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Core Knowledge Language Arts

Scope and Sequence Listening & Learning TMStrand Grade 1

2014 Core Knowledge Foundation 1

The Listening & Learning strand of the Core Knowledge Language Arts program is designed to help students build thebackground knowledge and vocabulary critical to listening and reading comprehension. Through introducing, presenting,and discussing read-alouds in each domain, teachers build students listening and reading comprehension and oral

language skills. For a Unit-by-Unit Alignment of Listening & Learning objectives to the Common Core State Standards,please visithttp://www.engageny.org/resource/grade-1-english-language-arts .

Each domain anthology is comprised of daily lessons, pausing points, a domain review, a domain assessment, andculminating activities.

Pausing Points: opportunities to review, reinforce, or extend the content taught thus far. Both the decision to pauseand the length of the pause are optional and should be determined by each individual teacher based on the particularclasss performance.

Domain Review:an opportunity to review and reinforce the material (e.g., core content and vocabulary) in the domainin order to help students prepare for the domain assessment.

Domain Assessment:evaluates students understanding and retention of academic vocabulary words and the corecontent targeted in the domain. The results should guide review and remediation the following day.

Culminating Activit ies:provide remediation and/or enrichment for individual students, small groups, or the whole classbased on the results of the Domain Assessment and students Tens scores.

Table of Contents:

Domain 1:Fables and Stories

Domain 2:The Human Body

Domain 3:Different Lands, Similar Stories

Domain 4:Early World Civilizations

Domain 5:Early American Civilizations

Domain 6:Astronomy

Domain 7:The History of the Earth

Domain 8:Animals and Habitats

Domain 9:Fairy Tales

Domain 10:A New Nation: American Independence

Domain 11: Frontier Explorers
http://www.engageny.org/resource/grade-1-english-language-artshttp://www.engageny.org/resource/grade-1-english-language-artshttp://www.engageny.org/resource/grade-1-english-language-artshttp://www.engageny.org/resource/grade-1-english-language-arts


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Scope and Sequence Listening & Learning TMStrand Grade 1 Domain 1

2014 Core Knowledge Foundation Back to Table of Contents 2

Fables and Stories10 Lessons, 1 Pausing Point, Domain Review, Domain Assessment, and Culminating Activities (14 Days)

This domain will introduce students to fables and stories that have delighted generations of people. By listening to these classics,students will increase their vocabulary and reading comprehension skills, learn valuable lessons about ethics and behavior, becomefamiliar with the key elements and parts of a story, and acquire cultural literacy.

Text Analysis forClose Reading /Comprehension Speaking & Listening Language & Vocabulary Writing

Theseobjectives areconsistentlyaddressedthroughout thedomain

Ask and answer questionsrequiring literal recall andunderstanding

Ask and answer questionsthat require making

interpretations, judgments, orgiving opinions about what isheard in a read-aloud

Make predictions prior to andduring read-alouds

Use agreed-upon rules forgroup discussion

Carry on and participate in aconversation over at least 6turns

Ask and answer questionsrequiring literal recall andunderstanding

Produce complete sentenceswhen appropriate

Identify real-life connectionsbetween words and their use

Use words and phrasesacquired throughconversations, reading and

being read to, and respondingto texts

Lesson 1: TheBoy Who CriedWolf

Identify character, plot, andsetting and explain thoseterms as they apply to TheBoy Who Cried Wolf

Identify and explain in theirown words the moral of TheBoy Who Cried Wolf

Retellthe fable The BoyWho Cried Wolf includingkey details

Describe how the shepherdboy in The Boy Who CriedWolf is lonely at thebeginning of the fable

Explain that The Boy WhoCried Wolf is fiction and why

Identify words and phrasesthat suggest feelings orappeal to the senses

Distinguish fantasy frominformational or realistic text

Perform the story The BoyWho Cried Wolf for anaudience using eye contact,appropriate volume, and clearenunciation

Identify new meanings forfamiliar words and apply themaccurately

Word Work: startled

Multiple Meaning WordActivity: company


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Lesson 2: TheMaid and theMilk Pail

Retellthe fable The Maidand the Milk Pail includingkey details

Identify the moral of the fableThe Maid and the Milk Pail

Identify the literary termscharacters and plot,andexplain those terms as theyapply to the fable The Maidand the Milk Pail

Explain how the milkmaidsfeelings changed from thebeginning to the end of The

Maid and the Milk Pail

Explain that The Maid andthe Milk Pail is fictionbecause it was made up toteach a lesson

Clarify information about TheMaid and the Milk Pail byasking questions that beginwith where

Prior to listening to The Maidand the Milk Pail, identifyorally what they know andhave learned about fables

Word Work: balanced

Lesson 3: TheGoose and theGolden Eggs

Retellthe fable The Gooseand the Golden Eggsincludingkey details

Identify the moralof thefable The Goose and theGolden Eggs

Identify the literary term

characters,and explain thatterm as it applies to the fableThe Goose and the GoldenEggs

Identify that the farmer in thefable The Goose and theGolden Eggs is greedy

Explain that The Goose andthe Golden Eggs is fiction

because it was made up toteach a lesson

Orallycompare and contrast

the milkmaid in The Maid andthe Milk Pail with the farmerin The Goose and the GoldenEggs

Prior to listening to TheGoose and the Golden Eggs,identify orally what they knowand have learned about thefable The Maid and the MilkPail

Identify new meanings forfamiliar words, such as rock,and apply them accurately

Word Work: greedy

Multiple Meaning WordActivity:rock

Revise the fable The Gooseand the Golden Eggs orallyor in writing by changing theending

Write and illustrate a newending to the fable The

Goose and the Golden Eggsand discuss with one or morepeers


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Lesson 4: TheDog in theManger

Describe the actionsof theanimals in The Dog in theManger

Identify the moralof thefable The Dog in the Manger

Identify the literary termsplot and setting, and explainthose terms as they apply tothe fable The Dog in theManger

Describe the feelingsof theoxen in the fable The Dog inthe Manger

Explain that The Dog in theManger is fiction because itwas made up to teach alesson

Clarify information about TheDog in the Manger by askingquestions that begin with why

Prior to listening to The Dogin the Manger, identify orallywhat they know and havelearned about characters fromother fables they have heard

Word Work: budge With assistance, make a T-Chart to categorize andorganize things that animalscan and cannot do

Lesson 5: TheWolf in SheepsClothing

Identify the moralof thefable The Wolf in SheepsClothing

Identify the literary termcharacters, and explain theterm as it applies to the fableThe Wolf in SheepsClothing

Explain that The Wolf inSheeps Clothing is fictionbecause it was made up toteach a lesson

Prior to listening to The Wolfin Sheeps Clothing, identifyorally what they know andhave learned aboutcharacteristics of fables

Orally use determiners, suchas a and the, and apply themaccurately

Explain the meaning of a wolfin sheeps clothing and use inappropriate contexts

Word Work: disguise


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Lesson 6: TheFox and theGrapes

Retellthe fable, The Fox andthe Grapes including keydetails

Identify the moralof thefable The Fox and theGrapes

Identify the characters andplot of the fable, The Foxand the Grapes and thecharacters, plot, and setting ofa favorite fable

Identify that sour grapesrefers to how someone might

feel about not gettingsomething they wanted

Explain that The Fox and theGrapes is fiction because itwas made up to teach alesson

Sequence pi cturesillustrating eventsfrom afiction read-aloud

Clarify information about TheFox and the Grapes byasking questions that beginwith what

Clarify directions by askingclassmates about the order inwhich they should perform thetask of drawing a favoritefable

Add a drawing to clarifydescription of a favorite fable

Prior to listening to The Foxand the Grapes, identify

orally what they know andhave learned about the use ofcommon phrases in fables

Explain the meaning of thecommon phrase sour grapesand use in appropriatecontexts

