fspsliteracy.pbworks.comfspsliteracy.pbworks.com/w/file/fetch/57755849/1st... · Web viewUnit 1: Lesson 6FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated ContentWEEK

Assessment FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 1READING WORKSHOP: WHOLE GROUP LESSONS

COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS

MATERIALS, EXPLANATIONS &

EXAMPLESASSESSMENTS

Daily Language/VocabularyVocabulary

Setting Up rituals & Routines

• *Teacher selected read alouds

Optional EmergingLiteracy Survey Assessment: (correlate with District TLI Assessment)

Optional Diagnostic Assessment:

CC.L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that.)

I will use words and phrases I have learned. I will use conjunctions to show simple relationships.

PhrasesConjunctions

Simple relationships

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

Phonemic Awareness & Word Work/Phonics PhonicsTeach Rituals &

Routines for Word Work

Identify lettersAlphabet songPlace names

Name & match letters

Alphabet sequence

High-Frequency Words:

I, to, like, a, see, the, we, go, is,

are

Day 1 BTS5Letters and Sounds: short a, consonant mHigh-Frequency WordsI, to, likePB: Vol. 1, p. BTS1-2

Day 2Letter and Sounds: short a, consonant m,sHigh-Frequency Wordsa, see, the PB: Vol. 1, p. BTS3-4

Day 3Letter and Sounds: consonant tHigh-Frequency WordsWe, go PB: Vol. 1, p. BTS5-6

Day 4Letter and Sounds:Review a,m,s,t consonant cHigh-Frequency Wordsis, are


CC.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).CC.RF.1.2a Distinguish long form short vowel sounds in spoken single-syllable words.

I will recognize irregularly spelled words. I will read irregularly spelled words.

Recognizeirregularly

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

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

I will decode one-syllable words.

Syllable TRS p. 179

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



TRS Chapter 7

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

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

InitialMedialFinal

Single-Syllable

WJWTW

August 19, 2012 Quarter 1—p. 1




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


Assessment FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 1single-syllable word. PB: Vol. 1, p. BTS7-8

Day 5Letter and Sounds:Review a,m,s,t consonant cHigh-Frequency Wordsreview all sight words PB: Vol. 1, p. BTS9-10




TRS Chapter 7

Comprehension Comprehension/ Fluency

Setting Up rituals & Routines for Reading

Workshop

Skill: Read to Self (on level texts)

Choosing good fit books

Strategy: Retell a familiar text

• Respond to questions about texts

Genre: all types

Day 1 BTS4“Jack’s Talent”Concepts of Print:m print represents speechAlphabet Routine: identify letters

Day 2 BTS8“Jack’s Talent”Concepts of Print: letters, words, and sentencesAlphabet Routine: alphabet

Day 3 BTS10“Back to School”Concepts of Print: photo captionsAlphabet Routine:place names Day 4 BTS14“Back to School”Concepts of Print: environmental printAlphabet Routine: name and match letters

Day 5 BTS16“Jack’s Talent”Concepts of Print: punctuation marks and intonationAlphabet Routine: alphabet sequence

CLLG pg. 7 Reader’s Notebook (optional)


Optional Diagnostic Assessment:

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

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

Ask Questions

WordsPhrases

text

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

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

I will read informational text.

Informational text

GRRWMSTW2

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

I will read grade level text correctly. I will read grade level text fluently. I will read grade level text with expression.

TextFluently

Expression

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

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

I will participate in conversations with peers and adults about grade one topics. I will participate in conversations with peers and adults about grade one text. I will follow our class rules when we are talking.

ParticipateTopic

ConversationsPeersRules

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

Classroom-Talk.aspx

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

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

AskQuestions

GatherClarify

InformationSpeaker

http://www.learningthroughlistening.o

rg/SiteData/docs/evs-Active%20Listening%20t%20chart/

cda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening


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


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



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



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



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


Assessment FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 1%20t%20chart.pdf

Spelling SpellingTeach Rituals &

Routines for Spelling

Spelling Words:Review High-

Frequency Words:

I, to, like, a, see, the,we, go, is, are

Work on procedures for Sight Word Wall

Work on procedures for spelling materials

Work on procedures for using picture cards in work stations

Optional EmergingLiteracy Survey Assessment:

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

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

Irregular words WJWTW

WRITING WORKSHOP: WHOLE GROUP LESSONS

COMMON CORE STATE STANDARDS 0BJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS


EXAMPLESASSESSMENTS

Grammar GrammarTeach Rituals &

Routines for Grammar

Work on procedures for writing letters

Work on procedures for grammar materials

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

I will print uppercase letters. I will print lowercase letters.

Upperlowercase

PPW p. 44-50http://www.meddybemps.com/letterary/guide_and_archives.htmlIW p. 98-107

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

I will spell words by using the sounds I hear.

Phonemic awareness

WJWTW

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

I will label my drawing.

Label

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

I will focus on a topic. I will respond to questions from peers. I will respond to suggestions from peers. I will add details to improve my writing

FocusTopic

RespondPeers

SuggestionsDetailsimprove

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

WritingTeach Rituals &

Routines for Writing Workshop

Model underlining words that you are unsure how to spellBrainstorming a list of topicsBrainstorming a list of formsCreate I-chart for sitting during writing


http://www.readingrecovery.org/pdf/conferences/nc10/handouts/lutz.pdf


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




Assessment FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 1handouts/lutz.pdf

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

CONTENT AREA STANDARDS & LESSONSSOCIAL STUIDES

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

SCIENCE STANDARDS: FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS



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



EXAMPLESASSESSMENTS

Daily Language/Vocabulary Phonemic Awareness

Beginning soundsBlend phonemes

FluencyAccuracy

VocabularyOral Vocabulary

ORAL VOCABULARY &

STRATEGIES

Word Cards 16-17:play, be, and, help, with, you

Weekly Plan T6-7Day 1T12-T13 DLBeginning SoundsBlend Phonemes

Day 2T24-T25 DLBeginning SoundsBlend Phonemes




AL: beginning sounds, phonemes

Read Aloud: Introduce Oral Vocabulary

“The Lion and the Mouse”T14 -T15CLLG: p.41PB: Vol. 1, p.1SB: p. 10-11Instructional Routine16

Weekly TestsT70

1.2-1.5

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

I will speak single-syllable words.

Syllable TRS p. 181-183

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

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

InitialMedialFinal

Single-Syllable

WJWTW

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

I will define words. I will sort words in

categories.

