1st grade curriculum map: literacy & integrated content 1st grade q3.pdf · 1st grade...

1st Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 LLG=HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide SB=Student Book SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS HMH= Houghton Mifflin Harcourt TE=Teacher’s Edition VR=Vocabulary Reader LRSD Elementary Literacy Department 1st Grade Curriculum: Literacy & Integrated Content Revised 2017

1

READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

REVIEW REVIEW

Anchor Lesson No Anchor Lesson this Week Review Skills and Strategies Take time to review rituals and routines for your classroom. You may use this opportunity to make connections to rules and citizenship. Order Arkansas Activity Books for Arkansas History Lessons later in the semester.

SOCIAL STUDIES


H 12.1.2 Create timelines to sequence family or school events using chronological terms H 13.1.5 Formulate questions that relate to a family member, family event, or family tradition

Focus: Families Working Together Essential Questions: How do families learn, grow, and help one another? Guiding Questions: 1.How do families depend on each other? 2. What happens when families work together? 3. How does my family celebrate?

Have students share how they celebrate different holidays/important events as a family. Discuss various traditions in each family. TCM Exploring Social Studies Arkansas Edition Student Handbook “A Family Tradition” (p. 55)

TCM Primary Sources Families Then and Now Families Work Together Lesson (pp. 56-63)

Part A: The Photograph Card Part B: The Facsimile “Family Responsibilities” (p. 61) “Family Rules” (p. 62) Discuss how families work together in the classroom and school.

WORD STUDY


REVIEW VOCABULARY SOCIAL STUDIES: family, celebration, custom, tradition

NO New Vocabulary Lessons This Week Review Skills and Strategies

SPELLING/ENCODING REVIEW

SPELLING/ENCODING REVIEW

No Spelling Lessons This Week Review Skills and Strategies

https://www.sos.arkansas.gov/education/classroom-presentations/ordering-information

https://drive.google.com/open?id=0BygUCc8vNmjcSktMWXhSTEYzRVU


https://drive.google.com/file/d/0BygUCc8vNmjcVU1jUDd0VHBwY1E/view

https://drive.google.com/file/d/0BygUCc8vNmjcVU1jUDd0VHBwY1E/view

https://drive.google.com/open?id=0BygUCc8vNmjcYjRZS1BhWkY4REU

https://drive.google.com/open?id=0BygUCc8vNmjcYjRZS1BhWkY4REU

https://drive.google.com/open?id=0BygUCc8vNmjcbVo0UUZpQmk4V2c

https://drive.google.com/open?id=0BygUCc8vNmjcclRZazdqV2NuZGs

https://drive.google.com/open?id=0BygUCc8vNmjcclRZazdqV2NuZGs



WRITING WORKSHOP


GRAMMAR Review

SKILL Review

No New Grammar Lessons This Week Review Skills and Strategies

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 SUW 9-1 pp. 365-366 Persuasive writing Use Tools 9-1a & Writing Prompt CD-persuading. U3L15 TE: T480-T481 Revising & Proofreading

Have students tell what holiday tradition is their favorite and give a reason why.



READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING Lesson 15


1RI3 Describe the connection between 2 individuals, events, ideas, or pieces of information in a text. 1RI2 Identify the main topic & retell key details of a text. 1RI4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. 1RF4a Read on-level text with purpose & understanding. 1RF4b Read grade-level text orally with accuracy, appropriate rate, & expression. 1SL1 Participate in collaborative conversations with diverse partners about 1 topics and texts with peers and adults in small and larger groups. 1SL1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics & texts under discussion). 1SL2 Ask & answer questions about key details in a text read aloud or information presented orally or through other media.

COMPREHENSION/FLUENCY SKILL: Compare and Contrast STRATEGY: Monitor and Clarify FLUENCY: Intonation GENRE: Informational Text

Anchor Lesson Compare and Contrast LLG p. 214 UNIT 3 Lesson 15 Animal Groups, Read aloud from HMH Lesson 15 SB pp. 164-183, TE T426-T439 U3L15 Read to Connect T468-T469 U3L15 TE: T446-T447 HMH The Dancing Wolves U3L15 LLG p. 215, T418-T419 Oral Vocabulary Development SUW 1-30 p. 43-44, LLG144-145 Using graphic organizers Use Tool 1-30f LLG p. 108; p.254 Informational Text EXT Unit 3, pp. C4-C5 “Compare & Contrast Texts” TCM Exploring Social Studies Arkansas Student Handbook

“A Great Man” (p. 51) Classroom Library—Biographies and informational text on famous Americans.

SOCIAL STUDIES






Lesson 15


H.12.1.4 Retell stories of historical events, American legends, and people who played a role in history H.12.1.5 Explain the significance of national holidays and the achievement of people associated with them

Unit: Famous People/Holidays Essential Question(s): How do we honor famous Americans? Guiding Question(s): 1. How do the stories we read help us understand people who make a difference? 2. Which famous Americans helped shape our country and what impact do they have on our world, state, or community? 3. What can we learn about famous people from biographies? 4. How do we honor famous Americans? Focus: Biographies –Famous Americans

ReadWorks Biography Unit 3 Lessons www.readworks.com Genre Studies (Lessons and Units) Lesson 1 Historical Period--If available, you can use the book in the lesson. However, any biography will work. Let’s Read About-- Rosa Parks (Scholastic First Biographies) BEFORE READING: Share a variety of biographies from the classroom library on famous Americans. Tell students that biographies are true stories about a real person. One characteristic of a biography is that it takes place during a real time in history. Begin a chart “Characteristics of Biographies” and add this to the chart. Tell students that they will add to the chart over the next few weeks. Tell students that they are going to be reading biographies about people who have made a difference over the next few weeks. DURING READING: As you read the chosen biography, have students look for explicit clues about the time period when the story took place and identifying situations or things that are different than they are now. AFTER READING: Have students choose a biography and look for clues about the time period when the story took place and things that are different than they are now. Work in pairs and discuss together.

https://drive.google.com/file/d/0B2OxYfyPmeqgOGNremtwT0FvU1E/view?usp=sharing


http://www.readworks.com/



WORD STUDY Lesson 15


1L4c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). 1L5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. 1L5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).

VOCABULARY STRATEGY: Suffixes –er, -est ACADEMIC: suffix SOCIAL STUDIES: holiday, famous person, hero, biography, significant, event, contribution, Dr. Martin Luther King, Jr.

U3L15 T Vocabulary Strategies: Suffixes –er & -est TE pp. T470-471, T504-T507 Daily High Frequency TE pp. T417, T443, T453, T465, T475 Social Studies: Use one of the following SUW Lessons Tools to define Famous Person: Word Map B3-7b B3-7c B3-7d B3-7e B3-7f Word Concept Map B3-8a B3-8b The Word Worm B3-7a Sentence Writing B3-6a B3-6b Use to reinforce how to write a meaningful sentence with a vocabulary word.

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

SPELLING/ENCODING Vowel pairs oa, ow Phonograms –ow, -oat Contractions ‘ve, ‘re

U4L19 will last 2 weeks LLG pp.92-93 Word Study T322-T323, T350, T362, T366 Daily Phonemic Awareness T319, T343, T353, T365, T375 Contractions T354-T355, T394, T402

WRITING WORKSHOP Lesson 15


GRAMMAR 1L1c Use singular & plural nouns with matching verbs in basic sentences. 1L1i Use frequently occurring prepositions.

SKILL The verb “be”

U3L15 TE: T440, T450, T462, T478 The Verb be U3L15 TE: T472 Spiral Review: Articles/Demonstratives

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.


SUW LESSONS & TOOLS SUW 9-1 pp. 365-366 Persuasive writing Use Tools 9-1a & Writing Prompt CD-persuading. U3L15 TE: T480-T481 Revising & Proofreading

WRITING PROMPT Complete this statement: Martin Luther King, Jr most important contribution to our country was ______. Provide evidence to support your opinion.



1W5 With guidance & support from adults, focus on a topic, respond to questions & suggestions from peers, & add details to strengthen writing as needed.



1RL1Ask and answer questions about key details in a text. 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 1RL7Use illustrations and details in a story to describe its characters, setting, or events.