Word Work: bunch

Draw pictures, dictate, or writesimple sentences to representdetails or information from afavorite fable, includinginformation

about at least one character,the setting, and the beginningmiddle, or end of the fable

Create a story map thatidentifies characters, setting,and plot for a specific fable

Pausing Point

Lesson 7: TheLittle Half-Chick(Medio Pollito)

Retellorally the Spanishfolktale The Little Half-Chick(Medio Pollito), including thecentral messageor lesson

Distinguish The Little Half-Chick (Medio Pollito) fromrealistic text by explaining thatthe fire, water, and windcannot perform some of thehuman actions they do in thestory

Clarify directions by askingclassmates about the order inwhich they should perform thetask of drawing the beginning,middle, and end of The LittleHalf-Chick (Medio Pollito)

Explain the meaning of dounto others as you wouldhave them do unto you anduse in appropriate contexts

Word Work: waste

Draw the beginning, middle,and end of The Little Half-Chick (Medio Pollito) basedon multistep, oral directions

Lesson 8: TheCrowded,Noisy House

Retell The Crowded, NoisyHouse including characters,plot, and setting

Clarify information about TheCrowded, Noisy House byasking questions that begin

with whatPerform The Crowded, NoisyHouse for an audience usingeye

contact, appropriate volume,and clear enunciation

Word Work: advice Discuss personal responsesto cold weather and connectthose to the way in which the

characters in The Crowded,Noisy House respond to coldweather


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Lesson 9: TheTale of PeterRabbit

Retellthe story of The Taleof Peter Rabbit withcharacters, setting, andplot, including a beginning,middle, and end

Word Work: mischief Write, tell, and/or draw anoriginal fable with characters,setting, and plot, including abeginning, middle, and end

With guidance and supportfrom adults, explore a varietyof digital tools to produce andpublish a class book of newtales

Lesson 10: AllStories AreAnansis

Retell the folktale All StoriesAre Anansis including keydetails

Identify All Stories AreAnansis as fiction becauseanimals cannot talk or act likepeople

Clarify information about AllStories Are Anansis byasking questions that beginwith who

Perform All Stories AreAnansis for an audienceusing eye contact, appropriatevolume, and clear enunciation

Identify the correct usage ofsatisfied anddissatisfied andexplain that they areantonyms

Word Work: satisfied

Domain Review

Domain Assessment

Culminating Activities


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The Human Body10 Lessons, 1 Pausing Point, Domain Review, Domain Assessment, and Culminating Activities (14 days)

This domain provides students with a basic introduction to the human body. Students will be introduced to a network of body systems,comprised of organs that work together to perform a variety of vitally important jobs. Students will learn about the fundamental partsand functions of five body systems: skeletal, muscular, digestive, circulatory, and nervous. This domain also focuses on care andmaintenance of the human body. Students will learn how germs can cause disease, as well as how to help stop the spread of germs.



Ask and answer questions

(e.g., who, what, where,when), orally or in writing,requiring literal recall and

understanding of the detailsand/or facts of anonfiction/informational read-aloud

Answer questions that requiremaking interpretations,

judgments, or giving opinionsabout what is heard in anonfiction/informational read-aloud, including answeringwhy questions that requirerecognizing cause/effectrelationships

Use agreed-upon rules forgroup discussion, e.g., look atand listen to the speaker,raise hand to speak, taketurns, say excuse me orplease, etc.

Carry on and participate in aconversation over at least sixturns, staying on topic,initiating comments orresponding to a partnerscomments, with either anadult or another child of thesame age

Ask questions to clari fy

information about the topic ina fiction or nonfiction/

informational read-aloud

Identify real-life connectionsbetween words and their use(e.g., note places at homethat are cozy)

Lesson 1:Everybody Hasa Body

Describe the connectionbetween organs, systems,and networks in the humanbody

Describe an illu strationofdiverse people and usepictures and details inEverybody Has a Body todescribe the read-alouds keyideas

Identify new meanings for theword organs and apply themaccurately

Word Work: systems

Multiple Meaning WordActivity: organs

Generate questions andgather information to add to aKWL (KnowWonder Learn)Chart pertaining to TheHuman Body


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Lesson 2: TheBodysFramework

Describe the connectionbetween the skeleton and theability to move ones body

Ask and answer wherequestions orally, requiringliteral recall andunderstanding of the details orfacts of The Bodys

Framework

Add drawings to descriptionsof the skeletal system toclarify ideas and thoughts

Prior to listening to TheBodys Framework, orallyidentify what they know andhave learned about body

organs, systems, and

networks

Word Work: support With assistance, categorizeand organize facts about theskeletal system to answerquestions

Generate questions andgather information to add to aKWL Chart pertaining to TheHuman Body

Share writing with others

Lesson 3:MarvelousMovingMuscles

Describe the connectionbetween the muscular systemand the

skeletal system

Describe an illu strationof asmiling child and use picturesand details in MarvelousMoving Muscles to describethe read-alouds

key ideas

Add drawings to descriptionsof the muscular system toclarify ideas and thoughts

Prior to listening toMarvelous Moving Muscles,orally identify

what they know and havelearned about the skeletalsystem

Prior to listening toMarvelous Moving Muscles,orally predict

what one muscle in thehuman body is necessary forlife and then compare theprediction with the actualoutcome

Sort the words voluntary andinvoluntary into categories togain a sense of the conceptsthey represent

Word Work: voluntary

With assistance, categorizeand organize facts about themuscular system to answerquestions




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Lesson 4:Chew,Swallow,Squeeze, andChurn

Describe the connectionbetween the parts of the bodyassociated with the digestiveprocess

Describe an illu strationoffood and use pictures anddetails in Chew, Swallow,Squeeze, and Churn todescribe the read-alouds

key ideas

Ask and answer whatquestions orally, requiringliteral recall andunderstanding of the details orfacts of Chew, Swallow,

Squeeze, and Churn

Add drawings to descriptionsof the digestive system toclarify ideas and thoughts

Prior to listening to Chew,Swallow, Squeeze, andChurn, identify orally whatthey know and have learned

about the skeletal andmuscular systems

Prior to listening to Chew,Swallow, Squeeze, andChurn, orally predict howlong it takes a human body todigest food, and thencompare the actual outcometo the prediction

Sort the words digestion andindigestion into categories togain a sense of the conceptsthey represent

Word Work:digestion

With assistance, categorizeand organize facts about thedigestive system to answerquestions



Lesson 5: TheBodysSuperhighway

Describe an illu strationofthe circulatory system anduse pictures and details in

The Bodys Superhighway todescribe the read-alouds keyideas

Add drawings to descriptionsof the circulatory system toclarify ideas and thoughts

Prior to listening to TheBodys Superhighway,identify orally what they knowand have learned about thebodys skeletal,

muscular, and digestivesystems

Word Work: heart With assistance, categorizeand organize factsabout thecirculatory system to answer

questionsGenerate questions andgather information to add to aKWL Chart pertaining to TheHuman Body


Lesson 6:Control Central:The Brain

Describe the connectionbetween the brain and the fivesenses

Ask and answer whatquestions orally, requiringliteral recall andunderstanding of the details orfacts of Control Central: The

BrainAdd drawings to descriptionsof the nervous system toclarify ideas and thoughts

Prior to listening to ControlCentral: The Brain, identifyorally what they know andhave learned about theskeletal, muscular, digestive,and circulatory systems

Word Work:nerves With assistance, categorizeand organize facts about thenervous system to answerquestions

Generate question sand

gather information to add to aKWL Chart pertaining to TheHuman Body



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Pausing PointLesson 7: Dr.WelbodysHeroes

Describe the connectionbetween Edward Jenner andLouis Pasteur and theircontributions to modernmedicine

Describe an illu strationofgerms and use pictures anddetails in Dr. WelbodysHeroes to describe the read-alouds key ideas