DefineCategories

Sort

BWL

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

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

Real-lifeconnections

BWL


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

ORAL VOCABULARY:excellentmissinvitationruinbeautiful



PhrasesConjunctions



Phonemic Awareness & Word Work/Phonics PhonicsWords with Short a,Consonants n, d, p, t

Day 1T18-T21T18 Words with short a, Consonants n, dInstructional Routine 2PB: Vol. 1, p.2

Fluency:“Dan and Nan”T21(Unit 1 Decodable Reader)Reading Fluently

Day 2T26-T29T26 Words with short a, Consonants n, dInstructional Routine 2PB: Vol. 1, p.3

Fluency:“Nat Cat”T27(Unit 1 Decodable Reader)Reading FluentlyT28-T29 Words to Know

Day 3T44-T47T44 Words with

Weekly TestsT70

1.10-1.12

Optional Unit Assessment: Benchmark and Unit Test Unit 1(Arkansas Benchmark and Unit Test)

CC.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).CC.RF.1.2a Distinguish long form short vowel sounds in spoken single-syllable words.










Unit 1 Lesson 1 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 2Consonants p, fInstructional Routine 2PB: Vol. 1, p. 7 Projectable 1.6

Fluency:“Nan and Dan”T47(Unit 1 Decodable Reader)Reading Fluently

Day 4T54-T55T54 Words with short a; n, d, p, f’

Fluency:“Fan, Fan, Fan”T55(Unit 1 Decodable Reader)Reading Fluently

Day 5T64Independent Reading



Syllable TRS p. 179




TRS Chapter 7

Comprehension Comprehension

Skill: Main Idea

Strategy: Summarize

Main Selection“What is a Pal?”Genre: Poetry

Day 2 T30-T39Introduce: Main Idea, Summarize StrategyProjectable 1.2 (Main Idea)SB: p. 13-25

Weekly TestsT711.6-1.9

Optional Unit Assessment: Benchmark and

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

I will read prose for grade 1. I will read poetry for grade 1.

Prosepoetry

Poetry: PTTPhttp://www.poets.org/page.php/prmID/103

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

I will identify the main topic of a text. I will retell key details of a text

IdentifyMain topic

Informational text

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


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


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


Unit 1 Lesson 1 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 2Key details 2276.html Genre: Poetry

Essential Question:What is important about being a friend?

CLLG: p.40

Develop Comprehension:T34-T39Projectables 1.3a, 1.3b

AL: topic, main Idea, detial

Day 3 T48-T49Deepen Comprehension:PB: Vol. 1, p.8AL: topic, main idea, supporting detail

Connection To“Friends Forever” T56-T57Genre: Poetry MC: T57 SB: p.26-28CLLG: p.41Connect to Poetry

Unit Test Unit 1(Arkansas Benchmark and Unit Test)

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

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

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



Ask Questions

WordsPhrases

text

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

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

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

Illustrations text

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

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

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

DescribeKey ideas

Details

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



Informational text

GRRWMSTW2



TextFluently

Expression






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


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

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









Unit 1 Lesson 1 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 2Speaking and Listening Standards

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

I will participate in conversations with peers and adults about grade one topics. I will participate in conversations with peers and adults about grade one text. I will follow our class rules when we are talking.

ParticipateTopic

ConversationsPeersRules


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

I will add to a discussion about a topic.

DiscussionTopic

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

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

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

TopicsText


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

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

Key detailstext



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

AskQuestions

GatherClarify

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
















Unit 1 Lesson 1 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 2speaker. Information

Speakercda16f9462ca019ee4f2a7bc50a4f71d/evs-Active%20Listening%20t%20chart.pdf

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

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

VisualDisplayClarify

PPW p. 60-66STW2 p. 31

Spelling SpellingShort a words

Spelling Words:am, at, sat, man,

dad, mat

Weekly Plan T6-T7

Day 1T22 PretestPB: Vol.1, 4

Day 2T40 Word SortPB: Vol.1, 4

Day 3T50 Segmenting SoundsPB: Vol.1, 9

Day 4T60 Connect to Writing

Day 5T66 Spelling Assessment

Weekly TestsT66

Spelling Assessment







EXAMPLESASSESSMENTS

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

I will recognize the parts of a sentence.

Capitalization words

Sentence ending

Punctuation


GrammarNouns

Weekly Plan T6-T7Day 1T22Introduce Nouns

Day 2T40NounsProjectable 1.4

Day 3T50

Weekly TestsObservation Checklist, Assessment p OC1

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

I will print uppercase letters. I will print lowercase letters.

Upperlowercase

PPW p. 44-50http://www.meddybemps.com/letterary/guide_and_archives.html










Unit 1 Lesson 1 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 2IW p. 98-107

WritingInformative/Explanatory

Focus TraitIdeas

Focus: Labels

NounsProjectable 1.8

Day 4T60Spiral Review: Proper Nouns“What is a Pal”

Day 5T66-T67Weekly Review: NounsSB: p. 31PB: Vol. 1, 14

Weekly Plan T6-7Day 1T23 Introduce the Model: Labels Projectable 1.1 (Writing Model)

Day 2T41Introduce the Focus Trait: Ideas Projectable: 1.5

Optional Weekly TestsObservation Checklist, Assessment p OC1 Writing Trait Scoring Rubric T69

Weekly Optional

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

I will use common nouns. I will use proper nouns. I will use possessive nouns.

Common Proper nounsPossessive

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

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

I will capitalize dates. I will capitalize names of people.

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

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

I will write end punctuation for sentences.

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



Phonemic awareness

WJWTW


I will label my drawing.

Label


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



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






Unit 1 Lesson 1 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 2PB: pp. 5-6

Day 3T51 Prewriting Projectable 1.9PB: p. 11

Day 4T61 Drafting Projectable 1,11PB: pp.12-13

Day 5T68-69 Revising and Proofreading Projectable 1.12PB: pp.32-33

Weekly Writing Prompt:Draw and write about playing with your pals.

Look back at the selection “What is a Pal?” Draw a picture and write a word that describes a pal. (reference Journeys writing rubric before Lesson 1 Focus Wall)



FocusTopic

RespondPeers


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

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








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


Unit 1: Lesson 2 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 3READING WORKSHOP: WHOLE GROUP LESSONS



EXAMPLESASSESSMENTS


Beginning SoundBlend Phonemes

ORAL VOCABULARY &

STRATEGIES

Word Cards : T108-T109

He, look, have, for, too, what

Weekly Plan T98-T99Day 1T104-110 DLBeginning SoundsBlend Phonemes

Day 2 T116-118 DLBeginning SoundsBlend Phonemes

Day 3T134-136 DLBeginning SoundsBlend Phonemes



Read Aloud

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

•I will speak single-syllable words.


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

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

initial medial final

single-syllable

WJWTW

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

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

Context cluesdetermine

TDC p. 46

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



BWL


Unit 1: Lesson 2 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 3“Susie and the Bandits”T106-T107CLLG: p.43PB: Vol. 1, p.15SB: pp. 34-35Instructional Routine16

Weekly TestsT162

2.2-2.5

CC.L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that).

