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DOK 1-2 / RTI Tiers 1-2 Research-based, Direct Instruction, K-8, ELA and Math lessons. Written to the state standards.

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DOK 1-4 / RTI Tiers 1-2 Includes lessons on every writing genre. Writing performance lessons include skills trace, prompts, and rubrics.

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DOK 1-2 Weekly formative assessments monitor student progress. Online assessments help students master digital item types.

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3

Sample Lessons Included in this Booklet

See the lesson index for the entire program on pages 30-37.

Common Core Standards Plus – Language Arts – Grade 1

Strand Lesson Focus Standard(s) Student Page

Read

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(Reading

Inform

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.9)

1 Key Details RI.1.1: Ask and answer questions about key details in a text.

191

2 Key Details 192

3 Main Topic and Key Details RI.1.2: Identify the main topic and retell key details of a text.

193

4 Main Topic and Key Details 194

E1 Evaluation – Key Details and Main Topic RI.1.1, RI.1.2 195

5 Connections

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

197

6 Connections 198

7 Connections 199

8 Connections 200

E2 Evaluation – Describing Connections 201

P11 Performance Lesson – How It Fits Together (RI.1.1, RI.1.2, RI.1.3) 203‐206

9 Finding and Clarifying Word Meanings RI.1.4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

207

10 Finding and Clarifying Word Meanings 208

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

209

12 Text Features 210

E3 Evaluation – Using Text Features RI.1.4, RI.1.5 211

13 Using Pictures and Text RI.1.6: Distinguish between information provided by pictures or other illustrations and information by the words in a text.

213

14 Using Illustrations and Details RI.1.7: Use the illustrations and details in a text to describe its key ideas.

214

15 Key Details 215

16 Describe Key Details Using Pictures and Text 216

E4 Evaluation – Describe Key Details Using Illustrations and Details RI.1.6, RI.1.7 217

17 Finding Reasons in Text RI.1.8: Identify the reasons an author gives to support points in a text.

219

18 Supporting Points in Text 220

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

221

20 Compare/Contrast 222

E5 Evaluation – Author’s Reasons and Compare/ Contrast RI.1.8, RI.1.9 223

P12 Performance Lesson – Getting the Big Ideas (RI.1.4, RI.1.5, RI.1.6, RI.1.7, RI.1.8, RI.1.9)

225‐227



Read

ing Inform

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(Reading

Inform

ationa

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tand


.9)


191

2 Key Details 192


193



5 Connections


197

6 Connections 198

7 Connections 199

8 Connections 200




207



209




213


214

15 Key Details 215




219



221




225‐227

Read

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Info

rmati

onal

Tex

t

Common Core Standards Plus® – Language Arts – Grade 1 Strand: Reading Informational Text Focus: Key Details Lesson: #1 Reading Informational Text Standard: RI.1.1: Ask and answer questions about key details in a text. Lesson Objective: Students will answer questions about key details when reading. Introduction: “Informational text is factual or real information about real people, places, and things in our world. Examples of informational text are books about trees, dogs, or computers. Fairy tales are not real, so they are not an example of informational text.” Instruction: “Readers look for key details when they are reading. A key detail is important information that helps readers to understand what they are reading. We can find key details by asking and answering who, what, when, where, how, and why questions.” Guided Practice: “Follow along with me as I read aloud. Listen for key details or important information in the passage. Key details answer who, what, when, where, why, and how questions. (Read the directions and text aloud.) Now let’s try the example together. The question asks, Why does the mother hen turn her eggs? Let’s go back to the passage, and find the answer. Point to the sentence with the answer when you find it. Underline the fourth sentence, She turns the eggs to keep them warm. Write to keep them warm.” Independent Practice: “Now we will answer questions 1-3 and find more key details in this passage. I will read each question with you. Then you will go back to the passage and underline the answer or clues to the answer and write the answer on the line.” Read the questions and possible answers to the students letting them work independently whenever possible. Monitor students as they work. Review: Review answers with students. Reinforce the types of questions they are answering. Closure: “When we are reading informational text, we can find key details by asking who, what, when, where, why, and how questions.” Answers: 1. underline 21 days in sentence 5

2. peeping sounds 3. underline egg tooth in sentence 9


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Common Core Standards Plus® – Language Arts – Grade 1 Strand: Reading Informational Text Focus: Key Details Lesson: #1 Reading Informational Text Standard: RI.1.1: Ask and answer questions about key details in a text.

Key details answer who, what, when, where, why, and how questions. Directions: Read the passage and look at the picture. Read the questions. Go back to the text to find your answers. Underline your answers or answer clues. Write your answers on the blank lines provided.

1Baby chicks hatch from eggs. 2First, the mother hen lays her eggs. 3Then she sits on them. 4She turns the eggs to keep them warm. 5In 21 days, she hears little peeping sounds. 6The chicks are ready to hatch. 7The mother hen clucks to her chicks. 8The chicks peck their shells. 9They use a sharp little “egg tooth” to make an air hole. 10They cut a lid in the shell. 11At last, they come out of their eggshells.

Example: Why does the mother hen turn her eggs? The mother hen turns the eggs to ________________________________

1. When are the eggs ready to hatch? ____________________________________________________

2. How does the mother hen know when the eggs are ready to hatch? She hears _____________________________________________

3. How do the chicks get out of their eggs? The chicks peck their shells with their ________________________


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- Student Response Page

Common Core Standards Plus® – Language Arts – Grade 1 Strand: Reading Informational Text Focus: Key Details Lesson: #2 Reading Informational Text Standard: RI.1.1: Ask and answer questions about key details in a text. Lesson Objective: Students will answer questions about key details when reading.

Introduction: “Today we will be reading informational text. Informational text is factual or real information about real people, places, and things in our world. Examples of informational text are books about history, science or books that tell you how to do something.”

Instruction: “A key detail is important information that helps readers to understand what they are reading. We can find key details by asking and answering who, what, when, where, how, and why questions. Good readers look for key details when they are reading. ”

Guided Practice: “Read along with me as I read aloud. Listen for key details or important information in the passage. Key details answer who, what, when, where, why, and how questions. (Read the directions and text aloud. Emphasize important details.) Now let’s try the example together. The question asks, How many teeth does a puppy have when it is born? Go back to the passage and see if you can find the answer. (Reread the section and find the answer with students.) Point to the sentence with the answer when you find it. Underline the clues to the answer, Born without teeth in sentence 1. Now let’s write zero on the line beneath the question. We just practiced finding key details by asking and answering who, what, when, where, how, and why questions.”

Independent Practice: “Now you will practice finding more key details in this passage. I will read each question with you. (Read each question.) Go back to the text to find the answer or clues to the answer. Underline your answer. Write your answer on the line provided.” Wait for students to find and write their answers. Let them work independently whenever possible.

Review: Review answers with students. Reinforce the types of questions they are answering.

Closure: “Turn to your partner. Partner A should think of a different question about the text. Your question should start with one of the words who, what, when, where, how, and why. Partner B should answer the question.”

