1st/ela curriculum road map - pittsburgh public schools · maurice sendak is a caldecott...
Post on 30-Sep-2020
4 Views
Preview:
TRANSCRIPT
1st/ELA Curriculum Road Map
**IMPORTANT**
For a copy of teacher and student pages/resources, see Resources Section at the end of each lesson. Many resources are
repeated so please see previously completed lessons for sample copies.
Week CORE Word Work Fluency
1 Text: Where the Wild Things Are
Skill: Story Structures, Sequence Events,
Summarize, Construct meaning to illustrations
Task: Author Illustrator Personal Narrative,
Central Message task Sheet, Graphic
Organizer: Story Elements, Describe setting,
characters, events using illustrations
Long a:
Rapid letter sound fluency (LNF Chart)
Sight Word tracing and drill
Explicit instruction for phonic rule
Word building E1-3
Dictation
Decodable Connected Text
Reading A-Z:
I Had a Little Hen
Fluency Development Sequence of
steps
2 Text: Little Bear, Chicken Soup with Rice
Skill: Story Structure, Character Analysis,
Sequence Events, Compare/Contrast
Task: Story Summary, Write/Illustrate
Sequence of Events, Opinion Essay, Graphic
Organizers: Story Element, Character
Analysis
Long i:
Rapid letter sound fluency (LNF Chart)
Sight Word tracing and drill
Explicit instruction for phonic rule
Word building E4-6
Dictation
Decodable Connected Text
Reading A-Z:
Kitty Cat, Kitty Cat
Fluency Development Sequence of
steps
3 Text: Little Bear, Chicken Soup with Rice
Skill: Story Structure, Character Analysis,
Sequence Events, Compare/Contrast
Task: Story Summary, Write/Illustrate
Sequence of Events, Opinion Essay, Graphic
Organizers: Story Element, Character
Analysis
Long o:
Rapid letter sound fluency (LNF Chart)
Sight Word tracing and drill
Explicit instruction for phonic rule
Word building E7-9
Dictation
Decodable Connected Text
Reading A-Z:
Ladybug, Ladybug
Fluency Development Sequence of
steps
K/ELA Curriculum Road Map
**IMPORTANT**
For a copy of teacher and student pages/resources, see Resources Section at the end of each lesson. Many resources are
repeated so please see previously completed lessons for sample copies.
Week CORE Word Work Fluency
4 Text: Growl: All About Bears, Now I know Bears
Skill: Text features, Main Topic/Details, Author’s
Purpose, Compare/Contrast
Task: Write facts based on text evidence,
Compare/Contrast, Same/Different
Long u:
Rapid letter sound fluency (LNF
Chart)
Sight Word tracing and drill
Explicit instruction for phonic rule
Word building review sequences
Dictation
Decodable Connected Text
Reading A-Z:
The Lion and the Unicorn
Fluency Development Sequence of
steps
5 Text: Growl: All About Bears, Now I know Bears
Skill: Text features, Main Topic/Details, Author’s
Purpose, Compare/Contrast
Task: Write facts based on text evidence,
Compare/Contrast, Same/Different
Long a i o u Review: Rapid letter sound fluency (LNF
Chart)
Sight Word tracing and drill
Explicit instruction for phonic rule
Word building E10-12
Dictation
Decodable Connected Text
Reading A-Z:
Two Black Birds
Fluency Development Sequence of
steps
6 Text: All text
Culminating: Write opinion piece, create an art
piece to represent their project.
Long vowel review:
Blending Lines(use previous for
review)
Sight Word phrases
Explicit instruction for letter
sounds & blending
Word building(review sequences)
Dictation
Decodable Connected Text
Students perform favorite nursery
rhymes
Curriculum Materials ~ 1st/ELA ~ Week 1 Lesson 1
90 Minute Lesson Materials
Core
Approximately
45 min
Where the Wild Things Are
T Chart
Student Journals
Word Work
Approximately
30 min
Word Card “cake” (Teacher made)
Sight Word Tracing Sheet
Word Building Beck word list
Word Building Cards
Student Word Work Journal pages
Teacher Word Work Journal pages
Word Building Procedures
Tap It, Map It, Graph It Procedures
Blending Lines Procedures
Pocket Chart
Fluency
Approximately
15 min
I Had a Little Hen
Supplies
Chart paper
Pencils
Markers
Plastic Sleeve Protectors
Dry Erase Markers
Sound Markers (cereal, counters, pennies, cut up colored paper squares, etc)
Magnetic Wands
Magnetic Disks
Highlighters
CORE Curriculum ~ 1st/ELA ~ Week 1 Lesson 1
Section Instructional Routine ~ Building Background
Introduction During this lesson students will build background for the unit theme.
Unit Introduction Introduce the unit by asking students if they have favorite authors / illustrators
Create a t-chart with What Authors Do on one side and What Illustrators Do on the other side
Ask students to contribute what they know about authors and illustrators on the t-chart
Keep this chart visible so ideas can be added throughout the unit.
Book Walk Provide students with a copy of the book, Where the Wild Things Are and allow students to preview the
book (note- there are five copies per classroom)
Inform students that Maurice Sendak is the author and illustrator of this book
Show the other Sendak books (Chicken Soup and Rice & Little Bear) and tell the students they will be
reading these books throughout the unit
Closing Review the terms author and illustrator. Ask the students which they would like to be: an author, an
illustrator or both
Pass out the student response task sheet and allow students to complete the task
Circulate around the room to support the students. Scribe for students if needed
WORD WORK Curriculum ~ 1st/ELA ~ Week 1 Lesson 1
Section Instructional Routine ~ Long a
Phonological
Awareness
Articulation of Skill
Phonemic Awareness:
Can you hear the sound?
Tell students they are going to listen for words with long /a/ sound. Have students put heads down, then raise
hands for a word with long/a/ sound. Note formatively students not able to hear sound.
Can you make the sound?
Say “This time if you hear the /long a/ sound, say /aaaa/.”If not, stay quiet.
Word List: rake, pile, note, mule, Jane, fade, mile, code, rode, cube, tape, joke, made
Rapid Letter Naming
Sight Word Drill
Rapid letter sound drill #1 or
Sight word tracing and drill: after, again, an, any, as, ask, by, could, about, better, bring, carry, clean,
cut, done, draw
Letter Sound
Correspondence
Letter sound Correspondence:
Introduce the long a spelled with a silent e. Hold up an index card with the word “cake”. Model placing one
finger on each of the vowels. Have students notice their fingers make a V or a peace sign.
Say “When there are 2 vowels, with 1 consonant between them & the 2ndvowel is e, the 1stvowel says its
own name”. Demonstrate with several words, having students use finger gesture to show if word makes the
peace sign, using gradual release, from I do to we do to you do
Word Card List: mad, made, tap, tape, crab, plate
Word Work Word Building: Beck E1
m, a, t, e, n, c, r, k
mat, mate, mat, man, mane, cane, can, ran, rat, rate, rake, make, cake
Place letters in pocket chart as students build words on magnetic boards
Dictation Dictate words from word building list Words
Dictate 1-2 sentences with any combination of skill & sight words
Students record words and sentences in word journals
Connected Text Have students highlight the words in story #1 that contain the targeted skill.
Read the highlighted words.
Read Story #1. Allow struggle time and expect brain sweat
Flexible Grouping Approaching Group Teacher Led
Re-teach Options
(6-10) intensive students
Blending Lines
Word Building
ALL
Fluency Routine using poetry from Reading A-
Z and Fluency Development Lesson
Fluency Curriculum ~ 1st/ELA ~ Week 1 Lesson 1
Section Instructional Routine ~ Introduction, Initial reads, Take Home
Lesson Focus Students will listen to a passage read fluently and participate in a class discussion about the passage in order to increase
their fluency.
Step 1 The teacher introduces a new short text and reads it to the students two or three times while the students follow along
silently. The text can be a poem, segment from a basal passage or trade book selection, etc.
Step 2 The teacher and students discuss the nature and content of the passage as well as the quality of teacher’s reading of
the passage.
Step 3 The students take a copy of the passage home to practice with parents and other family members.
Resource
I Had a Little Hen
I had a little hen,
The prettiest ever seen.
She washed me the dishes
and kept the house clean.
She went to the mill
to fetch me some flour.
She brought it home
in less than an hour.
She baked me my bread
and made a salad with kale.
She sat by the fire
and told many a fine tale.
1st/ ELA Week 1 Lesson 1
Resources
Word Building Procedures
Materials:
Large teacher letter cards
Small letters for students
Pocket chart
Student journal for dictation
Decodable text
Preliminary Procedures:
Teacher has large letter cards in front of the room that are used for modeling
Each student has letters to use during the lesson
There is a system in place for using materials
Procedures for Building Words:
Teacher reviews or introduces the phonic pattern being taught
Teacher demonstrates how to build a word or two using letter cards
During the procedure, teacher displays each word on the pocket chart and models how to
change one word into another
For the initial round, students are told which letters to change during the lesson
Teacher uses the prompt: “what’s the word?” and encourages whole word reading
For the second round (speed round), students practice encoding (change sent to tent)
After words are built, they are written on the board for students to chorally read
Teacher dictates words and a sentence to students to write in a journal or on a white
board
Students are provided with decodable text to make connections with words they have
built
What Authors Do What Illustrators Do
Maurice Sendak Biography
Author, Illustrator (1928–2012)
Maurice Sendak is a Caldecott award-winning children's book author and illustrator best known for his book
Where the Wild Things Are.
Synopsis
Maurice Sendak was born on June 10, 1928 in New York City. The now-renowned children's author studied at
the Art Students League and illustrated more than 80 books by other writers before authoring one himself. His
most critically acclaimed work includes the dark and beloved story Where the Wild Things Are. Later in his
career Sendak collaborated with Carole King on the musical Really Rosie and has done other work for the stage.
Early Years
Beloved children's book author and illustrator Maurice Sendak grew up in Brooklyn, New York. The son of a
dressmaker, he was a sickly child who started drawing to pass the time. Sendak excelled at art, landing a part-
time job at All-American Comics while in high school.
While working on window displays for New York's famed toy store F.A.O. Schwarz in the late 1940s, Sendak
met legendary children's book editor Ursula Nordstrom. She helped Sendak land his first job illustrating
children's books. During the 1950s, he worked on books by such authors as Ruth Krauss and Else Holmelund
Minarik.
Critical Acclaim
In 1956, Sendak published Kenny's Window, the first children's book he both wrote and illustrated himself.
Before long, he turned the children's book world upside down with his 1963 masterpiece Where the Wild Things
Are. Sendak captured the public's imagination with this tale of a boy's journey into a strange land inhabited by
grotesque yet appealing monsters.
Sendak's dark, moody illustrations were a shocking contrast to the usually light and happy fare found in a
typical children's book of the time. The main character Max, like many of Sendak's protagonists, acted like a
real child, not some idealized version of youth.
"In plain terms, a child is a complicated creature who can drive you crazy," Sendak once said in an interview.
"There's a cruelty to childhood, there's an anger. And I did not want to reduce Max to the trite image of the good
little boy that you find in too many books." Where the Wild Things Are earned Sendak a Caldecott Medal, a
special honor for children's book illustration.
http://www.biography.com/people/maurice-sendak-9478893#synopsis
Tap It, Map It, and Graph It
Activity Overview
Phoneme-grapheme mapping is a multi-sensory and engaging technique for teaching sound-
letter correspondence. In Tap It, Map It, and Graph It, students have opportunities to link the
oral level phoneme as it is mapped to print in the form grapheme. Practice using critical phonics
skill can lead to greater mastery and automaticity in reading and spelling. Direct, explicit, and
systematic instruction in the sound/symbol connection within the English alphabetic code helps
students understand the relationship between phonemes and graphemes that exist in our
complex spelling system. This activity draws a connection using tangible markers and letters
and brings to life what could be a more abstract concept for students.
Materials
Sound box worksheet placed in a plastic sleeve
Dry erase markers
Objects for sound markers (cereal, counters, pennies, cut up colored paper, etc.)
Copies of decodable text
Magnetic wands and magnetic disks.
Whole Classroom Instruction
Set the purpose. Say: “This activity will give you practice matching sounds in words to the
letters that go with those sounds. Thinking about sounds and the letters that represent those
sounds is important to being a good reader and speller.”
1. Give students copies of the Sound Box worksheet and sound markers.
2. Begin at the phonemic awareness level: Say a given word and have the students repeat
the word.
a. Tap It: Students may tap out the word first if needed, and then place a sound
marker in each square of the grid for each sound they hear. (Each marker
represents a sound in the word you say.) For example, if the word is sheep, the
students repeat the word then tap out the sounds in the word.
b. Map It: Have students move one marker into each box on the grid, with each
marker representing a sound in the word: /sh/ /ē/ /p/ = three markers.
3. Next, add the graphemes that represent the sounds.
a. Graph It: Students tap the word then write the graphemes in the appropriate boxes
below the sound markers.
Tap It, Map It, and Graph It
b. Ultimately the goal is for students to be able to map the graphemes without
needing to use the sound markers first. Some students will benefit from continuing
to use the sound markers in association with the graphemes to make a clear visual
representation of sound-symbol relationships.
c. To vary the activity, have students remove the markers one sound at a time and
write the corresponding graphemes for each marker, thereby replacing the marker
with a written grapheme.
Return to the purpose. Say: “You have been practicing matching sounds and letters. Getting
faster at that will help you to be better readers and spellers.”
Small Group Work
Whenever possible use words from books the students are reading.
1. Give students a magnetic wand, magnetic disks, and a sound box worksheet.
2. Tell students to listen to a word you are going to say and to count the sounds by placing
disks in the boxes provided on the Sound Box Worksheet.
3. Have students use the wand (or their fingers, if wands aren’t available)to lift each disk,
one at a time, and write in its place a grapheme that matches that sound.
a. A variation of this activity is to have students leave the disks in place and, in the
row beneath them, write the grapheme that matches the sounds.
Independent Practice
For this portion of the activity, students will work in pairs, taking turns being the “teacher” and
the “student.”
1. Distribute copies of the text, the Sound Box worksheet, markers, magnetic wands, and
disks.
2. Tell the students to go into the text and select a word for their partner to tap, map, and
graph.
50 Nifty Activities for 5 Components and 3 Tiers of Reading Instruction
ENHANCED PHONICS BLENDING LINES
The Enhanced Phonics Blending Lines are provided for the year—two per week to
replace the existing Phonics Chart/Transparency. These more rigorous blending
lines are designed to:
1. Provide additional structured guided practice in reading words with the
new phonics skills in isolation prior to reading the decodable reader. You will
model 1-2 words ONLY, then guide students to chorally decode the
remaining words. If students make errors, stop and offer corrective feedback
such as the following:
Say: My turn. Make the sound that students missed. Have them repeat
the sound. Tap under the letter and say: What’s the sound? Students
chorally respond. Return to the beginning of the word.
Say: Let’s start over. Blend the word with students again.
2. Provide practice with previously-taught phonics skills (prior 3-5 weeks;
review and repetition cycle) to offer work with the skill over an extended
period of time to ensure mastery and monitor student progress. This along
with the rereading of previous decodable texts will provide students with
structured review and repetition of skills taught for as long as they need
formal practice to master the skill (achieve automaticity). Monitor students
while reading the blending lines and form small groups based on skill needs
for D.I. time.
3. Provide practice with minimal contrast sets (e.g., hat/hot/hit/hut or
tap/tape, ran/rain) to help students learn the importance of fully analyzing
words when reading them and become flexible in their understanding and use
of a wide range of phonics patterns.
4. Provide additional HOMEWORK reading practice. Make copies of each
week’s two sets of blending lines or have students record them on a sheet of
paper during independent work time to take home for nightly reading with
their families.
Note: This should be a quick-paced activity lasting no more than 5 minutes
1
Name_____________ MyReader/WriterNotebook
2
WeekOneStudentTasks
UnitLaunch–LessonOne
Author/IllustratorTask
WheretheWildThingsAre
CentralMessage–WhatdidMaxLearn?
WheretheWildThingsAre
StoryElement–GraphicOrganizer
3
Iwouldliketobean_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
authorillustrator
4
Inthestory,WheretheWildThingsAre,whatlessondidMaxlearn?
________________________________________________________________________________________________________________________________________________________________________________________________________________________
5
Where the Wild Things Are Written and Illustrated by Maurice Sendak
Characters Setting
Problem
6
Event 1
Event 2
Event 3
Solution
7
Week2andWeek3StudentResponseJournalPages
WhatWillLittleBearWear StoryElementGraphicOrganizer
BirthdaySoup StoryElementGraphicOrganizerBirthdaySoup CharacterAnalysis
LittleBear’sWish SequenceofEvents–RetellingChartChickenSoupwithRice WriteaRecipe
8
TITLE: What Will Little Bear Wear?
Illustrated by Maurice Sendak
Characters
Setting
Problem
9
Event 1
Event 2 Event 3
Solution
10
• Problem
11
TITLE: Birthday Soup
Illustrated by Maurice Sendak
Characters
Setting
Problem
12
Event 1
Event 2 Event 3
Solution
13
Birthday Soup: Character Analysis
Describehowlittlebearfeltatthebeginningandendofthestory.
Whatstoryeventmadehimchange?
BEGINNING END
14
WriteLittleBear’swishesinthecorrectorder.
15
16
Whichwishcametrue?_____________________________________
___________________________________________________________
Why?___________________________________________________________
_________________________________________________________________
17
Ingredients:
Directions:
18
I can learn facts from reading non-fiction.
Name Fact
19
I can learn facts from reading non-fiction.
3 facts I learned about bears and what or how they eat.
20
Whatsameinformationdidtheauthorsgiveaboutbearsandtheireatinghabits?
21
Whatdifferentinformationaboutbearsandtheireatinghabitsdidthisauthorgive?
Whatdifferentinformationaboutbearsandtheireatinghabitsdidthisauthorgive?
22
Whatisonethingthatisthesameaboutyouandababybearcub?Whatisonethingthatisdifferent?
SAME DIFFERENT
23
CriteriaChartforOpinionWriting
ü MywritinghasanopinionaboutwhichgenreIlikedreadingattheopeningofmyessay(topicsentence).
ü IincludedexamplesofbooktitlesIlikedasevidence.ü IincludeddetailsaboutthebooksIlikedbest.ü Iusedinterestingwordsinmywriting.ü Mywritinghasaconclusion.ü IspelledwordsIknowcorrectly.ü Mysentencesbeginwithacapitalletterandendwithpunctuation.
Insert copy of raz book I had a little hen
3
K1 word work resources for teachers
Part 1
Letter –Naming Fluency (LNF) Chart 1
a, m, s, p, t
a s t m a
p a s t s
m t m a t
s p a t p
t s t p s
10
K1 word work resources for teachers
Part 2
after again
an any
as ask
by could
11
K1 word work resources for teachers
too under
want was
well went
what white
12
K1 word work resources for teachers
him his
how jump
just know
let live
13
K1 word work resources for teachers
every fly
from give
going had
has her
14
K1 word work resources for teachers
show six
small start
ten today
together eight
15
K1 word work resources for teachers
try much
myself never
only own
pick seven
16
K1 word work resources for teachers
shall hot
hurt if
keep kind
laugh light
17
K1 word work resources for teachers
long drink
fall far
full got
grow hold
18
K1 word work resources for teachers
always around
because been
before best
both buy
19
K1 word work resources for teachers
call cold
does don’t
fast first
five found
20
K1 word work resources for teachers
gave goes
green its
made many
off or
21
K1 word work resources for teachers
pull read
right sing
sit sleep
tell their
22
K1 word work resources for teachers
may of
old once
open over
put round
23
K1 word work resources for teachers
warm were
when
about better
bring carry
24
K1 word work resources for teachers
clean cut
done draw
these those
upon us
25
K1 word work resources for teachers
use very
wash which
1-2StudentWordWorkJournal 8
E1
m a t e n c r k
E2
g a p t e c k m d n
E3
r a t e p l n s m
1-2StudentWordWorkJournal 9
Beck Word List (focus long a) Date: ____________________________
___________________ ___________________
___________________ ___________________
___________________ ___________________
______________________________________________
_________________________________________________
______________________________________________
_________________________________________________
1-2StudentWordWorkJournal 13
Week #1
Long a (a_e)
mad made hat hate late
can cane cap cape save
came name snake make shape
vase brave plane same wave
ship wish shell thin this
slip grab crush trash bath
Dave made a big cake.
Jane came late to the game.