I will use words and phrases I have learned. I will use conjunctions to show simple relationships

PhrasesConjunctions



Phonemic Awareness & Word Work/Phonics PhonicsWords with short i

Consonants r, h,/z/s, b, g

Phonogram-it

Day 1T110-T112T110 Words with Short I,Consonants r, h, /z/sInstructional Routine 2PB: Vol. 1, p.16Fluency:“Can It Fit?”T113(Unit 1 Decodable Reader)Reading FluentlyDay 2T118-T121Words with short i, Consonants r, h, /z/ sInstructional Routine 2PB: Vol. 1, p.17

Fluency:“ I Ran”T119(Unit 1 Decodable Reader)Reading FluentlyT120-T121 Words to Know

Day 3T136-T139T136 Words with Consonants b, gInstructional Routine 2PB: Vol. 1, p. 21Projectable 2.6

Fluency:

Weekly Tests T162

2.9-2.11

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


Syllable TRS p. 179

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



TRS Chapter 7




Unit 1: Lesson 2 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 3“Sid Pig”T139(Unit 1 Decodable Reader)Reading Fluently

Day 4T146-T147T146 Words with short i; r, h, /z/s, b, g

Fluency:“Pam”T147(Unit 1 Decodable Reader)Reading Fluently

Day 5T160Independent Reading


Skill: Understanding Characters

Strategy: Infer/Predict

Genre: Realistic Fiction/Science

Essential Question:

What clues tell you how a character

feels?

Main Selection“The Storm”Genre: Realistic Fiction

Day2 T120-T120 Introduce: Understanding Characters; Infer/PredictStrategy Projectable 2.2(Understanding Characters)SB: p. 38-49CLLG: p.43

Develop Comprehension: T126-131 Understanding CharactersProjectables 2.3a, 2.3bAL: Infer/Predict,

Day 3 T140-T141Deepen Comprehension: PB: Vol. 1, p. 22AL: Realistic

Weekly Tests T1632.6-2.8


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

I will ask questions about key details in a text. I will answer questions about key details in a text.

Key detailstext

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

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

I will retell a story with key details. I will demonstrate understanding of the central message or lesson of a story

Key detailsDemonstrate

understandingCentral

messagelesson

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

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

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

CharactersSettings

Major eventsKey details

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

CC. RL.1.4 Identify words and phrases in I will identify Identify Poetry: PTTP p. 47-54


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


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



Unit 1: Lesson 2 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 3stories or poems that suggest feelings or appeal to the senses.

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

PhraseSuggestAppealWordsSensespoem

Fiction/Science, Connection To“Storms!”T148-149;Genre: Information TextMC: T149SB: pp. 50-53 CLLG: p.43Connect to Science

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

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

CharactersSettingsEvents

Illustrationsdescribe

STW p. 141-142GR p. 154RWM


I will read prose and poetry for grade 1.

Prosepoetry




describekey ideas

details




Informational text

GRRWMSTW2


I will read grade level text correctly.I will read grade level text fluently. I will read grade level text with expression.

TextFluently

expression


CC.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.1.4c Use context to confirm or self-

I will use context to confirm or self-

ContextContext

RWMGR









Unit 1: Lesson 2 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 3correct word recognition and understanding, rereading as necessary.

correct. I will reread to confirm my understanding.

ConfirmSelf-correct

reread

STW2http://www.readingrockets.org/article/37053/

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

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

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

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


DiscussionTopic

TDC p. 88-89http://www.readingrockets.org/article/40008/

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

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


Topics text




Key detailstext


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

I will ask and answer questions to gather or clarify

AskQuestions

Gather

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





















Unit 1: Lesson 2 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 3understood. information from

a speaker.Clarify

InformationSpeaker

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


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

VisualDisplayclarify

PPW p. 60-66STW2 p. 31

Spelling SpellingShort I words

Spelling Words:If, is, him, rip, fit, pin

Weekly Plan T98-99Day 1T114 Pretest

Day 2T132 Word SortPB: Vol. 1, p, 18

Day 3T142 Segment Sounds PB: Vol. 1, p.23



Weekly TestsT158

Spelling Assessment

CC.L.1.2 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.


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

http://www.readworks.org/lessons/gradek-1-2/pronoun-reference




EXAMPLESASSESSMENTS


I will recognize the parts of a sentence

Capitalization words

Sentence ending

Punctuation


GrammarNouns

Weekly Plan T98-99Day 1T114Introduce Nouns

Day 2T132

Weekly TestsObservation Checklist, Assessment p. OC1

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

I will print all uppercase letters.

UppercaseLowercase

PPW p. 44-50http://www.meddybemps.com/













Unit 1: Lesson 2 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 3speaking.CC.L.1.1a Print all upper- and lowercase letters.

I will print all lowercase letters.

letterary/guide_and_archives.htmlIW p. 98-107

NounsProjectable 2.4

Day 3T142Projectable 2.8

Day 4T152Spiral Review: Complete Sentences“The Storm”

Day 5T158 –T159Weekly Review: Nouns AL: nouns

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

I will use common nouns. I will use proper nouns. I will use possessive nouns.

Common nounsProper nounsPossessive

nouns




Phonemic awareness

WJWTW

WritingCC.W.1.3 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, and provide some sense of closure.

I will write a narrative to recount two or more events. I will write a conclusion to my narrative. I will write a conclusion to my narrative.

SequencedNarrativeRecount DetailsEvents

Is That a Fact? p 187-209Small Moments

WritingNarrative

Focus TraitIdeas

Focus Captions

Weekly Plan T98-99Day 1T115 Introduce the Model: CaptionsProjectable 2.1(Writing Model)

Day 2T133 Introduce theFocus Trait:IdeasProjectable 2.5PB: pp.19-20

Writing Trait Scoring Rubric T161


Weekly Optional Weekly Writing Prompt:Draw and write about a storm you







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

Day 3T143 PrewritingProjectable 2.9PB: p. 25

Day 4T153 DraftingProjectable 2.11PB: pp. 26-27

Day 5T160-161Revising and Proofreading Projectable 2.12SB: pp. 56-57

AL: captions

saw.


I will respond to questions from peerswill focus on a topiwill respond to questions from peerwill respond to suggestions from pewill add details to improve my writing.will respond to suggestions from peers. I will focus on a topic. I will respond to questions from peers. I will respond to suggestions from peers. I will add details to improve my writing.will add details to improve my writing.

FocusTopic

RespondPeers



SMALL GROUP STANDARDS





Unit 1: Lesson 2 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 3Reading Standards: Foundational SkillsCC.RF.1.4 Read with sufficient accuracy and fluency to support comprehension.CC.RF.1.4a Read grade-level text with purpose and understanding. CC.RF.1.4b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. CC.RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.








