sadlier new york progress english language arts · lesson 6: the fox and the grapes rl.1.5 explain...

[ [GRADE 6GRADE 6

SADLIER

New York Progress English Language Arts

Correlated to the

Core Knowledge Language ArtsUnit-by-Unit Common CoreState Standards Alignment

William H. Sadlier, Inc.www.sadlierschool.com800-221-5175

Grade 1

ContentsLISTENING & LEARNING STRAND

2 Domain 1 Fables and Stories

12 Domain 2 The Human Body

21 Domain 3 Diff erent Lands, Similar Stories

29 Domain 4 Early World Civilizations

41 Domain 5 Early American Civilizations

52 Domain 6 Astronomy

62 Domain 7 The History of the Earth

71 Domain 8 Animals and Habitats

81 Domain 9 Fairy Tales

91 Domain 10 A New Nation

103 Domain 11 Frontier Explorers

SKILLS STRAND

113 Unit 1

126 Unit 2

139 Unit 3

154 Unit 4

175 Unit 5

189 Unit 6

203 Unit 7

S a d l i e r N e w Y o r k P r o g r e s s E n g l i s h L a n g u a g e A r t s , G r ad e 1 , C orr e l a te d t o t he C o r e K n ow l ed g e L an gu ag e Ar t s (C K L A ) U n i t - b y - U n i t C o m m o n C o re S ta t e S t a nd ar d s A l i g n m en t G r a d e 1

Copyright © William H. Sadlier, Inc. All rights reserved. 2

Listening & Learning Strand

Domain 1: Fables and Stories

COMMON CORE ENGLISH LANGUAGE ARTS STANDARDS, GRADE 1 / CORE KNOWLEDGE LANGUAGE ARTS (CKLA) GOALS, GRADE 1

SADLIER NEW YORK PROGRESS ENGLISH LANGUAGE ARTS, GRADE 1 / CORE KNOWLEDGE LANGUAGE ARTS LESSONS, GRADE 1

Reading Standards for Literature

Key Ideas and Details

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

Unit 1 Reading Literature: Key Ideas and Details Understanding Key Story Details: “Bunny’s Talent” (Animal

Fantasy)—pp. 12–17

SEE ALSO

Introducing Unit 1/Home Connect/Essential Question—pp. 9–11 Close Reading: “Talk, Talk, Talk!” (Realistic Fiction)—pp. 31–34 Unit 1 Common Core Review— pp. 37–38 Performance Task—Online

CKLA Goal(s)

Ask and answer questions (e.g., who, what, where, when), orally or in writing, requiring literal recall and understanding of the details, and/or facts of a fiction read-aloud

Lesson 1: The Boy Who Cried Wolf Lesson 2: The Maid and the Milk Pail Lesson 3: The Goose and the Golden Eggs Lesson 4: The Dog in the Manger Lesson 5: The Wolf in Sheep’s Clothing Lesson 6: The Fox and the Grapes Lesson 7: The Little Half-Chick (Medio Pollito) Lesson 8: The Crowded, Noisy House Lesson 9: The Tale of Peter Rabbit Lesson 10: All Stories Are Anansi’s

Answer questions that require making interpretations, judgments, or giving opinions about what is heard in a fiction read-aloud, including answering why questions that require recognizing cause/effect relationships


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

Unit 1 Reading Literature: Key Ideas and Details Retelling Stories: “The Elephant Dance” (Fable)—pp. 18–21

SEE ALSO


CKLA Goal(s)

Retell fiction read-alouds including key details, and demonstrate understanding of their central message or lesson

Lesson 1: The Boy Who Cried Wolf Lesson 2: The Maid and the Milk Pail Lesson 3: The Goose and the Golden Eggs Lesson 4: The Dog in the Manger Lesson 6: The Fox and the Grapes Lesson 7: The Little Half-Chick (Medio Pollito) Lesson 8: The Crowded, Noisy House Lesson 10: All Stories Are Anansi’s

Recount fiction read-alouds, including fables and folktales from diverse cultures, identifying the lesson or moral

Lesson 1: The Boy Who Cried Wolf Lesson 2: The Maid and the Milk Pail Lesson 3: The Goose and the Golden Eggs Lesson 4: The Dog in the Manger







Lesson 5: The Wolf in Sheep’s Clothing Lesson 6: The Fox and the Grapes

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

Unit 1 Reading Literature: Key Ideas and Details Describing Story Elements: “Rocky’s Boat Ride” (Adventure

Story)—pp. 22–25

SEE ALSO


CKLA Goal(s)

Use narrative language to describe (orally or in writing) characters, setting, things, events, actions, a scene, or facts from a fiction read-aloud

Lesson 1: The Boy Who Cried Wolf Lesson 2: The Maid and the Milk Pail Lesson 3: The Goose and the Golden Eggs Lesson 4: The Dog in the Manger Lesson 5: The Wolf in Sheep’s Clothing Lesson 6: The Fox and the Grapes Lesson 9: The Tale of Peter Rabbit

Craft and Structure

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

Unit 5 Reading Literature: Craft and Structure Identifying Sensory Words: “Ice Cream Music” (Narrative

Poem)—pp. 102–105

SEE ALSO

Introducing Unit 5/Home Connect/Essential Question—pp. 101–103 Close Reading: “Blue Flube” (Fantasy)—pp. 119–122 Unit 5 Common Core Review— pp. 125–126 Performance Task—Online

CKLA Goal(s)

Identify words and phrases that suggest feelings or appeal to the senses

Lesson 1: The Boy Who Cried Wolf Lesson 2: The Maid and the Milk Pail Lesson 3: The Goose and the Golden Eggs Lesson 4: The Dog in the Manger Lesson 6: The Fox and the Grapes

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

Unit 5 Reading Literature: Craft and Structure Identifying Fiction and Nonfiction: “Brown Bear, Brown Bear”

(Fable)—pp. 106–115

SEE ALSO


CKLA Goal(s)

Listen to, understand, and recognize a variety of texts, including fictional stories, fairy tales, fables, historical narratives, informational text, nursery rhymes, and poems, describing the differences between books that tell stories and books that give information


Distinguish fantasy from informational or realistic text

Lesson 1: The Boy Who Cried Wolf Lesson 2: The Maid and the Milk Pail







Lesson 3: The Goose and the Golden Eggs Lesson 4: The Dog in the Manger Lesson 5: The Wolf in Sheep’s Clothing Lesson 6: The Fox and the Grapes Lesson 7: The Little Half-Chick (Medio Pollito) Lesson 10: All Stories Are Anansi’s

RL.1.6 Identify who is telling the story at various points in a text.

Unit 5 Reading Literature: Craft and Structure Identifying the Narrator: “Max’s Monster” (Adventure Story)—

pp. 110–113

SEE ALSO


CKLA Goal(s)

Identify who is telling the story at various points in a fiction read-aloud

Integration of Knowledge and Ideas

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

Unit 9 Reading Literature: Integration of Knowledge and Ideas Understanding Story Elements: “Snake and Frog” (Folktale)—

pp. 194–197

SEE ALSO

Introducing Unit 9/Home Connect/Essential Question—pp. 189–191 Close Reading: “The Two Frogs”—pp. 207–210 Unit 9 Common Core Review— pp. 213–214 Performance Task—Online

CKLA Goal(s)

Talk about the illustrations and details from a fiction read-aloud, to describe its characters, setting, or events


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

Unit 1 Reading Literature: Key Ideas and Details Connect Across Texts: Compare and Contrast Texts—p. 35

Unit 5 Reading Literature: Craft and Structure Connect Across Texts: Compare and Contrast Texts—p. 129

Unit 9 Reading Literature: Integration of Knowledge and Ideas Comparing and Contrasting Characters: “Spider’s Greed”

(Folktale)—pp. 198–201 Connect Across Texts: Compare and Contrast Texts—p. 211

SEE ALSO








CKLA Goal(s)

Compare and contrast (orally or in writing) similarities and differences within a single fiction read-aloud or between two or more read-alouds

Lesson 6: The Fox and the Grapes

Writing Standards

Text Types and Purposes

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

Unit 8 Text Types and Purposes: Write Opinion Pieces Read a Student Model/Plan Your Draft/Write Your Opinion

Piece—pp. 178–183 Speaking and Listening: Share Your Writing—p. 186

SEE ALSO

Introducing Unit 8/Home Connect/Essential Question—pp. 175–177

CKLA Goal(s)

Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure


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

Unit 2 Text Types and Purposes: Write Nonfictional Narratives Read a Student Model/Plan Your Nonfictional

Narrative/Create Your Nonfictional Narrative—pp. 42–47 Speaking and Listening: Share Your Writing—p. 50

SEE ALSO


CKLA Goal(s)

Plan, draft, and edit a narrative retelling of a fiction read-aloud, with a title, characters, some details regarding the plot, the use of temporal words to signal event order, and some sense of closure

Lesson 3: The Goose and the Golden Eggs Lesson 6: The Fox and the Grapes Lesson 7: The Little Half-Chick (Medio Pollito) Lesson 9: The Tale of Peter Rabbit

Production and Distribution of Writing

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

Writing Handbook Step 1: Planning—p. 264 Step 2: Drafting—p. 265 Step 3: Revising—p. 266 Step 4: Editing—pp. 267–268 Step 5: Producing, Publishing, and Presenting—p. 268

Speaking and Listening: Share Your Writing—pp. 50, 94, 138, 186, 226

CKLA Goal(s)

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

Lesson 3: The Goose and the Golden Eggs

W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Writing Handbook Step 1: Planning: Research Tip (use the Internet)—p. 264 Step 2: Drafting (use a computer)—p. 265 Step 5: Producing, Publishing, and Presenting (type work on

a computer)/Digital Connection: using a computer to make text features—p. 268







See also Home Connect: (using technology/Internet, also online activities: sadlierconnect.com)—pp. 84 (online encyclopedia articles), 128 (product reviews on websites), 146 (online magazine article), 216 (online sources), 230 (choose an online article)

CKLA Goal(s)

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers

Lesson 9: The Tale of Peter Rabbit

Research to Build and Present Knowledge

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

Unit 2 Text Types and Purposes: Write Nonfictional Narratives Plan Your Nonfictional Narrative (recall information from

experiences)—pp. 44–45 Speaking and Listening: Share Your Writing (be ready to

answer questions)—p. 50

SEE ALSO


Unit 4 Text Types and Purposes: Write Informational Texts Speaking and Listening: Share Your Writing (answer

questions)—p. 94

Unit 8 Text Types and Purposes: Write Opinion Pieces Speaking and Listening: Share Your Writing (answer

questions)—p. 186

Unit 10 Research to Build and Present Knowledge: Write Research Reports Listen to Gather Facts/Research and Take Notes/Create Your

Report—pp. 220–223 Speaking and Listening: Share Your Writing (answer questions

about your report)—p. 226

SEE ALSO


CKLA Goal(s)

Make personal connections (orally or in writing) to events or experiences in a fiction or nonfiction/informational read-aloud, and/or make connections among several read-alouds

Lesson 8: The Crowded, Noisy House

With assistance, categorize and organize facts and information within a given domain to answer questions

Lesson 4: The Dog in the Manger Lesson 6: The Fox and the Grapes

Speaking and Listening Standards

Comprehension and Collaboration

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

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

Connect Across Texts: Compare and Contrast Texts/Return to the Essential Question (discuss ideas with the class)—pp. 35, 79, 123, 171, 211, 255







Speaking and Listening: Be a Good Listener/Return to the Essential Question (small group or class discussion)—pp. 51, 95, 139, 187, 227

Common Core Review: Thinking about speaking and listening—pp. 52, 96, 140, 188, 228

CKLA Goal(s)

Use agreed-upon rules for group discussion, e.g., look at and listen to the speaker, raise hand to speak, take turns, say “excuse me” or “please,” etc.


SL.1.1b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

Connect Across Texts: Compare and Contrast Texts/Return to the Essential Question (small group/class discussion)—pp. 35, 79, 123, 171, 211, 255



CKLA Goal(s)

Carry on and participate in a conversation over at least six turns, staying on topic, initiating comments or responding to a partner’s comments, with either an adult or another child of the same age


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

Connect Across Texts: Compare and Contrast Texts/ Return to the Essential Question (small group or class discussion)—pp. 35, 79, 123, 171, 211, 255



See also Home Connect (Conversation Starters/Activity/On the Go/Ways to Help Your Child)—pp. 10, 40, 54, 84, 98, 128, 146, 176, 190, 216

CKLA Goal(s)

Ask questions to clarify information about the topic in a fiction or nonfiction/informational read-aloud

Lesson 2: The Maid and the Milk Pail Lesson 4: The Dog in the Manger Lesson 6: The Fox and the Grapes Lesson 8: The Crowded, Noisy House Lesson 10: All Stories Are Anansi’s







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

Unit 1 Reading Literature: Key Ideas and Details Read Aloud: “I Want to Be”—pp. 12–17 Foundational Skills Read Together: “The Best in Me”—p. 26

Unit 3 Reading Informational Text: Key Ideas and Details Read Aloud: “What Is a Seed”—pp. 56–57 Asking and Answering Questions: “From Tadpole to Frog ”

(Journal Entry)—pp. 58–61 Foundational Skills Read Together: “The Garter Snake”—p. 70

Unit 5 Reading Literature: Craft and Structure Read Aloud: “Bunk Bed Brothers”—pp. 100–101 Foundational Skills Read Together: “Scat, Cat”—p. 114

Unit 7 Reading Informational Text: Craft and Structure Read Aloud: “Walking with Grandpa”—pp. 148–149 Foundational Skills Read Together: “Farm Neighborhoods”—

p. 162

Unit 9 Reading Literature: Integration of Knowledge and Ideas Read Aloud: “Why the Desert Has So Many Stars”—pp. 192–

193 Foundational Skills Read Together: “The Missing Bag”—p.

202

Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Read Aloud: “Lighting Up the Sky”—pp. 232–233 Foundational Skills Read Together: “Pictures in the Stars”—p.

246

CKLA Goal(s)

Ask and answer questions (e.g., who, what, where, when), orally or in writing, requiring literal recall and understanding of the details, and/or facts of a fiction or nonfiction/informational read aloud


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




CKLA Goal(s)

Ask questions to clarify directions, exercises, classroom routines, and/or what a speaker says about a topic

Lesson 6: The Fox and the Grapes Lesson 7: The Little Half-Chick (Medio Pollito)







Presentation of Knowledge and Ideas

SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Unit 2 Text Types and Purposes: Write Nonfictional Narratives Create Your Nonfictional Narrative (draw)—pp. 46–47

Unit 4 Text Types and Purposes: Write Informational Texts Create Your Informative Text (draw)—pp. 90–91

Unit 6 Text Types and Purposes: Write Fictional Narratives Create Your Narrative (draw)—pp. 134–135

Unit 8 Text Types and Purposes: Write Opinion Pieces Write Your Opinion Piece (draw)—pp. 182–183

Unit 10 Research to Build and Present Knowledge: Write Research Reports Create Your Report (draw)—pp. 222–223

Writing Handbook Step 5: Producing, Publishing, and Presenting (add

pictures)—p. 268

CKLA Goal(s)

Add drawings or other visual displays to oral or written descriptions when appropriate to clarify ideas, thoughts, and feelings


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



See also Home Connect (Conversation Starters/Activity/On the Go/Ways to Help Your Child)—pp. 10, 40, 54, 84, 98, 128, 146, 176, 190, 216, 230

CKLA Goal(s)

Produce complete sentences when appropriate to task and situation








Language Standards

Vocabulary Acquisition and Use

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

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

Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Language: Groups of Words—p. 256

SEE ALSO

Introducing Unit 11/Home Connect—pp. 229–230 Unit 11 Common Core Review—pp. 257–258

CKLA Goal(s)

Provide examples of common synonyms and antonyms

Lesson 10: All Stories Are Anansi’s

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

Unit 1 Reading Literature: Key Ideas and Details Language: Word Meanings—p. 36

SEE ALSO

Introducing Unit 1/Home Connect—pp. 9–10 Unit 1 Common Core Review—p. 38

CKLA Goal(s)

Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings

L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

Words to Know—pp. 14, 16, 18, 20, 22, 24, 58, 60, 62, 64, 66, 68, 102, 104, 106, 108, 110, 112, 150, 152, 154, 156, 158, 160, 194, 196, 198, 200, 202, 234, 236, 238, 240, 242, 244



Poem)—pp. 102–105

Unit 7 Reading Informational Text: Craft and Structure Understanding Word Meanings: “We Need a Dog Park”

(Opinion Piece)—pp. 150–153 Language: Prefix re and Suffix ful—p. 172

Unit 9 Reading Literature: Integration of Knowledge and Ideas Language: Shades of Meaning—p. 212


CKLA Goal(s)

Learn the meaning of common sayings and phrases

Lesson 5: The Wolf in Sheep’s Clothing Lesson 6: The Fox and the Grapes Lesson 7: The Little Half-Chick (Medio Pollito)

Use words and phrases acquired through conversations, reading and being read to, and

Lesson 1: The Boy Who Cried Wolf Lesson 2: The Maid and the Milk Pail







responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because)

Lesson 3: The Goose and the Golden Eggs Lesson 4: The Dog in the Manger Lesson 5: The Wolf in Sheep’s Clothing Lesson 6: The Fox and the Grapes Lesson 7: The Little Half-Chick (Medio Pollito) Lesson 8: The Crowded, Noisy House Lesson 9: The Tale of Peter Rabbit Lesson 10: All Stories Are Anansi’s

Additional CKLA Goals

Make predictions prior to and during a read aloud, based on the title, pictures, and/or text heard thus far, and then compare the actual outcomes to predictions


Prior to listening to a read-aloud, identify (orally or in writing) what they know and have learned that may be related to the specific story or topic to be read aloud

Lesson 2: The Maid and the Milk Pail Lesson 3: The Goose and the Golden Eggs Lesson 4: The Dog in the Manger Lesson 5: The Wolf in Sheep’s Clothing Lesson 6: The Fox and the Grapes

Rehearse and perform poems, stories, and plays for an audience using eye contact, appropriate volume, and clear enunciation

Lesson 1: The Boy Who Cried Wolf Lesson 8: The Crowded, Noisy House Lesson 10: All Stories Are Anansi’s

Identify new meanings for familiar words and apply them accurately

Lesson 1: The Boy Who Cried Wolf Lesson 3: The Goose and the Golden Eggs

Use determiners, such as a and the, orally or in writing Lesson 5: The Wolf in Sheep’s Clothing




Domain 2: The Human Body



Reading Standards for Informational Text


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

Unit 3 Reading Informational Text: Key Ideas and Details Asking and Answering Questions: “From Tadpole to Frog” (Journal Entry)—pp. 58–61

SEE ALSO

Introducing Unit 3/Home Connect/Essential Question—pp. 53–55 Close Reading: “Sea Turtles” (Informational Text)—pp. 75–78 Unit 3 Common Core Review— pp. 81–82 Performance Task—Online

CKLA Goal(s)

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

Lesson 1: Everybody Has a Body Lesson 2: The Body’s Framework Lesson 3: Marvelous Moving Muscles Lesson 4: Chew, Swallow, Squeeze, and Churn Lesson 5: The Body’s Superhighway Lesson 6: Control Central: The Brain Lesson 7: Dr. Welbody’s Heroes Lesson 8: Five Keys to Health Lesson 9: The Pyramid Pantry Lesson 10: What a Complicated Network!

