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LESSON PLANS

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The chart below provides a legend for the Common Core State Standards abbreviations used in the Lesson Plans. For the full text of the standards, refer to Appendix A in the Teacher’s Edition.

Abbreviation Skill Strand or Subject AreaRL Reading standards for literature

RI Reading standards for informational text

RF Reading standards for foundational skills

W Writing standards

SL Speaking and listening standards

L Language standards


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Unit 1

Lesson 1Unit Opener Student Edition pages 2–3• Use Daily Language Practice, Week 1, Day 1.

Unit Opener Use pages 2 and 3 of the Student Edition to introduce the unit theme, “Changes.” Build students’ background knowledge of the unit theme by looking at the poster and watching the video. Discuss the changes in your life to give children an example of the kinds of things they will be talking about. The Big Question Ask children how they think they will change this year. Build Background Talk with children about some of the changes that have already taken place in their lives. Ask them if these changes were hard or easy. Listening and Speaking Help children brainstorm a list of words that describe change. Write the words on the board. Ask children to repeat them after you. Writing Fluency Start a list on the board of things a person new to the neighborhood might need or want to know. Have children add to the list by dictating or writing on the board.

Lesson 2What Do You Know Student Edition pages 4–5• Use Daily Language Practice, Week 1 Day 2.

What Do You Know About Changes? Discuss each of the photos with children. Ask them to use a “growing” or “changing” word to describe each picture. Fluency Activity Do Fluency Activity 1 at the bottom of Teacher’s Edition page T4. Writing List any words about growing and changing on the board. Ask children to create a word book by copying these words in a notebook. Encourage them to add to their word book as they learn new words. Words to Know Read each caption, tracking print as you read. Then ask children to repeat each caption after you, again, tracking print as they read. Visual Literacy Have children look at the pictures on pages 4 and 5. Guide them in getting information from the photos and captions. Encourage children to discuss what they see in each of the photos. Adapt the Activity Encourage children to talk about changes in their own lives and how these changes are good for them.

Lesson 3Song Student Edition pages 6–7• Use Daily Language Practice, Week 1, Day 3.

Song Sing Changing Seasons on pages 6 and 7 of the Student Edition. Children can also listen to the song on the Audio. Finger Play Have children listen to the song one more time as you do the hand movements to the finger play. Then ask children to do the finger play with you as they sing the song again.

Common Core State Standards: RI.1.7, SL.1.1, SL.1.1.b, SL.1.1.c, SL.1.2, SL.1.3, SL.1.6

Common Core State Standards: RI.1.7, SL.1.1, SL.1.1.b, SL.1.1.c, SL.1.2, SL.1.3, SL.2.4, SL.1.6

Common Core State Standards: RI.1.7, RF.1.4, RF.1.4.a, RF.1.4.b, RF.1.4.c, RF.1.4.d, SL.1.4, SL.1.6, L.1.4, L.1.6

Lesson Plans • Unit 1 3


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Unit 1

Study Skills/Internet Invite children to choose a season to learn more about. Have them find an interesting fact on the internet about that season. What About You? Have children discuss how seasons change where they live. Ask questions such as How many seasons are there where you live? or What is your favorite season? Ask them to point out similarities and differences among the seasons. Activity Encourage children to discuss the content of their pictures. Ask them how their pictures show growing or changing. Then display pictures in the classroom for all to enjoy.

Lesson 4Reading 1 Vocabulary Student Edition page 8• Use Daily Language Practice, Week 1, Day 4.• Use Unit 1 Reading 1 Vocabulary Worksheet.• Have children complete the Vocabulary activity on page 3 of the Workbook.

Sight Words Display the High-Frequency Worksheet and write the context sentences on the board. Read the sentences aloud and underline the sight word in each. Then point to each sight word and ask children to repeat it after you. Story Words List the story words on the board. Read them aloud and have children repeat them after you. Remind children that they will be seeing these words again when they read the story. Visual Learning Discuss the photos on page 8 of the Student Edition. Ask children what they think is happening in each. Then read the corresponding sentences, emphasizing the sight words and story words. Fluency Activity Do Fluency Activity 1 at the bottom of Teacher’s Edition page T8.

Lesson 5Phonics Student Edition page 9• Use Daily Language Practice, Week 1, Day 5.

Teach Phonics Have children complete the Phonics activity on page 4 of the Workbook. Phonemic Awareness Write the letters a, d, m, and s prominently on the board. Explain to children that each of these letters has a specific sound. Model the sound of each letter for the children. Isolate Model how to isolate a sound at the beginning of a word. List the words apple, doll, map, and sun on the board. Have children identify the word with the short a sound at the beginning of the word. Then ask children to repeat the isolation activity, identifying the d, m, and s sounds. Blending Model how to blend sounds. Write the word ant on the board. Track letter to letter as you blend the word. Then ask children to blend the word with you. Repeat the blending activity with the words dog, milk, and socks.

Common Core State Standards: RI.1.4, RI.1.7, SL.1.1, SL.1.1.c, SL.1.2, SL.1.3, SL.1.4, SL.1.6, L.1.4, L.1.4.a, L.1.5.c

Common Core State Standards: RI.1.4, RI.1.7, RF.1.2, RF.1.2.a, RF.1.3, SL.1.1, SL.1.1.c, SL.1.3, SL.1.6, L.1.4

4 New Cornerstone • Grade 1


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Unit 1

Lesson 6 Reading 1 Student Edition pages 10–13• Use Daily Language Practice, Week 2, Day 1.

Build Background Explain to children that they will be reading a fictional story and explain the term to them. Tell children that the selection I Am Sam on pages 11–18 illustrates the Big Question and focuses on the positive side of change. The Big Question State the Big Question for this reading: How can change be a good thing? Remind children to think about this question as they read. Story Preview Read aloud Who is in the story? and Where does the story happen? Emphasize the words Sam, mother, home, and school. Then ask children to repeat them after you. Understanding Text Structure As children look at the illustrations in the story, explain that you can often understand more about a character by looking at the illustrations. Setting On pages 12 and 13, point out clues to help children see that the characters are at home.

Lesson 7Reading 1 Student Edition pages 14–19• Use Daily Language Practice, Week 2, Day 2.

Map Skills Point out the United States on a world map. Show the geographical relationship between the United States and the children’s home countries. Guide children to see the similarities and differences between them. Context Clues On pages 16 and 17, point out picture clues to help children see that the setting is at a school. Ask children to name words for the clues they see. Comprehension Check Ask children to look at the illustration on page 18. Point out the facial expressions on Sam and her mother. Encourage children to discuss what they think might happen next. Fluency Activity Do Fluency Activity 3 at the bottom of Teacher’s Edition page T18. Think It Over Point out that asking questions about the story is a good way to review what the story is about. Read each question aloud and elicit responses from children.

Lesson 8Comprehension• Use Daily Language Practice, Week 2, Day 3.• Have children complete the Comprehension and Graphic Organizer activity on

pages 5 and 6 of the Workbook.• Use GO 9: Word Web on page 111 of the Teacher’s Resource Book.

Learning Strategy Have children work in pairs, with one child reading and the other telling what is happening in his or her own words. You may then have volunteer pairs present their rereading activity to the class. Character Invite a class discussion. SAY We have learned about two different characters with the same name. What is the name? How are the characters different? How are they the same?

Common Core State Standards: RL.1.1, RL.1.2, RL.1.3, RL.1.7, RL.1.10, RF.1.1, RF.1.1.a, SL.1.1, SL.1.1.c, SL.1.2, SL.1.3, SL.1.6, L.1.4

Common Core State Standards: RL.1.1, RL.1.2, RL.1.3, RL.1.7, RL.1.10, RF.1.1, RF.1.1.a, SL.1.1, SL.1.1.c, SL.1.2, SL.1.3, SL.1.6, L.1.4

Common Core State Standards: RL.1.1, RL.1.2, RL.1.3, RL.1.7, RL.1.10, SL.1.1, SL.1.1.c, SL.1.2, SL.1.3, SL.1.6, L.1.4



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Unit 1

Flexible Grouping You may assign the practice activity as a class discussion, partner activity, or individual homework written assignment. Use a Graphic Organizer Ask children to complete the Graphic Organizer on page 6 of the Workbook. Then ask children to think about the story “I Am Sam.” Have them discuss things that may have been new to Sam at her new school. Pass out copies of the Word Web Graphic Organizer. Have children practice filling it in based on their word lists. Oral Presentation Have children prepare to give a short presentation to the class.

Lesson 9 Grammar Student Edition pages 20–21• Use Daily Language Practice, Week 2, Day 4.• Have children complete the Grammar activity on page 7 of the Workbook.

Grammar Review the first rule, and read the first two example sentences, pointing out that one uses a name and one uses an adjective. Review the second rule, and have a volunteer read the example sentence. Emphasize the word not. Explain how to form the contraction I’m. Review the final rule and example, pointing out the different forms for yes and no answers. Practice A and B Read the example for Practice A aloud, and explain that each underlined word is a form of the verb be. Children will add the missing forms to the remaining sentences. Work as a class to complete each response for Practices A and B. Apply Review the example. Have partners use the questions in the box to create new dialogues based on the example. Flexible Grouping You may assign the practice activities as a class discussion, partner activity, or individual homework assignment.

Lesson 10Writing Student Edition page 21• Use Daily Language Practice, Week 2, Day 5.• Use the Handwriting practice on pages 117–138 of the Teacher’s Resource Book.• Have children complete the Writing activity on page 8 of the Workbook.

Write a Description Define a written description for children, using the language from the Teacher’s Edition on page T21. Practice Have children draw their faces. Before children write their own descriptions, review with them how to use I am + name or adjective. Also tell them that words describing colors, shapes, and sizes are often very useful for writing a description. Partners Have children work with partners. Ask children to read their descriptions and share their drawings with the class.

Common Core State Standards: SL.1.1, SL.1.1.c, SL.1.2, SL.1.3, SL.1.6, L.1.1, L.1.1.d, L.1.1.f, L.1.1.j

Common Core State Standards: W.1.2, W.1.4, W.1.5, W.1.10



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Unit 1

Lesson 11Reading 2 Vocabulary Student Edition page 22• Use Daily Language Practice, Week 3, Day 1.• Have children complete the Vocabulary activities on page 9 of the Workbook. • Use Unit 1 Reading 2, Vocabulary Worksheet.

Sight Words Display the High-Frequency Worksheet and write the context sentences on the board. Read them, and underline the sight word in each sentence. Then point to each sight word, and ask children to repeat it after you. Story Words List the story words on the board. Read them aloud, and have children repeat them after you. Remind children that they will be seeing these words again when they read the story. Visual Learning Discuss the photos on page 22 of the Student Edition. Ask children what they think is happening in each. Then read the corresponding sentences, emphasizing the sight words and story words. Fluency Activity Do the Fluency Activity 4 at the bottom of Teacher’s Edition page T22.

Lesson 12Phonics Student Edition page 23• Use Daily Language Practice, Week 3, Day 2.• Have children complete the Phonics activity on page 10 of the Workbook.

Phonemic Awareness Write the letters e, f, l, and t prominently on the board. Explain to children that each of these letters has a specific sound. Model the sound of each letter for the children. Isolate Model how to isolate a sound at the beginning of a word. List the words egg, fish, leaf, and table on the board. Have children identify the word with the short e sound at the beginning of the word. Then ask children to repeat the isolation activity, identifying the f, l, and t sounds. Blending Model how to blend sounds. Write the word egg on the board. Track letter to letter as you blend the word. Then ask children to blend the word with you. Repeat the blending activity with the words five, lemon, and tiger.


Build Background Explain to children that they will be reading a fictional story. Explain to them that this story is not about a real person or event, even though it is based on something that is true. The Big Question State the Big Question for this reading: How do animals change? Remind children to think about this question as they read. Story Preview Read aloud Who is in the story? and Where does the story happen? Emphasize the words caterpillar, frog, tree, and pond. Then ask children to repeat them after you.



Common Core State Standards: RL.1.1, RL.1.2, RL.1.3, RL.1.7, RL.1.10, RI.1.7, RI.1.4, RI.1.7, SL.1.2, SL.1.3, SL.1.4, SL.1.6, L.1.4, L.1.4.a, L.1.5.c



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Unit 1

Understanding Text Structure As children look at the illustrations, explain that you can often understand more about the story by looking at the details of the illustrations. Relating Illustrations to Text On pages 26 and 27, point out clues to help children see where the caterpillar is and where the tadpole is.


Science Link Show children pictures of the animals in the different stages of their lives. Guide children to see how the animals grow and change. Build Vocabulary Introduce children to multiple-meaning words. Begin a list on the board and add new words as you encounter them. Discuss the multiple meanings of these words with children. Comprehension Check Ask children to look at the illustrations throughout the story. Ask children how the caterpillar and tadpole changed from the beginning of the story to the end. Introduce the terms butterfly and frog and ask children to use them in sentences. Fluency Activity Do Fluency Activity 5 at the bottom of Teacher’s Edition page T32. Think It Over Point out that asking questions about the story is a good way to review what the story is about. Read each question aloud and elicit responses from children.


pages 11 and 12 of the Workbook.• Use GO 4: Sequence of Events Chart on page 106 of the Teacher’s Resource Book.

Learning Strategy Have children work in pairs, with one child reading and the other taking notes or drawing pictures to tell what is happening in the story. You may then have volunteer pairs present their note-taking activity to the class. Retell Events Invite a class discussion. SAY We have learned about a caterpillar becoming a butterfly and a tadpole becoming a frog. Then invite the children to use the words first, next, then, and last to retell important events of the story. Flexible Grouping You may assign the practice activity as a class discussion, partner activity, or individual homework written assignment. Use a Sequence Chart Ask children to complete the Graphic Organizer on page 12 of the Workbook. Then ask children to think about the story, I Met Ted. Have them discuss the sequence of events of the story. Pass out copies of the Sequence of Events Chart Graphic Organizer. Have children practice filling it in based on the events of the story. Oral Presentation Have children prepare a short presentation to the class.

Common Core State Standards: RL.1.1, RL.1.2, RL.1.3, RL.1.7, RL.1.10, RI.1.4, RI.1.7, SL.1.2, SL.1.3, SL.1.4, SL.1.6, L.1.4, L.1.4.a, L.1.5.c

Common Core State Standards: RL.1.1, RL.1.2, RL.1.3, RL.1.7, RL.1.10, RI.1.7, RI.1.4, RI.1.7, SL.1.2, SL.1.3, SL.1.4, SL.1.6, L.1.4, L.1.4.a, L.1.5.c



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Unit 1

Lesson 16Grammar Student Edition pages 36–37• Use Daily Language Practice, Week 4, Day 1.• Have children complete the Grammar activity on page 13 of the Workbook.

Grammar Review the first rule, and read the example sentences with the subjects He, She, and It. Guide children to connect the pronouns and girl, boy, or backpack. Review the second rule, using the example sentences. Then explain to children how to form the contractions he’s, she’s, it’s, and isn’t. Practice A and B Read the examples aloud, and point out the underlined words. Children will complete Practice A with pronouns and Practice B with contractions. Work as a class to complete each response. Apply Review the example. Have partners use the questions in the box to create new dialogues based on the example. Flexible Grouping You may assign the practice activities as a class discussion, partner activity, or individual homework assignment.