CHALLENGE:
make making take taking
shake shaking
1-2StudentWordWorkJournal 14
Week #1
Long a (a_e)
hat hate mad made make
past paste plan plane grade
snake plate name gave game
came cake cave case cape
fish shop shell brush trash
with think flash math Beth
Jane can swim in the lake.
Wade hates to be late.
CHALLENGE:
gave give live name naming
1-2StudentWordWorkJournal 15
Snake and Ape
In the jungle there lived a snake and an ape. The snake’s
name was Jake. The ape’s name was Kate.
Jake slept in a cave. He ate lots of frogs from the lake.
Kate liked to play in a big fig tree. Kate ate lots of figs from the
tree. Kate ate lots and lots of figs from the tree. Kate and Jake
liked the jungle.
But they saw bad stuff in the jungle. Loggers were cutting
down the trees.
Jake came out of his cave. Kate came down from a tree. They
came face to face.
Jake said, “The place is not safe. We must take brave steps to
save the jungle.”
“I do not like that they cut down the trees,” said Jake. “And I
do not like that they pave the lanes for their big trucks.”
“We must be brave. We must make them stop or it will be too
late,” said Jake.
1-2StudentWordWorkJournal 16
“I will take a plane to see the king of the apes. For the sake of
the trees, he will make them stop,” said Kate. “We apes need a
place to live.”
Kate went to the gate of the king of the apes. She told the king
that trees were being cut at a fast pace.
“If it does not stop, apes will not have a safe place to live,”
Kate said. The fate of the jungle is in your hands. You must stop
them or it will be too late.”
The king of apes saved the jungle. He made the loggers stop
cutting down the trees.
From then on, Jake and Kate were good mates. They liked to
sit by the lake in the sun.
-Reading A-Z
26
K1 word work resources for teachers
Sight Word Phrases
The air is warm. Home sweet home
Read my letters. Around the clock
It’s still here. Show and tell
Where in the world You must be right.
We need more Tell the truth.
I study in school. Good and plenty
I’m an American. Help me out.
Such a mess It turned out well.
Point it out. It’s your place.
Right now Good things
It’s a small world. I think so.
Big and small Read the book.
27
K1 word work resources for teachers
28
K1 word work resources for teachers
Sight Word phrases
Form two lines. Get the point.
A small house also Because we should
Another old picture Even the animals
Write one sentence. Try your best
Set it up. Move over.
Put it there. We found it here.
Where does it end? Study and learn.
I don’t feel well. Kind of nice
My home is large. Spell your name.
It turned out well. The good American
Read the sentence. Change your clothes
This must be it. Play it again.
Hand it over. Back off.
Such a big house Give it away.
The men asked for help. Answer the phone.
A different land Turn the page
They went here.
30
K1 word work resources for teachers
a b
c d
e f
31
K1 word work resources for teachers
g h
i j
k l
32
K1 word work resources for teachers
m n
o p
q r
33
K1 word work resources for teachers
s t
u v
w x
34
K1 word work resources for teachers
y z
35
K1 word work resources for teachers
E1: CaCe E2: CaCe E3: CaCe
m, a, t, e, n, a, c, k g, a, p, t, e, c, k, m,
d, n r, a, t, e, p, l, n, s, m
mat
mate
mat
man
mane
cane
can
ran
rat
rate
rake
make
cake
gap
tap
tape
tap
cap
cape
cake
make
made
mad
man
mane
cane
rat
rate
plate
plane
plan
plane
lane
late
slate
kate
mate
mat
map
Can a rat make a
man mad?
Can a man run
with a cane?
Can a pet have a
cap and a cape?
Would you be mad
if mom made you
bake a cake?
Can a plane be
late?
Would you hit a
plate with a rake?
36
K1 word work resources for teachers
E1
m a t e n
c r k
E2
g a p t e
c k m d n
E3
r a t e p
l n s m
Week #1 Target Words for (long a,) stories
Story 1 Story 2 Story 3 Skill Specific New words
(10-14)
Skill Specific New Words
(5-7)
Skill Specific Words From Story 1 (5-7)
Skill Specific New words
(10-14 words)
rake Jake Jane Pete
pile robe mile June
note size blaze
mule stripe smile
Jane cute rose
made dude late
mile trade tune
code drive gave
rode home
joke gripe
taped
Week1LongaStoryNumber:1
Kate and Jane
Kate baked a cake. She put the cake on a plate. Kate put a
name on the top of the cake. The name was Jane. Jane likes
grapes, so Kate spelled the name with grapes.
Kate gives the cake she made to Jane. Jane likes the cake Kate
made for her. Jane likes the grapes on top of the cake. Jane is
happy that Kate made her a cake.
Week 1
InstructionalFocus:Longa
StoryNumber:2
Nate, Jane, and the Ape
Nate met an ape at the gate of a cave. Nate gave the ape
a cake he had made. The ape ate Nate’s cake and went in
the cave.
Then Jane came by. She met the ape at the cave. Jane
plays a game with the ape. Jane gives the ape a ball with
shapes in it. The ape shakes the ball, but the shapes do not
come out. The ape pulls on the ball and all the shapes fall out.
Jane shows the ape how to sort the shapes and put the
shapes back in the ball. The ape likes Jane’s game.
Today the ape played a shape game with a ball and ate
cake. The ape is glad that Nate and Jane came to his cave.
Week1
InstructionalFocus:Longa
StoryNumber:3
MasteryCheck
Cade and Jake at the Lake
Cade and Jake are pals. They wake up and go to the lake.
They play at the lake. Cade wades in the lake. Jake waves to
Cade as he wades. Then Jake and Cade ate dates and
baked cod.
It got late, so Cade and Jake left the lake to go home. They
went down the lane. The lane was like a maze. They got
home late.
4
K1 word work resources for teachers
Letter –Naming Fluency (LNF) Chart 2
b, d, f, I, n
b d f b n
f i b f d
d n d n b
i f b i d
f d f b i
1-2StudentWordWorkJournal 5
too under
want was
well went
what white
1-2StudentWordWorkJournal 6
him his
how jump
just know
let live
1-2StudentWordWorkJournal 7
every fly
from give
going had
has her
Curriculum Materials ~ 1st/ELA ~ Week 1 Lesson 2
90 Minute Lesson Materials
Core
Approximately
45 min
Where the Wild Things Are
Student Activity Journal Central Message Task Sheet
T- Chart
Word Work
Approximately
30 min
Sight Word Tracing Sheet
Word Building Beck word list
Student Word Work Journal pages
Teacher Word Work Journal pages
Word Building Cards
Word Building Procedures
Tap It, Map It, Graph It Procedures
Pocket Chart
Fluency
Approximately
15 min
I Had a Little Hen
Supplies
Post It Notes
Chart paper
Pencils
Markers
Plastic Sleeve Protectors
Dry Erase Markers
Sound Markers (cereal, counters, pennies, cut up colored paper squares, etc)
Magnetic Wands
Magnetic Disks
Highlighters
CORE Curriculum ~ 1st/ELA ~ Week 1 Lesson 2
Section Instructional Routine ~ Text Comprehension (Gist/Text Dependent Questions/Central Message)
Introduction Tell students that during this lesson they will listen to the story, Where the Wild Things Are and answer Text
Dependent Questions to demonstrate general understanding of the text.
During Reading Use the text dependent questions below while reading the story Where the Wild Things Are
Cover: Share the cover of the book. Remind the students that Maurice Sendak is both the author and
illustrator of this book. Explain that he won the Caldecott Medal for his illustrations in this book. (The
Caldecott Medal was named in honor of nineteenth-century English illustrator Randolph Caldecott. It is
awarded annually by the Association for Library Service to Children, a division of the American Library
Association, to the artist of the most distinguished American picture book for children). Tell the students to
pay attention to the illustrations as you read the book. They along with the words the author uses will help
them to understand the story
Text Stopping Point Text Dependent Question Text Stopping Point Text Dependent Question
Max made mischief of one kind and another…. The author said that Max made mischief.
Look closely at the pictures. What is Max
doing?
What do you think mischief means? Say:
mischief is a kind of playful behavior by
children that causes a bit of trouble
So she sent him to bed without eating anything. What happened now?
Why did his mother do this?
How is Max feeling? How do you know?
And the walls became the world all around… Look at what is happening in Max’s bedroom.
What is happening in our story? What is Max
doing?
What type of story do you think this is? (Get
to the point that Max is using his imagination
and that this is a fantasy story).
…to where the wild things are. The author said that Max traveled in and out
of weeks and almost over a year… What does
that mean? Why did the author use those
words? (reiterate the point that this is a
fantasy story and the author uses those words
to make a point that in his imagination, Max
traveled a long time)
And showed their terrible claws… The author say they gnashed their terrible
teeth. Gnashed means to grind your teeth
together.
Let’s all gnash our teeth.
Look at Max’s face. How do you think he
feels about the wild things?
And made him King of all Wild Things. King of All Wild Things….what did we learn
now?
“let the wild rumpus start!” A rumpus means there is a lot of noise made
by a lot of people
Show the next two pages without dialogue. Look at these illustrations. Turn and talk with
a partner about what is happening in our story
Summarize what happened on each page.
…and wanted to be where someone loved him best of
all.
How is Max feeling now? How do you know?
…so he gave us being king of where the wild things
are.
The author said he smelled good things to eat
so he gave up being the king of where the
wild things are. What do you think he
smelled?
….and it was still hot. Where is Max now? How do you know?
How do you think Max is feeling now?
Student Response:
Discuss with students what lesson Max learned. This is called the central message. Students can write
and illustrate the lesson learned using the resource provided
Review the response task with students and allow them time to complete
Encourage a few students to share • Circulate to support students who need support
After Reading/Lesson
Closing
Review the author / illustrator the students are learning about
Add any information to the class artifact on authors / illustrators
Focus Standards CCSS RL 1.1 Ask and Answer questions about key details in a text
CCSS RL 1.2 Retell stories including key details and demonstrate understanding of their central message or lesson
WORD WORK Curriculum ~ 1st/ELA ~ Week 1 Lesson 2
Section Instructional Routine ~ Long a Phonological Awareness
Articulation of Skill
Phonemic Awareness:
Can you hear the sound?
Tell students they are going to listen for words with long /a/ sound. Have students put heads down, then raise
hands for a word with long /a/ sound. Note formatively students not able to hear sound.
Can you make the sound?
Say “This time if you hear the /long a / sound, say /aaaa /.” If not, stay quiet
Word List: dog, mat, came, drove, mile, pit, sat, pag
Rapid Letter Naming
Sight Word Drill
Sight word tracing and drill: after, again, an, any, as, ask, by, could, about, better, bring, carry, clean,
cut, done, draw
Letter Sound
Correspondence Letter sound Correspondence:
Model placing one finger on each of the vowels. Have students notice their fingers make a V or a peace
sign. Say “When there are 2 vowels, with 1 consonant between them & the 2ndvowel is e, the 1stvowel says
its own name”. Demonstrate with several words, having students use finger gesture to show if word makes
the peace sign, using gradual release, from I do to we do to you do
Word Card List: shape, slap, flag, plane, had, trap, bake
Word Work Word Building
g, a, p, t, e, c, k, m, d, n
Beck E2: gap tap tape tap cap cape cake make made mad man
Place letters in pocket chart as students build words on magnetic boards
Dictation Dictate words from word building list
Words Dictate 1-2 sentences with any combination of skill &sight words
Students record words and sentences in word journals.
Connected Text Read Story #1. Allow struggle time and expect brain sweat
Flexible Grouping Approaching Group Teacher Led
Re-teach Options
(6-10) intensive students
Blending Lines
Word Building
ALL
Fluency Routine using poetry from Reading A-
Z and Fluency Development Lesson
Fluency Curriculum ~ 1st/ELA ~ Week 1 Lesson 2
Section Instructional Routine ~ Choral Read, Small Group Read, Take Home
Lesson Focus Lesson Focus: Students will read a familiar passage chorally, and with a partner in order to increase their fluency.
Step 4 Teacher and students read the passage chorally several times. Antiphonal reading and other variations are used to
create variety and maintain engagement.
Step 5 The teacher and students discuss the nature and content of the passage as well as the quality of teacher’s reading of
the passage.
Step 6 The students take a copy of the passage home to practice with parents and other family members.
Resource
I Had a Little Hen
I had a little hen,
The prettiest ever seen.
She washed me the dishes
and kept the house clean.
She went to the mill
to fetch me some flour.
She brought it home
in less than an hour.
She baked me my bread
and made a salad with kale.
She sat by the fire
and told many a fine tale.
Curriculum Materials ~ 1st/ELA ~ Week 1 Lesson 3
90 Minute Lesson Materials
Core
Approximately
45 min
Where the Wild Things Are
Student Activity Journal
Class Story Map
Word Work
Approximately
30 min
Sight Word Tracing Sheet
Word Building Beck word list
Student Word Work Journal pages
Teacher Word Work Journal pages
Word Building Cards
Word Building Procedures
Tap It, Map It, Graph It Procedures
Pocket Chart
Fluency
Approximately
15 min
I Had a Little Hen
Supplies
Chart paper
Pencils
Markers
Plastic Sleeve Protectors
Dry Erase Markers
Sound Markers (cereal, counters, pennies, cut up colored paper squares, etc)
Magnetic Wands
Magnetic Disks
Highlighters
CORE Curriculum ~ 1st/ELA ~ Week 1 Lesson 3
Section Instructional Routine ~ Text Comprehension (Story Elements and Sequencing Events)
Opening Remind students that they are learning about a famous author /illustrator named Maurice Sendak
Review Story Vocabulary:
Mischief : playful behavior by children that causes a bit of trouble How might children get into mischief while playing
in their parent’s bedroom?
Gnashed: to grind one’s teeth together; typically as a sign of anger Why might a dog gnash his teeth? What would he
look and sound like?
Rumpus: a noisy disturbance What would a rumpus out in the playground sound like? What might cause it?
Set Purpose for
Reading
Remind students that fictional stories have common elements such as character, setting, problem, solution and a
message (or moral)
Tell students you will reread the story and that afterwards they will retell the story and identify and describe the story
elements.
Read Read the text without stopping to ask questions
Teacher Model Provide students with a copy of the attached Story Map.
Create a classroom model of the Story Map on chart paper.
Model for students how to use details from the text to complete the setting portion of the graphic organizer.
Guided Practice Guide students to return text to identify the main character. Guide students to use textual support to identify character
traits for each character as well.
Partner/Independent
Activity
Allow students to work with a partner or independently to complete the remaining sections of Story Map.
Work in a small group with struggling readers to provide additional support.
Whole Group
Discussion
Select a few partnerships to record their ideas on the classroom model of the Story Map.
Have partnerships explain their answers using details from the text.
Make sure all students have completed all of the story elements correctly
Classroom Summary Using the ideas presented on the story map, have students summarize the story.
Record the classroom summary on a chart.
Closing Explain that good readers look for the story elements in narrative text to help them with comprehension (Fiction or
narrative contains story elements such as character, setting, problem and solution).
Focus Standards CCSS RL 1.2 Retell stories including key details and demonstrate understanding of their central message or lesson
CCSS RL 1.7 Use Illustrations in a story to describe its character, setting or events
WORD WORK Curriculum ~ 1st/ELA ~ Week 1 Lesson 3
Section Instructional Routine ~ Long a Phonological Awareness
Articulation of Skill
Review Activity: Phonemic blending--Blend the sounds.
Activate Phonemic Awareness: Have students put heads down.
Say the word crate and ask students to tap out the sounds. Hold up the number of fingers to show how many
sounds. Formatively check for accuracy. Then say the word made and ask students what sound they hear at
the middle of the word /a/. Repeat using word list.
Word List: made, ate, chase, plane, brake
Rapid Letter Naming
Sight Word Drill
Sight word tracing and drill: after, again, an, any, as, ask, by, could, about, better, bring, carry, clean,
cut, done, draw
Letter Sound
Correspondence Letter sound Correspondence:
Model placing one finger on each of the vowels. Have students notice their fingers make a V or a peace
sign.
Say “When there are 2 vowels, with 1 consonant between them & the 2nd vowel is e, the 1stvowel says its
own name”. Demonstrate with several words, having students use finger gesture to show if word makes the
peace sign, using gradual release, from I do to we do to you do
Word Card List: back, Jane, fad, code, tap, joke
Word Work Word Building: Beck E3
r, a, t, e, p, I, n, s, m
rat, rate, plate, plane, plan, plane, lane, late, slate, late, mate, mat, map
Place letters in pocket chart as students build words on magnetic boards
Dictation Dictate words from word building list words
Dictate 1-2 sentences with any combination of skill & sight words
Students record words and sentences in word journals.
Connected Text Highlight target words in story #2.
Read story #2. Allow struggle time and expect brain sweat.
Flexible Grouping Approaching Group Teacher Led
Re-teach Options
(6-10) intensive students
Blending Lines
Word Building
ALL
Fluency Routine using poetry from Reading A-
Z and Fluency Development Lesson
Fluency Curriculum ~ K/ELA ~ Week 1 Lesson 3
Section Instructional Routine ~ Choral Read, Word Discussion Activities, Take Home
Lesson Focus Lesson Focus: Students will read a familiar passage chorally, and participate in a class discussion to choose
interesting words from the passage in order to increase their fluency.
Step 7 Teacher and students read the passage chorally several times.
Step 8 The students and their teacher then choose 4 to 5 interesting words from the text to add to the individual students’
word banks and/or the classroom word wall.
Step 9 Students engage in 5-10 minutes of word study activities (e.g. word sorts with word bank words, word walls, flash
card practice, defining words, word games, etc.)
Step 10 The students take a copy of the passage home to practice with parents and other family members.
Resource
I Had a Little Hen
I had a little hen,
The prettiest ever seen.
She washed me the dishes
and kept the house clean.
She went to the mill
to fetch me some flour.
She brought it home
in less than an hour.
She baked me my bread
and made a salad with kale.
She sat by the fire
and told many a fine tale.
Curriculum Materials ~ 1st/ELA ~ Week 1 Lesson 4
90 Minute Lesson Materials
Core
Approximately
45 min
Where the Wild Things Are
Student Activity Journal
Grade 1 Book Chart
Word Work
Approximately
30 min
Sight Word Tracing Sheet
Word Building Beck word list
Student Word Work Journal pages
Teacher Word Work Journal pages
Word Building Cards
Word Building Procedures
Tap It, Map It, Graph It Procedures
Pocket Chart
Fluency
Approximately
15 min
I Had a Little Hen
Supplies
Post-it Notes
Chart paper
Pencils
Markers
Plastic Sleeve Protectors
Dry Erase Markers
Sound Markers (cereal, counters, pennies, cut up colored paper squares, etc)
Magnetic Wands
Magnetic Disks
Highlighters
CORE Curriculum ~ 1st/ELA ~ Week 1 Lesson 4
Section Instructional Routine ~ Using Illustrations to Make Meaning
Introduction During this lesson students will use details and illustrations to make meaning from the text
Opening Remind students that Maurice Sendak won an award for his illustrations in the book, Where the Wild Things
Are and that today you will study the illustrations and use them to add details to the story
Analyze Illustrations Pass out the five copies of the books for students to use
Open the book to the section where Max says, “Let the wild rumpus start”
Look at the next several pages (on these pages there is no text, just illustrations)
MODEL: Teacher should have students look at the first two pages and model how to use details from the
illustrations to write about what is occurring on these two pages with Max and the Wild Things. They should
write about characters, events, and setting
Guided Practice: Assign each group one of the other pages. They will analyze the illustrations and write
details about what is occurring with Max and the Wild Things. Students should use details from the text
(illustrations) as they write about characters, setting and story events.
Teacher should circulate to help with dictation if needed
Share Groups share their responses with the class
Wrap Up Week One To wrap up the first week of the author study, create a Grade One Book Chart that you will use throughout
the unit. You will use this chart to record books that students read in the unit.
Books We Read In Summer Dreamers
Title Where the
Wild Things
Are
Little
Bear
Chicken
Soup with
Rice
Now I
Know
Bears
Growl: All
About Bears
Goldilocks and
the Three
Bears
Author/Illustrator
Genre
Author’s Purpose
What we liked most
about this book
Focus Standards
CCSS RL 1.2 Retell stories including key details and demonstrate understanding of their central message or lesson
CCSS RL 1.7 Use Illustrations in a story to describe its character, setting or events
WORD WORK Curriculum ~ 1st/ELA ~ Week 1 Lesson 4
Section Instructional Routine ~ Long a Phonological Awareness
Articulation of Skill
Can you hear the sound?
Tell students they are going to listen for words with long /a/ sound.
Have students put heads down, then raise hands for a word with long /a/ sound. Note formatively students
not able to hear sound.
Can you make the sound?