Answers: 1. Underline and write: Four weeks old, sentence 3 2. Underline and write: Four months, sentence 5 3. Underline and write: For life, sentence 9


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Common Core Standards Plus® – Language Arts – Grade 1 Strand: Reading Informational Text Focus: Key Details Lesson: #2 Reading Informational Text Standard: RI.1.1: Ask and answer questions about key details in a text.

Key details answer who, what, when, where, why, and how questions. Directions: Read the passage. Read each question. Go back to the text to find the answer or clues to the answer. Underline your answer. Write your answer on the line provided.

1Puppies are born without teeth. 2They must drink their meals at first. 3When the puppies are four weeks old, 28 baby teeth come in. 4They are able to eat soft food. 5Their baby teeth fall out after four months. 642 brand new teeth come in. 7They like to chew everything! 8They can eat solid food. 9They keep those teeth for life.

Example: How many teeth does a puppy have when it is born?

___________________ teeth 1. How old are puppies when they get their baby teeth?

____________________________________________________

2. How old are the puppies when their baby teeth fall out?

____________________________________________________

3. How long do dogs keep their adult teeth? ____________________________________________________


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Common Core Standards Plus® – Language Arts – Grade 1 Strand: Reading Informational Text Focus: Main Topic and Key Details Lesson: #3 Reading Informational Text Standard: RI.1.2: Identify the main topic and retell key details of a text. Lesson Objective: Students will identify the main topic and retell key details.

Introduction: “Informational text gives us information about real people, places, or things. Informational text always has a main topic. The main topic is what the passage is about. Key details are important facts about the topic. Today we are going to practice identifying the topic and retelling key details in a passage.”

Instruction: “Sometimes we can find the topic by reading the title of a passage. Another way to find the topic is to ask the questions, What is this passage about? or, What is the subject of this passage?”

Guided Practice: “Look at the passage on your student page. Follow along as I read aloud. (Read the directions aloud to students.) While I am reading, listen for key details or important information about this passage. Let’s see if you can figure out the main topic of this passage. (Read aloud. Emphasize key details. Point out the number of times the author mentions the word carrot as a clue.) Now let’s answer the example question together: What is the topic of this passage? To find the topic, we ask ourselves, What (subject) is the author writing about? Let’s try to find one word for the topic. (Carrots) Let’s write carrots on the line. This informational passage is about carrots. Below questions 1, 2, and 3 is a graphic organizer. Write carrots in the topic box of the graphic organizer.”

Independent Practice: “Now you will answer the remaining questions on your own. Go back to the text to find your answers. Underline where you found the answers. Write the answers on the lines provided.” You may decide to guide your students through this part of the lesson, but the goal is to release them to work independently. Monitor students as they work.

Review: After a few minutes, review answers. Reinforce the questioning strategy for finding the key details and topic.

Closure: “When we are reading informational text, we can find the main topic by asking, What is this passage about? Remember we found the topic, carrots. We found key details by asking: who, what, when, where, how, and why.” Answers:

1. root vegetable (Key detail 1) 2. grow under the ground (Key detail 2) 3. ready to harvest in 58 days (Key detail 3)


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Common Core Standards Plus® – Language Arts – Grade 1 Strand: Reading Informational Text Focus: Main Topic and Key Details Lesson: #3 Reading Informational Text Standard: RI.1.2: Identify the main topic and retell key details of a text.

Directions: Read the passage with the teacher. Read each question. Find the answer in the passage and underline the answer. Write your answers in the boxes of the graphic organizer.

Carrots are a root vegetable. Carrot roots grow under the ground. They grow and grow. They are ready to pull in 58 days. Carrots are a fun root to eat.

Example: What is the topic of this passage?_______________ 1. What kind of vegetable is a carrot? ____________________

2. Where do carrots grow? ___________________________

3. When are carrots ready to harvest? ______________________

Key Detail 1 Key Detail 2 Key Detail 3

TOPIC


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Common Core Standards Plus® – Language Arts – Grade 1 Strand: Reading Informational Text Focus: Main Topic and Key Details Lesson: #4 Reading Informational Text Standard: RI.1.2: Identify the main topic and retell key details of a text. Lesson Objective: Students will identify the main topic and retell key details. Introduction: “Informational text gives us information about real people, places, or things. Informational text always has a main topic. The main topic is what the passage is about. Key details are important facts about the topic. Today we are going to practice identifying the topic and retelling key details in a passage.” Instruction: “Sometimes we can find the topic mentioned in the title of a passage. Another way to find the topic is to ask the questions, What is this passage about? or What is the subject of this passage?” Guided Practice: “Listen and follow along as I read aloud. While I am reading, listen for key details or important information about this passage. Remember key details tell us who, what, when, where, how, and why about the topic. Let’s see if you can figure out the main topic of this passage. (Read aloud. Emphasize key details. Point out how often the author says the word lizard eggs.) Now let’s try the example together: What is the topic of this passage? To find the topic, we ask ourselves, What (subject) is the author writing about? Let’s try to find one or two words for the topic. (Lizard eggs) Let’s write lizard eggs on the line next to the question. Now look at the graphic organizer. Let’s write lizard eggs in the topic box of the graphic organizer.” Independent Practice: “Now you will answer the remaining questions and find more key details in this passage. I will read each question with you. Then you will go back to the passage and underline the answers or clues to the answers. Write the correct answers in the graphic organizer.” Read the questions and possible answers to the students. If additional support is needed write the answers on the line and have them write the answers in the graphic organizer. Let them work independently whenever possible. Monitor students as they work. Prompt and praise. Review: After a few minutes, review answers with students. Closure: “When we are reading informational text, we can find the main topic by asking, What is this passage about? We can find key details by asking: who, what, when, where, and why.” Answers: 1. In the sand or rocks (Key detail 1)

2. No one (Key detail 2) 3. In 100 days (Key detail 3)


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Common Core Standards Plus® – Language Arts – Grade 1 Strand: Reading Informational Text Focus: Main Topic and Key Details Lesson: #4 Reading Informational Text Standard: RI.1.2: Identify the main topic and retell key details of a text.

Directions: Read the passage with the teacher. Find and underline the answers to the questions in the text. Write your answers in the boxes of the graphic organizer.

Some mother lizards lay their eggs in the sand or rocks. Then she will leave them alone. Some of the eggs will be eaten by animals. Some of the eggs will die from the cold. Some of the eggs will hatch into baby lizards in 100 days.

Example: What is the topic of this passage?____________________

1. Where does the mother lizard lay her eggs? ____________________

2. Who takes care of the baby lizard eggs? _______________________

3. How many days do the eggs take to hatch? ____________________

Key Detail 1 Key Detail 2 Key Detail 3

TOPIC


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Common Core Standards Plus® – Language Arts – Grade 1 Strand: Reading Informational Text Focus: Key Details and Main Topic Evaluation: #1

The weekly evaluation may be used in the following ways: As a formative assessment of the students’ progress. As an additional opportunity to reinforce the vocabulary, concepts, and

knowledge presented during the week of instruction.

