ela curriculum pacing guide 1st grade

OCSD5 Common Core Curriculum Guide

1st Grade ELA

We would like to thank the following teachers for their dedication to the students of Orangeburg Consolidated School District Five. These teachers gave their time and professional knowledge to modify the curriculum pacing guides. Their efforts have contributed to the world-class instructional resources available within our district.

Facilitators

Jacqueline Jamison

Dr. Elrica C. Glover

Audrey Hallingquest

Dr. Derrick James

Karen James

Tammie Jenkins

Heath Owen

Tonya Ramey

Laura Steele

Dyisha TaylorKindergarten

Mozella Isaac

Dr. Teresa Jennings

First Grade

Jennifer Fanning

Ayenne Smith

Second Grade

Jackie Hogges

Faye Thompson

ELA

Dabetta SmithDyrease Jackson

Mable WrightDavid PasleyAngelica GentileMichele JohnsonRosalyn FlorenceDr. Wanda BrockingtonTi-esha Williams-Vaughn

Katie Jensen

Math

Chinyeaka IhekweazuMonik EllisLatasha MurrayDenise JamesTracy Brown

Kimberly BroughtonPaul RosserAronda FrazierSharlene Foster

Science

Lynn RiversMary RobinsonTawana HowellCrystal Bryant

Rolanda Jenkins

Lisa BentonDr. Andrea MatthewsMarcellina GuinyardDawn PeeblesTeal Ryant

Social Studies

Terry WallingAndrea PerkinsAudrey IrickMarilyn DoctorLynette MilhouseGreg SmithJordan Knight

Reminder: This document is in draft form. Based on the most current and future data, the pacing may change. Please only print one semester at a time as changes may be made by the team as deemed necessary.The Purpose of Our Common Core Curriculum Guides

The 2013-2014 Orangeburg Consolidated School District Five Common Core Curriculum Guides provide an overview of key instructional shifts, Common Core State Standards (CCSS) best practices, and upcoming changes to South Carolina assessments. Each curriculum guide offers pacing suggestions, instructional strategies, resources, and assessment items. Our common core curriculum guides provide school-to-school continuity as we work together to build a world-class school system.

Common Core State Standards Background

The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). The standards were developed in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework to prepare our children for college and the workforce.

The NGA Center and CCSSO received initial feedback on the draft standards from national organizations representing, but not limited to, teachers, postsecondary educators (including community colleges), civil rights groups, English language learners, and students with disabilities. Following the initial round of feedback, the draft standards were opened for public comment, receiving nearly 10,000 responses.

The standards are informed by the highest, most effective models from states across the country and countries around the world, and provide teachers and parents with a common understanding of what students are expected to learn. Consistent standards will provide appropriate benchmarks for all students, regardless of where they live.

These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. The standards:

Are aligned with college and work expectations;

Are clear, understandable and consistent;

Include rigorous content and application of knowledge through high-order skills;

Build upon strengths and lessons of current state standards;

Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and

Are evidence-based.

Source: http://www.corestandards.org/about-the-standardsSmarter Balanced Assessment Consortium

South Carolina has elected to use the Smarter Balanced Assessment Consortium (Smarter Balanced) as the vehicle for assessing the Common Core State Standards. Smarter Balanced is a state-led consortium working to develop next-generation assessments that accurately measure student progress toward college- and career-readiness. Smarter Balanced is one of two multistate consortia awarded funding from the U.S. Department of Education in 2010. The assessments are scheduled to be administered to students in South Carolina and other states in the consortium beginning in the 2014-15 school year.

The work of Smarter Balanced is guided by the belief that a high-quality assessment system can provide information and tools for teachers and schools to improve instruction and help students succeed regardless of disability, language or subgroup. Smarter Balanced involves experienced educators, researchers, state and local policymakers and community groups working together in a transparent and consensus-driven process.

Smarter Balanced Assessment Item Specifications:

Selected response (SR) multiple choice Constructed response (CR) Performance Task (PT) Technology enhanced item (TEI)

To view sample assessments items, visit: http://www.smarterbalanced.org/sample-items-and-performance-tasks/To view Smarter Balanced Scoring guidelines, visit: http://sbac.portal.airast.org/Practice_Test/resources.html#scoringGuidesCommon Core State Standards School Year Implementation Timeline

The Common Core State Standards (CCSS) for English Language Arts and for Mathematics were adopted by South Carolina as its standards in English Language Arts and Mathematics in July of 2010. The standards will be fully implemented in school year 2014-15 as outlined in the following table:School YearExpectations from the SC State Department of Education