EXAMPLESASSESSMENTS


Beginning soundsBlend Phonemes

FluencyPhrasing:

Punctuation


ORAL VOCABULARY &

STRATEGIES

Word Cards T200-201:

sing, do, they, find, funny, no

Weekly Plan T190-191Day 1T196-202 DLBeginning SoundsBlend Phonemes





AL: beginning sounds, phonemes

Read Aloud:Introduce Oral Vocabulary“Stone Stew”T198-199CLLG: p.45

Weekly TestsT254

3.9-3.12





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

initial medial final

single-syllable

WJWTW

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

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

Context cluesdetermine

TDC p. 46

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



BWL


I will use words and phrases I have learned.I will use conjunctions to show simple relationships.

PhrasesConjunctions






Unit 1: Lesson 3 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 4PB: Vol. 1, p.29SB: p. 29Instructional Routine 16

ORAL VOCABULARY:apartworriedsneakedcreptsnoutproud

Phonemic Awareness & Word Work/Phonics PhonicsWords with short o

Consonants l, xInflection -s

Day 1T18-T21T18 Words with short o, Consonants l, xInstructional Routine 2PB: Vol. 1, p.30

Fluency:“Lil and Max”T205(Unit 1 Decodable Reader)Reading FluentlyDay 2T202-T204T26 Words with short o, Consonants l, xInstructional Routine 2PB: Vol. 1, p.30

Fluency:“Did Dix Dog Do It”T211(Unit 1 Decodable Reader)Reading FluentlyT212-T213 Words to Know

Day 3T228-T231T228 Words with short o,Inflection -sInstructional Routine 2PB: Vol. 1, p. 35Projectable 3.6


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


syllable TRS p. 179

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

I will read words with inflectional endings (plural s, third person singular verb s,-ed, -ing). Ex: She gets what she wants. I will read words with inflectional endings (‘s, -en, - er, -est). Ex: The frog’s spots were brown.

Inflectional endings

WJWTW

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

I will recognize irregularly spelled words.I will read irregularly spelled words.

Recognizeirregularly TRS Chapter 7


Unit 1: Lesson 3 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 4Fluency:“Mad Fox and Lon Ox”T231(Unit 1 Decodable Reader)Reading FluentlyDay 4T238-T239T238 Words with short o,Short I; l, x

Fluency:“Is It Funny?”T239(Unit 1 Decodable Reader)Reading Fluently Day 5T248Independent Reading AL: inflection


Skill: Sequence of Events

Strategy: Monitor/Clarify

Genre: Fantasy/Informational Text: Social

Studies

Essential Question:Why is the order of

story events important?

Main Selection“Curious George at School”Genre: Fantasy

Day 2 T216-222 Introduce: Sequence of Events; Monitor/Clarify StrategyProjectable 3.2(Sequence of Events)SB: pp. 62-73CLLG: p.44

Develop Comprehension: T1218-223Projectables 3.3a, 3.3b, AL: event, sequence of events

Day 3 T232-T233Deepen Comprehension PB: Vol. 1, p. 36

AL: fantasy, sequence of events, monitor/clarify

Weekly Tests T2553.2-3.8, 3.13-3.15



I will ask questions about key details in a text.I will answer questions about key details in a text.

Key detailstext



I will retell a story with key details.I will demonstrate understanding of the central message or lesson of a story.

Key detailsDemonstrate

understandingCentral

messagelesson



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

CharactersSettings

Major eventsKey details

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

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

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

IdentifyPhrasesSuggestAppealWords

Poetry: PTTP p. 47-54







Unit 1: Lesson 3 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 4in stories that suggest feelings or appeal to the senses. I will identify words in poems that suggest feelings or appeal to the senses. I will identify phrases in poems that suggest feelings or appeal to the senses.

SensesPoem Connection To

“School Long Ago”T240-241Genre: Informational Text: SB: pp. 75-76MC: T241CLLG: p.45Connect to Social Studies

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

I will explain the differences between story books and informational books (fiction/nonfiction)

ExplainDifferencesStory booksInformational

fictionNonfiction

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



Prosepoetry



I will use the illustrations and details in a text.

DescribeKey ideas

details




Informational text


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

I will demonstrate understanding of the organization and basic features of print. I will recognize the parts of a sentence.

FeaturesOrganizationDemonstrateCapitalization

WordsSentences

Ending punctuation


Speaking and Listening StandardsCC.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.CC. SL.1.1a Follow agreed-upon rules for

I will follow our class rules when we are talking.

rules http://www.learningthroughlistening.org/SiteData/docs/evs-Language














Unit 1: Lesson 3 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 4discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

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

SpellingWords with short a

Spelling Words:Log, dot, top, hot, lot,

ax


Day 2T224 Word Sort

Weekly TestsT250

Spelling

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


Discussiontopic





topicstext




Key detailstext




AskQuestions

GatherClarify

InformationSpeaker


SpellingCC. L.1.2 Demonstrate command of the conventions of I will use correct irregular words WJ



















Unit 1: Lesson 3 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 4standard English capitalization, punctuation, and spelling when writing.CC.L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

spelling for words with common spelling patterns.

WTW PB: Vol. 1, p.32

Day 3T234 Segment Sounds

PB: Vol. 1, p.37



Assessment




EXAMPLESASSESSMENTS

GrammarCC. L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L1.2b Use end punctuation for sentence.


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

GrammarAction Verbs

Weekly Plan T190-191Day 1T206Introduce Action Verbs

Day 2T224Action VerbsProjectable 3.4

Day 3T234Action VerbsProjectable 3.8

Day 4T244Spiral Review: Statements“Curious George at

School”

Day 5T250-T251Weekly Review: Action

Verbs






Unit 1: Lesson 3 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 4SB. p. 42AL: action verbs

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

I will print all uppercase letters. I will print all lowercase letters.

Uppercaselowercase



I will capitalize dates. I will capitalize names of people.

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



PhonemicAwareness

WJWTW

WritingCC.W.1.3 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, and provide some sense of closure.

I will write a narrative to recount two or more events. I will write a conclusion to my narrative. I will write a conclusion to my narrative.

SequencedNarrativeRecount DetailsEvents


WritingSentences

Focus Trait Word Choices

FocusWord choices in

sentences

Weekly Plan T190-191Day 1T207 Introduce the Model:

Sentences Projectable 3.1(Writing Model)

Day 2T225 Introduce the Focus Trait: Word Choices

T225Projectable 3.5PB: pp.33-34

Day 3T235 Prewriting Projectable 3.9PB: p. 39

Day 4T245 Drafting Projectable 3.11PB: pp. 40-41


Weekly Optional Weekly Writing Prompt:Draw and write about things you do at school.