Standard: RI.1.1 Ask and answer questions about key details in a text. RI.1.2 Identify the main topic and retell key details of a text. Procedure: Read the directions aloud and ensure that students understand how to respond to each item.

If you are using the weekly evaluation as a formative assessment, have the students complete the evaluation independently.

If you are using it to reinforce the week’s instruction, determine the items that will be completed as guided practice, and those that will be completed as independent practice.

Review: Review the correct answers with students as soon as they are finished. Answers: 1. (RI.1.2) B

2. (RI.1.1) 7 bones 3. (RI.1.1) 600 pounds 4. (RI.1.1) to reach plant leaves and fruit or to see if danger is

near


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Common Core Standards Plus® – Language Arts – Grade 1 Strand: Reading Informational Text Focus: Key Details and Main Topic Evaluation: #1

Directions: Read the passage. Listen for important information. Did you know that a giraffe’s neck has as many bones as our neck? A giraffe’s neck has seven bones. So do ours, but our neck bones are shorter than a giraffe’s. One giraffe neck bone can be ten inches long. Their long necks can weigh 600 pounds. Giraffes use their necks to reach leaves and fruits in tall trees. They can see if danger is near. A giraffe’s long neck has many uses.

Directions: Read each question and answer choices. Circle the letter next to the correct answer or write the answer on the lines provided. 1. What is the topic of this passage?

A. people necks B. giraffe necks C. bones D. leaves and fruit

2. How many bones are in a giraffe’s neck?

____________________________________________________

3. How much does a giraffe’s neck weigh?

____________________________________________________

4. Why does the giraffe have a long neck? ____________________________________________________


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Common Core Standards Plus® – Language Arts – Grade 1 Strand: Reading Informational Text Focus: Connections Lesson: #5 Reading Informational Text Standard: RI.1.3: Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Lesson Objective: Students will be able to describe the connection between pieces of information provided in the text.

Introduction: “We read informational books to learn about real people, places, and things. When we read books, we need to figure out how the author’s ideas are connected. Today we will focus on finding how pieces of information in a text are connected.”

Instruction: Project the student page. “To figure out how information is connected in a passage: First read the passage. Pay attention to information that tells you what the parts are, or how the parts are used.”

Guided Practice: “Follow along as I read the passage titled, The Parts of a Plant. You will answer questions about how the parts of the plant are connected. (Read aloud.) Let’s read the example aloud: What is the main idea of this passage? Let’s go back to the passage and find the main idea. Sentence 1 says: A plant has many useful parts. This passage is about the useful parts of a plant. Underline sentence 1. Now return to the question and write the words plant and parts on the blank lines. What part of the plant connects the roots to the leaves? Let’s reread sentence 4 to find the answer. (Stems) Now write the answer on the line.”

Independent Practice: “Follow along as I read the directions.” Read the directions aloud.

Review: Review answers.

Closure: “Today we learned how to find connections between ideas while we are reading.”

Answers:

1. For example 2. roots 3. stem 4. what the parts are or how the parts are used


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The Parts of a Plant

1A plant has many useful parts. 2Most plants have roots, stems, leaves, flowers, and seeds. 3Roots store water and nutrients the plant needs to grow. 4Stems carry water and nutrients from the roots to the leaves. 5Leaves make the food for all of the parts of the plant. 6Flowers are important in making seeds to create more plants.

Example: What is the main idea of this passage? The main idea is that a

/////////// has many useful ///////////.

Directions: Read each question. Go back to the passage and underline the answers to each question. Write the answers on the blank lines.

1. What part of the plant connects the roots to the leaves?

///////////////////////////////////.

2. Sentence 3 tells about the /////////// of a plant.

3. Sentence 4 is about why /////////// are important.

4. How is the idea in sentence 5 connected to the ideas in the rest of

the text? The ideas are connected because ///////////

///////////////////////////////////.

roots

stem

leaves flower


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Lesson Objective: Students will tell how people are connected. Introduction: “When we read books, we must be detectives and find connections (links) between ideas. Today we will find connections between people in a text.” Instruction: “Finding connections when we read helps us understand what we are reading a little better. Today we will read a passage bout different people who work in a community. Look at the top of your page. There are pictures of people doing different jobs. (Or pictures of the tools that these people need to do their job.) What jobs do you see?” (Police officer, doctor, mailman.) Guided Practice: “Follow along as I read a passage called Community Helpers. We will be looking for connections between these people. Let’s read the example question, “What do all of these people have in common? Let’s reread sentence one and underline the answer. (help the community) Write, They help on the blank line.” Independent Practice: “Follow along as I read the directions.” Read the directions aloud. Then read the questions and give students time to underline and write the answer. Review: Review answers. Closure: “Today we learned how to find connections between people. Can you think of another community helper?” Answers:

1. doctor, nurse, or dentist 2. firefighter or police officer 3. teacher, mail carrier, or maintenance worker


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Community Helpers 1There are many people who help the community, but do very different jobs. 2Firefighters and police officers help keep the community safe. 3Firefighters put out fires. 4Police officers prevent crimes and make sure that people in the community follow the rules and laws. 5There are community helpers who keep people healthy, such as doctors, nurses, and dentists. 6Other community helpers may teach children, deliver mail, or fix the roads and sidewalks. 7Can you think of a helper in your community? Example: What do all of these people have in common?

þþþþþþþþþþþþþþþþþþþþþþþþ Directions: Read each question. Go back to the passage and underline the answer. Write the answer on the blank line.

1. A community helper who keeps us healthy is þþþþþþþþ

2. A community helper who keeps us safe is þþþþþþþþþþ

3. Another community helper listed in this text is þþþþþþþþ


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Lesson Objective: Students will describe how events are connected. Introduction: “When we are reading, we must be detectives and find connections (links) between ideas. Today we will practice finding connections between events.” Instruction: “Good readers try to find connections. Event connections are when the text tells you how to do something in order, or how one thing caused another thing to happen. What could happen if you play with a ball inside of the house? Turn and talk to your partner. (Something could get broken, or you could get in trouble.) What event might happen if your team has a great game and scores a lot of goals? Turn and talk to your partner. (Your team could win.) Look at the top of your page. Sometimes the author will use clue words to let the reader know the events happened in a specific order. Read the clue words with me.” Read the clue words aloud to students. Guided Practice: “Now let’s practice identifying events that are connected. Follow along as I read the passage, How to Grow Peas. Listen for key details and clue words. (As you read aloud, point out key details and emphasize clue words. Choral read with students.) Look at the example. It says, This passage is about ___. Let’s go back to the passage and find the main idea. What is this passage about? Let’s underline the title and sentence 1. Now write the title, How to Grow Peas, on the blank.” Independent Practice: “You will answer the next four questions on your own.” Review the directions. Read the questions aloud and give students time to write. Monitor, prompt, and praise students. Closure: “Today we learned how to describe another type of connection between ideas in informational books. How can you tell when ideas are In Order?”

Answers:

1. first, second, third, then, or finally 2. 2 3. The peas will not grow, or the peas will die.


