC: graphic features, illustrations, captions SOCIAL STUDIES: map key, direction, cardinal directions TARGETED CLUSTERS/CATEGORIES: Teacher choice

HMH U2L9 TE: p.T358-359 Intro. Antonyms

1RF2c Isolate and pronounce initial, medial vowel, & final sounds (phonemes) in spoken single-syllable words. CC1RF3b Decode regularly spelled one-syllable words. 1RF3c Know final -e & common vowel team conventions for representing long vowel sounds.

SPELLING/ENCODING Long a CVCe Soft c, g, -dge Phonograms: -ake,-ace

HMH U3 L14 TE pp. T312-313 & pp. T315, T318-320, T341-343, T351 HMH U3L14 TE p. T352-353 Daily Phonemic Awareness/Phonics WSG p. 212-213

WRITING WORKSHOP Unit 2 Lesson 9

GRAMMAR 1L1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). 1L1f Use frequently occurring adjectives. 1L5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

SKILL Singular & Plural Nouns

HMH Singular & Plural Nouns U2L9 TE: p. T304 Intro. singular/plural nouns U2L9 TE: p. T338 singular/plural nouns U2L9 TE: p. T325 & p.350 adjectives U2L9 TE: p. T334 special plural nouns U2L9 TE: pp.T366-367 singular/plural nouns & verbs





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PROCESS WRITING 1L1a Print all upper- and lowercase letters. 1W2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 1W5 With guidance & support from adults, focus on a topic, respond to questions and suggestions from peers & add details to strengthen writing as needed.

WRITING TYPE Expository/Informational (Descriptive)

SUW LESSONS & TOOLS SUW B4-3 pp. 293 –294 Thinking of Key/Star Ideas Tool B 4-3a, Tool B4-4b SUW B4-4 The Organization Game pp. 295-296, Tool B4-4 a, b, c, SUW B4-5 Planning Informative/Explanatory Writing with an Informal Outline pp. 297-299 SUW B4-6 Informal Outlines of Various Lengths for Informative/Explanatory Writing pp. 300-302

Social Studies Prompt: What animal do you thing should be in the zoo. Read about this animal and write about it. (Descriptive)



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1RL1 Ask & answer questions about key details in a text. 1RL2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. 1RL3 Describe characters, settings, & major events in a story, using key details. 1RL5 Explain major differences between books that tell stories & books that give information, drawing on a wide reading of a range of text types. 1RL9 Compare & contrast adventures & experiences of characters in stories. 1RI3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. 1RI8 Identify the reasons an author gives to support points in a text.

Skill: Story Structure Strategy: Visualize Fluency: Stress

Anchor Lesson Story Structure LLG p.204 A Cupcake Party, Read aloud from HMH Lesson 10 Student book pp. 140-158 TE pp. T414-424 HMH U2L10 Read to Connect TE: T462 HMH U2L10 Stress TE: p.T443 Café p. 167 Ready Reference form Read a story about a family with a clear problem and solution and identify the story structure i.e. A Chair for My Mother by Vera Williams, The Relatives Came by Cynthia Rylant, My Rotten Redheaded Older Brother by Patricia Polacco TCM - Primary Source Reader: What Makes a Family

Lesson: (pp. 49-58) Before Reading, During Reading, and After Reading Activities (p.50-52)


STANDARDS H.12.1.1 Explain ways families and school have changed using chronological terms H.12.1.3 Compare present day families, objects and events with those in the past using visual representations, news stories and artifacts H13.1.3 Draw conclusions about family or school life in the past using historical records and artifacts (e.g., photos, diaries, oral history)

SOCIAL STUDIES FOCUS Essential Questions: How does having different kinds of families make the world and our classroom a richer kind of place? Guiding Questions:

1. What makes a family? 2. How are all families the same? 3. How are some families

different?

TCM - Primary Source Reader: What Makes a Family Lesson: (pp. 49-58) Before Reading Activity (p. 50) “Branching Out” (p. 54) Primary Source Activity (p. 53) Postcard image “My Postcard” (p. 57)

TCM - Exploring Social Studies: Arkansas Edition Student Handbook “Looking at Families” (p. 47) http://www.hilliardschools.org/elem/pdf/Activities_K-