Write a Description Define a written description for children, using the language from the Teacher’s Edition on page T37. Practice Have children draw a picture of a classmate. Before children write their own descriptions, remind them that each sentence should use the correct pronoun, he or she. Remind them that the sentences also should use nouns and adjectives to describe the person. Partners Have children work with partners. Ask children to read their descriptions and share their drawings with the class.

Lesson 18Reading 3 Vocabulary Student Edition page 38• Use Daily Language Practice, Week 4, Day 3.• Have children complete the Vocabulary activities on page 15 of the Workbook.• Use Unit 1 Reading 3, Vocabulary Worksheet.

Sight Words Display the High-Frequency Worksheet and write the context sentences on the board. Read them aloud, and underline the sight word in each sentence. Then point to each sight word, and ask children to repeat it after you. Story Words Read the story words aloud, and have children repeat them after you. Remind children that they will be seeing these words again in the story.

Common Core State Standards: SL.1.1, SL.1.1.c, SL.1.2, SL.1.3, SL.1.6, L.1.1, L.1.1.d, L.1.1.e, L.1.1.j

Common Core State Standards: W.1.2, W.1.4, W.1.5, W.1.10, SL.1.5




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Unit 1

Visual Learning Discuss the photos on page 38 of the Student Edition. Ask children what they think is happening in each. Then read the corresponding sentences, emphasizing the sight words and story words. Fluency Activity Do Fluency Activity 6 at the bottom of Teacher’s Edition page T38.


Phonemic Awareness Write the letters i, n, and p prominently on the board. Explain to children that each of these letters has a specific sound. Model the sound of each letter for the children. Isolate Model how to isolate a sound at the beginning of a word. List the words igloo, nest, and pot on the board. Have children identify the word with the short i sound at the beginning of the word. Then ask children to repeat the isolation activity, identifying the n and p sounds. Blending Model how to blend sounds. Write the word pan on the board. Track letter to letter as you blend the word. Then ask children to blend the word with you. Repeat the blending activity with the words ill and net.


Build Background Explain to children that they will be reading a fictional story and explain the term to them. Ask children to repeat the term fiction. The Big Question State the Big Question: What changes can you see when you move to a new home? Remind children to think about this question as they read. Story Preview Read aloud Who is in the story? and Where does the story happen? Emphasize the words Tip, Kim, pals, city, and country. Then ask children to repeat them after you. Understanding Text Structure As children look at the illustrations in the story, explain that you can often understand more about a character by looking at the details of the illustrations. Point of View Ask children to refer to page 42 in the Student Edition and identify Kim. Then explain that the story is written from Kim’s point of view. Explain that this means that Kim is telling the story.


Common Core State Standards: RL.1.1, RL.1.2, RL.1.3, RL.1.7, RL.1.10, SL.1.2, SL.1.3, SL.1.4, SL.1.6, L.1.4, L.1.4.a, L.1.5.c



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Unit 1


Social Studies Link Identify several places on a map or globe. Lead a discussion on whether these various locations are in cities or in the country. Guide children to see the differences between a city and a country location. Build Vocabulary Have children add to their list of multiple-meaning words. Write the word pet on the board and have children repeat it after you. Discuss the multiple meanings of the word pet with children. Comprehension Check Ask children to look at the illustration on page 43 and then look at the illustration on page 45. Have children compare the two illustrations. Start a chart on the board of the two settings, and place children’s descriptive words under the appropriate headings. Fluency Activity Do Fluency Activity 7 at the bottom of Teacher’s Edition page T46. Think It Over Point out that asking questions about the story is a good way to review what the story is about. Read each question aloud and elicit responses from children.


pages 17 and 18 of the Workbook.• Use GO 8: T-Chart on page 110 of the Teacher’s Resource Book.

Learning Strategy Have children work in pairs, with one child reading and the other summarizing the story by telling in his or her own words the most important parts of the story. You may then have volunteer pairs present their summarizing activity to the class. Pantomime Invite a class discussion. Explain to children that you can use facial expressions or gestures to explain a thought or a feeling. Exhibit a variety of facial expressions and ask children to guess how you are feeling based on your facial expressions. Then invite children to reenact scenes from the story using pantomime. Flexible Grouping You may assign the practice activity as a class discussion, partner activity, or individual homework written assignment. Use a Graphic Organizer Ask children to complete the Graphic Organizer on page 18 of the Workbook. Then ask children to think about the story, Tip. Have them discuss how Tip’s country home is different from his city home. Pass out copies of the T-Chart Graphic Organizer. Have children practice filling it in based on scenes from the story. Oral Presentation Have children prepare a short oral presentation to the class.





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Unit 1


Grammar Review the first rule, and read the example sentences with the subject We. Review the second rule, using the example sentences. Then explain to children how to form the contractions we’re, they’re, and aren’t. Practice A and B Read the examples aloud. Children will add the missing pronouns to the remaining sentences in Practice A. Work as a class to complete each response. Apply Review the example. Have partners use the questions in the box to create new dialogues based on the example. Flexible Grouping You may assign the practice activities as a class discussion, partner activity, or individual homework assignment.

Lesson 24Writing Student Edition page 49• Use Daily Language Practice, Week 5, Day 4.• Use Handwriting practice on pages 113–134 of the Teacher’s Resource Book.• Have children complete the Writing activity on page 20 of the Workbook.

Descriptive Writing Define a written description for children, using the language from the Teacher’s Edition on page T49. Practice Have children draw a picture of the class. Before children write their own descriptions, remind them that all sentences should use the correct pronouns for the people described. Remind them that words describing colors, shapes, and sizes are often very useful for writing a description. Partners Have children work with partners. Ask children to read their descriptions and share their drawings with the class.

Lesson 25Unit Projects Student Edition pages 50–51• Use Daily Language Practice, Week 6, Days 1–3.• Use Big Question Unit 1 worksheet to review the Big Questions for the Unit.

The Big Question Reread the Big Question to children. Ask them to describe how they feel when meeting new friends.

Common Core State Standards: SL.1.1, SL.1.1.c, SL.1.2, SL.1.3, SL.1.6, L.1.1, L.1.1.d, L.1.1.e, L.1.1.j

Common Core State Standards: W.1.2, W.1.4, W.1.5, W.1.10, SL.1.5j

Common Core State Standards: RL.1.10, RI.1.10, W.1.2, W.1.4, W.1.5, W.1.10, SL.1.1, SL.1.1.c, SL.1.1.d, SL.1.2, SL.1.3, SL.1.4, SL.1.6



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Unit 1

Written Explain to children that they will be writing a story about a new friend. Brainstorm a list of describing words they may want to use in their stories and list them on the board. Tell children that they may refer to this list of words when writing their stories. Ask children to write a story about a new friend and then share it with a partner. Oral Invite a teacher or a child from another class into your classroom. Introduce that person to your class by telling your class the person’s name and an interesting fact about him or her. Then have children role-play introducing a friend in small groups. Remind them to introduce the person by name and tell something about him or her. Visual Remind children that in addition to describing words, pictures can also show information about a person. Encourage children to draw a picture of a new friend to share with a partner. Ask them to include details in their drawings that will help to describe their friend.

Lesson 26Listening & Speaking Student Edition pages 52–53Describe a Good Friend Tell children that they will be telling the class about a good friend. Model the Prepare section for children, using grade-appropriate descriptions. Prepare Give children a separate sheet of paper to draw their friend. Encourage children to be as accurate with the drawing as they can. Use the drawing to help them write their sentences. You may wish to give children a piece of paper similar to the sample for them to write on. Practice and Present Using the model you created, show children how to hold the picture and speak about their friend. Review the steps on page 53 and allow children to practice for a small group before presenting to the whole class. Evaluate Discuss the questions with the class. Encourage children to share how listening for specific words helped them learn about a classmate’s friend.

Lesson 27Writing Workshop Student Edition pages 54–56Write a Paragraph Tell children that a paragraph is a group of sentences that are all about the same thing. Read aloud the sample paragraph and ask children to identify the topic of the paragraph. Tell children that they will write a paragraph about their family. Prewrite Review the sample graphic organizer and copy the chart from page 54 on the board. Model how to fill in the chart about your own family. Draft Model how to turn the ideas from the chart into a paragraph on the board. Have children write the first draft of their paragraphs. Encourage children to use the verb be as well as correct pronouns as they describe each person. Have children complete Workbook page 23.

Common Core State Standards: SL.1.1, SL.1.1.c, SL.1.2, SL.1.3, SL.1.4, SL.1.5, SL.1.6

Common Core State Standards: W.1.2, W.1.4, W.1.5, W.1.10, L.1.1, L.1.2, L.1.2.a



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Unit 1

Lesson 28Writing Workshop Student Edition pages 54–56Revise Using the model from the previous day, show children how to use the Revising Checklist on page 55 to improve their writing. Give children time to revise their paragraphs. Encourage children to use descriptive words. Edit Show children how to use the Editing Checklist on page 56. Have children edit each other’s papers. Publish Give children time to write a clean copy of their paragraphs. You may wish to have them share the paragraphs with the class, or post them in a central location. Have children complete Workbook page 24.

Lesson 29Fluency Workshop Student Edition page 57Fluency Explain to children that it is important to read every word in a sentence. Play the Audio of the sentences on the page. Discuss how the reader did not stop reading until the end of a sentence. Next, have the children follow along and point to the words as they are read aloud. Then, play the sentences again, having children read along with the Audio. Have children practice reading the sentences aloud to a partner. Encourage children to identify words they have trouble pronouncing. Have children complete Workbook page 25.

Lesson 30Unit Review• Use Daily Language Practice, Week 6, Days 4–5.• Have children complete the Unit 1 Review on pages 21–22 of the Workbook.

Write a Description SAY Pam wrote about making a new friend. Let’s read what she wrote. Pay attention to any describing words! After reading, ask a volunteer to name any describing words they heard. Spelling Remind children of the specific sounds that letters make. Encourage children to sound out words as they spell them. Also encourage them to use their Picture Dictionary to look up any words they are not sure how to spell. Practice Before children begin to write, remind them that all sentences should begin with a capital letter and end with a period (or a question mark if it is an asking sentence). Tell children that their sentences should include descriptive words. Handwriting Explain to children that they will be practicing writing upper-case and lower-case Nn. Before asking children to practice printing Nn’s, write several of each on the board and then model how each is formed.

Common Core State Standards: W.1.2, W.1.4, W.1.5, W.1.10, L.1.1, L.1.2, L.1.2.a

Common Core State Standards: RF.1.4, RF.1.4.a, RF.1.4.b, RF.1.4.c, RF.1.4.d

Common Core State Standards: RL.1.1, RL.1.4, RL.1.3, RL.1.4, RI.1.1, RI.1.2, RI.1.3, RI.1.4



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Unit 2


Unit Opener Introduce the unit theme, “Communities.” Build students’ background information on the unit theme by looking at the poster and watching the video. Discuss what a community is. Talk about the school community as well as the community in which you live. The Big Question Ask children if they live in a large community or a small community. Build Background Talk with children about some of the people in their community. Ask them to tell about what these people do and how these people affect the children’s lives and the lives of their families. Listening and Speaking Help children brainstorm a list of words that describe communities. Write the words on the board. Ask children to repeat them after you. Writing Fluency Start a list on the board of the different people children see in their community. Have children add to the list by dictating or writing on the board.

Lesson 2What Do You Know? Student Edition pages 60–61• Use Daily Language Practice, Week 7, Day 2.

What Do You Know About Communities? Discuss each of the photos with children. Ask them to use the word community while describing each picture. Fluency Activity Do Fluency Activity 1 at the bottom of Teacher’s Edition page T60. Writing List any words about communities on the board. Ask children to create a word book by copying these words in a notebook. Encourage them to add to their word book as they learn new words. Words to Know Read each caption, tracking print as you read. Then ask children to repeat each caption after you, again, tracking print as they read. Visual Literacy Have children look at the pictures on pages 60 and 61. Guide them in getting information from the photos and captions. Encourage children to discuss what they see in each of the photos. Adapt the Activity Encourage children to talk about their own communities and what they like best about their communities.


Song Sing People in the Community on pages 62 and 63 of the Student Edition. Children can also listen to the song on the Audio. Finger Play Have children listen to the song one more time as you do the hand movements to the finger play. Then ask children to do the finger play with you as they sing the song again.






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Unit 2

Study Skills/Internet Invite children to choose a person in their community to learn more about. Have them find an interesting fact on the internet about that person or the job he or she does. What About You? Have children discuss the community in which they live. Ask questions such as Do you live in a large community or a small community? or What do you like best about your community? Ask them to point out similarities and differences among the communities. Activity Encourage children to discuss the content of their pictures. Ask them how their pictures show something unique about their community. Then display pictures in the classroom for all to enjoy.

Lesson 4Reading 1 Vocabulary Student Edition page 64• Use Daily Language Practice, Week 7, Day 4.• Have children complete the Vocabulary activities on page 29 of the Workbook.• Use Unit 2 Reading 1, Vocabulary worksheet.

Sight Words Display the High-Frequency Worksheet and write the context sentences on the board. Read the sentences aloud and underline the sight word in each sentence. Then point to the sight word in each sentence and ask children to repeat it after you. Story Words List the story words on the board. Read them aloud and have children repeat them after you. Remind children that they will be seeing these words again when they read the story. Visual Learning Discuss the photos on page 64 of the Student Edition. Ask children what they think is happening in each photo. Then read the corresponding sentences, emphasizing the sight words and story words. Fluency Activity Do Fluency Activity 2 at the bottom of Teacher’s Edition page T64.

Lesson 5Phonics Student Edition page 65• Use Daily Language Practice, Week 7, Day 5.• Have children complete the Phonics activities on page 30 of the Workbook.

Phonemic Awareness Write the letters c, h, and o prominently on the board. Explain to children that each of these letters has a specific sound. Model the sound of each letter for the children. Isolate Model how to isolate a sound at the beginning of a word. List the words carrot, hat, and octopus on the board. Have children identify the word with the short c sound at the begining of the word carrot. Then ask children to repeat the isolation activity, identifying the h and o sounds. Blending Model how to blend sounds. Write the word hot on the board. Track letter to letter as you blend the word. Then ask children to blend the word with you. Repeat the blending activity with the words doll, on, and cat.





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Unit 2


Build Background Explain to children that they will be reading a fictional story and explain the term to them. Point out that, although this story is not true, it is about people who could actually be found in your community. The Big Question State the Big Question of this reading: How do people in your community help each other? Remind children to think about this question as they read. Story Preview Read aloud Who is in this story? and Where does the story happen? Emphasize the words people and community. Then ask children to repeat them after you. Understanding Text Structure As children look at the illustrations in the story, explain that you can often understand more about a character by looking at the illustrations. Setting On pages 69 and 70, point out clues to help children see that the story takes place in different locations throughout a community.


Build Vocabulary Introduce children to multiple-meaning words. Begin a list on the board and add new words as you encounter them. Discuss the multiple meanings of these words with children. /k/ Sound On page 71, have children locate the words book and cat. Have children say the words aloud several times. Then say the words to children, emphasizing the /k/ sound in both. Explain that both the letters c and k can make the /k/ sound. Comprehension Check Ask children to look at the illustration on page 73. Ask them whether they have ever taken a pet to a vet in their community. Invite children to share their experiences with the class. Fluency Activity Do Fluency Activity 3 at the bottom of Teacher’s Edition page T74. Think It Over Point out that asking questions about the story is a good way to review what the story is about. Read each question aloud and elicit responses from children.