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Clue Words: first, next, then, finally, or first, second, third

How to Grow Peas

1It is easy to grow pea plants. 2First, find a sunny spot and dig a hole in dirt. 3Second, put a few seeds in the hole. 4Third, cover the seeds with dirt. 5Then, water the dirt-covered seeds. 6Finally, water the seeds every day and watch the peas sprout through the ground. 7The peas will be ready to be picked in about 60 days.

Example: This passage is about ____________________________ Directions: Read each question. Go back to the passage and underline the answers to each question. Write the answers on the blank lines.

1. Write three clue words found in this passage. ________________ ________________ ________________.

2. Write the number of the sentence that tells you what to do first. ___________________________________________________

3. What event could happen if the peas do not get any water? The peas will _________________________________________.


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Common Core Standards Plus® – Language Arts – Grade 1 Strand: Reading Informational Text Focus: Connections Lesson: #8 Reading Informational Text Standard: RI.1.3: Describe the connection between two individuals, events, ideas, or pieces of information in a text. Lesson Objective: Students will find a connection between ideas that are a problem and a solution. Introduction: “When we are reading informational text, we must be detectives and find connections (links) between ideas. Today we will practice finding connections between ideas that present a Problem and Solution.” Instruction: “Sometimes an author will write about a problem or puzzle that needs to be solved. The author may also suggest how to solve or fix the problem. This connection is called Problem-Solution. Let’s read the Clue Words aloud. Authors use words that signal to the reader that there may be a problem and solution in the passage. Look at the examples. We can find the problem and solution connection by: reading the passage (You might have to read it several times.), paying attention to the main idea and key details, finding clue words, and connecting the main idea, details, and clue words. If the information tells you there is a problem and a solution, the ideas are connected by being a problem and a solution.”

Guided Practice: “Now let’s practice identifying ideas that are connected in a Problem-Solution. Follow along as I read the passage. Remind students to listen for key details and clue words. As you read aloud, point out key details and emphasize clue words. Let’s read the example question. The question says, What is the problem in this passage? Let’s go back to the passage and find the problem. Reread the title and the first sentence. Look, the title and sentence 1 say, Plastic rings cause problems for ocean animals. Let’s underline the title and sentence 1. Now write the title/first sentence on the blank line.” Independent Practice: “You will answer the next four questions on your own.” Review the directions. Read the questions aloud and give students time to write. Monitor, prompt, and praise students. Closure: “Today we learned how to find connections between ideas in informational text. How can you tell when the connection between ideas is a problem and solution connection?”

Answers:

1. problem, solve 2. 1 3. 6 4. problem, solution


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Clue Words for Problems: problem, trouble, unfortunately Clue Words for Solutions: so, solution, solve, fix

Directions: Read the following passage with your teacher. Read each question. Go back to the passage and circle the answers to each question. Write the answers on the blank lines.

Plastic Rings Cause Problems for Ocean Animals 1Plastic rings cause problems for animals that live and play in the ocean. 2Some animals, like dolphins and turtles, get trapped in the plastic rings. 3They cannot swim or eat. 4Some animals eat the plastic, thinking it is food. 5Some ocean animals are cut by the plastic. 6We can solve the problem by recycling plastic rings instead of throwing them in the ocean.

Example: What is the problem in this passage? The problem is ______ _______________________________________________________ 1. The clue words in this passage are _________________________

2. Write the number of the sentence that tells you the problem. _____ 3. Write the number of the sentence that tells you how to solve the

problem. ____ 4. How is the idea in sentence 1 connected to the idea in sentence 6?

The ideas are connected because sentence 1 is a______________ and sentence 6 is a _________________.


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Common Core Standards Plus® – Language Arts – Grade 1 Strand: Reading Informational Text Focus: Describing Connections Evaluation: #2 The weekly evaluation may be used in the following ways:

As a formative assessment of the students’ progress. As an additional opportunity to reinforce the vocabulary, concepts, and

knowledge presented during the week of instruction.

Standard: RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. Procedure: Read the directions aloud and ensure that students understand how to respond to each item. Read the passage aloud to students.

If you are using the weekly evaluation as a formative assessment, have the students complete the evaluation independently.

If you are using it to reinforce the week’s instruction, determine the items that will be completed as guided practice, and those that will be completed as independent practice.

Review: Review the correct answers with students as soon as they are finished. Answers: 1. (RI.1.3) 1

2. (RI.1.3) 4 3. (RI.1.3) 5 4. (RI.1.3) Answers may vary. People who sell food, people who

sell souvenirs, characters, gardeners.


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Common Core Standards Plus® – Language Arts – Grade 1 Strand: Reading Informational Text Focus: Describing Connections Evaluation: #2

Directions: Read the following passage with your teacher. Circle the clue words. Choose a word from the following word bank that tells how the ideas are connected. Write your answers on the blank lines.

Types of Connections Word Bank Problem-Solution Events

People

Working at an Amusement Park

1It takes a lot of different people to help an amusement park run

smoothly. 2Some people sell tickets, other people run the rides. 3Some people take out the trash and keep the park clean and others

maintain the rides so they are safe. 4When a ride stops working the

maintenance workers shut it down. 5They work until they fix the

problem and reopen the ride. 6It takes a lot of people working

different jobs to run an amusement park.

1. Sentence number ____________ describes a connection between

people who work in an amusement park.

2. Sentence number _______________ describes a problem.

3. Sentence number _______________ describes a solution.

4. What is another job at an amusement park?

__________________________________________________

__________________________________________________


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Standard Reference: RI.1.1: Ask and answer questions about key details in a text. RI.1.2: Identify the main topic and retell key details of a text. RI.1.3: Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Required Student Materials: • Student Pages: St. Ed. Pgs. 203-206 (Student Worksheets)• Pencil• Lined paper• Chart paper for K-W-L, available resources

Common Core Standards Plus® – Language Arts – Grade 1Performance Task #11 – Strand: Reading Informational Text

Lesson Objective: The students will listen to information about turtles and tortoises. Students will ask and answer questions about turtles and tortoises to clarify information. Students will identify the topic and retell key details about turtles and tortoises. Students will answer questions to retell key details.

Overview: Students will review all the content addressed in Common Core Standards Plus Reading Informational Text Lessons 1-8, E1-E2.

Students will:• Listen to information about turtles and tortoises. • Ask and answer questions about the topic to clarify information.• Provide information for a K-W-L chart.• Provide information for a Venn diagram.• Use details from the information to answer questions.

Guided Practice: (Required Student Materials: St. Ed. Pgs. 203-206)* Students may need extensive modeling throughout lesson.* Important vocabulary words are highlighted and underlined. Prior to reading, review the vocabulary with students.

• Review main topic and key details.• Model how to ask and answer information questions. • Review how to connect two different pieces of information in the text using the Venn Diagram.

Independent Practice: (Required Student Materials: St. Ed. Pgs. 203-206) *The entire lesson may be done as guided practice.

• Review directions to students.• Review how to use the information to answer questions.• Remind students to use complete sentences to answer questions.• Remind students to use correct capitalization, punctuation, and spelling in sentences.