Say “This time if you hear the /long a / sound, say /aaaa /.” If not, stay quiet
Word List: dog, mat, came, drove, mile, pit, sat, pag
Rapid Letter Naming
Sight Word Drill
Rapid letter naming drill #1
Sight word tracing and drill: a, and, away, big, blue, can, come, down
Letter Sound
Correspondence Letter sound Correspondence:
Model placing one finger on each of the vowels. Have students notice their fingers make a V or a peace
sign. Say “When there are 2 vowels, with 1 consonant between them & the 2ndvowel is e, the 1stvowel says
its own name”. Demonstrate with words, having students use finger gesture to show if word makes the peace
sign, using gradual release, from I do to we do to you do
Word Card List: back, Jane, fad, code, tap, joke
Word Work Word Building: Beck E1
m, a, t, e, n, c, r, k
mat, mate, mat, man, mane, cane, can, ran, rat, rate, rake, make, cake
Place letters in pocket chart as students build words on magnetic boards.
Dictation Dictate words from word building list words
Dictate 1-2 sentences with any combination of skill & sight words
Students record words and sentences in word journals.
Connected Text Read story #2.
Students can also read Snake and Ape for extra practice.
Allow struggle time and expect brain sweat.
Flexible Grouping Approaching Group Teacher Led
Re-teach Options
(6-10) intensive students
Blending Lines
Word Building
ALL
Fluency Routine using poetry from Reading A-Z and
Fluency Development Lesson
Fluency Curriculum ~ 1st/ELA ~ Week 1 Lesson 4
Section Instructional Routine ~ Choral Read, Read to Someone, Take Home
Lesson Focus Lesson Focus: Students will read a familiar passage chorally, and to a partner or an audience in order to increase
their fluency.
Step 11 Teacher and students read the passage chorally several times.
Step 12 The students and their teacher then choose 4 to 5 interesting words from the text to add to the individual students’
word banks and/or the classroom word wall.
Step 13 Students engage in 5-10 minutes of word study activities (e.g. word sorts with word bank words, word walls, flash
card practice, defining words, word games, etc.)
Resource
I Had a Little Hen
I had a little hen,
The prettiest ever seen.
She washed me the dishes
and kept the house clean.
She went to the mill
to fetch me some flour.
She brought it home
in less than an hour.
She baked me my bread
and made a salad with kale.
She sat by the fire
and told many a fine tale.
1st/ ELA Week 1 Lesson 4
Resources
Curriculum Materials ~ 1st/ELA ~ Week 1 Lesson 5
90 Minute Lesson Materials
Core
Approximately
45 min
Where the Wild Things Are
Wrap up any unfinished work from the week
Word Work
Approximately
30 min
Sight Word Tracing Sheet
Word Building Beck word list
Student Word Work Journal pages
Teacher Word Work Journal pages
Word Building Cards
Word Building Procedures
Tap It, Map It, Graph It Procedures
Pocket Chart
Fluency
Approximately
15 min
I Had a Little Hen
Supplies
Post-it Notes
Chart paper
Pencils
Markers
Plastic Sleeve Protectors
Dry Erase Markers
Sound Markers (cereal, counters, pennies, cut up colored paper squares, etc)
Magnetic Wands
Magnetic Disks
Highlighters
WORD WORK Curriculum ~ 1st/ELA ~ Week 1 Lesson 5
Section Instructional Routine ~ Long a
Phonological Awareness
Review Activity: Step Up Gross Motor Activity
Students stand in a line. When they hear a long/a/ sound they step forward. If they do not hear the long/a/
sound they stay in place.
Word List: pan, vane, cape, man, Jan, slate, Dad, mad, can, cape
Student Practice Students waiting to be tested should re-read stories 1 and 2 or fluency passages into whisper phones to
practice skill in context. Students may also practice by reading Snake and the Ape.
Fluency Routine using poetry from Reading A-Z and Fluency Development Lesson
Assess Student Mastery Read story #3 individually with teacher (untimed) while recording miscues.
Formative Assessment: Student should read all words with the goal being a minimum of 95% accuracy.
Comprehension Support: Students write a sentence about each passage in the box. A corresponding
illustration for each may be added AFTER the sentence is written
Students who successfully read 95% of words read independently to teacher correctly:
* Complete comprehension work for decodable passages
* Read a trade book with a partner or stuffed animal
Students who unsuccessfully read 95% of words read correctly work with para-professional building words.
Fluency Curriculum ~ 1st/ELA ~ Week 1 Lesson 5
Section Instructional Routine ~ Choral Read, Read to an Audience
Lesson Focus Lesson Focus: Students will read a familiar passage chorally, and participate in a class discussion to choose
interesting words from the passage in order to increase their fluency.
Step 1 The teacher introduces a new short text and reads it to the students two or three times while the students follow along
silently. The text can be a poem, segment from a basal passage or trade book selection, etc.
Step 2 The teacher and students discuss the nature and content of the passage as well as the quality of teacher’s reading of
the passage.
Step 3 The students take a copy of the passage home to practice with parents and other family members.
Step 4 Teacher and students read the passage chorally several times. Antiphonal reading and other variations are used to
create variety and maintain engagement.
Step 5 The teacher and students discuss the nature and content of the passage as well as the quality of teacher’s reading of
the passage.
Step 6 The students take a copy of the passage home to practice with parents and other family members.
Step 7 Teacher and students read the passage chorally several times.
Step 8 The students and their teacher then choose 4 to 5 interesting words from the text to add to the individual students’
word banks and/or the classroom word wall.
Resource
I Had a Little Hen
I had a little hen,
The prettiest ever seen.
She washed me the dishes
and kept the house clean.
She went to the mill
to fetch me some flour.
She brought it home
in less than an hour.
She baked me my bread
and made a salad with kale.
She sat by the fire
and told many a fine tale.
Curriculum Materials ~ 1st/ELA ~ Week 2 Lesson 1
90 Minute Lesson Materials
Core
Approximately
45 min
Little Bear by Else Holmelunk Minarik
Grade 1 Book Class Chart
Word Work
Approximately
30 min
Sight Word Tracing Sheet
Teacher Made index card with the word “cake”
Word Building Beck word list
Student Word Work Journal pages
Teacher Word Work Journal pages
Word Building Cards
Word Building Procedures
Tap It, Map It, Graph It Procedures
Pocket Chart
Fluency
Approximately
15 min
Kitty Cat, Kitty Cat
Supplies
Post-it Notes
Chart paper
Pencils
Markers
Plastic Sleeve Protectors
Dry Erase Markers
Sound Markers (cereal, counters, pennies, cut up colored paper squares, etc)
Magnetic Wands
Magnetic Disks
Highlighters
CORE Curriculum ~ 1st/ELA ~ Week 2 Lesson 1
Section Instructional Routine ~ Text Comprehension (Gist/Story Elements)
Introduction During this lesson students will recall what they remember about Little Bear and begin reading a new
adventure about their friend, Little Bear as they read Chapter One
Before Reading Provide students with a copy of the book, Little Bear
Inform students that Maurice Sendak is the illustrator of this book
Tell students that this is a chapter book and share the table of contents. Read the chapter titles
Ask students to remember which chapter they read during first grade (Little Bear Goes to the Moon)
Ask them what they remember about Little Bear
During Reading Turn to the first chapter, What Will Little Bear Wear?
Begin reading the first page of the book. During the reading vary the strategies depending on strengths of
students in the class using teacher reading, choral reading, echo reading.
Ask questions to support students making meaning of the story gist. Suggestions are below:
Text Stopping Point Text Dependent Question
P.11 I want something to
put on.
What did we learn about Little Bear? What is the story problem? How do you
know this? What words tell you this?
p. 13 Little Bear went out
to play.
How was his problem solved? How does Little Bear feel about his hat? How do
you know? Use words from the text to tell how Little Bear felt.
p. 14 So Mother Bear
made something for Little
Bear
I thought Mother made Little Bear a hat, why do you think he is saying he is
cold?
p. 16 I want something to
put on.
Something to put on? What is going on? What else might Little Bear need to
wear?
p.17 Little Bear went out
to play
What did Mother Bear make him this time?
p. 21 What do you think
of that?
Why was Little Bear not cold? What did Mother Bear mean when she said,
‘There is the fur coat’?
After Reading Final Query: How did things end for Little Bear? What lesson did Little Bear Learn?
Allow students to turn and talk to discuss.
Call on a few students to share.
If time permits assign students partners to practice rereading for fluency practice
Lesson Closing What type of a story is this? How do you know?
What did we learn about the main character? What was the same / different from how he acted in Little Bear
Goes to the Moon?
Begin to add information from this story to the class book chart
Focus Standards
CCSS RL 1.1 Ask and Answer questions about key details in a text
CCSS RL 1.2 Retell stories including key details and demonstrate understanding of their central message or lesson.
WORD WORK Curriculum ~ 1st/ELA ~ Week 2 Lesson 1
Section Instructional Routine ~ Long i Phonological Awareness
Articulation of Skill
Phonemic Awareness: Can you hear the sound?
Tell students they are going to listen for words with long /i/ sound. Have students put heads down, then raise hands for
a word with long/i/ sound. Note formatively students not able to hear sound.
Can you make the sound? Say “This time if you hear the /long i/ sound, say /iiiiii/.”If not, stay quiet.
Word List: rake, pile, : bite, bit, like, mile, rim, pin, pile
Rapid Letter Naming
Sight Word Drill
Rapid letter sound drill #1 or
Sight word tracing and drill: every, fly, from, give, going, jump, know, just, live, let
Letter Sound
Correspondence
Letter sound Correspondence:
Introduce the long I spelled with a silent e. Hold up an index card with the word “cake”. Model placing one finger on
each of the vowels. Have students notice their fingers make a V or a peace sign. Say “When there are 2 vowels, with 1
consonant between them & the 2ndvowel is e, the 1stvowel says its own name”. Demonstrate with several words,
having students use finger gesture to show if word makes the peace sign, using gradual release, from I do to we do to
you do.
Word Card List: bite, bit, dim, dime, hike, kite, fit
Word Work Word Building: Beck E4
bit, bite, pine, pin, pine, line, lime, dime, dim
Place letters in pocket chart as students build words on magnetic boards.
Dictation Dictate words from word building list words
Dictate 1-2 sentences with any combination of skill & sight words
Students record words and sentences in word journals
Connected Text Have students highlight the words in story #1 that contain the targeted skill.
Read the highlighted words.
Read Story #1.
Allow struggle time and expect brain sweat
Flexible Grouping Approaching Group Teacher Led
Re-teach Options
(6-10) intensive students
Blending Lines
Word Building
ALL
Fluency Routine using poetry from Reading A-Z and Fluency
Development Lesson
Fluency Curriculum ~ 1st/ELA ~ Week 2 Lesson 1
Section Instructional Routine ~ Introduction, Initial Reads, Take Home
Lesson Focus Students will listen to a passage read fluently and participate in a class discussion about the passage in order to increase
their fluency.
Step 1 The teacher introduces a new short text and reads it to the students two or three times while the students follow along
silently. The text can be a poem, segment from a basal passage or trade book selection, etc.
Step 2 The teacher and students discuss the nature and content of the passage as well as the quality of teacher’s reading of
the passage.
Step 3 The students take a copy of the passage home to practice with parents and other family members.
Resource
Kitty Cat, Kitty Cat
Kitty cat, kitty cat,
where have you been?
I’ve been to London
to visit the Queen.
Kitty cat, kitty cat
what did you do there?
I frightened a mouse
that was under her chair
1st/ ELA Week 2 Lesson 1
Resources
Insert copy of raz book kitty cat, kitty cat
Curriculum Materials ~ 1st/ELA ~ Week 2 Lesson 2
90 Minute Lesson Materials
Core
Approximately
45 min
Little Bear by Else Holmelunk Minarik
Student Journal
Teacher Created Compare/Contrast Artifact Chart
Grade 1 Book Class Chart
Word Work
Approximately
30 min
Sight Word Tracing Sheet
Teacher Made index card with the word “cake”
Word Building Beck word list
Student Word Work Journal pages
Teacher Word Work Journal pages
Word Building Cards
Word Building Procedures
Tap It, Map It, Graph It Procedures
Pocket Chart
Fluency
Approximately
15 min
Kitty Cat, Kitty Cat
Supplies
Post-it Notes
Chart paper
Pencils
Markers
Plastic Sleeve Protectors
Dry Erase Markers
Sound Markers (cereal, counters, pennies, cut up colored paper squares, etc)
Magnetic Wands
Magnetic Disks
Highlighters
Week#2TargetWordsfor(longi)stories
Story1 Story2 Story3SkillSpecificNewwords(10-14)
SkillSpecificNewWords
(5-7)
SkillSpecificWordsFromStory1(5-7)
SkillSpecificNewwords
(10-14words)
spike ike pipes drive
hike white slide dive
like bike life
mile ride wide
pike five nine
likes miles dimes
slide whine shine
pile line time
pipes fine site
bite smile
limes
twine
dine
pine
kite
Week2InstructionalFocus:LongiStoryNumber:1
Spike’s Hike
Spike likes to hike. He likes to hike a mile on the pike. Spike
will hike up a slide. He will hike over a pile of pipes.
When Spike hikes he bites limes and dines on pine nuts.
Once Spike hiked with his kite and twine. Then he could play
while he hiked his mile.
Week2InstructionalFocus:LongiStoryNumber:2
Ike
My name is Ike. I have a white bike. I like to ride my bike. I ride
five miles a day. I can ride on pipes. I like to ride to the slide. I do
not whine when I get in the line to ride the slide. The slide is fine to
ride. I grin when I slide and ride.
Week2InstructionalFocus:LongiStoryNumber:3MasteryCheck
Pam’s Truck
Pam’s truck has old tires. Pam will drive to a site where she
can see lots of tires. Pam likes the wide tires best. She will give
nine dimes to have the tires. The wide tires make her smile.
Pam will shine her truck. She will drive the truck with the
wide tires all the time. She can drive to a lake where she can
dive and swim with her friends. She has a good time when she
drives her truck. What a life!!
1-2StudentWordWorkJournal 17
Week 2 Letter Naming Fluency (LNF) Chart 3
c, e, g, h, l
g c e l c
e l h c l
c e g e g
e h l c h
h l e l c
1-2StudentWordWorkJournal 18
Letter Naming Fluency (LNF) Chart 4
j, k, o, r, u
o k o r j
j r k u o
k o r k r
u r u j o
o u k r j
1-2StudentWordWorkJournal 19
show six
small start
ten today together eight
1-2StudentWordWorkJournal 20
try much
myself never
only own
pick seven
1-2StudentWordWorkJournal 21
shall hot
hurt if
keep kind
laugh light
1-2StudentWordWorkJournal 22
long drink
fall far
full got
grow hold
1-2StudentWordWorkJournal 23
E4
l i d s e h r m
E5
f i n e v d m t r p
E6
h i d r e a m n p
1-2StudentWordWorkJournal 24
Beck Word List (focus long i) Date: ____________________________
___________________ ___________________
___________________ ___________________
___________________ ___________________
______________________________________________
_________________________________________________
______________________________________________
1-2StudentWordWorkJournal 28
Week #2
Long i (i_e)
bit bite bike rip ripe
rid ride side fin fine
like line lime time mine
dive drive mile smile size
rake rate race place price
catch shops thing which check
Mike likes to ride his bike.
Tim has time to play a game.
CHALLENGE:
bite biting like liking liked
1-2StudentWordWorkJournal 29
Week #2
Long i (i_e)
hid hide slid slide ride
bite bike dime dive five
kite like mile shine slide
nice rice price spic twice
shape state whale grapes grade
pitch catch chick when which
I have five dimes to spend.
Hide the bike in the shed.
CHALLENGE:
ice spice space race place
1-2StudentWordWorkJournal 30
The Nice Mice
Mike and Spike were quite nice mice. They were
always side by side. They liked to smile.
Mike asked Spike to take a trip. He wanted to go to
nice sites. And he wanted to dine in fine places.
Mike said, “We will ride bikes on the trip. We must
find time to make money for our trip.”
Mike and Spike got a job. They had to pick limes on
the slope of a hill.
The boss and his wife said to pick ripe limes. They got
a dime for each ripe lime they picked.
It was a fine job. They picked a lot of ripe limes. They
picked from nine until nine.
They helped the wife of the boss make a fine lime
drink. They sliced a pile of limes. They made a fine
1-2StudentWordWorkJournal 31
lime drink with ice. They got a nice price for the lime
drink.
Mike and Spike made lots of money for their trip.
They made nine hundred dollars. It was time for
their trip.
Spike and Mike rode their bikes far and wide. They
biked nine miles a day. They dined on fine rice.
Life was quite nice for the mice. They liked the life
they had. It made them smile.
-Reading A-Z
37
K1 word work resources for teachers
E4: CiCe E5: CiCe E6: CiCe; CaCe
l, i, d, s, e, h, r, m f, i, n, e, v, d, m, t, r,
p
h, i, d, r, e, a, m, n,
p
lid
slid
slide
slid
lid
hid
hide
side
ride
rid
rim
dim
dime
fine
fin
fine
five
fine
dine
dime
time
tim
tip
rip
ripe
ride
hid
rid
ride
hide
hid
had
mad
made
mad
man
mane
mine
pine
Can you hide
under a slide?
Can you get rid of
a dime under the
rim of a pot?
Would you dine on
fish all the time?
If a hog made you
mad, would you
hide, or go for a
ride?
38
K1 word work resources for teachers
E4
l i d s e
h r m
E5
f i n e v
d m t r p
E6
h i d r e
a m n p
45
K1 word work resources for teachers
Week #1
Long a (a_e)
hat hate mad made make
past paste plan plane grade
snake plate name gave game
came cake cave case cape
fish shop shell brush trash
with think flash math Beth
Jane can swim in the lake.
Wade hates to be late.
CHALLENGE:
gave give live name naming
46
K1 word work resources for teachers
Week #2
Long i (i_e)
bit bite bike rip ripe
rid ride side fin fine
like line lime time mine
dive drive mile smile size
rake rate race place price
catch shops thing which check
Mike likes to ride his bike.
Tim has time to play a game.
CHALLENGE:
bite biting like liking liked
CORE Curriculum ~ 1st/ELA ~ Week 2 Lesson 2
Section Instructional Routine ~ Text Comprehension – Retell the Story
Before Reading Ask students what they remember about Little Bear.
Tell them that today they are going to reread to help them sequence the events that took place in What Will Little Bear Wear?
Remind students that good readers often return to the text to reread to help them better understand what they read.
During Reading Tell students to pay attention to the events in the story.
Reread the story with the students
After Reading Retell the story using a graphic organizer
Say: When you retell a story, you tell the events in the order they happened. 1. Think about what you have read 2. Tell the
events that happened in correct order 3. Make sure you only tell important information or details from the text
Say: What was the problem in the story? What did Little Bear want first? What happened next? What else happened? How did
the story end?
Begin to fill in the graphic organizer with the students. Do the first part together. Scaffold as necessary. Allow students to work
in partnerships to complete the graphic organizer
Work with students who need additional support
Lesson Closing Review the steps in a retelling.
Invite students to retell the story, What Will Little Bear Wear? using their graphic organizer
Create a Little Bear Artifact. Use this artifact to compare and contrast story elements from each chapter
I Can Compare and Contrast the Adventures of Little Bear
Title What Will Little
Bear Wear?
Birthday Soup Little Bear Goes to
the Moon
Little Bear’s Wish
Words to Describe
Little Bear
Little Bear’s
Problem
Central
Message/Lesson
Focus Standards
CCSS RL 1.1 Ask and Answer questions about key details in a text
CCSS RL 1.2 Retell stories including key details and demonstrate understanding of their central message or lesson
CCSS RL 1.3 Describe character, setting and events using key details
WORD WORK Curriculum ~ 1st/ELA ~ Week 2 Lesson 2
Section Instructional Routine ~ Long i Phonological Awareness
Articulation of Skill
Phonemic Awareness: Can you hear the sound?
Tell students they are going to listen for words with long /i/ sound. Have students put heads down, then raise
hands for a word with long /i/ sound. Note formatively students not able to hear sound.
Can you make the sound?
Say “This time if you hear the /long i / sound, say /iiiiii /.” If not, stay quiet.
Word List: rake, pile, : bite, bit, like, mile, rim, pin, pile
Rapid Letter Naming
Sight Word Drill
Sight word tracing and drill: every, fly, from, give, going, jump, know, just, live, let
Letter Sound
Correspondence
Letter sound Correspondence: Review the long i spelled with a silent e. Hold up an index card with the word “cake”. Model placing one
finger on each of the vowels. Have students notice their fingers make a V or a peace sign. Say “When there
are 2 vowels, with 1 consonant between them & the 2nd vowel is e, the 1st vowel says its own name”.