Compare and contrastEdward Jenner and LouisPasteur

Prior to listening to Dr.Welbodys Heroes, identifyorally what they know andhave learned about diseasesand vaccinations

Word Work: di seases With assistance, categorizeand organize facts andinformation from Dr.Welbodys Heroes to answerquestions

Lesson 8: FiveKeys to Health

Describe the connectionbetween healthy habits and ahealthy body

Describe an illu strationofunhealthy foods and usepictures and details in FiveKeys to Health to describethe read-alouds key ideas

Sort nutritious and nonnutritious foods into thosecategories to gain a sense ofthe concepts the categoriesrepresent

Identify new meanings for theword brush and apply themaccurately

Word Work: nutritious

Lesson 9: The

Pyramid Pantry

Ask and answer what

questions orally, requiringliteral recall andunderstanding of the details orfacts of The Pyramid Pantry

Add drawings to descriptionsof a favorite meal to clarifyideas

and thoughts about abalanced diet

Prior to listening to ThePyramid Pantry, identifyorally what they know andhave learned about five keys

to good health

Explain the meaning of an

apple a day keeps the doctoraway and use in appropriatecontexts

Word Work: balanced diet

With assistance, categorize

and organize facts andinformation about a balanceddiet in a My Plate graphicorganizer



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Lesson 10:What aComplicatedNetwork!

Describe the connectionsbetween the five systems ofthe body

Prior to listening to What aComplicated Network!identify orally what they knowand have learned about thebodys five

systems

Perform a poem withmovements about theinterconnectedness of bodysystems for an audience,using eye contact, appropriatevolume, and clear enunciation

Word Work: complicated

Domain Review

Domain Assessment



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Different Lands, Similar Stories9 Lessons, 1 Pausing Point, Domain Review, Domain Assessment, and Culminating Activities (13 Days)

This domain will introduce students to three themes in folktales that have been told to children for generations, using variations fromdifferent lands or countries. By listening to these stories, students will increase their vocabulary and reading comprehension skills, beexposed to different places and cultures from around the world, and learn valuable universal lessons.

Text Analysis forClose Reading /Comprehension

Speaking & Listening Language & Vocabulary Writing

Theseobjectives areconsistentlyaddressedthroughout the

domain

Ask and answer questions(e.g., who, what, where,when), orally or in writing,requiring literal recall andunderstanding of the details,

and/or facts of a fiction read-aloud


judgments, or giving opinionsabout what is heard in afiction read-aloud, includinganswering why questions thatrequire recognizingcause/effect relationships

Use narrative language todescribe (orally or in writing)characters, setting, things,

events, actions, a scene, orfacts from a fiction read-aloud

Use agreed-upon rules forgroup discussion, e.g., look atand listen to the speaker,raise hand to speak, taketurns, say excuse me or

please, etc.Carry on and participate in aconversation over at least sixturns, staying on topic,initiating comments orresponding to a partnerscomments, with either anadult or another child of thesame age


Use words and phrases

acquired throughconversations, reading andbeing read to, and respondingto texts, including usingfrequently occurringconjunctions to signal simplerelationships (e.g., because)

Lesson 1:Cinderella

Identify how Cinderella feelswhen she is not allowed to goto the ball in Cinderella

Describe characters,settings, and eventsin areenactment of Cinderella

Discuss personalresponses to eventsinCinderella

Prior to listening toCinderella, identify orallywhat they know and havelearned about other folktales

Word Work:worthy


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Lesson 2: TheGirl with theRed Slippers

Sequence p icturesillustrating events in The Girlwith the Red Slippers

Orallycompare and contrastsimilar stories from different

cultures, such as Cinderellaand The Girl with the RedSlippers

Ask and answer whoquestions orally, requiringliteral recall andunderstanding of the details of

The Girl with the RedSlippers

Describe characters, settings,and events as depicted indrawings of one of the scenesfrom The Girl with the RedSlippers

Prior to listening to The Girlwith the Red Slippers,identify orally what they knowand have learned aboutCinderella

Identify multiple meanings ofduck and use them inappropriate contexts

Word Work: cautiously

Multiple Meaning WordActivity: duck

Draw and describe one ofthe scenes from The Girlwith the Red Slippers

Lesson 3: BillyBeg


cultures, such as Cinderella,The Girl with the RedSlippers, and Billy Beg

Prior to listening to Billy Beg,orally predict what will happenin the read-aloud based on apicture and previous storiesand then compare the actualoutcome to the prediction

Word Work:monstrous Which Fairy Tale? VennDiagram

Lesson 4: TomThumb

Demonstrate understanding ofthe central message or lessonin Tom Thumb

Recount and identify thelessonin folktales fromdiverse cultures, such asTom Thumb

Discuss personalresponsesto how they wouldfeel if they were so small theycould fit into the palm ofsomeones hand

Describe characters, settings,and events in a reenactmentof Tom Thumb

Perform Tom Thumb for anaudience using eye contact,appropriate volume, and clearenunciation

Explain the meaning oftheres no place like homeand use in appropriatecontexts

Word Work: commotion


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Lesson 5:Thumbelina

Demonstrate understanding ofthe central message or lessonin Thumbelina

Recount and identify thelesson in folktales fromdiverse cultures, such asThumbelina

Identify how the molestreatment of Thumbelinamight make her feel

Describe illustrationsof alily pad and a mole inThumbelina, using theillustrations to check andsupport comprehension of theread-aloud

Orallycompare and contrastsimilar stories from differentcultures, such as TomThumb and Thumbelina

Ask and answer whoquestions orally, requiringliteral recall andunderstanding of the details of

Thumbelina

Discuss personal responsesto having a toad for a spouse

Prior to listening toThumbelina, identify orallywhat they know and havelearned about folktales andTom Thumb

Word Work: scarcely Create a variation of a littlepeople story withcharacters, different settings,new plot events, and a new

ending

Lesson 6:Issun Boshi:One-Inch Boy

Demonstrate understanding ofthe central message or lessonin Issun Boshi: One-InchBoy

Recount and identifythelesson in folktales fromdiverse cultures, such asIssun Boshi: One-Inch Boy


cultures, such as TomThumb, Thumbelina, andIssun Boshi: One-Inch Boy

Describe characters, settings,and events as depicted indrawings

of one of the scenes fromIssun Boshi: One-Inch Boy

Add sufficient detail to adrawing of a scene fromIssun Boshi: One-Inch Boy

Prior to listening to IssunBoshi: One-Inch Boy, identifyorally what they know andhave learned about folktales,Tom Thumb andThumbelina

Word Work: deeds Draw and describe one ofthe scenes from IssunBoshi: One-Inch Boy

Pausing Point


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Lesson 7:Little RedRiding Hood

Demonstrate understanding ofthe central message or lessonin Little Red Riding Hood

Recount and identifythelesson in folktales fromdiverse cultures, such asLittle Red Riding Hood

Describe an illu strationofthe wolf disguising himself asthe grandmother in Little RedRiding Hood, using theillustration to

check and supportcomprehension of the read-aloud

Sequence p ictures

illustrating events in LittleRed Riding Hood

Describe characters, settings,and events as depicted indrawings of one of the scenesfrom Little Red Riding Hood

Add sufficient detail to adrawing of a scene from LittleRed Riding Hood

Identify multiple meanings ofleft and use them inappropriate contexts

Word Work: cherished

Multiple Meaning WordActivity: left

Draw and describe one ofthe scenes from Little RedRiding Hood

Lesson 8:Hu Gu Po

Demonstrate understanding ofthe central message or lessonin Hu Gu Po

Recount and identifythelesson in folktales fromdiverse cultures, such as HuGu Po


cultures, such as Little Red

Riding Hood and Hu Gu Po

Prior to listening to Hu GuPo, identify orally what theyknow and have learned aboutfolktales and Little RedRiding Hood