2011-2012Transition Year

2012-2013Transition Year

2013-2014Bridge Year

2014-2015Full Implementation

Orangeburg Consolidated School District Five Assessment Schedule

DATESASSESSMENT

Aug 21st Aug 29th Pre Diagnostic Benchmark

Sept 23rd Sept 27th District Assessment

Oct 28th Nov 1stDistrict Assessment

Dec 9th Dec 17thComprehensive Benchmark

Feb 3rd Feb 7thDistrict Assessment

March 3rd March 11thComprehensive Benchmark

May 19th May 27thPost Diagnostic Benchmark

South Carolina Bridge Year Assessments

During the bridge year, our students will take the PASS, EOCEP, and HSAP assessments in 2014. Commonalities between CCSS and PASS will be assessed in ELA and Math. In order to ensure students success on these assessments, teachers are still expected to utilize items that mirror the format of their upcoming standardized test. To increase the rigor of these items, students should cite evidence and explain their answers. These practices align with the expectations of the Common Core State Standards.

Elementary and Middle SchoolGrades 3-8

Content AreaAssessmentTesting Dates for 2013-2014

ELA WritingPASSDay 1: March 18, 2014Day 2: March 19, 2014Make-up Testing through March 25th

ELA Reading and ResearchPASSMay 6, 2014

MathPASSMay 7, 2014

Science or Social Studies (Grades 3, 5, 6, 8)PASSMay 8, 2014

Science (Grades 4 & 7)PASSMay 8, 2014

Social Studies (Grades 4 & 7)PASSMay 9, 2014

All Content Areas - Make-up TestingPASSThrough May 16th

High SchoolHigh School Assessment Program (HSAP)

Content AreaTesting Dates for 2013-2014

ELASession 1: October 22, 2013Session 2: October 23, 2013

MathOctober 24, 2013

All Content Areas - Make-up TestingThrough November 1, 2013

ELASession 1: April 1, 2014Session 2: April 2, 2014

MATHApril 3, 2014

All Content Areas - Make-up TestingThrough April 18, 2014

ELASession 1: July 15, 2014Session 2: July 16, 2014

MathJuly 17, 2014

Make-up TestingNo make-up dates for summer HSAP testing

High SchoolEnd of Course Examination Program (EOCEP)

TestTesting Dates for 2013-2014

English IAlgebra IBiologyUnited States History & the ConstitutionTentative Dates: Fall: December 3, 2013 January 27, 2014Spring: May 1-10, 2014Summer: July 1-31, 2014

Common Core Instructional Shifts

There are twelve shifts that the Common Core requires of us if we are to be truly aligned with it in terms of curricular materials and classroom instruction. There are six shifts in Mathematics and six shifts in ELA/ Literacy.

Shifts in ELA/Literacy

Shift 1Balancing Informational

& Literary TextStudents read a true balance of informational and literary texts.

Shift 2Knowledge in the DisciplinesStudents build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities

Shift 3Staircase of ComplexityStudents read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.

Shift 4Text-based AnswersStudents engage in rich and rigorous evidence based conversations about text.

Shift 5Writing from SourcesWriting emphasizes use of evidence from sources to inform or make an argument.

Shift 6Academic VocabularyStudents constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.

Academic Vocabulary

TheCommon Core State Standards(CCSS) define academic vocabulary words as the words that are traditionally used in academic dialogue and text. Specifically, it refers to words that are not necessarily common or that children would encounter in conversation. These words often relate to other more familiar words that students use. For example, rather than watch, observe. They are also words that help students understand oral directions and classroom instructional dialog. They also help students to comprehend text across different content areas- including math, science, and social studies/history.

Vocabulary words are often categorized into three tiers.

Tier 1 words:These words are basic vocabulary or the more common words most children will know. They include high-frequency words and usually are not multiple meaning words.

Tier 2 words:Less familiar, yet useful vocabulary found in written text and shared between the teacher and student in conversation. The Common Core State Standards refers to these as general academic words. Sometimes they are referred to as rich vocabulary. These words are more precise or subtle forms of familiar words and include multiple meaning words. Instead of walk for example, saunter could be used. These words are found across a variety of domains.