2.pdf

ASSESSMENTS TCM What Makes a Family Quiz p. 58

https://drive.google.com/open?id=0BygUCc8vNmjcc0ZRMjRWMFI0N2M

https://drive.google.com/open?id=0BygUCc8vNmjcTUFsQjU2Y1otSkU







https://drive.google.com/open?id=0BygUCc8vNmjcS3Ixb2FBVDJtS0k

https://drive.google.com/open?id=0BygUCc8vNmjcMThBZmwzcmsyTEk

https://drive.google.com/open?id=0BygUCc8vNmjcMThBZmwzcmsyTEk

https://drive.google.com/open?id=0BygUCc8vNmjcdXNqbE5QU2lfV2M%22HYPERLINK%20%22http://www.hilliardschools.org/elem/pdf/Activities_K-2.pdf

https://drive.google.com/open?id=0BygUCc8vNmjcdXNqbE5QU2lfV2M%22HYPERLINK%20%22http://www.hilliardschools.org/elem/pdf/Activities_K-2.pdf

https://drive.google.com/open?id=0BygUCc8vNmjca19wcnc5QXV3aEE

https://drive.google.com/open?id=0BygUCc8vNmjca19wcnc5QXV3aEE



6 WORD STUDY

Unit 2 Lesson 10


1L1i Use frequently occurring prepositions 1L6 Use words & phrases acquired through conversations, reading & being read to, & responding to texts, including using frequently occurring conjunctions to signal simple relationships

STRATEGY: Synonyms ACADEMIC: plot, setting, characters, events SOCIAL STUDIES: celebration, culture, heirloom, holidays, responsibilities, traditions

HMH U2L10 TCM - Primary Source Reader: What Makes a Family

Lesson: (pp. 49-58) Before and After Reading Vocabulary Activities (pp. 50, 52): p. T456-457 introduce synonyms

1RF2b Orally produce single-syllable words by blending sounds, including consonant blends. 1RF2c Isolate & pronounce initial, medial vowel, & final sounds in spoken single-syllable words. 1RF3b Decode regularly spelled 1-syllable words.

SPELLING/ENCODING Words with Long i (CVCe) -ite,-ine Digraphs kn, wr, gn, -mb

HMH U3L15 HMH U3L15 Daily Phonemic Awareness/Phonics Lessons TE p.T417, T420-422, T443-444, T453-455, T465-466

HMH Weekly Tests


GRAMMAR 1.L.1.1.H Use determiners (e.g., articles, demonstratives).

SKILL Articles

HMH U2L10 TE: pp. T426-427 introduce prepositions U2L10 TE: pp. T436-437, T448-449, & pp.T464-466 Spiral Review: Commas in a Series HMH U2L10 TE: p.T458-459

PROCESS WRITING 1W2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, & provide some sense of closure. 1W5 With guidance & support from adults, focus on a topic, respond to questions & suggestions from peers, & add details to strengthen writing as needed.


SUW LESSONS & TOOLS

• B2-11 Neat Paper Rules pp.137, Tool 2-11a p.137 Use Tool 2-11a modified for first grade.

• B4-6 Informal Outlines of Various Lengths for Informative/Explanatory Writing pp. 300-302 Tools B4-5b, B4-6c

• B4-7 Accordion Paragraphs pp. 303-306 Tool B4-7c B4-11 Organization with Paragraph Frames pp. 311-312 Tools B4-11c, B4-11d, B4-11e TCM - Primary Source Reader: What Makes a Family Lesson: Writing Activity (p. 51) “Many Moments” (p. 55)

Social Studies Prompt: SUW B4-34 Informative/Explanatory Writing Scoring Guide pp. 372-375 Use Tools B4-34





http://www.corestandards.org/ELA-Literacy/L/1/1/h/







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READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING REVIEW SKILLS AND STRATEGIES WEEK


1RL1 Ask & answer questions about key details in a text. 1RL2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. 1RL3 Describe characters, settings, & major events in a story, using key details. 1RL5 Explain major differences between books that tell stories & books that give information, drawing on a wide reading of a range of text types. 1RL9 Compare & contrast the adventures & experiences of characters in stories. 1RI3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. 1RI8 Identify the reasons an author gives to support points in a text.

Skill: Story Structure Strategy: Visualize Fluency: Stress

Anchor Lesson Review Literacy Skills Continue lesson from last week. Unit 2, Lesson 10 (Continued) HMH U2L10 Read to Connect TE: T462-463 HMH U2L10 Stress TE: p.T443 Café p. 167 Ready Reference form TCM - Primary Source Reader: What Makes a Family Interactiv-eBook TCM – My Big Family reader (Time for Kids) TFK Lesson pp. 81-88 TCM - Primary Source Reader: What Makes a Family Lesson: Your Turn! Activity (p. 52) TCM – My Big Family reader (Time for Kids) TFK “Who Is in My Family?” p. 88

SOCIAL STUDIES REVIEW SKILLS AND STRATEGIES WEEK

STANDARDS H.13.1.5 Formulate questions that relate to a family member, family event, or family tradition

SOCIAL STUDIES FOCUS Essential Questions: How does having different kinds of families make the world and our classroom a richer kind of place? Guiding Questions: 4. What makes a family? 5. How are all families the same? 6. How are some families different?