Answer questions that require making interpretations, judgments, or giving opinions about what is heard in a nonfiction/informational read-aloud, including answering why questions that require recognizing cause/effect relationships


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

Unit 3 Reading Informational Text: Key Ideas and Details Describing Connections: “Butterflies!” (Informational

Text)/”Grow a Butterfly Garden” (Procedural Text)—pp. 66–69

SEE ALSO


CKLA Goal(s)

Describe the connection between two individuals, events, ideas, or pieces of information in a nonfiction/informational read-aloud

Lesson 1: Everybody Has a Body Lesson 2: The Body’s Framework Lesson 3: Marvelous Moving Muscles Lesson 4: Chew, Swallow, Squeeze, and Churn Lesson 6: Control Central: The Brain Lesson 7: Dr. Welbody’s Heroes Lesson 8: Five Keys to Health Lesson 10: What a Complicated Network!







Craft and Structure

RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.


(Opinion Piece)—pp. 150–153

SEE ALSO

Introducing Unit 7/Home Connect/Essential Question—pp. 145–147 Close Reading: “Who Works at Night?” (Informational Text)—pp. 167–

170 Unit 7 Common Core Review— pp. 173–174 Performance Task—Online

CKLA Goal(s)

Ask and answer questions about unknown words and phrases in nonfiction/informational read-alouds and discussions



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

Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Using Pictures and Details: “Sky Lights” (Informational Text)—

pp. 234–237

SEE ALSO

Introducing Unit 11/Home Connect/Essential Question—pp. 229–2391 Close Reading: “Sunlight Is Better” (Opinion Piece)—pp. 251–254 Unit 11 Common Core Review— pp. 257–258 Performance Task—Online

CKLA Goal(s)

Use illustrations and details in a nonfiction/informational read-aloud to describe its key ideas

Lesson 1: Everybody Has a Body Lesson 3: Marvelous Moving Muscles Lesson 4: Chew, Swallow, Squeeze, and Churn Lesson 5: The Body’s Superhighway Lesson 7: Dr. Welbody’s Heroes Lesson 8: Five Keys to Health

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

Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Comparing Texts: “Movements of the Sun, Earth, and Moon”

(Informational Text)—pp. 242–245

SEE ALSO


CKLA Goal(s)

Compare and contrast (orally or in writing) similarities and differences within a single nonfiction/informational read-aloud or between two or more nonfiction/informational read-alouds

Lesson 7: Dr. Welbody’s Heroes







Range of Reading and Level of Text Complexity

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


(Journal Entry)—pp. 58–61 Identifying Main Idea and Details: “A Tree Grows”

(Informational Text)—pp. 62–65 Describing Connections: “Butterflies!” (Informational

Text)/”Grow a Butterfly Garden” (Procedural Text)—pp. 66–69 Foundational Skills Read Together: “The Garter Snake”—p. 70 Foundational Skills Reader 1: “Penguins Grow and Change”

(digraphs th, ch; Fluency: Read with purpose)—pp. 71–72 Foundational Skills Reader 2: “What Will I Be?” (digraphs sh, wh;

Fluency: Read with purpose)—pp. 73–74 Close Reading: “Sea Turtles” (Informational Text)—pp. 75–78 Unit 3 Common Core Review: “Watch Baby Animals”—pp. 82–

83

Unit 7 Reading Informational Text: Craft and Structure Read Aloud: “Walking with Grandpa”—pp. 148–149 Understanding Word Meanings: “We Need a Dog Park”

(Opinion Piece)—pp. 150–153 Using Text Features: “Neighborhood Helpers” (Informational

Text)—pp. 154–157 Distinguishing Words and Pictures: “Fire Drills” (Procedural

Text)—pp. 158–161 Foundational Skills Read Together: “Farm Neighborhoods”—p.

162 Foundational Skills Reader 1: “Who Am I?” (long a and long i;

Fluency: Use context to confirm or self-correct)—pp. 163–164 Foundational Skills Reader 2: “Firefighters at Work” (long a and

long i; Fluency: Use context to confirm or self-correct)—pp. 165–166

Close Reading: “Who Works at Night?” (Informational Text)—pp. 167–170

Unit 7 Common Core Review: “Who Works in School?”—pp. 173–174

Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Read Aloud: “Lighting Up the Sky”—pp. 232–233 Using Pictures and Details: “Sky Lights” (Informational Text)—

pp. 234–237 Identifying Author’s Reasons: “Lights Out!” (Opinion Piece)—

pp. 238–241 Comparing Texts: “Movements of the Sun, Earth, and Moon”

(Informational Text)/”Make a Model” (Procedural Text)—pp. 242–245

Foundational Skills Read Together: “Pictures in the Stars” (syllables)—p. 246

Foundational Skills Reader 1: “Super Stars” (syllables; Fluency: Read with expression)—pp. 247–248

Foundational Skills Reader 2: “Our Moon” (inflectional endings –s, -ed, -ing; Fluency: Read with expression)—pp. 249–250







Close Reading: “Sunlight Is Better” (Opinion Piece)—pp. 251–254

Unit 11 Common Core Review: “Kids in Space”—pp. 257–258

CKLA Goal(s)

Listen to and demonstrate understanding of nonfiction/informational read-alouds of appropriate complexity for Grades 1–3


Writing Standards






SEE ALSO



questions)—p. 94


questions)—p. 186




SEE ALSO


CKLA Goal(s)


Lesson 2: The Body’s Framework Lesson 3: Marvelous Moving Muscles Lesson 4: Chew, Swallow, Squeeze, and Churn Lesson 5: The Body’s Superhighway Lesson 6: Control Central: The Brain Lesson 7: Dr. Welbody’s Heroes Lesson 9: The Pyramid Pantry

Generate questions and gather information from multiple sources to answer questions

Lesson 1: Everybody Has a Body Lesson 2: The Body’s Framework Lesson 3: Marvelous Moving Muscles Lesson 4: Chew, Swallow, Squeeze, and Churn







Lesson 5: The Body’s Superhighway Lesson 6: Control Central: The Brain



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





CKLA Goal(s)







CKLA Goal(s)














CKLA Goal(s)

Ask questions to clarify information about the topic in a fiction or nonfiction/informational read-aloud








p. 162



202


246

CKLA Goal(s)

Ask and answer questions (e.g., who, what, where, when), orally or in writing, requiring literal recall and understanding of the details, and/or facts of a fiction or nonfiction/informational read-aloud

Lesson 2: The Body’s Framework Lesson 4: Chew, Swallow, Squeeze, and Churn Lesson 6: Control Central: The Brain Lesson 9: The Pyramid Pantry








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

Share Your Writing—pp. 50, 94, 138, 188, 226


CKLA Goal(s)

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









pictures)—p. 268


CKLA Goal(s)


Lesson 2: The Body’s Framework Lesson 3: Marvelous Moving Muscles Lesson 4: Chew, Swallow, Squeeze, and Churn Lesson 5: The Body’s Superhighway Lesson 6: Control Central: The Brain Lesson 9: The Pyramid Pantry











CKLA Goal(s)



Language Standards





SEE ALSO


CKLA Goal(s)

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

Lesson 3: Marvelous Moving Muscles Lesson 4: Chew, Swallow, Squeeze, and Churn Lesson 8: Five Keys to Health



SEE ALSO


CKLA Goal(s)

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



Words to Know—pp. 14, 16, 18, 20, 22, 24, 58, 60, 62, 64, 66, 68, 102, 104, 106, 108, 110, 112, 150, 152, 154, 156, 158, 160, 194, 196, 198, 200, 202, 234, 236, 238, 240, 242, 244



Poem)—pp. 102–105











CKLA Goal(s)


Lesson 9: The Pyramid Pantry


Identify multiple meanings of words and use them in appropriate contexts

Lesson 1: Everybody Has a Body Lesson 8: Five Keys to Health

Share writing with others Lesson 2: The Body’s Framework Lesson 3: Marvelous Moving Muscles Lesson 4: Chew, Swallow, Squeeze, and Churn Lesson 5: The Body’s Superhighway Lesson 6: Control Central: The Brain Lesson 9: The Pyramid Pantry

Prior to listening to a read-aloud, orally identify what they know and have learned that may be related to the specific story or topic to be read aloud

Lesson 2: The Body’s Framework Lesson 3: Marvelous Moving Muscles Lesson 4: Chew, Swallow, Squeeze, and Churn Lesson 5: The Body’s Superhighway Lesson 6: Control Central: The Brain Lesson 7: Dr. Welbody’s Heroes Lesson 9: The Pyramid Pantry Lesson 10: What a Complicated Network!

Make predictions prior to and during a read- aloud based on the title, pictures, and/or text heard thus far and then compare the actual outcomes to predictions

Lesson 3: Marvelous Moving Muscles Lesson 4: Chew, Swallow, Squeeze, and Churn

Evaluate and select read-alouds, books, or poems on the basis of personal choice for rereading

Lesson 8: Five Keys to Health


Lesson 10: What a Complicated Network!




Domain 3: Different Lands, Similar Stories








SEE ALSO


CKLA Goal(s)


Lesson 1: Cinderella Lesson 2: The Girl with the Red Slippers Lesson 3: Billy Beg Lesson 4: Tom Thumb Lesson 5: Thumbelina Lesson 6: Issun Boshi: One-Inch Boy Lesson 7: Little Red Riding Hood Lesson 8: Hu Gu Po Lesson 9: Tselane

Answer questions that require making interpretations, judgments, or giving opinions about what is heard in a fiction read-aloud, including answering why questions that require recognizing cause/effect relationships




SEE ALSO


CKLA Goal(s)


Lesson 4: Tom Thumb Lesson 5: Thumbelina Lesson 6: Issun Boshi: One-Inch Boy Lesson 7: Little Red Riding Hood Lesson 8: Hu Gu Po Lesson 9: Tselane

Recount fiction read-alouds, including fables and folktales from diverse cultures, identifying the lesson or moral

Lesson 4: Tom Thumb Lesson 5: Thumbelina Lesson 6: Issun Boshi: One-Inch Boy Lesson 7: Little Red Riding Hood Lesson 8: Hu Gu Po Lesson 9: Tselane










SEE ALSO


CKLA Goal(s)



Craft and Structure



Poem)—pp. 102–105

SEE ALSO


CKLA Goal(s)


Lesson 1: Cinderella Lesson 5: Thumbelina



(Fable)—pp. 106–115

SEE ALSO


CKLA Goal(s)




Lesson 1: Cinderella Lesson 2: The Girl with the Red Slippers Lesson 3: Billy Beg Lesson 4: Tom Thumb Lesson 5: Thumbelina Lesson 6: Issun Boshi: One-Inch Boy Lesson 7: Little Red Riding Hood







Lesson 8: Hu Gu Po Lesson 9: Tselane




pp. 194–197

SEE ALSO


CKLA Goal(s)

Talk about the illustrations and details from a fiction read-aloud to describe its characters, setting, or events

Lesson 5: Thumbelina Lesson 7: Little Red Riding Hood

Sequence four to six pictures illustrating events from a fiction read-aloud

Lesson 2: The Girl with the Red Slippers Lesson 7: Little Red Riding Hood






SEE ALSO


CKLA Goal(s)

Compare and contrast two or more versions of the same story read aloud (e.g., Cinderella stories) by different authors or from different cultures

Lesson 2: The Girl with the Red Slippers Lesson 3: Billy Beg Lesson 5: Thumbelina Lesson 6: Issun Boshi: One-Inch Boy Lesson 8: Hu Gu Po Lesson 9: Tselane

Writing Standards


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

Unit 4 Text Types and Purposes: Write Informational Texts Read a Student Model/Plan Your Informative Text/Create

Your Informative Text—pp. 86–91 Speaking and Listening: Share Your Writing—p. 94

SEE ALSO








Unit 10 Research to Build and Present Knowledge: Write Research Reports Read a Student Model/Listen to Gather Facts/Research and

Take Notes/Create Your Report—pp. 218–223 Speaking and Listening: Share Your Writing—p. 226

SEE ALSO


CKLA Goal(s)

Plan and/or draft and edit an informative/explanatory text that presents information from a nonfiction/informational read- aloud that includes mention of a topic, some facts about the topic, and some sense of closure

Lesson 2: The Girl with the Red Slippers Lesson 6: Issun Boshi: One-Inch Boy Lesson 7: Little Red Riding Hood








CKLA Goal(s)







CKLA Goal(s)


Lesson 1: Cinderella Lesson 2: The Girl with the Red Slippers Lesson 3: Billy Beg Lesson 4: Tom Thumb Lesson 5: Thumbelina







Lesson 6: Issun Boshi: One-Inch Boy Lesson 7: Little Red Riding Hood Lesson 8: Hu Gu Po Lesson 9: Tselane






CKLA Goal(s)

Ask questions to clarify information about the topic in a fiction or nonfiction/ informational read-aloud








p. 162



202








246

CKLA Goal(s)

Ask and answer questions (e.g., who, what, where, when), orally or in writing, requiring literal recall and understanding of the details, and/or facts of a fiction or nonfiction/informational read- aloud

Lesson 2: The Girl with the Red Slippers Lesson 5: Thumbelina





CKLA Goal(s)


Lesson 1: Cinderella Lesson 2: The Girl with the Red Slippers Lesson 4: Tom Thumb Lesson 6: Issun Boshi: One-Inch Boy Lesson 7: Little Red Riding Hood








pictures)—p. 268

CKLA Goal(s)


Lesson 2: The Girl with the Red Slippers Lesson 6: Issun Boshi: One-Inch Boy Lesson 7: Little Red Riding Hood











CKLA Goal(s)



Language Standards





SEE ALSO


CKLA Goal(s)




Words to Know—pp. 14, 16, 18, 20, 22, 24, 58, 60, 62, 64, 66, 68, 102, 104, 106, 108, 110, 112, 150, 152, 154, 156, 158, 160, 194, 196, 198, 200, 202, 234, 236, 238, 240, 242, 244



Poem)—pp. 102–105











CKLA Goal(s)


Lesson 4: Tom Thumb

Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because)



Discuss personal responses to events in a given read-aloud Lesson 1: Cinderella Lesson 4: Tom Thumb Lesson 5: Thumbelina

Prior to listening to a given read-aloud, identify orally what they know and have learned about folktales and recently heard stories

Lesson 1: Cinderella Lesson 2: The Girl with the Red Slippers Lesson 3: Billy Beg Lesson 5: Thumbelina Lesson 6: Issun Boshi: One-Inch Boy Lesson 8: Hu Gu Po Lesson 9: Tselane

Identify multiple meanings of words and use them in appropriate contexts

Lesson 2: The Girl with the Red Slippers Lesson 7: Little Red Riding Hood

Perform a given read-aloud for an audience using eye contact, appropriate volume, and clear enunciation

Lesson 4: Tom Thumb

Create a variation of a given read-aloud with characters, different settings, new plot events, and a new ending

Lesson 5: Thumbelina

Use determiners orally, such as the demonstratives this, that, these, and those

Lesson 9: Tselane




Domain 4: Early World Civilizations








SEE ALSO


CKLA Goal(s)


Lesson 5: People of the Nile

Craft and Structure



pp. 110–113

SEE ALSO


CKLA Goal(s)

Identify who is telling the story at various points in a fiction read-aloud

Lesson 4: The Hanging Gardens of Babylon





SEE ALSO


CKLA Goal(s)


Lesson 1: A Father and His Son in Mesopotamia Lesson 2: Writing in Mesopotamia Lesson 3: The Religion of Babylon Lesson 4: The Hanging Gardens of Babylon Lesson 5: People of the Nile Lesson 6: Writing in Ancient Egypt Lesson 7: Amon-Ra and the Gods of Ancient Egypt Lesson 8: Approaching the Great Pyramid Lesson 9: The Sphinx Lesson 10: The Story of Hatshepsut Lesson 11: Tutankhamun, The Golden Pharaoh, Part I Lesson 12: Tutankhamun, The Golden Pharaoh, Part II Lesson 13: Three World Religions Lesson 14: Judaism







Lesson 15: Christianity Lesson 16: Islam


Lesson 1: A Father and His Son in Mesopotamia Lesson 2: Writing in Mesopotamia Lesson 3: The Religion of Babylon Lesson 4: The Hanging Gardens of Babylon Lesson 5: People of the Nile Lesson 6: Writing in Ancient Egypt Lesson 7: Amon-Ra and the Gods of Ancient Egypt Lesson 8: Approaching the Great Pyramid Lesson 9: The Sphinx Lesson 10: The Story of Hatshepsut Lesson 11: Tutankhamun, The Golden Pharaoh, Part I Lesson 12: Tutankhamun, The Golden Pharaoh, Part II Lesson 13: Three World Religions Lesson 14: Judaism Lesson 15: Christianity Lesson 16: Islam

RI.1.2 Identify the main topic and retell key details of a text.

