mc grawhillwondersinteractivenotebookfreesample firstgrade

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Table of Contents

Unit 1 Answer Key Week 1.1: Page 13 (Realistic Fiction) - made up, could, beginning, middle end / Page 16 (Sentences) - words, whole idea, capital, end mark/punctuation / Page 18 (Photographs) - picture, real life

Page 3: How to Manage Interactive Notebooks

Pages 4-8: Notebook Routines and Extensions

Page 9: Notebook Cover

Pages 10-19: Unit 1, Week 1 (At School)

0: Credits


How to Manage Interactive Notebooks Each child will need a composition or spiral notebook for his or her Wonders Interactive Notebook. Depending on how many of the templates you choose to utilize, you may need an additional notebook for each student for the second half of the school year. Other useful notebooking tools are highlighters, post it notes, glue sticks, and tape or stickers. A cover is provided for each student to decorate for the front of his or her notebook.

Interactive Notebook routines and activities should be introduced as a whole class or in small groups for the first 2-3 weeks, but then can be extended to literacy centers, independent or buddy reading, morning work, and guided reading.

Before beginning interactive notebooks, it is VERY important to model and teach routines for notebooking, depending on how and when you plan to use them in your classroom. Students need to practice how to cut and glue each type of template correctly so that they can complete them independently later on. This is especially critical for first graders, as they thrive on consistent procedures and expectations!

In past years, I have found that a Post it note inside each notebook is helpful for students to bookmark the current week. First graders often struggle to find the “next blank page” for a new activity, so this helps them to quickly and easily find their place.

You may choose to store your interactive notebooks inside students’ desks. I have found that they also work well as reading resources inside individual student book boxes, or inside baskets that are divided by guided reading groups.


Wonders Notebook Routines & Extensions Words to Know

This organizer provides interactive flash cards and a storage pocket for each week’s high frequency words. Students read, color, write, and write a sentence for each word, checking off

each word on the storage pocket as it is mastered. To adhere the pocket to student notebooks, tape or place

stickers around the bottom three edges, leaving the top flap open to add and remove cards. Students can also use glue

sticks around the outside edges as long as they leave a space in the center. Are these words too easy for some of your

advanced students? Skip this option and see the “Oral Vocabulary” flipbooks.

Extension Options: *Bring word cards home in baggies to practice after they

have been introduced.

*Practice reading cards with a buddy.

Fluency/Shared Reading This weekly story is perfect to project on a document camera or interactive whiteboard for Shared Reading. Students and teacher read along together, pausing to decode and discuss words and ask comprehension questions. Students can then

“highlight” the weekly phonics pattern in the story using a light colored marker.

Extension Options: *Illustrate the story.

*Reread the story during independent or buddy reading time.

*Complete a “Comprehension” organizer for the story.


Wonders Notebook Routines & Extensions Spelling Sort

This organizer is ideal for independent or partner practice after the weekly

spelling pattern has been introduced. It is also a great go-to for Literacy Centers or Morning Work. Students cut and glue the flipbook, complete the missing letters

on the word cards for the phonics pattern, and glue the cards underneath

the matching patterns.

Extension Options: *Write 2-3 more words for each pattern.

*Write sentences using each word.

*Write a story using the words.

*Draw pictures of each word.

Genre This page introduces the weekly genre. It is intended to be TEACHER GUIDED to promote discussion as students fill in the blanks along with you on a document camera or interactive whiteboard. Answer keys

are provided for the first blanks and answers will vary for genre examples.

Extension Options: *Provide access to a book box full of library books to match the

weekly genre.

*Allow students to read books from the weekly genre during independent or buddy reading. Created by Brooke Brown

Wonders Notebook Routines & Extensions Comprehension

This organizer can be utilized with ANY of the weekly Wonders stories, including all main stories, leveled readers and read alouds. It is ideal for

guided reading and whole class instruction to allow for sufficient discussion of the comprehension skill. Students can write independently or follow along

with the teacher.

Extension Options: *Complete one organizer with the teacher, and have students complete another one independently using a different story.

Oral Vocabulary These flipbooks allow students to write more complex

vocabulary words within the context of original sentences. This organizer is likely more appropriate for your more

advanced students at the beginning of the year and can be extended to all students as the year progresses.

Extension Options: *Find and write the definitions of each word in the Wonders glossary

or a dictionary.

*Write a story using the words.


Wonders Notebook Routines & Extensions Text Features

This page introduces the weekly text feature, allowing students to define it and complete an extension. It is

intended to be TEACHER GUIDED to promote discussion as students fill in the blanks along with you on a document camera or interactive whiteboard. Answer

keys are provided.

Extension Options: *Go on a “Text Feature” hunt to find examples of the text feature

in the Wonders textbook or nonfiction library books. Have students write the names of the stories and page numbers for the

text features that were found.

Grammar TWO grammar pages are provided each week, one to define the skill and another to apply the skill. The definition page is intended to be TEACHER GUIDED to promote discussion as

students fill in the blanks along with you on a document camera or interactive whiteboard. Answer keys are

provided.

Extension Options: *Complete more examples to match the skill, play an interactive Wonders game from the online database, or complete a grammar workbook page.