Tier 3 words:CCSS refers to these words as domain specific; they are critical to understanding the concepts of the content taught in schools. Generally, they have low frequency use and are limited to specific knowledge domains. Examples would include words such as isotope, peninsula, and refinery. They are best learned when teaching specific content lessons, and tend to be more common in informational text.Source: http://www.learninga-z.com/commoncore/academic-vocabulary.htmlInformational Text

The Common Core State Standards (CCSS) defines "informational text" as a broad category of nonfiction resources, including: biographies; autobiographies; books about history, social studies, science, and the arts; technical texts (including how-to books and procedural books); and literary nonfiction. The CCSS stress the importance of focused instruction using informational text with students.

Informational text is designed to make it easier for the reader to find information. This includes using such eye-catching features as section heads, bold-faced terms, table of contents, glossary, captioned photos, art, and info-graphics (graphs, tables, charts and diagrams, etc.)

When selecting informational resources for students, text quality should be judged for its accuracy, the expertise and credibility of the writer, and the currency of the information presented. The developmental appropriateness of the writing, clarity and directness of the language should also be considered.

Why is Increasing the Reading of Informational Text Important?

Traditional reading instruction has always relied heavily on literature and fictional text. Studies show that only 7-15% of classroom time is spent studying informational text. Yet by sixth grade, most of what students are required to read is nonfiction. What's more, 80% of all adult reading is devoted to expository or nonfiction text.

If students are to better comprehend science, social studies, and math text - as well as meet the common core reading and writing requirements for graduation - then we need to increase their exposure to informational texts early in their formal schooling.

Teaching students the skills and strategies to successfully read and comprehend informational text is critical to their future success in higher education and the workplace.

The English Language Arts [ELA] Common Core State Standards recommend more reading of informational text with a ratio of literary to informational as follows:

Grade SpanLiteraryInformational

K-450%50%

5-845%55%

9-1230%70%

Source: http://www.learninga-z.com/commoncore/informational-text.htmlCommon Core Best Practices

CLOSE READING

What is it?

A close reading is a careful and purposeful reading of a text. Its an encounter with the text where students really focus on what the author had to say, what the authors purpose was, what the words mean, and what the structure of the text tells us.

How do I use it?

In a close reading, we have to have students reread the text. We give them questions; text dependent questions that require that they go back into the text and search for answers. These arent simply recall questions, just the facts of the text, but rather questions that allow students to think about the text, and the authors purpose, the structure, and the flow of the text. Close reading requires that students actually think and understand what they are reading.

What does it look like?

Steps in Close Reading

1. First Read: Key Ideas and DetailsSet the purpose for reading and have students read text as independently as possible. Depending on the text complexity and the readers, the first read may be done independently, as a read aloud/think aloud, or paired or shared reading. The first read should be without building background; students should be integrating their background knowledge with the text as they read. Focus on the key ideas and details in the text, making sure that readers know the main idea, story elements, or key details that the author includes.

Following the first read, have students Think-Pair-Share to assess what they have gleaned from the text. By listening to students as they share, you can determine the focus of the first read, etc.

2. Second Read: Craft and StructureFor a second, close read, select a portion or chunk of the text that is close read worthy. That is, have students reread a section that includes complex elements or ideas that they should explore to arrive at a deep understanding of the text. After rereading, students discuss the text with partners or in small groups, focusing on the authors craft and organizational patterns. This may include vocabulary choices, text structure or text features that the author included.

Use a text dependent question to focus or set a purpose for a close rereading. After students share with partners or in small groups, have groups share out with entire class to assess understanding.

3. Third Read: Integration of Knowledge and IdeasThe third close reading of a text should go even deeper, requiring students to synthesize and analyze information from several texts or media. They may record their ideas on sticky notes, graphic organizer, or a thinking sheet.

Have students journal a response to a text dependent question. Focus the discussion on the text evidence.

Source: http://www.learninga-z.com/commoncore/close-reading.htmlBeth Burke, A Close Look At Close Reading: Scaffolding Students with Complex TextHighlighted Standards are those being addressed for the first time. Standards with a check are the target standards for the week. All other standards are supporting standards.

Use CCSS Connections document (Crosswalk) to identify SC standards that match the CCSSResource List for ELA:

Spelling CityReading Street Teacher Resources

Common Core Literacy Website

JC Schools Teacher-Created Resources to Support Reading Street

LiveBinders Reading Street ResourcesSound City ReadingMrs. Bryants Reading Street ResourcesWeek of Aug. 19th - Aug. 23rd

Aug. 19th - Aug. 23rd

CCSS

This week you should be reviewing standards from Kindergarten that were weak and/or reviewing other skills necessary for success in Reading Street. Complete the Baseline Group Test (found in Assessment: Teachers Manual) to determine initial small group placement. Determine the level of instruction for which students will need to be taught: Strategic Intervention, On Level, or Advanced.