Review & Evaluation: • Option 1: Teacher monitors students for their ability to ask and answer questions about informational

text.• Option 2: Teacher collects students’ work and evaluates students’ ability to use details from the text

to answer and write the answers to questions.


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- Teacher Lesson Plan

Teacher Note: Use these directions to complete the first part of a lesson. Directions: Part I: Follow the teacher directions below:

1. Tell students they are going to listen to an informational text about turtles and tortoises.

2. Ask the students for their questions about turtles and tortoises. 3. Record students’ questions on a K-‐W-‐L chart. 4. Read the informational text about turtles and tortoises.

a. Students have a copy of the Turtles and Tortoises text. b. Project the text so students can follow along as you read it.

5. Next, lead a discussion about the facts you learned about turtles and tortoises.

a. Possible questions: i. What is the main topic of the text? ii. Why do turtles and tortoises have shells? iii. What is the difference between a turtle and a tortoise? iv. Where do turtles and tortoises lay their eggs? v. How does a turtle or tortoise break out of its shell? vi. How long do turtles and tortoises live? vii. What is the largest turtle? What is the smallest tortoise? viii. What types of foods do turtles and tortoises eat? ix. Where do turtles and tortoises live?

6. Tell students you will record the information (details) on a Venn diagram (attached).


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Reptiles Turtles Tortoises


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Turtles and Tortoises

Turtles and Tortoises are Reptiles

All turtles and tortoises are reptiles. There are many types of turtles and tortoises. Turtle is the name we commonly use, but turtles that live on land are acutally tortoises. Turtles and tortoises are the only reptiles that have a hard shell to protect them and no teeth. Tortoises live on land, while turtles live in fresh water or saltwater. Tortoises live on land and can swim, and turtles that live in the water can breathe air. Turtles that live in the water have flippers and tortoises that live on land have feet. Turtles and tortoises are different, but they are both reptiles!

Turtle and Tortoise Eggs

All turtles and tortoises lay their eggs on land. The female turtle or tortoise lays her eggs on land and then covers them with leaves and sand or soil to protect them. They lay 1 to 200 eggs and the eggs are called a clutch. The eggs are left by themselves. The eggs hatch in a few weeks. The hatchlings use an egg tooth to break out of their shells. Once the eggs hatch, the hatchlings find their way to food by themselves. Turtles and tortoises are probably the longest living animals: turtles can live 50 years or more, while some tortoises live 150 years or more.

A tortoise has feet.

A turtle has flippers.



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Turtle and Tortoise Size

Full-‐grown turtles and tortoises also vary in size. The leatherback turtle is the largest turtle in the world. It can weigh 1,500 pounds and grow to be 9 feet long. The leatherback turtle lives in the ocean and has the largest flippers of any sea turtle. The world’s smallest tortoise is the speckled padloper. It is only 4 inches long when fully grown. The speckled padloper tortoise gets its name from the black spots that cover its shell. It lives in South Africa, a country in Africa. Unlike people, turtles continue to grow their entire lives, although they grow more slowly after 5 or 10 years.

Turtle and Tortoise Diet

Turtles and tortoises eat a variety of foods. Most turtles and tortoises are omnivorous because they eat plants and animals. Turtles and tortoises that are omnivorous eat plants, fish, snails, worms, and insects. Some turtles and tortoises are herbivores and eat only plants like grasses, leafy plants, flowers, fruits, and even cactus. Turtles and tortoises can eat a lot of food at one time, but they can also go for weeks without eating anything at all!

Turtle and Tortoise Habitat

Turtles will live in almost any climate warm enough to let them lay and hatch their eggs. Since turtles and tortoises are cold-‐blooded reptiles, they cannot live in places that are cold all year long. Turtles and tortoises live on every continent except Antarctica. Turtles have even been seen swimming under the ice in the Great Lakes! Tortoises live in hot, dry places and use their strong front legs to dig burrows. When it gets too hot, they slip underground where it is cooler.

Ending Question

Do you think you would like to be a turtle living in the water or a tortoise living on the land?


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Directions: Part II: Use the facts and details in Turtles and Tortoises information and the Venn diagram to answer the question.

1. How are turtles and tortoises alike and how are they different? Use

complete sentences to write your answer. Remember to use the details from the text and the Venn diagram. Include at least three (3) details from the text.

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Read

ing Foun

datio

nal Skills

(Reading

Fou

ndationa

l Skills: Stan

dards R

F.1.1a, R

F.1.2a

‐d, R

F.1.3a

‐g)

1 Features of a Sentence

RF.1.1a: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

3

2 Features of a Sentence 4



E1 Evaluation – Features of a Sentence 7

P1 Performance Lesson – Reading Foundational Skills – Sentences (RF.1.1a) 9

5 Vowel Sounds RF.1.2a: Distinguish long from short vowel sounds in spoken single‐syllable words.

10

6 Vowel Sounds 11

7 Oral Blending RF.1.2b: Orally produce single‐syllable words by blending sounds (phonemes), including consonant blends.

12

8 Oral Blending 13

E2 Evaluation – Vowel Sounds and Oral Blending

RF.1.2a, RF.1.2b 14

9 Initial Sound RF.1.2c: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single‐syllable words.

15

10 Final Sound 16

11 Medial Vowel Sound 17

12 Segmenting Spoken Words RF.1.2d: Segment single‐syllable words into their complete sequence of individual sounds (phonemes).

18

E3 Evaluation – Segment Single‐Syllable Words RF.1.2c, RF.1.2d 19

P2 Performance Lesson – Reading Foundational Skills – Sound It Out! (RF.1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d) 21

13 Consonant Digraphs RF.1.3a: Know the spelling‐sound correspondences for common consonant digraphs.

23

14 Consonant Digraphs 24

15 Regularly Spelled One‐Syllable Words RF.1.3b: Decode regularly spelled one‐syllable words.

25

16 Regularly Spelled One‐Syllable Words 26

E4 Evaluation – Decode and Spell One‐Syllable Words

RF.1.3a, RF.1.3b 27

17 Final –e RF.1.3c: Know final –e and common vowel team conventions for representing long vowel sounds.

29

18 Common Long Vowel Teams 30

19 Common Long Vowel Teams 31

20 Syllables in Printed Words

RF.1.3d: Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

32

E5 Evaluation – Vowel Teams and Vowels in Syllables

RF1.3c, RF.1.3d33

Common Core Standards Plus - LA Grade 1 Lesson Index




Read

ing Foun

datio

nal Skills

(Reading

Fou

ndationa

l Skills Stand

ards: RF

.1.1a, RF.1.2a

‐d, R

F.1.3a

‐g)

21 Decoding Two‐Syllable Words RF.1.3e: Decode two‐syllable words following basic patterns by breaking the words into syllables.

35

22 Inflectional Ending ‐ed RF.1.3f: Read words with inflectional endings.

36

23 Inflectional Ending ‐ing 37

24 Inflectional Ending ‐s 38

E6 Evaluation – Two‐Syllable Words and Inflectional Endings

RF.1.3e, RF.1.3f 39

25 Irregularly Spelled Words

RF.1.3g: Recognize and read grade‐appropriate irregularly spelled words.