ADDITIONAL CONTENT LESSON Review Social Studies Skills from last week or Every Family is the Same Every Family is Different Lesson Click the link above for more detailed lesson plans. Before Reading: With a partner, students will identify one trait that is the same and one trait that is different. Allow students time to share. Use question cards from the linked lesson to ask different partners and report back using a tally chart. Go back to seats and discuss your answers.

ASSESSMENTS: HYPERLINK

"https://drive.google.com/open

?id=0B2OxYfyPmeqgSy1oN

WZ5M2t5cnc"Using graph(s) in detailed lesson plan, students will compare and contrast their family to another student's using a language frame (can be broken up into two days) Compare: Both ___ and ___ have _____.



https://drive.google.com/open?id=0BygUCc8vNmjcOXNJcUU5UFNBVjQ





http://www.tolerance.org/lesson/every-family-same-every-family-different

http://www.tolerance.org/lesson/every-family-same-every-family-different



8 During Reading: Read “Two Families” from the linked lesson stopping to discuss character traits. After Reading: Answer questions whole group.

Contrast: ____ and ____ are different because _____.

TCM Primary Sources Family Traditions Then and Now Family Traditions Lesson (pp. 8-15) Part A: Family Traditions, Photograph Card Part B: The Recipe, The Facsimile

TCM Primary Sources My Family Then and Now Document-Based Assessment “Celebrating Holidays” (p. 72) TCM - Exploring Social Studies: Arkansas Edition Student Handbook “A Family Tradition”

WORD STUDY REVIEW SKILLS AND STRATEGIES WEEK


1L4a Use sentence-level context as a clue to the meaning of a word or phrase. 1L6 Use words & phrases acquired through conversations, reading & being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships

STRATEGY: Review Skills SOCIAL STUDIES: custom, different, diversity, family, same, unique TARGETED CLUSTERS/CATEGORIES: Teacher determined

HMH U2L10 TE: p. T456-457 introduce synonyms TCM – My Big Family reader (Time for Kids) TFK Lesson: Word Work, p. 82 TCM - Primary Source Reader: What Makes a Family Lesson: Your Turn! Activity (p. 52) TCM – My Big Family reader (Time for Kids) TFK “Who Is in My Family?” p. 88

1RF2c Isolate & pronounce initial, medial vowel, & final sounds (phonemes) in spoken single-syllable words. 1RF3b Decode regularly spelled one-syllable words.

SPELLING/ENCODING Review Words with Long i (CVCe) -ite,-ine Digraphs kn, wr, gn, -mb

HMH U3L15 WSG p. 84-85 HMH U3L15 Daily Phonemic Awareness/Phonics Lessons TE p.T417, T420-422, T443-444, T453-455, T465-466

WRITING WORKSHOP REVIEW SKILLS AND STRATEGIES WEEK

GRAMMAR 1.L.1.H Use determiners (e.g., articles, demonstratives).

SKILL Articles

HMH U2L10 TE: pp. T426-427 introduce prepositions HMH U2L10 TE: pp. T436-437, p.T448-449, & pp.T464-466

https://drive.google.com/open?id=0BygUCc8vNmjcVU1jUDd0VHBwY1E

https://drive.google.com/open?id=0BygUCc8vNmjca3FYdElfaEFvU3M

https://drive.google.com/open?id=0BygUCc8vNmjcdHEwR3B5QXVaLXc

https://drive.google.com/open?id=0BygUCc8vNmjcUEp2bnE1b3pENTg


https://drive.google.com/open?id=0BygUCc8vNmjcdXNqbE5QU2lfV2M








http://www.corestandards.org/ELA-Literacy/L/1/1/h/



9



Spiral Review: Commas in a Series HMH U2L10 TE: p.T458-459

PROCESS WRITING 1W2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, & provide some sense of closure.


SUW LESSONS & TOOLS B4-6 Informal Outlines of Various Lengths for Informative/Explanatory Writing pp. 300-302 Tools B4-5b, B4-6c B4-7 Accordion Paragraphs pp. 303-306 Tool B4-7c B4-11 Organization with Paragraph Frames pp. 311-312 Tools B4-11c, B4-11d, B4-11e

Social Studies Prompt: Choose to write about a family tradition or special event from TCM Writing Activity. Describe the one you choose to write about. SUW B4-34 Informative/Explanatory Writing Scoring Guide pp. 372-375 Use Tools B4-34 B2-11 Neat Paper Rules, pp.137, Tool 2-11a p.137 Use modified for 1st grade.