Please also complete the STAR Reading test in order to mark a baseline score for all students.

Instructional Strategies

Resources

Assessment

Week of Aug. 26th-30th

Aug. 26th-30th

CCSS

Unit R Week 1 (Day 1-4) Sam (Volume 1)

RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

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

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

RL.1.1 Ask and answer question ns about key details in a text.

SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).

L.1.1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop.).

L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

Reading:

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

RFS.1.1 Demonstrate understanding of the organization and basic features of print.

RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

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

RFS.1.4a Read on-level text with purpose and understanding.

RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Speaking & Listening:

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

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

Language:

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

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

(Be sure to include small-group instruction on your lesson plan.)



Reading:

Concept Talk

What is at home around us? Create concept map.

Oral Vocabulary

furniture, tidy, unwind, cozy, middle, straw, yarn

Print Awareness

letter sequence

Phonemic Awareness

isolate initial, medial and final phonemes, segment and blend phonemes

Phonics

consonants /m/ /s/ /t/ and vowel //

Phonological Awareness

blend onsets and rimes

High Frequency Words

a, green, I, see

Vocabulary

sort nouns

Comprehension

character, main idea, genre - fiction

Writing:

nouns in sentences

sentences


listen attentively

speaking when recognized

participate in discussion

Language:

Conventions Daily Fix-Itnouns for people, things, and animals; nouns in sentences

Handwriting

letters M, m, S, s, T, t, A, a; left-to-right progression; proper body position, proper paper position, proper pencil position

Resources


Reading

Writing

Speaking & Listening

Language

teacher edition p. 12j-35e

student edition p. 12-27

sing with me/animations

concept talk video

sound-spelling cards

decodable eReaders

vocabulary activities

journal word bank

Envision It! Animations

eSelections

teacher edition p. 12j-35estudent edition p. 30-31Grammar Jammerteacher edition p. 12j-35estudent edition p. 30-31Grammar JammerDaily Fix-It

Assessment

See weekly assessment.

Week of Sept. 2nd - Sept. 6th

Sept. 2nd

CCSS

Labor Day (Holiday)


Labor Day (Holiday)

Resources

Labor Day (Holiday)

Assessment

Labor Day (Holiday)

Sept. 3rd - Sept. 6th

CCSS



RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.1 Ask and answer question ns about key details in a text. SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). L.1.1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop.). L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

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









Language:


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




Reading:

Concept Talk


Oral Vocabulary


Print Awareness

letter sequence

Phonemic Awareness


Phonics





a, green, I, see

Vocabulary

sort nouns

Comprehension


Writing:

nouns in sentences sentencesSpeaking & Listening:

listen attentively


participate in discussionLanguage:


Handwriting


Resources


Reading

Writing


Language




concept talk video


decodable eReaders


journal word bank


eSelections


Assessment


Week of Sept. 9th - Sept. 13th

Sept.9th - Sept. 13th

CCSS

Unit R Week 1 (Day 5) Sam (Volume 1)




RL.1.1 Ask and answer question ns about key details in a text.





Reading:










Language:


L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that). Unit R Week 2 (Day 1-3) Snap (Volume 1)

RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). L.1.1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop.).

Reading: RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RI.1.7 Use the illustrations and details in a text to describe its key ideas. RFS.1.1 Demonstrate understanding of the organization and basic features of print. RFS.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RFS.1.3b Decode regularly spelled one-syllable words. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words.




SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Language:


L.1.5b Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that). (Be sure to include small-group instruction on your lesson plan.)



Reading:

Concept Talk


Oral Vocabulary


Print Awareness

letter sequence

Phonemic Awareness


Phonics





a, green, I, see

Vocabulary

sort nouns

Comprehension


Writing:

nouns in sentences sentencesSpeaking & Listening:

listen attentively


participate in discussionLanguage:


Handwriting


Unit R Week 2 (Day 1-3) Snap! (Volume 1)

Reading:

Concept Talk

Who is in our family? Create concept map.