Word Work: cunning Venn Diagram

Lesson 9:Tselane

Demonstrate understanding ofthe central message or lessonin Tselane

Recount and identifythelesson in folktales fromdiverse cultures, such asTselane


cultures, such as Little RedRiding Hood, Hu Gu Po,

and Tselane

Prior to listening to Tselane,identify orally what they knowand have learned about LittleRed Riding Hood and Hu GuPo

Use determiners orally, suchas the demonstratives this,that, these, and those

Word Work: fright Venn Diagram

Domain Review

Domain Assessment



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Early World Civilizations16 Lessons, 2 Pausing Points, Domain Review, Domain Assessment, and Culminating Activities (21 Days)

This domain will introduce students to the development of early civilizations by examining the fundamental features of civilizations,including the advent of farming, establishment of cities and government, and creation of other practices, such as writing and religion. Itshould be noted that the word civilization, as used in this domain, is not meant to convey a value judgment but to indicate that a groupof people collectively established and shared these practices. Starting in the ancient Middle East, students will study Mesopotamia.They will learn about the importance of the Tigris and Euphrates rivers, the development of cuneiform as the earliest-known form ofwriting, the first codification of laws known as the Code of Hammurabi, and the significance of gods and goddesses in the cradle ofcivilization. Students will then explore ancient Egypt and be able to compare and contrast Mesopotamia and Egypt. They will learnabout the importance of the Nile River; the use of hieroglyphs; the rise of pharaohs, including Tutankhamun and Hatshepsut; thebuilding of the Sphinx and pyramids; and the significance of mummification and the afterlife for ancient Egyptians

Text Analysis forClose Reading /

Comprehension Speaking & Listening Language & Vocabulary Writing

Theseobjectives areconsistentlyaddressedthroughoutthe domain

During the read-alouddiscussion, students will:

Ask and answer questionsabout key details in a text

Produce complete sentences

Describe with relevant details,expressing ideas and feelingsclearly

During the read-aloud andword work, students will:

Identify connections betweenwords and their use

Lesson 1AFather and

His Son inMesopotamia

Describe the connectionbetween the location of

Mesopotamia near the Tigrisand Euphrates rivers and theability to farm.

Describe an illus trationof adesert and use pictures anddetails in A Father and HisSon in Mesopotamia todescribe the read aloudskey ideas

Students will listen to l earnthe names of two rivers in

Mesopotamia and why theywere important to the peoplewho lived in this area.

Word Work: Trade

Identify new meanings for the

MMW: banks

Create class chartaboutcharacteristics of civilizations:

With assistance, categorizeand organize facts andinformation from A Fatherand His Son in Mesopotamiato answer questions

Lesson 2Writing inMesopotamia

Identify the main topicandretell key details of Writing inMesopotamia

Make connectionsbetweenCode of Hammurabi andclass rules.

Students will listen to findou twhat Mesopotamianwriting looked like and howpeople used it, as well as

what else King Hammurabidid for Mesopotamia.

Think Pair Share:How wasMesopotamian writingdifferent from ours? Are thereany ways in which it was thesame?

Word Work: symbols

Learn the meaning ofcommon sayings and phrases(the golden rule)

Add to c lass char taboutcharacteristics of civilizations


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Lesson 3

The Religionof Babylon

Describe an illus trationof aziggurat and use pictures anddetails in The Religion ofBabylon to describe theread-alouds key ideas.

Make connectionsbetweengods and goddesses and theways Mesopotamiansdescribed natural events

Students will listen to findou twho the gods andgoddesses were and howthey were important to thepeople of Mesopotamia.

Think Pair Share: If youcould trade places with Amurfor a day, what would you liketo do or see?

Word Work: religion With guidance and supportfrom adults, respond toquestions and suggestionsfrom peers on an interactiveillustration and sentencefocusing on facts from TheReligion of Babylon to adddetails and to strengthenwriting as needed

Complete chartaboutcharacteristics of civilizations

Lesson 4 The

HangingGardens ofBabylon

Identify who is narrating

The Hanging Gardens ofBabylon at various points inthe story

Describe the connectionbetween KingNebuchadnezzar and theHanging Gardens of Babylon.

Describe an illus trationof acaravan of travelers and usepictures and details in TheHanging Gardens of Babylontodescribe the read-aloudskey ideas.

Students will listen to listen to

find out what changes haveoccurred in Babylon over theyears and to find out moreabout the new king who ruledBabylon at that time.

Think Pair Share:Whatquestion

Word work: caravan Create class timeline:

categorize and organize factsand information from TheHanging Gardens of Babylonin a chart and in a timeline toanswer questions

Create own ci vilizationschart:Make personalconnections, in writing,between the way students livein the present and the waypeople lived in the time ofHammurabi andNebuchadnezzar

Pausing Point

Lesson 5People of theNile

Make and confirmpredictionsabout life inEgypt.

Describe the connectionbetween the annual floodingof the Nile River and theability of Egyptians to farmand settle in the area

Compare and contrastMesopotamia and ancientEgypt


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Lesson 6Writing inAncient Egypt

Describe the connectionbetweena written languageand the ability to accuratelyrecord information.

Describe an illustrationofhieroglyphs and use picturesand details in Writing inAncient Egypt to describethe read-alouds key ideas

Compare and contrastwriting in Mesopotamia withwriting in ancient Egypt

Make personal con nectionsbetween the role of writing inown lives with writing inancient Egypt.

Produce complete sentences Identify connections betweenwords and their use

Lesson 7

Amon-Ra andthe Gods ofAncient Egypt

Describe the connectionbetween Egyptian beliefs andtheir gods and goddesses

Describe an illus trationofEgyptian gods and usepictures and details in Amon-Ra and the Gods of AncientEgypt to describe the read-alouds key ideas

Compare and contrastgods/goddesses in ancientEgypt with those inMesopotamia

Ask an d answer whatquestions orally, requiringliteral recall and

understanding of thedetails or factsof Amon-Raand the Gods of AncientEgypt

Identify connections betweenwords and their use

Lesson 8

Approachingthe GreatPyramid

Produce complete sentences Identify new meanings for theMMW steps

Lesson 9 TheSphinx

Make and confirmpredictionsabout the Sphinx


Syntactic Awareness Activity:

Subject pronouns I, you, he,she, we, they


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Lesson 10The Story ofHatsheput

Make and confirmpredictionsabout whatmakes Hatshepsut from otherEgyptian leaders.

Describe an illus trationoffarmers working near the Nileand use pictures and detail inThe Story of Hatshepsut todescribethe read-aloudskey ideas

Compare and contrastHatshepsut with otherEgyptian pharaohs.


Use words and phrasesacquired throughconversations and being readto

Use words and phrasesacquired throughconversations about

The Story of Hatshepsut,including using frequentlyoccurring conjunctions to

signal simple relationships ina Somebody Wanted But SoThen chart

With assistance, categorizeand organize facts andinformation from The Story ofHatshepsut to answerquestions

Lesson 11Tutankhamun,The GoldenPharaoh,Part I


Lesson 12

Tutankhamun,The GoldenPharaoh,

Part II

Make and confirmpredictionsabout whatHoward Carter found in KingTuts tomb


Pausing Point

Lesson 13Three WorldReligions


Identify meaning of the wordpart mono

Create 3 column chart: Withassistance, categorize andorganize facts andinformation about Judaism,Christianity, and Islam toanswer questions.

Lesson 14

Judaism


Add to 3 column chart:Judaism, Christianity, andIslam.

Lesson 15

Christianity

Compare and contrastJudaism and Christianity


Complete 3 column chart:With assistance, categorizeand organize facts andinformation from Christianityto answer questions

Lesson 16

Islam

Make and confirmpredictionsabout whether ornot they think Islam has a keyfigure. Like Judaism andChristianity.