10 1RI1 Ask & answer questions about key details in a text. 1RI5 Know & use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. 1RI8 Identify the reasons an author gives to support points in a text. 1RL3 Describe characters settings & major events in a story using key details. 1RL4 Identify words & phrases in stories or poems that suggest feelings or appeal to the senses

Skill: Author's Purpose Strategy: Analyze/Evaluate Fluency: Phrasing

Anchor Lesson Author's Purpose, LLG p. 206 At Home in the Ocean, Read Aloud form HMH Lesson 11, Student book pp. 12-30 TE pp. T24-40 HMH U3L11 Read to Connect TE: p.T62-63, T70 HMH U3L11 Phrasing TE: p.T51 Caf TCM Primary Sources Family Traditions Then and Now Cultural Heritage Lesson (pp. 40-47) Part A: Cultural Heritage, Photograph Card Part B: Chicago Neighborhood Map, The Facsimileé p.166 Ready Reference Form


STANDARDS H.13.1.5 Formulate questions that relate to a family member, family event, or family tradition

FOCUS Essential Question:

How can someone who looks

different be the same as me? Guiding Questions: 1. How do you feel when you visit a

family that is different from yours? 2. What does it mean to accept

someone’s differences? 3. How can I be more accepting of

someone who is different from me?

ADDITIONAL CONTENT LESSONS My Family Rocks - Teaching Tolerance Lesson

Click the link above for more detailed lesson

plans. myOn: We All Have Different Families (preview book BEFORE reading with students) or Families Around the World Before Reading: Ask students "What does family mean to you?" Allow students to complete sentence starter: A family is _____. During Reading: Have discussions using Text to Self Connections After Reading: Distribute “Family Scavenger Hunt” handout from linked lesson and try to find someone who matches each family description. http://www.tolerance.org/lesson/my-family-rocks

ASSESSMENTS Create a family portrait that

shows the uniqueness of a

student's family with a

sentence that matches. One

possible sentence starter could

be: My unique family rocks

because _____. (See linked

lesson for more details – #12-

13)




https://drive.google.com/open?id=0BygUCc8vNmjcVElKaTh0Mndab0U

https://drive.google.com/open?id=0BygUCc8vNmjcTkQ4TnI1UTdrcEU

http://www.tolerance.org/lesson/my-family-rocks

http://www.tolerance.org/lesson/my-family-rocks



11 1L5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. 1L5b Define words by category & by 1 or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat w stripes) 1L6 Use words & phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because)

STRATEGY: Categorize ACADEMIC: author's message, author's purpose

SOCIAL STUDIES: custom, different,

diversity, family, same, unique, guardian TARGETED CLUSTERS/CATEGORIES: Teacher determined

HMH U3L11 TE: pp. T64-T65 Classify & Organize

1RF2a Distinguish long from short vowel sounds in spoken single-syllable words. 1RF2c Isolate & pronounce initial, medial vowel, & final sounds (phonemes) in spoken single-syllable words. 1RF3b Decode regularly spelled one-syllable words. 1RF3c Know final -e & common vowel team conventions for representing long vowel sounds.

SPELLING/ENCODING Words with Long o and Long u (CVCe)

HMH U4L16 Daily Phonemic Awareness TE pp. T13-14, T41-42, T52-53, T63-64, T73 LLG U4L16 pp. 86-87

Weekly Tests


GRAMMAR 1L1b Use common, proper, & possessive nouns. 1L2c Use commas in dates & to separate single words in a series. 1L2a Capitalize dates & names of people. 1RF1 Demonstrate understanding of the organization and basic features of print

SKILL Proper Nouns

HMH U3L11 Intro proper nouns TE: p. T34, p. T44, & p. T56 HMH U3L11, TE pp. T72-73 Proper nouns

PROCESS WRITING 1W2 Write informative/explanatory texts in which they name a topic, supply some

WRITING TYPE Expository/ Informational (Descriptive)

SUW LESSONS & TOOLS

• B4-10 Train of Thought pp.309-310 Use Tools B4-10a, B4-10b, B4-10c



12 facts about the topic, and provide some sense of closure. 1W5 With guidance & support from adults, focus on a topic, respond to questions and suggestions from peers, & add details to strengthen writing as needed. 1L1j Produce & expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

• B4-22 Introducing Transition Words pp. 338-340 Tools B4-22a, B4-22b

• B4-23 Transition Sets pp. 341-343 Tools B4-23a

• B4-24 Identifying Transitions pp. 343-344, Tool B4-24a

• B4-26 Playing with Transitions pp. 347-349 Tools B4-26a, B4-26b

U3L11 TE: T57 Write to Inform U3 EXT C10-11 Write a Conclusion



13 READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING

Unit 3 Lesson 12


1RL1 Ask & answer questions about key details in a text. 1RL2 Retell stories, including key details, & demonstrate understanding of their central message or lesson. 1RL3 Describe characters, settings, & major events in a story, using key details. 1SL1c Ask questions to clear up any confusions about the topics & texts under discussion. 1RI3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Skill: Sequence of Events Strategy: Question Fluency: Rate

Anchor Lesson Sequence of Events LLG p. 208 How Leopard Got Spots, Read aloud from HMH Lesson 12, Student Book pp. 44-64 TE pp. T120-T143 HMH U3L12 Read to Connect TE: p.T163 HMH U3L12 Rate TE: p.T151 Café p.164 Ready Reference Form


STANDARDS H 13.1.5 Formulate questions that relate to a family member, family event, or family tradition

FOCUS Essential Question: How can families be the same and different? Guiding Questions: 1. Who am I in my family? 2. What does my family look like?