Unit 3 Reading Informational Text: Key Ideas and Details Identifying Main Idea and Details: “A Tree Grows”


SEE ALSO


CKLA Goal(s)

Identify the main topic and retell key details of a nonfiction/informational read-aloud

Lesson 2: Writing in Mesopotamia




SEE ALSO


CKLA Goal(s)

Describe the connection between two individuals, events, ideas, or pieces of information in a nonfiction/ informational read-aloud

Lesson 1: A Father and His Son in Mesopotamia Lesson 3: The Religion of Babylon Lesson 4: The Hanging Gardens of Babylon Lesson 5: People of the Nile Lesson 6: Writing in Ancient Egypt Lesson 7: Amon-Ra and the Gods of Ancient Egypt Lesson 8: Approaching the Great Pyramid Lesson 10: The Story of Hatshepsut Lesson 12: Tutankhamun, The Golden Pharaoh, Part II Lesson 13: Three World Religions Lesson 14: Judaism Lesson 15: Christianity Lesson 16: Islam







Craft and Structure




SEE ALSO



CKLA Goal(s)

Ask and answer questions about unknown words and phrases in nonfiction/ informational read-alouds and discussions






SEE ALSO



CKLA Goal(s)

Use illustrations and details in a nonfiction/ informational read-aloud to describe its key ideas

Lesson 1: A Father and His Son in Mesopotamia Lesson 3: The Religion of Babylon Lesson 4: The Hanging Gardens of Babylon Lesson 5: People of the Nile Lesson 6: Writing in Ancient Egypt Lesson 7: Amon-Ra and the Gods of Ancient Egypt Lesson 10: The Story of Hatshepsut Lesson 13: Three World Religions Lesson 14: Judaism




SEE ALSO

Introducing Unit 11/Home Connect/Essential Question—pp. 229–2391 Close Reading: “Sunlight Is Better” (Opinion Piece)—pp. 251–254







Unit 11 Common Core Review— pp. 257–258 Performance Task—Online

CKLA Goal(s)

Compare and contrast (orally or in writing) similarities and differences within a single nonfiction/ informational read-aloud or between two or more nonfiction/informational read-alouds

Lesson 5: People of the Nile Lesson 6: Writing in Ancient Egypt Lesson 7: Amon-Ra and the Gods of Ancient Egypt Lesson 8: Approaching the Great Pyramid Lesson 9: The Sphinx Lesson 10: The Story of Hatshepsut Lesson 15: Christianity









83












pp. 238–241







Comparing Texts: “Movements of the Sun, Earth, and Moon” (Informational Text)/”Make a Model” (Procedural Text)—pp. 242–245






CKLA Goal(s)



Writing Standards





CKLA Goal(s)


Lesson 3: The Religion of Babylon












SEE ALSO



questions)—p. 94


questions)—p. 186




SEE ALSO


CKLA Goal(s)


Lesson 4: The Hanging Gardens of Babylon Lesson 6: Writing in Ancient Egypt Lesson 13: Three World Religions


Lesson 1: A Father and His Son in Mesopotamia Lesson 2: Writing in Mesopotamia Lesson 3: The Religion of Babylon Lesson 4: The Hanging Gardens of Babylon Lesson 5: People of the Nile Lesson 6: Writing in Ancient Egypt Lesson 7: Amon-Ra and the Gods of Ancient Egypt Lesson 8: Approaching the Great Pyramid Lesson 9: The Sphinx Lesson 10: The Story of Hatshepsut Lesson 11: Tutankhamun, The Golden Pharaoh, Part I Lesson 13: Three World Religions Lesson 14: Judaism Lesson 15: Christianity Lesson 16: Islam














CKLA Goal(s)







CKLA Goal(s)














CKLA Goal(s)









p. 162



202


246

CKLA Goal(s)

Ask and answer questions (e.g., who, what, where, when), orally or in writing, requiring literal recall and understanding of the details, and/or facts of a fiction or nonfiction/ informational read-aloud

Lesson 1: A Father and His Son in Mesopotamia Lesson 4: The Hanging Gardens of Babylon Lesson 7: Amon-Ra and the Gods of Ancient Egypt Lesson 9: The Sphinx Lesson 12: Tutankhamun, The Golden Pharaoh, Part II Lesson 13: Three World Religions Lesson 16: Islam











CKLA Goal(s)


Lesson 6: Writing in Ancient Egypt





CKLA Goal(s)










pictures)—p. 268







CKLA Goal(s)


Lesson 3: The Religion of Babylon Lesson 4: The Hanging Gardens of Babylon Lesson 5: People of the Nile Lesson 11: Tutankhamun, The Golden Pharaoh, Part I Lesson 12: Tutankhamun, The Golden Pharaoh, Part II





CKLA Goal(s)



Language Standards




SEE ALSO


CKLA Goal(s)


Lesson 1: A Father and His Son in Mesopotamia Lesson 2: Writing in Mesopotamia Lesson 3: The Religion of Babylon Lesson 4: The Hanging Gardens of Babylon Lesson 5: People of the Nile Lesson 6: Writing in Ancient Egypt Lesson 7: Amon-Ra and the Gods of Ancient Egypt Lesson 8: Approaching the Great Pyramid Lesson 9: The Sphinx Lesson 10: The Story of Hatshepsut Lesson 11: Tutankhamun, The Golden Pharaoh, Part I Lesson 12: Tutankhamun, The Golden Pharaoh, Part II Lesson 13: Three World Religions Lesson 14: Judaism







Lesson 15: Christianity Lesson 16: Islam


Words to Know—pp. 14, 16, 18, 20, 22, 24, 58, 60, 62, 64, 66, 68, 102, 104, 106, 108, 110, 112, 150, 152, 154, 156, 158, 160, 194, 196, 198, 200, 202, 234, 236, 238, 240, 242, 244



Poem)—pp. 102–105





CKLA Goal(s)


Lesson 2: Writing in Mesopotamia


Lesson 10: The Story of Hatshepsut



Lesson 1: A Father and His Son in Mesopotamia Lesson 8: Approaching the Great Pyramid

Prior to listening to an informational read- aloud, identify what they know about a given topic

Lesson 2: Writing in Mesopotamia Lesson 3: The Religion of Babylon Lesson 4: The Hanging Gardens of Babylon Lesson 6: Writing in Ancient Egypt Lesson 7: Amon-Ra and the Gods of Ancient Egypt Lesson 8: Approaching the Great Pyramid Lesson 10: The Story of Hatshepsut Lesson 11: Tutankhamun, The Golden Pharaoh, Part I Lesson 13: Three World Religions Lesson 15: Christianity

Share writing with others Lesson 1: A Father and His Son in Mesopotamia Lesson 2: Writing in Mesopotamia Lesson 3: The Religion of Babylon Lesson 4: The Hanging Gardens of Babylon Lesson 5: People of the Nile Lesson 7: Amon-Ra and the Gods of Ancient Egypt Lesson 8: Approaching the Great Pyramid







Lesson 10: The Story of Hatshepsut Lesson 12: Tutankhamun, The Golden Pharaoh, Part II

Demonstrate understanding of literary language such as setting

Lesson 5: People of the Nile

While listening to an informational read- aloud, orally predict what will happen next in the read-aloud based on the text heard thus far, and then compare the actual outcome to the prediction

Lesson 5: People of the Nile Lesson 9: The Sphinx Lesson 12: Tutankhamun, The Golden Pharaoh, Part II Lesson 16: Islam

Use personal pronouns orally Lesson 9: The Sphinx




Domain 5: Early American Civilizations







SEE ALSO


CKLA Goal(s)

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

Lesson 1: The Maya: A Harvest and a Hurricane Lesson 2: The Maya: Journey to Baakal Lesson 3: The Maya: King Pakal’s Tomb Lesson 4: The Maya: The Festival of the First Star Lesson 5: The Aztec: The Legend of the Eagle and the Serpent Lesson 6: The Aztec: The Floating Gardens of Xochimilco Lesson 7: The Aztec: In the Palace of an Emperor Lesson 8: The Aztec: Cortés’s Letter Lesson 9: The Inca: Who Were the Inca? Lesson 10: The Inca: The Runner Lesson 11: The Inca: Machu Picchu—A Lucky Discovery

Answer questions that require making interpretations, judgments, or giving opinions about what is heard in a nonfiction/informational read- aloud, including answering why questions that require recognizing cause/effect relationships


RI.1.2 Identify the main topic and retell key details of a nonfiction/ informational read-aloud



SEE ALSO


CKLA Goal(s)

Identify the main topic and retell key details of a nonfiction/ informational read-aloud

Lesson 7: The Aztec: In the Palace of an Emperor Lesson 8: The Aztec: Cortés’s Letter Lesson 10: The Inca: The Runner Lesson 11: The Inca: Machu Picchu—A Lucky Discovery




SEE ALSO

Introducing Unit 3/Home Connect/Essential Question—pp. 53–55 Close Reading: “Sea Turtles” (Informational Text)—pp. 75–78








CKLA Goal(s)


Lesson 3: The Maya: King Pakal’s Tomb Lesson 7: The Aztec: In the Palace of an Empero

Craft and Structure




SEE ALSO



CKLA Goal(s)



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

Unit 7 Reading Informational Text: Craft and Structure Distinguishing Words and Pictures: “Fire Drills” (Procedural

Text)—pp. 158–161

SEE ALSO


170

CKLA Goal(s)

Distinguish between information provided by pictures or other illustrations and information provided by the words in a nonfiction/informational read- aloud

Lesson 6: The Aztec: The Floating Gardens of Xochimilco Lesson 7: The Aztec: In the Palace of an Emperor Lesson 8: The Aztec: Cortés’s Letter Lesson 10: The Inca: The Runner




pp. 234–237

SEE ALSO


CKLA Goal(s)

Use illustrations and details in a nonfiction/informational read- aloud to describe its key ideas

Lesson 5: The Aztec: The Legend of the Eagle and the Serpent










SEE ALSO


CKLA Goal(s)

Compare and contrast (orally or in writing) similarities and differences within a single nonfiction/ informational read-aloud or between two or more nonfiction/ informational read-alouds

Lesson 1: The Maya: A Harvest and a Hurricane Lesson 3: The Maya: King Pakal’s Tomb Lesson 4: The Maya: The Festival of the First Star Lesson 5: The Aztec: The Legend of the Eagle and the Serpent Lesson 6: The Aztec: The Floating Gardens of Xochimilco Lesson 7: The Aztec: In the Palace of an Emperor Lesson 8: The Aztec: Cortés’s Letter Lesson 10: The Inca: The Runner Lesson 11: The Inca: Machu Picchu—A Lucky Discovery









83

























CKLA Goal(s)

Listen to and demonstrate understanding of nonfiction/ informational read-alouds of appropriate complexity for Grades 1–3


Writing Standards





SEE ALSO




SEE ALSO








CKLA Goal(s)


Lesson 3: The Maya: King Pakal’s Tomb Lesson 4: The Maya: The Festival of the First Star Lesson 7: The Aztec: In the Palace of an Emperor Lesson 8: The Aztec: Cortés’s Letter Lesson 10: The Inca: The Runner Lesson 11: The Inca: Machu Picchu—A Lucky Discovery




CKLA Goal(s)


Lesson 3: The Maya: King Pakal’s Tomb Lesson 7: The Aztec: In the Palace of an Emperor






SEE ALSO



questions)—p. 94


questions)—p. 186




SEE ALSO


CKLA Goal(s)


Lesson 1: The Maya: A Harvest and a Hurricane Lesson 6: The Aztec: The Floating Gardens of Xochimilco Lesson 9: The Inca: Who Were the Inca? Lesson 10: The Inca: The Runner Lesson 11: The Inca: Machu Picchu—A Lucky Discovery








Lesson 1: The Maya: A Harvest and a Hurricane Lesson 2: The Maya: Journey to Baakal Lesson 3: The Maya: King Pakal’s Tomb Lesson 4: The Maya: The Festival of the First Star Lesson 5: The Aztec: The Legend of the Eagle and the Serpent Lesson 6: The Aztec: The Floating Gardens of Xochimilco Lesson 7: The Aztec: In the Palace of an Emperor Lesson 8: The Aztec: Cortés’s Letter Lesson 9: The Inca: Who Were the Inca? Lesson 11: The Inca: Machu Picchu—A Lucky Discovery

Generate questions and gather information from multiple sources to answer questions

Lesson 1: The Maya: A Harvest and a Hurricane Lesson 2: The Maya: Journey to Baakal Lesson 7: The Aztec: In the Palace of an Emperor








CKLA Goal(s)













CKLA Goal(s)








CKLA Goal(s)


Lesson 2: The Maya: Journey to Baakal Lesson 3: The Maya: King Pakal’s Tomb Lesson 6: The Aztec: The Floating Gardens of Xochimilco Lesson 7: The Aztec: In the Palace of an Emperor Lesson 10: The Inca: The Runner







p. 162



202








246

CKLA Goal(s)







CKLA Goal(s)


Lesson 4: The Maya: The Festival of the First Star Lesson 7: The Aztec: In the Palace of an Emperor





CKLA Goal(s)


Lesson 4: The Maya: The Festival of the First Star














pictures)—p. 268

CKLA Goal(s)


Lesson 4: The Maya: The Festival of the First Star





CKLA Goal(s)



Language Standards





SEE ALSO


CKLA Goal(s)


Lesson 2: The Maya: Journey to Baakal Lesson 4: The Maya: The Festival of the First Star



SEE ALSO


CKLA Goal(s)


Lesson 1: The Maya: A Harvest and a Hurricane Lesson 2: The Maya: Journey to Baakal Lesson 3: The Maya: King Pakal’s Tomb Lesson 4: The Maya: The Festival of the First Star







Lesson 5: The Aztec: The Legend of the Eagle and the Serpent Lesson 6: The Aztec: The Floating Gardens of Xochimilco Lesson 7: The Aztec: In the Palace of an Emperor Lesson 8: The Aztec: Cortés’s Letter Lesson 9: The Inca: Who Were the Inca? Lesson 10: The Inca: The Runner Lesson 11: The Inca: Machu Picchu—A Lucky Discovery

L.1.5d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.


SEE ALSO


CKLA Goal(s)


Lesson 8: The Aztec: Cortés’s Letter


Words to Know—pp. 14, 16, 18, 20, 22, 24, 58, 60, 62, 64, 66, 68, 102, 104, 106, 108, 110, 112, 150, 152, 154, 156, 158, 160, 194, 196, 198, 200, 202, 234, 236, 238, 240, 242, 244



Poem)—pp. 102–105





CKLA Goal(s)


Lesson 1: The Maya: A Harvest and a Hurricane


Distinguish text that describes events that happened long ago from those that describe contemporary or current events

Lesson 1: The Maya: A Harvest and a Hurricane Lesson 10: The Inca: The Runner

Prior to listening to a read-aloud, orally identify what they know or have learned that relates to the topic

Lesson 1: The Maya: A Harvest and a Hurricane Lesson 2: The Maya: Journey to Baakal Lesson 3: The Maya: King Pakal’s Tomb Lesson 4: The Maya: The Festival of the First Star Lesson 11: The Inca: Machu Picchu—A Lucky Discovery







While listening to a read-aloud, orally predict what will happen and compare the actual outcome to the prediction

Lesson 1: The Maya: A Harvest and a Hurricane Lesson 3: The Maya: King Pakal’s Tomb Lesson 4: The Maya: The Festival of the First Star Lesson 5: The Aztec: The Legend of the Eagle and the Serpent

Identify new meanings of familiar words and apply them accurately

Lesson 2: The Maya: Journey to Baakal Lesson 6: The Aztec: The Floating Gardens of Xochimilco

Use object pronouns orally Lesson 6: The Aztec: The Floating Gardens of Xochimilco




Domain 6: Astronomy




Craft and Structure



(Fable)—pp. 106–115

SEE ALSO


CKLA Goal(s)


Lesson 3: Stars





SEE ALSO


CKLA Goal(s)


Lesson 1: Introduction to the Sun and Space Lesson 2: The Earth and the Sun Lesson 3: Stars Lesson 4: Stargazing and Constellations Lesson 5: The Moon Lesson 6: History of Space Exploration and Astronauts Lesson 7: Exploration of the Moon Lesson 8: The Solar System, Part I Lesson 9: The Solar System, Part II






Domain 6: Astronomy






SEE ALSO


CKLA Goal(s)


Lesson 3: Stars Lesson 5: The Moon Lesson 6: History of Space Exploration and Astronauts Lesson 7: Exploration of the Moon Lesson 8: The Solar System, Part I Lesson 9: The Solar System, Part II

Craft and Structure




SEE ALSO



CKLA Goal(s)






pp. 234–237

SEE ALSO


CKLA Goal(s)


Lesson 5: The Moon Lesson 8: The Solar System, Part I







Domain 6: Astronomy



SEE ALSO


CKLA Goal(s)

Compare and contrast (orally or in writing) similarities and differences within a single nonfiction/informational read- aloud or between two or more nonfiction/ informational read-alouds

Lesson 8: The Solar System, Part I









83












pp. 238–241




Domain 6: Astronomy









CKLA Goal(s)



Writing Standards






SEE ALSO



questions)—p. 94


questions)—p. 186




SEE ALSO


CKLA Goal(s)


Lesson 7: Exploration of the Moon




Domain 6: Astronomy




Lesson 1: Introduction to the Sun and Space Lesson 3: Stars Lesson 7: Exploration of the Moon Lesson 8: The Solar System, Part I Lesson 9: The Solar System, Part II








CKLA Goal(s)







CKLA Goal(s)








Domain 6: Astronomy






CKLA Goal(s)









p. 162



202


246

CKLA Goal(s)


Lesson 1: Introduction to the Sun and Space Lesson 2: The Earth and the Sun Lesson 4: Stargazing and Constellations Lesson 5: The Moon Lesson 8: The Solar System, Part I




Domain 6: Astronomy







CKLA Goal(s)


Lesson 4: Stargazing and Constellations Lesson 7: Exploration of the Moon





CKLA Goal(s)


Lesson 1: Introduction to the Sun and Space Lesson 2: The Earth and the Sun Lesson 3: Stars Lesson 6: History of Space Exploration and Astronauts Lesson 7: Exploration of the Moon Lesson 9: The Solar System, Part II








pictures)—p. 268

CKLA Goal(s)


Lesson 1: Introduction to the Sun and Space Lesson 3: Stars Lesson 4: Stargazing and Constellations Lesson 6: History of Space Exploration and Astronauts Lesson 7: Exploration of the Moon




Domain 6: Astronomy







CKLA Goal(s)



Language Standards





SEE ALSO


CKLA Goal(s)


Lesson 1: Introduction to the Sun and Space


Lesson 3: Stars Lesson 4: Stargazing and Constellations Lesson 8: The Solar System, Part I



SEE ALSO


CKLA Goal(s)






Domain 6: Astronomy





SEE ALSO


CKLA Goal(s)



Words to Know—pp. 14, 16, 18, 20, 22, 24, 58, 60, 62, 64, 66, 68, 102, 104, 106, 108, 110, 112, 150, 152, 154, 156, 158, 160, 194, 196, 198, 200, 202, 234, 236, 238, 240, 242, 244



Poem)—pp. 102–105





CKLA Goal(s)


Lesson 2: The Earth and the Sun Lesson 4: Stargazing and Constellations


Listen to a variety of texts, including informational text Lesson 1: Introduction to the Sun and Space Lesson 2: The Earth and the Sun Lesson 3: Stars Lesson 4: Stargazing and Constellations Lesson 5: The Moon Lesson 6: History of Space Exploration and Astronauts Lesson 7: Exploration of the Moon Lesson 8: The Solar System, Part I Lesson 9: The Solar System, Part II


Lesson 1: Introduction to the Sun and Space Lesson 8: The Solar System, Part I

Prior to listening to an informational read-aloud, identify what they know about a given topic

Lesson 2: The Earth and the Sun Lesson 3: Stars Lesson 4: Stargazing and Constellations Lesson 5: The Moon




Domain 6: Astronomy



Lesson 8: The Solar System, Part I Lesson 9: The Solar System, Part II

While listening to an informational read-aloud, orally predict what will happen next in the read-aloud based on the text heard thus far, and then compare the actual outcome to the prediction

Lesson 6: History of Space Exploration and Astronauts

Use possessive pronouns orally Lesson 7: Exploration of the Moon




Domain 7: The History of the Earth







SEE ALSO


CKLA Goal(s)


Lesson 1: Our Home, Earth Lesson 2: The Earth Inside-Out, Part I Lesson 3: The Earth Inside-Out, Part II Lesson 4: The Earth Inside-Out, Part III Lesson 5: Minerals Lesson 6: The Three Types of Rocks Lesson 7: Fossils Lesson 8: Dinosaurs






SEE ALSO


CKLA Goal(s)


Lesson 7: Fossils Lesson 8: Dinosaurs

Craft and Structure




SEE ALSO



CKLA Goal(s)

Ask and answer questions about unknown words and phrases in nonfiction/informational read- alouds and discussions

Lesson 1: Our Home, Earth Lesson 2: The Earth Inside-Out, Part I Lesson 3: The Earth Inside-Out, Part II







Lesson 4: The Earth Inside-Out, Part III Lesson 5: Minerals Lesson 6: The Three Types of Rocks Lesson 7: Fossils Lesson 8: Dinosaurs




pp. 234–237

SEE ALSO


CKLA Goal(s)

Use illustrations and details in a nonfiction/ informational read-aloud to describe its key ideas





SEE ALSO


CKLA Goal(s)

Compare and contrast (orally or in writing) similarities and differences within a single nonfiction/informational read-aloud or between two or more nonfiction/informational read-alouds

Lesson 4: The Earth Inside-Out, Part III Lesson 5: Minerals Lesson 6: The Three Types of Rocks Lesson 8: Dinosaurs








Fluency: Read with purpose)—pp. 73–74 Close Reading: “Sea Turtles” (Informational Text)—pp. 75–78