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Domain Review

Domain Assessment



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Early American Civili zations (1115 days)11 Lessons, 1 Pausing Point, Domain Review, Domain Assessment, and Culminating Activities (15 Days)

The domain includes a study of the Maya, Aztec, and Inca civilizations, exposing students to the gradual development of cities.Students will examine the fundamental features of the Maya, Aztec, and Inca, including farming, the establishmentof cities and government, as well as religion. Students will be encouraged to compare and contrast each of these societies andtheir elements.


Theseobjectives areconsistentlyaddressed

throughout thedomain

Ask and answer questions(e.g., who, what, where,when), orally or in writing,requiring literal recall and

understanding of the detailsand/or facts of anonfiction/informational read-aloud



Ask and answer questionsabout unknown words andphrases in nonfiction/informational read-alouds anddiscussions

Listen to and demonstrateunderstanding of nonfiction/informational read-alouds ofappropriate complexity forGrades 13

Use agreed-upon rules for

group discussion, e.g., look atand listen to the speaker,raise hand to speak, take

turns, say excuse me orplease, etc.


Ask and answer questions(e.g., who, what, where,when), orally or in writing,requiring literal recall andunderstanding of the

details, and/or facts of afiction ornonfiction/informational read-aloud

Produce complete sentenceswhen appropriate to task andsituation

Identify real-life connections

between words and their use

(e.g., note places at homethat are cozy)


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Lesson 1: TheMaya: AHarvest and aHurricane

Compare and contrastorallyand in writing culturalelements of the Maya with thenomads and today

Distinguish that read-aloudThe Maya: A Harvest and aHurricane describes eventsfrom long ago

Prior to listening to TheMaya: A Harvest and aHurricane, identify orallywhat they know and havelearned about nomads andhow nomadic tribes, such asthe Lakota Sioux, obtainedfood

While listening to The Maya:A Harvest and a Hurricane,orally predict what willhappenin the next read-aloud and then compare the

actual outcome to theprediction

Explain the meaning of Themore the merrier and use in

appropriate contexts

Word Work: harvest

With assistance, create andinterpret a timeline thatbegins with a timeapproximately three thousandyears ago, ends with today,and includes a marker for theMaya between 1000 BCE

and 1542 CE

With assistance, categorizeand organize informationabout aspects of the Mayaculture into a civilizationschart

Generate questions andgather information from atimeline and civilization chartto answer questions about theMaya culture

Discuss personal responsesabout how they get food andhow the hunters got food

Lesson 2: TheMaya: Journeyto Baakal

Clarify informationaboutThe Maya: Journey toBaakalby asking q uestionsthat begin with what

Prior to listening to TheMaya: Journey to Baakal,identify orally what they knowand have learned aboutMayan culture

Identify the correct usage ofnoiselessly andnoisily andexplain that they areantonyms

Identify new meanings forfamiliar words, such asstrained, and apply themaccurately

Word Work: noiselessly

Multiple Meaning WordActivity: strained

With assistance, create andinterpret a timeline thatbegins with a timeapproximately three thousand

years ago, ends with today,and includes a marker for theMaya between 1000 BCE

and 1542 CE


Generate questions andgather information from atimeline and civilization chartto answer questions about theMaya culture


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Lesson 3: TheMaya: KingPakals Tomb

Describe the ch aractersand settingin the story TheMaya: Journey to Baakal

Compare and contrastorallythe leaders and pyramidsfrom the Mayan culture withthose in the Egyptian culture

Clarify information about TheMaya: King Pakals Tomb byasking questions that beginwith where

Prior to listening to TheMaya: King Pakals Tomb,identify orally what they knowand have learned aboutMayan culture and city life

While listening to The Maya:King Pakals Tomb, orallypredict what will happen inthe next read-aloud and then

compare the actual outcometo the prediction

Word Work: market Write and illustrate importantdetails about the Maya anddiscuss with one or morepeers


Lesson 4: TheMaya: TheFestival of theFirst Star

Compare and contrastorallyand in writing culturalelements of the Maya


Draw and describe a scenefrom the read-aloud TheMaya: The Festival of theFirst Star

Draw three details from The

Maya: The Festival of theFirst Star based on multi-step, oral directions

Prior to listening to TheMaya: The Festival of theFirst Star, identify orally whatthey know and have learnedabout the geographic area inwhich the Maya lived

Prior to listening to TheMaya: The Festival of theFirst Star, orally predict whatwill happen in the read-aloud

based on previous read-alouds and the title of theread-aloud and then comparethe actual outcome to theprediction

Identify the correct usage ofaccurateand inaccurateandexplain that they areantonyms

Word Work: accurate

Write and illustrate threedetails from The Maya: TheFestival of the First Star anddiscuss with one or morepeers


Pausing Point


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Lesson 5: TheAztec: TheLegend of theEagle and theSerpent

Sequence five p icturesillustrating the read-aloud ofThe Aztec: The Legend ofthe Eagle and the Serpent

Compare and contrastorallyand in writing culturalelements of the Maya and theAztec

While listening to The Aztec:The Legend of the Eagle andthe Serpent, orally predictwhat will happen in the read-aloud based on a picture andprevious knowledge of Aztecgeography and then comparethe actual outcome to theprediction

Word Work: legend With assistance, categorizeand organize informationabout aspects of the Aztecculture into a civilizationschart

Lesson 6: TheAztec: TheFloatingGardens of

Xochimilco

Describe an illu strationthatdepicts Aztec farming withchinampas

Compare and contrastorallyand in writing culturalelements of the Maya and theAztec

Clarify information about TheAztec: The Floating Gardensof Xochimilco by askingquestions that begin with

where

Use object pronouns orally

Identify new meanings forfamiliar words, such as wing,and apply them accurately

Word Work: stationary

Discuss personal responsesto whether they would preferthe farming style of the Mayaor the Aztec

With assistance, categorizeand organize informationabout aspects of the Aztecculture into a civilizationschart

Lesson 7: TheAztec: In thePalace of anEmperor

Draw pictures, dictate, orwrite simple sentences torepresent three detailsorinformation from The Aztec:In the Palace of an Emperor

Describe an illustration ofMoctezuma

Compare and contrastorally, and in writing, culturalelements of the Maya and theAztec

Clarify information about TheAztec: In the Palace of anEmperor by asking questionsthat begin with why

Clarify directions by askingclassmates about thedirections for an activity in

which they are drawingdetails from The Aztec: In thePalace of an Emperor

Word Work: emperor Write and illustrate threedetails from The Aztec: In thePalace of an Emperor anddiscuss with one or morepeers

With assistance, categorizeand organize information

about aspects of the Aztecculture into a civilizationschart

With assistance, create andinterpret a timeline thatbegins with a timeapproximately three thousandyears ago, ends with today,includes a marker for theMaya between 1000 BCE and

1542 CE, and indicates thatMoctezuma livedapproximately five hundred

years ago


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Lesson 8: TheAztec: CortssLetter

Draw pictures, dictate, orwrite simple sentences torepresent detailsorinformation about the Azteccivilization

Describe an illu strationthatdepicts Tenochtitian

Compare and contrast,orally and in writing, culturalelements of the Maya and theAztec

Distinguish shades ofmeaning among adjectivesdiffering in intensity, such asenormousandbig

Word Work: enormous

With assistance, categorizeand organize informationabout aspects of the Mayaand Aztec cultures into aCivilizations Chart

Lesson 9: The

Inca: WhoWere the Inca?