41

26 Irregularly Spelled Words 42



E7 Evaluation – Irregularly Spelled Words 45

P3 Performance Lesson – Reading Foundational Skills –Words, Words, Words (RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3d, RF.1.3e, RF.1.3f, RF.1.3g) 47‐48

Capitalization

(Lan

guage Stan

dard L.1.2a)

1 Names

L.1.2a: Capitalize dates and names of people.

49

2 Names 50

3 Dates 51

4 Dates 52

E1 Evaluation‐Names and Dates 53

Punctuation

(Lan

guage Stan

dards: L.1.2b‐c)

1 End Punctuation L.1.2b: Use end punctuation for sentences.

55

2 End Punctuation 56

3 Commas in a Series L.1.2c: Use commas in dates and to separate single words in a series.

57

4 Commas in Dates 58

E1 Evaluation – End Punctuation, Commas L.1.2b, L.1.2c 59

Spellin

g (Lan

guage Stan

dards:

L.1.2d

‐e)

1 Spell Untaught Words Phonetically

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

61

2 Spell Untaught Words Phonetically 62



E1 Evaluation – Spell Untaught Words Phonetically 65


31www.standardsplus.org - 1.877.505.9152 © 2013 Learning Plus Associates



Spellin

g (Lan

guage Stan

dards: L.1.2d‐e)

5 Common Spelling Patterns & Irregular Words

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

67

6 Common Spelling Patterns & Irregular Words 68



E2 Evaluation – Common Spelling Patterns and Irregular Words 71

P4 Performance Lesson – Capitalization/Punctuation –Writing Correct Sentences (L.1.2, L.1.2a, L.1.2b, L.1.2c, L.1.2d, L.1.2e) 73

Gram

mar and

Usage

(Lan

guage Stan

dards: L.1.1b‐j)

1 Common Nouns

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

74

2 Proper Nouns 75

3 Possessive Nouns 76

4 Nouns – Common, Proper, and Possessive 77

E1 Evaluation – Common, Proper, and Possessive 78

5 Nouns and Verbs

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

79

6 Plural Nouns 80

7 Noun and Verb Agreement 81

8 Noun and Verb Agreement 82

E2 Evaluations – Nouns and Verbs 83

9 Personal Pronouns

L.1.1d: Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

85

10 Possessive Pronouns 86

11 Indefinite Pronouns 87

12 Personal, Possessive, and Indefinite Pronouns 88

E3 Evaluation – Personal, Possessive, and Indefinite Pronouns 89

13 Verbs – Past, Present, and Future Tense

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).

91

14 Verbs – Past, Present, and Future Tense 92



E4 Evaluation – Verbs – Past, Present, and Future Tense 95





Gram

mar and

Usage

(Lan

guage Stan

dards: L.1.1b‐j)

17 Adjectives L.1.1f: Use frequently occurring adjectives.

97

18 Adjectives 98

19 Conjunctions L.1.1g: Use frequently occurring conjunctions (e.g., and, but, or, so, because).

99

20 Conjunctions 100

E5 Evaluation – Adjectives and Conjunctions L.1.1f, L.1.1g 101

21 Articles L.1.1h: Use determiners (e.g., articles, demonstratives).

103

22 Demonstratives 104

23 Prepositions L.1.1i: Use frequently occurring prepositions (e.g., during, beyond, toward).

105

24 Prepositions 106

E6 Evaluation – Determiners and Prepositions L.1.1h, L.1.1i 107

P5 Performance Lesson – Grammar and Usage – Parts of Speech (L.1.1, L.1.1a, L.1.1b, L.1.1c, L.1.1d, L.1.1e, L.1.1f, L.1.1g, L.1.1h, L.1.1i) 109‐112

25 Simple and Compound Declarative Sentences

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

113

26 Simple Interrogative Sentences 114

27 Simple and Compound Imperative Sentences 115

28 Simple and Compound Exclamatory Sentences 116

E7 Evaluation – Sentence Types 117

P6 Performance Lesson – Grammar and Usage – What’s Your Type? (L.1.1j) 119‐120

Integrated Project #1: Rules Every First Grader Should Know (RF.1.1, RF.1.1a, RF1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3d, RF.1.3e, RF.1.3f, RF.1.3g, W.1.7, SL.1.1, SL.1.4, SL.1.5, L.1.1, L.1.1a, L.1.1b, L.1.1c, L.1.1d, L.1.1e, L.1.1f, L.1.1g, L.1.1h, L.1.1i, L.1.1j, L.1.2, L.1.2a, L.1.2b, L.1.2c, L.1.2d, L.1.2e, L.1.6)

121‐125

Prerequisite Common Core Standards Plus Strands: Reading Foundational Skills, Capitalization, Punctuation, Spelling, and Grammar & Usage

Product: The class will work together to make a book of reading, writing, and speaking rules.

Overview: In this project, the students will work in groups and as a whole class to create a book of the rules for reading, writing, and speaking that are expected of first grade students. Since this is a learning activity, all components will be completed in class.



Gram

mar and

Usage

(Lan

guage Stan

dards: L.1.1b‐j)

17 Adjectives L.1.1f: Use frequently occurring adjectives.

97

18 Adjectives 98

19 Conjunctions L.1.1g: Use frequently occurring conjunctions (e.g., and, but, or, so, because).

99

20 Conjunctions 100

E5 Evaluation – Adjectives and Conjunctions L.1.1f, L.1.1g 101

21 Articles L.1.1h: Use determiners (e.g., articles, demonstratives).

103

22 Demonstratives 104

23 Prepositions L.1.1i: Use frequently occurring prepositions (e.g., during, beyond, toward).

105

24 Prepositions 106

E6 Evaluation – Determiners and Prepositions L.1.1h, L.1.1i 107

P5 Performance Lesson – Grammar and Usage – Parts of Speech (L.1.1, L.1.1a, L.1.1b, L.1.1c, L.1.1d, L.1.1e, L.1.1f, L.1.1g, L.1.1h, L.1.1i) 109‐112

25 Simple and Compound Declarative Sentences

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

113

26 Simple Interrogative Sentences 114

27 Simple and Compound Imperative Sentences 115

28 Simple and Compound Exclamatory Sentences 116

E7 Evaluation – Sentence Types 117

P6 Performance Lesson – Grammar and Usage – What’s Your Type? (L.1.1j) 119‐120

Integrated Project #1: Rules Every First Grader Should Know (RF.1.1, RF.1.1a, RF1.2, RF.1.2a, RF.1.2b, RF.1.2c, RF.1.2d, RF.1.3, RF.1.3a, RF.1.3b, RF.1.3c, RF.1.3d, RF.1.3e, RF.1.3f, RF.1.3g, W.1.7, SL.1.1, SL.1.4, SL.1.5, L.1.1, L.1.1a, L.1.1b, L.1.1c, L.1.1d, L.1.1e, L.1.1f, L.1.1g, L.1.1h, L.1.1i, L.1.1j, L.1.2, L.1.2a, L.1.2b, L.1.2c, L.1.2d, L.1.2e, L.1.6)

121‐125

Prerequisite Common Core Standards Plus Strands: Reading Foundational Skills, Capitalization, Punctuation, Spelling, and Grammar & Usage

Product: The class will work together to make a book of reading, writing, and speaking rules.