Unit 3 Common Core Review: “Watch Baby Animals”—pp. 82–83



















CKLA Goal(s)









Writing Standards





SEE ALSO


CKLA Goal(s)


Lesson 7: Fossils Lesson 8: Dinosaurs




SEE ALSO




SEE ALSO


CKLA Goal(s)

Plan and/or draft, and edit an informative/ explanatory text that presents information from a nonfiction/informational read-aloud that includes mention of a topic, some facts about the topic, and some sense of closure

Lesson 1: Our Home, Earth Lesson 5: Minerals






SEE ALSO



questions)—p. 94


questions)—p. 186










SEE ALSO


CKLA Goal(s)


Lesson 2: The Earth Inside-Out, Part I Lesson 5: Minerals Lesson 6: The Three Types of Rocks








CKLA Goal(s)







CKLA Goal(s)


Lesson 1: Our Home, Earth Lesson 2: The Earth Inside-Out, Part I Lesson 3: The Earth Inside-Out, Part II Lesson 4: The Earth Inside-Out, Part III Lesson 5: Minerals







Lesson 6: The Three Types of Rocks Lesson 7: Fossils Lesson 8: Dinosaurs






CKLA Goal(s)

Ask questions to clarify information about the topic in a fiction or nonfiction/informational read- aloud








p. 162



202


246







CKLA Goal(s)


Lesson 2: The Earth Inside-Out, Part I Lesson 4: The Earth Inside-Out, Part III Lesson 6: The Three Types of Rocks Lesson 7: Fossils





CKLA Goal(s)


Lesson 1: Our Home, Earth





CKLA Goal(s)


Lesson 2: The Earth Inside-Out, Part I Lesson 3: The Earth Inside-Out, Part II Lesson 4: The Earth Inside-Out, Part III Lesson 5: Minerals Lesson 6: The Three Types of Rocks








pictures)—p. 268

CKLA Goal(s)


Lesson 1: Our Home, Earth Lesson 5: Minerals Lesson 7: Fossils Lesson 8: Dinosaurs











CKLA Goal(s)



Language Standards





SEE ALSO


CKLA Goal(s)




Words to Know—pp. 14, 16, 18, 20, 22, 24, 58, 60, 62, 64, 66, 68, 102, 104, 106, 108, 110, 112, 150, 152, 154, 156, 158, 160, 194, 196, 198, 200, 202, 234, 236, 238, 240, 242, 244



Poem)—pp. 102–105











CKLA Goal(s)




Prior to listening to a given read-aloud, identify orally what they know and have learned about the topic


Discuss personal responses to information pertaining to the read- aloud

Lesson 1: Our Home, Earth


Lesson 1: Our Home, Earth Lesson 8: Dinosaurs

Use frequently occurring conjunctions, such as and and or Lesson 3: The Earth Inside-Out, Part II Lesson 7: Fossils

Evaluate and select read-alouds on the basis of personal choice for reading

Lesson 7: Fossils




Domain 8: Animals and Habitats







SEE ALSO


CKLA Goal(s)


Lesson 1: What Is a Habitat? Lesson 2: Animals of the Arctic Habitat Lesson 3: Animals of the Sonoran Desert Habitat Lesson 4: Animals of the East African Savanna Habitat Lesson 5: Animals of the Temperate Deciduous Forest Habitat Lesson 6: Animals of the Tropical Rainforest Habitat Lesson 7: Animals of the Freshwater Habitat Lesson 8: Animals of the Saltwater Habitat Lesson 9: Habitat Destruction and Endangered Species






SEE ALSO


CKLA Goal(s)



Craft and Structure










SEE ALSO



CKLA Goal(s)






pp. 234–237

SEE ALSO


CKLA Goal(s)


Lesson 1: What Is a Habitat? Lesson 2: Animals of the Arctic Habitat Lesson 3: Animals of the Sonoran Desert Habitat Lesson 4: Animals of the East African Savanna Habitat Lesson 7: Animals of the Freshwater Habitat

RI.1.8 Identify the reasons an author gives to support points in a text.

Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Identifying Author’s Reasons: “Lights Out!” (Opinion Piece)—

pp. 238–241

SEE ALSO


CKLA Goal(s)

Identify the reasons or facts an author gives to support points in a nonfiction/ informational read-aloud

Lesson 9: Habitat Destruction and Endangered Species




SEE ALSO








CKLA Goal(s)

Compare and contrast (orally or in writing) similarities and differences within a single nonfiction/informational read- aloud or between two or more nonfiction/ informational read-alouds

Lesson 1: What Is a Habitat? Lesson 3: Animals of the Sonoran Desert Habitat Lesson 4: Animals of the East African Savanna Habitat Lesson 5: Animals of the Temperate Deciduous Forest Habitat Lesson 6: Animals of the Tropical Rainforest Habitat









83

























CKLA Goal(s)



Writing Standards

Text Type and Purposes




SEE ALSO




SEE ALSO


CKLA Goal(s)

Plan and/or draft, and edit an informative/ explanatory text that presents information from a nonfiction/informational read-aloud that includes mention of a topic, some facts about the topic, and some sense of closure

Lesson 6: Animals of the Tropical Rainforest Habitat





SEE ALSO



questions)—p. 94








questions)—p. 186




SEE ALSO


CKLA Goal(s)


Lesson 1: What Is a Habitat?


Lesson 1: What Is a Habitat? Lesson 2: Animals of the Arctic Habitat Lesson 3: Animals of the Sonoran Desert Habitat Lesson 4: Animals of the East African Savanna Habitat Lesson 5: Animals of the Temperate Deciduous Forest Habitat Lesson 8: Animals of the Saltwater Habitat








CKLA Goal(s)













CKLA Goal(s)








CKLA Goal(s)









p. 162









202


246

CKLA Goal(s)


Lesson 3: Animals of the Sonoran Desert Habitat Lesson 5: Animals of the Temperate Deciduous Forest Habitat Lesson 8: Animals of the Saltwater Habitat Lesson 9: Habitat Destruction and Endangered Species





CKLA Goal(s)


Lesson 1: What Is a Habitat? Lesson 2: Animals of the Arctic Habitat Lesson 3: Animals of the Sonoran Desert Habitat Lesson 4: Animals of the East African Savanna Habitat Lesson 5: Animals of the Temperate Deciduous Forest Habitat Lesson 6: Animals of the Tropical Rainforest Habitat Lesson 7: Animals of the Freshwater Habitat Lesson 8: Animals of the Saltwater Habitat








pictures)—p. 268

CKLA Goal(s)


Lesson 2: Animals of the Arctic Habitat Lesson 6: Animals of the Tropical Rainforest Habitat











CKLA Goal(s)



Language Standards





SEE ALSO


CKLA Goal(s)


Lesson 1: What Is a Habitat? Lesson 3: Animals of the Sonoran Desert Habitat


Lesson 8: Animals of the Saltwater Habitat

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


SEE ALSO


CKLA Goal(s)

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

Lesson 3: Animals of the Sonoran Desert Habitat



SEE ALSO








CKLA Goal(s)




Words to Know—pp. 14, 16, 18, 20, 22, 24, 58, 60, 62, 64, 66, 68, 102, 104, 106, 108, 110, 112, 150, 152, 154, 156, 158, 160, 194, 196, 198, 200, 202, 234, 236, 238, 240, 242, 244



Poem)—pp. 102–105





CKLA Goal(s)

Learn the meaning of common sayings and phrases Lesson 7: Animals of the Freshwater Habitat




Prior to listening to an informational read-aloud, identify what they know about a given topic

Lesson 2: Animals of the Arctic Habitat Lesson 3: Animals of the Sonoran Desert Habitat Lesson 4: Animals of the East African Savanna Habitat Lesson 8: Animals of the Saltwater Habitat Lesson 9: Habitat Destruction and Endangered Species

While listening to an informational read-aloud, orally predict what will happen next in the read-aloud based on the text heard thus far, and then compare the actual outcome to the prediction

Lesson 3: Animals of the Sonoran Desert Habitat








Lesson 3: Animals of the Sonoran Desert Habitat Lesson 5: Animals of the Temperate Deciduous Forest Habitat

Share writing with others Lesson 2: Animals of the Arctic Habitat

Use frequently occurring conjunctions, such as but Lesson 6: Animals of the Tropical Rainforest Habitat




Domain 9: Fairy Tales








SEE ALSO


CKLA Goal(s)


Lesson 1: Sleeping Beauty Lesson 2: Rumpelstiltskin Lesson 3: Rapunzel Lesson 4: The Frog Prince, Part I Lesson 5: The Frog Prince, Part II Lesson 6: Hansel and Gretel, Part I Lesson 7: Hansel and Gretel, Part II Lesson 8: Jack and the Beanstalk, Part I Lesson 9: Jack and the Beanstalk, Part II

Answer questions that require making interpretations, judgments, or giving opinions about what is heard in a fiction read-aloud, including answering why questions that require recognizing cause/ effect relationships




SEE ALSO


CKLA Goal(s)


Lesson 5: The Frog Prince, Part II Lesson 7: Hansel and Gretel, Part II




SEE ALSO


CKLA Goal(s)


Lesson 1: Sleeping Beauty Lesson 2: Rumpelstiltskin Lesson 3: Rapunzel Lesson 4: The Frog Prince, Part I







Lesson 7: Hansel and Gretel, Part II Lesson 8: Jack and the Beanstalk, Part I Lesson 9: Jack and the Beanstalk, Part II

Craft and Structure



Poem)—pp. 102–105

SEE ALSO


CKLA Goal(s)


Lesson 1: Sleeping Beauty Lesson 2: Rumpelstiltskin Lesson 3: Rapunzel Lesson 4: The Frog Prince, Part I Lesson 5: The Frog Prince, Part II



(Fable)—pp. 106–115

SEE ALSO


CKLA Goal(s)




Lesson 1: Sleeping Beauty Lesson 2: Rumpelstiltskin Lesson 3: Rapunzel Lesson 5: The Frog Prince, Part II Lesson 7: Hansel and Gretel, Part II Lesson 8: Jack and the Beanstalk, Part I Lesson 9: Jack and the Beanstalk, Part II




pp. 194–197

SEE ALSO








CKLA Goal(s)

Talk about the illustrations and details from a fiction read-aloud to describe its characters, setting, or events


Sequence four to six pictures illustrating events from a fiction read-aloud

Lesson 8: Jack and the Beanstalk, Part I






SEE ALSO


CKLA Goal(s)

Compare and contrast (orally or in writing) similarities and differences within a single fiction read-aloud or between two or more fiction read-alouds

Lesson 2: Rumpelstiltskin Lesson 3: Rapunzel Lesson 7: Hansel and Gretel, Part II

Compare and contrast two or more versions of the same story read aloud (e.g., Cinderella stories) by different authors or from different cultures

Lesson 3: Rapunzel

Writing Standards





SEE ALSO


CKLA Goal(s)


Lesson 2: Rumpelstiltskin










SEE ALSO


Unit 6 Text Types and Purposes: Write Fictional Narratives Read a Student Model/Plan Your Narrative/Create Your

Narrative—pp. 130–135 Speaking and Listening: Share Your Writing—p. 138

SEE ALSO


CKLA Goal(s)


Lesson 1: Sleeping Beauty Lesson 2: Rumpelstiltskin Lesson 8: Jack and the Beanstalk, Part I Lesson 9: Jack and the Beanstalk, Part II





CKLA Goal(s)


Lesson 2: Rumpelstiltskin Lesson 9: Jack and the Beanstalk, Part II





CKLA Goal(s)


Lesson 8: Jack and the Beanstalk, Part I Lesson 9: Jack and the Beanstalk, Part II








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

Unit 10 Research to Build and Present Knowledge: Write Research Reports Read a Student Model/Listen to Gather Facts /Research and


SEE ALSO


CKLA Goal(s)

Participate in shared research and writing projects (e.g., group scientific research and writing)






SEE ALSO



questions)—p. 94


questions)—p. 186




SEE ALSO


CKLA Goal(s)


Lesson 2: Rumpelstiltskin Lesson 3: Rapunzel Lesson 5: The Frog Prince, Part II Lesson 8: Jack and the Beanstalk, Part I
















CKLA Goal(s)







CKLA Goal(s)














CKLA Goal(s)


Lesson 3: Rapunzel Lesson 5: The Frog Prince, Part II







p. 162



202


246

CKLA Goal(s)













CKLA Goal(s)







CKLA Goal(s)


Lesson 4: The Frog Prince, Part I Lesson 5: The Frog Prince, Part II Lesson 8: Jack and the Beanstalk, Part I Lesson 9: Jack and the Beanstalk, Part II








pictures)—p. 268

CKLA Goal(s)


Lesson 2: Rumpelstiltskin Lesson 8: Jack and the Beanstalk, Part I Lesson 9: Jack and the Beanstalk, Part II





CKLA Goal(s)


Lesson 1: Sleeping Beauty Lesson 2: Rumpelstiltskin Lesson 3: Rapunzel Lesson 4: The Frog Prince, Part I Lesson 5: The Frog Prince, Part II Lesson 6: Hansel and Gretel, Part I Lesson 7: Hansel and Gretel, Part II








Language Standards





SEE ALSO


CKLA Goal(s)





SEE ALSO


CKLA Goal(s)





SEE ALSO


CKLA Goal(s)


Lesson 7: Hansel and Gretel, Part II


Words to Know—pp. 14, 16, 18, 20, 22, 24, 58, 60, 62, 64, 66, 68, 102, 104, 106, 108, 110, 112, 150, 152, 154, 156, 158, 160, 194, 196, 198, 200, 202, 234, 236, 238, 240, 242, 244









Poem)—pp. 102–105





CKLA Goal(s)

Learn the meaning of common sayings and phrases Lesson 1: Sleeping Beauty




Prior to listening, identify what they know about a given topic Lesson 1: Sleeping Beauty Lesson 2: Rumpelstiltskin Lesson 4: The Frog Prince, Part I Lesson 6: Hansel and Gretel, Part I Lesson 8: Jack and the Beanstalk, Part I

Make predictions (orally or in writing) prior to and during a read-aloud, based on the title, pictures, and/or text heard thus far, and then compare the actual outcomes to predictions

Lesson 3: Rapunzel Lesson 4: The Frog Prince, Part I Lesson 5: The Frog Prince, Part II Lesson 6: Hansel and Gretel, Part I Lesson 7: Hansel and Gretel, Part II Lesson 8: Jack and the Beanstalk, Part I Lesson 9: Jack and the Beanstalk, Part II


Lesson 4: The Frog Prince, Part I

Use frequently occurring conjunctions, such as because and so

Lesson 4: The Frog Prince, Part I Lesson 5: The Frog Prince, Part II


Lesson 5: The Frog Prince, Part II Lesson 7: Hansel and Gretel, Part II




Domain 10: A New Nation







SEE ALSO


CKLA Goal(s)


Lesson 1: The New World Lesson 2: A Taxing Time: The Boston Tea Party Lesson 3: The Shot Heard Round the World Lesson 4: Declaring Independence Lesson 5: The Legend of Betsy Ross Lesson 6: George Washington, Commander in Chief Lesson 7: Will This War Never End? Lesson 8: A Young Nation Is Born Lesson 9: Never Leave Until Tomorrow What You Can Do Today Lesson 10: Building a Nation with Words and Ideas Lesson 11: Liberty and Justice for ALL? Lesson 12: What Do a Flag, a Bell, and an Eagle Have in

Common?



Common?




SEE ALSO


CKLA Goal(s)

Identify the main topic and retell key details of a nonfiction/ informational read-aloud

Lesson 3: The Shot Heard Round the World Lesson 12: What Do a Flag, a Bell, and an Eagle Have in Common?










SEE ALSO


CKLA Goal(s)


Lesson 2: A Taxing Time: The Boston Tea Party Lesson 3: The Shot Heard Round the World Lesson 4: Declaring Independence Lesson 5: The Legend of Betsy Ross Lesson 6: George Washington, Commander in Chief Lesson 7: Will This War Never End? Lesson 10: Building a Nation with Words and Ideas Lesson 11: Liberty and Justice for ALL? Lesson 12: What Do a Flag, a Bell, and an Eagle Have in

Common?

Craft and Structure




SEE ALSO



CKLA Goal(s)

Ask and answer questions about unknown words and phrases in nonfiction/informational read-alouds and discussions


Common?



Text)—pp. 158–161

SEE ALSO


170







CKLA Goal(s)

Distinguish between information provided by pictures or other illustrations and information provided by the words in a nonfiction/informational read- aloud

Lesson 4: Declaring Independence




pp. 234–237

SEE ALSO


CKLA Goal(s)


Lesson 1: The New World Lesson 8: A Young Nation Is Born Lesson 10: Building a Nation with Words and Ideas Lesson 12: What Do a Flag, a Bell, and an Eagle Have in

Common?

RI.1.8 Identify the reasons an author gives to support points in a text.

Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Identifying Author’s Reasons: “Lights Out!” (Opinion Piece)—

pp. 238–241

SEE ALSO


CKLA Goal(s)

Identify the reasons or facts an author gives to support points in a nonfiction/informational read-aloud

Lesson 8: A Young Nation Is Born




SEE ALSO


CKLA Goal(s)

Compare and contrast (orally or in writing) similarities and differences within a single nonfiction/informational read- aloud or between two or more nonfiction/informational read- alouds

Lesson 1: The New World















83

























CKLA Goal(s)



Common?

Writing Standards





SEE ALSO




SEE ALSO


CKLA Goal(s)


Lesson 1: The New World Lesson 5: The Legend of Betsy Ross Lesson 9: Never Leave Until Tomorrow What You Can Do Today Lesson 12: What Do a Flag, a Bell, and an Eagle Have in

Common?











CKLA Goal(s)


Lesson 5: The Legend of Betsy Ross


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

Unit 10 Research to Build and Present Knowledge: Write Research Reports Read a Student Model/Listen to Gather Facts /Research and


SEE ALSO


CKLA Goal(s)

Participate in shared research and writing projects (e.g., group scientific research and writing)

Lesson 11: Liberty and Justice for ALL?





SEE ALSO



questions)—p. 94


questions)—p. 186




SEE ALSO


CKLA Goal(s)


Lesson 5: The Legend of Betsy Ross


Lesson 3: The Shot Heard Round the World










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




CKLA Goal(s)



Common?





CKLA Goal(s)



Common?












CKLA Goal(s)



Common?







p. 162



202


246







CKLA Goal(s)


Lesson 2: A Taxing Time: The Boston Tea Party Lesson 4: Declaring Independence Lesson 6: George Washington, Commander in Chief Lesson 7: Will This War Never End? Lesson 9: Never Leave Until Tomorrow What You Can Do Today





CKLA Goal(s)


Lesson 9: Never Leave Until Tomorrow What You Can Do Today





CKLA Goal(s)


Lesson 2: A Taxing Time: The Boston Tea Party Lesson 3: The Shot Heard Round the World Lesson 4: Declaring Independence Lesson 5: The Legend of Betsy Ross Lesson 6: George Washington, Commander in Chief Lesson 7: Will This War Never End? Lesson 9: Never Leave Until Tomorrow What You Can Do Today Lesson 10: Building a Nation with Words and Ideas








pictures)—p. 268







CKLA Goal(s)


Lesson 8: A Young Nation Is Born Lesson 9: Never Leave Until Tomorrow What You Can Do Today Lesson 12: What Do a Flag, a Bell, and an Eagle Have in

Common?