Wonders Notebook Routines & Extensions

Word Work This page defines a specific structural analysis

pattern and allows students to apply the skill. This page can be either teacher guided or completed

independently. Answer keys are provided.

Extension Options: *Complete more examples to match the skill, play an

interactive Wonders game from the online database, or com-plete a structural analysis workbook page.

Writing Each week, a prewriting organizer and writing template

are provided to match the theme and required skills. These organizers can supplement your whole class

instruction or writing workshop, or can be added to literacy centers.


My First Grade

Name: _____________

WONDERS

My First Grade

Interactive Notebook Name: _____________

WONDERS

Interactive Notebook


Spelling Sort: Short a 1. Cut out flipbook along outside box and cut apart flaps.

2. Glue down gray tab onto your notebook.

3. Write the missing letters inside each word card.

4. Cut apart the word cards and glue underneath the matching flap.

1.1 S

pellin

g So

rt: S

hort

a -an

-ap

-at

h__ c__ n__ m__ c__ t__

Unit 1, Week 1

Unit 1, Week 1

Unit 1, Week 1

Words to Know does

does ________ Write a sentence.

not

not ________ Write a sentence.

school school ________ Write a sentence.

what

what ________ Write a sentence.

1. Cut out pocket along outside lines.

2. Glue or tape down the outside edges of the pocket to your notebook, leaving the gray section open at the top.

3. Complete your “Words to Know” cards.

4. Cut apart the word cards and store inside pocket.

I can read these words!

does not school what


Fluency: Jack the Cat

1. Cut out the story and glue into your notebook.

2. Read the story out loud to yourself or to a buddy. 3. Reread the story silently. 4. Use a light colored marker to HIGHLIGHT all the short a words in the story. 5. Draw and color a picture to match your story.

Unit 1, Week 1

Jack the Cat

Jack is a cat.

Jack likes to play.

Jack likes Tam.

Jack likes to nap. Created by Brooke Brown

Genre: Realistic Fiction

Realistic Fiction Unit 1, Week 1

A realistic fiction story is ________________________

but _____________ really happen. It has a ________________,

_________________, and ___________.

Examples of realistic fiction stories are:

1) ________________________________ 2)________________________________

Realistic Fiction Unit 1, Week 1

A realistic fiction story is ________________________

but _____________ really happen. It has a ________________,

_________________, and ___________.

Examples of realistic fiction stories are:

1) ________________________________ 2)________________________________


Unit

1, W

eek

1

Comprehension: Key Details 1. Cut out flipbook along outside box and cut apart flaps.


3. Write three key details about the story underneath the flaps.

1.1 C

ompr

ehen

sion:

Key

Det

ails

Detail

1

Detail

2 Detail

3

Comprehension: Key Details 1. Cut out flipbook along outside box and cut apart flaps.


3. Write three key details about the story underneath the flaps.

1.1 C

ompr

ehen

sion:

Key

Det

ails

Detail

1

Detail

2 Detail

3 Created by Brooke Brown

1

2

3

4

5

1

2

3

4

5

Oral

Vocabulary

Cut out flipbook along outside box and cut apart flaps.

Glue down gray tab onto your notebook.

Underneath each flap, write a sentence using each word..

Oral

Vocabulary

Cut out flipbook along outside box and cut apart flaps.

Glue down gray tab onto your notebook.

Underneath each flap, write a sentence using each word.. 1.1

Ora

l Voc

abula

ry

1.1 O

ral V

ocab

ulary

learn

subjects

common

object

recognize

learn

subjects

common

object

recognize Created by Brooke Brown

Grammar: Sentences

Sentences Unit 1, Week 1

A sentence is a group of __________ that tells a

_______________ _______________.

It needs a _______________ letter at the beginning and

____________________________

at the end.

Sentences Unit 1, Week 1

Circle the complete sentences in blue.

Circle the incomplete sentences in red.

Pam has a pal. A map

he can see the school The cat sat with me.

Rewrite the incomplete sentences to make them complete.


Word Work: Inflectional Ending –s

Inflectional Ending –s Unit 1, Week 1

Add –s to an action word when it follows a name or the word he, she, or it.

Write each word with –s.

Choose 2 words you wrote and use them in complete sentences.

Action word Word with –s ending

nap

bat

quack

pack

Inflectional Ending –s Unit 1, Week 1

Add –s to an action word when it follows a name or the word he, she, or it.

Write each word with –s.

Choose 2 words you wrote and use them in complete sentences.

Action word Word with –s ending

nap

bat

quack

pack


Text Feature: Photographs

Photographs Unit 1, Week 1

A photograph is a ________________ of people, animals, and things

in _______________ _______________.

Write one sentence about the photograph above.

Photographs Unit 1, Week 1

A photograph is a ________________ of people, animals, and things

in _______________ _______________.

Write one sentence about the photograph above.


Writing: Personal Narrative

Prewriting Unit 1, Week 1

My First Day

of School

My First Day of School Personal Narrative: Unit 1, Week 1


Credits

Graphics

From

the

Pond

http://frompond.blogspot.com

Graphics &/or fonts copyright

Dianne J Hook. www.djinkers.com,

License # 0824203228

Credits Created by Brooke Brown

THANK YOU for your download!

I’d very much appreciate your feedback!


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