“How Can Families Be the Same and Different? This week they will be exploring the question “What does my family look like?” as they examine their own families and compare and contrast them to other families. Read the myON Book- What is a Family? BEFORE READING- Ask students- What is a family? Create an anchor chart with students based on their responses. Use Staging the Compelling Question on page 3 of the inquiry to have students brainstorm answers to the question “Who am I in my family?” The teacher will share pictures or videos of their family with students. DURING READING: Emphasize the parts of a family that are mentioned in the book What is a Family? (myon) AFTER READING: Share the four videos showing the diversity of family structures (Featured Source B) from Question 1 on pages 7-8 of the inquiry.

ASSESSMENTS

https://drive.google.com/open?id=0B2OxYfyPmeqgMmVraDlLYUFfVU0



14 Create a class graph that shows the makeup of a family (ex. A class graph showing who has siblings, who does not have siblings; or who lives with mom and dad, or mom only or dad only or grandparents). Optional Extension: Create graphs throughout the week that reflect other aspects of students’ families (have pets, different housing, languages spoken at home).



1L2d Use conventional spelling for words with common spelling patterns & for frequently occurring irregular words.

STRATEGY: Homophones ACADEMIC: event, sequence of events SOCIAL STUDIES: family, culture, role, diversity, unique TARGETED CLUSTERS/CATEGORIES: Teacher determined

HMH U3L12 TE: pp.T164-165

1RF3c Know final -e & common vowel team conventions for representing long vowel sounds

SPELLING/ENCODING Words with Long e (CV, CVCe) Vowel pairs: ee, ea Final ng, nk Phonograms –ean, -ink

HMH U4L17 Daily Phonemic Awareness TE pp. T115, T118-119, T144-145, T154-155 LLG p. 88-89 U4L17 HMH U4L17 TE: p.T123

Weekly Test


GRAMMAR 1L1b Use common, proper & possessive nouns. 1L2a Capitalize dates & names of people.

SKILL Possessive & Proper Nouns

• HMH U3 EXT C8-C9 Possessive Nouns Use C12.

• HMH U3L12 TE: pp.T144-T145 & pp.T154-T155

• Possessives HMH U3L12 TE: p.T150 & pp.T166-T167 HMH Proper Nouns

• U3L12 TE:p.T137 Concepts of Print: Capital

PROCESS WRITING 1W3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, & provide some sense of closure.

WRITING TYPE Narrative: Imaginative

SUW LESSONS & TOOLS B6-3 Prewriting: Alphabet Soup and Other Ideas pp. 453-454, Tools B6-3a, B6-3b B6-8 Creating Characters pp. 462- 463, Tool B6-8a B6-9 Planning & Developing Characters pp. 464-465 Tool B6-9a B6-14 Showing Not Telling pp. 475-476 Tools B6-14a, B6-14b or B6-14c



15 READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING

Unit 3 Lesson 13


1RI3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. 1RI6 Distinguish between information provided by pictures or other illustrations & information provided by the words in a text. 1RI7 Use the illustrations & details in a text to describe its key ideas. expressing ideas & feelings clearly. 1RL2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. 1RL3 Describe characters settings & major events in a story using key details

Strategy: Cause/Effect Skills: Visualize Fluency: Accuracy

Anchor Lesson: Cause and Effect LLG p. 210 Seasons, Read aloud from HMH Lesson 13, Student

book pp. 78-100 TE pp. T220-T240

ReadWorks ---Readings found in the inquiry “How Can Families Be the Same and Different? Direct links included below: A Trip to the Store Happy Birthday Celebrations Our House Rules In the reading Our House Rules Annie’s brother did not want to share his toys(cause). The family decided that rules were needed (effect). Which rule was the effect of Annie’s brother not sharing his toys. Share with students the cause and effect of this part of the story. Have students decide on possible causes for the other rules this family has now. HMH U3L13 Read to Connect TE: p.T267 HMH U3L13 Accuracy TE: p.T251 Café p. 166 Ready Reference Form


STANDARDS H 13.1.5 Formulate questions that relate to a family member, family event, or family tradition

FOCUS Essential Question: How can families be the same and different? Guiding Questions: 1.What do families do? 2.What special things do families do together? 3.What is the difference between needs and wants.