COMPREHENSION/FLUENCY Skill: Main and Idea Strategy: Question Fluency: Stress Genre: Informational Text/Biography

Anchor Lesson Main Idea LLG p. 216 UNIT 4 Lesson 16 Let’s go to the Moon, Read Aloud from HMH Lesson 16 U4L16 TE T22-T37 & SB p.12-35 U4L16 Read to Connect T66-T67 HMH One Giant Leap Read Aloud T14-T15 LLG p. 217 LLG pp.146-147 Oral Vocabulary Development Café p. 165 Ready Reference Form U4L16 TE p. T55 Stress LLG p. 254 Martin Luther King, Jr. ReadWorks- Use this article and other readings on famous Americans to reinforce this week’s skill lesson.

SOCIAL STUDIES Lesson 16



Unit: Famous People/Holidays Essential Question(s): Can an individual make a difference? Guiding Question(s): 1.How do we learn about people that have made a difference in our community, state, or country?

ReadWorks Biography Unit 3 Lessons www.readworks.com Genre Studies (Lessons and Units) Use Lesson 2 Chronological Order—Use a biography on Martin Luther King, Jr. to teach this lesson. Bookflix--Central Arkansas Library (CALS). You will need a library card number to access. Martin Luther

Journal Writing: Complete this statement: Martin Luther King, Jr make a difference in our country. Provide facts to support this statement.

https://drive.google.com/open?id=0B2OxYfyPmeqgajVaWUhLMmhQWVE






H13.1.1 Compare different accounts of the same historical event H13.1.3 Draw conclusions about family or school life in the past using historical records and artifacts CC1RI3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

2. Which famous Americans helped shape our country and what impact do they have on our world, state, or community? 3. Why is it important to read more than one account of a person’s life? 4. Why and how do we honor Dr. Martin Luther King, Jr.? Focus: Martin Luther King, Jr. I Have a Dream—A Song for MLK Day MLK—The King and His Dream YouTube—The King and His Dream Animated YouTube Martin’s Big Words: The Life of Martin Luther King, Jr.

King, Jr.by Wil Mara or Martin Luther King Jr. Day by Lisa Herrington Martin Luther King, Jr. Story Read by LeVar Burton—Reading Rainbow Story Time—YouTube 2:20 Story Begins (You can substitute this for one of the Bookflix books) If available, you can also use the books in the lesson. Let’s Read About Rosa Parks by Courtney Baker and A Picture Book of Sacagawea by David A. Adler) BEFORE READING: Tell students that a biography tells about a person’s life in chronological order. Add this characteristics of a biography to the “Characteristics of Biographies Chart”. DURING READING: (Prior to reading chosen book on Martin Luther King, Jr. create 5-7 important events from the book.) Put these on a chart in (mixed up) and number them in order while you do a think aloud. Explain that to put them in order, you must refer to the order of information in the text. AFTER READING: Read one or more books on Martin Luther King, Jr. Tell students that all the books are nonfiction and explore the life and work of Dr. King. Explain that often books about the same nonfiction topic can contain different information depending on what the author wanted to write about or thought was important. Ask students why they might want to read different books about the same person or topic. As you read each of the books, stop and ask students to tell you facts they learned about ML King. Use a graphic organizer to record facts from both books. Have students find two facts that are not the same from the two books.

Readwritethink—Martin Luther King, Jr. and Me? Identifying with a Hero Use Martin Luther King, Jr. and Me Journal Template for students to compare their lives to the life of Martin Luther King, Jr.

https://www.youtube.com/watch?v=lBQ36WnekVM

http://www.hellokids.com/c_31103/videos-for-kids/martin-luther-king-jr/mlk-the-king-and-his-dream-animated

https://www.youtube.com/watch?v=Rc39Ka8ut6k

https://www.youtube.com/watch?v=Rc39Ka8ut6k

https://www.youtube.com/watch?v=w4NW85yslXU

https://www.youtube.com/watch?v=w4NW85yslXU

http://www.readwritethink.org/classroom-resources/lesson-plans/martin-luther-king-identifying-257.html?tab=4#tabs







GRAMMAR CC1L1j Produce & expand complete simple & compound declarative,

SKILL Questions Better Sentences

SUW 1.40 p. 62 Levels of Questioning SUW 3.8 p. 117 Kinds of Sentences Use Tool 3.8a SUW 3.9

You can also do the same with two short YouTube videos on Martin Luther King, Jr. After viewing each, have students share what they learned. Was there information on one video that was not on the other? Fun Cartoon on Dr. Martin Luther King, Jr. for Kids? MLK-The King and His Dream SUW Tools—B1-40a and B1-41b Comparing and Contrasting Text---B1-27f Compare and Contrast Chart---B4-11d Paragraph Frame Alike and Different



VOCABULARY CC1RF3c Know final –e and common vowel team conventions for representing long vowel sounds. CC1RF3g Recognize & read grade-appropriate irregularly spelled words. CC1L4b Use frequently occurring affixes as a clue to the meaning of a word.

STRATEGY: Suffixes-y and -ful ACADEMIC: topic, main idea, supporting details SOCIAL STUDIES: similarities, differences, inauguration, boycott, equality, freedom TARGETED CLUSTERS/CATEGORIES: Teacher’s Choice

U4L16 TE: T68-T69, T98-T99, T101 Vocabulary Strategies: Suffixes –y & -ful

SPELLING/ENCODING 1RF3 Know and apply grade-level phonics and word analysis skills in decoding words. 1RF3c Know final -e & common vowel team conventions for representing long vowel sounds.

SPELLING/ENCODING Vowel pairs oa, ow Phonograms –ow, -oat Contractions ‘ve, ‘re

HMH U4L19 TE: Daily Phonemic Awareness/Phonics Lessons Days 1-4 LLG pp.92-93, T324, T344, T372, T378, T402

https://www.youtube.com/watch?v=ALQeX7IFBcg



interrogative, imperative, & exclamatory sentences in response to prompts.

p.118 Using Riddles Use Tools 3.9a, 3.9b SUW 3-10 p.119 My One Perfect Sentence Use Tool 3-10a U4L16 TE p. T38, T48, T60, T76 Spiral Review Proper Nouns T70

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. 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 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 SUW 9-2 p. 368-369 Supporting Opinions Use Tools 9-2a, b, & Writing Prompt CD-opinion pieces

Social Studies Prompt Complete this statement: Martin Luther King, Jr make a difference in our country. Provide facts to support this statement.



1RI3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. 1RL9 Compare & contrast the adventures & experiences of characters in stories. 1RL1 Ask & answer questions about key details in a text. 1RL2 Retell stories, including key details, and demonstrate

COMPREHENSION/FLUENCY Skill: Compare and Contrast Strategy: Visualize Fluency: Phrasing and Punctuation Genre: Informational Text

Anchor Lesson Compare and Contrast, LLG p. 218 UNIT 4 Lesson 17 The Big Trip Read Aloud from HMH Lesson 17 Student Book pp. 50-73 TE pp. T124-T137 HMH A Rainy Trip U4L17 LLG p. 219 Café p.169 Ready Reference Form SUW 1-30 p. 43-44 Using graphic organizers Use Tool 1-30b U4L17 TE: T150 Phrasing & fluency

Retelling Fiction: “Your Turn”: U4L17 TE: T148 Weekly Test: 17.6-17.8



understanding of their central message or lesson. CC1RL7 Use illustrations & details in a story to describe its characters, setting, or events. CC1L6 Use words and phrases acquired through conversations, reading & being read to, & responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

Read a book from myON book or the classroom library on Cesar Chavez and use the content to reinforce this week’s skill lesson. This week they will read to find ways in which the lives and contributions of two famous American are alike and different. Students will be reading about the life and contributions of Cesar Chavez this week. Review with students what they learned about Martin Luther King, Jr. last week and compare and contrast the lives and contributions of Cesar Chavez and Martin Luther King, Jr. How were they alike and different? i.e. We celebrate Martin Luther King’s birthday as a national holiday. We don’t celebrate Cesar Chavez’s birthday. Both organized protests. Both fought for the rights of others using peaceful methods. SUW Tools—B1-40a and B1-41b Comparing and Contrasting Text---B1-27f Compare and Contrast Chart---B4-11d Paragraph Frame Alike and Different Informational Text HMH Mae Jemison U4L16 TE pp. T66-T67 & SB: pp. 40-43 – Use information from this text to support Social Studies topic on Famous People Use to reinforce this week’s skill lesson.



H.12.1.4 Retell stories of historical events, American legends, and people who played a role in history

Unit: Famous People/Holidays Essential Question(s): Can an individual make a difference? Guiding Question(s):

ReadWorks Biography Unit 3 Lessons www.readworks.com Genre Studies (Lessons and Units) Use Lesson 3 Significant Contributions—Select a biography on Cesar Chavez to teach this lesson.