Word Work: possessions With assistance, create and

interpret a timeline thatbegins with a timeapproximately three thousandyears ago, ends with today,includes a marker for theMaya between 1000 BCE and1542 CE, indicates thatMoctezuma livedapproximately five hundredyears ago, and indicates thatthe Inca existed at the sametime as the Aztec andMoctezuma

With assistance, categorizeand organize informationabout aspects of the Maya,Aztec, and Inca cultures intoa Civilizations Chart

Lesson 10:The Inca: TheRunner

Draw pictures, dictate, orwrite simple sentences aboutfarming with the taclla

Describe an illustration thatdepicts conquistadors

Compare and contrast,orally and in writing, culturalelements of the Maya, theAztec, and the Inca

Distinguish the read-aloudThe Inca: The Runner,describes events long ago

Clarify informationaboutThe Inca: The Runner byasking questions that beginwith who

While listening to The Inca:The Runner, orally predictwhat will happenin the read-aloud based on previous

read-alouds and thencompare the actualoutcome to the prediction

Word Work:forbidden Discuss personal responsesabout running and connectthose to the character in theread-aloud


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Lesson 11:The Inca:MachuPicchuALuckyDiscovery

Retellorally important factsand informationfrom TheInca: Machu PicchuA LuckyDiscovery

Compare and contrastorallyand in writing culturalelements of the Maya, theAztec, and the Inca

Prior to listening to The Inca:Machu PicchuA LuckyDiscovery, identify orallywhat they know and havelearned about the parts ofSouth America in which theInca lived

Word Work: trek Draw pictures, dictate, orwrite simple sentences torepresent details orinformation about the Incancivilization

Add information to acivilization chart about theInca based on multi-step, oraldirections

With assistance, create andinterpret a timeline thatbegins with a timeapproximately three thousand

years ago, ends with today,includes a marker for theMaya between 1000 BCE and

The Inca: Machu Picchu heInca: Machu Picchu ALucky Discovery LuckyDiscovery 11124 EarlyAmerican Civilizations 11 |The Inca: Machu PicchuALucky Discovery 1542 CE,indicates that Moctezumalived approximately fivehundred years ago, indicates

that the Inca existed at thesame time as the Aztec andMoctezuma, and indicatesthat Hiram Bingham locatedMachu Picchu in 1900

With assistance, categorizeand organize informationabout aspects of the Maya,Aztec, and Inca culture into aCivilizations Chart

Domain Review

Domain Assessment



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Astronomy9 Lessons, 1 Pausing Point, Domain Review, Domain Assessment, and Culminating Activities (13 Days)

In this domain, students will be introduced to the solar systemour home in space. They will learn that Earth, the planet on which welive, is just one of many different celestial bodies within the solar system. They will learn how the sun, the stars, the moon, and theother planets relate to the earth (given its position in space). In the early read-alouds, students will learn that the sun is a giant star aswell as a source of light, heat, and energy for the earth. They will also learn about the earths orbit around the sun, and how the earthsown rotation on its axis leads to the phenomenon of day and night. Part of this domain is focused on the history of space explorationand the missions to the moon. Students will learn about NASA, the Space Race, the Apollo missions, and what it takes to be anastronaut.


These

objectives areconsistentlyaddressedthroughout thedomain


(e.g., who, what, where,

when),orally or in writing,requiring literal recall andunderstanding of the detailsand/or facts of anonfiction/informational read-aloud

Answer questions that

require making

interpretations, judgments,

or giving opinionsaboutwhat is heard in anonfiction/informational read-

aloud, including answeringwhy questions that require

recognizing cause/effect

relationships


about unknown words and

phrasesinnonfiction/informational read-alouds and discussions

Listen to and demonstrateunderstanding ofnonfiction/informational read-alouds of appropriatecomplexity for Grades 13

Use agreed-upon rules for

group discussion, e.g., look atand listen to the speaker,raise hand to speak, taketurns, say excuse me orplease, etc.


Ask questions to clarifyinformation about the topic ina fiction ornonfiction/informational read-aloud


Identify real-life connections

between words and their use(e.g., note places at homethat are cozy)


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Lesson 1:Introduction tothe Sun andSpace

Ask an d answer whatquestions orally, requiringliteral recall andunderstanding of thedetails or factsfromIntroduction to the Sun andSpace

Describe the sun withrelevant details, expressingideas and feelings clearly

Add drawings to descriptionsof Earths atmosphere andouter space to clarify theconcepts

Sort words into categories togain of sense of the conceptsof atmosphere and outerspace

Word Work: gas With assistance, categorizeand organize informationabout what things are locatedin Earths atmosphere andwhat things are located inouter space

Lesson 2: TheEarth and theSun

Ask an d answer wherequestions orally, requiringliteral recall andunderstanding of thedetails or factsfrom TheEarth and the Sun

Describe the causes for night

and day on Earth withrelevant details, expressingideas and feelings clearly

Explain the meaning of AMand PM and use inappropriate contexts

Word Work: horizon

Lesson 3:Stars

Listen to and understandpoetry about stars, such asStar Light, Star Bright andThe Star

Describe the connectionbetween meteors and Earthsatmosphere

Describe what is seen in thesky at dusk

Add drawings to descriptionsof what can be seen in thesky at dusk to clarify theconcepts

Prior to listening to Stars,identify orally what they knowand have learned about

Earth, planets, and stars

Accurately apply themeanings of the antonymsduskand dawn

Word Work:dusk

With assistance, categorizeand organize informationabout what things can beseen at dusk


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Lesson 4:Stargazing andConstellations

Ask and answer whoquestions orally, requiringliteral recall andunderstanding of the detailsor facts from Stargazing andConstellations

Ask questions to clarifydirections for an activity inwhich students are creating amodel of the Big Dipper

Add drawings to descriptionsthe Big Dipper to clarify theconcept

Accurately apply themeanings of the antonymsancient and modern, and theantonyms majorandminor

Explain the meaning of hitthe nail on the head and usein appropriatecontexts

Word Work: ancient

Lesson 5: TheMoon

Describe the connectionbetween the orbit of the moonaround the earth and itsappearance at variousphases of the orbit

Describe an illus trationofthe moon and the source ofits illumination and usepictures and detail in TheMoon to describethe read-alouds key ideas

Describe an illus trationof

the moon and the source ofits illumination and usepictures and detail in TheMoon to describethe read-alouds key ideas

Ask an d answer whenquestions orally, requiringliteral recall andunderstanding of thedetails or factsfromIntroduction to the Sun andSpace

Prior to listening to TheMoon, identify orally whatthey know and have learnedabout the earth, sun, andmoon

Word Work: appearance

Pausing Point

Lesson 6:History ofSpaceExplorationand Astronauts

Describe the connectionbetween the United Statesand the Soviet Union withrespect to the Space Race

Describe the way in which theChinese launched earlyrockets

Add drawings to descriptionsof various types of rockets

Prior to listening to History ofSpace Exploration andAstronauts, orally predictwhat the read-aloud is about,and then compare the actualoutcomes to predictions

Word Work: launch


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Lesson 7:Exploration ofthe Moon

Describe the connectionbetween unmanned andmanned missions to the moon

Ask questions to clarifydirections for an activity inwhich students are creating asketch and written statementabout what they might do,see, or feel if they went to themoon

Describe the moon withrelevant details, expressingideas and feelings clearly

Add drawings to descriptionsof the moon to clarify theconcepts

Use possessive pronounsorally

Word Work: determined Make personal connections tothe concerns the firstastronauts may have feltbefore heading in to space,and about what they wouldsee, do, or feel if they went tothe moon as an astronaut

With assistance, categorizeand organize informationabout what would be seenand experienced on thesurface of the moon

Lesson 8: TheSolar System,Part I

Describe the connectionbetween the sun and the firstinner Planets

Describe an illus trationofthe moon and use picturesand detail in The SolarSystem, Part I to describethe read-alouds key ideas

Compare and contrastMercury, Venus, Earth, andMars

Ask and answer whatquestions orally, requiringliteral recall andunderstanding of the detailsor facts from The SolarSystem, Part I

Prior to listening to The SolarSystem, Part I, identify orallywhat they know and havelearned about the difference

between planets and stars

Accurately apply themeanings of the antonymsabundantand scarce

Word Work: abundant

With assistance, categorizeand organize informationabout Mercury, Venus, Earth,and Mars

Lesson 9: TheSolar System,Part II

Describe the connectionbetween the sun and thereason the last four planetsare referred to as the outerplanets

Describe what is uniqueabout each of the eightplanets with relevant details,expressing ideas and feelingsclearly

Prior to listening to The SolarSystem, Part II, identify orallywhat they know about the fourinner planets

Word Work: categorize With assistance, categorizeand organize informationabout the eight planets

Domain Review

Domain Assessment



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The History of the Earth8 Lessons, 1 Pausing Point, Domain Review, Domain Assessment, and Culminating Activities (12 Days)

In this domain, students will learn about the geographical features of the earths surface. They will also learn about the inside of theearth and characteristics of its various layers. Students will learn about the shape of the earth, the North and South Poles, and theequator. Students will also learn the names of the layers of the earththe crust, the mantle, and the coreand characteristics of eachlayer. Students will learn how occurrences such as volcanoes and geysers give information about the layers of the earth.