This week students will continue to work on the inquiry they started last week “How Can Families Be the Same and Different? They will focus on the second question “What do families do?” BEFORE READING: Turn & Talk- What are some things you and your family like to do together? Create a chart as students share. DURING READING: myON - Families Around the World--Read and point out a few similarities in the

ASSESSMENTS Students will write a sentence and/or draw a picture telling about their roles in their families and at school. As an extension, you may also include their roles in their communities.



https://drive.google.com/open?id=0B2OxYfyPmeqgN1lUSTM2NWxLS1E

https://drive.google.com/open?id=0B2OxYfyPmeqgWl85MnZ0ZWJodHM

https://drive.google.com/open?id=0B2OxYfyPmeqgLVl5dHVEV0tadE0










16 book that are also on the chart. What are some of the things families in the book do together? AFTER READING: After reading the book, Families Around the World, add more activities that families do together based on the book or other student ideas. Use the A Trip to the Store reading to discuss the economic terms needs and wants. Have students discuss needs and wants of their families. Additional Resources: Bookflix CALS, Go to Family and Community tab, then tab pp. 33-36, the paired texts are Leo the Late Bloomer and We Are Alike and We Are Different

TCM Primary Sources Family Traditions Then and Now Family Recreation Lesson (pp. 64-71) Part A: Family Recreation, Photograph Card Part B: Amusement Park Map, The Facsimile

TCM Primary Sources Family Traditions Then and Now Document-Based Assessment “Families Having Fun” (p. 75)



1L4c Identify frequently occurring root words (e.g., look) & their inflectional forms (e.g. looks, looked, looking). 1L6 Use words & phrases acquired through conversations, reading & being read to, & responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

STRATEGY: Words ending in –ed and –ing, and -s ACADEMIC: cause, effect SOCIAL STUDIES: family, culture, role, tradition, wants, needs TARGETED CLUSTERS/CATEGORIES: Teacher determined

HMH U3L13 TE: Daily Vocabulary Boost pp.T211, T237, T247, T259, T273 HMH U3L13 TE: T254-T255 Word Endings pp. T268-269

1RF3c Know final -e & common vowel team conventions for representing long vowel sounds. 1L2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words

SPELLING/ENCODING Vowel Pairs ai, ay Contractions ‘ll, ‘d Phongrams –ay, -ain

HMH U4L18 TE pp. T214-T217, & pp. T222-223 (2 weeks’ duration) HMH U4L18 TE: Daily Phonemic Awareness lessons TE p. T221 LLG pp. 90-91

https://drive.google.com/open?id=0B2OxYfyPmeqgN1lUSTM2NWxLS1E

http://www.cals.org/


https://drive.google.com/open?id=0BygUCc8vNmjcZE8yMFBJMlVueGs

https://drive.google.com/open?id=0BygUCc8vNmjcLVgzRVhiZm1ja00

https://drive.google.com/open?id=0BygUCc8vNmjcQTMwRUVZSVUtQ0E

https://drive.google.com/open?id=0BygUCc8vNmjcQTMwRUVZSVUtQ0E



17


GRAMMAR 1L1c Use singular & plural nouns with matching verbs in basic sentences 1L1j Produce & expand complete simple & compound declarative, interrogative, imperative, & exclamatory sentences in response to prompts

SKILL Subjects & Verbs

HMH U3L13 TE: p.T236 & p.T256 Handwriting HMH U3L13 TE: p.T214 Intro Subjects & Verbs HMH U3L13 TE: p.T236, p.T246, & pp.T262-T263 Subjects & Verbs

PROCESS WRITING 1W3 Write narratives in which they recount 2 or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order & provide sense of closure. 1W5 With guidance & support from adults, focus on a topic, respond to questions & suggestions from peers, & add details to strengthen writing as needed.

WRITING TYPE Narrative: Imaginative

SUW LESSONS & TOOLS B6-4 Prewriting with a Story Map pp. 455-456 Tool 6-4a B6-5 Quick Sketch & Quick Note Planning pp. 456-458 Tools B6-5c or B6-5e B6-8 Creating Characters pp. 462-463 Tool B6-8a

Social Studies Prompt: Write an imaginative narrative trip to an amusement park or other activity that they do to have fun together.



18



1RI3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. 1RI6 Distinguish between information provided by pictures or other illustrations & info. provided by the words in a text. 1RI7 Use the illustrations & details in a text to describe its key ideas. expressing ideas & feelings clearly. 1RL2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. 1RL3 Describe characters settings & major events in a story using key details

Strategy: Conclusions Skill: Infer/Predict Fluency: Expression

Anchor Lesson Conclusions LLG p. 66 The Big Race, Read aloud from HMH Lesson 14, Student book pp. 106-124 TE: pp.T320-T330 HMH U3L14 Read to Connect TE: p. T260 HMH U3L14 Expression TE: p. T338 myON: Use the book Home Life Through the Year or other books that provide information about what happened in the past. What clues can you find from the text and pictures to help decide what was past and present.