We know Martin Luther King had a dream. What do you think Cesar Chavez's dream was? Students will respond in their journal. Have them share their






H13.1.3 Draw conclusions about family or school life in the past using historical records and artifacts H13.1.5 Formulate questions that relate to a family event, or family tradition H.12.1.1 Explain ways family and school have changed using chronological terms (e.g. yesterday/past, today/present, tomorrow/future) CC1SL1 Participate in collaborative conversations with diverse partners about 1 topics and texts with peers and adults in small and larger groups. CC1SL1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics & texts under discussion). CC1SL2 Ask & answer questions about key details in a text read aloud or information presented orally or through other media.

1.How do we learn about people that have made a difference in our community, state, or country? 2. How was the life and contributions of Cesar Chavez’s life the same or different from that of Martin Luther King? 3. Why is it important to read more than one account of a person’s life? 4. Which famous Americans helped shape our country and what impact do they have on our world, state, or community? Focus: Famous People Cesar Chavez

BEFORE READING: Tell students that biographies are written about people who have made a significant contribution to our country, world or community. Over the next few weeks, students will be identifying and describing contribution(s) made by a person they read about in biographies. Add makes a significant contribution to the “Characteristics of a Biography Chart”. This week students are going to be learning about how Cesar Chavez fought for the rights of farm workers and other people of Hispanic backgrounds. We have talked about other famous Americans who have fought for the rights of people. Who else has fought for the rights of others? (Martin Luther King, Jr.). Select a book from myON or the classroom library on Cesar Chavez. DURING READING: Tell students that as you read about Cesar Chavez, you will be identify actions that he did that made a difference in our world, country, or community. From these actions, discuss his contributions (Book or Video) As you read stop at different parts of the book and ask questions that help students understand the historical period during which the person lived, important events in their lives and the accomplishments and challenges of the person. Record these on the chart you have been completing with students over the last two weeks. Use one or more of the following short YouTube videos and books to introduce Cesar Chavez and the vocabulary words migrant workers, protesting and boycott. YouTube Cesar Chavez (Biography for Children) https://www.youtube.com/watch?v=Bu_8d70seIY Animated Cartoon Network Mini Bio: Cesar Chavez YouTube

responses and discuss them. Ask students to share evidence from what they learned to support their responses.

https://www.youtube.com/watch?v=Bu_8d70seIY

https://www.youtube.com/watch?v=Bu_8d70seIY



readwritethink has Bio Cube Creator AFTER READING: Use a graphic organizer to compare and contrast Cesar Chavez and Martin Luther King. What problems did the leaders face? How were the problems solved? In what ways do the leaders think alike? In what ways do they think differently? Discuss with students how people have characteristics and experiences that are alike and others that are different. When looking at the life of a person who lived before you, you may find similarities and differences between their lives. It does not matter when you lived or where you lived, we all have things in common B1-27f SUW Tool—Compare and Contrast (Use the same topics that are on the biography chart)



VOCABULARY CC1RI10 With prompting and support read informational texts appropriately complex for grade 1. CC1L4a Use sentence-level context as a clue to the meaning of a word or phrase. CC1RF3g Recognize & read grade-appropriate irregularly spelled words.

STRATEGY: Classify & Categorize Transportation Words ACADEMIC: Context SOCIAL STUDIES: photo analysis, primary sources, integration, equal, equality, fair, separate, include, exclude, bravery, courage, Cesar Chavez, migrant workers

HMH Lewis & Clark’s Big Trip U4L17 TE: T168-T169 & SB: pp. 78-81 LLG pp. 148-149 U4 Categorizing Words TE pp. 170-171

SPELLING/ENCODING CC1RF3 Know & apply grade-level phonics & word analysis skills in

SPELLING/ENCODING Compound Words Short vowel /e/, ea

U4L20 Daily Phonemic Awareness/Phonics in TE: T417, T443, T453, T465, T475 Compound Words T440, T450, T462, T472

http://www.readwritethink.org/files/resources/interactives/cube_creator/



decoding words. CC1RF3d Use knowledge that every syllable must have a vowel sound to determine the # of syllables in a printed word. CC1RF3e Decode 2-syllable words following basic patterns by breaking words into syllables.

TE pp. T420-T421, T444, T466 Review Short vowel /e/, /ea/ T454-T455



GRAMMAR CC1L1j Produce and expand complete simple & compound declarative, interrogative, imperative, & exclamatory sentences in response to prompts.

SKILL Kinds of Sentences: Questions & Statements

U4L17 TE: T120 Day 1: Introduce Kinds of Sentences U4L17 TE: T144 Day 2: Kinds of Sentences Questions U4L16 T38, T48, T60 Statements U2L8 T230, T240, T252

PROCESS WRITING CC1W5 With guidance & support from adults, focus on a topic, respond to questions & suggestions from peers, & add details to strengthen writing as needed. CC1L1j Produce & expand complete simple & compound declarative, interrogative, imperative, & exclamatory sentences in response to prompts.

WRITING TYPE "Better"/Compound Sentences

SUW LESSONS & TOOLS SUW 3-6 pp. 114-116 Better Sentences Use Tool 3-6a. See additional ideas section also. SUW 3-7 p. 116 Sentence Structures Use Tools: 33-7a & b SUW 3-8 p. 118 Kinds of Sentences Use Tool: 3-8a

Write a compound sentences about Cesar Chavez.





1RI4 Ask & answer questions to help determine or clarify the meaning of words & phrases 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. 1SL1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers & adults in small and larger groups. 1SL1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics & texts under discussion). 1SL2 Ask & answer questions about key details in a text read aloud or information presented orally or through other media. 1SL3 Ask & answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. 1RL1 Ask & answer questions about key details in a text.

COMPREHENSION/FLUENCY Skill: Author’s Purpose Strategy: Summarize Fluency: Expression Dig Deeper Genre: Informational Text/Fairy Tale

Anchor Lesson Author’s Purpose LLG p. 220 UNIT 4 LESSON 18 HMH Where Does Food Come From? pp. T226-T241, SB p. 95 LLG p. 220, pp.88-111 Author’s Purpose T248, T249 Read to Connect & Listening & Speaking T270-T271 Unit 4, EXT pp. C8-9 “Ask & Answer Questions” Café p. 166 Ready Reference Form Use biographies from this week. Unit 4, EXT p. C3 “Reading: Describe connections” Unit 4, EXT pp. C4-C5 “Compare & Contrast Texts” Have biographies and other informational text on famous Americans in the classroom library. Use these biographies on Famous Americans to reinforce this week’s skill lesson. Author's Purpose--Review biographies and discuss what the purpose of the author is when writing a biography. The author wrote to teach/tell us about the life of ________. Clues that support the idea that the author wrote to teach/tell us about the life of _________.

Summarizing Nonfiction “Your Turn”: U4L18 T250 HMH Weekly Test 18.2-18.7& 18.12- 18.14 Have students summarize what they learned from a biography or other informational text about a famous African American. SUW ToolB1-29c Writing Summaries---Identify the Text/Verb/Finish Your Thoughts Model writing a summary using Informational Text HMH Mae Jemison U4L16 TE pp. T66-T67 & SB: pp. 40-43 from Lesson 16 or the NEWSELA article on Misty Copeland NEWSELA---Read Aloud



https://drive.google.com/file/d/0B2OxYfyPmeqgRXpKY3FBNTE4dW8/view?usp=sharing

https://drive.google.com/file/d/0B2OxYfyPmeqgRXpKY3FBNTE4dW8/view?usp=sharing




Essential Question(s): 1.Can an individual make a difference? 2.How did African Americans' contributions better our future? Guiding Questions: 1. What can we learn about the lives of people or an event in someone’s life? 2.. How do we learn about people that have made a difference in our community, state, or country? 3. Why is it important to read more than one account of a person’s life?