CKLA Goal(s)



Common?

Language Standards





SEE ALSO


CKLA Goal(s)


Lesson 4: Declaring Independence



SEE ALSO


CKLA Goal(s)


Lesson 1: The New World Lesson 2: A Taxing Time: The Boston Tea Party Lesson 3: The Shot Heard Round the World







Lesson 4: Declaring Independence Lesson 5: The Legend of Betsy Ross Lesson 6: George Washington, Commander in Chief Lesson 7: Will This War Never End? Lesson 8: A Young Nation Is Born Lesson 9: Never Leave Until Tomorrow What You Can Do Today Lesson 10: Building a Nation with Words and Ideas Lesson 11: Liberty and Justice for ALL? Lesson 12: What Do a Flag, a Bell, and an Eagle Have in

Common?


Words to Know—pp. 14, 16, 18, 20, 22, 24, 58, 60, 62, 64, 66, 68, 102, 104, 106, 108, 110, 112, 150, 152, 154, 156, 158, 160, 194, 196, 198, 200, 202, 234, 236, 238, 240, 242, 244



Poem)—pp. 102–105





CKLA Goal(s)


Lesson 3: The Shot Heard Round the World Lesson 4: Declaring Independence Lesson 8: A Young Nation Is Born Lesson 9: Never Leave Until Tomorrow What You Can Do Today



Common?


With assistance, create and interpret timelines and lifelines related to read-alouds

Lesson 1: The New World Lesson 2: A Taxing Time: The Boston Tea Party Lesson 3: The Shot Heard Round the World







Lesson 4: Declaring Independence Lesson 5: The Legend of Betsy Ross Lesson 7: Will This War Never End? Lesson 8: A Young Nation Is Born

Prior to listening to an informational read-aloud, orally identify what they know about a given topic

Lesson 2: A Taxing Time: The Boston Tea Party Lesson 3: The Shot Heard Round the World Lesson 4: Declaring Independence Lesson 5: The Legend of Betsy Ross Lesson 6: George Washington, Commander in Chief Lesson 7: Will This War Never End? Lesson 8: A Young Nation Is Born Lesson 9: Never Leave Until Tomorrow What You Can Do Today Lesson 10: Building a Nation with Words and Ideas

Prior to listening to an informational read-aloud, orally predict what will happen next in the read- aloud based on the text heard thus far, and then compare the actual outcome to the prediction

Lesson 3: The Shot Heard Round the World Lesson 6: George Washington, Commander in Chief Lesson 7: Will This War Never End?

Share writing with others Lesson 1: The New World Lesson 2: A Taxing Time: The Boston Tea Party Lesson 3: The Shot Heard Round the World Lesson 5: The Legend of Betsy Ross Lesson 8: A Young Nation Is Born Lesson 9: Never Leave Until Tomorrow What You Can Do Today Lesson 10: Building a Nation with Words and Ideas Lesson 12: What Do a Flag, a Bell, and an Eagle Have in Common?


Lesson 2: A Taxing Time: The Boston Tea Party Lesson 8: A Young Nation Is Born

Use regular present-, past-, and/or future-tense verbs correctly in oral language

Lesson 10: Building a Nation with Words and Ideas




Domain 11: Frontier Explorers







SEE ALSO


CKLA Goal(s)


Lesson 1: Daniel Boone and the Opening of the West Lesson 2: Crossing the Appalachian Mountains Lesson 3: Jefferson and Monroe Lesson 4: The Louisiana Purchase Lesson 5: Lewis and Clark Lesson 6: Lewis and Clark: The Journey Begins Lesson 7: Discovery and Danger on the Prairie Lesson 8: Sacagawea Lesson 9: Red Cedars and Grizzly Bears Lesson 10: Rivers and Mountains Lesson 11: To the Pacific and Back






SEE ALSO


CKLA Goal(s)


Lesson 1: Daniel Boone and the Opening of the West

Craft and Structure




SEE ALSO










CKLA Goal(s)





Text)—pp. 158–161

SEE ALSO


170

CKLA Goal(s)

Distinguish between information provided by pictures or other illustrations and information provided by the words in a nonfiction/ informational read-aloud

Lesson 2: Crossing the Appalachian Mountains Lesson 9: Red Cedars and Grizzly Bears




pp. 234–237

SEE ALSO


CKLA Goal(s)












SEE ALSO


CKLA Goal(s)

Compare and contrast (orally or in writing) similarities and differences within a single nonfiction/informational read- aloud or between two or more nonfiction/informational read- alouds

Lesson 4: The Louisiana Purchase Lesson 9: Red Cedars and Grizzly Bears









83












pp. 238–241













CKLA Goal(s)



Writing Standards





SEE ALSO


CKLA Goal(s)


Lesson 5: Lewis and Clark Lesson 7: Discovery and Danger on the Prairie





CKLA Goal(s)


Lesson 8: Sacagawea












SEE ALSO



questions)—p. 94


questions)—p. 186




SEE ALSO


CKLA Goal(s)


Lesson 5: Lewis and Clark Lesson 9: Red Cedars and Grizzly Bears Lesson 11: To the Pacific and Back


Lesson 1: Daniel Boone and the Opening of the West Lesson 3: Jefferson and Monroe Lesson 5: Lewis and Clark














CKLA Goal(s)







CKLA Goal(s)








CKLA Goal(s)


Lesson 1: Daniel Boone and the Opening of the West Lesson 2: Crossing the Appalachian Mountains Lesson 3: Jefferson and Monroe Lesson 4: The Louisiana Purchase Lesson 5: Lewis and Clark Lesson 6: Lewis and Clark: The Journey Begins Lesson 7: Discovery and Danger on the Prairie Lesson 8: Sacagawea Lesson 9: Red Cedars and Grizzly Bears







Lesson 10: Rivers and Mountains Lesson 11: To the Pacific and Back







p. 162



202


246

CKLA Goal(s)


Lesson 3: Jefferson and Monroe Lesson 4: The Louisiana Purchase Lesson 6: Lewis and Clark: The Journey Begins Lesson 8: Sacagawea Lesson 10: Rivers and Mountains





CKLA Goal(s)


Lesson 1: Daniel Boone and the Opening of the West Lesson 3: Jefferson and Monroe Lesson 7: Discovery and Danger on the Prairie














pictures)—p. 268

CKLA Goal(s)


Lesson 1: Daniel Boone and the Opening of the West Lesson 6: Lewis and Clark: The Journey Begins Lesson 8: Sacagawea





CKLA Goal(s)



Language Standards





SEE ALSO


CKLA Goal(s)


Lesson 11: To the Pacific and Back









SEE ALSO


CKLA Goal(s)




Words to Know—pp. 14, 16, 18, 20, 22, 24, 58, 60, 62, 64, 66, 68, 102, 104, 106, 108, 110, 112, 150, 152, 154, 156, 158, 160, 194, 196, 198, 200, 202, 234, 236, 238, 240, 242, 244



Poem)—pp. 102–105





CKLA Goal(s)

Learn the meaning of common sayings and phrases Lesson 10: Rivers and Mountains










Prior to listening to a read-aloud, identify orally what students have learned about a given topic


Share writing with others Lesson 1: Daniel Boone and the Opening of the West Lesson 5: Lewis and Clark Lesson 6: Lewis and Clark: The Journey Begins Lesson 7: Discovery and Danger on the Prairie Lesson 8: Sacagawea Lesson 9: Red Cedars and Grizzly Bears Lesson 11: To the Pacific and Back

Make predictions (orally or in writing) prior to a read-aloud, based on the title, pictures, and/or text heard thus far, and then compare the actual outcomes to predictions

Lesson 2: Crossing the Appalachian Mountains


Lesson 2: Crossing the Appalachian Mountains Lesson 4: The Louisiana Purchase

Identify declarative, interrogative, and exclamatory sentences orally in response to prompts

Lesson 3: Jefferson and Monroe

Evaluate and select read-alouds on the basic of personal choice for rereading

Lesson 6: Lewis and Clark: The Journey Begins



Skills Strand

Unit 1








SEE ALSO


CKLA Goal(s)

Ask and answer questions (e.g., who, what, where, when), orally or in writing, requiring literal recall and understanding of the details, and/or facts of a fiction text read independently

Lesson 18: Sister Sounds /th/ and /th/ Lesson 19: Tricky Words: the, who Lesson 20: Tricky Words: said, says; Sounds /ng/, /qu/ Spelled

‘ng’, ‘qu’ Lesson 21: Vowel Sound Review Lesson 22: Vowel and Consonant Sound Review; Grammar:

Nouns Lesson 23: Sounds /k/, /b/, /d/, /f/, /g/, /l/, /m/, /s/ Spelled ‘ck’,

‘bb’, ‘dd’, ‘ff’, ‘gg’, ‘ll’, ‘mm’, ‘ss’ Lesson 26: Grammar: Nouns Lesson 28: Review Lesson 29: Quotation Marks; Tricky Words: here, there Lesson 30: Review Lesson 31: Review Lesson 32: Review

Reading Standards for Foundational Skills

Print Concepts

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

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

Unit 10 Research to Build and Present Knowledge: Write a Research Report Language: Sentences—p. 224

Writing Handbook Step 4: Editing: Editing Checklist (capitalization)—p. 268

CKLA Goal(s)

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

Lesson 20: Tricky Words: said, says; Sounds /ng/, /qu/ Spelled ‘ng’, ‘qu’

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

Unit 1 Reading Literature: Key Ideas and Details Foundational Skills Read Together: “The Best in Me” (short

vowel sounds/consonant blends)—p. 26 Foundational Skills Reader 1: “At Bat!” (short vowels a and i/l

and r blends)—pp. 27–28 Foundational Skills Reader 2: “I Can!” (short vowels o, u, e; s

blends/final blends)—pp. 29–30

SEE ALSO

Home Connect—p. 10



Skills Strand

Unit 1



CKLA Goal(s)

Orally produce single syllable words with various vowel and consonant sounds by blending the sounds

Lesson 1: Sounds /p/, /k/, /g/, /n/, /a/ Spelled ‘p’—‘P’, ‘c’—‘C’, ‘g’—‘G’, ‘n’—‘N’, ‘a’—‘A’

Lesson 3: Tricky Words: a, I; Grammar: Nouns Lesson 4: Sounds /m/, /f/, /v/ Spelled ‘m’—‘M’, ‘f’—‘F’, ‘v’—‘V’ Lesson 11: Sister Sounds /s/ and /z/, /f/ and /v/; Tricky Words: is,

to Lesson 12: Sounds /b/, /l/, /r/ Spelled ‘b’—‘B’, ‘l’—‘L’, ‘r’—‘R’ Lesson 13: Sounds /w/, /e/, /u/ Spelled ‘w’—‘W’, ‘e’—‘E’, ‘u’—‘U’;

Tricky Words: all, some Lesson 14: Grammar: Nouns; Tricky Words: from, word Lesson 15: Sounds /j/, /y/ Spelled ‘j’—‘J’, ‘y’—‘Y’; Tricky Words:

are, have, were Lesson 16: Sounds /x/, /k/ Spelled ‘x’—’X’, ‘k’—’K’; Tricky Words:

one, once Lesson 17: Sounds /ch/, /sh/ Spelled ‘ch’, ‘sh’; Grammar: Nouns;

Tricky Words: do, two Lesson 18: Sister Sounds /th/ and /th/ Lesson 20: Tricky Words: said, says; Sounds /ng/, /qu/ Spelled


Nouns Lesson 27: Question Mark; Tricky Words: where, which, what Lesson 28: Review Lesson 29: Quotation Marks; Tricky Words: here, there Lesson 30: Review Lesson 31: Review Lesson 32: Review

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

CKLA Goal(s)

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


Lesson 2: Sounds /i/, /o/, /t/, /d/ Spelled ‘i’—‘I’, ‘o’—‘O’, ‘t’—‘T’, ‘d’—‘D’







‘ng’, ‘qu’ Lesson 21: Vowel Sound Review



Skills Strand

Unit 1



Lesson 22: Vowel and Consonant Sound Review; Grammar: Nouns

Lesson 27: Question Mark; Tricky Words: where, which, what Lesson 28: Review Lesson 29: Quotation Marks; Tricky Words: here, there Lesson 30: Review Lesson 31: Review Lesson 32: Review

RF.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

CKLA Goal(s)

Segment and blend phonemes to form one-syllable words









Nouns Lesson 25: Review Sister Sounds /s/ and /z/; Tricky Words: was,

when, why Lesson 27: Question Mark; Tricky Words: where, which, what Lesson 28: Review Lesson 29: Quotation Marks; Tricky Words: here, there Lesson 30: Review Lesson 31: Review Lesson 32: Review

Phonics and Word Recognition

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

RF.1.3a Know the spelling-sound correspondences for common consonant digraphs.

Unit 3 Reading Informational Text: Key Ideas and Details Foundational Skills Read Together: “The Garter Snake”

(digraphs th, ch, sh, and wh)—p. 70 Foundational Skills Reader 1: “Penguins Grow and Change”

(digraphs th, ch)—pp. 71–72

SEE ALSO




Skills Strand

Unit 1



CKLA Goal(s)

Read and write the following letter-sound correspondences in words: ‘sh’ > /sh/, ‘ch’ > /ch/, ‘th’ > /th/ (thin), ‘th’ > /th/ (then), ‘ng’ > /ng/, ‘wr’ > /r/, ‘ck’ > /k/, ‘wh’ > /w/, ‘kn’ > /n/

Lesson 17: Sounds /ch/, /sh/ Spelled ‘ch’, ‘sh’; Grammar: Nouns; Tricky Words: do, two

Lesson 18: Sister Sounds /th/ and /th/ Lesson 20: Tricky Words: said, says; Sounds /ng/, /qu/ Spelled

‘ng’, ‘qu’ Lesson 23: Sounds /k/, /b/, /d/, /f/, /g/, /l/, /m/, /s/ Spelled ‘ck’,

‘bb’, ‘dd’, ‘ff’, ‘gg’, ‘ll’, ‘mm’, ‘ss’ Lesson 24: Sounds /k/, /n/, /p/, /r/, /t/, /z/ Spelled ‘cc’, ‘nn’, ‘pp’,

‘rr’, ‘tt’, ‘zz’; The Sound /k/ Spelled ‘c’, ‘ck’, ‘k’, ‘cc’

RF.1.3b Decode regularly spelled one-syllable words. Unit 5 Reading Literature: Craft and Structure Foundational Skills Read Together: “Scat, Cat” (one vowel

sound)—p. 114 Foundational Skills Reader 1: “Fred’s Trip” (CVC and CCVC

words)—pp. 115–116

SEE ALSO

Home Connect—p. 102 Unit 5 Common Core Review— pp. 125–126

CKLA Goal(s)

Read and/or write one-syllable words that include the letter- sound correspondences taught



Lesson 3: Tricky Words: a, I; Grammar: Nouns Lesson 4: Sounds /m/, /f/, /v/ Spelled ‘m’—‘M’, ‘f’—‘F’, ‘v’—‘V’ Lesson 5: Sounds /s/, /z/, /h/ Spelled ‘s’—‘S’, ‘z’—‘Z’, ‘h’—‘H’;

Tricky Words: no, so, of Lesson 11: Sister Sounds /s/ and /z/, /f/ and /v/; Tricky Words: is,






‘ng’, ‘qu’ Lesson 21: Vowel Sound Review Lesson 23: Sounds /k/, /b/, /d/, /f/, /g/, /l/, /m/, /s/ Spelled ‘ck’,

‘bb’, ‘dd’, ‘ff’, ‘gg’, ‘ll’, ‘mm’, ‘ss’ Lesson 25: Review Sister Sounds /s/ and /z/; Tricky Words: was,

when, why Lesson 26: Grammar: Nouns

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



Skills Strand

Unit 1



CKLA Goal(s)

Read and/or write Tricky Words:

Unit 1: a, I, no, so, of, is, all, some, from, word, are, have, were, one, once, to, do, who, two, the, said, says, was, when, where, why, what, which, here, there

Lesson 3: Tricky Words: a, I; Grammar: Nouns Lesson 5: Sounds /s/, /z/, /h/ Spelled ‘s’—‘S’, ‘z’—‘Z’, ‘h’—‘H’;






Tricky Words: do, two Lesson 19: Tricky Words: the, who Lesson 20: Tricky Words: said, says; Sounds /ng/, /qu/ Spelled

‘ng’, ‘qu’ Lesson 25: Review Sister Sounds /s/ and /z/; Tricky Words: was,

when, why Lesson 27: Question Mark; Tricky Words: where, which, what Lesson 28: Review Lesson 29: Quotation Marks; Tricky Words: here, there Lesson 31: Review Lesson 32: Review

Fluency

RF.1.4a Read grade-level text with purpose and understanding.