Oral Vocabulary

adult, childhood, depend, portrait, gallery, entertain, scurry

Print Awareness

how to read, identify information

Phonemic Awareness

match initial and final phonemes, segment and blend phonemes

Phonics

consonants /k/ /p/ /n/


rhyming words, count phonemes


like, one, the, we

Vocabulary

descriptive words

Comprehension

setting, genre realistic fiction

Writing:

nouns in sentencesSpeaking & Listening:

share ideas

follow instructionsLanguage:

Conventions Daily Fix-Itnouns for places and nouns in sentences

Handwriting

letters C, c, P, p, N, n; left-to-right progression; letter size


Resources


Reading

Writing


Language




concept talk video


decodable eReaders


journal word bank


eSelections

teacher edition p. 12j-35estudent edition p. 30-31Grammar Jammerteacher edition p. 12j-35estudent edition p. 30-31Grammar JammerDaily Fix-ItUnit R Week 2 (Day 1-3) Snap! (Volume 1)

Reading

Writing


Language




concept talk video


decodable eReaders


journal word bank


eSelections


Assessment


Week of Sept. 16th - Sept. 20th

Sept. 16th - Sept. 20th

CCSS

Unit R Week 2 (Day 4-5) Snap (Volume 1)

RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.



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




Reading:


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


RFS.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

RFS.1.3b Decode regularly spelled one-syllable words.






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

Language:


L.1.5b Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that). Unit R Week 3 (Day 1-2) Tip and Tam (Volume 1) RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.3b Decode regularly spelled one-syllable words. RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). L.1.1e Use verbs to convey a sense of past, present and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow, I will walk home).

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


RI.1.7 Use the illustrations and details in a text to describe its key ideas. RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. RFS.1.1 Demonstrate understanding of the organization and basic features of print.






SL.1.6 Produce complete sentences when appropriate to task and situation.

Language:


L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that). (Be sure to include small-group instruction on your lesson plan.)



Reading:

Concept Talk

Who is in our family? Create concept map.

Oral Vocabulary

adult, childhood, depend, portrait, gallery, entertain, scurry

Print Awareness

how to read, identify information

Phonemic Awareness

match initial and final phonemes, segment and blend phonemes

Phonics

consonants /k/ /p/ /n/


rhyming words, count phonemes


like, one, the, we

Vocabulary

descriptive words

Comprehension

setting, genre realistic fiction

Writing:

nouns in sentencesSpeaking & Listening:

share ideas

follow instructionsLanguage:

Conventions Daily Fix-Itnouns for places and nouns in sentences

Handwriting

letters C, c, P, p, N, n; left-to-right progression; letter size

Unit R Week 3 (Day 1-2) Tip and Tam (Volume 1)

Reading:

Concept Talk

What is outside our door? Create concept map.

Oral Vocabulary

active, lawn, pavement, newspaper, puddle, banner, overflowing, patio

Print Awareness

identify information, sequence letters

Phonemic Awareness

isolate initial, medial, and final phonemes; segment and blend phonemes

Phonics

consonants /f/ /b/ /g/ and vowel //


identify syllables, count phonemes


do, look, was, yellow, you

Vocabulary

sort nouns and verbs

Comprehension

plot, genre fiction and nonfiction

Writing:

verbs in sentencesSpeaking & Listening:

share ideas

restate instructionsLanguage:

Conventions Daily Fix-Itverbs

Handwriting

letters F, f, B, b, G, g, I, i; Proper letter size, Proper body/paper position; self-evaluation

Resources


Reading

Writing


Language




concept talk video


decodable eReaders


journal word bank


eSelections

teacher edition p. 36j-61estudent edition p. 56-57Grammar Jammerteacher edition p. 36j-61estudent edition p. 56-57Grammar JammerDaily Fix-ItUnit R Week 3 (Day 1-2) Tip and Tam (Volume 1)

Reading

Writing


Language




concept talk video


decodable eReaders


journal word bank


eSelections


Assessment

See weekly assessments.

Week of Sept. 23rd - Sept. 27th

Sept. 23rd - Sept. 27th

CCSS

Unit R Week 3 (Day 3-5) ) Tip and Tam (Volume 1) RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.3b Decode regularly spelled one-syllable words. RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.


L.1.1e Use verbs to convey a sense of past, present and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow, I will walk home).

Reading:

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



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








Language:


L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.


L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that). Unit R Week 4 (Day 1) The Big Top (Volume 2)


RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. RL.1.1 Ask and answer questions about key details in a text. SL.1.1 Participate in collaborative conversations about grade 1topics and texts with peers and adults in small and larger groups. SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally through other media. L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.2b Use end punctuation for sentences.

Reading:

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


RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. RI.1.7 Use the illustrations and details in a text to describe its key ideas.







Language:L.1.1a Print all upper- and lowercase letters.



L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named by hamster Nibblet because she nibbles too much because she likes that). (Be sure to include small-group instruction on your lesson plan.)



Reading:

Concept Talk

What is outside our door? Create concept map.