Draw a picture of your favorite activity at school. Write a sentence telling what you like about it. (reference Journeys writing rubric before Lesson 3 Focus Wall)








Unit 1: Lesson 3 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 4Day 5T252-T253 Revising and

Proofreading Projectable 3.12SB: pp. 80-81









EXAMPLESASSESSMENTS


Beginning soundsBlend phonemes

FluencyIntonation


ORAL VOCABULARY &

STRATEGIES

Word Cards T292-293: my, here, who, all,does, me



Day 3T 320-322 DLBeginning SoundsBlend Phonemes

Day 4T 330-332 DLBeginning SoundsBlend Phonemes


AL: phonogram

Read Aloud: Introduce Oral Vocabulary“Painting Word Pictures”T290-T291CLLG: p.47

PB: Vol. 1, p. 43SB: pp. 82-83

Instructional Routine 16

Weekly TestsT348

4.2-4.4



syllable TRS p. 181-183

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

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

InitialMedial

final soundsSingle-syllable

WJWTW

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


Real-life connections

BWL



ORAL VOCABULARY:canvas

importantrhythm

combinationrow

easeCC.L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that).


PhrasesConjunctions



Phonemic Awareness & Word Work/Phonics Phonics Words with

short e; Consonants y,

w, k, v, j Phonogram -et

Day 1T294-T295T294 Words with short e, Consonants y, wInstructional Routine 2PB: Vol. 1, p.44

Fluency:“Pals”T297(Unit 1 Decodable Reader)Reading Fluently

Day 2T302-T303T302 Words with short e, Consonants y, wInstructional Routine 2PB: Vol. 1, p.45

Fluency:“Ned”T303(Unit 1 Decodable Reader)Reading FluentlyT304-T305 Words to Know

Weekly Tests T348

4.9-4.11



syllable TRS p. 179



RecognizeIrregularly

TRS Chapter 7




Unit 1: Lesson 4 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 5Day 3T322-T325T322 Words with Short e,Consonants k, v, jInstructional Routine 2PB: Vol. 1, p. 49Projectable 4.6

Fluency:“Ken and Vic”T326(Unit 1 Decodable Reader)Reading Fluently

Day 4T332-T333T332 Words with short e; and o; y, w, k, v, j

Fluency:“My Pets”T333(Unit 1 Decodable Reader)Reading Fluently

Day 5T342

Independent Reading AL: phonogram


Skill: Text and graphic features

Strategy: Question

Genre:

Main Selection“Lucia’s Neighborhood”Genre: Informational Text

Day 2 T308-T317 Introduce: Text and

Weekly Tests T349

4.5--4.8

Optional Unit


I will retell a story with key details. I will demonstrate understanding of the central message or lesson of a story.

RetellKey details

UnderstandingCentral

messagelesson





Unit 1: Lesson 4 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 5Informational Text/

Fable

Essential Question:

What information do words and pictures give?

graphic features; Question StrategyProjectable 4.2(Text and Graphic feature)SB: pp. 86-99CLLG: p.46

Develop Comprehension T310-T317Projectables 4.3a, 4.3b, 4,3c, AL: Text and graphic features

Day 3: T326-327 Deepen Comprehension:PB: Vol. 1, p.50 Projectables 4.7AL: author, caption, graphic features, text features, title

Connection To“City Mouse and Country Mouse”T334-T335Genre: FableMC: T335SB: pp. 101-102CLLG: p. 47Connect To Traditional Tales

Assessment: Benchmark and Unit Test Unit 1(Arkansas Benchmark and Unit Test)

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

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

identify http://www.readingrockets.org/article/35693

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

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


Details STW2 p. 171-177RWMGR p. 79



IdentifyMain topic

RetellKey details

Text

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

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

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

DescribeConnections

EventsIdeasText

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

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

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

Text featuresLocate

Key facts

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



PicturesIllustrations

Text

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



DescribeKey Ideas

details




Informational Texts

GRRWMSTW2

CC. RF.1.1 Demonstrate understanding of the organization and basic features of printCC. RF.1.1a Recognize the distinguishing

I will demonstrate understanding of the

FeaturesOrganization







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




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

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








Unit 1: Lesson 4 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 5features of a sentence (e.g., first word, capitalization, ending punctuation).

organization and basic features of print. I will recognize the parts of a sentence.

demonstrateCapitalization

Ending punctuation

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

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


TextfluentlyExpression


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

I will participate in conversations with peers and adults about grade one topics. I will participate in conversations with peers and adults about grade one text. I will follow our class rules when we are talking,

ParticipateTopic

Conversationspeersrules




Discussiontopic



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


Topicstexts



















SpellingWords with short e

Spelling, yet, web, pen, wet, leg, hen


Day 2T318 Word SortPB: Vol. 1, p.46




Weekly TestsT344

Spelling Assessment



Key detailstexts




AskQuestions

GatherClarify

InformationSpeaker


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






EXAMPLESASSESSMENTS


I will recognize the parts of a sentence

capitalization words

sentence ending

punctuation


GrammarAdjectives

Weekly Plan T282-283Day 1T298Introduce Adjectives












Unit 1: Lesson 4 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 5Projectable 4.1

Day 2T318Adjectives for SizeProjectable 4.4PB: Vol.1, p.47-48

Day 3T328Adjectives for ShapeProjectable 4.8PB: Vol.1, p.52

Day 4T338Spiral Review: Complete SentencesProjectable 4.9PB: Vol.1, p.54-55“Lucia Neighborhood”

Day 5T344-T345Weekly Review: AdjectivesSB: p. 105PB: Vol. 1 p.55AL: adjectives

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


UppercaseLowercase


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

I will use adjectives in my writing.

adjective PPW p. 100-107


I will capitalize dates. I will capitalize names of people..

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

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





phonemic awareness

WJWTW

WritingCC.W.1.3 Write narratives in which they recount two or more appropriately sequenced

I will write a narrative to recount

SequencedNarrative


WritingNarrative

Weekly Plan T282-283Day 1












Unit 1: Lesson 4 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 5events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

two or more events. I will write details about what happened. I will use temporal words. I will write a conclusion to my narrative.

RecountDetailsevents Focus Trait

Word Choice

Focus Word Choice

T299 Introduce the Model: Sentences Projectable 4.1(Writing Model)

Day 2T319 Introduce the Focus Trait: Word Choice Projectable .545PB: Vol. 1, pp.47-48

Day 3T329 Prewriting PB: Vol. 1, p. 52

Day 4T339 Drafting Projectable 4.9PB: Vol. 1, pp. 53-54

Day 5T346-T347 Revising and Proofreading Projectable 5.11PB: Vol. 1, p. 106

Weekly Optional Weekly Writing Prompt:Draw a map of your neighborhood and label at least three places.