Lesson 8 Comprehension• Use Daily Language Practice, Week 8, Day 3.• Have children complete the Comprehension and Graphic Organizer activity on

pages 31 and 32 of the Workbook.• Use GO 5: K-W-L Chart on page 107 of the Teacher’s Resource Book.

Learning Strategy Have children work in pairs, with one child reading and the other telling what is happening in his or her own words. You may then have volunteer pairs present their rereading activity to the class. Nicknames Invite a class discussion. SAY We were introduced to several characters in this story. Sal, Ed, Dan, and Nan were just a few. Can you name some other characters

Common Core State Standards: RL.1.4, RF.1.1, RF.1.1.a, RF.1.2, RF.1.2.a, RF.1.2.c, RF.1.3, RF.1.1, RF.1.1.a, SL.1.1, SL.1.1.c, SL.1.2, SL.1.3, SL.1.6, L.1.4, L.1.4.a, L.1.5.c, L.1.6

Common Core State Standards: RL.1.1, RL.1.2, RL.1.3, RL.1.4, SL.1.1, SL.1.1.c, SL.1.2, SL.1.3, SL.1.6, L.1.4, L.1.4.a, L.1.5.c, L.1.6

Common Core State Standards: RL.1.1, RL.1.2, RL.1.3, RL.1.4, SL.1.1, SL.1.1.c, SL.1.2, SL.1.3, SL.1.6, L.1.4, L.1.4.a, L.1.5.c, L.1.6



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in this story? Then point out that some of these names (Sal, Ed, Dan, Nan, Tom, Pam, etc.) are actually nicknames for longer names. Say the nickname and the longer name for each. Then ask the children if they have a nickname they would like to share with the class. Flexible Grouping You may assign the practice activity as a class discussion, partner activity, or individual homework written assignment. Use a Graphic Organizer Ask children to complete the Graphic Organizer on page 32 of the Workbook. Then ask children to think about the story “People Can Help.” Have them discuss things they learned from reading the story and things they would like to find out about. Pass out copies of the K-W-L Chart Graphic Organizer. Have children practice filling it in based on their questions. Oral Presentation Have children prepare to give a short presentation to the class.


Grammar Review the first rule, and read the first example sentence, pointing out that the speaker is able to play soccer. Review the second rule, and have a volunteer read the second example sentence. Emphasize the word not, and remind children that the speaker is not able to swim. Review the final rule and examples. Explain to children how to form a question and short answer with can. Practice A and B Read the examples aloud, and point out each underlined word. Explain that children will add can or can’t to the remaining sentences. Work as a class to complete each response. Apply Review the example. Have partners use the questions in the box to create new dialogues based on the example. Flexible Grouping You may assign the practice activities as a class discussion, partner activity, or individual homework assignment.


Write a Narrative Define a written narrative for children, using the language from the Teacher’s Edition on page T77. Practice Have children draw pictures of things they can do. Before children write their own narratives, remind them that each of their sentences should use the word can. Partners Have children work with partners. Ask children to read their narratives and share their drawings with the class.

Common Core State Standards: SL.1.1, SL.1.1.c, SL.1.2, SL.1.3, SL.1.6, L.1.1, L.1.1.d, L.1.1.e


Unit 2



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Lesson 11Reading 2 Vocabulary Student Edition page 78• Use Daily Language Practice, Week 9, Day 1.• Use Unit 2 Reading 2, Vocabulary Worksheet.• Have children complete the Vocabulary activities on page 35 of the Workbook.

Sight Words Display the High-Frequency Worksheet, and write the context sentences on the board. Read the sentences aloud, and underline the sight word in each sentence. Then point to the sight word in each sentence, and ask children to repeat it after you. Story Words List the story words on the board. Read them aloud, and have children repeat them after you. Remind children that they will be seeing these words again when they read the story. Visual Learning Discuss the photos on page 78 of the Student Edition. Ask children what they think is happening in each. Then read the corresponding sentences, emphasizing the sight words and story words. Fluency Activity Do Fluency Activity 4 at the bottom of Teacher’s Edition page 78.


Phonemic Awareness Write the letters u, b, and j prominently on the board. Explain to children that each of these letters has a specific sound. Model the sound of each letter. Isolate Model how to isolate a sound at the beginning of a word. List the words umbrella, box, and jump rope on the board. Have children identify the word with the short u sound at the beginning of the word. Then ask children to repeat the isolation activity, identifying the b and j sounds. Blending Model how to blend sounds. Write the word jam on the board. Track letter to letter as you blend the word. Then ask children to blend the word with you. Repeat the blending activity with the words bus, up, and bug.


Build Background Explain to children that they will be reading a fictional story. Explain to them that this story is not about a real person or event. The Big Question State the Big Question: Where do people in a community get what they need? Remind children to think about this question as they read. Story Preview Read aloud Who is in the story? and Where does the story happen? Emphasize the words Bud, Dad, Pat, and shops. Then ask children to repeat them after you. Understanding Text Structure As children look at the illustrations in the story, explain that you can often understand more about the story by looking at the details of the illustrations.



Common Core State Standards: RL.1.1, RL.1.2, RL.1.3, RL.1.4, RF.1.1, RF.1.1.a, RF.1.2, RF.1.2.a, RF.1.2.c, RF.1.3, SL.1.6, L.1.4, L.1.4.a, L.1.5.c, L.1.6

Unit 2



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Relating Illustrations to Text On pages 82 and 83, point out clues to help children see that Bud and his dad are walking to different places in their community.


Social Studies Link Show children pictures of products that are grown or made locally and pictures of products that are grown or made in different places around the world. Build Vocabulary Introduce children to multiple-meaning words. Begin a list on the board and add new words as you encounter them. Discuss the multiple meanings of these words with children. Comprehension Check Ask children to look at the illustrations throughout the story. Ask children to determine what is most important in each of the pictures. Explain that the most important idea is called the main idea. Also explain that keeping the main idea in mind while reading will help children understand the story better. Fluency Activity Do Fluency Activity 5 at the bottom of Teacher’s Edition page T86. Think It Over Point out that asking questions about the story is a good way to review what the story is about. Read each question aloud and elicit responses from children.


pages 37 and 38 of the Workbook.• Use GO 1: Main Idea and Details Chart on page 103 of the Teacher’s Resource Book.

Learning Strategy Have children work in pairs, with one child reading and the other summarizing what is happening in the story. You may then have volunteer pairs present their summarizing activity to the class. Pantomime Invite a class discussion. SAY I am going to act out an event from the story. Watch my actions to see if you can guess which event I’m acting out. Then invite the children to pantomime their favorite event from the story. Flexible Grouping You may assign the practice activity as a class discussion, partner activity, or individual homework written assignment. Use a Main Idea Chart Ask children to complete the Graphic Organizer on page 38 of the Workbook. Have children discuss the main idea and details of the story. Pass out copies of the Main Idea and Details Chart Graphic Organizer. Have children practice filling it in based on the events of the story. Oral Presentation Have children prepare a short presentation to the class.

Common Core State Standards: RL.1.1, RL.1.2, RL.1.3, RL.1.4, RF.1.1, RF.1.1.a, RF.1.2, RF.1.2.a, RF.1.2.c, RF.1.3, SL.1.6, L.1.4, L.1.4.a, L.1.5.c, L.1.6

Common Core State Standards: RL.1.1, RL.1.2, RL.1.3, RL.1.4, RF.1.1, SL.1.6, L.1.4, L.1.4.a, L.1.5.c, L.1.6

Unit 2



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Grammar Review the rules, and use the charts to help explain the connection between possessive adjectives and possessive nouns. Practice A and B Read the examples aloud, and point out the possessive form of the word in parentheses. Explain that children will complete the remaining sentences with the possessive form of the word in parentheses. Work as a class to complete each response. Apply Review the example. Have partners use the questions in the box to create new dialogues based on the example. Flexible Grouping You may assign the practice activities as a class discussion, partner activity, or individual homework assignment.


Write a Narrative Define a narrative for children, using the language from the Teacher’s Edition on page T89. Practice Have children draw something that belongs to a friend. Before children write their own narrative, remind them that they can use possessive pronouns or noun + apostrophe-s to show possession. Partners Have children work with partners. Ask children to read their narratives and share their drawings with the class.


Sight Words Display the High-Frequency Worksheet, and write the context sentences on the board. Read the sentences aloud, and underline the sight word in each. Then point to each sight word, and ask children to repeat it after you. Story Words List the story words on the board. Read them aloud, and have children repeat them after you. Remind children that these words appear in the story.

Common Core State Standards: SL.1.1, SL.1.1.c, SL.1.2, SL.1.3, SL.1.6, L.1.1, L.1.1.d



Unit 2



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Phonemic Awareness Write the letters a, r, and w prominently on the board. Explain to children that each of these letters has a specific sound. Model the sound of each letter for the children. Isolate Model how to isolate a sound at the beginning of a word. List the words ape, ring, and wagon on the board. Have children identify the word with the long a sound at the beginning of the word. Then ask children to repeat the isolation activity, identifying the r and w sounds. Blending Model how to blend sounds. Write the word run on the board. Track letter to letter as you blend the word. Then ask children to blend the word with you. Repeat the blending activity with the words plate, flame, and wet.


Build Background Explain to children that they will be reading a fictional story and explain the term to them. Ask children to repeat the term fiction. The Big Question State the Big Question for this reading: What are some of the important jobs people have in your community? Remind children to think about this question as they read. Story Preview Read aloud What is this story about? Emphasize the words Joe, packages, and people. Then ask children to repeat them after you. Understanding Text Structure As children look at the details of the photos in the story, explain that you can often understand more about the story by looking at the details of the images. Logical Order Ask children to think about how they got ready for school this morning. Ask them in what order they got dressed. Explain that by doing things in a logical order, you can more efficiently get things done. Explain that by remembering the order in which events happen in a story, you can better understand the story.

Common Core State Standards: RI.1.4, RI.1.7, RF.1.2, RF.1.2.a, RF.1.3, RF.1.3.c, SL.1.1, SL.1.1.c, SL.1.3, SL.1.6, L.1.4

Common Core State Standards: RL.1.1, RL.1.2, RL.1.3, RL.1.7, RL.1.10, RI.1.7, SL.2.4, SL.2.6

Unit 2



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Sharing Language and Culture Identify several places throughout your community such as the school, library, post office, hospital, police station, and fire department. Ask children to share the names of these places in their native languages. Point out any similarities among words. Build Vocabulary Have children add to their list of multiple-meaning words. Write the word hand on the board and have children repeat it after you. Discuss the multiple meanings of the word hand with children. Comprehension Check Ask children to look at the photo on page 96 and then look at the photo on page 97. Have children compare the two photos. Start a chart on the board of the two jobs, and place children’s descriptive words under the appropriate headings. Fluency Activity Do Fluency Activity 7 at the bottom of Teacher’s Edition page T98. Think It Over Point out that asking questions about the story is a good way to review what the story is about. Read each question aloud and elicit responses from children.


pages 43 and 44 of the Workbook.• Use GO 4: Sequence of Events Chart on page 106 of the Teacher’s Resource Book.

Learning Strategy Have children work in pairs, with one child reading and the other taking notes about the most important parts of the story. You may then have volunteer pairs present their note-taking activity to the class. Share Pictures Invite a class discussion. Provide a variety of pictures from magazines, newspapers, and catalogs. Model examples of people and their jobs by holding up pictures and telling the job that person is doing. Flexible Grouping You may assign the practice activity as a class discussion, partner activity, or individual homework written assignment. Use a Graphic Organizer Ask children to complete the Graphic Organizer on page 44 of the Workbook. Then ask children to think about the story, Joe Has a Job. Have them discuss the process of how packages are delivered. Pass out copies of the Sequence of Events Chart Graphic Organizer. Have children practice filling it in based on scenes from the story. Oral Presentation Have children prepare a short presentation to the class.



Unit 2



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Grammar Review the first two rules, and have volunteers read the example sentences. Remind children that the events will happen in the future. Point out that the word not is placed between will and the main verb. Review the final rule and example, pointing out how to answer a yes/no question. Explain to children how to form the contraction won’t. Practice A and B Read the example for Practice A aloud, and point out the underlined word. Explain that children will complete the remaining sentences with will or won’t. Work as a class to complete each response. Apply Review the example. Have partners use the phrases in the box to create new dialogues based on the example. Flexible Grouping You may assign the practice activities as a class discussion, partner activity, or individual homework assignment.


Narrative Writing Define a written narrative for children, using the language from the Teacher’s Edition on page T103. Practice Have children draw pictures of three things they will do this weekend. Before children write their own narratives, remind them to use the words will and won’t to describe the future. Also tell them that pronouns and possessive pronouns can be used for writing a narrative. Partners Have children work with partners. Ask children to read their narratives and share their drawings with the class.

Lesson 25Unit Projects Student Edition pages 104–105• Use Daily Language Practice, Week 12, Days 1–3.• Use Big Question Unit 2 worksheet to review the Big Questions for the Unit.

The Big Question Reread the Big Question to children. Ask them to name some people who help in their community. Written Explain to children that they will be writing about a person in their community. Brainstorm a list of describing words they may want to use to describe what that person does, and write them on the board. Tell children that they may refer to this list of words when writing their stories. Ask children to write sentences about the person and then share them with a partner.

Common Core State Standards: SL.1.1, SL.1.1.c, SL.1.2, SL.1.3, SL.1.6, L.1.1, L.1.1.e, L.1.1.j



Unit 2



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Oral Invite a person from your community into your classroom. Introduce that person to your class by telling your class the person’s name and an interesting fact about him or her. Ask the person to tell the class about his or her job. Then invite children in your class to interview that person about his or her job. Visual Tell children that pictures can describe a person or event. Encourage children to draw a picture of a job they would like to have when they grow up. Ask them to include details in their drawings that will help to describe that job.

Lesson 26Listening & Speaking Student Edition pages 106–107Describe Something Fun Tell the children that they will tell the class about a fun thing they do. Model the Prepare section for children, using grade-appropriate descriptions. Prepare Give children a separate sheet of paper for writing their ideas. Encourage children to draw sketches of their ideas or jot down phrases before they begin writing. Practice and Present Using the model you created, show children how to read your sentences and then tell your story without looking at your paper. Review the steps on page 107 and allow children to practice for a small group before presenting to the whole class. Evaluate Discuss the questions with the class. Encourage children to share how using their voice, hands, and face helped them tell the story in an interesting way.

Lesson 27Writing Workshop Student Edition pages 108–110Write a Letter Tell children that a letter is a personal message you write and send to another person. Read aloud the sample letter and ask children to identify the topic of the letter. Tell children that they will write a letter to a friend about what they will do after school. Prewrite Read aloud the list in the sample letter. Model how to make a list on the board about things you will do after school. Point out the date, greeting, closing, and signature of your letter. Draft Model how to turn the ideas from the list into a letter on the board. Have children write the first draft of their letters. Encourage children to use will to describe their after-school plans. Have children complete Workbook page 49.