Ask and answer quest ions(e.g., who, what, where,when), orally or in writing,requiring literal recall andunderstanding of the detailsand/or facts of anonfiction/informational read-aloud



Ask and answer quest ionsabout unknown words andphrases innonfiction/informational read-alouds and discussions

Use illustrations and details ina nonfiction/ informationalread-aloud to describe its keyideas

Listen to and demonstrateunderstanding of

nonfiction/informational read-alouds of appropriatecomplexity for Grades 13



Ask questions to clarify

information about the topic ina fiction ornonfiction/informational read-aloud


Use words and phrasesacquired throughconversations, reading andbeing read to, andresponding to texts, includingusing frequently occurringconjunctions to signal simplerelationships (e.g., because)


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Lesson 1: OurHome, Earth

Draw pictures and writesimple sentences to depictdetails from the read-aloudOur Home, Earth

Write and illustrate detailsfrom the read-aloud OurHome, Earth and discusswith one or more peers

Discuss personalresponsesto what is insidethe earth

Identify new meanings offamiliar words, such as stick,and apply them accurately

Word Work: surface

Multiple Meaning WordActivity: stick

Draw pictures and writesimple sentences to depictdetails from the read-aloudOur Home, Earth

Lesson 2: The

Earth Inside-Out, Part I

Clarify informationabout

The Earth Inside-Out, Part I,by asking questions thatbegin with what

Orally retell important factsand information from TheEarth Inside-Out, Part I

Word Work: layer With assistance, categorize

and organize informationabout the earths crust

Lesson 3: TheEarth Inside-Out, Part II

Orally retell important factsand informationfrom TheEarth Inside-Out, Part II

Use frequently occurringconjunctions, such as and

Word Work: solid

Write and illustrate a diagramof the layers of the earth,based on the read-aloud TheEarth Inside-Out, Part II, anddiscuss with one or morepeers

Lesson 4: TheEarth Inside-Out, Part III

Orally compare andcontrastgeysers andvolcanoes

Clarify information about TheEarth, Inside-Out, Part III, byasking questions that beginwith what

Orally retell important factsand information from TheEarth Inside-Out, Part III

Word Work: destructive

Pausing Point

Lesson 5:Minerals

Compare and contrastdifferent types of rocks

Describe different kinds ofrocks in detail

Write and illustrate detaileddescriptions of different types

of rocks and discuss with oneor more peers

Word Work:characteristics Draw pictures and writesentences todescribe the

characteristicsof aclassmate

With assistance, categorize,and organize facts andinformation within a givendomain to answer questions


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Lesson 6: TheThree Types ofRocks

Compare and contrastthethree types of rocks

Clarify information about TheThree Types of Rocks, byasking questions that beginwith what

Orally retell important factsand information from TheThree Types of Rocks

Word Work: sediments With assistance, categorizeand organize rocks into thefollowing categories: igneous,sedimentary, andmetamorphic

Lesson 7:Fossils

Describe the connectionbetween layers of sedimentand sedimentary rock andfossils

Evaluate and select read-

alouds on the basis ofpersonal choice for rereading

Clarify information aboutFossils, by asking questionsthat begin with what

Write and illustrate detailsfrom the read-aloud Fossils

and discuss with one or morepeers

Use frequently occurringconjunctions, such as or

Word Work: preserved

Write and illustrate detailsabout something the studentthinks should be preservedand explain the reason for hisor her choice

Lesson 8:Dinosaurs

Describe the connectionbetween layers of sediment,sedimentary rock, fossils, anddinosaurs

Compare and contrastdifferent types of dinosaurs

Write and illustrate detailsfrom the read-aloudDinosaurs and discuss withone or more peers

Identify new meanings offamiliar words, such as plate,and apply them accurately

Word Work: extinct

Write and illustrate detailsabout a favorite dinosaur andexplain the reason for theirchoice

Domain Review

Domain Assessment



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Animals and Habi tats9 Lessons, 1 Pausing Point, Domain Review, Domain Assessment, and Culminating Activities (13 Days)

This domain will introduce students to the wonder of the natural world, focusing on the interconnectedness of all living thingswith their physical environment and with one another. Students will learn what a habitat is and will also learn to identify specifictypes of habitats and their related characteristics. They will learn to recognize different plants and animals as being indigenousto specific habitats and will begin to develop an understanding of several fundamental principles of nature. They will learn, forexample, that animals and plants typically live in those habitats to which they are best suited, often developing unique characteristicsor features that enable them to specifically adapt to the climate and conditions of a given environment. They will also beintroduced to simple classifications of animals according to the types of food they eat and will begin to understand the notion of afood chain.



Ask and answer questions(e.g., who, what, where,when), orally or in writing,requiring literal recall andunderstanding of the detailsand/or facts of anonfiction/informational read-aloud

Answer questions that requiremaking interpretations,judgments, or giving opinionsabout what is heard in anonfiction/informational read-

aloud, including answeringwhy questions that requirerecognizing cause/effectrelationships

Describe the connectionbetween two individuals,events, ideas, or pieces ofinformation in anonfiction/informational read-aloud

Ask and answer questionsabout unknown words andphrases in nonfiction/informational read-alouds anddiscussions

Listen to and demonstrateunderstanding ofnonfiction/informational read-alouds of appropriatecomplexity for Grades 13


Carry on and participate in aconversation over at least sixturns, staying on topic,initiating comments orresponding to a partnerscomments, with either anadult or another child of the

same age

Ask questions to clarifyinformation about the topic ina fiction ornonfiction/informational read-aloud



Use words and phrasesacquired throughconversations, reading andbeing read to, and respondingto texts, including usingfrequently occurringconjunctions to signal simplerelationships (e.g., because)


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Lesson 1:What Is aHabitat?

Describe an illus trationofan alley habitat and usepictures and detail in What Isa Habitat? to describe theread-alouds key ideas

Compare and contraststudents habitats with thealley habitat described inWhat Is a Habitat?

Describe Rattenboroughshabitat in What Is a Habitat?with relevant details,expressing ideas and feelingsclearly

Sort words and ideas into thecategories of livingandnonlivingto gain a sense ofthe concepts the categoriesrepresent

Word Work: shelter

Make personal connectionsto the habitats described inWhat Is a Habitat?