Overview: In this project, the students will work in groups and as a whole class to create a book of the rules for reading, writing, and speaking that are expected of first grade students. Since this is a learning activity, all components will be completed in class.





Vocabu

lary Acquisitio

n an

d Use

(Lan

guage Stan

dards: L.1.4a‐c, L.1.5a‐d)

1 Use Context for Meaning

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

126

2 Use Context for Meaning 127



E1 Evaluation – Use Context for Meaning 130

5 Affixes as Clues for Word Meaning L.1.4b: Use frequently occurring affixes as a clue to the meaning of a word.

131

6 Affixes as Clues for Word Meaning 132

7 Identify Root Words: Inflectional Form L.1.4c: Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

133

8 Identify Root Words: Inflectional Form 134

E2 Evaluation – Affixes and Root Words L.1.4b, L.1.4c 135

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

137

10 Sort Words into Categories 138

11 Define Words by Categories and Attributes L.1.5.b: 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).

139

12 Define Words by Categories and Attributes 140

E3 Evaluation – Categories and Attributes of Words

L.1.5a, L.1.5b 141

13 Identify Real‐Life Connections L.1.5c: Identify real‐life connections between words and their use (e.g., note places at home that are cozy).

143

14 Identify Real‐Life Connections 144

15 Distinguish Shades of Meaning‐Verbs L.1.5d: Distinguish shades of meaning among verbs differing in manner (e.g., look, peek,…) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

145

16 Distinguish Shades of Meaning‐Adjectives 146

E4 Evaluation – Identify Real‐Life Connections & Shades of Meaning L.1.5c, L.1.5.d 147

P7 Performance Lesson – Vocabulary Acquisition and Use –What Does It Mean? (L.1.4, L.1.4a, L.1.4b, L.1.4c, L.1.5, L.1.5a, L.1.5b, L.1.5c, L.1.5d) 149‐151

Read

ing Literature

(Reading

Lite

rature Stand

ards:

RL.1.1‐RL.1.7, RL.1.9)

1 Key Details RL.1.1: Ask and answer questions about key details in a text.

152

2 Key Details 153

3 Key Details and Central Message RL.1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.

154

4 Key Details and Central Message 155

E1 Evaluation – Key Details and Central Message RL.1.1, RL.1.2 156





Read

ing Literature

(Reading

Lite

rature Stand

ards: RL.1.1‐RL.1.7, RL.1.9)

5 Character, Setting, Major Events RL.1.3: Describe characters, settings, and major events in a story, using key details.

157

6 Character, Setting, Major Events 158

7 Sensory Language RL.1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

159

8 Sensory Language 160

E2 Evaluation – Character, Setting, Major Events, and Sensory Language

RL.1.3, RL.1.4 161

9 Differences Between Narrative and Informational 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.

163

10 Differences Between Narrative and Informational Text 164

11 Differences Between Narrative and Informational Text RL.1.6: Identify who is telling the story

at various points in the text.

165


E3 Evaluation – Narrative and Informational Text RL.1.5, RL.1.6 167

P8 Performance Lesson – All About Stories (RL.1.1, RL.1.2, RL.1.3, RL.1.4, RL.1.5, RL.1.6) 169

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

171

14 Illustrations and Details 172

15 Compare and Contrast Characters RL.1.9: Compare and contrast the adventures and experiences of characters in stories.

173

16 Compare and Contrast Characters 174

E4 Evaluation – Features of Literature RL.1.7, RL.1.9 175

P9 Performance Lesson – Character Study (RL.1.7, RL.1.9) 177‐181

Writing –

Narrativ

e (W

riting Stan

dards: W

.1.3) 1 Characters and Setting 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.

182

2 Adding Events 183

3 Time Order Words 184

4 Narrative 185

E1 Evaluation – Narrative Writing 186

P10 Performance Lesson – Write a Story (W.1.3) 187‐188

Integrated Project #2: Who’s That? (RL.1.1, RL.1.2, RL.1.3, RL.1.4, RL.1.5, RL.1.6, RL.1.7, RL.1.9, W.1.3, W.1.5, SL.1.1, SL.1.2, SL.1.3, SL.1.4, SL.1.5, L.1.1, L.1.2, L.1.4, L.1.4a, L.1.4b, L.1.4c, L.1.5, L.1.5a, L.1.5b, L.1.5c, L.1.5d, L.1.6)

189‐190

Prerequisite Common Core Standards Plus Strands: Vocabulary Acquisition and Use, Reading Literature, and Writing Narrative

Product: A description and illustration of their favorite book character.

Overview: In this project, the students will write a description of their favorite book character. They will each provide an illustration of the character and share their descriptions and illustrations in small groups. Since this is a learning activity, all components will be completed in class.



Read

ing Literature

(Reading

Lite

rature Stand

ards: RL.1.1‐RL.1.7, RL.1.9)

5 Character, Setting, Major Events RL.1.3: Describe characters, settings, and major events in a story, using key details.

157

6 Character, Setting, Major Events 158

7 Sensory Language RL.1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

159

8 Sensory Language 160

E2 Evaluation – Character, Setting, Major Events, and Sensory Language

RL.1.3, RL.1.4 161

9 Differences Between Narrative and Informational 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.

163


11 Differences Between Narrative and Informational Text RL.1.6: Identify who is telling the story

at various points in the text.

165


E3 Evaluation – Narrative and Informational Text RL.1.5, RL.1.6 167

P8 Performance Lesson – All About Stories (RL.1.1, RL.1.2, RL.1.3, RL.1.4, RL.1.5, RL.1.6) 169

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

171

14 Illustrations and Details 172

15 Compare and Contrast Characters RL.1.9: Compare and contrast the adventures and experiences of characters in stories.

173

16 Compare and Contrast Characters 174

E4 Evaluation – Features of Literature RL.1.7, RL.1.9 175

P9 Performance Lesson – Character Study (RL.1.7, RL.1.9) 177‐181

Writing –

Narrativ

e (W

riting Stan

dards: W

.1.3) 1 Characters and Setting 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.

182

2 Adding Events 183

3 Time Order Words 184

4 Narrative 185

E1 Evaluation – Narrative Writing 186

P10 Performance Lesson – Write a Story (W.1.3) 187‐188

Integrated Project #2: Who’s That? (RL.1.1, RL.1.2, RL.1.3, RL.1.4, RL.1.5, RL.1.6, RL.1.7, RL.1.9, W.1.3, W.1.5, SL.1.1, SL.1.2, SL.1.3, SL.1.4, SL.1.5, L.1.1, L.1.2, L.1.4, L.1.4a, L.1.4b, L.1.4c, L.1.5, L.1.5a, L.1.5b, L.1.5c, L.1.5d, L.1.6)

189‐190

Prerequisite Common Core Standards Plus Strands: Vocabulary Acquisition and Use, Reading Literature, and Writing Narrative

Product: A description and illustration of their favorite book character.