Common Core State Standards: SL.1.1, SL.1.2, SL.1.3, SL.1.4, SL.1.5, SL.1.6

Common Core State Standards: W.1.2, W.1.3, W.1.4, W.1.5, W.1.10, L.1.1, L.1.2

Unit 2



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Lesson 28Writing Workshop Student Edition pages 108–110Revise Using the model from the previous day, show children how to use the Revising Checklist on page 109 to improve their writing. Give children time to revise their letters. Encourage children to include details about their plans. Edit Show children how to use the Editing Checklist on page 110. Have children edit each other’s papers. Publish Give children time to write a clean copy of their letters. You may wish to have them share the letters with the class, or post them in a central location. Have children complete Workbook page 50.

Lesson 29Fluency Workshop Student Edition page 111Fluency Explain to children that it is important to read every word in a sentence. Play the Audio of the sentences on the page. Discuss how the reader did not stop reading until the end of a sentence. Next, have the children follow along and point to the words as they are read aloud. Then, play the sentences again, having children read along with the Audio. Have children practice reading the sentences aloud to a partner. Encourage children to identify words they have trouble pronouncing. Have children complete Workbook page 51.


Write a Narrative SAY Bud wrote about his life in his city community. Let’s read what he wrote. Pay attention to what he says about his community! After reading, ask a volunteer to summarize what Bud wrote. Spelling Remind children of the sounds that letters make. Encourage children to sound out words as they spell them. Also encourage them to use their Picture Dictionary to look up any words they are not sure how to spell. Practice Before children begin to write, remind them that all sentences should begin with a capital letter and end with a period (or a question mark if it is an asking sentence). Tell children that their sentences should include nouns, proper nouns, and pronouns. Handwriting Explain to children that they will be practicing writing upper-case and lower-case li. Before asking children to practice printing li’s, write several of each on the board and then model how each is formed.

Common Core State Standards: W.1.2, W.1.3, W.1.4, W.1.5, W.1.10, L.1.1, L.1.2



Unit 2



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Unit 3


Unit Opener Introduce the unit theme, “Traditions.” Discuss what a tradition is. Build students’ background information on the unit theme by looking at the poster and watching the video. Talk about a school tradition as well as a family tradition. The Big Question Ask children if they have a favorite celebration story they would like to share. Build Background Talk with children about familiar local celebrations and their associated traditions. Listening and Speaking Help children brainstorm a list of words that describe traditions. Write the words on the board. Ask children to repeat them after you. Writing Fluency Start a list on the board of different traditions or different ways of celebrating. Have children add to the list by dictating or writing on the board.


What Do You Know about Traditions? Discuss each of the photos with children. Ask them to use the word tradition while describing each picture. Fluency Activity Do Fluency Activity 1 at the bottom of Teacher’s Edition page T114. Writing List any words about traditions or celebrations on the board. Ask children to create a word book by copying these words in a notebook. Encourage them to add to their word book as they learn new words. Words to Know Read each caption, tracking print as you read. Then ask children to repeat each caption after you, again, tracking print as they read. Visual Literacy Have children look at the pictures on pages 114 and 115. Guide them in getting information from the photos and captions. Encourage children to discuss what they see in each of the photos. Adapt the Activity Encourage children to talk about some of their families’ favorite traditions and/or celebrations and what they like best about them.


Song Sing Family Traditions Song on pages 116 and 117 of the Student Edition. Children can also listen to the song on the Audio. Finger Play Have children listen to the song one more time as you do the hand movements to the finger play. Then ask children to do the finger play with you as they sing the song again.






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Unit 3

Study Skills Invite children to choose a favorite tradition or celebration that they would like to learn more about. Have them find interesting pictures on the internet about that tradition or celebration. What About You? Have children discuss the traditions or celebrations in their own family or community. Ask questions such as What is your favorite family celebration? and What makes the celebration special to you? Ask them to point out similarities and differences among the celebrations. Activity Encourage children to discuss the content of their pictures. Ask them how their pictures show something unique about their tradition or celebration. Then display the pictures in the classroom for all to enjoy.


Sight Words Display the High-Frequency Worksheet and write the context sentences on the board. Read the sentences aloud and underline the sight word in each sentence. Then point to the sight word in each sentence and ask children to repeat it after you. Story Words List the story words on the board. Read them aloud and have children repeat them after you. Remind children that they will be seeing these words again when they read the story. Visual Learning Discuss the photos on page 118 of the Student Edition. Ask children what they think is happening in each. Then read the corresponding sentences, emphasizing the sight words and story words. Fluency Activity Do Fluency Activity 2 at the bottom of Teacher’s Edition page T118.


Phonemic Awareness Write the letters i, v, and x prominently on the board. Explain to children that each of these letters has a specific sound. Model the sound of each letter. Isolate Model how to isolate a sound at the beginning of a word. List the words ice, vase, and x-ray on the board. Have children identify the word with the long i sound at the beginning of the word. Then ask children to repeat the isolation activity, identifying the v and x sounds. Blending Model how to blend sounds. Write the word five on the board. Track letter to letter as you blend the word. Then ask children to blend the word with you. Repeat the blending activity with the words side, hive, sit, and wide.





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Unit 3


Build Background Explain to children that they will be reading a nonfiction story. Explain that this story is about real people and events. The Big Question State the Big Question for this reading: How do people around the world celebrate? Remind children to think about this question as they read. Story Preview Read aloud What is the story about? Emphasize the words United States, China, Brazil, and Ghana. Then ask children to repeat them. Understanding Text Structure As children look at the photographs in the story, explain that you can often understand more about the story by looking at the details of the photographs. Relating Pictures to Text On pages 122 and 123, point out clues to help children see that these celebrations are being celebrated in different parts of the world. Ask children to point out any similarities and/or differences they see.


Social Studies Link Show children pictures of products that are grown or made locally and pictures of products that are grown or made from different places around the world. Build Vocabulary Introduce children to multiple-meaning words. Begin a list on the board and add new words as you encounter them. Discuss the multiple meanings of these words with children. Comprehension Check Ask children to look at the photographs throughout the story. Ask children to determine what is most important in each of the pictures. Explain that the most important idea is called the main idea. Also explain that by keeping the main idea in mind while reading the story, you can better understand what the story is about. Fluency Activity Do Fluency Activity 3 at the bottom of Teacher’s Edition page T128. Think It Over Point out that asking questions about the story is a good way to review what the story is about. Read each question aloud and elicit responses from children.



Learning Strategy Have children work in pairs, with one child reading and the other making comparisons about what is happening in the story. You may then have volunteer pairs present their summarizing activity to the class.

Common Core State Standards: RI.1.1, RI.1.2, RI.1.7, RI.1.9, RI.1.10, W.1.3, SL.1.4, SL.1.5, SL.2.4, SL.2.6





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Onomatopoeia Invite a class discussion. SAY I am going to make a sound, and I want you to see if you can name the word for the sound I’m making. Make a buzzing sound and a popping sound. Invite children to name the words for the sounds. Then invite the children to make sounds and have others guess the names of the sounds. Flexible Grouping You may assign the practice activity as a class discussion, partner activity, or individual homework written assignment. Use a Venn Diagram Ask children to complete the Graphic Organizer on page 58 of the Workbook. Then ask children to think about the story “Celebration Time!” Have them discuss the similarities and differences among the celebrations in the story. Pass out copies of the Venn Diagram Graphic Organizer. Have children practice filling it in based on the similarities and differences between Carnival and July 4. Oral Presentation Have children prepare a short presentation for the class.


Grammar Review the first two rules, and read the first two example sentences given, emphasizing the be verb and the -ing form of the main verb. Review the third rule, and have volunteers read the example questions. You may wish to point out that in addition to the word what, other wh- question words may be used to create questions following the rule. Practice A and B Read the examples aloud, and point out the underlined words and word parts. Children will add the correct verb forms to the remaining sentences. Work as a class to complete each response aloud, and then have children practice on their own papers. Apply Read the directions and review the example. Have partners pantomime and describe activities.


Write a Description Explain and give an example of a written description for children. Practice Have children draw themselves doing their favorite activity. Before children write their own descriptive paragraphs, remind them that their sentences should use am, is, or are plus an -ing verb to describe actions. Partners Have children work with partners. Ask children to read their descriptive paragraphs and share their drawings with the class.

Common Core State Standards: SL.1.1, SL.1.1.c, SL.1.2, SL.1.3, SL.1.6, L.1.1, L.1.1.e, L.1.1.j, L.1.4.c




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Sight Words Display the High-Frequency Worksheet, and write the context sentences on the board. Read the sentences aloud, and underline the sight word in each sentence. Then point to the sight word in each sentence, and ask children to repeat it after you. Story Words List the story words on the board. Read them aloud, and have children repeat them after you. Remind children that they will be seeing these words again when they read the story. Visual Learning Discuss the photos on page 134 of the Student Edition. Ask children what they think is happening in each. Then read the corresponding sentences, emphasizing the sight words and story words. Fluency Activity Do Fluency Activity 4 at the bottom of Teacher’s Edition page T134.


Phonemic Awareness Write the letters u, k, and ck prominently on the board. Explain to children that each of these letters has a specific sound. Model the sound of each letter for the children. Isolate Model how to isolate a sound at the beginning of a word. List the words unicorn and kite on the board. Have children identify the word with the long u sound at the begining of the word. Then ask children to repeat the isolation activity, identifying the k and ck sounds. Blending Model how to blend sounds. Write the word cube on the board. Track letter to letter as you blend the word. Then ask children to blend the word with you. Repeat the blending activity with the words cute, kid, flute, huge, rule, and luck.


Build Background Explain to children that they will be reading a poem, and explain the term to them. Ask children to repeat the term poem. The Big Question State the Big Question for this reading: How do families celebrate Chinese New Year? Remind children to think about this question as they read. Story Preview Read aloud What is the story about? Emphasize the words Chinese, New Year, and celebration. Then ask children to repeat them after you. Understanding Text Structure As children look at the photographs in the poem, explain that you can often understand more about the story by looking at the details of the photographs.



Common Core State Standards: RI.1.1, RI.1.2, RI.1.7, RI.1.10, RF.1.1, RF.1.1.a, SL.1.2, SL.1.3, SL.1.6, L.1.4



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Rhyming List several simple rhyming words on the board. Ask children to repeat them after you. Underline and emphasize the ending sounds to show how they sound alike. Describe rhyming to children. Explain that a poem is often written in rhyme.


Social Studies Link Gather information about the date of the next Chinese New Year, and determine which animal of the zodiac will be the focus of that year. Introduce the terms January and February to the class. Ask them to repeat these words after you. Build Vocabulary Write the word pass on the board, and have children repeat it after you. Discuss the multiple meanings of the word pass with children. Comprehension Check/Summarize Ask children to look at the photographs on pages 142–146. Have children summarize what is happening in each picture. Start a chart on the board summarizing the different ways people celebrate Chinese New Year. Fluency Activity Do Fluency Activity 5 at the bottom of Teacher’s Edition page T146. Think It Over Point out that asking questions about the story is a good way to review what the story is about. Read each question aloud, and elicit responses from children.


pages 63 and 64 of the Workbook.• Use GO 2: Venn Diagram on page 104 of the Teacher’s Resource Book.

Learning Strategy/Note Taking Have children work in pairs, with one child reading and the other taking notes about the most important parts of the story. You may then have volunteer pairs present their note-taking activity to the class. Share Pictures Invite a class discussion. Provide a variety of pictures from magazines, newspapers, and catalogs. Model examples of people celebrating in a variety of different ways. Flexible Grouping You may assign the practice activity as a class discussion, partner activity, or individual homework written assignment. Use a Graphic Organizer Ask children to complete the Graphic Organizer on page 64 of the Workbook. Then ask children to think about the story “Chinese New Year.” Have them discuss the many different ways people celebrate this tradition. Pass out copies of GO 8: T-Chart. Have children practice filling it in based on information from the story. Oral Presentation Have children prepare to give a short presentation to the class.





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Grammar Review the first two rules, and have volunteers read the example sentences. Emphasize the position of the adjective in each sentence. Review the final rule, and have volunteers read the example sentences. Practice A and B Read the examples aloud, and have children identify the underlined words. Work as a class to complete each response aloud, and then have children practice on their own papers. Apply Read the directions and review the example. Have partners create new dialogues based on the example.


Write a Description Review written descriptions with children. Practice Have children draw detailed pictures of themselves. Before children write their own descriptive paragraphs, remind them that each sentence should begin with a capital letter and end with a period. Remind them that their sentences should contain adjectives. Partners Have children work with partners. Ask children to read their descriptive paragraphs and share their drawings with the class.


Sight Words Display the High-Frequency Worksheet, and write the context sentences on the board. Read the sentences aloud, and underline the sight word in each sentence. Then point to the sight word in each sentence, and ask children to repeat it after you. Story Words List the story words on the board. Read them aloud, and have children repeat them after you. Remind children that they will be seeing these words again when they read the story.

Common Core State Standards: SL.1.1, SL.1.1.c, SL.1.2, SL.1.3, SL.1.6, L.1.1, L.1.1.f





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Phonemic Awareness Write the letters o, g, and z prominently on the board. Explain to children that each of these letters has a specific sound. Model the sound of each letter for the children. Isolate Model how to isolate a sound at the beginning of a word. List the words oatmeal, gate, and zipper on the board. Have children identify the word with the long o sound at the beginning of the word. Then ask children to repeat the isolation activity, identifying the g and z sounds. Blending Model how to blend sounds. Write the word hole on the board. Track letter to letter as you blend the word. Then ask children to blend the word with you. Repeat the blending activity with the words rose, zone, and hope.


Build Background Explain to children that they will be reading a nonfiction story and explain the term to them. Point out that, because the story is true, all the information contained in the story is true. The Big Question State the Big Question for this reading: Where can we see flags? Remind children to think about this question as they read. Story Preview Read aloud What is the story about? Emphasize the word flag. Then ask children to repeat after you. Understanding Text Structure As children look at the photographs in the story, explain that you can often understand more about the topics of the story by looking at the photographs. Setting On pages 154–160, point out the many different flags and where they can be seen.


Common Core State Standards: RL.1.4, RF.1.1, RF.1.1.a, RF.1.2, RF.1.2.c, RF.1.3, SL.1.6, L.1.4, L.1.4.a, L.1.5.c, L.1.6


M02_NCS_ANC_L1_TRB_44692_LP.indd 11/12/18 8:51 PM f-0282 /128/PE03211_COMP_WB/CO/NA/SE/2018/G1/0135231949/Layout/Interior_Files/TRB/M02

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Build Vocabulary Introduce children to multiple-meaning words. Begin a list on the board, and add new words as you encounter them. Discuss the multiple meanings of these words with children. Sharing Language and Culture Display images of flags from around the world in the classroom. Ask children to identify familiar flags. Compare the similarities and differences between the flags. Comprehension Check/Visualizing Ask children to look at the photograph on pages 158 and 159. Tell them there are many people who come to the Olympic Games. Ask if they think the people come from one country or from many countries. Ask why it is good to have one flag for the Olympics. Fluency Activity Do Fluency Activity 7 at the bottom of Teacher’s Edition page T160. Think It Over Point out that asking questions about the story is a good way to review what the story is about. Read each question aloud, and elicit responses from children.