STANDARDS H13.1.3 Draw conclusions about family or school life in the past using historical records and artifacts (e.g., photos, diaries, oral history) H12.1.2 Create timelines to sequence family or school events using chorological terms (e.g. first, next, last, before, after, now, long ago)

FOCUS Essential Questions: What do family stories tell us about the past? Guiding Questions: 1.Do all families have stories? 2.What artifacts could one use to tell a family story? 3. How do families change over time/

ADDITIONAL CONTENT LESSONS Inquiry—What Do Family Stories Tell Us About the Past? By answering the essential question What do family stories tell us about the past? Students learn about change over time. Through the use of family artifacts (e.g., photographs, marriage licenses, family trees, keepsakes), students learn that such items can reveal information about how life in the past differs from life in the present and how their families have changed over time. PowerPoint—A Look at Families BEFORE READING: The first Guiding Question in the inquiry, “Do all families have stories?”, helps students understand families have stories & students can learn about themselves and others through those stories. Students will listen to two stories. They will

ASSESSMENTS List three ways that the daily lives of families change over time. Draw a then-and-now picture to illustrate one of the ways.

https://drive.google.com/open?id=0B2OxYfyPmeqgZXpPdU9fR1lqWFU

https://drive.google.com/open?id=0B2OxYfyPmeqgZXpPdU9fR1lqWFU

https://drive.google.com/open?id=0B2OxYfyPmeqgMnUySlBaS0g3M1E

https://drive.google.com/open?id=0B2OxYfyPmeqgMnUySlBaS0g3M1E



19 share a family story and draw a picture to represent their story. The teacher should tell one to model. For Guiding Question 2, “What artifacts could someone use to tell a family story?”, students think about how family artifacts, such as family trees, scrapbooks, & photographs, can be used to tell a family story. After reviewing and discussing the featured sources (a sample family tree & images of families & family artifacts), the formative performance task asks students to brainstorm other kinds of artifacts that might be used to tell their family stories. DURING READING: myON- Use book Home Life Through the Year to explore how pictures and photographs provide clues about how things changed over time. AFTER READING: By answering the third Guiding Question, “How do families change over time?”, students build general understanding of past and present and how families change in particular. Thus, they assess the means by which changes occur. Pictures Long Ago and Today Share photographs w/students from now & long ago. Ask them if they know what the object was used for. Ask them what object we use today & how they differ. Share picture of an object we might use today Optional Resources: HMH Unit 1 Lesson 3 "School Long Ago" Student Book pp. 74-77 TE pp. 240-241

TCM Primary Sources Family Traditions Then & Now Family History Lesson (pp. 32-39) Part A: Family History Photograph Card Part B: Family Story, The Facsimile

WORD STUDY

https://drive.google.com/open?id=0B2OxYfyPmeqgeENETElZUzY3WDg

https://drive.google.com/open?id=0B2OxYfyPmeqgeENETElZUzY3WDg


https://drive.google.com/open?id=0BygUCc8vNmjcaVRMT05YUVYxbGs

https://drive.google.com/open?id=0BygUCc8vNmjcdmowZlRMbG9UQ0E



20

Unit 3 Lesson 14


1L5a Sort words into categories to gain a sense of the concepts the categories represent. 1L5b Define words by category & by one or more key attributes. 1L6 Use words & phrases acquired through conversations, reading & being read to, & responding to texts, including using frequently occurring conjunctions to signal simple relationships

STRATEGY: Classify and Categorize ACADEMIC: conclusion, categorize, Classify SOCIAL STUDIES: past, present, artifacts TARGETED CLUSTERS/CATEGORIES: Teacher directed

HMH U3L14 TE: T350-T351 Vocabulary Strategies HMH U3L14 TE: Daily Vocabulary Boost

1RF3c Know final -e & common vowel team conventions for representing long vowel sounds.

SPELLING/ENCODING Vowel Pairs ai, ay Contractions ‘ll, ‘d Phonograms –ay, -ain

HMH U4L18 TE pp. T214-T217, pp. T222-223 (2nd week of instruction) HMH U4L18 TE: Daily Phonemic Awareness lessons TE p. T221, LLG p. 74-75

Weekly Tests


GRAMMAR 1L1c Use singular & plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). 1L1e Use verbs to convey a sense of past, present, & future.

SKILL Verbs & Time

HMH U3L14 TE: p. T310 Introduce verbs & time HMH U3L14 TE: p.T332, p.T342, pp.T358-T359 Telling Time with Verbs HMH U3L14 TE: p.T352 Spiral Review: Nouns U3L14 TE: p.T256 Spiral Review: Statements

PROCESS WRITING 1W1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, & provide some sense of closure. 1W5 With guidance & support from adults, focus on a topic, respond to questions & suggestions from peers, & add details to strengthen writing as needed.