With assistance, categorizeand organize informationabout the food and shelterseen in their habitat

Lesson 2:Animals of theArctic Habitat

Describe an illus trationofthe Arctic landscape and usepictures and detail in Animals

of the Arctic Habitat todescribe theread-aloudskey ideas

Describe the Arctic habitatand plants and animals thatare found in that habitat with

relevant details, expressingideas and feelings clearly

Add drawings to descriptionsof the Arctic tundra and theArctic

Ocean to clarify ideas,thoughts, and feelings

Prior to listening to Animalsof the Arctic Habitat, orallyidentify what they know andhave learned about habitats

Word Work: exposed With assistance, categorizeand organize informationabout the plants and animals

in the Arctic habitatShare writing with others

Lesson 3:

Animals of theSonoranDesert Habitat

Describe an illus trationof a

saguaro cactus and usepictures and detail in Animalsof the Sonoran DesertHabitat to describetheread-alouds key ideas

Compare and contrasttheArctic and the SonoranDesert habitats

Ask and answer where

questions orally, requiringliteral recall andunderstanding of the detailsor facts from Animals of theSonoran Desert Habitat

Describe the Sonoran Deserthabitat in Animals of theSonoran Desert Habitat withrelevant details, expressingideas and feelings clearly

Prior to listening to Animalsof the Sonoran DesertHabitat, orally identify what

they know and have learnedabout habitats and adaptation

Prior to listening to Animalsof the Sonoran DesertHabitat, orally predictwhether animals that live inthe desert are similar toanimals that live in the Arctic

Sort words and ideas into the

categories of herbivore,carnivore, and omnivore togain a sense of the conceptsthe categories represent

Define the words herbivore,carnivore, and omnivorebycategory and by one or morekey attributes

Identify new meanings for theword fanand apply themaccurately

Word Work: camouflage

With assistance, categorize

and organize informationabout herbivores,carnivores, and omnivores


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Lesson 4:Animals of theEast AfricanSavannaHabitat

Describe an illustration of theAfrican savanna habitat anduse pictures and detail inAnimals of the East AfricanSavanna

Habitat to describe the read-alouds key ideas

Compare and contrastthesavanna with the desert andArctic habitats

Describe the East AfricanSavanna habitat with relevantdetails, expressing ideas andfeelings clearly

Prior to listening to Animalsof the East African SavannaHabitat, orally identify whatthey know and have learnedabout the Arctic and SonoranDesert habitats and animals

Word Work: prickly With assistance, categorizeand organize informationabout the Arctic andSonoran habitats and theanimals that live in thosehabitats

Lesson 5:Animals of the

TemperateDeciduousForest Habitat

Compare and contrastthetemperate deciduous forest

habitat with the Arctic,Sonoran, and East Africansavanna habitats

Ask and answer whatquestions orally, requiring

literal recall andunderstanding of the detailsor facts from Animals of theTemperate Deciduous ForestHabitat

Describe the temperatedeciduous forest habitat withrelevant details, expressingideas and feelings clearly

Identify new meanings for theword barkand apply them

accuratelyWord Work: store

Multiple Meaning WordActivity: bark

With assistance, categorizeand organize information

about certain animals andthe habitat in which they live

Pausing Point

Lesson 6:Animals of the

TropicalRainforestHabitat

Compare and contrastthetropical rainforest habitat with

the temperate deciduousforest habitat

Describe the tropicalrainforest habitat with relevant

details, expressing ideas andfeelings clearly

Add drawings to descriptionsof animals in the tropicalrainforest habitat to clarifyideas, thoughts, and feelings

Use frequently occurringconjunctions, such as but

Word Work: canopy Draft an informative text thatpresents information learned

about animals in Animals ofthe Tropical RainforestHabitat that includesmention of a topic, somefacts about the topic, andsome sense of closure

Lesson 7:Animals of theFreshwaterHabitat

Describe an illus trationof abullfrog and use pictures anddetail in "Animals FreshwaterHabitat" to describethe

read-aloud's key ideas

Describe a freshwater habitatwith relevant details,expressing ideas and feelingsclearly

Explain the meaning of a fishout of water and use inappropriate contexts

Word Work: float


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Lesson 8:Animals of theSaltwaterHabitat

Ask and answer whatquestions orally, requiringliteral recall andunderstanding of the detailsor facts from Animals of theSaltwater Habitat

Describe the ocean withrelevant details, expressingideas and feelings clearly

Prior to listening to Animalsof the Saltwater Habitat,orally identify what they knowand have learned aboutfreshwater habitats

Accurately identifyshallow/deep, cool/warm, anddark/light as antonyms, andprovide other examples ofcommon antonyms

Word Work: shallow

With assistance, categorizeand organize informationabout the various habitatsand the animals that live ineach habitat

Lesson 9:HabitatDestructionandEndangeredSpecies

Identify the reasons theauthor of Habitat Destructionand Endangered Speciesgives for the classification ofbald eagles as anendangered species

Ask an d answer whenquestions orally, requiringliteral recall andunderstanding of thedetails or facts from HabitatDestruction and EndangeredSpecies

Prior to listening to HabitatDestruction and EndangeredSpecies, orally identify howanimals have adapted to

various habitats

Word Work:destroy

Domain Review

Domain Assessment



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Fairy Tales9 Lessons, 1 Pausing Point, Domain Review, Domain Assessment, and Culminating Activities (13 Days)

This domain will introduce students to fairy tales that have been favorites with children for generations. Students will learn aboutthe elements of fairy tales that distinguish them from other types of fiction. They will also learn that fairy tales have the elements ofcharacter, plot, and setting that are found in other types of fiction. By becoming familiar with particular fairy tales, students will beable to add these tales to their repertoire of stories that they are able to retell orally. Reading these fairy tales will help first-gradestudents develop a strong foundation for the understanding of other fictional stories in later grades.


Theseobjectives areconsistently

addressedthroughout thedomain

Ask and answer questions(e.g., who, what, where,when), orally or in writing,

requiring literal recall andunderstanding of the detailsand/or facts of anonfiction/informational read-aloud

Answer questions thatrequire makinginterpretations, judgments, orgiving opinions about what isheard in anonfiction/informational read-aloud, including answeringwhy questions that require

recognizing cause/effectrelationships

Listen to, understand, andrecognize a variety of texts,including fictional stories,fairy tales, fables, historicalnarratives, informational text,nursery rhymes, and poems,describing the differencesbetween books that tellstories and books that giveinformation

Talk about the illustrations

and details from a fictionread-aloud to describe itscharacters, setting, or events

Use agreed-upon rules forgroup discussion, e.g., lookat and listen to the speaker,

raise hand to speak, taketurns, say excuse me orplease, etc.


Ask questions to clarifyinformation about the topic in

a fiction ornonfiction/informational read-aloud


Identify real-life connectionsbetween words and their use(e.g., note places at home

that are cozy)Use words and phrasesacquired throughconversations, reading andbeing read to, andresponding to texts, includingusing frequently occurringconjunctions to signal simplerelationships (e.g., because)

With assistance, categorizeand organize facts andinformation within a given

domain to answer question


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Lesson 1:Sleeping Beauty Describe, orally or inwriting, the setting,characters, facts, events,and elements of magic inSleeping Beauty

Describe how the thirteenthfairy feels when she is notinvited to the feast usingwords and phrases thatsuggest feelings

Distinguish fantasy fromrealistic text by explainingthat certain events in the

story could not havehappened in real life

Prior to listening to SleepingBeauty, identify orally whatthey know and have learnedabout fairy tales

Explain the meaning of thephrase Land of Nod anduse in appropriate contexts

Word Work: wisdom

Lesson 2:Rumpelstiltskin

Describe, orally or inwriting, the setting,characters, facts, events,and elements of magic inRumpelstiltskin

Describe how the king feltgreed for more gold usingwords and phrases thatsuggest feelings

Distinguish fantasy from

realistic text by explainingthat certain events in thestory Rumpelstiltskin couldnot have happened in real life

Compare and contrast,orally and in writing,similarities and differencesbetween Rumpelstiltskinand Sleeping Beauty

Clarify directions by askingclassmates about the order inwhich they should performthe task of drawing theirfavorite fairy tale characterfrom Sleeping Beauty orRumpelstiltskin

Prior to listening toRumpelstiltskin, identifyorally what they know andhave learned aboutcharacteristics of fairy tales

Explain that denyandadmitare antonyms and useproperly

Word Work: succeed

Write about and illustratetheir favorite character fromSleeping Beauty orRumpelstiltskin and explainwhy it is th

ckla g1 ll scope and sequence

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