Learning Strategy Have children work with a partner, with one child reading and the other telling what is happening in his or her own words. You may then have volunteer partners present their rereading activity to the class. Shapes and Colors Have a class discussion. SAY This photograph shows the flags of many countries. We cannot see the colors in these flags, but we can see that the flags are different. Can you name some shapes you can see on flags? Can you name some colors you can see on flags? List all children’s responses on the board. Flexible Grouping You may assign the practice activity as a class discussion, partner activity, or individual homework written assignment. Use a Graphic Organizer Ask children to complete the Graphic Organizer on page 70 of the Workbook. Then ask children to think about the story “A Flag.” Have them discuss things they learned from reading the story and any words that describe a flag. Pass out copies of GO 12: Word Web. Have children practice filling it in based on the story. Oral Presentation Have children prepare to give a short presentation to the class.




Common Core State Standards: SL.1.1, SL.1.1.c, SL.1.2, SL.1.3, SL.1.6, L.1.1, L.1.1.d, L.1.1.e



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Unit 3

Grammar Review the simple present. Read the first three rules, and have volunteers read the example sentences. Guide children to identify the s added to the verb in the second sentence. Review the fourth rule, and have volunteers read the sentences.

Explain that the word doesn’t is a contraction for does not. Remind children that the word not is used to talk about things that are not true. Point out that in the sentence with they, the verb changes from doesn’t to don’t. Explain how to form the contractions doesn’t and don’t. Practice A and B For Practice B, read the example aloud. Children will add the correct form to complete the remaining sentences. Work as a class to complete Practice A and B, and then have children practice on their own papers. Apply Read the directions, and review the example. Have partners use their own ideas to create new dialogues based on the example.


Write a Description Review written descriptions with children. Practice Have children draw activities they do in the summer. Before children write their own descriptive paragraphs, remind them that all sentences should begin with a capital letter and end with a period or question mark. Also tell them that the present tense can be used for writing a descriptive piece. Partners Have children work with partners. Ask children to read their descriptive paragraphs and share their drawings with the class.

Lesson 25Unit Projects Student Edition pages 164–165• Use Big Question Unit 3 worksheet to review the Big Questions for the Unit.

The Big Question Reread the Big Question to children. Ask them to name some of their favorite ways to celebrate. Written Explain to children that they will be writing about a favorite family celebration. Brainstorm a list of describing words they may want to use to describe what that celebration is like, and write them on the board. Tell children that they may refer to this list of words when writing their stories. Ask children to write descriptive paragraphs about a favorite family celebration and then share it with a partner. Oral Allow children to refer to the list of descriptive words on the board if they need help describing their favorite family celebration. Encourage children to speak clearly and look at the audience while they speak. Visual Remind children how describing words can add interest to their stories. Then tell them that pictures can also describe a person or event. Encourage children to draw a picture of a favorite family celebration. Ask them to include details in their drawings that will help to describe that celebration.


Common Core State Standards: RL.1.10, RI.1.10, W.1.2, W.1.4, W.1.5, W.1.10, SL.1.2, SL.1.3, SL.1.4, SL.1.5, SL.1.6



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Lesson 26Listening & Speaking Workshop Student Edition pages 166–167Describe Animals Tell children that they will be describing animals to their classmates. Model the Prepare section, using grade-appropriate descriptions. Prepare Give children three sheets of paper for drawing three animals, each with a word web. Encourage children to include words in their web that tell how the animal looks, such as its size and color, and what the animal can do. Use the drawings to help children write their sentences. Practice and Present Using the model you created, show children how to give word clues to describe an animal you drew. After children guess the animal, reveal your picture. Review the steps on page 167 and allow children to practice for a small group before presenting to the whole class. Evaluate Discuss the questions with the class. Encourage children to share which words were most helpful in guessing the names of specific animals.

Lesson 27Writing Workshop Student Edition pages 168–170Write a Paragraph Tell children that a descriptive paragraph is a group of sentences that tell about one person or place. Tell children that they will write a descriptive paragraph about a person or place. Read aloud the sample descriptive paragraph on page 169 and ask children to identify the topic of the paragraph. Prewrite Read aloud the sample word web. Copy the web from page 168 onto the board. Model how to fill in a blank web about the person or place you chose. Draft Model how to turn the ideas from the web into a descriptive paragraph on the board. Have children write the first draft of their paragraphs. Encourage children to use adjectives as they describe their topic. Have children complete Workbook page 75.

Lesson 28Writing Workshop Student Edition pages 168–170Revise Using the model from the previous day, show children how to use the Revising Checklist on page 169 to improve their writing. Give children time to revise their descriptive paragraphs. Encourage children to include details to describe actions related to the topic. Edit Show children how to use the Editing Checklist on page 170. Have children edit each other’s papers. Publish Give children time to write a clean copy of their descriptive paragraphs. You may wish to have them share the paragraphs with the class, or post them in a central location. Have children complete Workbook page 76.


Common Core State Standards: W.1.2, W.1.4, W.1.5, W.1.10, L.1.1, L.1.2

Common Core State Standards: W.1.2, W.1.4, W.1.5, W.1.10, L.1.1, L.1.1.c, L.1.2



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Lesson 29Fluency Student Edition page 171Fluency Explain to children that it is important to read every word in a sentence. Play the Audio of the sentences on the page. Discuss how the reader did not stop reading until the end of a sentence. Next, have the children follow along and point to the words as they are read aloud. Then, play the sentences again, having children read along with the Audio. Have children practice reading the sentences aloud to a partner. Encourage children to identify words they have trouble pronouncing. Have children complete Workbook pages 77–78.

Lesson 30Unit Review• Use Daily Language Practice, Week 18, Days 3–5.• Have children complete the Unit 3 Review on pages 73 and 74 of the Workbook.

Write Nonfiction SAY You have read about several types of traditions. Let’s read about one more. Pay attention to the proper noun that names this tradition! After reading, ask a volunteer to summarize what the student wrote. Spelling Remind children of the sounds that letters make. Encourage children to sound out words as they spell them. Also encourage them to use their Picture Dictionary to look up any words they are not sure how to spell. Practice Before children begin to write, remind them that all sentences should begin with a capital letter and end with a period (or a question mark if it is an asking sentence). Tell children that their sentences should include nouns, proper nouns, pronouns, and action verbs.





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Unit Opener Introduce the unit theme, “Animals and Plants.” Build students’ background information on the unit theme by looking at the poster and watching the video. Discuss the different types of animals and plants you are familiar with as well as those that are native to your community. The Big Question Ask children if they can name any animals or plants that live in their community. Build Background Talk with children about some of the ways people help each other. Then explain that animals and plants can help each other, too. Ask children to think of some ways animals and/or plants help them. Listening and Speaking Help children brainstorm a list of words that describe things animals and plants need to live. Write the words on the board. Ask children to repeat them after you. Writing Fluency Start a list on the board of different animals and what they like to eat. Have children add to the list by dictating or writing on the board.


What Do You Know about Animals and Plants? Discuss each of the photos with children. Ask them to use the word animal or plant while describing each picture. Fluency Activity Do Fluency Activity 1 at the bottom of Teacher’s Edition page T4. Writing List any words about animals or plants on the board. Ask children to create a word book by copying these words in a notebook. Encourage them to add to their word book as they learn new words. Words to Know Read each caption, tracking print as you read. Then ask children to repeat each caption after you, again, tracking print as they read. Visual Literacy Have children look at the pictures on pages 4 and 5. Guide them in getting information from the photos and captions. Encourage children to discuss what they see in each of the photos. Adapt the Activity Encourage children to talk about some of the things they do to help people and what they like best about being a helper.


Song Sing It’s All Part of Nature on pages 6 and 7 of the Student Edition. Children can also listen to the song on the audio. Finger Play Have children listen to the song one more time as you do the hand movements to the finger play. Then ask children to do the finger play with you as they sing the song again.






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Study Skills/Internet Invite children to choose a favorite animal or plant that they would like to learn more about. Have them find an interesting fact on the internet about that animal or plant. What About You? Have children discuss the different animals and plants they see in their community or neighborhood. Ask questions such as Where does this animal live? and How do plants help the community in which you live? Ask them to point out how these animals and plants can help each other. Activity/Drawing Encourage children to discuss the content of their pictures. Ask them how their pictures show how these animals and plants are helping. Then display the pictures in the classroom for all to enjoy.


Sight Words Display the High-Frequency Worksheet and write the context sentences on the board. Read the sentences aloud and underline the sight word in each. Then point to each sight word and ask children to repeat it after you. Story Words List the story words on the board. Read them aloud and have children repeat them after you. Remind children that they will be seeing these words again when they read the story. Visual Learning Discuss the photos on page 8 of the Student Edition. Ask children what they think is happening in each. Then read the corresponding sentences, emphasizing the sight words and story words. Fluency Activity Do Fluency Activity 2 at the bottom of Teacher’s Edition page T8.


Phonemic Awareness Write the letters e, ch, and sh prominently on the board. Explain to children that each of these letters has a specific sound. Model the sound of each letter for the children. Isolate Model how to isolate a sound at the beginning of a word. List the words eat, cheese, and shoe on the board. Have children identify the word with the ch sound at the beginning of the word. Then ask children to repeat the isolation activity, identifying the sh and long e sounds. Blending Model how to blend sounds. Write the word sheep on the board. Track letter to letter as you blend the word. Then ask children to blend the word with you. Repeat the blending activity with the words chick, ship, and read.


Common Core State Standards: RI.1.4, RI.1.7, RF.1.2, RF.1.2.a, RF.1.3, RF.1.3.a, SL.1.1, SL.1.1.c, SL.1.3, SL.1.6, L.1.4



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Build Background Explain to children that they will be reading a nonfiction story and explain the term to them. Point out that, because the story is true, all the information contained in the story is true. The Big Question State the Big Question for this reading: How do animals help other animals? Remind children to think about this question as they read. Story Preview Read aloud Who is in the story? and Where does the story happen? Emphasize the words duck, duckling, and pond. Then ask children to repeat them after you. Understanding Text Structure As children look at the photographs in the story, explain that you can often understand more about the story by looking at the photographs. Predict Point out that predicting, or making a logical guess about what will happen next, will help children understand the story as they read.


Build Vocabulary Introduce children to multiple-meaning words. Begin a list on the board and add new words as you encounter them. Discuss the multiple meanings of these words with children. Synonyms Write the words waddle and cute on the board. Say the words aloud and show examples of each. Then ask children to come up with several synonyms for each word. Write the synonyms under the appropriate word on the board. Comprehension Check Ask children to look at the photographs on pages 16 and 17. Ask them if they have ever seen a duck swimming in a pond. Fluency Activity Do Fluency Activity 3 at the bottom of Teacher’s Edition page T18. Think It Over Point out that asking questions about the story is a good way to review what the story is about. Read each question aloud and elicit responses from children.


pages 83 and 84 of the Workbook.• Use GO 8: T-Chart on page 110 of the Teacher’s Resource Book.

Learning Strategy Have children work in pairs, with one child reading and the other taking notes about what is happening in the story. Flashcards Help children with their pictures or find pictures in magazines and/or catalogs that they can use for their flashcards. Ask children to share their flashcards with the class.

Common Core State Standards: RI.1.1, RI.1.2, RI.1.7, RI.1.10, SL.1.2





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Flexible Grouping You may assign the practice activity as a class discussion, partner activity, or individual homework written assignment. Use a Graphic Organizer Ask children to complete the Graphic Organizer on page 84 of the Workbook. Then ask children to think about the story “Little Duck.” Have them discuss things they learned from reading the story. Pass out copies of GO 8: T-Chart. Have children practice filling it in based on the story. Oral Presentation Have children prepare to give a short presentation to the class.


Grammar Review the rule. Have volunteers read each question-and-answer pair. Point out the wh- question word in each question, and emphasize the word order. Remind students to use either do or does depending on the subject of the question. Practice A and B Read the examples aloud. Explain that in Practice A, the underlined helper verb matches the subject of the question. Children will choose do or does to complete the sentences. Work as a class to complete each response aloud, and then have children practice on their own papers. Apply Review the example. Have partners use the questions in the box to create new dialogues based on the example.


Write Expository Define expository writing for children. Practice Have children draw a picture of what they do after school. Before children write their own expository paragraphs, remind them that each of their sentences should answer wh- questions. Partners Have children work with partners. Ask children to read their expository writings and share their drawings with the class.

Common Core State Standards: SL.1.1, SL.1.1.c, SL.1.2, SL.1.3, SL.1.6, L.1.1, L.1.1.j




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Sight Words Display the High-Frequency Worksheet and write the context sentences on the board. Read the sentences aloud and underline the sight word in each sentence. Then point to the sight word in each sentence and ask children to repeat it after you. Story Words List the story words on the board. Read them aloud and have children repeat them after you. Remind children that they will be seeing these words again when they read the story. Visual Learning Discuss the photos on page 22 of the Student Edition. Ask children what they think is happening in each. Then read the corresponding sentences, emphasizing the sight words and story words. Fluency Activity Do Fluency Activity 4 at the bottom of Teacher’s Edition page T22.


Phonemic Awareness Write the letters a, th, and y prominently on the board. Explain to children that each of these letters has a specific sound. Model the sound of each letter for the children. Isolate Model how to isolate a sound at the beginning of a word. List the words yellow, thin, with, take, silly, and year on the board. Have children identify the words with the same beginning sound as the word yak. Then ask children to repeat the isolation activity, identifying the long a and th sounds. Blending Model how to blend sounds. Write the word yak on the board. Track letter to letter as you blend the word. Then ask children to blend the word with you. Repeat the blending activity with the words bath, gray, and train.


Build Background Explain to children that they will be reading a nonfiction story. Explain to them that this story is about a real person, thing, or event. The Big Question State the Big Question for this reading: What kind of help do plants need to grow? Remind children to think about this question as they read. Story Preview Read aloud What is in the story? Emphasize the words seeds, peach, leaves, carrot, watermelon, pumpkin, and flower. Then ask children to repeat them after you. Understanding Text Structure As children look at the photographs in the poem, explain that you can often understand more about a poem by looking at the details of the photographs.


Common Core State Standards: RI.1.4, RI.1.7, RF.1.2, RF.1.2.a, RF.1.3, RF.1.3.a, SL.1.1, SL.1.1.c, SL.1.3, SL.1.6, L.1.4

Common Core State Standards: RI.1.1, RI.1.2, RI.1.7, RI.1.10, SL.2.4, SL.2.6



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Using Picture Clues to Tell a Story On pages 26 and 27, point out clues to help children see that these seeds will all grow into plants. Ask children to talk about any predictions they have for the seeds.


Social Studies Link Show children pictures of different types of pumpkins, some used as decorations, such as for an autumn display, and some used for eating. Build Vocabulary Introduce children to multiple-meaning words. Begin a list on the board and add new words as you encounter them. Discuss the multiple meanings of these words with children. Use A Closer Look to present new words to children. Comprehension Check Ask children to look at the photographs throughout the story. Ask children to predict what will happen to each seed. Explain that making logical predictions can help children better understand the story. Fluency Activity Do Fluency Activity 4 at the bottom of Teacher’s Edition page T22. Think It Over Point out that asking questions about the story is a good way to review what the story is about. Read each question aloud and elicit responses from children.


pages 89 and 90 of the Workbook.• Use GO 1: Main Idea and Details Chart on page 103 of the Teacher’s Resource Book.