WRITING TYPE Expository/Opinion

SUW LESSONS & TOOLS B1-8 Agree/Disagree Responses pp. 22-23 Use Tools B1-8a B1-8b or B1-8c B9-5 Reading and Responding to Prompts pp. 619-621 Tool B9-5b

Social Studies Prompt: My family is unique and special. Support your opinion with 2-3 facts.



21

READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING REVIEW SKILLS AND STRATEGIES WEEK


1RI3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. 1RI6 Distinguish between information provided by pictures or other illustrations & info. provided by the words in a text. 1RI7 Use the illustrations & details in a text to describe its key ideas. expressing ideas & feelings clearly. 1RL2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. 1RL3 Describe characters settings & major events in a story using key details

Strategy: Conclusions Skill: Infer/Predict Fluency: Expression

Anchor Lesson Conclusions LLG p. 66 The Big Race, Read aloud from HMH Lesson 14, Student book pp. 106-124 TE: pp. T320-T330 HMH U3L14 Read to Connect TE: p. T260 HMH U3L14 Expression TE: p. T338 myON: Use the book Home Life Through the Year or other books that provide information about what happened in the past. What clues can you find from the text and pictures to help decide what was past and present.

SOCIAL STUDIES REVIEW SKILLS AND STRATEGIES WEEK

STANDARDS H 13.1.5 Formulate questions that related to a family member, family event, or family tradition

FOCUS Essential Questions: How can families be the same and different? Guiding Questions: 1.How does my family celebrate? 2.How do families around the world celebrate?

ADDITIONAL CONTENT LESSONS Continue from last week What Do Family Stories Tell Us about the Past? Inquiry Use images from featured sources in inquiry and TCM Primary Source Kit.

ASSESSMENTS Use the Narrative Writing Scoring Guide, SUW tool B6-26D to score

TCM Primary Sources Family Traditions Then and Now Holiday Celebrations Lesson (pp. 25-31) Part A: Holidays and Celebrations Photograph Card Part B: Thank You Letter, The Facsimile

TCM Primary Sources Family Traditions Then and Now Document-Based Assessment “Celebrating Holidays” (p.72)

WORD STUDY

https://drive.google.com/file/d/0B2OxYfyPmeqgZXpPdU9fR1lqWFU/view

https://drive.google.com/file/d/0B2OxYfyPmeqgZXpPdU9fR1lqWFU/view


https://drive.google.com/open?id=0BygUCc8vNmjcU1A4T2FlcGdFOFE

https://drive.google.com/open?id=0BygUCc8vNmjcZlFhazJwRHVXNGc





22 REVIEW SKILLS AND STRATEGIES WEEK


1L5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). 1L6 Use words & phrases acquired thru conversations, reading & being read to, & responding to texts, including using frequently occurring conjunctions to signal relationships (e.g., because).

STRATEGY: Review Skills ACADEMIC: alike, compare, contrast, different SOCIAL STUDIES: celebration, custom, tradition

1RF3c Know final -e & common vowel team conventions for representing long vowel sounds.

SPELLING/ENCODING Vowel Pairs ai, ay Contractions ‘ll, ‘d Phonograms –ay, -ain

HMH U4L18 TE pp. T214-T217, pp. T222-223 (this 2nd week of instruction) HMH U4L18 TE: Daily Phonemic Awareness lessons TE p. T221 LLG p. 74-75

WRITING WORKSHOP REVIEW SKILLS AND STRATEGIES WEEK

GRAMMAR (Review) 1L1c Use singular & plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). 1L1e Use verbs to convey a sense of past, present, & future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

SKILL Verbs & Time

HMH U3L14 TE: p. T310 Introduce verbs & time HMH U3L14 TE: p. T332, p.T342, pp.T358-T359 Telling Time with Verbs HMH U3L14 TE: p.T352 Spiral Review: Nouns U3L14 TE: p.T256 Spiral Review: Statements

PROCESS WRITING (Review) 1W1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, & provide some sense of closure. 1W5 W/guidance & support from adults, focus on a topic, respond to questions & suggestions from peers, & add details to strengthen writing as needed.

WRITING TYPE Expository/Opinion

SUW LESSONS & TOOLS B1-8 Agree/Disagree Responses pp. 22-23 Use Tools B1-8a B1-8b or B1-8c B9-5 Reading and Responding to Prompts pp. 619-621 Tool B9-5b

Social Studies Prompt: My family is unique and special. Support your opinion with 2-3 facts.

Documents

READING WORKSHOP: COMPREHENSION AND … 1st Grade Q2 2017.pdfIf I Ran the Zoo by Dr. Seuss—Economics and Literature Lesson Read this Dr. Seuss book aloud to students. Ask students