Draw a picture and write a sentence that tells something you learned from reading “Lucia’s Neighborhood.” (reference Journeys writing rubric before Lesson 4 Focus Wall)



FocusTopic

RespondPeers

Suggestionsdetails

improve


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

I will recall information from experiences to answer a question. I will gather information from sources to answer a question.

Recallgather

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



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











EXAMPLESASSESSMENTS


Final soundSegment Phonemes

FluencyAccuracy: Self-

Correct


ORAL VOCABULARY &

STRATEGIES

Word Cards 386-387:

Many, friend, full, pull, hold, good





Day 5T434-435 DL Beginning SoundsBlend Phonemes

AL: segment phonemes

Read Aloud: Introduce Oral Vocabulary

Weekly TestsT442

5.2-5.4






InitialMedial


WJWTW

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

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

SegmentSyllable

individual

TRS Chapter 6 and Chapter 7

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



BWL


Unit 1: Lesson 5 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 6“Training Around the Town”T384-T385CLLG: p. 49PB: Vol.1 p.43SB: pp.82-83Instructional Routine 16

ORAL VOCABULARY:subwaysspacealleysferrydashsealed



PhrasesConjunctions


Phonemic Awareness & Word Work/Phonics PhonicsWords with short

uConsonant quConsonant z

Day 1T388-T390T388 Words with short u, Consonants qu, zInstructional Routine 2PB: Vol. 1, p.57

Fluency:“Fun in the Sun”T391(Unit 1 Decodable Reader)Reading FluentlyDay 2T396-T399T26 Words with short u,Instructional Routine 2PB: Vol. 1, p.58

Fluency:“Yams! Yum!”T397(Unit 1 Decodable Reader)Reading FluentlyT398-T399 Words to Know

Day 3T416-T419T416 Words with


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


syllable TRS p. 179

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



TRS Chapter 7


Unit 1: Lesson 5 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 6Consonants qu, zInstructional Routine 2PB: Vol. 1, p. 62Projectable 5.6

Fluency:“Fun, Fun, Fun!”T419(Unit 1 Decodable Reader)Reading Fluently

Day 4T426-427T54 Words with short a; n, d, p, f’

Fluency:“Fan, Fan, Fan”T55(Unit 1 Decodable Reader)Reading Fluently

Day 5T436

Independent ReadingAL: consonant


Skill: Story Structure

Strategy: Analyze/ Evaluate

Genre: Fantasy/Informational

Text

Essential Question:

How does the setting make a

Main Selection“Gus Takes the Train”Genre: Fantasy

Day 2 T402-411 Introduce: Analyze/EvaluateStrategyProjectable 5.2SB: pp. 112-125CLLG: p.48AL: characters, events, settingDevelop Comprehension: T404-409Projectables 5.3a, 5.3b, 5.3c





Key detailstext




Key detailsdemonstrate

UnderstandingCentral –message

lesson



I will describe characters in a story.

CharactersSetting

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







Unit 1: Lesson 5 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 6 I will describe settings in a story. *I will describe major events in a story using key details.

Major EventsKey Details

story interesting?Day 3 T420-T421Deepen Comprehension: PB: Vol. 1, p.63Projectable 5.7AL: characters, events, setting

Connection To“City Zoo”T428-T429Genre: Informational TextT428; MC: T429SB: pp.126-129CLLG: p.49Connect to Social Studies

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

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

IdentifyPhrasesSuggestAppealWordsSensespoem


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

I will explain the differences between story books and informational books (fiction/ nonfiction)

ExplainDifferencesStory booksInformational

Fictionnonfiction


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


CharactersSettingsEvents

IllustrationsDescribe

STW p. 141-142GR p. 154RWM



ProsePoetry


CC. RI.1.7 Use the illustrations and details in I will use the Describe RWM p. 91-92August 19, 2012 Quarter 1—p. 43





Unit 1: Lesson 5 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 6a text to describe its key ideas. illustrations and

details in a text to describe its key ideas

Key Ideasdetails

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

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

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

Points Text

SupportReasonsIdentifyAuthor

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



Informational Texts


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

I will read accurately and fluently to comprehend. I will read grade-level text,

AccuratelyFluently

Comprehendtext

TDCSTW2ALGR

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

•I will read grade level text correctly. •I will read grade level text fluently. •I will read grade level text with expression.

Textfluently

Expression


CC.RF.1.4 Read with sufficient accuracy and fluency to support comprehension. CC.RF.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

I will use context to confirm or self-correct. I will reread to confirm my understanding.

ContextConfirm

Self-correctreread

RWMGRSTW2http://www.readingrockets.org/article/37053/

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

I will participate in conversations with peers and adults about grade one text. I will follow our class rules when we are talking.

ParticipateTopic

conversationspeers rules




















Discussiontopic





Topicstexts




Key detailstexts


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

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

Ask Answergather


CC.SL.1.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)

I will speak in complete sentences. I will write in complete sentences.

Completesentences

PPW p. 67-71

Spelling Spelling Weekly TestsAugust 19, 2012 Quarter 1—p. 45















Unit 1: Lesson 5 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 6Words with short u

Spelling Words:Up, bug, mud, nut,

hug, tub


Day 2T412 Word SortPB: Vol.1, p. 59




T438

Spelling Assessment



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





EXAMPLESASSESSMENTS

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


FeaturesOrganizationdemonstrateCapitalization

Ending punctuation


GrammarAdjectives

Weekly Plan T376-377Day 1T392Introduce Adjectives

Day 2











Unit 1: Lesson 5 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 6T412Adjectives for ColorProjectable 5.4PB: Vol. 1, pp.60-61

Day 3T422Adjectives for NumberProjectable 5.9PB: Vol. 1, p.65

Day 4T432Spiral Review: PronounsPB: Vol. 1, pp.66-67

Day 5T438-439Weekly Review: AdjectivesSB: pp.130-131PB: Vol., 1 p.68

AL: adjectives

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


Uppercaselowercase PPW p. 44-50

http://www.meddybemps.com/letterary/guide_and_archives.htmlIW p. 98-107

CC.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CC. L.1.1d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).

I will use personal pronouns. I will use possessive pronouns. I will use indefinite pronouns (I, me, my, they, them, their, anyone, everything)

PronounsPersonal

Possessiveindefinite



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

I will use adjectives in my writing.

adjectives PPW p. 100-107




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





phonemic awareness

WJWTW

Writing

















Unit 1: Lesson 5 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 6CC.W.1.3 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, and provide some sense of closure.

I will write a narrative to recount two or more events. I will write details about what happened. I will use temporal words. I will write a conclusion to my narrative.