Learning Strategy Have children work in pairs, with one child reading and the other outlining information about plants and seeds. You may have volunteer pairs present their outlining activity to the class. Flexible Grouping You may assign the practice activity as a class discussion, partner activity, or individual homework written assignment. Use a Main Idea/Supporting Details Chart Ask children to complete the Graphic Organizer on page 103 of the Workbook. Then ask children to think about the story, Plants. Have them discuss the effects of adding water and sun to seeds, as outlined in the story. Pass out copies of the Main Idea/Supporting Details Graphic Organizer. Have children practice filling it in based on the events of the story. Oral Presentation Have children prepare to give a short presentation to the class.





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Unit 4


Grammar Review the rule, and explain that when we discuss a process or a series of events, we tell what happens in the correct order. Have volunteers read the example sentences. Emphasize each sequence word, and explain how each connects the sentences together in the correct order. Practice Read the example aloud, and have students identify the underlined word. Point out that it tells the order in which the action happened, as it related to other connected actions. Children will add sequence words to complete the remaining sentences. Work as a class to complete each response aloud, and then have children practice on their own papers. Apply Read the directions and review the example. Have partners read the story “Plants” and talk about how watermelons grow.


Write an Expository Review expository writing with children. Practice Have children draw a plant they like. Before children write their own expository pieces about how the plant grows, remind them that each sentence should begin with a capital letter and end with a period. Remind them that their sentences should use words that show time order. Partners Have children work with partners. Ask children to read their expository writings and share their drawings with the class.


Sight Words Display the High-Frequency Worksheet, and write the context sentences on the board. Read the sentences aloud, and underline the sight word in each. Then point to each sight word, and ask children to repeat it after you. Story Words List the story words on the board. Read them aloud, and have children repeat them after you. Remind children that they will be seeing these words again when they read the story. Fluency Activity Do Fluency Activity 6 at the bottom of Teacher’s Edition page T38.

Common Core State Standards: SL.1.1, SL.1.1.c, SL.1.2, SL.1.3, SL.1.6, L.1.1





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Unit 4

Visual Learning Discuss the photos on page 38 of the Student Edition. Ask children what they think is happening in each. Then read the corresponding sentences, emphasizing the sight words and story words.


Phonemic Awareness Write the letters i, igh, and y prominently on the board. Explain to children that each of these letters or letter combinations can make the long i sound. Model the sound of each one. Isolate Model how to isolate a sound at the end or in the middle of a word. List the words shy, hi, and right on the board. Have children identify the letter that makes the long i sound in shy. Then ask children to repeat the isolation activity, identifying the long i sounds in hi and right. Blending Model how to blend sounds. Write the word cry on the board. Track letter to letter as you blend the word. Then ask children to blend the word with you. Repeat the blending activity with the words night, child, and fly.


Build Background Explain to children that they will be reading a nonfiction story and that this type of story tells about a real person, thing, or event. The Big Question State the Big Question for this reading: What helps animals to live on our planet? Remind children to think about this question as they read. Story Preview Read aloud What is the story about? Emphasize the word animals. Then ask children to repeat it after you. Understanding Text Structure As children look at the details of the illustrations in the story, explain that you can often understand more about the story by looking at the details of the illustrations. Visual Literacy Start a chart on the board with the headings Plants and Animals. Explain that plants and animals are both living things. As children look through the illustrations in the story, have them add the names of the plants and animals they see to the appropriate column of the chart.


Common Core State Standards: RI.1.1, RI.1.2, RI.1.3, RI.1.7, RI.1.10, SL.1.2, SL.1.3, SL.1.6, L.1.4



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Unit 4


Social Studies Link Gather information about different types of food chains that can be found around the world. Write the word people on the board. Have children brainstorm the types of food chains people can belong to. Build Vocabulary Have children add to their list of multiple-meaning words. Write the word part on the board and have children repeat it after you. Discuss the multiple meanings of the word part with children. Comprehension Check Ask children to look at the photographs on pages 42–48. Have children describe the causes and effects throughout the story and how causes and effects are part of the food chain. Fluency Activity Do Fluency Activity 7 at the bottom of Teacher’s Edition page T48. Think It Over Point out that asking questions about the story is a good way to review what the story is about. Read each question aloud and elicit responses from children.

Lesson 22Comprehension• Use Daily Language Practice, Week 23, Day 2.• Have children complete the Comprehension and Graphic Organizer activity

on pages 95 and 96 of the Workbook.• Use GO 1: Main Idea and Details Chart on page 103 of the Teacher’s Resource Book.

Learning Strategy Have children work in pairs, with one child reading and the other telling what is happening in his or her own words. You may then have volunteer pairs present their rereading activity to the class. Create a Picture Dictionary Have a class discussion. Provide a variety of pictures from magazines, newspapers, and catalogs for children to use in their Picture Dictionaries. Model examples of plants and animals they may want to include. Flexible Grouping You may assign the practice activity as a class discussion, partner activity, or individual homework written assignment. Use a Graphic Organizer Ask children to complete the Graphic Organizer on page 96 of the Workbook. Then ask children to think about the story, Animals. Have them discuss the many different ways plants and animals help each other. Pass out copies of the Cause and Effect Graphic Organizer. Have children practice filling it in based on information from the story. Oral Presentation Have children prepare to give a short presentation to the class.





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Unit 4


Grammar Explain singular and plural nouns. Read the first two rules, and have volunteers read the first three examples. Guide children to identify the s added to bat to make it plural. Point out the word an, and remind children that it is used before singular nouns that begin with a vowel. Review the third rule, and have volunteers read the final example and its answers, pointing out the different verb forms for singular and plural objects (is and are). Practice A and B For Practice B, read the example aloud and point out each underlined word. Children will add the correct article to complete the remaining sentences. Work as a class to complete Practices A and B aloud, and then have children practice on their own papers. Apply Read the directions and review the example. Have partners dictate ideas and draw pictures to complete the activity.


Write Expository Review expository writing with children. Practice Have children draw an animal they like. Before children write their own expository pieces about an animal they like, remind them that all sentences should begin with a capital letter and end with a period or question mark. Also tell them that plural nouns can be used for writing an expository piece. Partners Have children work with partners. Ask children to read their expository pieces and share their drawings with the class.


The Big Question Reread the Big Question to children. Ask them to name some of their favorite animals and plants. Written Explain to children that they will be writing about their favorite animals and plants. Brainstorm a list of describing words they may want to use, and list them on the board. Tell children that they may refer to this list of words when writing their stories. Ask children to write an expository piece about a favorite animal or plant and then share it with a partner.

Common Core State Standards: SL.1.1, SL.1.1.c, SL.1.2, SL.1.3, SL.1.6, L.1.1, L.1.1.c





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Unit 4

Oral Have children describe a favorite plant or animal to a small group. Allow them to refer to the list of descriptive words on the board if needed. Encourage children to speak clearly and look at the group while they speak. Visual Remind children how describing words can add interest to their stories. Then tell children that acting can also show information about a person or event. Encourage children to move like a plant or animal. Ask them to include details in their movements that will help to describe that plant or animal.

Lesson 26Listening & Speaking Workshop Student Edition pages 54–55Explain How to Do Something Tell the children that they will be explaining how to do a chore. Model the Prepare section, using grade-appropriate descriptions. Prepare Give children a separate sheet of paper to draw their chore. Encourage children to be as accurate as possible with the drawing. Use the drawings to help children fill in their chart. Practice and Present Using the model you created, show children how to use their chart and props to act out the chore they explained. Review the steps on page 55 and allow children to practice for a small group before presenting to the whole class. Evaluate Discuss the questions with the class. Encourage children to share how listening for information they already knew helped them understand each chore.

Lesson 27Writing Workshop Student Edition pages 56–58Write an Expository Paragraph Tell children that an expository paragraph is a group of sentences that explain something, with facts and details. Tell children that they will write an expository paragraph about an animal they like. Read aloud the sample expository paragraph and ask children to identify the topic of the paragraph. Prewrite Read aloud the sample web. Copy the web from page 56 onto the board. Model how to fill in a blank web about the animal you chose. Draft Model how to turn the ideas from the web into an expository paragraph on the board. Have children write the first draft of their paragraphs. Encourage children to use facts and details as they tell about the animal. Have children complete Workbook page 101.

Common Core State Standards: SL.1.1, SL.1.2, SL.1.3, SL.1.4, SL.1.5, SL.1.6




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Lesson 28Writing Workshop Student Edition pages 56–58Revise Using the model from the previous day, show children how to use the Revising Checklist on page 57 to improve their writing. Give children time to revise their expository paragraphs. Encourage children to verify that all sentences are about the animal. Edit Show children how to use the Editing Checklist on page 58. Have children edit each other’s papers. Publish Give children time to write a clean copy of their expository paragraphs. You may wish to have them share the paragraphs with the class, or post them in a central location. Have children complete Workbook page 102.

Lesson 29Fluency Student Edition page 59Fluency Explain to children that it is important to read every word in a sentence. Play the Audio of the sentences on the page. Discuss how the reader did not stop reading until the end of a sentence. Next, have the children follow along and point to the words as they are read aloud. Then, play the sentences again, having children read along with the Audio. Have children practice reading the sentences aloud to a partner. Encourage children to identify words they have trouble pronouncing. Have children complete Workbook pages 103.

Lesson 30Unit Test• Use Daily Language Practice, Week 24, Days 3–5.• Have children complete the Unit Review on pages 99–100 of the Workbook.

Write Nonfiction SAY You have read about several types of animals and plants. Let’s read about one more. Pay attention to the counting words in this story! After reading, ask a volunteer to summarize what the student wrote. Spelling Remind children of the sounds that letters make. Encourage children to sound out words as they spell them. Also encourage them to use the Picture Dictionary to look up any words they are not sure how to spell. Practice Before children begin to write, remind them that all sentences should begin with a capital letter and end with a period (or a question mark if it is an asking sentence). Tell children that their sentences should include nouns, proper nouns, pronouns, verbs, and counting words. Handwriting Explain to children that they will be practicing writing uppercase and lowercase Ch, Th, and y. Before asking children to practice printing Ch, Th, and y, write several of each on the board, and then model how each is formed.






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Unit 5


Unit Opener Introduce the unit theme, “One World.” Refer to Unit Opener pages 60–61 of the Student Edition. In this unit, children will learn about the different countries people in their communities come from. Build students’ background information on the unit theme by looking at the poster and watching the video. Visual Literacy Have children look at the photograph on this spread. Ask volunteers to discuss what they see. The Big Question Read the Big Question to the class: What do you like most about living in your country? Have children tell about the things they like about where they live. Listening and Speaking Help children brainstorm a list of countries people in their communities come from.

Homework Ask children to write a couple of sentences about a person who comes from a country other than their own.


Unit Background On pages 62 and 63, children will look at the pictures of people across the world and learn about different countries, nationalities, and cultures. Ask them what they see. Have them read the caption for each picture. Fluency Activity Do Fluency Activity 1 at the bottom of Teacher’s Edition page T62. Build Discussion Discuss with children the discussion points on T63 of the Teacher’s Edition. Encourage children to talk about the traditions and customs from around the world that they enjoy. Have them add any other traditions they can think of. Your Turn Read aloud the text in the box. Ask children to tell what kind of food from their country is popular around the world.

Homework Have children plan a meal using foods that come from other countries.


Unit Background On pages 64 to 65, children will sing along to the song “We Are All Citizens of the World.” Song The song is sung to “This Old Man.” Read aloud the words first, and then sing the song. Finger Play After children have learned the song, teach them the finger play on page T64 of the Teacher’s Edition.






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Homework Have children draw a picture of a child from another country in that country’s clothes. Have children write a sentence for their picture.

Lesson 4Reading Vocabulary Student Edition page 66• Use Daily Language Practice, Week 25, Day 4. • Use Unit 5 Reading 1, Vocabulary Worksheet.• Have children complete the Vocabulary activity on page 107 of the Workbook.

Sight Words Display the High-Frequency Worksheet, and help children learn the skill of defining words by context. Ask them to read the sentences with the sight words. Encourage children to use the photographs to help them if they need to. Visual Literacy Have children use sight words to describe each photograph. Story Words Write the words bought, soccer, and ball on the board. Make Connections Have children discuss other games they play using balls. How are the rules like soccer? How are the rules different? Fluency Activity Do Fluency Activity 2 at the bottom of Teacher’s Edition page T66.

Homework Have children complete the activity in the Your Turn box.

Lesson 5Phonics Student Edition page 67• Use Daily Language Practice, Week 25, Day 5. • Have children complete the Phonics activity on page 108 of the Workbook.

Phonics Remind children that words are made up of sounds. They can listen for sounds in words. SAY We are going to look at words with the long o sound spelled oa, ow, and oe. Blending Tell children they are going to learn to blend words using the new sound they have just learned. Write f-l-o-a-t on the board. Point to each letter as you enunciate the sounds. Then blend the whole word: float. Have children blend the word with you. Repeat with the words: soap, toe, and blow.

Homework Have children list five words with the long o sound.





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Unit 5


Build Background Explain to children that this story is about children who like to play football. There is a boy in the story from another country. In his country they call soccer, “football.” The Big Question State the Big Question for this reading: What sports do people play in the United States? Remind children to think about this question as they read. Visual Literacy/Illustrations Have children look at the illustrations on page 68 in the Student Edition. Ask children to discuss what they see. Help them name the children in the story. Then point out the illustrations telling what the story is about. SAY Football and soccer are two games people like to play. Reading Strategy Tell students that authors don’t always give all the information in a story. We have to make inferences. Have students infer what games will be played in the story. Read Have children take turns reading pages 69–78 aloud to the class.

Homework Have children write a simple set of rules to play their favorite sport.


Identifying Characters Have children look at the pictures on page 68. Ask them to name the characters in the story. Reread Have children take turns rereading pages 69–78 aloud to the class. Pantomime Have children pantomime what they do with a football or a soccer ball. Have them show you how they play baseball and basketball. Fluency Activity Do Fluency Activity 3 at the bottom of Teacher’s Edition page T78. Think It Over Have children answer the Think It Over questions with you. Point out that asking and answering questions about the story is a good way to review what the story is about.

Homework Have children write three sentences. Each sentence will include a kind of game.

Lesson 8Comprehension• Use Daily Language Practice, Week 26, Day 3. • Have children complete the Comprehension and Graphic Organizer activity

on pages 109–110 of the Workbook.• Use GO 2: Venn Diagram provided on page 104 of the Teacher’s Resource Book.

Reread Invite children to read the top of page 109 in the Workbook. Give them time to answer the questions on the bottom of the page.

Common Core State Standards: RL.1.1, RL.1.2, RL.1.3, RL.1.7, RL.1.10, SL.1.3, SL.1.6, L.1.4





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Unit 5

Graphic Organizer Invite children to complete the graphic organizer on page 110 of the Workbook. SAY How do you think a football and a soccer ball are the same? How are they different? Have student listen to the passage on the Audio.

Homework Have children draw a picture of the game Blake will play next.

Lesson 9Grammar Student Edition pages 80–81• Use Daily Language Practice, Week 26, Day 4. • Have children complete the grammar exercise on page 111 of the Workbook.