Oral Vocabulary

active, lawn, pavement, newspaper, puddle, banner, overflowing, patio

Print Awareness


Phonemic Awareness

isolate initial, medial, and final phonemes; segment and blend phonemes

Phonics

consonants /f/ /b/ /g/ and vowel //


identify syllables, count phonemes


do, look, was, yellow, you

Vocabulary

sort nouns and verbs

Comprehension

plot, genre fiction and nonfiction

Writing:

verbs in sentencesSpeaking & Listening:

share ideas

restate instructionsLanguage:

Conventions Daily Fix-Itverbs

Handwriting

letters F, f, B, b, G, g, I, i; Proper letter size, Proper body/paper position; self-evaluation

Unit R Week 4 (Day 1) The Big Top (Volume 2)

Reading:

Concept Talk

What can we do with our neighborhood friends? Create concept map.

Oral Vocabulary

amusing, introduce, neighbor, corner, trouble, deliver, porch, squirrel

Print Awareness


Phonemic Awareness

match initial, medial, and final phonemes; segment and blend phonemes

Phonics

consonants /d/ /l/ /h/ and vowel //


rhyming words, blend onsets and rimes


are, have, that, they, two

Vocabulary

sort descriptive words

Comprehension

realism and fantasy; genre realistic fiction

Writing:

simple sentencesSpeaking & Listening:

share information

give directionsLanguage:

Conventions Daily Fix-Itsimple sentneces

Handwriting

letters D, d, L, l, H, h, O, o; Proper letter size, proper body/paper position, self-evaluation

Resources


Reading

Writing


Language




concept talk video


decodable eReaders


journal word bank


eSelections

teacher edition p. 62j-87estudent edition p. 82-83Grammar Jammerteacher edition p. 62j-87estudent edition p. 82-83Grammar JammerDaily Fix-ItUnit R Week 4 (Day 1) The Big Top (Volume 2)

Reading

Writing


Language




concept talk video


decodable eReaders


journal word bank


eSelections


Assessment


Week of Sept. 30th - Oct. 4th

Sept. 30th Oct. 4th

CCSS

Unit R Week 4 (Day 2-5) The Big Top (Volume 2)


RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. RL.1.1 Ask and answer questions about key details in a text. SL.1.1 Participate in collaborative conversations about grade 1topics and texts with peers and adults in small and larger groups. SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally through other media. L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.2b Use end punctuation for sentences.

Reading:



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











L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named by hamster Nibblet because she nibbles too much because she likes that). (Be sure to include small-group instruction on your lesson plan).



Reading:

Concept Talk

What can we do with our neighborhood friends? Create concept map.

Oral Vocabulary

amusing, introduce, neighbor, corner, trouble, deliver, porch, squirrel

Print Awareness


Phonemic Awareness


Phonics

consonants /d/ /l/ /h/ and vowel //


rhyming words, blend onsets and rimes


are, have, that, they, two

Vocabulary

sort descriptive words

Comprehension


Writing:

simple sentencesSpeaking & Listening:

share information

give directionsLanguage:

Conventions Daily Fix-Itsimple sentencesHandwriting

letters D, d, L, l, H, h, O, o; Proper letter size, proper body/paper position, self-evaluation

Resources


Reading

Writing


Language




concept talk video


decodable eReaders


journal word bank


eSelections


Assessment


Week of Oct. 7th - Oct. 11th

Oct. 7th - Oct. 11th

CCSS

Unit R Week 5 (Day 1-5) School Day (Volume 2)

RFS.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS.1.3b Decode regularly spelled one-syllable words. RL.1.3 Describe characters, settings, and major events in a story using key details. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally through other media. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). L.1.1f Use frequently occurring adjectives.

Reading:

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



RFS.1.1 Demonstrate understanding of the organization and basic features of print. RFS.1.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). RFS.1.3g Recognize and read grade-appropriate irregularly spelled words.




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



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

(Be sure to include small-group instruction on your lesson plan).



Reading:

Concept Talk

What is around us at school? Create concept map.