Demonstrate with several words, having students use finger gesture to show if word makes the peace sign,
using gradual release, from I do to we do to you do.
Word Card List: bite, bit, dim, dime, hike, kite, fit
Word Work Word Building: Beck E5 like bike, bite, bit, spit, spite, site, sit,
Place letters in pocket chart as students build words on magnetic boards.
Dictation Dictate words from word building list words
Dictate 1-2 sentences with any combination of skill & sight words
Students record words and sentences in word journals
Connected Text Read Story #1. Students may also read The Nice Mice
Allow struggle time and expect brain sweat
Flexible Grouping Approaching Group Teacher Led
Re-teach Options
(6-10) intensive students
Word Building
Blending Lines
ALL
Fluency Routine using poetry from Reading A-Z
and Fluency Development Lesson
Fluency Curriculum ~ 1st/ELA ~ Week 2 Lesson 2
Section Instructional Routine ~ Choral Read, Small Group, Take Home
Lesson Focus Lesson Focus: Students will read a familiar passage chorally, and with a partner in order to increase their fluency.
Step 4 Teacher and students read the passage chorally several times. Antiphonal reading and other variations are used to
create variety and maintain engagement.
Step 5 The teacher and students discuss the nature and content of the passage as well as the quality of teacher’s reading of
the passage.
Step 6 The students take a copy of the passage home to practice with parents and other family members.
Resource
Kitty Cat, Kitty Cat
Kitty cat, kitty cat,
where have you been?
I’ve been to London
to visit the Queen.
Kitty cat, kitty cat
what did you do there?
I frightened a mouse
that was under her chair
Curriculum Materials ~ 1st/ELA ~ Week 2 Lesson 3
90 Minute Lesson Materials
Core
Approximately
45 min
Little Bear by Else Holmelunk Minarik
Student Journal Summary Chart (teacher created)
Word Work
Approximately
30 min
Sight Word Tracing Sheet
Teacher Made index card with the word “cake”
Word Building Beck word list
Student Word Work Journal pages
Teacher Word Work Journal pages
Word Building Cards
Word Building Procedures
Tap It, Map It, Graph It Procedures
Pocket Chart
Fluency
Approximately
15 min
Kitty Cat, Kitty Cat
Supplies
Post-it Notes
Chart paper
Pencils
Markers
Plastic Sleeve Protectors
Dry Erase Markers
Sound Markers (cereal, counters, pennies, cut up colored paper squares, etc)
Magnetic Wands
Magnetic Disks
Highlighters
CORE Curriculum ~ 1st/ELA ~ Week 2 Lesson 3
Section Instructional Routine ~ Text Comprehension – Summary Writing Opening Remind students that they are learning about a famous author /illustrator named Maurice Sendak
Summary Writing Tell students that they are going to use their graphic organizer and text to write a group summary of the
story, What Will Little Bear Wear?
Teacher Model: During the summary writing, use chart paper as you write the summary as a model for
students
Remind students about the use of transition words such as first, second, next, last, etc.
When you use these words in the summary, highlight or underline them
Use think alouds as you take information from the graphic organizer and turn it into sentences.
Ask students to take information from the chart to tell what happened next
When finished writing the summary, invite students to read the summary aloud
Closing Encourage students to spend the remainder of the time partner reading the story for fluency practice
Circulate around the room to listen to the students read and provide feedback
Focus Standards
CCSS RL 1.2 Retell stories including key details and demonstrate understanding of their central message or lesson
CCSS RL 1.3 Describe character, setting and events using key details
WORD WORK Curriculum ~ 1st/ELA ~ Week 2 Lesson 3
Section Instructional Routine ~ Long i Phonological Awareness
Articulation of Skill
Review Activity: Phonemic segmenting.
Activate Phonemic Awareness: Have students put heads down. Say the word flight and ask students to tap
out the sounds. Hold up the number of fingers to show how many sounds. Formatively check for accuracy.
Repeat using word list.
Word List: slide, limes, spike, twine, pipes
Rapid Letter Naming
Sight Word Drill
Sight word tracing and drill: after, again, an, any, as, ask, by, could, about, better, bring, carry, clean,
cut, done, draw
Letter Sound
Correspondence Letter sound Correspondence:
Model placing one finger on each of the vowels. Have students notice their fingers make a V or a peace sign.
Say “When there are 2 vowels, with 1 consonant between them & the 2nd vowel is e, the 1st vowel says its
own name”. Demonstrate with several words, having students use finger gesture to show if word makes the
peace sign, using gradual release, from I do to we do to you do
Word Card List: mile, smile, ride , rid
Word Work Word Building: Beck E5
rit, ride, slide, slid, slim, slime, lime, like
Place letters in pocket chart as students build words on magnetic boards.
Dictation Dictate words from word building list words
Dictate 1-2 sentences with any combination of skill & sight words
Students record words and sentences in word journals.
Connected Text Highlight target words in story #2.
Read story #2. Allow struggle time and expect brain sweat.
Flexible Grouping Approaching Group Teacher Led
Re-teach Options
(6-10) intensive students
Word Building
Blending lines
ALL Fluency Routine using poetry from Reading A-
Z and Fluency Development Lesson
Fluency Curriculum ~ 1st/ELA ~ Week 2 Lesson 3
Section Instructional Routine ~ Choral Read, Word Discussion Activities, Take Home
Lesson Focus Lesson Focus: Students will read a familiar passage chorally, and participate in a class discussion to choose
interesting words from the passage in order to increase their fluency.
Step 7 Teacher and students read the passage chorally several times.
Step 8 The students and their teacher then choose 4 to 5 interesting words from the text to add to the individual students’
word banks and/or the classroom word wall.
Step 9 Students engage in 5-10 minutes of word study activities (e.g. word sorts with word bank words, word walls, flash
card practice, defining words, word games, etc.)
Step 10 The students take a copy of the passage home to practice with parents and other family members.
Resource
Kitty Cat, Kitty Cat
Kitty cat, kitty cat,
where have you been?
I’ve been to London
to visit the Queen.
Kitty cat, kitty cat
what did you do there?
I frightened a mouse
that was under her chair
1st/ ELA Week 2 Lesson 3
Resources
Curriculum Materials ~ 1st/ELA ~ Week 2 Lesson 4
90 Minute Lesson Materials
Core
Approximately
45 min
Little Bear by Else Holmelunk Minarik
Student Journal
Word Work
Approximately
30 min
Sight Word Tracing Sheet
Teacher Made index card with the word “tribe”
Word Building Beck word list
Student Word Work Journal pages
Teacher Word Work Journal pages
Word Building Cards
Word Building Procedures
Tap It, Map It, Graph It Procedures
Pocket Chart
Fluency
Approximately
15 min
Kitty Cat, Kitty Cat
Supplies
Post-it Notes
Chart paper
Pencils
Markers
Plastic Sleeve Protectors
Dry Erase Markers
Sound Markers (cereal, counters, pennies, cut up colored paper squares, etc)
Magnetic Wands
Magnetic Disks
Highlighters
CORE Curriculum ~ 1st/ELA ~ Week 2 Lesson 4
Section Instructional Routine ~ Text Comprehension - Gist
Opening Ask students to turn to the table of contents in Little Bear and to identify the next chapter. Ask them what
they think this chapter will be about and what adventures Little Bear will have.
Before Reading Review the story elements for fiction (character, setting, problem, solution, central message)
Tell students that they should listen for and be able to identify these when they are finished reading Birthday
Soup.
During Reading As you read, ask questions to help students construct the gist of the story.
Text Stopping Point Text Dependent Question
p.. 22 ….and today is my
birthday
What did we find out about Little Bear? -How is he feeling? -What words did
the author use to tell us that Little Bear is worried?
p. 23 What can I do? What problem is Little Bear having? How do you know?
p. 23 I can make soup
with carrots, potatoes,
peas and tomatoes.
How does Little Bear think he can solve his problem?
p. 29 I do not know where
she is
What friends have joined Little Bear so far? -What does Little Bear want them
to do?
p. 32 Shut your eyes and
say one, two, three
-What does Cat see? How do you know? What words and pictures help you to
know?
p. 34 …and I never will How is Little Bear feeling now? How do you know?
After Reading Students work in partnerships to complete the story element graphic organizer
Focus Standards
CCSS RL 1.1 Ask and Answer questions about key details in a text
CCSS RL 1.2 Retell stories including key details and demonstrate understanding of their central message or lesson
CCSS RL 1.3 Describe character, setting and events using key deta
WORD WORK Curriculum ~ 1st/ELA ~ Week 2 Lesson 4
Section Instructional Routine ~ Long i Phonological Awareness
Articulation of Skill
Activate Phonemic Awareness
Have students show a “thumbs up” when they hear a word with the /ī/ sound. Use words from the word list
below. Formatively check for accuracy.
Word List: Tim, time, write, sprite, spit, crib, tribe, smile, fill
Rapid Letter Naming
Sight Word Drill
Sight word tracing and drill: after, again, an, any, as, ask, by, could, about, better, bring, carry, clean,
cut, done, draw
Letter Sound
Correspondence Letter Sound Correspondence:
Display the word “tribe” on a flash card. Model placing one finger on each of the vowels. Have students
notice their fingers make a V or a peace sign from seats. Say “When there are 2 vowels, with 1 consonant
between them & the 2nd vowel is e, the 1st vowel says its own name”. Demonstrate with words, having
students use finger gesture to show if word makes the peace sign, using gradual release, from we do-you do
Word Card List: sprite, spit, crib
Word Work Word Building: Beck E4
bit, bite, pine, pin, pine, line, lime, dime, dim
Place letters in pocket chart as students build words on magnetic boards.
Dictation Dictate words from word building list words
Dictate 1-2 sentences with any combination of skill & sight words
Students record words and sentences in word journals.
Connected Text Read story #2.
Students can also read Snake and Ape for extra practice.
Allow struggle time and expect brain sweat.
Flexible Grouping Approaching Group Teacher Led
Re-teach Options
(6-10) intensive students
Word Building
Blending lines
ALL
Fluency Routine using poetry from Reading A-
Z and Fluency Development Lesson
Fluency Curriculum ~ 1st/ELA ~ Week 2 Lesson 4
Section Instructional Routine ~ Choral Read, Word Discussion Activities, Take Home
Lesson Focus Lesson Focus: Students will read a familiar passage chorally, and participate in a class discussion to choose
interesting words from the passage in order to increase their fluency.
Step 7 Teacher and students read the passage chorally several times.
Step 8 The students and their teacher then choose 4 to 5 interesting words from the text to add to the individual students’
word banks and/or the classroom word wall.
Step 9 Students engage in 5-10 minutes of word study activities (e.g. word sorts with word bank words, word walls, flash
card practice, defining words, word games, etc.)
Step 10 The students take a copy of the passage home to practice with parents and other family members.
Resource
Kitty Cat, Kitty Cat
Kitty cat, kitty cat,
where have you been?
I’ve been to London
to visit the Queen.
Kitty cat, kitty cat
what did you do there?
I frightened a mouse
that was under her chair
Curriculum Materials ~ 1st/ELA ~ Week 2 Lesson 5
90 Minute Lesson Materials
Core
Approximately
45 min
Little Bear by Else Holmelunk Minarik
Student Journal
Classroom Book Chart Compare/Contrast
Character Analysis Task Sheet
Word Work
Approximately
30 min
Sight Word Tracing Sheet
Word Building Beck word list
Student Word Work Journal pages
Teacher Word Work Journal pages
Word Building Cards
Word Building Procedures
Tap It, Map It, Graph It Procedures
Pocket Chart
Whisper Phones
Fluency
Approximately
15 min
Kitty Cat, Kitty Cat
Supplies
Post-it Notes
Chart paper
Pencils
Markers
Plastic Sleeve Protectors
Dry Erase Markers
Sound Markers (cereal, counters, pennies, cut up colored paper squares, etc)
Magnetic Wands
Magnetic Disks
Highlighters
CORE Curriculum ~ 1st/ELA ~ Week 2 Lesson 5
Section Instructional Routine ~ Text Comprehension – Character Analysis
Opening Students use story maps to retell Birthday Soup with a partner
Before Reading Comprehension Skill / Strategy: Character Analysis
Tell students that studying or analyzing how a character thinks, feels, says and acts helps us to better
understand and comprehend the story.
Tell students that today you are going to use textual evidence to analyze Little Bear in the story, Birthday
Soup
Tell students that they will reread describe and compare / contrast how Little Bear felt at the beginning and
end of the story and why he felt that way.
During Reading • Assign students a partner or small group to read and work in
Instruct students to reread Birthday Soup with their small group or partner and to pay attention to how Little
Bear changes from the beginning to the end of the story.
After Reading After they reread the story, students should begin to work on the character analysis task sheet
Encourage them to turn back to the text to find text evidence to support their response
Circulate around the room to support students in need and to check in on all students
Encourage students to share with the large group their responses about Little Bear
Closing Add information from this story to the Little Bear Compare / Contrast Chart
Focus Standards
CCSS RL 1.3 Describe characters, settings and major events in a story, using key details
CCSS RL 1.9 Compare and contrast the adventures and experiences of characters in stories
CCSS RL 1.2 Retell stories including key details and demonstrate understanding of their central message or lesson.
WORD WORK Curriculum ~ 1st/ELA ~ Week 2 Lesson 5
Section Instructional Routine ~ Long i
Phonological Awareness
Review Activity: Step Up Gross Motor Activity
Students stand in a line. When they hear a long /i/ sound they step forward. If they do not hear the long /i/
sound they stay in place.
Word List: rit, ride, slide, slid, slim, slime, lime, like
Student Practice Students waiting to be tested should re-read stories 1 and 2 or fluency passages into whisper phones to
practice skill in context. Students may also practice by reading The Nice Mice.
Fluency Routine using poetry from Reading A-Z and Fluency Development Lesson
Assess Student Mastery Read story #3 individually with teacher (untimed) while recording miscues.
Formative Assessment: Student should read all words with the goal being a minimum of 95% accuracy.
Comprehension Support: Students write a sentence about each passage in the box. A corresponding
illustration for each may be added AFTER the sentence is written.
Students who successfully read 95% of words read independently to teacher correctly:
Complete comprehension work for decodable passages
Read a trade book with a partner or stuffed animal
Students who unsuccessfully read 95% of words read correctly work with para-professional building words.
Fluency Curriculum ~ 1st/ELA ~ Week 2 Lesson 5
Section Instructional Routine ~ Choral Read, Read to an Audience
Lesson Focus Lesson Focus: Students will read a familiar passage chorally, and participate in a class discussion to choose
interesting words from the passage in order to increase their fluency.
Step 1 The teacher introduces a new short text and reads it to the students two or three times while the students follow along
silently. The text can be a poem, segment from a basal passage or trade book selection, etc.
Step 2 The teacher and students discuss the nature and content of the passage as well as the quality of teacher’s reading of
the passage.
Step 3 The students take a copy of the passage home to practice with parents and other family members.
Step 4 Teacher and students read the passage chorally several times. Antiphonal reading and other variations are used to
create variety and maintain engagement.
Step 5 The teacher and students discuss the nature and content of the passage as well as the quality of teacher’s reading of
the passage.
Step 6 The students take a copy of the passage home to practice with parents and other family members.
Step 7 Teacher and students read the passage chorally several times.
Step 8 The students and their teacher then choose 4 to 5 interesting words from the text to add to the individual students’
word banks and/or the classroom word wall.
Resource
Kitty Cat, Kitty Cat
Kitty cat, kitty cat,
where have you been?
I’ve been to London
to visit the Queen.
Kitty cat, kitty cat
what did you do there?
I frightened a mouse
that was under her chair
1st/ ELA Week 2 Lesson 5
Resources
Curriculum Materials ~ 1st/ELA ~ Week 3 Lesson 1
90 Minute Lesson Materials
Core
Approximately
45 in
Little Bear by Else Holmelunk Minarik
Student Journal
Classroom Book Chart Compare/Contrast
Word Work
Approximately
30 min
Sight Word Tracing Sheet
Teacher made index card with the word “rope”
Word Building Beck word list
Student Word Work Journal pages
Teacher Word Work Journal pages
Word Building Cards
Word Building Procedures
Tap It, Map It, Graph It Procedures
Pocket Chart
Fluency
Approximately
15 min
Lady Bug, Lady Bug
Supplies
Post-it Notes
Chart paper
Pencils
Markers
Plastic Sleeve Protectors
Dry Erase Markers
Sound Markers (cereal, counters, pennies, cut up colored paper squares, etc)
Magnetic Wands
Magnetic Disks
Highlighters
CORE Curriculum ~ 1st/ELA ~ Week 3 Lesson 1
Section Instructional Routine ~ Gist and Compare Across Text
Opening Have students open their Little Bear books to the table of contents and to find which story is next.(Little
Bear Goes to the Moon)
Remind students that they have read this story in first grade but they will reread it today.
Before Reading Remind students that Little Bear is a fantasy story and has the elements of character, setting, problem and
solution. As they read, they should pay attention to the story elements and the sequence of events.
During Reading Vary the reading strategies to include partner reading, choral reading, echo reading.
Ask the following questions to students to make sure they are comprehending the story.
Text Stopping Point Text Dependent Question
Page 37 Why does Little Bear want to fly?
Page 39 What does Mother Bear think about his idea? How do
you know? Do you agree with Mother Bear? Why?
Page 41 What was Little Bear’s plan to fly? Do you think it will
work?
Page 43 Did Little Bear’s plan work? Did he fly? How do you
know
Page 45 What is happening now?
Page 48 How did things end up for Little Bear? What lesson did
he learn?
Student
Response/Task
Add information from this story to the Little Bear Compare / Contrast Chart
Discuss character traits and words to use to describe Little Bear
Closing Tell students that tomorrow they will read the last chapter in the Little Bear book
Focus Standards
CCSS RL 1.2 Retell stories including key details and demonstrate understanding of their central message or lesson
CCSS RL 1.3 Describe characters, settings and major events in a story, using key details
CCSS RL 1.9 Compare and contrast the adventures and experiences of characters in stories.
WORD WORK Curriculum ~ 1st/ELA ~ Week 3 Lesson 1
Section Instructional Routine ~ Long o Phonological Awareness
Articulation of Skill
Phonemic Awareness: Can you hear the sound?
Tell students they are going to listen for words with long /o/ sound. Have students put heads down, then raise
hands for a word with long /o/ sound. Note formatively students not able to hear sound.
Can you make the sound?
Say “This time if you hear the /long o / sound, say /oooo /.” If not, stay quiet
Word List: dog, stove, grove, pot, note, vole, joke, code, mop
Rapid Letter Naming
Sight Word Drill
Rapid letter sound drill #1 or
Sight word tracing and drill: may, of, old, once, open, over, put, round, some, them, then, think, thank
Letter Sound
Correspondence Letter sound Correspondence:
Introduce the long o spelled with a silent e. Hold up an index card with the word “rope”. Model placing one
finger on each of the vowels. Have students notice their fingers make a V or a peace sign. Say “When there
are 2 vowels, with 1 consonant between them & the 2nd vowel is e, the 1st vowel says its own name”.
Demonstrate with several words, having students use finger gesture to show if word makes the peace sign,
using gradual release, from I do to we do to you do
Word Card List: woke, shot, home, grove, cone, hot
Word Work Word Building: rose, robe, rob, hob, home, hole
Place letters in pocket chart as students build words on magnetic boards.
Dictation Dictate words from word building list words
Dictate 1-2 sentences with any combination of skill & sight words
Students record words and sentences in word journals.
Connected Text Have students highlight the words in story #1 that contain the targeted skill.
Read the highlighted words.
Read Story #1. Allow struggle time and expect brain sweat.
Flexible Grouping Approaching Group Teacher Led
Re-teach Options
(6-10) intensive students
Tap It, Map It, Graph It
Word Building
ALL
Fluency Routine using poetry from Reading A-
Z and Fluency Development Lesson
Fluency Curriculum ~ 1st/ELA ~ Week 3 Lesson 1
Section Instructional Routine ~ Introduction, Initial Reads, Take Home
Lesson Focus Students will listen to a passage read fluently and participate in a class discussion about the passage in order to increase
their fluency.
Step 1 The teacher introduces a new short text and reads it to the students two or three times while the students follow along
silently. The text can be a poem, segment from a basal passage or trade book selection, etc.
Step 2 The teacher and students discuss the nature and content of the passage as well as the quality of teacher’s reading of
the passage.