Grammar Review the rules about proper and common nouns. Have volunteers read the example sentences aloud, identifying whether each proper noun is a person, place, or thing. Then reread each example sentence and ask children to identify the common nouns. Discuss why words from the examples are proper nouns rather than common nouns if necessary. Practice A and B Review the directions and read the example sentence aloud. Explain that each underlined word for Practice A and B is a common noun. Children will identify the proper and common nouns in the remaining sentences. Work as a class to complete each response aloud, and then have children practice on their own paper. Apply Review the example. Have partners use the questions in the box to create new dialogues based on the example.

Homework Ask children to write three sentences, each with at least one common noun and one proper noun. Have children share their sentences with the class.

Lesson 10Writing Student Edition page 81• Use Daily Language Practice, Week 26, Day 5.• Use the Handwriting practice on pages 113–134 of the Teacher’s Resource Book.• Have children complete the writing exercise on page 112 of the Workbook.

Write a Narrative Define a written narrative for children. Practice Have children draw pictures or brainstorm a list of ideas about a story they know. Before children write their own narratives, remind them that their story should contain both proper and common nouns. Partners Have children work with partners. Ask children to read their narratives and share their drawings or lists with the class.

Homework Ask children to write a narrative about a story they have read, including information about characters and setting. Have children share their narratives with the class.

Common Core State Standards: SL.1.1, SL.1.1.c, SL.1.2, SL.1.3, SL.1.6, L.1.1, L.1.1.b, L.1.2.a




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Unit 5


Sight Words Display the High-Frequency Worksheet, and write the words know, best, big, and live on the board. Point to the words as you read them aloud. Story Words Say the words cello, world, and play aloud as you write them on the board. Point to each word after you have written them, and ask the children to say them. Practice Have small groups of children work with the word cards for the story and sight words. Then have the children use these words in sentences. Fluency Activity Do Fluency Activity 4 at the bottom of Teacher’s Edition page T82.

Homework Have children write their own sentences using the story words.

Lesson 12Phonics Student Edition page 83• Use Daily Language Practice, Week 27, Day 2. • Have children complete the Phonics activity on page 114 of the Workbook.

Phonics Explain to children that they will be learning the wh sound as in wheel as well as vowel diphthongs ow and ou. Blending Tell children that they are going to learn to blend words using the new sounds they have learned. Have children look at the pictures on page 83 and say the words aloud. Ask children to repeat the words after you.

Homework Have children make a list of words with the wh sound and the vowel diphthongs ow and ou.


Build Background Have children look at the pictures on page 84. Ask them what they see. Have them read the questions, Who is this story about? and then read the answer. The Big Question State the Big Question for this reading: Why do people move to other countries? Remind children to think about this question as they read the story. Reading Strategy Tell students that sometimes the writer leaves parts of the story out. The reader has to fill in the missing parts. The missing parts are called conclusions.


Common Core State Standards: RI.1.4, RI.1.7, RF.1.2, RF.1.2.b, RF.1.3, RF.1.3.a, SL.1.1, SL.1.1.c, SL.1.3, SL.1.6, L.1.4

Common Core State Standards: RI.1.1, RI.1.2, RI.1.7, RI.1.10, SL.1.3, SL.1.6, L.1.4



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Unit 5

Preview the Title Read aloud the title of the story. Ask children what they think the story is about. Read Aloud Read pages 86–87 with children. SAY What have we read so far? What conclusion can you draw after reading the pages? Visual Literacy Have children look at the photos on pages 90–91. Ask them what they see. SAY Do you think this was an exciting time?

Homework Have children write two sentences that tell what clues they see in the photos that makes them think it was an exciting time.


The Big Question Read the Big Question again. Then have children look at the pictures on pages 86–89. Ask: What do you see? Possible responses: the Eiffel Tower, a young Yo-Yo Ma with a cello playing with his sister. Read Have children read pages 85–92, taking turns reading aloud. Reading Strategy Have children draw conclusions as to why Yo-Yo Ma’s family went to America. Fluency Activity Do Fluency Activity 5 at the bottom of Teacher’s Edition page T92.

Homework Have children write two sentences telling how he or she might feel if he or she moved far away with their family.

Lesson 15Comprehension• Use Daily Language Practice, Week 27, Day 5. • Have children complete the Comprehension and Graphic Organizer activity on

pages 115–116 of the Workbook. • Use GO 6: 5 W Questions Chart on page 108 of the Teacher’s Resource Book.

Comprehension Check Discuss with children a personal experience that you had when you had to ask a friend or family member questions about something you needed to understand. Use your story to reinforce the importance of using the 5 Ws when you want to understand a story. Reteach Direct children’s attention to page 88. Have them read the text, and then ask them to look at the photo. Ask them what the people are doing, why are they doing this, who are the people, where does this happen, and when do they think this is happening.

Homework Have children choose another picture in this story and write a short paragraph describing what is happening by using the 5 Ws.





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Unit 5


Grammar Read the first two rules about how to form the past tense of be. Review the subjects he, she, and it, emphasizing that was is the correct form to use. Review the subjects we, you, and they, emphasizing that were is the correct form. Have a volunteer read the example sentences. Read the rules about making statements negative using was not and were not and about making questions. Have volunteers read the examples, pointing out the correct form of be in each one. Practice A and B Read the example in Practice A aloud, and point out the underlined word. Children will complete the remaining sentences with the correct form of be. Work as a class to complete each response aloud, and then have children practice on their own papers. Then have children work in pairs to write two negative statements about Yo-Yo Ma. Apply Review the examples. Have partners use the questions in the box to create new dialogues based on the examples.

Homework Have children ask a family member two questions using was and were. Have children share their questions and the answers with the class.

Lesson 17Writing Student Edition page 95• Use Daily Language Practice, Week 28, Day 2. • Use the Handwriting practice on pages 113–134 of the Teacher’s Resource Book.• Have children complete the writing activity on page 118 of the Workbook.

Write a Narrative Review written narratives with children. Practice Have children draw a picture about an experience they can write about in a journal entry. Before children write their narrative journal entries, remind them that their writing should be about something that happened in the past and should use the correct forms of the verb be. Partners Have children work with partners. Ask children to read their journal entries and share their drawings with the class.

Homework Ask children to write a narrative in the form of a journal entry describing an experience of a parent or sibling. Have children share their narratives with the class.

Common Core State Standards: SL.1.1, SL.1.1.c, SL.1.2, SL.1.3, SL.1.6, L.1.1, L.1.1.e




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Unit 5

Lesson 18Reading 3 Vocabulary Student Edition page 96• Use Daily Language Practice, Week 28, Day 3.• Have children complete the Vocabulary activities on page 119 of the Workbook.

Sight Words Write the word where on the board. Point to the word as you say it aloud. Have the children say it with you. Use it in a sentence. Practice Ask the class to write a sentence using the word where. Write the other sight words on the board: worked, again. Point to each of the words as you say them aloud, and ask children to use them in sentences. Story Words Write the story words on the board: chef, cruise, and crew. Ask the children to repeat each word after you. Ask them to find these words in the sentences on page 96 of the Student Edition. Read the sentences with the children. Then read the sentences with the sight words.

Homework Ask children to choose three sight or story words and write each in a sentence.

Lesson 19Phonics Student Edition page 97• Use Daily Language Practice, Week 28, Day 4. • Have children complete the Phonics activities on page 120 of the Workbook.

Phonics/Letters: ue, ui, ew Remind children that words are made up of sounds. SAY Many words have the oo sound like we hear in moon. Phonemic Awareness/Model Tell children you are going to say a word aloud and show them how to isolate a sound. Say the word glue. Tell children that this word has an oo sound. Practice Have children repeat all of the words on page 97 of the Student Edition after you. Guide children to complete Your Turn on the bottom of page 97. Flexible Grouping You may assign the practice activity as a class discussion, partner activity, or individual homework written assignment.

Homework Have children write three sentences using words with the oo sound they hear in moon.


Build Background Explain to children that this story is about what happens on a cruise ship that travels around the world. The Big Question State the Big Question for this reading: What do you know about what a chef does when he or she happens to work on a cruise ship? Remind children to think about this question as they read.


Common Core State Standards: RI.1.4, RI.1.7, RF.1.2, RF.1.3, RF.1.3.g, SL.1.1, SL.1.1.c, SL.1.3, SL.1.6, L.1.4

Common Core State Standards: RI.1.1, RI.1.2, RI.1.7, RI.1.9, RI.1.10, SL.2.4, SL.2.6



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Unit 5

Reading Strategy Tell children that when they compare and contrast, they tell how two or more things are alike and how they are different. Explain that after they read the story, they will be asked to compare and contrast parts of it. Have children read pages 99–106, taking turns reading aloud.


The Big Question Read the Big Question again. Then have children look at the photographs on pages 100–101. Ask: What do you see? Possible responses: a chef and kitchen workers, lots of people cooking in a small space. Read Aloud Have children reread pages 99–106, taking turns reading aloud. Flexible Grouping You may assign the practice activity as a class discussion, partner activity, or individual homework written assignment. Fluency Activity Do Fluency Activity 7 at the bottom of Teacher’s Edition page T106.

Homework Have children write a paragraph that summarizes the important parts of the story.

Lesson 22Comprehension• Use Daily Language Practice, Week 29, Day 2. • Have children complete the Comprehension and Graphic Organizer activities on

pages 121–122 of the Workbook.• Use GO 8: T-Chart on page 110 of the Teacher’s Resource Book.

Review the homework from Lesson 21. Comprehension Check Remind children that when they compare and contrast two or more things, they tell how they are alike and how they are different. Visual Literacy Explain to children that the photos in this story can give valuable clues about what a chef like Mario does on a cruise ship. Think It Over You may assign this activity as a class discussion, partner activity, or individual writing assignment.

Homework Ask children to think of a hero they admire. Have them write three sentences about that hero.





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Unit 5


Grammar Explain the rules about how to form the simple past with regular and irregular verbs. Read the first example sentence, and point out the ending -ed. Read the rules about how to make negative statements using did not and about how to make questions. Have volunteers read the example questions aloud, emphasizing that the correct word order is used. Practice A and B Read the example for Practice A aloud, and point out that the underlined words were changed to make a past tense sentence. Children will rewrite the remaining sentences, changing them to the past tense. Work as a class to change each one aloud, and then have children practice on their own papers. Apply Review the example. Have partners use the suggestions in the box to create new dialogues based on the example.

Homework Have children write three sentences telling what they did before school this morning. Have them share their sentences with the class.


Write a Narrative Review written narratives with children. Practice Have children draw a picture and brainstorm a list of ideas about things they did yesterday. Before children write their own narratives, remind them that their narratives should use the correct form of simple past tense verbs. Partners Have children work with partners. Ask children to read their narratives and share their drawings with the class.

Homework Ask children to write a narrative about what they did on their favorite summer day. Have children share their narratives with the class.


Written Have children write reasons they like living in their country. Encourage them to write things they do for fun.

Common Core State Standards: SL.1.1, SL.1.1.c, SL.1.2, SL.1.3, SL.1.6, L.1.1, L.1.1.e, L.1.1.j





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Unit 5

Oral Invite children to research how to say “hello” in other languages. Have children say “hello” in as many languages as they can. Visual Have children tell a story about their family in their country. Have them act out using their body and voice to tell their story. Re-Teach Remind children that they may review any part of the phonics, vocabulary, or reading pages in this unit. Flexible Grouping Ask children to discuss which reading gave them the most information. Have them discuss which reading they enjoyed the most.

Homework Have children write a paragraph on their favorite reading. Ask them to include why they liked it and what they learned from it.

Lesson 26Listening & Speaking Workshop Student Edition pages 114–115Act Out a Skit Tell the children that they will plan and act out a skit about a problem they solved for a friend. Model the Prepare section for children, using grade-appropriate descriptions. Prepare Give children a separate sheet of paper to make a chart of ideas about the people, time and place, problem, and solution. Use the chart to help children organize their ideas. Practice and Present Using the model you created, show children how to act out the skit, calling on volunteers to assist you as needed. Review the steps on pages 114–115 and allow children to practice with their partner before presenting to the whole class. Evaluate Discuss the questions with the class. Encourage children to tell whether the dialogues in the skits sounded realistic.

Homework Encourage children to practice planning and acting out a skit at home with a parent or sibling. Have children talk about their skits with the class.

Lesson 27Writing Workshop Student Edition pages 116–118Write a Paragraph Tell children that a narrative is a story, usually about the past. Read aloud the sample narrative and ask children to tell what the story is about. Tell children that they will write a story about something funny that happened to them. Prewrite Read aloud the sample story map. Copy the map from page 117 onto the board. Model how to fill in a blank map about your own story. Draft Model how to turn the ideas from the map into a story on the board. Have children write the first draft of their stories. Encourage children to use verbs in the past tense as they write their drafts. Have children complete Workbook page 127.

Common Core State Standards: SL.1.2, SL.1.3, SL.1.4, SL.1.5, SL.1.6




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Unit 5

Lesson 28Writing Workshop Student Edition pages 116–118Revise Using the model from the previous day, show children how to use the Revising Checklist on page 117 to improve their writing. Give children time to revise their stories. Encourage children to check to be sure all sentences are relevant to the story. Edit Show children how to use the Editing Checklist on page 118. Have children edit each other’s papers. Publish Give children time to write a clean copy of their stories. You may wish to have them share the stories with the class, or post them in a central location. Have children complete Workbook page 128.

Homework Have children write a story about an adventure they had in the past. Encourage children to think about making a story map to get started, and then revising and editing their own draft.

Lesson 29Fluency Student Edition page 119Fluency Explain to children that it is important to read at an appropriate pace—not too slow and not too fast. Play the Audio of the paragraph on the page and discuss how the reader read smoothly and carefully. Next, have children follow along with the audio and point to the words as they are read aloud. Have children practice reading the paragraph aloud to a partner, identifying how much they read and practicing the more difficult words. Have children complete Workbook pages 129 and 130.

Homework Ask students to circle the words they had trouble pronouncing. Have them practice reading the sentences with a family member.


Re-Teach Remind children that they were introduced to different sounds and words in this unit. Each of these (contractions, common and proper pronouns, and verbs showing past tense) has a specific use in a sentence. Practice Ask children to write a sentence using the part of grammar learned correctly. Remind children to use correct end punctuation in all of their sentences and to write legibly with appropriate spacing between the letters.






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Unit 6


Unit Opener Introduce the unit, “Friendships.” Discuss what children’s friends mean to them and what it means to be a good friend. Build children’s background information on the unit theme by looking at the poster and watching the video. Visual Literacy Have children look at the picture in the spread. Ask volunteers to discuss what they see. Big Question Read the Big Question to the class: What makes a good friend? Ask children how they practice being a good friend. Listening and Speaking Ask children for words that describe their friends. Have them add words to a Word Web. Writing Fluency Help children make a list of things they like about their friends.


Vocabulary Help children become familiar with some terms used to describe friends. Have children match vocabulary with photos. Fluency Activity Do Fluency Activity 1 at the bottom of Teacher’s Edition page T122. Words to Know Read each caption, pointing to each picture. Encourage children to repeat captions with you. Visual Literacy Discuss with children what they learned from the photos and captions. Your Turn Have students read the text in the Your Turn box, then talk about a friend of theirs.