Unit 3 Reading Informational Text: Key Ideas and Details Foundational Skills Reader 1: “Penguins Grow and Change”

(Fluency: Read with purpose)—pp. 71–72 Foundational Skills Reader 2: “What Will I Be?” (Fluency: Read

with purpose)—pp. 73–74

CKLA Goal(s)

Read decodable text that incorporates the letter-sound correspondences taught, with purpose and understanding

Lesson 19: Tricky Words: the, who Lesson 20: Tricky Words: said, says; Sounds /ng/, /qu/ Spelled




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

Unit 4 Text Types and Purposes: Write Informative/ Explanatory Texts Language: Context Clues—p. 93

Unit 7 Reading Informational Text: Craft and Structure Language: Context Clues—p. 174



Skills Strand

Unit 1



CKLA Goal(s)

Use phonics skills in conjunction with context to confirm or self-correct word recognition and understanding, rereading as necessary




‘bb’, ‘dd’, ‘ff’, ‘gg’, ‘ll’, ‘mm’, ‘ss’ Lesson 26: Grammar: Nouns Lesson 28: Review Lesson 30: Review Lesson 31: Review Lesson 32: Review






CKLA Goal(s)










CKLA Goal(s)





Tricky Words: no, so, of



Skills Strand

Unit 1



Lesson 11: Sister Sounds /s/ and /z/, /f/ and /v/; Tricky Words: is, to

Lesson 12: Sounds /b/, /l/, /r/ Spelled ‘b’—‘B’, ‘l’—‘L’, ‘r’—‘R’ Lesson 13: Sounds /w/, /e/, /u/ Spelled ‘w’—‘W’, ‘e’—‘E’, ‘u’—‘U’;




Tricky Words: do, two Lesson 18: Sister Sounds /th/ and /th/ Lesson 19: Tricky Words: the, who Lesson 20: Tricky Words: said, says; Sounds /ng/, /qu/ Spelled




‘rr’, ‘tt’, ‘zz’; The Sound /k/ Spelled ‘c’, ‘ck’, ‘k’, ‘cc’ Lesson 25: Review Sister Sounds /s/ and /z/; Tricky Words: was,

when, why Lesson 26: Grammar: Nouns Lesson 27: Question Mark; Tricky Words: where, which, what Lesson 28: Review Lesson 29: Quotation Marks; Tricky Words: here, there Lesson 30: Review Lesson 31: Review Lesson 32: Review

Language Standards

Conventions of Standard English

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

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

CKLA Goal(s)

Write from memory the letters of the alphabet accurately in upper- and lowercase form


Lesson 4: Sounds /m/, /f/, /v/ Spelled ‘m’—‘M’, ‘f’—‘F’, ‘v’—‘V’ Lesson 5: Sounds /s/, /z/, /h/ Spelled ‘s’—‘S’, ‘z’—‘Z’, ‘h’—‘H’;

Tricky Words: no, so, of Lesson 12: Sounds /b/, /l/, /r/ Spelled ‘b’—‘B’, ‘l’—‘L’, ‘r’—‘R’ Lesson 13: Sounds /w/, /e/, /u/ Spelled ‘w’—‘W’, ‘e’—‘E’, ‘u’—‘U’;

Tricky Words: all, some Lesson 15: Sounds /j/, /y/ Spelled ‘j’—‘J’, ‘y’—‘Y’; Tricky Words:

are, have, were



Skills Strand

Unit 1



Lesson 16: Sounds /x/, /k/ Spelled ‘x’—’X’, ‘k’—’K’; Tricky Words: one, once

L.1.1b Use common, proper, and possessive nouns. Unit 2 Text Types and Purposes: Write Nonfictional Narratives Language: Common and Proper Nouns—p. 48 Language: Possessive Nouns—p. 49

SEE ALSO

Introducing Unit 2/Home Connect—pp. 39–40 Unit 2 Common Core Review—p. 52 Writing Handbook: Step 4 Editing: Editing Checklist—p. 268

CKLA Goal(s)

Use common, proper, and possessive nouns orally and in own writing


Lesson 24: Sounds /k/, /n/, /p/, /r/, /t/, /z/ Spelled ‘cc’, ‘nn’, ‘pp’, ‘rr’, ‘tt’, ‘zz’; The Sound /k/ Spelled ‘c’, ‘ck’, ‘k’, ‘cc’

Lesson 26: Grammar: Nouns Lesson 29: Quotation Marks; Tricky Words: here, there

Identify common and proper nouns Lesson 3: Tricky Words: a, I; Grammar: Nouns Lesson 5: Sounds /s/, /z/, /h/ Spelled ‘s’—‘S’, ‘z’—‘Z’, ‘h’—‘H’;

Tricky Words: no, so, of Lesson 14: Grammar: Nouns; Tricky Words: from, word Lesson 17: Sounds /ch/, /sh/ Spelled ‘ch’, ‘sh’; Grammar: Nouns;

Tricky Words: do, two

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

Unit 6 Text Types and Purposes: Write Nonfictional Narratives Language: Pronouns—p. 136

SEE ALSO


CKLA Goal(s)

Use personal, possessive, and indefinite pronouns orally and in own writing










‘ng’, ‘qu’ Lesson 21: Vowel Sound Review



Skills Strand

Unit 1




Lesson 23: Sounds /k/, /b/, /d/, /f/, /g/, /l/, /m/, /s/ Spelled ‘ck’, ‘bb’, ‘dd’, ‘ff’, ‘gg’, ‘ll’, ‘mm’, ‘ss’

Lesson 24: Sounds /k/, /n/, /p/, /r/, /t/, /z/ Spelled ‘cc’, ‘nn’, ‘pp’, ‘rr’, ‘tt’, ‘zz’; The Sound /k/ Spelled ‘c’, ‘ck’, ‘k’, ‘cc’

Lesson 25: Review Sister Sounds /s/ and /z/; Tricky Words: was, when, why

Lesson 26: Grammar: Nouns Lesson 27: Question Mark; Tricky Words: where, which, what Lesson 28: Review Lesson 29: Quotation Marks; Tricky Words: here, there Lesson 30: Review Lesson 31: Review Lesson 32: Review

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

Unit 8 Text Types and Purposes: Write Opinion Pieces Language: Conjunctions—p. 185

SEE ALSO


CKLA Goal(s)

Use frequently occurring conjunctions (e.g., and, but, or, so, because) orally and in own writing














when, why Lesson 26: Grammar: Nouns



Skills Strand

Unit 1



Lesson 27: Question Mark; Tricky Words: where, which, what Lesson 28: Review Lesson 29: Quotation Marks; Tricky Words: here, there Lesson 30: Review Lesson 31: Review Lesson 32: Review

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

CKLA Goal(s)

Use determiners (e.g., the, a, this, that) orally and in writing















L.1.2b Use end punctuation for sentences. Unit 10 Research to Build and Present Knowledge: Write Research Reports Language: Sentences—pp. 224–225

SEE ALSO




Skills Strand

Unit 1



CKLA Goal(s)

Identify and use end punctuation, including periods, question marks, and exclamation points, in writing



Nouns Lesson 28: Review Lesson 29: Quotation Marks; Tricky Words: here, there

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

Writing Handbook Step 4: Editing: Editing Checklist (all words are spelled

correctly)—pp. 267–268

CKLA Goal(s)

Spell and write one-syllable words using the letter-sound correspondences taught in Grade 1, using the Individual Code Chart as needed

Lesson 4: Sounds /m/, /f/, /v/ Spelled ‘m’—‘M’, ‘f’—‘F’, ‘v’—‘V’ Lesson 5: Sounds /s/, /z/, /h/ Spelled ‘s’—‘S’, ‘z’—‘Z’, ‘h’—‘H’;

Tricky Words: no, so, of Lesson 12: Sounds /b/, /l/, /r/ Spelled ‘b’—‘B’, ‘l’—‘L’, ‘r’—‘R’

Spell and write high-frequency Tricky Words Lesson 1: Sounds /p/, /k/, /g/, /n/, /a/ Spelled ‘p’—‘P’, ‘c’—‘C’, ‘g’—‘G’, ‘n’—‘N’, ‘a’—‘A’













when, why Lesson 26: Grammar: Nouns Lesson 27: Question Mark; Tricky Words: where, which, what Lesson 28: Review Lesson 29: Quotation Marks; Tricky Words: here, there Lesson 30: Review



Skills Strand

Unit 1



Lesson 31: Review Lesson 32: Review

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

Writing Handbook Step 4: Editing: Editing Checklist (capitalization)—pp. 267–268

CKLA Goal(s)

Write phonemically plausible spellings for words that cannot be spelled correctly with current code knowledge, e.g., write bote for boat, sum for some, hunee for honey, etc.




‘bb’, ‘dd’, ‘ff’, ‘gg’, ‘ll’, ‘mm’, ‘ss’ Lesson 26: Grammar: Nouns Lesson 28: Review Lesson 30: Review Lesson 31: Review Lesson 32: Review



Words to Know—pp. 14, 16, 18, 20, 22, 24, 58, 60, 62, 64, 66, 68, 102, 104, 106, 108, 110, 112, 150, 152, 154, 156, 158, 160, 194, 196, 198, 200, 202, 234, 236, 238, 240, 242, 244



Poem)—pp. 102–105





CKLA Goal(s)







Tricky Words: all, some



Skills Strand

Unit 1



Lesson 14: Grammar: Nouns; Tricky Words: from, word Lesson 15: Sounds /j/, /y/ Spelled ‘j’—‘J’, ‘y’—‘Y’; Tricky Words:











Skills Strand

Unit 2








SEE ALSO


CKLA Goal(s)


Lesson 1: Vowel Digraph ‘ee’ Lesson 2: Tricky Words; Nouns Lesson 4: Review Vowel Digraphs Lesson 5: Tricky Words Lesson 6: Vowel Digraph ‘i_e’ Lesson 7: Nouns Lesson 10: Nouns Lesson 11: Nouns Lesson 12: Vowel Digraph ‘u_e’ Lesson 13: Review Lesson 15: Review Lesson 17: Review




SEE ALSO


CKLA Goal(s)

Use narrative language to describe characters, setting, things, events, actions, a scene, or facts from a fiction text that has been read independently





pp. 194–197

SEE ALSO

Introducing Unit 9/Home Connect/Essential Question—pp. 189–191 Close Reading: “The Two Frogs”—pp. 207–210



Skills Strand

Unit 2




CKLA Goal(s)

Talk about the illustrations and details from a fiction text read independently, to describe its characters, setting, or events

Lesson 1: Vowel Digraph ‘ee’ Lesson 2: Tricky Words; Nouns Lesson 4: Review Vowel Digraphs Lesson 5: Tricky Words Lesson 6: Vowel Digraph ‘i_e’ Lesson 7: Nouns Lesson 10: Nouns Lesson 11: Nouns Lesson 12: Vowel Digraph ‘u_e’ Lesson 13: Review Lesson 14: Tricky Words; Review Lesson 15: Review Lesson 17: Review


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

Unit 1 Reading Literature: Key Ideas and Details Read Aloud: “I Want to Be”—pp. 12–17 Retelling Stories: “The Elephant Dance” (Fable)—pp. 18–21 Describing Story Elements: “Rocky’s Boat Ride” (Adventure

Story)—pp. 22–25 Foundational Skills Read Together: “The Best in Me”—p. 26 Foundational Skills Reader 1: “At Bat!” (short vowels a and i; l

and r blends; Fluency: Read with accuracy and rate)—pp. 27–28 Foundational Skills Reader 2: “I Can!” (short vowels o, u, e; s

blends; final blends; Fluency: Read with accuracy and rate)—pp. 29–30

Close Reading: “Talk, Talk, Talk!” (Realistic Fiction)—pp. 31–34 Unit 1 Common Core Review: “Frog’s Wings”—pp. 37–38

Unit 5 Reading Literature: Craft and Structure Read Aloud: “Bunk Bed Brothers”—pp. 100–101 Identifying Sensory Words: “Ice Cream Music” (Narrative

Poem)—pp. 102–105 Identifying Fiction and Nonfiction: “Brown Bear, Brown Bear”

(Fable)—pp. 106–115 Identifying the Narrator: “Max’s Monster” (Adventure Story)—

pp. 110–113 Foundational Skills Read Together: “Scat, Cat”—p. 114

Foundational Skills Reader 1: “Fred’s Trip” (CVC and CCVC words; Fluency: Read with expression)—pp. 115–116

Foundational Skills Reader 2: “Big Waves, Big Prizes” (CVCe and CVCCe words; Fluency: Read with expression)—pp. 117–118

Close Reading: “Blue Flube” (Fantasy)—pp. 119–122 Unit 5 Common Core Review: “A Cooking Tip”—pp. 125–126

Unit 9 Reading Literature: Integration of Knowledge and Ideas Read Aloud: “Why the Desert Has So Many Stars”—pp. 192–193 Understanding Story Elements: “Snake and Frog” (Folktale)—

pp. 194–197 Comparing and Contrasting Characters: “Spider’s Greed”

(Folktale)—pp. 198–201



Skills Strand

Unit 2



Foundational Skills Read Together: “The Missing Bag” (long o, u and e vowel sounds)—p. 202

Foundational Skills Reader 1: “Robin’s Trip to China” (long o; Fluency: Read with expression)—pp. 203–204

Foundational Skills Reader 2: “Mule and the Deep Well” (long u, long e; Fluency: Read with expression)—pp. 205–206

Close Reading: “The Two Frogs”—pp. 207–210 Unit 9 Common Core Review: “Farmer Bill’s Carrot”—pp. 213–

214

CKLA Goal(s)

Read (with a partner or alone) and understand decodable text of appropriate complexity for Grade 1 that incorporates the specific code knowledge taught



Print Concepts





CKLA Goal(s)

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

Lesson 1: Vowel Digraph ‘ee’ Lesson 2: Tricky Words; Nouns Lesson 4: Review Vowel Digraphs Lesson 7: Nouns Lesson 12: Vowel Digraph ‘u_e’ Lesson 15: Review

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

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





SEE ALSO




Skills Strand

Unit 2



Unit 7 Reading Informational Text: Craft and Structure Foundational Skills Read Together: “Farm Neighborhoods”

(long a words, long i words)—p. 162 Foundational Skills Reader 2: “Firefighters at Work” (long a

and long i)—pp. 165–166

SEE ALSO


Unit 9 Reading Literature: Integration of Knowledge and Ideas Foundational Skills Read Together: “The Missing Bag” (long o,

u and e vowel sounds)—p. 202 Foundational Skills Reader 1: “Robin’s Trip to China” (long

o)—pp. 203–204 Foundational Skills Reader 2: “Mule and the Deep Well” (long

u, long e)—pp. 205–206

SEE ALSO


CKLA Goal(s)

Distinguish long from short vowel sounds in spoken single-syllable words

Lesson 1: Vowel Digraph ‘ee’ Lesson 15: Review






SEE ALSO


CKLA Goal(s)


Lesson 2: Tricky Words; Nouns



CKLA Goal(s)

Segment and blend phonemes to form one- syllable words

Lesson 1: Vowel Digraph ‘ee’ Lesson 2: Tricky Words; Nouns Lesson 3: Vowel Digraph ‘a_e’ Lesson 4: Review Vowel Digraphs Lesson 5: Tricky Words Lesson 8: Vowel Digraph ‘o_e’ Lesson 9: Tricky Words Lesson 11: Nouns Lesson 12: Vowel Digraph ‘u_e’



Skills Strand

Unit 2




RF.1.3b Decode regularly spelled one-syllable words Unit 5 Reading Literature: Craft and Structure Foundational Skills Read Together: “Scat, Cat” (one vowel


words)—pp. 115–116

SEE ALSO


CKLA Goal(s)

Read and/or write one- syllable words that include letter-sound correspondences taught

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

Unit 5 Reading Literature: Craft and Structure Foundational Skills Reader 2: “Big Waves, Big Prizes” (CVCe

and CVCCe words)—pp. 117–118

SEE ALSO





u, long e)—pp. 205–206

SEE ALSO


CKLA Goal(s)

Read and/or write long vowel sounds spelled with the following vowel digraph teams: /ae/ spelled ‘a_e’, ‘ai,’ ‘ay’ /ie/ spelled ‘i_e’ /ue/ spelled ‘u_e’ /oe/ spelled ‘o_e’, ‘oa’ /ee/ spelled ‘ee’

Lesson 1: Vowel Digraph ‘ee’ Lesson 3: Vowel Digraph ‘a_e’ Lesson 6: Vowel Digraph ‘i_e’ Lesson 8: Vowel Digraph ‘o_e’ Lesson 12: Vowel Digraph ‘u_e’


CKLA Goal(s)

Read and/or write Tricky Words: Unit 2: he, she, we, be, me, they, their, my, by, you, your

Lesson 2: Tricky Words; Nouns Lesson 5: Tricky Words Lesson 7: Nouns Lesson 10: Nouns Lesson 11: Nouns Lesson 14: Tricky Words; Review Lesson 15: Review Lesson 16: Review Lesson 17: Review



Skills Strand

Unit 2



Fluency





CKLA Goal(s)

Read decodable text that incorporates the letter- sound correspondences taught, with purpose and understanding

Lesson 1: Vowel Digraph ‘ee’ Lesson 2: Tricky Words; Nouns Lesson 4: Review Vowel Digraphs Lesson 5: Tricky Words Lesson 6: Vowel Digraph ‘i_e’ Lesson 7: Nouns Lesson 10: Nouns Lesson 11: Nouns Lesson 12: Vowel Digraph ‘u_e’ Lesson 13: Review Lesson 17: Review

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

Unit 1 Reading Literature: Key Ideas and Details Foundational Skills Reader 1: “At Bat!” (Fluency: Read with

accuracy and rate)—pp. 27–28 Foundational Skills Reader 2: “I Can!” (Fluency: Read with

accuracy and rate)—pp. 29–30

Unit 5 Reading Literature: Craft and Structure Foundational Skills Reader 1: “Fred’s Trip” (Fluency: Read with

expression)—pp. 115–116 Foundational Skills Reader 2: “Big Waves, Big Prizes” (Fluency:

Read with expression)—pp. 117–118

Unit 9 Reading Literature: Integration of Knowledge and Ideas Foundational Skills Reader 1: “Robin’s Trip to China” (Fluency:

Read with expression)—pp. 203–204 Foundational Skills Reader 2: “Mule and the Deep Well”

(Fluency: Read with expression)—pp. 205–206

Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Foundational Skills Reader 1: “Super Stars” (Fluency: Read

with expression)—pp. 247–248 Foundational Skills Reader 2: “Our Moon” (Fluency: Read with

expression)—pp. 249–250

CKLA Goal(s)

Read decodable text that incorporates the letter-sound correspondences taught, with increased accuracy, appropriate rate, and expression on successive readings

Lesson 2: Tricky Words; Nouns Lesson 9: Tricky Words Lesson 14: Tricky Words; Review Lesson 15: Review Lesson 16: Review Lesson 19: Review/Assessment



Skills Strand

Unit 2











CKLA Goal(s)


Lesson 4: Review Vowel Digraphs

SL.1.6 Produce complete sentences when appropriate to task and situation. (See Grade 1 Language Standards 1 and 3 on page 36 for specific expectations.)