BEFORE READING: February is a month for observing important African Americans whose contributions have impacted lives. Using chart paper, the class will brainstorm a list of African Americans who are well-known or famous. Tell students that they will be reading biographies about different African Americans and their accomplishments. They will also be choosing a person to research and complete a flipbook. (Teacher will review the headings on The Famous American anchor chart from the previous week’s lessons as a model of how to research information for the flipbook) DURING READING: Students choose an important African American and read a myON book or books from classroom library about the person. Students can work independently or with a partner to research and complete Biography Flipbook. SUW Tool Biographical Sketch—Sample B10-8a AFTER READING: Students present Biography Flip book during oral presentation. Famous Historical People Past and Present Website

Biography Flipbook.

https://drive.google.com/file/d/0B2OxYfyPmeqgZ3ktSlNBR0FtT1k/view?usp=sharing

http://www.kidinfo.com/american_history/famous_historical_people.htm

http://www.kidinfo.com/american_history/famous_historical_people.htm

https://drive.google.com/file/d/0B2OxYfyPmeqgZ3ktSlNBR0FtT1k/view?usp=sharing





CC1RL4 Identify words & phrases in stories or poems that suggest feelings or appeal to the senses. CC1L5b 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). CC1L6 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).

VOCABULARY STRATEGY: Multiple Meaning Words ACADEMIC: author, author’s purpose, determine, photographer, research SOCIAL STUDIES: biography, accomplishments, contributions, famous TARGETED CLUSTERS/CATEGORIES: Teacher’s choice

TE pp. T272-T273, T302-T303, T305 Vocabulary Strategies: Multiple Meaning words LLG p. 151 U4L18 Opening Routine Daily High Frequency Words, Days 1-4, TE pp.T217, T245, T255, T267, T277

SPELLING/ENCODING CC1RF2 Demonstrate understanding of spoken words, syllables, & sounds (phonemes). CC1RF2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. CC1RF2c Isolate & pronounce initial, medial vowel, & final sounds (phonemes) in spoken single-syllable words. CC1RF2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

SPELLING/ENCODING Words with r Controlled Vowel patterns ar, or, ore

U5L21 Opening Routines: Daily Phonemic Awareness Days 1-4 in TE LLG pp.96-97 Phonics T16-T18, T38, T48-T49, T60 SpellingT34, T44, T56, T66, T72



GRAMMAR CC1L2a Capitalize dates & names of people.

SKILL Names of Months, Days, Holidays Commas in Dates

SUW LESSONS & TOOLS U4L18 TE: T242, T252, T264, T280 Spiral Review TE p.274

WRITING PROMPT



CC1L2c Use commas in dates & to separate single words in a series.

PROCESS WRITING CC1W5 With guidance & support from adults, focus on a topic, respond to questions & suggestions from peers, & add details to strengthen writing as needed. CC1L1j Produce & expand complete simple & compound declarative, interrogative, imperative, & exclamatory sentences in response to prompts.

WRITING TYPE "Better"/Compound Sentences

SUW 3-6 pp. 114-116 Better Sentences Use Tool 3- 6a. See additional ideas section also. SUW 3-7 p. 116 Sentence Structures Use Tools: 33- 7a & b. SUW 3-8 p. 118 Kinds of Sentences Use Tool: 3-8a.

SUW 10-10 Quick Checks for Sentences & Topic Sentences Use Tool 10-10a but modify for 1st grade.



CC1SL2 Ask and answer questions about key details in a text read aloud, information presented orally, or through other media. CC1RL1 Ask & answer questions about key details in a text. CC1RL3 Describe characters, settings, and major events in a story, using key details. CC1RL4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses (e.g., "soon the round moon was shining " from "Owl and the Moon" found in Owl at Home by Arnold Lobel)

COMPREHENSION/FLUENCY Skill: Sequence of Events Fluency: Intonation Strategy: Monitor/Clarify Genre: Biography/Informational Text

Anchor Lesson Conclusions CLLG p. 222 UNIT 4 Lesson 19 HMH Tomas Rivera U4L19 TE: T328-T339 SB: pp. 126-142 LLG p.222 76 U4L19 TE: T368-T369 Read to Connect Use the biographies read this week to reinforce this week's skill lesson. Refer back to the “Characteristics of Biography Chart”. One of the characteristics is that a biography tells about a person’s life in chronological order. Relate this sequencing this week’s skill lesson on sequencing events. HMH Christina’s Work U4L19 TE: T320-T321 LLG p. 223 SUW 1-30 p. 43-44 Using graphic organizers U4L19 TE: T357 Intonation

Retelling Fiction: “Your Turn”: U4L19 TE: T348 HMH Weekly Test 19.6-19.8

SOCIAL STUDIES



Lesson 19


H.12.1.4 Retell stories of historical events, American legends, and people who played a role in history H.12.1.5 Explain the significance of national holidays and the achievement of people associated with them CC1SL1 Participate in collaborative conversations with diverse partners about 1 topics and texts with peers and adults in small and larger groups. CC1SL1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics & texts under discussion). CC1SL2 Ask & answer questions about key details in a text read aloud or information presented orally or through other media.

Essential Question(s): Can an individual make a difference? Guiding Questions: How have the contributions of African Americans' made our lives better? Focus Famous African Americans

Continue Biography Research BEFORE READING February is a month for observing important African Americans who have impacted our lives. Review brainstorming list of African Americans that was done earlier. Have students choose another African American. Use the SUW Tool B10-8a example of a Biographical Sketch with students. DURING READING: Students choose an important African American and read a book from the library or myON about the person. Students can work independently or with a partner to research and create a biographical sketch. SUW Biographical Sketch Tool B10-8a AFTER READING: Students present their Biographical Sketch during oral presentation.

Biographical Sketch Listen/Speaking Rubric SUW Tool B8-18a Have students use the three characteristics of a biography to provide evidence that the book they chose was a biography. Cite evidence for each characteristic. Share with classmates.





CC1RI5 Know & use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. CC1RI10 With prompting & support, read informational texts appropriately complex for grade 1. CC1RF3g Recognize & read grade-appropriate irregularly spelled words. CC1L6 Use words & phrases acquired through conversations, reading & being read to, & responding to texts, including using frequently occurring conjunctions to signal simple relationships.

VOCABULARY STRATEGY: Synonyms ACADEMIC: conclusion, context SOCIAL STUDIES: hero, impact TARGETED CLUSTERS/CATEGORIES: Teacher’s Choice

HMH Life, U4L19 Connect to Social Studies Informational Text TE pp. T368-T369 & SB: pp. 148-151 LLG p. 223 HMH VR People in the Town U4L19 TE: T326-T327 SB: pp. 124-125 U4L19 Words to Know LLG p. 152-153 U4L19 TE: T354-T355 Contractions U4L19 T319, T343, T353, T365, T375 Opening Routines: Daily High Frequency Words & Vocabulary Boost Days 1-4 in TE

SPELLING/ENCODING CC1RF2 Demonstrate understanding of spoken words, syllables, & sounds (phonemes). CC1RF3b Decode regularly spelled one-syllable words. CC1L2d Use conventional spelling for words with common spelling patterns & for frequently occurring irregular words.

Words with r- Controlled Vowel: er, ir, ur r-controlled words: T134, T144, T156, T166, T172

U5L22 will last for 2 weeks U5L22 Opening Routines: Daily Phonemic Awareness Days 1-4 in TE T111, T137, T147, T159, T169 U5L22 Daily Phonemic Awareness/Phonics Lessons Days 1-4 in TE Phonics T114-T115, T138, T148-T149, T160



GRAMMAR CC1L1e Use verbs to convey a sense of past, present, & future. CC1L5d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) & adjectives differing in intensity by defining

SKILL Future Tense Future Using “will” Future Using “going to”

SUW LESSONS & TOOLS U4L19 TE: T340, T350, T362 Verbs: Future Tense U4L19 TE: T372, T378 Verbs: Past & Future Tense U4 EXT C6 Verbs & Adjectives: Manner & Intensity

WRITING PROMPT



or choosing them or by acting out the meanings.

PROCESS WRITING CC1L1a Print all upper- & lowercase letters. CC1W2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, & provide some sense of closure. CC1W8 With guidance & support from adults, recall information from experiences or gather information from provided sources to answer a question.

WRITING TYPE How-To/Technical Explanatory

SUW 9-13 p. 398 Technical Writing (Modify for first grade “How-To” explanatory writing.) Use Examples 2 & 3 on Tool 9-13a. Review SUW 4-7 pp.154-158 Planning Informal Outline Use Tool 4-5c. Review SUW 4-11 p. 166 Outlines of Various Lengths. Use Tools 4-9a, 4-11a, b, & c. Review SUW 10-14 pp. 433-438 Definitions & Descriptions for Using Scoring Guides. Use Tools 10-14a & b.

Work with students to write about how to create a biographical sketch. SUW 10-15 p. 438-439 Information Paragraphs Scoring Guide. Use Tool: 10- 10a & on the rubric modify the statement “Strong reasons, details, or facts” to “Strong steps in the process.”