Step 3 The students take a copy of the passage home to practice with parents and other family members.
Resource
Ladybug, Ladybug
Ladybug! Ladybug!
Fly away home.
Your house is on fire,
and your children are gone.
All except one,
and that’s little Ann.
For she has crept under the frying pan
1st/ ELA Week 3 Lesson 1
Resources
Insert copy of raz book ladybug ladybug
Week#3TargetWordsfor(longo)stories
Story 1 Story 2 Story 3 Skill Specific New words (10-14)
Skill Specific New Words (5-7)
Skill Specific Words From Story 1 (5-7)
Skill Specific New words (10-14 words)
Rose drove Vole Stone
mole rode home Slone
woke smoke hole chose
home choke grove rope
hole stove woke pole
grove robe bone
robe cove
cone slope
note scope
home lone
vole broke
joke
code
Week3InstructionalFocus:LongoStoryNumber:1
Rose the Mole
Rose was a mole. Rose woke in her home. Her home was in
a hole. The hole was in a grove.
Rose put on a robe. Rose ate a cone in her home. Then
Rose sent a note to a vole. The note Rose sent was a joke.
The note was in code.
InstructionalFocus:Longo
StoryNumber:2
Rose and Vole
Vole had a home in a hole. The home was in the grove.
Rose had a home in the grove.
Rose woke up. Rose put on her robe and drove to see
Vole. As Rose rode, she saw smoke. The smoke made Rose
choke. Rose got to Vole’s home and woke him. Vole said,
“The smoke is from the stove. I am fine.”
InstructionalFocus:Longo
StoryNumber:3
MasteryCheck
Stone and Slone
Stone has a dog. The dog’s name is Slone. Stone wants to
fish. He chose a rope for his pole. Stone gets a bone for Slone.
Then Stone and Slone go to the cove.
At the cove Stone goes down the slope to fish. Stone sees a
lone fish in the cove. He gets the fish on the pole, but the pole
broke.
Slone eats his bone and scopes out a hole. Slone is no help,
so Stone and Slone go home.
1-2StudentWordWorkJournal 32
Week 3 Letter Naming Fluency (LNF) Chart 5
q, v, w, x, y, z
w y v q x
x q y z w
y w v y q
v q z x w
w v y q x
1-2StudentWordWorkJournal 33
Letter Naming Fluency (LNF) Chart 6
a, c, e, g, h, l, m, p, q, s, t, w, x
a c l m x
x s c h w
t g p e q
h q l a w
p s e m g
1-2StudentWordWorkJournal 34
always around
because been
before best
both buy
1-2StudentWordWorkJournal 35
call cold
does don’t
fast first
five found
1-2StudentWordWorkJournal 36
gave goes
green its
made many
off or
1-2StudentWordWorkJournal 37
pull read
right sing
sit sleep
tell their
1-2StudentWordWorkJournal 38
E7
c o p e s l t m r b
E8
h o p e m c d r t
E9
c o n e p a t m h
1-2StudentWordWorkJournal 39
Beck Word List (focus long o) Date: ______________
___________________ ___________________
___________________ ___________________
___________________ ___________________
________________________________________________
_________________________________________________
________________________________________________
______________________________________________
1-2StudentWordWorkJournal 43
Week # 3
Long o (o_e)
hop hope not note mole
bone rose rise stove joke
hose chose home nose pole
robe rode those these Steve
bikes likes five flake quake
stretch stripes state shapes checks
Pete hopes you like his joke.
Eve got home late.
CHALLENGE:
come some love
glove shove
1-2StudentWordWorkJournal 44
Week # 3
Long o (o_e)
hope home bone broke close
joke note nose mole vote
stove chose smoke rope stone
hop hope pole rope ripe
mile male plate line kite
fish bath catch when shape
Pete broke the vase.
Where is the mole’s home?
CHALLENGE:
come some love live gone
1-2StudentWordWorkJournal 45
Rose’s Birthday
Rose the mole woke up. She poked her nose out of a hole. “It is my
birthday,” she said. “I hope I have a swell day.”
Rose spotted a note from Jake and Jane snake. The note said, “We
want you to come to our home. Take your skates with you.”
Rose put her skates in a tote. Then she went to the bus stop. She
skipped over stones. She went past a hole.
The bus came up the lane. The man hit the brakes and the bus
stopped. Rose got on the bus.
The bus smoked as it drove up a big slope. It drove past a lake, a
grove, a glade and a pig in a cage.
The bus stopped at Jake and Jane’s place. Rose saw no trace of Jake
and Jane. Rose spoke, “Is this a joke?”
Just then Jake an Jane jumped out from behind a big stone. “Happy
Birthday,” they yelled. “Let’s go skate.”
Jane and Jake gave Rose a bracelet for her birthday. Their mom got a
cake out of the stove.
In their best tone, they sang Happy Birthday. They ate cake. They ate
grapes and dates.
-Reading A-Z
39
K1 word work resources for teachers
E7: CoCe E8: CoCe E9: CoCe; CaCe
c, o, p, e, s, l, t, m, r,
b
h, o, p, e, m, c, d, r, t c, o, n, e, p, a, t, m,
h
cop
cope
slope
slop
stop
top
mop
mope
rope
robe
rob
hop
hope
mope
mop
cop
cope
code
rode
rote
rot
cot
cone
cope
cape
cap
tap
tape
top
mop
mope
hope
hop
Would a man rob a
cop with a rope?
Would a dog mope
if it got a spot on
Mom’s robe?
Would you hope to
hop to the top of a
big rock?
Would you mope if
you had to mop
under a cot?
Would a cop have
a cap and a cape?
Would you hop to
tape a pin to a
cop’s cap?
40
K1 word work resources for teachers
E7
c o p e s
l t m r b
E8
h o p e m
c d r t
E9
c o n e p
a t m h
Curriculum Materials ~ 1st/ELA ~ Week 3 Lesson 2
90 Minute Lesson Materials
Core
Approximately
45 min
Little Bear by Else Holmelunk Minarik
Student Journal
Classroom Book Chart Compare/Contrast
Word Work
Approximately
30 min
Sight Word Tracing Sheet
Teacher made index card with the word “vote”
Word Building Beck word list
Student Word Work Journal pages
Teacher Word Work Journal pages
Word Building Cards
Word Building Procedures
Tap It, Map It, Graph It Procedures
Pocket Chart
Fluency
Approximately
15 min
Lady Bug, Lady Bug
Supplies
Post-it Notes
Chart paper
Pencils
Markers
Plastic Sleeve Protectors
Dry Erase Markers
Sound Markers (cereal, counters, pennies, cut up colored paper squares, etc)
Magnetic Wands
Magnetic Disks
Highlighters
CORE Curriculum ~ 1st/ELA ~ Week 3 Lesson 2
Section Instructional Routine ~ Text Comprehension – Story Elements/Sequence of Events
Introduction Tell students that today they will read the final chapter in the Little Bear Chapter Book, Little Bear’s Wish
Ask students to predict what they think Little Bear will wish for
During Reading During the reading vary the reading using different strategies such as partner reading, choral reading, echo reading
Stop and ask questions during the reading to make certain students are comprehending the story
Text Stopping Point Text Dependent Question
Page 51 Why can’t Little Bear sleep?
Page 52 What is Little Bear’s first wish? Why does his mother say he
can’t have that wish?
Page 56 What other things did Little Bear wish for? What is the same
about all of these wishes?
Page 57 What kind of a story did Little Bear want to hear? Why do
think he wanted that kind of a story?
Page 60 What wish did Little Bear get to have? Why? What did you
notice about the story that Little Bear’s mother told?
Final Query How do you think Little Bear feels at the end of the story?
Why? How do you know?
After Reading Tell students that they will practice sequencing the events in the story, sequencing Little Bear’s wishes
Teacher Modeling: Model how to write and illustrate the first wish that Little Bear had. Show students how to use
their own words.
Guide students to work in partners to write and illustrate the six wishes that Little Bear had
Remind students that they will sequence the events in the order in which they occurred in the story
Review order words such as first, second, third, fourth, next and finally Note: Students will continue this task during
Lesson 3
Lesson Closing Add information from Little Bear’s Wish to the Little Bear Compare / Contrast Chart
Ask students to think about what Little Bear chapter they liked best
Focus Standards
CCSS RL 1.2 Retell stories including key details and demonstrate understanding of their Central Message or Lesson
CCSS RL.1.3 Describe characters, settings and major events in a story, using key details
CCSS RL 1.9 Compare and contrast the adventures and experiences of characters in stories
WORD WORK Curriculum ~ 1st/ELA ~ Week 3 Lesson 2
Section Instructional Routine ~ Long o Phonological Awareness
Articulation of Skill
Phonemic Awareness: Can you make the sound?
Say “This time if you hear the /long a / sound, say /oooo /.” If not, stay quiet
Word List: dog, stove, grove, pot, note, vole, joke, code, mop
Articulation: What is the shape of your mouth when you say long /o/?
Description of Mouth: chin is dropped, lips are rounded, tongue low
Rapid Letter Naming
Sight Word Drill Sight word tracing and drill: may, of, old, once, open, over, put, round, some, them, then, think, thank
Letter Sound
Correspondence Letter sound Correspondence: Hold up an index card with the word “vote”. Model placing one finger on
each of the vowels. Have students notice their fingers make a V or a peace sign. Say “When there are 2
vowels, with 1 consonant between them & the 2nd vowel is e, the 1st vowel says its own name”. Show words,
having students use finger gesture to show if word makes the peace sign, using gradual release, from I do to
we do to you do
Word Card List: zone, globe, cope, pose, wove, flip, tap, stop, hug, pet,
Word Work Word Building: cope, cop, cope, phone, zone, shone, bone
Place letters in pocket chart as students build words on magnetic boards.
Dictation Dictate words from word building list words
Dictate 1-2 sentences with any combination of skill & sight words
Students record words and sentences in word journals.
Connected Text Read story #2.
Students can also read Rose’s Birthday for extra practice.
Allow struggle time and expect brain sweat.
Flexible Grouping Approaching Group Teacher Led
Re-teach Options
(6-10) intensive students
Word Building
Blending lines
ALL
Fluency Routine using poetry from Reading A-
Z and Fluency Development Lesson
Fluency Curriculum ~ 1st/ELA ~ Week 3 Lesson 2
Section Instructional Routine ~ Choral Read, Small Group Read, Take Home
Lesson Focus Lesson Focus: Students will read a familiar passage chorally, and with a partner in order to increase their fluency.
Step 4 Teacher and students read the passage chorally several times. Antiphonal reading and other variations are used to
create variety and maintain engagement.
Step 5 The teacher and students discuss the nature and content of the passage as well as the quality of teacher’s reading of
the passage.
Step 6 The students take a copy of the passage home to practice with parents and other family members.
Resource
Ladybug, Ladybug
Ladybug! Ladybug!
Fly away home.
Your house is on fire,
and your children are gone.
All except one,
and that’s little Ann.
For she has crept under the frying pan
1st/ ELA Week 3 Lesson 2
Resources
Curriculum Materials ~ 1st/ELA ~ Week 3 Lesson 3
90 Minute Lesson Materials
Core
Approximately
45 min
Little Bear by Else Holmelunk Minarik
Student Journal
Classroom Book Chart
Compare/Contrast Chart
Word Work
Approximately
30 min
Sight Word Tracing Sheet
Teacher made index card with the word “phone”
Word Building Beck word list
Student Word Work Journal pages
Teacher Word Work Journal pages
Word Building Cards
Word Building Procedures
Tap It, Map It, Graph It Procedures
Pocket Chart
Fluency
Approximately
15 min
Lady Bug, Lady Bug
Supplies
Post-it Notes
Chart paper
Pencils
Markers
Plastic Sleeve Protectors
Dry Erase Markers
Sound Markers (cereal, counters, pennies, cut up colored paper squares, etc)
Magnetic Wands
Magnetic Disks
Highlighters
CORE Curriculum ~ 1st/ELA ~ Week 3 Lesson 3
Section Instructional Routine ~ Text Comprehension ~ Describe Story Elements, Sequence of Events
Opening Orally retell the six wishes that Little Bear had in Little Bear’s Wish
Students should use the book to help them with the oral retelling
Student Work Time Review the task with students. Remind them to use the text to help them sequence the wishes
Review the time order words (first, second, etc)
Students can work in pairs or individually to complete the task
Teacher should circulate to support students or work with a small group that needs additional support
Students can reread any of the Little Bear chapters for fluency practice if they finish early
Closing Tell students that tomorrow they will read the final Maurice Sendak book
Focus Standards
CCSS RL 1.2 Retell stories including key details and demonstrate understanding of their central message or lesson
CCSS RL 1.3 Describe characters, settings and major events in a story, using key details
CCSS RL 1.9 Compare and contrast the adventures and experiences of characters in stories
WORD WORK Curriculum ~ 1st/ELA ~ Week 3 Lesson 3
Section Instructional Routine ~ Long o Phonological Awareness
Articulation of Skill
Review Activity: Phonemic blending--Blend the sounds.
Activate Phonemic Awareness: Have students put heads down. Say the word crate and ask students to tap
out the sounds. Hold up the number of fingers to show how many sounds. Formatively check for accuracy.
Then say the word made and ask students what sound they hear at the middle of the word /o/. Repeat using
word list.
Word List: tone, clone, bones, robes, crow, oat
Rapid Letter Naming
Sight Word Drill
Sight word tracing and drill: may, of, old, once, open, over, put, round, some, them, then, think, thank
Letter Sound
Correspondence Letter sound Correspondence: Hold up an index card with the word “phone”. Have students notice their
fingers make a V or a peace sign. Say “When there are 2 vowels, with 1 consonant between them & the 2nd
vowel is e, the 1st vowel says its own name”. Show words, having students use finger gesture to show if
word makes the peace sign, using gradual release, from I do to we do to you do
Word Card List: zone, globe, cope, pose, wove, flip, tap, stop, hug, pet
Word Work Word Building: tote, tot, cot, cop, cope, rope, slope, slop, glop, glob, globe
Place letters in pocket chart as students build words on magnetic boards.
Dictation Dictate words from word building list words
Dictate 1-2 sentences with any combination of skill & sight words
Students record words and sentences in word journals.
Connected Text Have students highlight the words in story #2 that contain the targeted skill.
Read the highlighted words.
Read Story #2.
Allow struggle time and expect brain sweat.
Flexible Grouping Approaching Group Teacher Led
Re-teach Options
(6-10) intensive students
Word Building
Blending lines
ALL
Fluency Routine using poetry from Reading A-
Z and Fluency Development Lesson
Fluency Curriculum ~ 1st/ELA ~ Week 3 Lesson 3
Section Instructional Routine ~ Choral Read, Word Discussion Activities, Take Home
Lesson Focus Lesson Focus: Students will read a familiar passage chorally, and participate in a class discussion to choose
interesting words from the passage in order to increase their fluency.
Step 7 Teacher and students read the passage chorally several times.
Step 8 The students and their teacher then choose 4 to 5 interesting words from the text to add to the individual students’
word banks and/or the classroom word wall.
Step 9 Students engage in 5-10 minutes of word study activities (e.g. word sorts with word bank words, word walls, flash
card practice, defining words, word games, etc.)
Step 10 The students take a copy of the passage home to practice with parents and other family members.
Resource
Ladybug, Ladybug
Ladybug! Ladybug!
Fly away home.
Your house is on fire,
and your children are gone.
All except one,
and that’s little Ann.
For she has crept under the frying pan
1st/ ELA Week 3 Lesson 3
Resources
Curriculum Materials ~ 1st/ELA ~ Week 3 Lesson 4
90 Minute Lesson Materials
Core
Approximately
45 min
Chicken Soup with Rice
Student Journal
Classroom Book’s We’ve Read Chart
Word Work
Approximately
30 min
Sight Word Tracing Sheet
Teacher made index card with the words (broke, cod, code, tot, tote)
Word Building Beck word list
Student Word Work Journal pages
Teacher Word Work Journal pages
Word Building Cards
Word Building Procedures
Tap It, Map It, Graph It Procedures
Pocket Chart
Fluency
Approximately
15 min
Lady Bug, Lady Bug
Supplies
Post-it Notes
Chart paper
Pencils
Markers
Plastic Sleeve Protectors
Dry Erase Markers
Sound Markers (cereal, counters, pennies, cut up colored paper squares, etc)
Magnetic Wands
Magnetic Disks
Highlighters
CORE Curriculum ~ 1st/ELA ~ Week 3 Lesson 4
Section Instructional Routine ~ Creative Writing ~ Response to Text
Opening Introduce the book, Chicken Soup with Rice hare that this is another book written and illustrated by Maurice
Sendak
Explain that this is a book of poems
Ask students what they know about poems
Before Reading
Tell students as you read, to listen for words that rhyme
Remind students that words that rhyme sound the same at the end of the word
During Reading Read each poem. After each, stop and have children identify the rhyming words
While reading, model proper expression and prosody
Select one or two poems that you want to explore further and write it out on chart paper
Invite students to find the rhyming words and circle them
Invite students to chorally read the poems from the chart paper
Encourage students to read with prosody and expression
After Reading Add information from this book onto the Books We’ve Read Chart
Student Response Task: students create their own recipe for Chicken Soup with Rice
Closing Tell students that tomorrow they will conclude their author study and write about their favorite Sendak text.
WORD WORK Curriculum ~ 1st/ELA ~ Week 3 Lesson 4
Section Instructional Routine ~ Long o Phonological Awareness
Articulation of Skill
Review Activity: Segmenting the sounds.
Activate Phonemic Awareness: Have students put heads down. Say the word flight and ask students to tap
out the sounds. Hold up the number of fingers to show how many sounds. Formatively check for accuracy.
Repeat using word list.
Word List: lone, hose, nose, close
Rapid Letter Naming
Sight Word Drill
Sight word tracing and drill: may, of, old, once, open, over, put, round, some, them, then, think, thank
Letter Sound
Correspondence Letter sound Correspondence: Say “When there are 2 vowels, with 1 consonant between them & the 2nd
vowel is e, the 1st vowel says its own name”. Demonstrate with words, having students use finger gesture to
show if word makes the peace sign, using gradual release, from I do to we do to you do
Word Card List: broke, cod, code, tot, tote
Word Work Word Building: rose, robe, rob, hob, home, hole
Place letters in pocket chart as students build words on magnetic boards.
Dictation Dictate words from word building list words
Dictate 1-2 sentences with any combination of skill & sight words
Students record words and sentences in word journals.
Connected Text Read story #2.
Students can also read Rose’s Birthday for extra practice.
Allow struggle time and expect brain sweat.
Flexible Grouping Approaching Group Teacher Led
Re-teach Options
(6-10) intensive students
Word Building
Blending lines
ALL
Fluency Routine using poetry from Reading A-
Z and Fluency Development Lesson
Fluency Curriculum ~ 1st/ELA ~ Week 3 Lesson 4
Section Instructional Routine ~ Choral Read, Read to Someone, Take Home
Lesson Focus Lesson Focus: Students will read a familiar passage chorally, and to a partner or an audience in order to increase
their fluency.
Step 11 Teacher and students read the passage chorally several times.
Step 12 The students and their teacher then choose 4 to 5 interesting words from the text to add to the individual students’
word banks and/or the classroom word wall.
Step 13 Students engage in 5-10 minutes of word study activities (e.g. word sorts with word bank words, word walls, flash
card practice, defining words, word games, etc.)
Resource
Ladybug, Ladybug
Ladybug! Ladybug!
Fly away home.
Your house is on fire,
and your children are gone.
All except one,
and that’s little Ann.
For she has crept under the frying pan
1st/ ELA Week 3 Lesson 4
Resources
Quick and Easy Chicken Noodle Soup
Prep10 m Cook 20 m Ready In 30 m
Recipe By:MARYVM "When you don't have time to make your soup totally from scratch, this is a very easy, very good substitute."
Ingredients
1 tablespoon butter 1/2 cup chopped onion 1/2 cup chopped celery 4 (14.5 ounce) cans chicken broth 1 (14.5 ounce) can vegetable broth 1/2 pound chopped cooked chicken breast
1 1/2 cups egg noodles 1 cup sliced carrots 1/2 teaspoon dried basil 1/2 teaspoon dried oregano salt and pepper to taste
Directions
1. In a large pot over medium heat, melt butter. Cook onion and celery in butter until just tender, 5 minutes. Pour in chicken and vegetable broths and stir in chicken, noodles, carrots, basil, oregano, salt and pepper. Bring to a boil, then reduce heat and simmer 20 minutes before
serving.