CKLA Goal(s)


Lesson 1: Vowel Digraph ‘ee’ Lesson 2: Tricky Words; Nouns Lesson 3: Vowel Digraph ‘a_e’ Lesson 4: Review Vowel Digraphs Lesson 5: Tricky Words Lesson 6: Vowel Digraph ‘i_e’ Lesson 7: Nouns Lesson 8: Vowel Digraph ‘o_e’ Lesson 9: Tricky Words Lesson 10: Nouns Lesson 11: Nouns Lesson 12: Vowel Digraph ‘u_e’ Lesson 13: Review Lesson 14: Tricky Words; Review Lesson 15: Review Lesson 16: Review Lesson 17: Review Lesson 18: Review/Assessment Lesson 19: Review/Assessment



Skills Strand

Unit 2



Language Standards




CKLA Goal(s)




SEE ALSO


CKLA Goal(s)


Lesson 1: Vowel Digraph ‘ee’ Lesson 2: Tricky Words; Nouns Lesson 3: Vowel Digraph ‘a_e’ Lesson 4: Review Vowel Digraphs Lesson 5: Tricky Words Lesson 6: Vowel Digraph ‘i_e’ Lesson 7: Nouns Lesson 8: Vowel Digraph ‘o_e’ Lesson 9: Tricky Words Lesson 10: Nouns Lesson 11: Nouns Lesson 12: Vowel Digraph ‘u_e’ Lesson 13: Review Lesson 14: Tricky Words; Review Lesson 15: Review Lesson 16: Review Lesson 17: Review



Skills Strand

Unit 2



Lesson 18: Review/Assessment Lesson 19: Review/Assessment

Identify common and proper nouns Lesson 2: Tricky Words; Nouns Lesson 4: Review Vowel Digraphs Lesson 7: Nouns Lesson 9: Tricky Words Lesson 11: Nouns Lesson 13: Review Lesson 17: Review



SEE ALSO


CKLA Goal(s)



L.1.1f Use frequently occurring adjectives. Unit 6 Text Types and Purposes: Write Nonfictional Narratives Language: Adjectives—p. 137

SEE ALSO


CKLA Goal(s)

Use adjectives orally and in own writing Lesson 1: Vowel Digraph ‘ee’ Lesson 3: Vowel Digraph ‘a_e’ Lesson 4: Review Vowel Digraphs Lesson 7: Nouns Lesson 11: Nouns Lesson 12: Vowel Digraph ‘u_e’



SEE ALSO




Skills Strand

Unit 2



CKLA Goal(s)

Use frequently occurring conjunctions (e.g., and, but, or, so, because) orally and in writing



CKLA Goal(s)

Use determiners (e.g, the, a, this, that) orally and in writing


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

CKLA Goal(s)

Build simple and compound declarative, interrogative, and exclamatory sentences orally in response to prompts

Lesson 1: Vowel Digraph ‘ee’ Lesson 2: Tricky Words; Nouns Lesson 4: Review Vowel Digraphs Lesson 5: Tricky Words Lesson 6: Vowel Digraph ‘i_e’ Lesson 7: Nouns Lesson 10: Nouns Lesson 11: Nouns Lesson 12: Vowel Digraph ‘u_e’ Lesson 13: Review



Skills Strand

Unit 2




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


SEE ALSO


CKLA Goal(s)

Identify and use end punctuation, including periods, question marks, and exclamation points, in writing





CKLA Goal(s)



Spell and write high- frequency Tricky Words Lesson 1: Vowel Digraph ‘ee’ Lesson 2: Tricky Words; Nouns Lesson 3: Vowel Digraph ‘a_e’ Lesson 4: Review Vowel Digraphs Lesson 5: Tricky Words Lesson 6: Vowel Digraph ‘i_e’



Skills Strand

Unit 2



Lesson 7: Nouns Lesson 8: Vowel Digraph ‘o_e’ Lesson 9: Tricky Words Lesson 10: Nouns Lesson 11: Nouns Lesson 12: Vowel Digraph ‘u_e’ Lesson 13: Review Lesson 14: Tricky Words; Review Lesson 15: Review Lesson 16: Review Lesson 17: Review Lesson 18: Review/Assessment Lesson 19: Review/Assessment


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


Words to Know—pp. 14, 16, 18, 20, 22, 24, 58, 60, 62, 64, 66, 68, 102, 104, 106, 108, 110, 112, 150, 152, 154, 156, 158, 160, 194, 196, 198, 200, 202, 234, 236, 238, 240, 242, 244



Poem)—pp. 102–105





CKLA Goal(s)


Lesson 1: Vowel Digraph ‘ee’ Lesson 2: Tricky Words; Nouns Lesson 3: Vowel Digraph ‘a_e’ Lesson 4: Review Vowel Digraphs Lesson 5: Tricky Words Lesson 6: Vowel Digraph ‘i_e’ Lesson 7: Nouns Lesson 8: Vowel Digraph ‘o_e’ Lesson 9: Tricky Words Lesson 10: Nouns Lesson 11: Nouns Lesson 12: Vowel Digraph ‘u_e’ Lesson 13: Review Lesson 14: Tricky Words; Review



Skills Strand

Unit 2



Lesson 15: Review Lesson 16: Review Lesson 17: Review Lesson 18: Review/Assessment Lesson 19: Review/Assessment



Skills Strand

Unit 3








SEE ALSO


CKLA Goal(s)


Lesson 1: Sound /oo/ Spelled ‘oo’ Lesson 3: Drafting a Fictional Narrative Lesson 4: Editing a Fictional Narrative Lesson 6: Planning and Drafting a Book Report Lesson 8: Identifying Verbs; Publishing a Book Report Lesson 10: Tricky Word down; Identifying Verbs Lesson 12: Sound /oi/ Spelled ‘oi’ Lesson 16: Review Lesson 17: Review Lesson 18: Review Lesson 19: Word Recognition and Story Comprehension Assessments




SEE ALSO


CKLA Goal(s)

Use narrative language to describe characters, setting, things, events, actions, a scene, or facts from a fiction text that has been read independently

Lesson 1: Sound /oo/ Spelled ‘oo’ Lesson 2: Tricky Word because; Planning a Fictional Narrative Lesson 3: Drafting a Fictional Narrative Lesson 6: Planning and Drafting a Book Report Lesson 8: Identifying Verbs; Publishing a Book Report Lesson 10: Tricky Word down; Identifying Verbs Lesson 12: Sound /oi/ Spelled ‘oi’ Lesson 13: Identifying Present- and Past-Tense Verbs Lesson 14: Review Lesson 16: Review Lesson 17: Review

Craft and Structure



(Fable)—pp. 106–115

SEE ALSO




Skills Strand

Unit 3



CKLA Goal(s)

Distinguish fiction from informational or realistic texts that are read independently

Lesson 1: Sound /oo/ Spelled ‘oo’




pp. 194–197

SEE ALSO


CKLA Goal(s)


Lesson 1: Sound /oo/ Spelled ‘oo’ Lesson 3: Drafting a Fictional Narrative Lesson 6: Planning and Drafting a Book Report Lesson 8: Identifying Verbs; Publishing a Book Report Lesson 10: Tricky Word down; Identifying Verbs Lesson 12: Sound /oi/ Spelled ‘oi’ Lesson 16: Review Lesson 17: Review

















Skills Strand

Unit 3





(Folktale)—pp. 198–201 Foundational Skills Read Together: “The Missing Bag” (long o, u

and e vowel sounds)—p. 202 Foundational Skills Reader 1: “Robin’s Trip to China” (long o;

Fluency: Read with expression)—pp. 203–204 Foundational Skills Reader 2: “Mule and the Deep Well” (long u,

long e; Fluency: Read with expression)—pp. 205–206 Close Reading: “The Two Frogs”—pp. 207–210 Unit 9 Common Core Review: “Farmer Bill’s Carrot”—pp. 213–

214

CKLA Goal(s)


Lesson 1: Sound /oo/ Spelled ‘oo’ Lesson 2: Tricky Word because; Planning a Fictional Narrative Lesson 3: Drafting a Fictional Narrative Lesson 4: Editing a Fictional Narrative Lesson 6: Planning and Drafting a Book Report Lesson 8: Identifying Verbs; Publishing a Book Report Lesson 9: Sound /ou/ Spelled ‘ou’ Lesson 10: Tricky Word down; Identifying Verbs Lesson 12: Sound /oi/ Spelled ‘oi’ Lesson 13: Identifying Present- and Past-Tense Verbs Lesson 14: Review Lesson 16: Review Lesson 17: Review Lesson 18: Review Lesson 19: Word Recognition and Story Comprehension

Assessments


Print Concepts







SEE ALSO


CKLA Goal(s)


Lesson 5: Sound /oo/ Spelled ‘oo’ Lesson 7: Tricky Spelling ‘oo’; Editing a Book Report Lesson 13: Identifying Present- and Past-Tense Verbs Lesson 17: Review



Skills Strand

Unit 3




CKLA Goal(s)


Lesson 1: Sound /oo/ Spelled ‘oo’ Lesson 3: Drafting a Fictional Narrative Lesson 5: Sound /oo/ Spelled ‘oo’ Lesson 9: Sound /ou/ Spelled ‘ou’ Lesson 12: Sound /oi/ Spelled ‘oi’ Lesson 13: Identifying Present- and Past-Tense Verbs Lesson 15: Sound /aw/ Spelled ‘aw’


CKLA Goal(s)


Lesson 1: Sound /oo/ Spelled ‘oo’ Lesson 2: Tricky Word because; Planning a Fictional Narrative Lesson 7: Tricky Spelling ‘oo’; Editing a Book Report Lesson 9: Sound /ou/ Spelled ‘ou’ Lesson 11: Review Lesson 13: Identifying Present- and Past-Tense Verbs Lesson 14: Review Lesson 17: Review Lesson 18: Review

Compare words with similar vowel sounds Lesson 1: Sound /oo/ Spelled ‘oo’ Lesson 7: Tricky Spelling ‘oo’; Editing a Book Report Lesson 15: Sound /aw/ Spelled ‘aw’



RF.1.3a Know the spelling-sound correspondences for common consonant digraphs.

Unit 3 Reading Informational Text: Key Ideas and Details Foundational Skills Read Together: “The Garter Snake”

(digraphs th, ch, sh, and wh)—p. 70 Foundational Skills Reader 1: “Penguins Grow and Change”

(digraphs th, ch)—pp. 71–72

SEE ALSO


CKLA Goal(s)

Read and write the following letter-sound correspondences in words: ‘sh’ > /sh/, ‘ch’ > /ch/, ‘th’ > /th/ (thin), ‘th’ > /th/ (then), ‘ng’ > /ng/, ‘ck’ > /k/

Lesson 1: Sound /oo/ Spelled ‘oo’ Lesson 2: Tricky Word because; Planning a Fictional Narrative Lesson 3: Drafting a Fictional Narrative Lesson 4: Editing a Fictional Narrative Lesson 5: Sound /oo/ Spelled ‘oo’ Lesson 6: Planning and Drafting a Book Report Lesson 7: Tricky Spelling ‘oo’; Editing a Book Report Lesson 8: Identifying Verbs; Publishing a Book Report Lesson 9: Sound /ou/ Spelled ‘ou’ Lesson 10: Tricky Word down; Identifying Verbs Lesson 11: Review Lesson 12: Sound /oi/ Spelled ‘oi’ Lesson 13: Identifying Present- and Past-Tense Verbs Lesson 14: Review Lesson 15: Sound /aw/ Spelled ‘aw’



Skills Strand

Unit 3



Lesson 16: Review Lesson 17: Review Lesson 18: Review Lesson 19: Word Recognition and Story Comprehension

Assessments



words)—pp. 115–116

SEE ALSO


CKLA Goal(s)


Lesson 1: Sound /oo/ Spelled ‘oo’ Lesson 5: Sound /oo/ Spelled ‘oo’ Lesson 9: Sound /ou/ Spelled ‘ou’ Lesson 10: Tricky Word down; Identifying Verbs Lesson 11: Review Lesson 12: Sound /oi/ Spelled ‘oi’ Lesson 13: Identifying Present- and Past-Tense Verbs Lesson 14: Review Lesson 15: Sound /aw/ Spelled ‘aw’ Lesson 17: Review Lesson 18: Review Lesson 19: Word Recognition and Story Comprehension

Assessments




SEE ALSO





u, long e)—pp. 205–206

SEE ALSO




Skills Strand

Unit 3



CKLA Goal(s)

Read and/or write vowel sounds spelled with vowel digraph teams, such as /ae/ spelled ‘a_e’, /ie/ spelled ‘i_e’, /oe/ spelled ‘o_e’, /ue/ spelled ‘u_e’, /oo/ spelled ‘oo’, /oo/ spelled ‘oo’, /ou/ spelled ‘ou’, /oi/ spelled ‘oi’, /aw/ spelled ‘aw’

Lesson 1: Sound /oo/ Spelled ‘oo’ Lesson 5: Sound /oo/ Spelled ‘oo’ Lesson 9: Sound /ou/ Spelled ‘ou’ Lesson 12: Sound /oi/ Spelled ‘oi’ Lesson 15: Sound /aw/ Spelled ‘aw’


CKLA Goal(s)

Read and/or write Tricky Words: Unit 3: because, should, would, could, down

Lesson 2: Tricky Word because; Planning a Fictional Narrative Lesson 5: Sound /oo/ Spelled ‘oo’ Lesson 7: Tricky Spelling ‘oo’; Editing a Book Report Lesson 10: Tricky Word down; Identifying Verbs Lesson 11: Review Lesson 16: Review Lesson 18: Review

Fluency

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





CKLA Goal(s)

Read decodable text that incorporates the letter-sound correspondences taught with purpose and understanding

Lesson 1: Sound /oo/ Spelled ‘oo’ Lesson 3: Drafting a Fictional Narrative Lesson 6: Planning and Drafting a Book Report Lesson 8: Identifying Verbs; Publishing a Book Report Lesson 10: Tricky Word down; Identifying Verbs Lesson 12: Sound /oi/ Spelled ‘oi’ Lesson 16: Review Lesson 17: Review Lesson 19: Word Recognition and Story Comprehension

Assessments

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









Skills Strand

Unit 3









CKLA Goal(s)

Read decodable text that incorporates the letter-sound correspondences taught with increased accuracy, appropriate rate, and expression on successive readings

Lesson 2: Tricky Word because; Planning a Fictional Narrative Lesson 4: Editing a Fictional Narrative Lesson 9: Sound /ou/ Spelled ‘ou’ Lesson 13: Identifying Present- and Past-Tense Verbs Lesson 14: Review Lesson 18: Review




CKLA Goal(s)


Lesson 1: Sound /oo/ Spelled ‘oo’ Lesson 2: Tricky Word because; Planning a Fictional Narrative Lesson 3: Drafting a Fictional Narrative Lesson 4: Editing a Fictional Narrative Lesson 5: Sound /oo/ Spelled ‘oo’ Lesson 6: Planning and Drafting a Book Report Lesson 7: Tricky Spelling ‘oo’; Editing a Book Report Lesson 8: Identifying Verbs; Publishing a Book Report Lesson 9: Sound /ou/ Spelled ‘ou’ Lesson 10: Tricky Word down; Identifying Verbs Lesson 11: Review Lesson 12: Sound /oi/ Spelled ‘oi’ Lesson 13: Identifying Present- and Past-Tense Verbs Lesson 14: Review Lesson 15: Sound /aw/ Spelled ‘aw’ Lesson 16: Review Lesson 17: Review Lesson 18: Review Lesson 19: Word Recognition and Story Comprehension

Assessments



Skills Strand

Unit 3



Writing Standards





SEE ALSO


CKLA Goal(s)

Plan, draft, and edit an opinion piece in which they introduce the topic or the name of the fiction or nonfiction/ informational text they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure

Lesson 6: Planning and Drafting a Book Report Lesson 7: Tricky Spelling ‘oo’; Editing a Book Report Lesson 8: Identifying Verbs; Publishing a Book Report




SEE ALSO




SEE ALSO


CKLA Goal(s)


Lesson 2: Tricky Word because; Planning a Fictional Narrative Lesson 3: Drafting a Fictional Narrative Lesson 4: Editing a Fictional Narrative Lesson 6: Planning and Drafting a Book Report Lesson 7: Tricky Spelling ‘oo’; Editing a Book Report Lesson 8: Identifying Verbs; Publishing a Book Report





CKLA Goal(s)


Lesson 7: Tricky Spelling ‘oo’; Editing a Book Report



Skills Strand

Unit 3








CKLA Goal(s)


Lesson 13: Identifying Present- and Past-Tense Verbs Lesson 14: Review








pictures)—p. 268

CKLA Goal(s)


Lesson 13: Identifying Present- and Past-Tense Verbs Lesson 14: Review





CKLA Goal(s)


Lesson 1: Sound /oo/ Spelled ‘oo’ Lesson 2: Tricky Word because; Planning a Fictional Narrative Lesson 3: Drafting a Fictional Narrative Lesson 4: Editing a Fictional Narrative Lesson 5: Sound /oo/ Spelled ‘oo’ Lesson 6: Planning and Drafting a Book Report Lesson 7: Tricky Spelling ‘oo’; Editing a Book Report Lesson 8: Identifying Verbs; Publishing a Book Report Lesson 9: Sound /ou/ Spelled ‘ou’ Lesson 10: Tricky Word down; Identifying Verbs Lesson 11: Review



Skills Strand

Unit 3



Lesson 12: Sound /oi/ Spelled ‘oi’ Lesson 13: Identifying Present- and Past-Tense Verbs Lesson 14: Review Lesson 15: Sound /aw/ Spelled ‘aw’ Lesson 16: Review Lesson 17: Review Lesson 18: Review Lesson 19: Word Recognition and Story Comprehension

Assessments

Language Standards




CKLA Goal(s)


Lesson 1: Sound /oo/ Spelled ‘oo’ Lesson 2: Tricky Word because; Planning a Fictional Narrative Lesson 3: Drafting a Fictional Narrative Lesson 4: Editing a Fictional Narrative Lesson 5: Sound /oo/ Spelled ‘oo’ Lesson 6: Planning and Drafting a Book Report Lesson 7: Tricky Spelling ‘oo’; Editing a Book Report Lesson 8: Identifying Verbs; Publishing a Book Report Lesson 9: Sound /ou/ Spelled ‘ou’ Lesson 10: Tricky Word down; Identifying Verbs Lesson 11: Review Lesson 12: Sound /oi/ Spelled ‘oi’ Lesson 13: Identifying Present- and Past-Tense Verbs Lesson 14: Review Lesson 15: Sound /aw/ Spelled ‘aw’ Lesson 16: Review Lesson 17: Review Lesson 18: Review Lesson 19: Word Recognition and Story Comprehension Assessments


SEE ALSO


CKLA Goal(s)


Lesson 1: Sound /oo/ Spelled ‘oo’ Lesson 2: Tricky Word because; Planning a Fictional Narrative Lesson 3: Drafting a Fictional Narrative Lesson 4: Editing a Fictional Narrative Lesson 5: Sound /oo/ Spelled ‘oo’ Lesson 6: Planning and Drafting a Book Report Lesson 7: Tricky Spelling ‘oo’; Editing a Book Report



Skills Strand

Unit 3



Lesson 8: Identifying Verbs; Publishing a Book Report Lesson 9: Sound /ou/ Spelled ‘ou’ Lesson 10: Tricky Word down; Identifying Verbs Lesson 11: Review Lesson 12: Sound /oi/ Spelled ‘oi’ Lesson 13: Identifying Present- and Past-Tense Verbs Lesson 14: Review Lesson 15: Sound /aw/ Spelled ‘aw’ Lesson 16: Review Lesson 17: Review Lesson 18: Review Lesson 19: Word Recognition and Story Comprehension

Assessments

Identify common and proper nouns Lesson 16: Review



SEE ALSO


CKLA Goal(s)



Assessments

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

Unit 4 Text Types and Purposes: Write Informational Texts Language: Verbs—p. 93

SEE ALSO


CKLA Goal(s)

Use regular present-, past-, and/or future-tense verbs correctly orally and in own writing

Lesson 8: Identifying Verbs; Publishing a Book Report Lesson 10: Tricky Word down; Identifying Verbs Lesson 13: Identifying Present- and Past-Tense Verbs Lesson 16: Review



Skills Strand

Unit 3





SEE ALSO


CKLA Goal(s)



Assessments


CKLA Goal(s)



Assessments


Unit 10 Research to Build and Present Knowledge: Write Research Reports Language: Sentences—pp. 224–225

SEE ALSO




Skills Strand

Unit 3



CKLA Goal(s)


Lesson 1: Sound /oo/ Spelled ‘oo’ Lesson 3: Drafting a Fictional Narrative Lesson 6: Planning and Drafting a Book Report Lesson 8: Identifying Verbs; Publishing a Book Report Lesson 12: Sound /oi/ Spelled ‘oi’ Lesson 16: Review



SEE ALSO


CKLA Goal(s)

Identify and use end punctuation, including periods, question marks, and exclamation points in writing

Lesson 1: Sound /oo/ Spelled ‘oo’ Lesson 4: Editing a Fictional Narrative Lesson 6: Planning and Drafting a Book Report Lesson 8: Identifying Verbs; Publishing a Book Report Lesson 10: Tricky Word down; Identifying Verbs Lesson 12: Sound /oi/ Spelled ‘oi’ Lesson 16: Review Lesson 18: Review




CKLA Goal(s)


Lesson 1: Sound /oo/ Spelled ‘oo’ Lesson 5: Sound /oo/ Spelled ‘oo’ Lesson 6: Planning and Drafting a Book Report Lesson 10: Tricky Word down; Identifying Verbs Lesson 11: Review Lesson 15: Sound /aw/ Spelled ‘aw’