CC1RI3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. CC1SL2 Ask & answer questions about key details in a text read aloud or information presented orally or through other media. CC1RI4 Ask & answer questions to help determine or clarify the meaning of words & phrases in a text.

COMPREHENSION/FLUENCY Skill: Cause and Effect Strategy: Infer/Predict Fluency: Rate Genre: Folktale/Poetry

Anchor Lesson Cause and Effect CLLG p. 224 UNIT 5 Lesson 20 HMH Chicken Little LLG p.225, T418-T419 HMH Little Rabbit’s Tale U4L20 TE: pp. T426-T438 & SB: pp. 158-178 U4L20 TE: pp. T468-T469 Read to Connect CLLG p. 224 Café p. 168 Ready Reference Form SUW 1-30 pp. 43-44 Using graphic organizers U4L20 TE: T457 Rate Misty Copeland NEWSELA---Read Aloud— Misty Copeland—On Changing Ballet YouTube Video Which of Misty Copeland’s accomplishments do you think were most important? Why? What did you learn about Misty Copeland’s family and childhood?

Retelling Fiction: “Your Turn” U4L20 TE: T448

https://www.youtube.com/watch?v=ddarrb8u7p8



Why is this an important accomplishment for black artist? As students read about African American Inventors and Scientist, have them identify events in the story that made another thing happen. Focus on how the first event causes the second event to happen.



H.12.1.4 Retell stories of historical events, American legends, and people who played a role in history. H.12.1.5 Explain the significance of national holidays and the achievement of people associated with them

Essential Question: How can an individual make a difference? Supporting Question: Which famous African Americans helped shape our country and what impact do they have on our world, state, or community?

African American Inventors and Scientist—Show segments of this video each day to share one or more African American Inventors and scientists. You will need to watch and note the time on the video for the person(s) you want to share. After viewing, add the person to the class Famous American Chart. Below are a few of the people on the video that may interest students. :37 Benjamin Banneker 1:53 George Crum 3:19 George Washington Carver 4:04 Garriet Morgan 5:35 Frederick McKinnley Jones 6:40 Dr. Charles Drew 9:17 James Edward West 9:54 Kenneth Dunkley 18:33—Lonnie D. Johnson African American Athletes Brief biographies and film clips of outstanding African American athletes. You can also follow links to legal and political figures, scientists and educators, activists, artists and writers, entertainers, and musicians and singers. This site provides biographical information that the teacher can choose information to share and provide a picture of the person.

http://www.biography.com/search?query=african%20american%20athletes

http://www.biography.com/search?query=african%20american%20athletes



Additional Resources: Pippin’s Story---Horace Pippin—African American Artist—Great lesson to introduce students to the story of Horace Pippin and to examine one of his paintings. African American World for Kids

http://www.nga.gov/content/ngaweb/education/teachers/lessons-activities/counting-art/pippin.html

http://pbskids.org/aaworld/





CC1L5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. CC1L6 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

VOCABULARY STRATEGY: Compound Words ACADEMIC: Compound Words SOCIAL STUDIES: inventor, scientists, athlete TARGETED CLUSTERS/CATEGORIES: Teacher’s Choice

HMH Silly Poems T468-T469 LLG p. 225 U4L20 TE: T470-T471 Vocabulary Strategies: Compound Words U4L20 TE: Opening Routines: Daily High Frequency & Vocabulary Boost Days 1-4 T417, T443, T453, T465, T475

SPELLING/ENCODING CC1RF3 Know & apply grade-level phonics & word analysis skills in decoding words. CC1L2d Use conventional spelling for words with common spelling patterns & for frequently occurring irregular words.

SPELLING/ENCODING Words with Vowel-r patterns: er, ir, ur

U5L22 2nd week of instruction (See Lesson 19) LLG pp. 94-95



GRAMMAR CC1L1d Use personal, possessive, & indefinite pronouns (e.g., I, me, my, they, them, their, anyone, everything). CC1L1i Use frequently occurring prepositions (e.g., during, beyond, toward).

SKILL Prepositions & Prepositional Phrases

SUW LESSONS & TOOLS Day 1 U4L20 TE: T440 Day 2 U4L20 TE: T450 Day 3 U4L20 TE: T462 Day 4 U4L20 TE: T472 Spiral Review: The verb be: is, are, was, & were Day 5 U4L20 TE: T478



PROCESS WRITING CC1W2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, & provide some sense of closure. CC1W8 With guidance & support from adults, recall information from experiences or gather information from provided sources to answer a question.

WRITING TYPE How-To/Technical Explanatory

SUW LESSONS & TOOLS Review SUW 9-13 p. 398 Technical Writing (Modify for first grade “How- To” explanatory writing.) Use Examples 2 & 3 on Tool 9-13a.

SUW 10-15 p. 438-439 Information Paragraphs Scoring Guide. Use Tool: 10- 10a & on the rubric modify the statement “Strong reasons, details, or facts” to “Strong steps in the process.”





CC1RL1 Ask & answer questions about key details in a text. CC1RL3 Describe characters, settings, & major events in a story, using key details. CC1SL1c Ask questions to clear up any confusions about the topics & texts under discussion. CC1SL2 Ask & answer questions about key details in a text read aloud or information presented orally or through other media.

COMPREHENSION/FLUENCY Skill: Story Structure Strategy: Analyze and Evaluate Genre: Fantasy/Informational Text

Anchor Lesson Story Structure LLG p. 226 UNIT 5 Lesson 21 HMH The Garden from Frog and Toad Together U5L21 TE: T22-T33 & SB: p. 12-28 LLG p. 226 HMH Grandpa’s Tree U5L21 TE: T14-T15 CLLG p. 227 U5L21 TE: T62-T63 Read to Connect Café p. 167 Ready Reference Form Introduce books in the classroom library about U.S. Presidents to students. Include books on George Washington and Abraham Lincoln. Bookflix—Just a Few Words Mr. Lincoln by Jean Fritz and Abraham Lincoln by Wil Mara Lesson Plan (You can access the books at the Central Arkansas Library using a library card number) SUW Stating an Inference in a Sentence B1-38a and What I Think is/I Think This Because the Text Says B1-

ReadWorks Readings Three Symbols--ReadWorks Bald Eagle--ReadWorks Nick Visits the Lincoln Memorial The Washington Memorial What is a Memorial ReadWorks

https://drive.google.com/file/d/0B2OxYfyPmeqgNzRLc0FCZHhaR1U/view?usp=sharing

https://drive.google.com/file/d/0B2OxYfyPmeqgNzRLc0FCZHhaR1U/view?usp=sharing

https://drive.google.com/file/d/0B2OxYfyPmeqgN21ELVgxcUpOTzQ/view?usp=sharing

https://drive.google.com/file/d/0B2OxYfyPmeqgN21ELVgxcUpOTzQ/view?usp=sharing

https://drive.google.com/file/d/0B2OxYfyPmeqgenlzRTFaMF9tR1k/view?usp=sharing

https://drive.google.com/file/d/0B2OxYfyPmeqgS29MamExZG4wX2c/view?usp=sharing

https://drive.google.com/file/d/0B2OxYfyPmeqgNEVKXzF3R09aV2M/view?usp=sharing

https://drive.google.com/file/d/0B2OxYfyPmeqgYWJoaTY4aEp2Sjg/view?usp=sharing



36d (Use the above books on Abraham Lincoln to infer and predict what the author was saying and to determine if he was/was not a good leader. Cite evidence to support your answers.




Essential Question(s): Can an individual make a difference? Guiding Questions 1. How and why do we honor our presidents? 2. What is a good leader? 3. What is the job of the President? Focus: President’s Day Leadership Traits Memorials

President's Day TCM – Primary Source Reader: Be a Good Leader

Lesson (pp. 129-138)

BEFORE READING:

• Introductory Activity Sections 1 (p. 130)

• Vocabulary Activity Section 2

• Prereading Activity Section 3. Use these activities to examine the characteristics of a leader and the vocabulary for the lesson.

• Review holidays previously discussed in January (use chart created in Lesson 15) when the class discussed how our nation recognizes famous Americans with holidays. Add another holiday to the list if not already there, President's Day. Explain that President’s Day is a holiday that recognizes our past presidents. Congress established it as a holiday to celebrate our first President, George Washington. Then read the myON book President's Day (Pebbles). Read to page 10 and stop. Create a list with students of good character and leadership traits a President should have. When finished, continue reading the book.