Oral Vocabulary

classmate, education, polite, principal, recess, science, applaud, complicated, success

Print Awareness


Phonemic Awareness

match initial, medial, and final phonemes; isolate initial phonemes; segment and blend phonemes

Phonics

consonants /r/ /w/ /j/ /k/ and vowel //


rhyme words; identify syllables


he, is, three, to, with

Vocabulary

use descriptive words

Comprehension

plot; genre fiction and nonfiction

Writing:

sentences with adjectivesSpeaking & Listening:

ask questions

follow directions

restate directionsLanguage:

Conventions Daily Fix-Itadjectives

Handwriting

letters R, r, W, w, J, j, K, k, E, e; proper letter size; proper body/paper position; self-evaluation

Resources


Reading

Writing


Language




concept talk video


decodable eReaders


journal word bank


eSelections


Assessment


Week of Oct. 14th - Oct. 18th

Oct. 14th - Oct. 18th

CCSS

Unit R Week 6 (Day 1-4) Farmers Market (Volume 2)

RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. RFS.1.4a Read on-level text with purpose and understanding. SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally through other media. L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.2b Use end punctuation for sentences. L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Reading:

RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

RFS.1.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).RFS.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RFS.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables.




SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.


Language:








Reading:

Concept Talk

What can we see around our neighborhood? Create concept map.

Oral Vocabulary

bargain, browse, bustling, library, fact, cost, customer, scale

Print Awareness

sentence features

Phonemic Awareness


Phonics

consonants /v/ /y/ /z/ /kw/ and vowel //


identify syllables


for, go, here, me, where

Vocabulary

sort words, sort nouns

Comprehension


Writing:

sentences with nouns, verbs and adjectivesSpeaking & Listening:

ask questions

retell stories

relate an experience in sequenceLanguage:

Conventions Daily Fix-Itsentences

Handwriting

letters V, v, Y, y, Z, z, U, u, Q, q; Proper letter size; proper body/paper position; self-evaluation

Resources


Reading

Writing


Language




concept talk video


decodable eReaders


journal word bank


eSelections


Assessment


Week of Oct. 21st - Oct. 25th

Oct. 21st - Oct. 24th

CCSS

Unit R Week 6 (Day 5) Farmers Market (Volume 2)

RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. RFS.1.4a Read on-level text with purpose and understanding. SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally through other media. L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.2b Use end punctuation for sentences. L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Reading:

RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

RFS.1.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).RFS.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RFS.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables.










Unit 1 Week 1 (Day 1-2) Sam, Come Back! (Volume 1)

RFS.1.2a Distinguish long from short vowel sounds in spoken single-syllable words.

RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RL.1.3 Describe characters, settings, and major events in a story using key details. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RFS.1.4 Read with sufficient accuracy and fluency to support comprehension. SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion. W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.1.2b Use end punctuation for sentences.

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


RFS1.3a Know the spelling-sound correspondences for common consonant digraphs.



Writing:

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



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

Language:


L.1.1b Use common, proper, and possessive nouns.

L.1.2a Capitalize dates and names of people.

L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

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

L.1.4a Use sentence-level context as a clue to the meaning of a word or phrase.

L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.







Reading:

Concept Talk

What can we see around our neighborhood? Create concept map.

Oral Vocabulary

bargain, browse, bustling, library, fact, cost, customer, scale

Print Awareness

sentence features

Phonemic Awareness


Phonics

consonants /v/ /y/ /z/ /kw/ and vowel //


identify syllables


for, go, here, me, where

Vocabulary

sort words, sort nouns

Comprehension


Writing:

sentences with nouns, verbs and adjectivesSpeaking & Listening:

ask questions

retell stories

relate an experience in sequenceLanguage:


Handwriting

letters V, v, Y, y, Z, z, U, u, Q, q; Proper letter size; proper body/paper position; self-evaluation


Reading:

Concept Talk

What do pets need? Create concept map.

Oral Vocabulary

needs, responsibility, shelter, cuddle, tickle, faithful, fetch, heel

Phonemic Awareness

distinguish /a/; segment and blend phonemes; segment and count phonemes

Phonics

vowel //; consonant pattern ck


generate rhyming words


come, in, my, on, way

Story Words

Jack, Sam

Vocabulary

words for location

Comprehension

character; setting; genre realistic fiction

Fluency

accuracy and appropriate rate

Writing:

story writing using strong verbs writing with voice revising strategySpeaking & Listening:

ask questionsLanguage:


Handwriting

Letter A, a; letter size

Resources


Reading

Writing


Language




concept talk video


decodable eReaders


journal word bank


eSelections

teacher edition p. 140j-165estudent edition p. 160-161Grammar Jammerteacher edition p. 140j-165estudent edition p. 160-161Grammar JammerDaily Fix-ItUnit 1 Week 1 (Day 1-2) Sam, Come Back! (Volume 1)

Reading

Writing


Language

teacher edition p. 12j-37k



concept talk video


decodable eReaders


journal word bank


eSelections

teacher edition p. 12j-37kstudent edition p. 12-35Grammar Jammerteacher edition p. 12j-37kstudent edition p. 36-37Grammar JammerDaily Fix-It

Assessment


Oct. 25th

CCSS

Professional Development/Workdays



Resources


Assessment


Week of Oct. 28th - Nov. 1st

Oct. 28th Nov. 1st

CCSS


RFS.1.2a Distinguish long from short vowel sounds in spoken single-syllable words.