Overview: In this project, the students will write a description of their favorite book character. They will each provide an illustration of the character and share their descriptions and illustrations in small groups. Since this is a learning activity, all components will be completed in class.





Read

ing Inform

ationa

l Text

(Reading

Inform

ationa

l Text S

tand


.9)


191

2 Key Details 192


193



5 Connections


197

6 Connections 198

7 Connections 199

8 Connections 200




207



209




213


214

15 Key Details 215




219



221




225‐227





Writing

(Writing Stan

dards: W

.1.1 – W

.1.2)

1 Informative/Explanatory Writing

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

229

2 Topic Sentence 230

3 Key Details or Facts 231

4 Closing Statement 232

E1 Evaluation – Informative/Explanatory Writing 233

P13 Performance Lesson – Teach Me (W.1.2) 235‐238

5 Characteristics of Opinion Writing W.1.1: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

239

6 Opinion Statement 240

7 Reasons 241


E2 Evaluation – Writing Opinion Pieces 243

P14 Performance Lesson – What Do You Think? (W.1.3) 245‐246

Integrated Project #3: In the Library (RI.1.1, RI.1.2, RI.1.3, RI.1.4, RI.1.5, RI.1.6, RI.1.7, RI.1.8, RI.1.9, RI.1.10, W.1.1, W.1.2, W.1.5, W.1.6, W.1.8, SL.1.1, SL.1.4, SL.1.5, SL.1.6, L.1.1, L.1.2, L.1.6)

247

Prerequisite Common Core Standards Plus Strands: Reading Informational Text, Writing Informative‐Explanatory, and Writing Opinion

Product: A poster of a library with all of the parts labeled, and two or more sentences telling why the library is important. They will present their posters and sentences to the class.

Overview: In this project, the students will design and draw a picture of a library. They will label the parts of the library (books, shelves, tables, computers, etc.). They will write two or more opinion sentences that tell why the library is important. They will present their posters and sentences to the class. Since this is a learning activity, all components will be completed in class.


Strand Lesson Focus Standard(s) Student Page Writing

(Writing Stan

dards: W

.1.1 – W

.1.2)

1 Informative/Explanatory Writing

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

229

2 Topic Sentence 230

3 Key Details or Facts 231


E1 Evaluation – Informative/Explanatory Writing 233

P13 Performance Lesson – Teach Me (W.1.2) 235‐238

5 Characteristics of Opinion Writing W.1.1: Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

239

6 Opinion Statement 240

7 Reasons 241


E2 Evaluation – Writing Opinion Pieces 243

P14 Performance Lesson – What Do You Think? (W.1.3) 245‐246

Integrated Project #3: In the Library (RI.1.1, RI.1.2, RI.1.3, RI.1.4, RI.1.5, RI.1.6, RI.1.7, RI.1.8, RI.1.9, RI.1.10, W.1.1, W.1.2, W.1.5, W.1.6, W.1.8, SL.1.1, SL.1.4, SL.1.5, SL.1.6, L.1.1, L.1.2, L.1.6)

247

Prerequisite Common Core Standards Plus Strands: Reading Informational Text, Writing Informative‐Explanatory, and Writing Opinion

Product: A poster of a library with all of the parts labeled, and two or more sentences telling why the library is important. They will present their posters and sentences to the class.

Overview: In this project, the students will design and draw a picture of a library. They will label the parts of the library (books, shelves, tables, computers, etc.). They will write two or more opinion sentences that tell why the library is important. They will present their posters and sentences to the class. Since this is a learning activity, all components will be completed in class.



GOAL OF ENGLISH LEARNER INSTRUCTIONEL students are able to listen, speak, read, write English and demonstrate that they have learned the content and skills necessary to be successful in advanced learning and in larger society.

EL students must receive core curriculum instruction with appropriate support. Standards PLUS provides that support

How Standards Plus Lessons Support EL Instruction

TEACHER SUPPORT• Lessons are brief, easy to teach, academic standards-based lessons• Lessons instruct, guide/model and monitor student learning• Explicitly teaches content-based academic language in every lesson• Provides multiple opportunities to teach each standard

Models embedded EL Strategies for: • Listening and speaking • Writing • Written and oral English-language • Conventions • Reading: (word analysis, vocabulary development, comprehension, literary response and analysis) • Provides equal opportunities to maximize student learning through participation and interaction • Monitors student learning through built-in checks for understanding

STUDENT SUPPORT• Provides multiple opportunities to learn each standard• Learns and uses academic language that supports content standards

Practices and learns skills and strategies that foster English Language Development for: • Listening and speaking • Writing • Written and oral English-language conventions • Reading: (word analysis, vocabulary development, comprehension, literary response and analysis) • Has multiple, meaningful opportunities for engagement and interaction • Learns and practices test-taking strategies using technology.

Standards PLUS lessons assure equal access for all students by explicitly teaching and applying both ELA and Math standards along with communication skills, strategies and conventions that meet the goal of EL Instruction.

Standards PLUS Lessons Support EL Instruction

1.877.505.9152 www.standardsplus.org

www.standardsplus.org | 1•877•505•9152

Standards Plus Supplemental Materials have been independently reviewed and verified for alignment

to the California Standards by learninglist.com.

Standards Plus is a perfect fit for California Schools

Standards Plus has a proven record of closing achievement gaps in districts throughout California.

Standards Plus Materials Benefit English Learners:

• By explicitly targeting the standards

• Emphasizing academic vocabulary

• Accelerating language development

• Providing immediate feedback to students

• Improving student confidence

Using Standards Plus instruction

across grade levels ensures

all students are given equal

access to grade level,

standards-based instruction.

Over 190+ Schools in California implemented

Standards Plus in 2016 and exceeded the

State Test average in one or more grade levels.

OVER 83% of Schools that implemented Standards Plus

in 2015-2016 more than doubled the California SBAC

growth rate in one or more grade level.

www.standardsplus.org | 1•877•505•9152

Standards Plus Closes the Achievement Gapwith 7 Di�erent Programs in One

Standards Plus includes:

Standards Plus is Proven E�ective in California Schools

• 15-20 Minute

Direct Instruction

Lessons in Print

and Online

• Increase EL Performance

with Equity

• ELA & Math in Grades K-8

• Transfer of Knowledge to a

Digital Learning Environment

• Intervention Materials Built-In

CALIFORNIA

SBAC GROWTHRATE

STANDARDSPLUS

SCHOOLS

SBAC GROWTHRATE*

Today’s Lesson Performance Lessons Integrated Projects

Fits into Every Budget starting at $10.00

more thandoubled

more thandoubled

a Student

Students ExperienceTechnology Consistent

with the CA Test

flexible | supplemental | k-8 ela & math | online & print...

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