DURING READING: TCM Be a Good Leader!

• During Reading (p. 131)

TCM – Primary Source Reader: Be a Good Leader

Reading Activity (p. 132) Public Service Announcement “Getting the Word Out” (p. 136)

TCM – Primary Source Reader: Be a Good Leader Quiz (p. 138)

https://drive.google.com/open?id=0BygUCc8vNmjcVWRlNFJyX2NGWEE









https://drive.google.com/open?id=0BygUCc8vNmjcTTZfV2QtY1R2VUk





https://drive.google.com/open?id=0BygUCc8vNmjccXdPQmtBWHhnQnc

https://drive.google.com/open?id=0BygUCc8vNmjccXdPQmtBWHhnQnc



• Tell students that they will be reading a nonfiction book called Be a Good Leader! to find out more about what leaders are, what they can do, and what they have. Read the book with students. As a class, revise, and add to the chart describing leaders. Model for students how to pull facts from the text to describe what leaders are, what they do, and what they have.

AFTER READING:

• “Main Idea and Supporting Detail” (p. 134)

• Divide students into groups and assign each group one of the attribute chapters in the book (Knowledge, Honesty, Courage, Respect, and Communication) Have them complete the Main Idea and Supporting Detail activity on their assigned chapter.

Review the list and discuss why the traits the students brainstormed are very important. Presidents have to make important decisions for our country. What Does the President Do—Listen and Read Scholastic SUW—Paragraph Frame—What I Learned B4-11c—After listening to “What Does the President Do” have student complete the Paragraph Frame.



VOCABULARY 1L4b Use frequently occurring affixes as a clue to the meaning of a word.

VOCABULARY STRATEGY: Prefix re- ACADEMIC: story structure SOCIAL STUDIES: holiday, President’s Day, Lincoln Memorial,

HMH Garden Good Guys U5L21 TE: T62-T63 & SB: pp. 34-37 LLG p. 227 U5L21 TE pp. T64-T65 Vocabulary Strategy:


http://teacher.scholastic.com/commclub/president_activity1/





1L5a Sort words into categories to gain a sense of the concepts the categories represent.

Washington Memorial, communicate, courage, honest, knowledge, leader, polite, respect, skills TARGETED CLUSTERS/CATEGORIES: Teacher’s Choice

Prefix re LLG- pp. 156-157

SPELLING/ENCODING 1RF3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. 1RF3e Decode 2-syllable words following basic patterns by breaking the words into syllables. 1L2d Use conventional spelling for words with common spelling patterns & for frequently occurring irregular words.

SPELLING/ENCODING Vowel Diagraph: /oo/ Syllable Pattern CVC

LLG pp. 100-101 U5L23 Opening Routines: Phonemic Awareness Days 1-4 in TE: T211, T239, T249, T261, T271 U5L23 Phonemic Awareness/Phonics Lessons Days 1-4 in TE Phonics T214-T216, T240, T250-T251, T262



GRAMMAR 1L1d Use personal, possessive, & indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

SKILL Subject Pronouns

SUW LESSONS & TOOLS Identify subject pronouns Day 1 U5L21 TE pp. T34 Days 2 & 3 U5L21 TE pp. T44 & T56 Day 5 U5L21 TE p. T72

PROCESS WRITING 1W2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, & provide some sense of closure. 1W8 With guidance & support from adults, recall information from experiences or gather information from provided sources to answer a question.

WRITING TYPE How-to/Explanatory

SUW LESSONS & TOOLS Review SUW 9.13 p. 398 Technical Writing (Modify for first grade “How-To” explanatory writing.) Use Examples 2 & 3 on Tool 9-13a.

WRITING PROMPT TCM – Primary Source Reader: Be a Good Leader

Writing Activity (p. 131) “Personal Narrative Story Map” (p. 135) Students write a personal narrative about a time they were leaders.

READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING










Lesson 22


1RI1 Ask & answer questions about key details in a text. 1SL2 Ask and answer questions about key details in a text read aloud, information presented orally, or through other media. 1RI2 Identify the main topic & retell key details of a text. 1RI4 Ask & answer questions to help determine or clarify the meaning of words & phrases in a text. 1RI5 Know & use various text features to locate key facts or information in a text. CC1RI9 Identify basic similarities in & differences between two texts on the same topic.

COMPREHENSION/FLUENCY Skill: Conclusions Strategy: Visualize Accuracy: Connected Text Genre: Informational Text

Anchor Lesson Conclusions LLG p. 228 UNIT 5 Lesson 22 HMH Amazing Animals pp. T120-T133 U5L22 TE: T120-T133 & SB pp. 44-65 LLG p. 228 HMH How Bat Learned to Fly U5L22 TE: T112-T113 LLG p. 229 LLG p.158 Mr. Lincoln’s Whiskers by Karen Winnick – Use story to reinforce this week’s skill lesson. Grace Bedell is the main character in this story. She feels a lot of emotions during the story. Try to find those emotions through the words of the story or the pictures. If it doesn’t day what she’s feeling, guess her feelings based on what’s happening in the story. How does Grace feel…. …when she gets the poster from Papa? ….after talking to her brothers at dinner? ….on her way to the post office to mail her letter? ….after talking to Mr. Mann at the Post Office and sending her letter?

HMH Weekly Tests 22.5-22.7 U5L22 TE: Your Turn U5L22 TE: T142

TCM – Primary Source Reader: Abraham Lincoln Lesson (pp. 89-98) Before, During, and After Reading Activities During Reading Activity (p. 91) “Questions During Reading” (p. 94) Interactiv-eBook (see DVD in kit)



http://foreverlearning.wikispaces.com/file/view/mrLincolnsWhiskers.pdf

https://drive.google.com/open?id=0BygUCc8vNmjcejM3NnJ1Qm1SRTQ

https://drive.google.com/open?id=0BygUCc8vNmjcZldsaHBVbUVKQ2s






H.12.1.4 Retell stories of historical events, American legends, and people who played a role in history. H. 12.1.5 Explain the significance of national holidays and the achievement of people associated with them.

Essential Question(s): Can an individual make a difference? Guiding Questions 1. How and why do we honor our presidents? 2. What is a good leader? 3. What is the job of the President? Focus: President’s Day

TCM Trade Book: Mr. Lincoln’s Whiskers by Karen Winnick BEFORE READING: (Display a picture of Abraham Lincoln) Can anyone tell me who this man is? This man is Abraham Lincoln. He was the 16th President of the United States and one of the presidents we recognize on Presidents Day. Today, we are going to learn some details about Mr. Lincoln's life by reading the book Mr. Lincoln’s Whiskers by Karen Winnick. DURING READING: After reading the page where Grace states "It's a good thing that girls can't vote," explain to students that women and African Americans were unable to vote during Abraham Lincoln's campaign. After reading the next page, explain to students what a railsplitter is (a person who splits logs into fence rails) and define slavery. Share with students that Abraham Lincoln was against slavery. After reading the page where people were shouting in the streets "The telegraph says Mr. Lincoln is winning! He's going to be our next president!" Explain that a telegraph was the system they used for transmitting messages during that time (can display a picture). You may even ask how we communicate with one another now. AFTER READING: Create a list of things from the story that tell about the times when Lincoln lived (i.e., only men could vote, slavery existed, communication through letters and telegraph, post office, how they dressed). Could also discuss how Abraham Lincoln looked (whiskers, looked mean, black hat) as an option. Another option would be to have students identify things Mr. Lincoln did in the story that would make them think he was a good leader.



TCM – Primary Source Reader: Abraham Lincoln Lesson (pp. 89-98) Draw It! Activity (p. 92) Primary Source Activity (p. 93) “My Parent Is President” (97)

TCM – Primary Source Reader: Abraham Lincoln Quiz (p. 98)












1L6 Use words & phrases acquired through conversations, reading & being read to, & responding to texts, including using frequently occurring conjunctions to signal simple relationships 1RF3g Recognize & read grade-appropriate irregularly spelled words.

VOCABULARY STRATEGY: Using a Dictionary Entry ACADEMIC: Conclusions SOCIAL STUDIES: railsplitter, telegraph, elected, freedom, honored, lawyer, pioneers, president, slavery, slaves, speech

LLG p. 158 U5L22 TE: pp. T158-T159 Using a Dictionary

HMH Weekly Tests 22.8 – 22.10 U5L22 TE: T170

1RF2c Isolate & pronounce initial, medial vowel, & final sounds (phonemes) in spoken single-syllable words. 1RF3g Recognize & read grade-appropriate irregularly spelled words. 1L2d Use conventional spelling for words with common spelling patterns & for frequently occurring irregular words.