Curriculum Materials ~ 1st/ELA ~ Week 3 Lesson 5
90 Minute Lesson Materials
Core
Approximately
45 min
Maurice Sendak Books
Class charts
Chart for class votes
Word Work
Approximately
30 min
Sight Word Tracing Sheet
Word Building Beck word list
Student Word Work Journal pages
Teacher Word Work Journal pages
Word Building Cards
Word Building Procedures
Tap It, Map It, Graph It Procedures
Pocket Chart
Fluency
Approximately
15 min
Lady Bug, Lady Bug
Supplies
Post-it Notes
Chart paper
Pencils
Markers
Plastic Sleeve Protectors
Dry Erase Markers
Sound Markers (cereal, counters, pennies, cut up colored paper squares, etc)
Magnetic Wands
Magnetic Disks
Highlighters
CORE Curriculum ~ 1st/ELA ~ Week 3 Lesson 5
Section Instructional Routine ~ Opinion Writing ~ On Demand Task
Opening
Refer to the two class charts / artifacts
Discuss all of the books read
Conduct a class vote of their favorite and tally the responses
Opinion Writing
Review the criteria for opinion writing
Tell the students they will write an essay explaining which Sendak text they liked best and tell why
Pass out materials and allow students time to write.
Circulate around the room to support students
Share/Present Allow students to share their writing with the class
Display the writings
Closing Tell students that they have spent a lot of time reading about Little Bear and that next week they will read
non-fiction books about bears so they can learn true facts about these animals.
Focus Standards
CCSS W 1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, and provide some
sense of closure
WORD WORK Curriculum ~ 1st/ELA ~ Week 3 Lesson 5
Section Instructional Routine ~ Long o
Phonological Awareness
Review Activity: Step Up Gross Motor Activity
Students stand in a line. When they hear a long /o/ sound they step forward. If they do not hear the long /a/
sound they stay in place.
Word List: code, cod, slope, mop, slop, zone
Student Practice Students waiting to be tested should re-read stories 1 and 2 or fluency passages into whisper phones to
practice skill in context.
Students may also practice by reading Rose’s Birthday.
Fluency Routine using poetry from Reading A-Z and Fluency Development Lesson
Assess Student Mastery Read story #3 individually with teacher (untimed) while recording miscues.
Formative Assessment: Student should read all words with the goal being a minimum of 95% accuracy.
Comprehension Support: Students write a sentence about each passage in the box. A corresponding
illustration for each may be added AFTER the sentence is written.
Students who successfully read 95% of words read independently to teacher correctly:
Complete comprehension work for decodable passages
Read a trade book with a partner or stuffed animal
Students who unsuccessfully read 95% of words read correctly work with para-professional building words.
Fluency Curriculum ~ 1st/ELA ~ Week 3 Lesson 5
Section Instructional Routine ~ Choral Read, Read to an Audience
Lesson Focus Lesson Focus: Students will read a familiar passage chorally, and participate in a class discussion to choose
interesting words from the passage in order to increase their fluency.
Step 1 The teacher introduces a new short text and reads it to the students two or three times while the students follow along
silently. The text can be a poem, segment from a basal passage or trade book selection, etc.
Step 2 The teacher and students discuss the nature and content of the passage as well as the quality of teacher’s reading of
the passage.
Step 3 The students take a copy of the passage home to practice with parents and other family members.
Step 4 Teacher and students read the passage chorally several times. Antiphonal reading and other variations are used to
create variety and maintain engagement.
Step 5 The teacher and students discuss the nature and content of the passage as well as the quality of teacher’s reading of
the passage.
Step 6 The students take a copy of the passage home to practice with parents and other family members.
Step 7 Teacher and students read the passage chorally several times.
Step 8 The students and their teacher then choose 4 to 5 interesting words from the text to add to the individual students’
word banks and/or the classroom word wall.
Resource
Ladybug, Ladybug
Ladybug! Ladybug!
Fly away home.
Your house is on fire,
and your children are gone.
All except one,
and that’s little Ann.
For she has crept under the frying pan
1st/ ELA Week 3 Lesson 5
Resources
Curriculum Materials ~ 1st/ELA ~ Week 4 Lesson 1
90 Minute Lesson Materials
Core
Approximately
45 min
GROWL
Class Book Chart
Student Journal
Now I Know Bears
Word Work
Approximately
30 min
Sight Word Tracing Sheet
Word Building Beck word list
Teacher Made Index card with the word “mute”
Student Word Work Journal pages
Teacher Word Work Journal pages
Word Building Cards
Word Building Procedures
Tap It, Map It, Graph It Procedures
Pocket Chart
Fluency
Approximately
15 min
The Lion and the Unicorn
Supplies
Post-it Notes
Chart paper
Pencils
Markers
Plastic Sleeve Protectors
Dry Erase Markers
Sound Markers (cereal, counters, pennies, cut up colored paper squares, etc)
Magnetic Wands
Magnetic Disks
Highlighters
CORE Curriculum ~ 1st/ELA ~ Week 4 Lesson 1
Section Instructional Routine ~ Text Comprehension ~ Main Topic and Key Details
Opening Tell students that over the next week they are going to read to learn interesting facts about bears and that the
types of books they will be reading are non-fiction
Ask them what they know about non-fiction books.
Set purpose for reading: Tell students that in today’s lesson they will read like detectives to find out about
different types of bears
Invite students to take a picture walk through the book, Now I Know Bears. Ask them what they notice about the
illustrations? Are they the same or different than the kinds of illustrations they saw in Maurice Sendak’s books?
Tell students that in non-fiction books, photographs are often used to show the reader real life pictures of what
they are reading about. Photographs are an important feature that helps the reader learn about something.
During Reading Read the title and author / illustrator for the students
Allow students to read the book independently for the initial read
As students read, circulate around the room to support those who may be struggling
After a few minutes, gather the students back together and read the book together
To increase engagement, read each page orally and then have the students echo read
Continue this for each page
After Reading Ask the students what types of bears the author introduced them to in this text
Encourage students to turn back to text to find the different types of bears
Pass out the student response journal and allow students time to return to text to write about the different types of
bears they learned about in this text
Students should write the name of each bear and one fact about each type o Example: Name: Brown Bear Fact: It
is the biggest bear of all
Model the first example for the students
Closing Invite students to share facts they learned about bears from their response journals
Chart names of bears and facts as students share
Focus Standards:
CCSS RI 1.1 Ask and answer questions about key details in text
CCSS RI 1.2 Identify the main topic and retell key details of a text
WORD WORK Curriculum ~ 1st/ELA ~ Week 4 Lesson 1
Section Instructional Routine ~ Long u Phonological Awareness
Articulation of Skill
Phonemic Awareness: Can you hear the sound?
Tell students they are going to listen for words with long /u/ sound. Have students put heads down, then raise
hands for a word with long /u/ sound. Note formatively students not able to hear sound.
Can you make the sound? Say “This time if you hear the /long u / sound, say /uuuu /.” If not, stay quiet.
Word List: tusk, sum, , plume, cube, gum, flute
Rapid Letter Naming
Sight Word Drill
Rapid letter sound drill #1 or
Sight word tracing and drill: walk, warm, were, when, what, was, want, white, well
Letter Sound
Correspondence Letter sound Correspondence: Introduce the long o spelled with a silent e. Hold up an index card with the
word “mute”. Model placing one finger on each of the vowels. Have students notice their fingers make a V
or a peace sign. Say “When there are 2 vowels, with 1 consonant between them & the 2nd vowel is e, the 1st
vowel says its own name”. Demonstrate with several words, having students use finger gesture to show if
word makes the peace sign, using gradual release, from I do to we do to you do
Word Card List: duke, nut, tube, tub, puke
Word Work Word Building: cut, cute, flute, fluke, duke, dune
Place letters in pocket chart as students build words on magnetic boards.
Dictation Dictate words from word building list words
Dictate 1-2 sentences with any combination of skill & sight words
Students record words and sentences in word journals.
Connected Text Have students highlight the words in story #1 that contain the targeted skill.
Read the highlighted words.
Read Story #1. Allow struggle time and expect brain sweat.
Flexible Grouping Approaching Group Teacher Led
Re-teach Options
(6-10) intensive students
Blending Lines
Word Building
ALL
Fluency Routine using poetry from Reading A-
Z and Fluency Development Lesson
Fluency Curriculum ~ 1st/ELA ~ Week 4 Lesson 1
Section Instructional Routine ~ Introduction, Initial Reads, Take Home
Lesson Focus Students will listen to a passage read fluently and participate in a class discussion about the passage in order to increase
their fluency.
Step 1 The teacher introduces a new short text and reads it to the students two or three times while the students follow along
silently. The text can be a poem, segment from a basal passage or trade book selection, etc.
Step 2 The teacher and students discuss the nature and content of the passage as well as the quality of teacher’s reading of
the passage.
Step 3 The students take a copy of the passage home to practice with parents and other family members.
Resource
The Lion and the Unicorn
The lion and the unicorn
were fighting for the crown.
The lion beat the unicorn
all about the town.
Some gave them white bread
and some gave them brown.
Some gave them plum cake
and drummed them out of town!
1st/ ELA Week 4 Lesson 1
Resources
Insert copy of raz book the lion and the unicorn
Week #5 Target Words for (long u) stories
Story 1 Story 2 Story 3 Skill Specific New words
(10-14)
Skill Specific New Words
(5-7)
Skill Specific Words From Story 1 (5-7)
Skill Specific New words
(10-14 words)
puke plume duke chute
duke rude brute Nuke
flute prude flute fuse
dune crude jute Muke
lube Sute cute prune
cute ruse
fume Rute
jute (rope) Yule
lute
brute
Week 5 Instructional Focus: Long u Story Number: 1
The Duke on the Dune
The duke was a brute, but he could play the lute and flute very well. No
one liked the duke, so the duke went up on the dune to play his lute
and flute.
With the duke was a roll of jute, his flute, and his lute. He will put the
jute around his hand. He can hold on to the jute and not fall from the
dune. If the duke grabs the wet part of the jute, it will lube his hand.
The duke may fall.
If the duke falls, he may puke! The lute and the flute will be lost too.
The duke will fume if his flute and lute are lost.
Instructional Focus: Long u Story Number: 2
Sute and the Duke
The duke was a brute. He could play the flute, but he was crude and
rude. Sute was a bit of a prude. She did not like the duke and his rude side.
The duke had red jute. The duke had the jute to play a trick on Sute.
Sute had a pretty plume. The plume was red like the jute the duke
had. Sute put her pretty red plume on her hat to walk home. When the duke
saw Sute with her pretty red plume, the duke put the red jute where Sute
would see it.
Sute bent down to pick up the red jute. The red jute will look pretty
with her red plume. Now the duke will pull on the jute so Sute will fall! The
duke is so rude.
Story Number: 3 Mastery Check
The Ruse
Nuke is a crude dude. Nuke will play a trick on his pal Muke. The trick
is a ruse with a log. It is the time of Yule, and Muke wants to prune a nice
log for Yule. Muke asks Nuke to help him find a nice Yule log.
Nuke sees a chute. He will not tell Muke about the chute. The chute is
how they can get the Yule log off the hill. The log can slide down the chute
into the truck.
Nuke lets Muke push the log all the way down the hill. Muke could slide
the log down the chute but Nuke did not tell him about it. Muke finds out
there is a chute from Rute. Muke has a short fuse. He is mad at Nuke.
When Muke sees the log made a pretty Yule log, Muke is not mad.
Nuke and Muke shake hands.
1-2StudentWordWorkJournal 46
Week 4 Letter Naming Fluency (LNF) Chart 7
b, d, f, I, j, k, n, o, r, u, v, y, z
f z b y d
i f v b u
n r j o k
u i n y z
j o v k d
1-2StudentWordWorkJournal 47
may of
old once
open over
put round
1-2StudentWordWorkJournal 48
warm were
when
1-2StudentWordWorkJournal 49
about better
bring carry
clean cut
done draw
1-2StudentWordWorkJournal 50
these those
upon us
use very
wash which
1-2StudentWordWorkJournal 51
Beck Word List (focus review long aio) Date: ____________________________
___________________ ___________________
___________________ ___________________
___________________ ___________________
______________________________________________
_________________________________________________
_________________________________________________
1-2StudentWordWorkJournal 55
Week 5 Week # 5 Long u (u_e)
hug huge cut cute fume
cub cube us use fuse
home close stone smoke note
strike ride fine bike bride
vase safe late date brave
white whale choke think bath
The cub is cute!
Did you use that?
CHALLENGE:
June rule tune flute tube
1-2StudentWordWorkJournal 56
Week # 5
Long u (u_e)
hug huge cut cute fume
cub cube us use fuse
hope stove robe spoke spike
pin pine nine nice smile
skate state grade grape globe
scrape string shapes skunk flash
That is a huge dog!
Use six cubes of ice.
CHALLENGE:
June rule rude include sure
Curriculum Materials ~ 1st/ELA ~ Week 4 Lesson 2
90 Minute Lesson Materials
Core
Approximately
45 min
GROWL
Class Book Chart
Student Journal
Now I Know Bears
Word Work
Approximately
30 min
Sight Word Tracing Sheet
Word Building Beck word list
Teacher Made Index card with the word “tube”
Student Word Work Journal pages
Teacher Word Work Journal pages
Word Building Cards
Word Building Procedures
Tap It, Map It, Graph It Procedures
Pocket Chart
Fluency
Approximately
15 min
The Lion and the Unicorn
Supplies
Post-it Notes
Chart paper
Pencils
Markers
Plastic Sleeve Protectors
Dry Erase Markers
Sound Markers (cereal, counters, pennies, cut up colored paper squares, etc)
Magnetic Wands
Magnetic Disks
Highlighters
CORE Curriculum ~ 1st/ELA ~ Week 4 Lesson 2
Section THIS LESSON WILL TAKE TWO DAYS TO COMPLETE
Opening Refer to the Grade One Books We’ve Read Chart
Ask students to think about the book, Now I Know Bears and add information from that book to the Books
We’ve Read Chart
Tell students that today they will read more non-fiction to learn about bears
Set purpose for reading: Tell students that yesterday they learned about the different type of bears. Today
they will read to learn about eating habits and the type of food bears eat.
VOCABULRY: Habit: A habit is something that we do without even thinking about it
During Reading
Remind students that good readers often reread the same book to learn more about a topic
Remind them that when they are reading for a purpose they need to ‘read like detectives’
Conduct a choral reading of the text Now I Know Bears.
After Reading Ask students to think about what they read and if they learned anything about bears and their eating habits.
Invite students to turn back to text to find and read facts about bears and what types of food they eat and
when they eat.
Students should share responses with the class
Pass out the student response journal
Teacher Modeling: Model how to take information from the text and write it in the response journal
Students can work in partnerships or small groups to complete the task
Circulate around the room to ensure students are on task or work with a small group that needs extra support
Closing Ask student volunteers to share completed journal pages
Have a class discussion about facts learned about bears and their eating habits.
Remind students that non-fiction text is written to teach facts about a topic
Focus Standards
CCSS RI 1.1 Ask and answer questions about key details in text
CCSS RI 1.2 Identify the main topic and retell key details of a text
WORD WORK Curriculum ~ 1st/ELA ~ Week 4 Lesson 2
Section Instructional Routine ~ Long u Phonological Awareness
Articulation of Skill
Phonemic Awareness: Tell students they will be chorally substituting phonemes.
Say puke. Now substitute /long o/ for /long u/. New word? poke
Say dune. Now substitute /long a/ for /long u/. New word? dane
Say jude. Now substitute /long a/ for /long u/. New word? jade
Rapid Letter Naming
Sight Word Drill
Sight word drill: walk, warm, were, when, what, was, want, white, well
Letter Sound
Correspondence Letter sound Correspondence: Hold up an index card with the word “tube”. Model placing one finger on
each of the vowels. Have students notice their fingers make a V or a peace sign. Say “When there are 2
vowels, with 1 consonant between them & the 2nd vowel is e, the 1st vowel says its own name”. Show
words, having students use finger gesture to show if word makes the peace sign, using gradual release, from
I do to we do to you do
Word Card List: cut, cute, cub, cube, tube, tub
Word Work Word Building: cube, cub, cut, cute, flute, fume, plume, plum
Place letters in pocket chart as students build words on magnetic boards.
Dictation Dictate words from word building list words
Dictate 1-2 sentences with any combination of skill & sight words
Students record words and sentences in word journals.
Connected Text Read story #2.
Students can also read for extra practice.
Allow struggle time and expect brain sweat.
Flexible Grouping Approaching Group Teacher Led
Re-teach Options
(6-10) intensive students
Word Building
Blending lines
ALL
Fluency Routine using poetry from Reading A-
Z and Fluency Development Lesson
Fluency Curriculum ~ 1st/ELA ~ Week 4 Lesson 2
Section Instructional Routine ~ Choral Read, Small Group Read, Take Home
Lesson Focus Lesson Focus: Students will read a familiar passage chorally, and with a partner in order to increase their fluency.
Step 4 Teacher and students read the passage chorally several times. Antiphonal reading and other variations are used to
create variety and maintain engagement.
Step 5 The teacher and students discuss the nature and content of the passage as well as the quality of teacher’s reading of
the passage.
Step 6 The students take a copy of the passage home to practice with parents and other family members.
Resource
The Lion and the Unicorn
The lion and the unicorn
were fighting for the crown.
The lion beat the unicorn
all about the town.
Some gave them white bread
and some gave them brown.
Some gave them plum cake
and drummed them out of town!
1st/ ELA Week 4 Lesson 2
Resources
Curriculum Materials ~ 1st/ELA ~ Week 4 Lesson 3
90 Minute Lesson Materials
Core
Approximately
45 min
GROWL
Now I Know Bears
Class Book Chart
Student Journal
Word Work
Approximately
30 min
Sight Word Tracing Sheet
Word Building Beck word list
Teacher Made Index card with the word “brute”
Student Word Work Journal pages
Teacher Word Work Journal pages
Word Building Cards
Word Building Procedures
Tap It, Map It, Graph It Procedures
Pocket Chart
Fluency
Approximately
15 min
The Lion and the Unicorn
Supplies
Post-it Notes
Chart paper
Pencils
Markers
Plastic Sleeve Protectors
Dry Erase Markers
Sound Markers (cereal, counters, pennies, cut up colored paper squares, etc)
Magnetic Wands
Magnetic Disks
Highlighters
CORE Curriculum ~ 1st/ELA ~ Week 4 Lesson 3
Section Instructional Routine ~ Text Comprehension – Main Idea and Details (THIS LESON WILL TAKE
TWO DAYS) Opening Tell the students that today they will read to find out more facts about bears
Tell students that good readers often read from different sources to learn about a topic
Initial Read
Share the cover of the book, GROWL and tell students that this is also a non-fiction book
Pass out Chapter 1 and tell students to follow along as you read
Stop and ask questions to support student comprehension of the text.
Read the title: What Do Bears Eat? ASK: what do you think we will learn about in this chapter?
Text Stopping Point Text Dependent Question
Page 5 What did the author tell us about the foods that bears eat?
Page 6 What do grizzly bears like to eat? How much food do
grizzly eat? Why do they eat so much?
Page 7 What do polar bears eat? Why do they eat so much food?
Page 10 What did we learn about what the sun bear likes to eat?
Page 11 What do sloth bears eat? How do they eat?
Page 12 What do Giant pandas eat?
After the initial read, ask students to turn and talk with a partner and share a new fact they learned
Ask the class to discuss the author’s purpose for writing this text
Second Read Tell students that they will reread this chapter for the purpose of highlighting details about bears and their eating
habits
Tell students that during this read, they will stop and highlight information and facts about eating habits of bears
Model how to do this and guide students to highlight the appropriate information
After Reading Ask students what new information they learned from the book GROWL
Encourage students to share their learning with the whole group
Closing Add information to the Books We’ve Read Chart
Encourage students to reread the text to build fluency
Focus Standards
CCSS RI 1.1 Ask and answer questions about key details in text
CCSS RI 1.2 Identify the main topic and retell key details of a text
WORD WORK Curriculum ~ 1st/ELA ~ Week 4 Lesson 3
Section Instructional Routine ~ Long u Phonological Awareness
Articulation of Skill
Review Activity: Segmenting sounds.
Activate Phonemic Awareness: Have students put heads down. Say the word crate and ask students to tap
out the sounds. Hold up the number of fingers to show how many sounds. Formatively check for accuracy.
Then say the word made and ask students what sound they hear at the middle of the word /u/. Repeat using
word list.