RFS.1.4 Read with sufficient accuracy and fluency to support comprehension.

SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion.

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

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

L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.1.2b Use end punctuation for sentences.

Reading:

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


RFS1.3a Know the spelling-sound correspondences for common consonant digraphs.



Writing:




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

Language:


L.1.1b Use common, proper, and possessive nouns.

L.1.2a Capitalize dates and names of people.

L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

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

L.1.4a Use sentence-level context as a clue to the meaning of a word or phrase.

L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.




Unit 1 Week 2 (Day 1) Pig in a Wig (Volume 1) RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RFS.1.3a Know the spelling-sound correspondences for common consonant digraphs. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings\

SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Reading:

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

RL 1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

RL.1.9 Compare and contrast the adventures and experiences of characters in stories.RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.RFS.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).


RFS.1.3b Decode regularly spelled one-syllable words.RFS.1.3g Recognize and read grade-appropriate irregularly spelled words.



Writing:

W.1.7 Participate in shared research and writing projects (e.g., explore a number of how-to books on a given topic and use them to write a sequence of instructions).W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.Speaking & Listening:

SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.Language:

L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.1.1a Print all upper- and lowercase letters.L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).

L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).(Be sure to include small-group instruction on your lesson plan.)



Reading:

Concept Talk

What do pets need? Create concept map.

Oral Vocabulary

needs, responsibility, shelter, cuddle, tickle, faithful, fetch, heel

Phonemic Awareness

distinguish /a/; segment and blend phonemes; segment and count phonemes

Phonics

vowel //; consonant pattern ck




come, in, my, on, way

Story Words

Jack, Sam

Vocabulary

words for location

Comprehension

character; setting; genre realistic fiction

Fluency

accuracy and appropriate rate

Writing:

story writing using strong verbs writing with voice revising strategySpeaking & Listening:

ask questionsLanguage:


Handwriting

Letter A, a; letter size

Unit 1 Week 2 (Day 1) Pig in a Wig (Volume 1)

Reading:

Concept Talk

Who helps animals? Create concept map.

Oral Vocabulary

career, service, tool, scrub, sloppy, exercise, comfort, search

Phonemic Awareness

distinguish /i/; segment and blend phonemes; segment and count phonemes

Phonics

vowel //; consonant /ks/; short // spelled a; consonant digraph -ck




she, take, up, what

Story Words

play

Vocabulary

alphabetize

Comprehension

plot; animal fantasy; realism and fantasy

Fluency

accuracy

Writing:

fantasy story use imagination conventions revising strategySpeaking & Listening:

share information and ideasLanguage:

Conventions Daily Fix-Itsubjects

Handwriting

letters I,i, X, x; letter spacing

Resources


Reading

Writing


Language




concept talk video


decodable eReaders


journal word bank


eSelections

teacher edition p. 12j-37kstudent edition p. 12-35Grammar Jammerteacher edition p. 12j-37kstudent edition p. 36-37Grammar JammerDaily Fix-ItUnit 1 Week 2 (Day 1) Pig in a Wig (Volume 1)

Reading

Writing


Language




concept talk video


decodable eReaders


journal word bank


eSelections

teacher edition p. 38j-65kstudent edition p. 64-65Grammar Jammerteacher edition p. 38j-65k student edition p. 64-65Grammar JammerDaily Fix-It

Assessment


Week of Nov. 4th - Nov. 8th

Nov. 4th - Nov. 8th

CCSS

Unit 1 Week 2 (Day 2-5) Pig in a Wig (Volume 1) RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RFS.1.3a Know the spelling-sound correspondences for common consonant digraphs. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RL.1.3 Describe characters, settings, and major events in a story, using key details.

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

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

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


W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

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

L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.


Reading:

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

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

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

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








Writing:


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



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


Language:

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


L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).

L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).(Be sure to include small-group instruction on your lesson plan.)


Unit 1 Week 2 (Day 2-5) Pig in a Wig (Volume 1)Reading:

Concept Talk

Who helps animals? Create concept map.

Oral Vocabulary

ela curriculum pacing guide 1st grade

Documents