SPELLING/ENCODING Vowel Digraphs/Spelling Patterns: oo, ou, ew, ue, u, u_e

U5L24 will last 2 weeks U5L24 Opening Routines: Phonemic Awareness Days 1-4 in TE: T114, T122, T144, T154, T163 LLG pp. 102-103

TCM – Primary Source Reader: Abraham Lincoln Before and After Vocabulary Activities (pp. 90, 92)



GRAMMAR 1L1d Use personal, possessive, & indefinite pronouns (e.g., I, me, my, they, them, their, anyone, everything).

SKILL Focus Trait: Subject Pronouns

U5L22 Introduce the pronoun I Day 1 U5L22 TE: T118 Day 2 U5L22 TE: T140 Day 3 U5L22 TE: T150 Day 4 U5L22 TE: T160

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 some sense of closure.

WRITING TYPE Narrative: Story

SUW LESSONS & TOOLS Review SUW 6-6 p. 266-268 Six Steps for Planning & Writing a Story. Review SUW 6-7 p.268-271 Quick Sketch & Quick Note Planning Use Tools 6-7a, b, &c SUW 6-13 p. 280-281 Three-Step Strategy to Write the Beginning.





1W5 W/guidance & support from adults, focus on a topic, respond to questions & suggestions from peers, & add details to strengthen writing as needed.



CC1RI3Describe the connection between two individuals, events, ideas, or pieces of information in a text CC1RL1 Ask & answer questions about key details in a text. CC1RL2 Retell stories, including key details, & demonstrate, understanding of their central message or lesson. CC1RL3 Describe characters, settings, & major events in a story, using key details. CC1RL4 Identify words & phrases in stories or poems that suggest feelings or appeal to the senses. CC1RL7 Use illustrations & details in a story to describe its characters, setting, or events. CC1SL4 Describe people, places, things, & events with relevant details, expressing ideas & feelings clearly.

COMPREHENSION/FLUENCY Skill: Cause and Effect Strategy: Monitor and Clarify Fluency: Stress Accuracy: Connected Text Genre: Informational Text

Anchor Lesson Cause and Effect LLG p. 230 UNIT 5 Lesson 23 HMH Whistle for Willie U5L23 TE: T224-T235 SB: p. 76-96 U5L23 TE: T262 Read to Connect LLG p. 84 HMH Around the World in a Day U5L23 TE: T212-T213 LLG pp. 160-161 . p.231 HMH Pet Poems U5L23 TE: T264-T265 & SB: pp. 108-111 LLG p. 85 Café p. 168 Ready Reference Form SUW 1-30 p. 43-44 Using graphic organizers




Essential Question(s): 1.Can an individual make a difference? Guiding Questions: 1. What can we learn about the lives of people or an event in someone’s life?

TCM – Primary Source Reader: Susan B. Anthony Lesson (pp. 79-88)

BEFORE READING: Tell students that March is Women’s History month. They will be reading about Susan B. Anthony this week. Use the Before Reading section of the lesson to introduce the book and vocabulary. (p. 80)

TCM – Primary Source Reader: Susan B. Anthony Quiz (p. 88)

https://drive.google.com/open?id=0BygUCc8vNmjcMlJwdDdUeG91UWs

https://drive.google.com/open?id=0BygUCc8vNmjcR09iYjRFTUdlbk0

https://drive.google.com/open?id=0BygUCc8vNmjceFd4YTdUUnF1WFE

https://drive.google.com/open?id=0BygUCc8vNmjceFd4YTdUUnF1WFE



2.. How do we learn about people that have made a difference in our community, state, or country? 3. Why is it important to read more than one account of a person’s life? 4. What contribution(s) did Susan B. Anthony make to our world, country, or community?

DURING READING: Introduce fact-finding questions and wondering questions using:

• During Reading Activity (p. 81)

• “Types of Questions” (p. 84)

• After the second read of the book, have students work in pairs to create one of each type of questions.

AFTER READING:

• Writing Activity (p. 81)

• “Spy the Lie” (p. 85) Have students complete this activity.

• “Set an Example” (p 86) Complete vocabulary activity creating an example and nonexample for the vocabulary words equal and vote.














VOCABULARY 1L4a Use sentence-level context as a clue to the meaning of a word or phrase. 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.

VOCABULARY STRATEGY: Classify and Categorize SOCIAL STUDIES: activist, arrested, equal, freedom, honor, slavery, suffrage, vote TARGETED CLUSTERS/CATEGORIES: Teacher’s Choice

U5L23 TE: T266-T267 Vocabulary Strategy: Classify & Categorize WSG p. 147

SPELLING/ENCODING 1RF3b Decode regularly spelled 1-syllable words. 1RF3g Recognize & read grade-appropriate irregularly spelled words. 1L2d Use conventional spelling for words with common spelling patterns & for frequently occurring irregular words.

SPELLING/ENCODING Vowel Combinations: ou, ow, oi, oy, au, aw

U5L23 Phonemic Awareness TE pp. T211, T239, T249, T261, T271 Phonics pp. T214-216, T240, T250-T251, T262 Weekly Plan LLG pp. 84-85



GRAMMAR 1L1d Use personal, possessive & indefinite pronouns. 1L2a Capitalize dates & names of people.

SKILL Possessive Pronouns

U5L23 TE: T238 Possessive Pronouns Weekly pp. T208-T209 Spiral Review T268, T246, T258, T274-T275

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. 1W5 With guidance & support from adults, focus on a topic, respond to questions & suggestions from peers, &


SUW 6-15 pp. 282-283 Function & Variety of Story Transitions Use Tools 6-15a & b for instruction. SUW 6-16 pp. 284-285 Recognizing Story Transitions Use Tools 6-16a, b, & c. SUW 6-17 p. 286-288 Options for Writing the End of a Story Use Tools 6-17a, b, & c.

SUW 10-18 p. 443-444 Stories Scoring Guide. Use Tools 10- 18a & 10-18b & c for scoring rubric & sample student work.



add details to strengthen writing as needed.



1RI1 Ask & answer questions about key details in a text. 1RI3 Describe the connection between 2 individuals, events, ideas, or pieces of info. in a text. 1RI9 Identify basic similarities in & differences between 2 texts on the same topic (e.g., in illustrations, descriptions, or procedures).

COMPREHENSION/FLUENCY Skill: Sequence of Events Strategy: Question Genre: Narrative Nonfiction

Anchor Lesson Sequence of Events LLG p. 86 HMH A Butterfly Grows, TE pp. T322-T332 SB pp. 110-124 U5L24 TE p. T358 Read to Connect LLG p. 86 HMH Visiting Butterflies TE pp. T304-T305 CLLG p. 87 WSG p. 148 Café p. 164 Ready Reference Form SUW 1-30 pp. 43-44 Using graphic organizers Use Tool 1-30b Share books from the classroom library on U.S. symbols, landmarks and national holiday that celebrate events in U.S. History

Your Turn: TE p. T333



C.2.1.1 Describe state and national symbols and patriotic songs. CC1RI6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. C.2.1.1 Describe state and national symbols and patriotic songs. CC1RI6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Essential Question(s): How do we learn about our country? How do we honor our country? Guiding Questions 1. What are some of our country’s symbols and the people, and events associated with them? 2. What are some national holidays that honor people and events in American history? 3. What are some of our country’s national monuments and landmarks and the people, and event associated with them? Focus: U.S. Symbols and Landmarks

Symbols of the United States Library of Congress Primary Sources (Background information for teacher on U.S. symbols) Youtube Flying Over America Video American Symbols This lesson will be for two weeks. BEFORE READING: Hold up or show a picture of the United States Flag. Ask the students "What is this?' Where have you seen it? What does it mean or represent? Then explain that this flag is a symbol that shows you are a citizen of the United States. There are patriotic symbols and there are other symbols in our country that stand for something. DURING READING: Unit 3: Our Country, Lesson 3: What are Symbols of America? PowerPoint Using the PowerPoint read and discuss American symbols and landmarks as a class (this PowerPoint may be read over two days).

https://loc.gov/teachers/classroommaterials/primarysourcesets/symbols-us/?loclr=blogtea

http://www.bing.com/videos/search?q=youtube+flying+over+america&view=detail&mid=03ABB55AA7939F80884D03ABB55AA7939F80884D&FORM=VIRE

http://www.bing.com/videos/search?q=American+Symbols+Video+by+Acuk12dli+on+Youtube&&view=detail&mid=13821EB1694E8AAD3E9913821EB1694E8AAD3E99&FORM=VRDGAR



National Holidays

Stop on the pages that asks for student responses. You may even create a chart of their responses. Give students opportunities to talk about the landmarks featured (where they are located, what they stand for). Be sure to emphasize that the Lincoln Memorial and Washington Monument are two U.S. landmarks that honor two of our past presidents that you've discussed in an earlier lesson. American Symbols and Celebrations---Use the pictures in this lesson. AFTER READING: Review the national symbols that you discussed from the PowerPoint.