SequencedNarrativeRecountDetailsevents


WritingNarrative

Focus TraitIdeas

FocusClass Story

Weekly Plan T376-377Day 1T393 Introduce the Model: PrewritingProjectable 5.1(Writing Model)

Day 2T413 Introduce the Focus Trait: Ideas Projectable 5.5PB: pp. 60-61

Day 3T423 Prewriting Projectable 5.5PB: Vol. 1, p.65


Day 5T440- T441 Revising and Proofreading Projectable 5.11PB: Vol. 1, pp.132-133

AL: narrative


Optional Weekly Writing Prompt:Draw and write about your favorite animal.

Draw a picture and write a sentence that tells about a time you met a new friend. (reference Journeys writing rubric before Lesson 5 Focus Wall)

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

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

digital toolspublishproduce

PPW p 204-208

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

I will participate in shared research and writing projects

research project

sequence instructions

topic


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


Recallgather
















READING WORKSHOP: WHOLE GROUP LESSONS



EXAMPLESASSESSMENTS

Daily Language/Vocabulary Phonemic AwarenessFinal Sounds

Segment Phonemes

FluencyRead with Expression


ORAL VOCABULARY &

STRATEGIES

Word Cards 16-17:Come, said, call, hear, away, every

Weekly Plan T6-7Day 1T12-t18 DLBeginning SoundsBlend Phonemes


Day 3T44-T46 DLBeginning SoundsBlend PhonemesDay 4T54-56 DLBeginning SoundsBlend Phonemes


AL: segment, phonemes

Read Aloud: Introduce Oral Vocabulary“Night of the Wolf”T14 -T15CLLG: p.51PB: Vol.1, p. 69SB: pp.10-11

Weekly TestsT72

6.2-6.4

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



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


InitialMedial


WJWTW

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

I will segment one syllable words into their individual sound.

SegmentSyllable

individual


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

I will sort words into categories.

Conceptcategory

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

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

I will define words. I will sort words in categories.

DefineCategories

sort

BWL





ORAL VOCABULARY:figuretossedclangfaultplentyjumbled

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



BWL



PhrasesConjunctions



Phonemic Awareness & Word Work/Phonics PhonicsReview words with short aDouble final

consonants and ck

Phonogram-ack

Day 1T18-T20T18 Words with short a, Double Final Consonants,and ckInstructional Routine 3PB: Vol. 1, p.2

Fluency:“Ann Packs”T21(Unit 2 Decodable Reader)Reading Fluently

Day 2T26-T29T26 Words with short a, Double Final Consonants, and ckInstructional Routine 3PB: Vol. 1, p.71

Fluency:“Tess and Jack”T27(Unit 1 Decodable Reader)Reading FluentlyT28-T29 Words to Know

Weekly Tests T72

6.8-6.10

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

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

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

diagraphs WJWTW


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


syllable TRS p. 179


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



TRS Chapter 7




Unit 1: Lesson 6 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 7Day 3T46-T49T46 Words with Short a Final Consonants, and ckInstructional Routine 3PB: Vol. 1, p. 75Projectable 6.6

Fluency:“A Duck in Mud”T49(Unit 2 Decodable Reader)Reading Fluently

Day 4T56-T57T56 Review short a; Double Final Consonants, ck, and short u

Fluency:“Ducks Quack”T57(Unit 2 Decodable Reader)Reading Fluently

Day 5T66Independent ReadingAL: consonant


Skill: Understanding

Characters

Strategy: Summarize

Genre: Fable/ Fairy tale

Main Selection“Jack and the Wolf”Genre: Fable

Day 2 T32-T41 Introduce: Understanding character; Summarize Strategy Projectable 6.2(characters)SB: pp. 14-29





Key detailsdemonstrate

UnderstandingCentral- message

lesson



I will describe characters in a story. I will describe settings in a story. *I will describe

CharactersSetting

Major EventsKey Details

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




Unit 1: Lesson 6 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 7major events in a story using key details.

Essential Question:

What lessons can you learn form

story characters?

CLLG: p.50

Develop Comprehension: T34-40Projectables 6.3a, 6.3b, 6.3AL: character, summarize

Day 3 : T50-51Deepen Comprehension: Projectable 6.7PB: Vol. 1, p. 76AL: fable, understanding character, summarize

Connection To“The Three Little Pigs”T58-59;Genre: Fairy TaleMC: T59SB: pp. 31-33CLLG: p.51Connect to Traditional Tale

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



CharactersSettingEvents

STW p. 141-142GR p. 154RWM

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

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


CharactersSettingEvents

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



ProsePoetry


CC.RF.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. CC.RF.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.


TextFluently

Expression


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

I will participate in conversations with peers and adults about grade one text. I will follow our class rules when we are talking.

ParticipateTopic



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


Discussiontopic

TDC p. 88-89http://www.readingrockets.org/article/40008/http://www.readwritethink.org/

















Unit 1: Lesson 6 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 7others through multiple exchanges. professional-development/

strategy-guides/using-think-pair-share-30626.html#strategy-practice

SpellingWord with short a

Spelling Words:


Weekly TestsT68

Spelling



Topicstext




Key detailstext




Ask Answergather



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

VisualDisplayClarify

PPW p. 60-66STW2 p. 31

CC.SL.1.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.)

I will speak in complete sentences. I will write in complete sentences.

Completesentences

PPW p. 67-71

Spelling













Unit 1: Lesson 6 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 7An, bad, can, had, cat, ran, add, pass





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






EXAMPLESASSESSMENTS

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

CC.L.1.1a Print all upper- and lowercase letters.


Uppercaselowercase


GrammarComplete Sentences

Weekly Plan T6-7Day 1T22Introduce Complete Sentences

Day 2T42Complete SentenceProjectable 6.4

Day 3T52 Complete SentencesProjectable 6.8

Day 4T62Spiral Review: Nouns


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

I will produce simple declarative sentences in response to prompts. I will produce simple interrogative sentences in response to prompts. I will produce simple imperative sentences in response to prompts. I will produce simple exclamatory sentences in response to prompts.

DeclarativeInterrogativeImperative

ExclamatorySimple

sentences

It That a Fact?Interactive WritingAppendix C





Unit 1: Lesson 6 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 7Day 5T68-69Weekly ReviewComplete SentencesSB: pp.34-35

AL: complete sentences



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






phonemic awareness

WJWTW


I will write facts about a topic. I will write a conclusion.

FactsExplain

conclusion

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

WritingInformative/

Explanatory Texts

Focus TraitIdeas

FocusSentences

Weekly Plan T282-283Day 1T23 Introduce the Model: Sentences That DescribeProjectable 6.1(Writing Model)

Day 2T43 Introduce the Focus Trait: Ideas Projectable 6.5PB: Vol. 1, pp.73-74

Day 3T53 Prewriting Projectable 6.9PB: Vol. 1, p. 79


Day 5T79 Revising and Proofreading Projectable 6.12


Optional Weekly Writing Prompt:Draw and write about one character from your favorite fairy tale or fable.