Unit Background Children will sing along to the song to find out more about friendships. Song Sing My Friend, Your Friend on pages 124 and 125 of the Student Edition. Children can also listen to the song on the Audio. Read aloud the words first and then sing the song. Finger Play After children have learned the song, teach them the finger play on page T124 of the Teacher’s Edition. Oral Presentation Invite children to sing the song as a group, using the finger play. Visual Literacy Help children relate the illustrations to the words in the song. Sharing Language and Culture Have the class find similarities and differences between ways of having fun in different cultures. A Venn Diagram will help sort the information.






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Unit 6

Lesson 4Reading 1 Vocabulary Student Edition page 126• Use Daily Language Practice, Week 31, Day 4.• Use Unit 6 Reading 1, Vocabulary Worksheet.• Have students complete the Vocabulary activities on page 133 of the Workbook.

Sight Words Display the High-Frequency Worksheet and write the context sentences on the board. Have the children say each word with you. Story Words Say both words aloud as you write them on the board. Ask the children to find these words in the sentences on page 126 of the Student Edition. Read the sentences with the children. Then read the sentences with the sight words. Your Turn Have children suggest their own sentences using words from either box. When you repeat the sentences, make corrections to model correct language. Fluency Activity Do Fluency Activity 2 at the bottom of Teacher’s Edition page T126.

Lesson 5Phonics Student Edition page 127• Use Daily Language Practice, Week 31, Day 5.• Have students complete the Phonics activities on page 134 of the Workbook.

Phonics Explain that oo can have two different sounds—the long sound in moon and the short sound in book. Blending Write goose and cook on the board. Enunciate each sound, then blend the whole words. Have the children blend each word with you. Repeat with the words boots, moon, and cook.


Common Core State Standards: RI.1.4, RI.1.7, RF.1.2, RF.1.3, SL.1.1, SL.1.1.c, SL.1.3, SL.1.6, L.1.4



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Unit 6


Build Background Explain that this story is not a true story. A story is fiction when it is not about real people or events. The Big Question State the Big Question for this reading: What do friends do together? Remind children to think about this question as they read. Reading Strategy Explain that the main idea is what a story is about. Examples and information that support the main idea are called supporting details. Preview Read aloud the title of the story. Ask children what they think the story is about.


Build Discussion Tell children the story takes place in a school classroom. Use the questions on page T130 of the Teacher’s Edition to encourage discussion. Understanding Text Structure Explain how illustrations can show things that the text does not say. Scaffolding Tell children that keeping the main idea in mind will help them focus on the story. Reteach Have children take turns retelling the story in their own words. Fluency Activity Do Fluency Activity 3 at the bottom of Teacher’s Edition page T136.

Lesson 8Comprehension• Use Daily Language Practice, Week 32, Day 3.• Have students complete the Comprehension and Graphic Organizer activities on

pages 135–136 of the Workbook.• Use GO 1: Main Idea and Details Chart on page 103 of the Teacher’s Resource Book.

Learning Strategy Explain that retelling can help children understand and remember the story better. Have children work with partners and take turns reading sections. Activity Ask children what happened in the story, then have them pantomime each action as you write them on the board. Reading Strategy Write events from the story on the board. Prompt children to retell the main idea of the story.

Common Core State Standards: RL.1.1, RL.1.2, RL.1.3, RL.1.7, RL.1.10





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Unit 6

Lesson 9Grammar Student Edition pages 138–139• Use Daily Language Practice, Week 32, Day 4.• Have students complete the Grammar activities on page 137 of the Workbook.

Grammar Review the rules about how to form and when to use imperatives. Have volunteers read the first three example sentences aloud, identifying each imperative verb. Point out that more than one imperative verb can be used in a sentence. Explain how to make a negative imperative and read aloud the final example. Remind children that don’t is the contraction form of do not. Practice A and B Read the example sentence in Practice A aloud and point out the underlined imperative verb. Children will identify the imperative verbs in the remaining sentences. Work as a class to complete each response aloud, and then have children practice on their own paper. Apply Read the directions and the example. Have partners use the suggestions in the box to give commands and guess the activities.

Lesson 10Writing Student Edition page 139• Use Daily Language Practice, Week 32, Day 5.• Use the Handwriting practice on pages 113–134 of the Teacher’s Resource Book.• Have children complete the writing exercise on page 138 of the Workbook.

Write Expository Define expository writing for children. Practice Have children draw pictures of the steps that tell how to make something. Before children write their own directions, remind them that their directions should use imperative verbs. Partners Have children work with partners. Ask children to read their directions and share their drawings or lists with the class.

Common Core State Standards: SL.1.1, SL.1.1.c, SL.1.2, SL.1.3, SL.1.6, L.1.1, L.1.1.j




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Unit 6

Lesson 11Reading 2 Vocabulary Student Edition page 140• Use Daily Language Practice, Week 33, Day 1.• Have students complete the Vocabulary activities on page 139 of the Workbook.• Use Unit 6 Reading 2, Vocabulary Worksheet.

Sight Words Write the word over on the board. Point to the word as you read it aloud. Then have children say the word with you. Repeat for each sight word. Story Words Point out characteristics of the hippopotamus and the tortoise to help children remember the words. Your Turn Have children suggest their own sentences using words from either box. When you repeat the sentences, make corrections to model correct language. Fluency Activity Do Fluency Activity 4 at the bottom of Teacher’s Edition page T140.


Phonics Explain how the r makes er, ir, and ur sound differently. Blending Write curl on the board. Enunciate each sound, then blend the whole word. Have children blend the word with you. Repeat with the words burn and winter.


Build Background Explain that this story is a true story. A story is nonfiction when it is about real people or events. The Big Question State the Big Question for this reading: What can we learn about friendship from animals? Remind children to think about this question as they read. Reading Strategy Explain that summarizing is when you repeat a story, but only tell the most important parts. Preview Read aloud the title and author of the story. Have children repeat each.



Common Core State Standards: RI.1.1, RI.1.2, RI.1.3, RI.1.7, RI.1.10, SL.2.4, SL.2.6 RI.1.1, RI.1.2, RI.1.3, RI.1.7, RI.1.10, SL.2.4, SL.2.6



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Unit 6


Build Discussion Tell children the story takes place in a zoo or game preserve. Have children look at photos on pages 144–145. Understanding Text Structure Explain to children that details in photos help us become more familiar with characters in a story. Scaffolding Ask children to imagine the story without the photos, and how they would imagine what the characters looked like. Build Background Tell children some things that happened around the time when Mzee was born to give them a sense of his age. Fluency Activity Do Fluency Activity 5 at the bottom of Teacher’s Edition page T152.


pages 141–142 of the Workbook.• Use GO 9: Word Web on page 111 of the Teacher’s Resource Book.

Learning Strategy Explain that outlining can help children understand and remember the story better. Have children work with partners and take turns reading sections. Activity Ask children to tell what they have learned about the hippopotamus and the tortoise. Reading Strategy Use the script and strategies on page T153 of the Teacher’s Edition to help children summarize the story.





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Unit 6


Grammar Read the rules about how to use the conjunctions and and or. Have volunteers read the example sentences, telling how each conjunction is used (to show plus, to connect ideas, or to show choice). Read the rule about using or in negative statements, and review the example in parentheses. Have children identify the sentence on the page that shows this usage of or (Sang Min does not like art or music.). Practice A and B Read the example sentence in Practice A aloud, and point out the underlined conjunction. Children will complete the remaining sentences with and or or. Work as a class to complete each response aloud, and then have children practice on their own papers. Apply Review the example. Have partners use the suggestions in the box and their own ideas to describe themselves to each other.

Lesson 17Writing Student Edition page 157• Use Daily Language Practice, Week 34, Day 2.• Use the Handwriting practice on pages 113–134 of the Teacher’s Resource Book.• Have students complete the Writing activities on page 144 of the Workbook.

Write Expository Review expository writing with children. Practice Have children draw a picture and brainstorm a list of ideas about how Owen and Mzee are alike and different. Before children write their own expository pieces to compare and contrast the two characters, remind them that their writing should use the conjunctions and and or to compare and contrast the animals. Partners Have children work with partners. Ask children to read their comparisons and share their drawings or lists with the class.

Lesson 18Reading 3 Vocabulary Student Edition page 158• Use Daily Language Practice, Week 34, Day 3.• Have students complete the Vocabulary activities on page 145 of the Workbook.• Use Unit 6 Reading 3, Vocabulary Worksheet.

Sight Words Write the word work on the board. Point to it as you read it aloud, and have children say it with you. Repeat for each sight word. Story Words Say each of the words aloud as you write them on the board. Point to each word after you have written them, and ask the children to say them. Your Turn Have children suggest their own sentences using words from either box. When you repeat the sentences, make corrections to model correct language. Fluency Activity Do Fluency Activity 6 at the bottom of Teacher’s Edition page T158.

Common Core State Standards: SL.1.1, SL.1.1.c, SL.1.2, SL.1.3, SL.1.6, L.1.1, L.1.1.h





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Unit 6


Phonics Explain how the r next to an a makes the a sound differently. Blending Write park on the board. Enunciate each sound, then blend the whole word. Have children blend the word with you. Repeat with the words car, star, jar, and arm.


Build Background Explain that this story is not a true story. A story is fiction when it is not about real people or events. Ask children to think about parks they may know of, and the things they have done in them. The Big Question State the Big Question for this reading: How can friends enjoy parks? Remind children to think about this question as they read. About the Story Read aloud What is the story about? Emphasize the words city and country. Then ask children to repeat them after you. Reading Strategy Explain that children should use what they already know to help understand the story as they read. Point out that children already know facts about life in the city and country. Preview Read aloud the title of the story. Ask children what details in the illustration help them to figure out the setting. Sharing Language and Culture Encourage children to tell about or draw pictures of parks they have visited in another country or city.


Common Core State Standards: RL.1.1, RL.1.2, RL.1.3, RL.1.7, RL.1.10, SL.1.2, SL.1.3, SL.1.6, L.1.4



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Unit 6


Build Discussion Tell children the story takes place in the city and the country. Use the questions on page T162 of the Teacher’s Edition to encourage discussion. Understanding Text Structure Remind children that illustrations can help us figure out a story’s setting. Make Connections Have children look at the illustrations on pages 164–165 and ask volunteers to tell how the pictures relate to things they already know. Reteach Have children work in pairs and say three things that have happened so far. Fluency Activity Do Fluency Activity 7 at the bottom of Teacher’s Edition page T168.


pages 147–148 of the Workbook.• Use GO 2: Venn Diagram on page 104 of the Teacher’s Resource Book.

Learning Strategy/Retelling Explain that retelling can help children understand and remember the story better. Have children work with partners and take turns reading sections. Activity Ask children to bring in pictures that show people and animals in the city and the country. Have them write captions for the pictures. Reading Strategy Ask children what they know about activities people do in the city and the country.


Grammar Review the definition of prepositions and read the list of prepositions aloud. Ask children to give examples of how they have used each preposition before. Have volunteers read the example sentences and identify each preposition. Practice A and B For Practice B, read the example aloud and point out the underlined preposition. Children will add prepositions to complete the remaining sentences. Work as a class to complete each response aloud, and then have children practice on their own paper. Apply Read the directions and review the example. Have partners use the suggestions in the box to give imperative commands using prepositions.



Common Core State Standards: SL.1.1, SL.1.1.c, SL.1.2, SL.1.3, SL.1.6, L.1.1, L.1.1.i



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Unit 6

Lesson 24Writing Student Edition page 171• Use Daily Language Practice, Week 35, Day 4.• Use the Handwriting practice on pages 113–134 of the Teacher’s Resource Book.• Have children complete the Writing activities on page 150 of the Workbook.

Write Expository Review expository writing with children. Practice Have children draw a picture and brainstorm a list of ideas about the two animals they chose. Before children write their own expository pieces to compare and contrast where the animals live, remind children that their writing should use prepositions to show locations that are important to the animals. Partners Have children work with partners. Ask children to read their comparisons and share their drawings or lists with the class.


Evidence of Understanding Discuss the Big Question for the unit, asking for concrete examples from the readings or the children’s lives. Written Brainstorm words that describe friendships. Have children write about a friend, using as much detail as possible in describing what they do together. Oral Talk about one of your own childhood friends to model speaking before a group. Then have children talk about their friends. Visual Have children act out what they do with their friends. Start by having them make notes of what they do, including the steps involved. They can use the steps to help them act out a favorite game or activity.





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Unit 6

Lesson 26Listening & Speaking Workshop Student Edition pages 174–175Do an Interview Tell children that they will plan and conduct an interview about a classmate. Model the Prepare section for children, using grade-appropriate descriptions. Prepare Give children a separate sheet of paper to make a chart of ideas about what their classmate likes to do. Use the chart to help them organize their ideas. Practice and Present Using the model you created, show children how to conduct the interview, having a volunteer assist you. Review the steps on page 175 and allow children to practice with a partner before presenting to the whole class. Evaluate Discuss the questions with the class. Encourage children to tell how thinking about what they already knew helped them understand the interviews.

Lesson 27Writing Workshop Student Edition pages 176–178Write to Compare and Contrast Tell children that compare and contrast means to show how things are alike and different. Read aloud the comparison paragraph and ask children to identify the two things being compared. Tell children that they will write their own comparison of two friends. Prewrite Read aloud the ideas in the sample Venn diagram on page 177. On the board, model how to make a Venn diagram about two friends. Point out the sections of the diagram that show information about the first friend, the second friend, and both friends. Draft Model how to turn the ideas from the diagram into a comparison paragraph on the board. Have children write the first draft of their comparisons. Encourage children to use facts when they compare the two things. Have children complete Workbook page 153.

Lesson 28Writing Workshop Student Edition pages 176–178Revise Using the model from the previous day, show children how to use the Revising Checklist on page 177 to improve their writing. Give children time to revise their comparison paragraphs. Encourage children to make sure all their sentences tell about how the two friends are alike and different. Edit Show children how to use the Editing Checklist on page 178. Have children edit each other’s papers. Publish Give children time to write a clean copy of their comparison paragraphs and then share their writing with the class. Have children complete Workbook page 154.



Common Core State Standards: W.1.4, W.1.5, W.1.10, L.1.1, L.1.2



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Unit 6

Lesson 29Fluency Student Edition page 179Fluency Explain to children that it is important to read at an appropriate pace—not too slow and not too fast. Play the Audio of the paragraph on the page and discuss how the reader read smoothly and carefully. Next, have children follow along with the audio and point to the words as they are read aloud. Have children practice reading the paragraph aloud, identifying how much they read and practicing the more difficult words. Then have volunteers read aloud to you. Have children complete Workbook pages 155 and 156.

Lesson 30Unit Review• Use Daily Language Practice, Week 36, Days 3–5.• Have students complete the Unit 6 Review on pages 151–152 of the Workbook.

Re-Teach Remind children that they were introduced to different sounds and words in this unit. Each of these (contractions, verbs as commands, connecting words, and prepositions) has a specific use in a sentence. Practice Ask children to write a sentence for each type of grammar learned, using story and sight words from the unit. Remind children to use correct end punctuation in all of their sentences and to write legibly with appropriate spacing between the letters.





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