TCM - Exploring Social Studies Arkansas Edition Student Handbook

“Describe American Symbols” (p. 15)



VOCABULARY 1L4 Determine or clarify the meaning of unknown & multiple-meaning words & phrases based on grade 1 reading & content, choosing flexibly from an array of strategies. 1L4a Use sentence-level context as a clue to the meaning of a word or phrase. 1L5c Identify real-life connections between words & their use.

VOCABULARY STRATEGY: Multiple-Meaning Words ACADEMIC: event, sequence of events, context, multiple-meaning words SOCIAL STUDIES: symbols, landmarks, monuments, bald eagle, liberty bell, Washington Monument, White House, Mt. Rushmore, National Anthem, Star-Spangled Banner TARGETED CATEGORIES: Teacher’s Choice

HMH Best Friends U5L24 TE: T368-T369, SB pp. 152-155 Words to Know T320-T321, SB pp. 116-117 Multiple Meaning Words T370-T371

SPELLING/ENCODING 1RF3b Decode regularly spelled one-syllable words. 1L2d Use conventional spelling for words with common spelling patterns & for frequently occurring irregular words.

Words with ou, ow

U5L25 will last 2 weeks WSG p. 88-89 Phonemic Awareness LLG pp. 102-103 Phonics T316-T318, T344, T354-T355, T366, T375 Phonemic Awareness T313, T343, T353, T365, T375

https://drive.google.com/file/d/0B2OxYfyPmeqgMHVMZ2pOQlEteWM/view?usp=sharing








GRAMMAR 1L1j Produce & expand complete simple & compound declarative, interrogative, imperative, & exclamatory sentences in response to prompts.

SKILL Indefinite Pronouns

Weekly Plan TE pp. T310-T311, T340, T350, T362, T378 Spiral Review Future Tense T372 SUW Sentence Mastery 3-1 –3-17

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. 1W5 With guidance & support from adults, focus on a topic, respond to questions & suggestions from peers, & add details to strengthen writing as needed.


SUW 6-21 Story Writing Assessments. Use Tools 6-21a, b, & c.



CC1RL1 Ask & answer questions about key details in a text. CC1RL2 Retell stories, including key details, &demonstrate understanding of their central message or lesson. CC1RL3 Describe characters, settings, & major events in a story, using key details. CC1RL9 Compare & contrast the adventures & experiences of characters in stories.

COMPREHENSION/FLUENCY Skill: Understanding Characters Strategy: Summarize Genre: Realistic Fiction

Anchor Lesson HMH The New Friend U5L25 TE: T418-T428 & SB: pp. 140-157 U5L25 TE: T454 Read to Connect CLLG p. 88 HMH Senor Coyote, the Judge U5L25 TE pp. T400-T401 CLLG p. 89 WSG pp. 150-151 Café p. 167 Ready Reference Form SUW tool 1-32 to 1-37 pp. 46-57

Your Turn: U5L25 TE:p.T429



TCM – Primary Source Reader: Happy Fourth of July

Lesson (pp. 59-68) Before Reading (p. 60) “Main Idea and Details” (p. 64)

Interactiv-eBook (see DVD in kit)

SOCIAL STUDIES


C.2.1.1 Describe state and national symbols and patriotic songs. CC1RI6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. C.2.1.1 Describe state and national symbols and patriotic songs. CC1RI6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Essential Question(s): How do we learn about our country? How do we honor our country? Guiding Questions 1. What are some of our country’s symbols and the people, and events associated with them? 2. What are some national holidays that honor people and events in American history? 3. What are some of our country’s national monuments and landmarks and the people, and event associated with them? Focus: U.S. Symbols and Landmarks National Holidays

This lesson is continued from Lesson 24. Before Reading: Hold up or show a picture of the United States Flag. Ask the students "What is this?' Where have you seen it? What does it mean or represent? Then explain that this flag is a symbol that shows you are a citizen of the United States. There are patriotic symbols and there are other symbols in our country that stand for something. During Reading: Unit 3: Our Country, Lesson 3: What are Symbols of America? PowerPoint Using the PowerPoint read and discuss American symbols and landmarks as a class (this PowerPoint may be read over two days). Stop on the pages that asks for student responses. You may even create a chart of their responses. Give students opportunities to talk about the landmarks featured (where they are located, what they stand for). Be sure to emphasize that the Lincoln Memorial and Washington Monument are two U.S. landmarks that honor two of our past presidents that you've discussed in an earlier lesson. American Symbols and Celebrations---Use the pictures in this lesson. After Reading: Review the national symbols that you discussed from the PowerPoint.

https://drive.google.com/open?id=0BygUCc8vNmjcVzBoN0xRZi1ZUnM


https://drive.google.com/open?id=0BygUCc8vNmjcSVFFUkR2dVZXZlk



https://drive.google.com/file/d/0B2OxYfyPmeqgMHVMZ2pOQlEteWM/view?usp=sharing




Lesson (pp. 59-68) Primary Source Activity (p. 63) “New Design” (p. 67)

TCM – Primary Source Reader: Happy Fourth of July Quiz (p. 68) TCM – Primary Source Reader: Happy Fourth of July

Writing Activity (p. 61) “A Special Celebration” (p. 65)

SCIENCE


1-LS1-1 Use materials to design a solution to a human problem by mimicking how plants/or animals use their external parts to help them survive, grow, and meet their needs. 1-LS1-2 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

Essential Questions: How does an animals’ environment meet its needs?

Unit 5-Where do plants and animals live? Read the following: myON: The Rainforest, Rainforest Life

WORD STUDY


VOCABULARY 1RF3g Recognize & read grade-appropriate irregularly spelled words. 1SL4 Describe people, places, things, & events with relevant details, expressing ideas & feelings clearly. 1L5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

VOCABULARY STRATEGY: Synonyms ACADEMIC: characters, infer, thesaurus SOCIAL STUDIES: symbols, landmarks, monuments, bald eagle, liberty bell, Washington Monument, White House, Mt. Rushmore, National Anthem, Star-Spangled Banner SCIENCE: food chain, shelter, environment TARGETED CATEGORIES: Teacher’s choice

WSG pp. 150-151

SPELLING/ENCODING Words with ou and ow

U5L25 Phonemic Awareness/Phonics lessons in TE Days 1-4






https://drive.google.com/open?id=0BygUCc8vNmjcRDVPZkFrb1ZHZ3M











WRITING WORKSHOP


GRAMMAR 1L1j Produce & expand complete simple & compound declarative, interrogative, imperative, & exclamatory sentences in response to prompts. 1L1d Use personal, possessive, & indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). C1L1i Use frequently occurring prepositions (e.g., during, beyond, toward).

SKILL Use contractions in sentences

U5L25 TE: p. T408 Introduce contractions U5L25 TE: p. T430 Contractions with not (see ELL lesson on this page also.) U5L25 TE: p.T450 Spiral Review: Prepositional phrases.

PROCESS WRITING CC1W3 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, CC1W5 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


Review SUW 6-6 pp. 266-268 6 Steps for Planning & Writing a Story. Review SUW 6-7 pp..268-271 Quick Sketch & Quick Note Planning Use Tools 6-7a, b, &c Review SUW 6-21 Story Writing Assessments. Use Tools 6-21a, b, & c.

SUW 10-18 pp. 443-444 Stories Scoring Guide Use tool 10-18a and 10-18b & c for scoring rubric & sample student work.

1L2d Use conventional spelling for words with common spelling patterns & for frequently occurring irregular words. 1RF3e Decode two-syllable words following basic patterns by breaking the words into syllables.

U5L25 Spelling lessons days 1-4


Before and After Vocabulary Activities (pp. 60, 62) “Vocabulary Match” (p. 66)






1st grade curriculum map: literacy & integrated content 1st grade q3.pdf · 1st grade...

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