Word List: sum, , plume, cube, gum, flute
Rapid Letter Naming
Sight Word Drill
Sight word drill: walk, warm, were, when, what, was, want, white, well
Letter Sound
Correspondence Letter sound Correspondence:
Hold up an index card with the word “brute”. Have students notice their fingers make a V or a peace sign.
Say “When there are 2 vowels, with 1 consonant between them & the 2nd vowel is e, the 1st vowel says its
own name”. Show words, having students use finger gesture to show if word makes the peace sign, using
gradual release, from I do to we do to you do
Word Card List: cut, cute, cub, cube, tube, tub
Word Work Word Building: cut, cute, flute, fluke, duke, dune, tune, tube, tub, rub
Place letters in pocket chart as students build words on magnetic boards.
Dictation Dictate words from word building list words
Dictate 1-2 sentences with any combination of skill & sight words
Students record words and sentences in word journals.
Connected Text Have students highlight the words in story #2 that contain the targeted skill.
Read the highlighted words.
Read Story #2.
Allow struggle time and expect brain sweat.
Flexible Grouping Approaching Group Teacher Led
Re-teach Options
(6-10) intensive students
Word Building
Blending lines
ALL
Fluency Routine using poetry from Reading A-
Z and Fluency Development Lesson
Fluency Curriculum ~ 1st/ELA ~ Week 4 Lesson 3
Section Instructional Routine ~ Choral Read, Word Discussion Activities, Take Home
Lesson Focus Lesson Focus: Students will read a familiar passage chorally, and participate in a class discussion to choose
interesting words from the passage in order to increase their fluency.
Step 7 Teacher and students read the passage chorally several times.
Step 8 The students and their teacher then choose 4 to 5 interesting words from the text to add to the individual students’
word banks and/or the classroom word wall.
Step 9 Students engage in 5-10 minutes of word study activities (e.g. word sorts with word bank words, word walls, flash
card practice, defining words, word games, etc.)
Step 10 The students take a copy of the passage home to practice with parents and other family members.
Resource
The Lion and the Unicorn
The lion and the unicorn
were fighting for the crown.
The lion beat the unicorn
all about the town.
Some gave them white bread
and some gave them brown.
Some gave them plum cake
and drummed them out of town!
1st/ ELA Week 4 Lesson 3
Resources
Curriculum Materials ~ 1st/ELA ~ Week 4 Lesson 4
90 Minute Lesson Materials
Core
Approximately
45 min
GROWL
Now I Know Bears
Class Book Chart
Student Journal
Word Work
Approximately
30 min
Sight Word Tracing Sheet
Word Building Beck word list
Student Word Work Journal pages
Teacher Word Work Journal pages
Word Building Cards
Word Building Procedures
Tap It, Map It, Graph It Procedures
Pocket Chart
Fluency
Approximately
15 min
The Lion and the Unicorn
Supplies
Post-it Notes
Chart paper
Pencils
Markers
Plastic Sleeve Protectors
Dry Erase Markers
Sound Markers (cereal, counters, pennies, cut up colored paper squares, etc)
Magnetic Wands
Magnetic Disks
Highlighters
CORE Curriculum ~ 1st/ELA ~ Week 4 Lesson 4
Section Instructional Routine ~ Identifying Similarities (THIS LESSON WILL TAKE TWO DAYS)
Opening Remind students that good readers often read multiple books to learn about a topic
Ask students to consider both books they have read and to think about the different things they learned from
each
Compare/Contrast
Student Text
Tell students that in today’s lesson they will think about what they learned from each book about what bears
eat
Pass out the student response task sheet and explain the task to the students
Model how to complete the task by adding one detail to the chart
Guide students to complete the task by using both books
Circulate around the room to support students with this task
Encourage students to reread portions of the text to complete the task
Share student responses
Reread for Fluency Spend the remainder of class time rereading for fluency
Circulate to listen to students read and provide feedback
Focus Standards
CCSS RI 1.9 Identify basic similarities in and between two texts on the same topic.
WORD WORK Curriculum ~ 1st/ELA ~ Week 4 Lesson 4
Section Instructional Routine ~ Long u Phonological Awareness
Articulation of Skill
Review Activity: Segmenting the sounds.
Activate Phonemic Awareness: Have students put heads down. Say the word and ask students to tap out
the sounds. Hold up the number of fingers to show how many sounds. Formatively check for accuracy.
Repeat using word list.
Word List: puke plume tubes chute
Rapid Letter Naming
Sight Word Drill
Sight word drill: walk, warm, were, when, what, was, want, white, well
Letter Sound
Correspondence Letter sound Correspondence: Say “When there are 2 vowels, with 1 consonant between them & the 2nd
vowel is e, the 1st vowel says its own name”. Demonstrate with words, having students use finger gesture to
show if word makes the peace sign, using gradual release, from I do to we do to you do
Word Card List: plume tubes rude
Word Work Word Building: Place letters in pocket chart as students build words on magnetic boards.
Dictation Dictate words from word building list words
Dictate 1-2 sentences with any combination of skill & sight words
Students record words and sentences in word journals.
Connected Text Read story #2.
Students can also read No More Sad Tunes for extra practice.
Allow struggle time and expect brain sweat.
Flexible Grouping Approaching Group Teacher Led
Re-teach Options
(6-10) intensive students
Word Building
Blending lines
ALL
Fluency Routine using poetry from Reading A-
Z and Fluency Development Lesson
Fluency Curriculum ~ 1st/ELA ~ Week 4 Lesson 4
Section Instructional Routine ~ Choral Read, Read to Someone, Take Home
Lesson Focus Lesson Focus: Students will read a familiar passage chorally, and to a partner or an audience in order to increase
their fluency.
Step 11 Teacher and students read the passage chorally several times.
Step 12 The students and their teacher then choose 4 to 5 interesting words from the text to add to the individual students’
word banks and/or the classroom word wall.
Step 13 Students engage in 5-10 minutes of word study activities (e.g. word sorts with word bank words, word walls, flash
card practice, defining words, word games, etc.)
Resource
The Lion and the Unicorn
The lion and the unicorn
were fighting for the crown.
The lion beat the unicorn
all about the town.
Some gave them white bread
and some gave them brown.
Some gave them plum cake
and drummed them out of town!
1st/ ELA Week 4 Lesson 4
Resources
Curriculum Materials ~ 1st/ELA ~ Week 4 Lesson 5
90 Minute Lesson Materials
Core
Approximately
45 min
GROWL
Now I Know Bears
Student Journal
Class Book Chart
Word Work
Approximately
30 min
Sight Word Tracing Sheet
Word Building Beck word list
Student Word Work Journal pages
Teacher Word Work Journal pages
Word Building Cards
Word Building Procedures
Tap It, Map It, Graph It Procedures
Pocket Chart
Fluency
Approximately
15 min
The Lion and the Unicorn
Supplies
Post-it Notes
Chart paper
Pencils
Markers
Plastic Sleeve Protectors
Dry Erase Markers
Sound Markers (cereal, counters, pennies, cut up colored paper squares, etc)
Magnetic Wands
Magnetic Disks
Highlighters
CORE Curriculum ~ 1st/ELA ~ Week 4 Lesson 5
Section Instructional Routine ~ Main Idea/Details (THIS LESSON WILL TAKE TWO DAYS)
Opening Tell students that non-fiction text often has special features to help readers comprehend text.
Identify some of the common text features such as photographs, heading, captions, bold print etc.
Set a Purpose for
reading
Tell students that today they are going to reread Now I Know Bears to find out about baby bears and that
they will use the words and text features to help them
During reading
Tell students to turn to page 22 in their book
Point out the caption on page 22. Tell students that captions are used by authors to teach us about something
Text Stopping Point Text Dependent Question
Page 22 Identify the caption for the students on this page. Tell
them that a caption is information written below a
photograph to tell important facts about that
photograph. Tell students to read the caption. ASK:
What did you learn from this caption? What else did we
learn about baby bears?
Page 23/24 What did you learn about baby cubs?
Page 25 The author tells us that cubs like to have fun. What
additional information does the photograph tell us?
Remind students that photographs are also a text
feature.
Page 26 How is the mother bear taking care of the cubs? How
do you know?
Page 27 The author used a close up picture to show us how the
mother teachers her cubs to find food. What is she
doing? What did she teach them? The close us picture
is a special text feature.
Page 28/29 What did we learn from the words and photographs on
this page? What text feature did the author and
illustrator use?
Page 31 What did we learn about the baby cubs?
After Reading Task Final Query: How are baby cubs the same as human babies? How are they different? Students will respond
to this query in their response journal. Remind students to turn back to text to support their response.
Closing Students share the most interesting fact they learned about bears. As an option, chart the responses.
Focus Standards
CCSS RI 1.1 Ask and answer questions about key details in text
CCSS RI 1.2 Identify the main topic and retell key details of a text
CCSS RI 1.7 Know and use various text features to locate key facts of information in a text
WORD WORK Curriculum ~ 1st/ELA ~ Week 4 Lesson 5
Section Instructional Routine ~ Long u
Phonological Awareness
Review Activity: Step Up Gross Motor Activity
Students stand in a line. When they hear a long /u/ sound they step forward. If they do not hear the long /u/
sound they stay in place.
Word List: cute, cut, hut, fuse, crude, crud, prune, dune, up
Student Practice Students waiting to be tested should re-read stories 1 and 2 or fluency passages into whisper phones to
practice skill in context. Students may also practice by reading No More Sad Tunes.
Fluency Routine using poetry from Reading A-Z and Fluency Development Lesson
Assess Student Mastery Read story #3 individually with teacher (untimed) while recording miscues.
Formative Assessment: Student should read all words with the goal being a minimum of 95% accuracy.
Comprehension Support: Students write a sentence about each passage in the box. A corresponding
illustration for each may be added AFTER the sentence is written.
Students who successfully read 95% of words read independently to teacher correctly:
Complete comprehension work for decodable passages
Read a trade book with a partner or stuffed animal
Students who unsuccessfully read 95% of words read correctly work with para-professional building words
Fluency Curriculum ~ 1st/ELA ~ Week 4 Lesson 5
Section Instructional Routine ~ Choral Read, Read to an Audience
Lesson Focus Lesson Focus: Students will read a familiar passage chorally, and participate in a class discussion to choose
interesting words from the passage in order to increase their fluency.
Step 1 The teacher introduces a new short text and reads it to the students two or three times while the students follow along
silently. The text can be a poem, segment from a basal passage or trade book selection, etc.
Step 2 The teacher and students discuss the nature and content of the passage as well as the quality of teacher’s reading of
the passage.
Step 3 The students take a copy of the passage home to practice with parents and other family members.
Step 4 Teacher and students read the passage chorally several times. Antiphonal reading and other variations are used to
create variety and maintain engagement.
Step 5 The teacher and students discuss the nature and content of the passage as well as the quality of teacher’s reading of
the passage.
Step 6 The students take a copy of the passage home to practice with parents and other family members.
Step 7 Teacher and students read the passage chorally several times.
Step 8 The students and their teacher then choose 4 to 5 interesting words from the text to add to the individual students’
word banks and/or the classroom word wall.
Resource
The Lion and the Unicorn
The lion and the unicorn
were fighting for the crown.
The lion beat the unicorn
all about the town.
Some gave them white bread
and some gave them brown.
Some gave them plum cake
and drummed them out of town!
1st/ ELA Week 4 Lesson 5
Resources
Curriculum Materials ~ 1st/ELA ~ Week 6 CORE Culminating Project/Week 5 Word
Work and Fluency
90 Minute Lesson Materials
Core
Approximately
45 min
All Texts
Student Journal
All Class Charts
Opinion Rubric
Criteria Chart
Art Project Materials (Paper plates, markers, paint, construction paper)
Word Work
Approximately
30 min
Sight Word Tracing Sheet
Word Building Beck word list
Teacher Made Index Card with the Word “bike”
Student Word Work Journal pages
Teacher Word Work Journal pages
Word Building Cards
Word Building Procedures
Tap It, Map It, Graph It Procedures
Pocket Chart
Fluency
Approximately
15 min
Two Blackbirds
Supplies
Post-it Notes
Chart paper
Pencils
Markers
Plastic Sleeve Protectors
Dry Erase Markers
Sound Markers (cereal, counters, pennies, cut up colored paper squares, etc)
Magnetic Wands
Magnetic Disks
Highlighters
CORE Curriculum ~ 1st/ELA ~ Week 6 Culminating Project
Section Instructional Routine ~ Culminating Project
Timeline Monday: Students Complete the Writing Essay
Tuesday: Students Complete the Art Project
Wednesday: Students share their project with the class.
Opening Share the culminating project with the students
Explain the task to them
Review the text read using the class charts
Review the difference between fiction and non-fiction and allow students to share thoughts with a partner
Select a few students to share responses with the class
Opinion Writing Review the opinion writing rubric and criteria with the students
Begin the writing process by having students brainstorm and think about what they are going to write about
Remind students that in their response they will include information from the books they read as evidence of
their choice
Encourage students to begin a rough draft
Provide feedback to students on their rough draft and encourage them to revise and edit their work
Students Publish a final copy
Artistic
Representation
Share a completed brown bear art project with the students as a model
Share the steps for completion with the students
Begin the art project at the beginning of the week so that it has time to dry
Speaking and
Listening
Students share their project with the class
WORD WORK Curriculum ~ 1st/ELA ~ Week 5 Lesson 1
Section Instructional Routine ~ Long Vowel Review Phonological Awareness
Articulation of Skill
Phonemic Awareness: Can you hear the sound?
Tell students they are going to listen for words with long vowel sounds. Have students put heads down, then
raise hands for a word with a long vowel sound. Note formatively students not able to hear sound.
Can you make the sound? Say “This time if you hear a long vowel sound, say the vowel sound.” If not,
stay quiet.
Word List: rake, rack, pill, pile, note, not, Jane, Jan, fade, fad, mule
Rapid Letter Naming
Sight Word Drill
Rapid letter sound drill #1 or
Sight word tracing and drill: now, new, like, into, have, out, stop, again, must, under, could
Letter Sound
Correspondence Letter sound Correspondence: Introduce the long vowel spelled with a silent e. Hold up an index card with
the word “bike”. Model placing one finger on each of the vowels. Have students notice their fingers make a
V or a peace sign. Say “When there are 2 vowels, with 1 consonant between them & the 2nd vowel is e, the
1st vowel says its own name”. Demonstrate with several words, having students use finger gesture to show if
word makes the peace sign, using gradual release, from I do to we do to you do
Word Card List: pine, at, state, rot, slice, crime, blame, slam, pin, home, nut, tube
Word Work Word Building:
pike, flake, rake, rode, code, cope, cape, tape, puke, duke, fluke
Place letters in pocket chart as students build words on magnetic boards
Dictation Dictate words from word building list words
Dictate 1-2 sentences with any combination of skill & sight words
Students record words and sentences in word journals.
Connected Text Have students highlight the words in story #1 that contain the targeted skill.
Read the highlighted words.
Read Story #1. Allow struggle time and expect brain sweat.
Flexible Grouping Approaching Group Teacher Led
Re-teach Options
(6-10) intensive students
Blending Lines
Word Building
Approaching Group Teacher Led
Re-teach Options
(6-10) intensive students
Blending Lines
Word Building
Fluency Curriculum ~ K/ELA ~ Week 5 Lesson 1
Section Instructional Routine ~ Introduction, Initial Reads, Take Home
Lesson Focus Students will listen to a passage read fluently and participate in a class discussion about the passage in order to increase
their fluency.
Step 1 The teacher introduces a new short text and reads it to the students two or three times while the students follow along
silently. The text can be a poem, segment from a basal passage or trade book selection, etc.
Step 2 The teacher and students discuss the nature and content of the passage as well as the quality of teacher’s reading of
the passage.
Step 3 The students take a copy of the passage home to practice with parents and other family members.
Resource
Two Blackbirds
There were two blackbirds
Sitting on a hill,
One named Jack,
The other named Jill.
Fly away, Jack!
Fly away, Jill!
Come again, Jack!
Come again, Jill!
1st/ ELA Week 5 Lesson 1
Resources
4
Grade One Culminating Project
Text Type: Opinion Writing
Fiction or Non-Fiction? Students write an opinion essay answering the question, Fiction or Non-Fiction? In this essay, they will state their opinion on which books they liked better: The Little Bear Chapter Books or the non-fiction bear books, GROWL and Now I Know Bears.
Artistic Representation
Students create a brown bear using paper plates and paint. The brown bear will either represent Little Bear from the Little Bear chapter book or the brown bear they read about in their non-fiction books.
Speaking and Listening Students share their essays and bear projects with the class.
34
Opinion Writing Rubric: Grade 1 4 (Advanced) 3 (Proficient) 2 (Basic) 1 (Below Basic)
Focu
s
Writes an opinion paper that clearly identifies and skillfully introduces a topic using a compelling intro or “hook” and clearly states an opinion about the topic.
Writes an opinion paper that identifies and introduces a topic and states an opinion about the topic.
Writes an opinion paper that may identify a topic and attempts an opinion, but the opinion may be somewhat related to the topic.
May have a topic or more than one topic; does not state an opinion or opinion is not about the topic.
Con
tent
Maintains clear topic and opinion that are supported by related details. Adds additional support from facts or definitions to support the topic and opinion.
Maintains topic and opinion that are supported by related details.
Attempts to maintain the topic and opinion with related details, which may be insufficient to support the opinion; opinion may not be relevant to the topic.
May have a topic but lack an opinion or opinion may not be related to the topic.
Org
aniz
atio
n
Develops opinion with clearly related reasons logically organized; appropriately uses words and phrases to link ideas, provides a clear sense of closure that supports the opinion.
Develops opinion with related reasons grouped to support the opinion; provides a sense of closure that supports the opinion.
Attempts to organize opinion by grouping related reasons, but ideas are not fully developed; includes a weak sense of closure.
Includes little organization of ideas and opinion; no sense of closure is used or the closure does not connect to the opinion.
Styl
e
Sophisticated language and word choice are precisely chosen to support the opinion, aiding in varied and naturally flowing sentences.
A variety of grade- appropriate language and vocabulary are chosen to support the opinion.
Language and/or vocabulary are limited and/or repetitive.
Language and vocabulary are not appropriate or are confusing.
Con
vent
io
ns
There are no grade level appropriate errors in spelling, grammar, capitalization, or punctuation that hinder understanding.
There are few grade level appropriate errors in spelling, grammar, capitalization, or punctuation that hinder understanding.
Several errors in spelling, grammar, capitalization, or punctuation sometimes make the piece difficult to understand.
Many errors in spelling, grammar, capitalization, or punctuation make the piece difficult to understand.
35
Criteria Chart for Opinion Writing
üMy writing has an opinion about which genre I liked reading at the opening of my essay (topic sentence).
üI included examples of book titles I liked as evidence. üI included details about the books I liked best. üI used interesting words in my writing. üMy writing has a conclusion. üI spelled words I know correctly.
üMy sentences begin with a capital letter and end with punctuation.
Insert copy of raz book two blackbirds
Week#6TargetWordsfor(longvowel)stories
Story 1 Story 2 Story 3 Skill Specific New words
(10-14)
Skill Specific New Words
(5-7)
Skill Specific Words From Story 1 (5-7)
Skill Specific New words
(10-14 words)
rake Jake Jane Pete
pile robe mile June
note size blaze
mule stripe smile
Jane cute rose
made dude late
mile trade tune
code drive gave
rode home
joke gripe
taped
InstructionalFocus:cvcevowels
StoryNumber:1
Jane’s Mule
Jane has a brown mule. Jane can ride her mule for a mile.
Jane found a note taped on her mule, but it was in code. Can Jane
read the note in code? No, but her friend will crack the code. Jane
will hold her friend’s rake while he cracks the code on the note. The
note says to get a rake and help make a pile. Jane’s friend made
the note as a joke.
Week6InstructionalFocus:LongvowelsStoryNumber:2
The Cute Dude in a Robe
Jake is a dude. Jane is not a dude. Jake has a cute robe with a
stripe. Is Jake’s robe the right size? No, Jake’s robe is too big! Jane
has a robe with no stripe. Is Jane’s robe the right size? No, Jane’s
robe is too small.
Should Jane and Jake drive a mile to get new robes? No, Jane
and Jake could trade robes. Jane gets the robe with a stripe and
Jake gets the robe with no stripe. Jane and Jake like their new cute
robes!
InstructionalFocus:Longvowels
StoryNumber:3
MasteryCheck
Pete Makes June Smile
Pete and June are friends. Pete made June smile when he gave
her a rose. The rose was blaze red. June takes her rose home.
The next day, June smiles when she looks at the rose that Pete
gave her. June plans to sing a tune for Pete when he gets home. He
was to be home at three but he is late. June will not gripe at Pete
because he is late. June goes over the song she will sing until he
comes home.