Draw a picture and write a sentence that tells why you think “Jack and the Wolf” is or is not a good title for the story. (reference Journeys writing rubric before Lesson 6 Focus Wall)


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










AL: descriptive writing, ideas

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


Recallgather




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









EXAMPLESASSESSMENTS


Segment Phonemes

FluencyPhrasing


ORAL VOCABULARY &

STRATEGIES

Word Cards 110-111:

Of, how, make, some, why, animals

Weekly Plan T100-101Day 1T106-112 DLBeginning SoundsBlend Phonemes Day 2T118-120 DLBeginning SoundsBlend PhonemesDay 3T138140 DLBeginning SoundsBlend PhonemesDay 4T148-150 DLBeginning SoundsBlend PhonemesDay 5T158-161 DLBeginning SoundsBlend Phonemes

AL: segment, phonemes

Read Aloud“Prairie Dogs”T108-109CLLG: p.53PB: Vol.1, p.SB: pp.10-11Instructional Routine 16

ORAL VOCABULARY:

farawayvillagecrispsmudgepeeked

Weekly TestsT167

7.2-7.4

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



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


InitialMedial


WJWTW

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

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

SegmentSyllable

individual


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


Real-life Connections

BWL

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

I will use words and phrases I have learned. I will use conjunctions to show

PhrasesConjunctions






Unit 1: Lesson 8 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 9Nibblet because she nibbles too much because she likes that.)

simple relationships. edges

Phonemic Awareness & Word Work/Phonics PhonicsWords with short i

Clusters with rPhonogram

-ip

Day 1T112-T114T112 Words with short i, Consonants and Clusters with rInstructional Routine 3PB: Vol. 1, p.84

Fluency:“Brad and Cris”T115(Unit 2 Decodable Reader)Reading Fluently

Day 2T120-T29T26 Words with short I and Clusters with rInstructional Routine 3PB: Vol. 1, p.84

Fluency:“What Did Dad Get?”T121(Unit 1 Decodable Reader)Reading FluentlyT122-T123 Words to Know

Day 3T140-T143T140 Words with Short iand Clusters with rInstructional Routine 3PB: Vol. 1, p. 89Projectable 7.6

Fluency:“Crabs”T143(Unit 2 Decodable Reader)

Weekly Tests T166

7.9-7.11


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


syllable TRS p. 179


Unit 1: Lesson 8 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 9Reading Fluently

Day 4T150-T251T150 Review Short I, Clusters with r, and Short a

Fluency:“The Big Job”T151(Unit 1 Decodable Reader)Reading Fluently Day 5T160Independent Reading

AL: clusters. phonogramCC.RF.1.3g Recognize and read grade-appropriate irregularly spelled words.



TRS Chapter 7


Skill: Details

Strategy: Infer/ Predict

Genre: Informational text/Informational Text:

Science

Essential Question:

How do animals communicate?

Main Selection“How Animals Communicate”Genre: Informational text

Day 2 T124-135Introduce: Details; Infer/Predict StrategyProjectable 7.2SB: p. 42-57CLLG: p.52

Develop Comprehension: T128-135Projectables 7.3a, 7.3b, 7.3c, AL: details, infer/ predict



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


Key detailtext




IdentifyMain topic

informationalKey details

Text




AskQuestions

Wordsphrases

Text








Unit 1: Lesson 8 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 9Day 3 T144-T145Deepen Comprehension PB: Vol. 1, p. 90Projectable 7.7AL: informational text, details, infer/ predict

Connection To“Insect Messages”T152-153;Genre: Informational TextMC: T153SB: pp. 58-61CLLG: 52Connect to Science

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

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

Text featuresLocate

Key facts




Picturesillustrations

Text




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

DescribeKey Ideas

details

STW p. 141-142GR p. 154RWM

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

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

Points Text

SupportReasonsIdentifyAuthor


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

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

Identify SimilaritiesDifferences

text




Informational Texts


CC.RF.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

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


Text fluently

Expression


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

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

ParticipateTopic


http://www.learningthroughlistening.org/SiteData/docs/evs-Language%20for%20Social%20Interaction%20Checklist/a587da1b85b8971ac6aa09573




















Unit 1: Lesson 8 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 9texts under discussion). conversations with

peers and adults about grade one text. I will follow our class rules when we are talking.

276120b/evs-Language%20for%20Social%20Interaction%20Checklist.pdf



Discussiontopic



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


Topics text




Key detailstext




Ask Answergather


Spelling Spelling Weekly Tests


















Unit 1: Lesson 8 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 9Words with short i

Spelling Words:In, will, did, sit, six,

big, trip, grin






T162

Spelling Assessment



Irregular wordsWJWTW




EXAMPLESASSESSMENTS

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


FeaturesOrganizationdemonstrateCapitalization

Ending punctuation


GrammarSentence Parts

Weekly Plan T100-101Day 1T116Introduce Sentence Parts

Day 2T136Parts of a SentenceProjectable 7.4







Day 3T146Parts of a SentenceProjectable 7.8

Day 4T156Spiral Review: Nouns for Places and Things“How Animals Communicate”Projectable 7.11

Day 5T162-T163Weekly Review: Sentence PartsSB: pp.62-63AL: sentence parts

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


Uppercaselowercase


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

I will produce simple declarative sentences in response to prompts. I will produce simple interrogative sentences in response to prompts. I will produce simple imperative sentences in response to prompts. I will produce simple exclamatory sentences in responses to prompts.

DeclarativeInterrogativeImperative

ExclamatorySimple

sentences


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











Unit 1: Lesson 8 FORT SMITH SCHOOLS – Grade 1 Curriculum: Literacy & Integrated Content WEEK 9CC.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CC.L.1.2a Capitalize dates and names of people.








phonemic awareness

WJWTW


I will write facts about a topic. I will write a conclusion.

FactsExplain

conclusion

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

WritingInformative/

Explanatory Texts

Focus Trait Word choice

FocusPoetry

Weekly Plan T100-101Day 1T117 Introduce the Model: Sentences That DescribeProjectable 7.1(Writing Model)

Day 2T137 Introduce the Focus Trait: Sentence Fluency Projectable 7.5PB: Vol. 1, pp.87-88

Day 3T147 Prewriting Projectable 7.9PB: Vol. 1, p. 93


Day 5T164-T165 Revising and Proofreading Projectable 7.12SB: pp. 64-65


Optional Weekly Writing Prompt:Draw and write about an animal you have recently read about.

Draw a picture and write a sentence that tells why you think the author wrote “How Animals Communicate.” (reference Journeys writing rubric before Lesson 7 Focus Wall)












AL: poetrySMALL GROUP STANDARDS

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





Documents

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