41
K1 word work resources for teachers
E10: CuCe E11: CuCe E12: CuCe; CoCe
c, u, t, m, e, b, n r, u, d, d, e, m, t, c, b c, u, t, e, m, o, p, n
cut
mut
mute
mut
cut
cute
cube
cub
cube
cub
tub
tube
tune
rude
dude
dud
mud
mut
mute
cute
cut
cub
cube
tube
tub
rub
cut
cute
cut
cot
cop
cope
cop
cot
cut
mut
cut
cute
Would a man rob a
cop with a rope?
Would a dog mope
if it got a spot on
Mom’s robe?
Would you hope to
hop to the top of a
big rock?
Would you mope if
you had to mop
under a cot?
Would a cop have
a cap and a cape?
Would you hop to
tape a pin to a
cop’s cap?
42
K1 word work resources for teachers
E10
c u t m e
b n
E11
r u d d e
m t c b
E12
C U T E M
O P N
52
K1 word work resources for teachers
Week # 6
Long Vowel Review
may way pay play gray
day today say stay sway
paid pain rain train brain
ran rain pin pain pan
hope take ride cute time
huge broke shake white stripe
Today the mail came late.
I waited all day to play with my friend Drake.
CHALLENGE:
waited playful painless
payday staying
53
K1 word work resources for teachers
Week # 5
Long Vowel Review
say stay aid chain wait
gray tail lay play pail
plan plain pain rain grain
man main mane am aim
rope make side cube life
huge choke shine strip stripe
The train will not stay all day!
I see snails on the trail after it rains.
CHALLENGE:
raining trained saying tailspin
mainland
1-2StudentWordWorkJournal 57
Sight Word Phrases
The air is warm. Home sweet home
Read my letters. Around the clock
It’s still here. Show and tell
Where in the world You must be right.
We need more Tell the truth.
I study in school. Good and plenty
I’m an American. Help me out.
Such a mess It turned out well.
Point it out. It’s your place.
Right now Good things
It’s a small world. I think so.
Big and small Read the book.
1-2StudentWordWorkJournal 58
1-2StudentWordWorkJournal 59
E10
c u t m e b n
E11
r u d d e m t c b
E12
C U T E M
O P N
1-2StudentWordWorkJournal 60
Beck Word List (focus long u) Date: ____________________________
___________________ ___________________
___________________ ___________________
___________________ ___________________
________________________________________________
_________________________________________________
_________________________________________________
1-2StudentWordWorkJournal 64
No More Sad Tunes
Luke was a dude. HE liked to sing sad tunes. Rube was a nice
gal. She like to play her flute.
Rube played sad tunes on her flute. Luke sang as she played.
June was a fun gal. She ate ice cubes with red hot peppers.
June did not like sad tunes.
June was not rude but she made lots of rules. “No more sad
tunes,” she said. “No sad tunes is the rule.”
“When you play and sing a sad tune, I want to run and hide in a
tube. Sad tunes make me feel like an old prune,” she said.
“What will we do if we cannot play and sing sad tunes?” asked
Luke. “Sad tunes are what we like.”
1-2StudentWordWorkJournal 65
“We can do happy things,” said June. “We will take a huge tube
down a river. We can ride mules.” “But we just want to sing and
play the flute. We do not like your rule, said Rube.
“Sing and play happy tunes,” said June. “Just do not play sad
tunes. You can sing and play jazz. We can play happy tunes on
the jukebox, too.”
“Can we use a drum to make tunes?” asked Luke. “Yes, you
can use drums for happy tunes,” said June.
So Luke sang and played the drum. Rube played the flute. June
played tunes on the jukebox. They all played happy tunes. They
had a fine time.
-Reading A-Z
Curriculum Materials ~ K/ELA ~ Word Work/Fluency Week 5 Lesson 2
90 Minute Lesson Materials
Core
Approximately
45 min
Culminating Project Continued
Word Work
Approximately
30 min
Letter “U” Cards (Teacher made)
Sight Word Tracing Sheet
Teacher Made Index Card with the word “tube”
Word Building Beck word list
Student Word Work Journal pages
Teacher Word Work Journal pages
Word Building Procedures
Tap It, Map It, Graph It Procedures
Blending Lines Procedures
Pocket Chart
Fluency
Approximately
15 min
The Mutt and the Bug
My Pug Has Fun
Bub and the Nut
Supplies
Chart paper
Crayons
Pencils
Markers
Plastic Sleeve Protectors
Dry Erase Markers
Sound Markers (cereal, counters, pennies, cut up colored paper squares, etc)
Magnetic Wands
Magnetic Disks
Highlighters
WORD WORK Curriculum ~ K/ELA ~ Week 5 Lesson 2
Section Instructional Routine ~ Long Vowel Review Phonological Awareness
Articulation of Skill
Phonemic Awareness: Tell students they will be chorally substituting phonemes.
Say crime. Now substitute /long o/ for /long i/. New word? chrome
Say bake. Now substitute /long i/ for /long a/. New word? Bike
Say flake. Now substitute /long u/ for /long a/. New word? Fluke
Say tone. Now substitute /long u/ for /long o/. New word? Tune
Rapid Letter Naming
Sight Word Drill Sight word drill: now, new, like, into, have, out, stop, again, must, under, could
Letter Sound
Correspondence Letter sound Correspondence: Hold up an index card with the word “tube”. Model placing one finger on
each of the vowels. Have students notice their fingers make a V or a peace sign. Say “When there are 2
vowels, with 1 consonant between them & the 2nd vowel is e, the 1st vowel says its own name”. Show
words, having students use finger gesture to show if word makes the peace sign, using gradual release, from
I do to we do to you do
Word Card List: pine, at, state, rot, slice, crime, blame, slam, pin, home, nut, tube
Word Work Word Building: Jake, joke, broke, brake, flake, tone, fluke, duke, dune, tune
Place letters in pocket chart as students build words on magnetic boards.
Dictation Dictate words from word building list words
Dictate 1-2 sentences with any combination of skill & sight words
Students record words and sentences in word journals.
Connected Text Read story #2.
Students can also read for extra practice.
Allow struggle time and expect brain sweat.
Flexible Grouping Approaching Group Teacher Led
Re-teach Options
(6-10) intensive students
Word Building
Blending lines
Approaching Group Teacher Led
Re-teach Options
(6-10) intensive students
Word Building
Blending lines
Fluency Curriculum ~ K/ELA ~ Week 5 Lesson 2
Section Instructional Routine ~ Choral Read, Small Group Read, Take Home
Lesson Focus Lesson Focus: Students will read a familiar passage chorally, and with a partner in order to increase their fluency.
Step 4 Teacher and students read the passage chorally several times. Antiphonal reading and other variations are used to
create variety and maintain engagement.
Step 5 The teacher and students discuss the nature and content of the passage as well as the quality of teacher’s reading of
the passage.
Step 6 The students take a copy of the passage home to practice with parents and other family members.
Resource
Two Blackbirds
There were two blackbirds
Sitting on a hill,
One named Jack,
The other named Jill.
Fly away, Jack!
Fly away, Jill!
Come again, Jack!
Come again, Jill!
1st/ ELA Week 5 Lesson 2
Resources
Curriculum Materials ~ K/ELA ~ Word Work/Fluency Week 5 Lesson 3
90 Minute Lesson Materials
Core
Approximately
45 min
Culminating Project Continued
Word Work
Approximately
30 min
Letter “U” Cards (Teacher made)
Sight Word Tracing Sheet
Teacher Made Index Card with the word “crime”
Word Building Beck word list
Student Word Work Journal pages
Teacher Word Work Journal pages
Word Building Procedures
Tap It, Map It, Graph It Procedures
Blending Lines Procedures
Pocket Chart
Fluency
Approximately
15 min
The Mutt and the Bug
My Pug Has Fun
Bub and the Nut
Supplies
Chart paper
Crayons
Pencils
Markers
Plastic Sleeve Protectors
Dry Erase Markers
Sound Markers (cereal, counters, pennies, cut up colored paper squares, etc)
Magnetic Wands
Magnetic Disks
Highlighters
WORD WORK Curriculum ~ K/ELA ~ Week 5 Lesson 3
Section Instructional Routine ~ Long Vowel Review Phonological Awareness
Articulation of Skill
Review Activity: Segmenting sounds.
Activate Phonemic Awareness: Have students put heads down. Say the word slate and ask students to tap
out the sounds. Hold up the number of fingers to show how many sounds. Formatively check for accuracy.
Word List: shape, ate, slice, bones, slime, joke
Rapid Letter Naming
Sight Word Drill
Sight word drill: now, new, like, into, have, out, stop, again, must, under, could
Letter Sound
Correspondence Letter sound Correspondence: Hold up an index card with the word “crime”. Have students notice their
fingers make a V or a peace sign. Say “When there are 2 vowels, with 1 consonant between them & the 2nd
vowel is e, the 1st vowel says its own name”. Show words, having students use finger gesture to show if
word makes the peace sign, using gradual release, from I do to we do to you do
Word Card List: pine, at, state, rot, slice, crime, blame, slam, pin, home, nut, tube
Word Work Word Building: slime, grime, game, came, tame, tone, zone
Place letters in pocket chart as students build words on magnetic boards.
Dictation Dictate words from word building list words
Dictate 1-2 sentences with any combination of skill & sight words
Students record words and sentences in word journals.
Connected Text Have students highlight the words in story #2 that contain the targeted skill.
Read the highlighted words.
Read Story #2.
Allow struggle time and expect brain sweat
Flexible Grouping Approaching Group Teacher Led
Re-teach Options
(6-10) intensive students
Word Building
Blending lines
Approaching Group Teacher Led
Re-teach Options
(6-10) intensive students
Word Building
Blending lines
Fluency Curriculum ~ K/ELA ~ Week 5 Lesson 3
Section Instructional Routine ~ Choral Read, Word Discussion Activities, Take Home
Lesson Focus Lesson Focus: Students will read a familiar passage chorally, and participate in a class discussion to choose
interesting words from the passage in order to increase their fluency.
Step 7 Teacher and students read the passage chorally several times.
Step 8 The students and their teacher then choose 4 to 5 interesting words from the text to add to the individual students’
word banks and/or the classroom word wall.
Step 9 Students engage in 5-10 minutes of word study activities (e.g. word sorts with word bank words, word walls, flash
card practice, defining words, word games, etc.)
Step 10 The students take a copy of the passage home to practice with parents and other family members.
Resource
Two Blackbirds
There were two blackbirds
Sitting on a hill,
One named Jack,
The other named Jill.
Fly away, Jack!
Fly away, Jill!
Come again, Jack!
Come again, Jill!
1st/ ELA Week 5 Lesson 3
Resources
Curriculum Materials ~ K/ELA ~ Word Work/Fluency Week 5 Lesson 4
90 Minute Lesson Materials
Core
Approximately
45 min
Culminating Project Continued
Word Work
Approximately
30 min
Letter “U” Cards (Teacher made)
Sight Word Tracing Sheet
Word Building Beck word list
Student Word Work Journal pages
Teacher Word Work Journal pages
Word Building Procedures
Tap It, Map It, Graph It Procedures
Blending Lines Procedures
Pocket Chart
Fluency
Approximately
15 min
The Mutt and the Bug
My Pug Has Fun
Bub and the Nut
Supplies
Chart paper
Crayons
Pencils
Markers
Plastic Sleeve Protectors
Dry Erase Markers
Sound Markers (cereal, counters, pennies, cut up colored paper squares, etc)
Magnetic Wands
Magnetic Disks
Highlighters
WORD WORK Curriculum ~ K/ELA ~ Week 5 Lesson 4
Section Instructional Routine ~ Long Vowel Review Phonological Awareness
Articulation of Skill
Review Activity: Segmenting the sounds.
Activate Phonemic Awareness: Have students put heads down. Say the word and ask students to tap out
the sounds. Hold up the number of fingers to show how many sounds. Formatively check for accuracy.
Repeat using word list.
Word List: fade, miles, code, ride, grape, stroke, cubes
Rapid Letter Naming
Sight Word Drill
Sight word drill: now, new, like, into, have, out, under, stop, again, must, could
Letter Sound
Correspondence Letter sound Correspondence: Say “When there are 2 vowels, with 1 consonant between them & the 2nd
vowel is e, the 1st vowel says its own name”. Demonstrate with words, having students use finger gesture to
show if word makes the peace sign, using gradual release, from I do to we do to you do
Word Card List: plume tubes rude
Word Work Word Building:
pike, flake, rake, rode, code, cope, cape, tape, puke, duke, fluke
Place letters in pocket chart as students build words on magnetic boards
Dictation Dictate words from word building list words
Dictate 1-2 sentences with any combination of skill & sight words
Students record words and sentences in word journals.
Connected Text Read story #2.
Students can also reread a previous title for extra practice.
Allow struggle time and expect brain sweat.
Flexible Grouping Approaching Group Teacher Led
Re-teach Options
(6-10) intensive students
Word Building
Blending lines
Approaching Group Teacher Led
Re-teach Options
(6-10) intensive students
Word Building
Blending lines
Fluency Curriculum ~ K/ELA ~ Week 5 Lesson 4
Section Instructional Routine ~ Choral Read, Read to Someone, Take Home
Lesson Focus Lesson Focus: Students will read a familiar passage chorally, and to a partner or an audience in order to increase
their fluency.
Step 11 Teacher and students read the passage chorally several times.
Step 12 The students and their teacher then choose 4 to 5 interesting words from the text to add to the individual students’
word banks and/or the classroom word wall.
Step 13 Students engage in 5-10 minutes of word study activities (e.g. word sorts with word bank words, word walls, flash
card practice, defining words, word games, etc.)
Resource
Two Blackbirds
There were two blackbirds
Sitting on a hill,
One named Jack,
The other named Jill.
Fly away, Jack!
Fly away, Jill!
Come again, Jack!
Come again, Jill!
1st/ ELA Week 5 Lesson 4
Resources
Curriculum Materials ~ K/ELA ~ Word Work/Fluency Week 5 Lesson 5
90 Minute Lesson Materials
Core
Approximately
45 min
Culminating Project Continued
Word Work
Approximately
30 min
Letter “U” Cards (Teacher made)
Sight Word Tracing Sheet
Word Building Beck word list
Student Word Work Journal pages
Teacher Word Work Journal pages
Word Building Procedures
Tap It, Map It, Graph It Procedures
Blending Lines Procedures
Pocket Chart
Fluency
Approximately
15 min
The Mutt and the Bug
My Pug Has Fun
Bub and the Nut
Supplies
Chart paper
Crayons
Pencils
Markers
Plastic Sleeve Protectors
Dry Erase Markers
Sound Markers (cereal, counters, pennies, cut up colored paper squares, etc)
Magnetic Wands
Magnetic Disks
Highlighters
WORD WORK Curriculum ~ K/ELA ~ Week 5 Lesson 5
Section Instructional Routine ~ Long Vowel Review
Phonological Awareness
Review Activity: Step Up Gross Motor Activity
Students stand in a line. When they hear a long vowel sound they step forward. If they do not hear a long
vowel sound they stay in place.
Word List: fade, miles, code, ride, cubes, grape, stroke
Student Practice Students waiting to be tested should re-read stories 1 and 2 or fluency passages into whisper phones to
practice skill in context.
Fluency Routine using poetry from Reading A-Z and Fluency Development Lesson
Assess Student Mastery Read story #3 individually with teacher (untimed) while recording miscues.
Formative Assessment: Student should read all words with the goal being a minimum of 95% accuracy.
Comprehension Support: Students write a sentence about each passage in the box. A corresponding
illustration for each may be added AFTER the sentence is written.
Students who successfully read 95% of words read independently to teacher correctly:
Complete comprehension work for decodable passages
Read a trade book with a partner or stuffed animal
Students who unsuccessfully read 95% of words read correctly work with para-professional building words.
Fluency Curriculum ~ K/ELA ~ Week 5 Lesson 5
Section Instructional Routine ~ Choral Read, Read to an Audience
Lesson Focus Lesson Focus: Students will read a familiar passage chorally, and participate in a class discussion to choose
interesting words from the passage in order to increase their fluency.
Step 1 The teacher introduces a new short text and reads it to the students two or three times while the students follow along
silently. The text can be a poem, segment from a basal passage or trade book selection, etc.
Step 2 The teacher and students discuss the nature and content of the passage as well as the quality of teacher’s reading of
the passage.
Step 3 The students take a copy of the passage home to practice with parents and other family members.
Step 4 Teacher and students read the passage chorally several times. Antiphonal reading and other variations are used to
create variety and maintain engagement.
Step 5 The teacher and students discuss the nature and content of the passage as well as the quality of teacher’s reading of
the passage.
Step 6 The students take a copy of the passage home to practice with parents and other family members.
Step 7 Teacher and students read the passage chorally several times.
Step 8 The students and their teacher then choose 4 to 5 interesting words from the text to add to the individual students’
word banks and/or the classroom word wall.
Resource
Two Blackbirds
There were two blackbirds
Sitting on a hill,
One named Jack,
The other named Jill.
Fly away, Jack!
Fly away, Jill!
Come again, Jack!
Come again, Jill!
1st/ ELA Week 5 Lesson 5
Resources
Curriculum Materials ~ K/ELA ~ Week 6
90 Minute Lesson Materials
Core
Approximately
45 min
Culminating Project Continued
Word Work
Approximately
30 min
All Letter Cards
Word Building Beck word list
Word Building Procedures
Tap It, Map It, Graph It Procedures
Blending Lines Procedures
Pocket Chart
Fluency
Approximately
15 min
All text
Supplies
Chart paper
Crayons
Pencils
Markers
Plastic Sleeve Protectors
Dry Erase Markers
Sound Markers (cereal, counters, pennies, cut up colored paper squares, etc)
Magnetic Wands
Magnetic Disks
Highlighters
Fluency Curriculum ~ K/ELA ~ Week 6
Section Instructional Routine ~ Performances
Lesson Focus Lesson Focus: Students will read a familiar passage chorally, and participate in a class discussion to
choose interesting words from the passage in order to increase their fluency.
Have students perform their favorite nursery rhymes from this summer!
1st/ ELA Week 6
Resources
1-2StudentWordWorkJournal 66
Week 6 Sight Word phrases Form two lines. Get the point.
A small house also Because we should
Another old picture Even the animals
Write one sentence. Try your best
Set it up. Move over.
Put it there. We found it here.
Where does it end? Study and learn.
I don’t feel well. Kind of nice
My home is large. Spell your name.
It turned out well. The good American
Read the sentence. Change your clothes
This must be it. Play it again.
Hand it over. Back off.
Such a big house Give it away.
The men asked for help. Answer the phone.
A different land Turn the page
They went here.
1-2StudentWordWorkJournal 67
Beck Word List (review) Date: ____________________________
___________________ ___________________
___________________ ___________________
___________________ ___________________
________________________________________________
_________________________________________________
_________________________________________________
1-2StudentWordWorkJournal 71
Jake and Gail Go to Spain
Jake the snake and Gail the snail lived by a bay in Maine.
They wanted to take a trip. “Where can we go?” asked
Jake. “How about Spain?” asked Gail.
“We can take a plane,” said Gail. No way! I hate planes,”
wailed Jake. “Then you can go by rail,” said Gail. “Hey, I
do not want to go by rail,” wailed Jake. “I think trains and
planes are a pain”
“You can go to Spain on a big ship,” said Gail. “That is a
great plan,” said Jake. “I like to sail on a big ship. Gail, you
must have a great brain to think up such a great plan.”
“When will we leave?” asked Jake. “I cannot wait to sail to
Spain.” “You have to leave today,” said Gail. “It will take a
long time to sail to Spain. I will leave eight days later on a
gray plane. We will meet in Spain.” That day, Jake and
Gail paid for their tickets.
1-2StudentWordWorkJournal 72
Jake and Gail met on Spain’s main plain. It rained each
day they were in Spain. “It never fails,” said Jake. “It
always rains when I take a trip. What will we do now?”
“Let’s go eat a steak,” said Gail.
Jake and Gail went to the Main Street Diner to eat steak.
They each ate a big steak that weighed as much as eight
plates. After they ate, Gail had another great plan. “We
can paint,” she said. Spain is a land of great painters.
So, Gail and Jake got eight brushes and eight pails of
paint. Each day that it rained, they stayed inside and
painted. They became great painters.
The people of Spain paid Jake and Gail lots of cash for
their paintings. Jake and Gail mailed their paintings all
over the land. They stayed in Spain and got rich from their
paintings.
-Reading A-Z
top related