Spell and write high-frequency Tricky Words Lesson 1: Sound /oo/ Spelled ‘oo’ Lesson 2: Tricky Word because; Planning a Fictional Narrative Lesson 3: Drafting a Fictional Narrative Lesson 4: Editing a Fictional Narrative Lesson 5: Sound /oo/ Spelled ‘oo’ Lesson 6: Planning and Drafting a Book Report Lesson 7: Tricky Spelling ‘oo’; Editing a Book Report Lesson 8: Identifying Verbs; Publishing a Book Report Lesson 9: Sound /ou/ Spelled ‘ou’ Lesson 10: Tricky Word down; Identifying Verbs Lesson 11: Review Lesson 12: Sound /oi/ Spelled ‘oi’ Lesson 13: Identifying Present- and Past-Tense Verbs Lesson 14: Review Lesson 15: Sound /aw/ Spelled ‘aw’ Lesson 16: Review Lesson 17: Review Lesson 18: Review



Skills Strand

Unit 3



Lesson 19: Word Recognition and Story Comprehension Assessments



CKLA Goal(s)



Assessments



Words to Know—pp. 14, 16, 18, 20, 22, 24, 58, 60, 62, 64, 66, 68, 102, 104, 106, 108, 110, 112, 150, 152, 154, 156, 158, 160, 194, 196, 198, 200, 202, 234, 236, 238, 240, 242, 244



Poem)—pp. 102–105





CKLA Goal(s)


Lesson 1: Sound /oo/ Spelled ‘oo’ Lesson 2: Tricky Word because; Planning a Fictional Narrative Lesson 3: Drafting a Fictional Narrative Lesson 4: Editing a Fictional Narrative Lesson 5: Sound /oo/ Spelled ‘oo’ Lesson 6: Planning and Drafting a Book Report



Skills Strand

Unit 3



Lesson 7: Tricky Spelling ‘oo’; Editing a Book Report Lesson 8: Identifying Verbs; Publishing a Book Report Lesson 9: Sound /ou/ Spelled ‘ou’ Lesson 10: Tricky Word down; Identifying Verbs Lesson 11: Review Lesson 12: Sound /oi/ Spelled ‘oi’ Lesson 13: Identifying Present- and Past-Tense Verbs Lesson 14: Review Lesson 15: Sound /aw/ Spelled ‘aw’ Lesson 16: Review Lesson 17: Review Lesson 18: Review Lesson 19: Word Recognition and Story Comprehension

Assessments


Orally produce sounds represented by spellings Lesson 1: Sound /oo/ Spelled ‘oo’

Identify the correct spelling when given a sound using the Individual Code Chart

Lesson 9: Sound /ou/ Spelled ‘ou’ Lesson 18: Review

Sequence events from a text read independently Lesson 10: Tricky Word down; Identifying Verbs



Skills Strand

Unit 4




Craft and Structure



(Fable)—pp. 106–115

SEE ALSO


CKLA Goal(s)

Distinguish fiction from informational texts that are read independently

Lesson 2: Contractions Lesson 4: Sound /ar/ Spelled ‘ar’





SEE ALSO


CKLA Goal(s)

Ask and answer questions (e.g., who, what, where, when), orally or in writing, requiring literal recall and understanding of the details, and/or facts of a nonfiction/informational text read independently

Lesson 2: Contractions Lesson 3: Contractions Lesson 4: Sound /ar/ Spelled ‘ar’ Lesson 5: Review Lesson 8: Tricky Words yesterday, today, tomorrow Lesson 9: Review and Practice Lesson 10: Review Lesson 12: Review Lesson 13: Identifying Past-, Present-, and Future-Tense Verbs Lesson 14: Review Lesson 15: Review Lesson 16: Review Lesson 19: Review Lesson 21: Drafting a Descriptive Paragraph Lesson 23: Drafting a Descriptive Paragraph




SEE ALSO


CKLA Goal(s)

Identify the main topic and retell key details of a nonfiction/ informational text read independently

Lesson 4: Sound /ar/ Spelled ‘ar’ Lesson 8: Tricky Words yesterday, today, tomorrow



Skills Strand

Unit 4







SEE ALSO


CKLA Goal(s)

Describe the connection between two individuals, events, ideas, or pieces of information in a nonfiction/informational text read independently

Lesson 21: Drafting a Descriptive Paragraph

Craft and Structure




SEE ALSO



CKLA Goal(s)

Ask and answer questions about unknown words and phrases in nonfiction/informational texts read independently

Lesson 2: Contractions Lesson 4: Sound /ar/ Spelled ‘ar’ Lesson 8: Tricky Words yesterday, today, tomorrow Lesson 10: Review Lesson 12: Review Lesson 13: Identifying Past-, Present-, and Future-Tense Verbs Lesson 15: Review Lesson 16: Review Lesson 19: Review Lesson 21: Drafting a Descriptive Paragraph Lesson 23: Drafting a Descriptive Paragraph

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

Unit 7 Reading Informational Text: Craft and Structure Using Text Features: “Neighborhood Helpers” (Informational

Text)—pp. 154–157

SEE ALSO



CKLA Goal(s)

Identify and use text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a nonfiction/ informational text

Lesson 2: Contractions Lesson 3: Contractions Lesson 4: Sound /ar/ Spelled ‘ar’ Lesson 12: Review Lesson 13: Identifying Past-, Present-, and Future-Tense Verbs



Skills Strand

Unit 4





Text)—pp. 158–161

SEE ALSO


170


CKLA Goal(s)

Distinguish between information provided by pictures or other illustrations and information provided by the words in a n o nfiction/ informational text read independently

Lesson 10: Review Lesson 23: Drafting a Descriptive Paragraph




pp. 234–237

SEE ALSO


CKLA Goal(s)

Use illustrations and details in a nonfiction/ informational text read independently to describe its key ideas

Lesson 2: Contractions Lesson 10: Review Lesson 23: Drafting a Descriptive Paragraph









83




Text)—pp. 158–161



Skills Strand

Unit 4



Foundational Skills Read Together: “Farm Neighborhoods”—p. 162

Foundational Skills Reader 1: “Who Am I?” (long a and long i; Fluency: Use context to confirm or self-correct)—pp. 163–164

Foundational Skills Reader 2: “Firefighters at Work” (long a and long i; Fluency: Use context to confirm or self-correct)—pp. 165–166












CKLA Goal(s)

Read (with a partner or alone) and demonstrate understanding of decodable nonfiction/informational text of appropriate complexity for Grade 1 that incorporates the specific code knowledge taught

Lesson 2: Contractions Lesson 3: Contractions Lesson 4: Sound /ar/ Spelled ‘ar’ Lesson 5: Review Lesson 8: Tricky Words yesterday, today, tomorrow Lesson 9: Review and Practice Lesson 10: Review Lesson 12: Review Lesson 13: Identifying Past-, Present-, and Future-Tense Verbs Lesson 14: Review Lesson 15: Review Lesson 16: Review Lesson 17: Adjectives Lesson 19: Review Lesson 21: Drafting a Descriptive Paragraph Lesson 23: Drafting a Descriptive Paragraph



Skills Strand

Unit 4




Print Concepts





CKLA Goal(s)


Lesson 20: Planning a Descriptive Paragraph Lesson 21: Drafting a Descriptive Paragraph Lesson 22: Planning and Researching a Descriptive Paragraph Lesson 23: Drafting a Descriptive Paragraph Lesson 24: Editing a Descriptive Paragraph







SEE ALSO


CKLA Goal(s)


Lesson 1: Sound /er/ Spelled ‘er’; Tricky Words Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday

Lesson 4: Sound /ar/ Spelled ‘ar’ Lesson 7: Sound /or/ Spelled ‘or’; Two-Syllable Words Lesson 22: Planning and Researching a Descriptive Paragraph Lesson 23: Drafting a Descriptive Paragraph


CKLA Goal(s)



Lesson 2: Contractions Lesson 3: Contractions Lesson 4: Sound /ar/ Spelled ‘ar’ Lesson 5: Review Lesson 7: Sound /or/ Spelled ‘or’; Two-Syllable Words Lessons 26–28: Mid-Year Assessment




Skills Strand

Unit 4



CKLA Goal(s)



Lesson 2: Contractions Lesson 3: Contractions Lesson 4: Sound /ar/ Spelled ‘ar’ Lesson 5: Review Lesson 7: Sound /or/ Spelled ‘or’; Two-Syllable Words Lesson 9: Review and Practice Lesson 11: Review Lesson 15: Review Lesson 18: Review and Practice Lesson 20: Planning a Descriptive Paragraph Lesson 25: End-of-Unit Assessment Lessons 26–28: Mid-Year Assessment





words)—pp. 115–116

SEE ALSO


CKLA Goal(s)

Read and/or write one-syllable words that include the letter-sound correspondences taught


Lesson 3: Contractions Lesson 4: Sound /ar/ Spelled ‘ar’ Lesson 6: Review Lesson 7: Sound /or/ Spelled ‘or’; Two-Syllable Words Lesson 10: Review Lesson 11: Review Lesson 15: Review Lesson 18: Review and Practice Lesson 20: Planning a Descriptive Paragraph




SEE ALSO





u, long e)—pp. 205–206



Skills Strand

Unit 4



SEE ALSO


CKLA Goal(s)

Read and/or write long vowel sounds spelled with vowel digraph teams, such as /ae/ spelled ‘a_e’, ‘ai’, ‘ay’; /ie/ spelled ‘i_e’


Lesson 2: Contractions Lesson 3: Contractions Lesson 4: Sound /ar/ Spelled ‘ar’ Lesson 7: Sound /or/ Spelled ‘or’; Two-Syllable Words Lesson 8: Tricky Words yesterday, today, tomorrow Lesson 10: Review Lesson 12: Review Lesson 13: Identifying Past-, Present-, and Future-Tense Verbs Lesson 14: Review Lessons 26–28: Mid-Year Assessment

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

Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Foundational Skills Read Together: “Pictures in the Stars”

(syllables)—p. 246 Foundational Skills Reader 1: “Super Stars” (syllables)—pp.

247–248

SEE ALSO


CKLA Goal(s)

State that every syllable must have a vowel sound Lesson 7: Sound /or/ Spelled ‘or’; Two-Syllable Words Lesson 8: Tricky Words yesterday, today, tomorrow Lesson 9: Review and Practice Lesson 10: Review Lesson 15: Review

Identify the number of syllables, i.e., vowel sounds, in spoken and written words

Lesson 7: Sound /or/ Spelled ‘or’; Two-Syllable Words Lesson 8: Tricky Words yesterday, today, tomorrow Lesson 9: Review and Practice Lesson 10: Review Lesson 15: Review

RF.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables



247–248

SEE ALSO


CKLA Goal(s)

Read and/or write two-syllable words composed of the following syllable types: closed syllables; magic ‘e’ syllables; vowel digraph syllables; r-controlled syllables; and open syllables

Lesson 7: Sound /or/ Spelled ‘or’; Two-Syllable Words Lesson 8: Tricky Words yesterday, today, tomorrow Lesson 9: Review and Practice Lesson 10: Review Lesson 15: Review



Skills Strand

Unit 4



RF.1.3f Read words with inflectional endings. Unit 11 Reading Informational Text: Integration of Knowledge and Ideas Foundational Skills Read Together: “Pictures in the Stars”

(word endings)—p. 246 Foundational Skills Reader 2: “Our Moon” (inflectional

endings –s, -ed, -ing)—pp. 249–250

SEE ALSO


CKLA Goal(s)

Read words with the following inflectional endings: plural nouns ending in –s or –es; present tense verbs ending in –s, –es, or –ing; past tense verbs ending in –ed

Lesson 8: Tricky Words yesterday, today, tomorrow Lesson 9: Review and Practice Lesson 10: Review Lesson 11: Review Lesson 13: Identifying Past-, Present-, and Future-Tense Verbs Lesson 14: Review Lesson 16: Review Lesson 17: Adjectives Lesson 18: Review and Practice Lesson 19: Review Lesson 21: Drafting a Descriptive Paragraph Lesson 22: Planning and Researching a Descriptive Paragraph Lesson 24: Editing a Descriptive Paragraph Lesson 25: End-of-Unit Assessment


CKLA Goal(s)

Read and/or write Tricky Words: Unit 4: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, today, yesterday, tomorrow


Lesson 2: Contractions Lesson 3: Contractions Lesson 4: Sound /ar/ Spelled ‘ar’ Lesson 5: Review Lesson 6: Review Lesson 7: Sound /or/ Spelled ‘or’; Two-Syllable Words Lesson 8: Tricky Words yesterday, today, tomorrow Lesson 9: Review and Practice Lesson 10: Review Lesson 11: Review Lesson 12: Review Lesson 13: Identifying Past-, Present-, and Future-Tense Verbs Lesson 14: Review Lesson 15: Review Lesson 16: Review Lesson 17: Adjectives Lesson 18: Review and Practice Lesson 19: Review Lesson 20: Planning a Descriptive Paragraph Lesson 21: Drafting a Descriptive Paragraph Lesson 22: Planning and Researching a Descriptive Paragraph Lesson 23: Drafting a Descriptive Paragraph Lesson 24: Editing a Descriptive Paragraph Lesson 25: End-of-Unit Assessment Lessons 26–28: Mid-Year Assessment



Skills Strand

Unit 4



Fluency






CKLA Goal(s)

Read decodable text that incorporates the letter-sound correspondences taught with purpose and understanding

Lesson 2: Contractions Lesson 4: Sound /ar/ Spelled ‘ar’ Lesson 8: Tricky Words yesterday, today, tomorrow Lesson 10: Review Lesson 12: Review Lesson 13: Identifying Past-, Present-, and Future-Tense Verbs Lesson 19: Review Lesson 21: Drafting a Descriptive Paragraph Lesson 23: Drafting a Descriptive Paragraph














CKLA Goal(s)


Lesson 3: Contractions Lesson 5: Review Lesson 9: Review and Practice Lesson 14: Review Lesson 15: Review Lesson 16: Review Lesson 17: Adjectives Lesson 25: End-of-Unit Assessment



Skills Strand

Unit 4






CKLA Goal(s)

Use phonics skills in conjunction with context to confirm or self- correct word recognition and understanding, rereading as necessary

Lesson 2: Contractions Lesson 3: Contractions Lesson 4: Sound /ar/ Spelled ‘ar’ Lesson 5: Review Lesson 8: Tricky Words yesterday, today, tomorrow Lesson 9: Review and Practice Lesson 10: Review Lesson 12: Review Lesson 13: Identifying Past-, Present-, and Future-Tense Verbs Lesson 14: Review Lesson 15: Review Lesson 16: Review Lesson 17: Adjectives Lesson 19: Review Lesson 21: Drafting a Descriptive Paragraph Lesson 23: Drafting a Descriptive Paragraph


CKLA Goal(s)

Read and write the following r-controlled vowels: ‘ar’ > /ar/, ‘er’ > /er/, ‘or’ > /or/





Skills Strand

Unit 4



Writing Standards





SEE ALSO




SEE ALSO


CKLA Goal(s)

Plan, draft, and edit an informative/ explanatory text that includes mention of a topic, some facts about the topic, and some sense of closure






CKLA Goal(s)


Lesson 24: Editing a Descriptive Paragraph





CKLA Goal(s)


Lesson 22: Planning and Researching a Descriptive Paragraph Lesson 24: Editing a Descriptive Paragraph



Skills Strand

Unit 4








SEE ALSO



questions)—p. 94


questions)—p. 186




SEE ALSO


CKLA Goal(s)

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

Lesson 22: Planning and Researching a Descriptive Paragraph






CKLA Goal(s)









Skills Strand

Unit 4



CKLA Goal(s)




Language Standards




CKLA Goal(s)



Lesson 2: Contractions Lesson 3: Contractions Lesson 4: Sound /ar/ Spelled ‘ar’ Lesson 5: Review Lesson 6: Review Lesson 7: Sound /or/ Spelled ‘or’; Two-Syllable Words Lesson 8: Tricky Words yesterday, today, tomorrow Lesson 9: Review and Practice Lesson 10: Review Lesson 11: Review Lesson 12: Review Lesson 13: Identifying Past-, Present-, and Future-Tense Verbs Lesson 14: Review Lesson 15: Review Lesson 16: Review Lesson 17: Adjectives



Skills Strand

Unit 4



Lesson 18: Review and Practice Lesson 19: Review Lesson 20: Planning a Descriptive Paragraph Lesson 21: Drafting a Descriptive Paragraph Lesson 22: Planning and Researching a Descriptive Paragraph Lesson 23: Drafting a Descriptive Paragraph Lesson 24: Editing a Descriptive Paragraph Lesson 25: End-of-Unit Assessment Lessons 26–28: Mid-Year Assessment


SEE ALSO


CKLA Goal(s)


Lesson 9: Review and Practice Lesson 12: Review

Identify common and proper nouns Lesson 9: Review and Practice Lesson 12: Review Lesson 17: Adjectives Lesson 25: End-of-Unit Assessment



SEE ALSO


CKLA Goal(s)



Lesson 2: Contractions Lesson 3: Contractions Lesson 4: Sound /ar/ Spelled ‘ar’ Lesson 5: Review Lesson 6: Review Lesson 7: Sound /or/ Spelled ‘or’; Two-Syllable Words Lesson 8: Tricky Words yesterday, today, tomorrow Lesson 9: Review and Practice Lesson 10: Review Lesson 11: Review Lesson 12: Review Lesson 13: Identifying Past-, Present-, and Future-Tense Verbs Lesson 14: Review Lesson 15: Review Lesson 16: Review Lesson 17: Adjectives Lesson 18: Review and Practice Lesson 19: Review Lesson 20: Planning a Descriptive Paragraph Lesson 21: Drafting a Descriptive Paragraph Lesson 22: Planning and Researching a Descriptive Paragraph Lesson 23: Drafting a Descriptive Paragraph



Skills Strand

Unit 4



Lesson 24: Editing a Descriptive Paragraph Lesson 25: End-of-Unit Assessment Lessons 26–28: Mid-Year Assessment



SEE ALSO


CKLA Goal(s)


Lesson 9: Review and Practice Lesson 11: Review Lesson 12: Review Lesson 13: Identifying Past-, Present-, and Future-Tense Verbs Lesson 16: Review Lesson 17: Adjectives Lesson 18: Review and Practice Lesson 19: Review Lesson 21: Drafting a Descriptive Paragraph Lesson 22: Planning and Researching a Descriptive Paragraph Lesson 24: Editing a Descriptive Paragraph Lesson 25: End-of-Unit Assessment


SEE ALSO


CKLA Goal(s)

Identify and use adjectives orally and in own writing

Lesson 17: Adjectives Lesson 18: Review and Practice Lesson 25: End-of-Unit Assessment



SEE ALSO


CKLA Goal(s)



Lesson 2: Contractions Lesson 3: Contractions Lesson 4: Sound /ar/ Spelled ‘ar’ Lesson 5: Review Lesson 6: Review Lesson 7: Sound /or/ Spelled ‘or’; Two-Syllable Words Lesson 8: Tricky Words yesterday, today, tomorrow Lesson 9: Review and Practice Lesson 10: Review Lesson 11: Review Lesson 12: Review Lesson 13: Identifying Past-, Present-, and Future-Tense Verbs Lesson 14: Review Lesson 15: Review Lesson 16: Review Lesson 17: Adjectives



Skills Strand

Unit 4



Lesson 18: Review and Practice Lesson 19: Review Lesson 20: Planning a Descriptive Paragraph Lesson 21: Drafting a Descriptive Paragraph Lesson 22: Planning and Researching a Descriptive Paragraph Lesson 23: Drafting a Descriptive Paragraph Lesson 24: Editing a Descriptive Paragraph Lesson 25: End-of-Unit Assessment Lessons 26–28: Mid-Year Assessment


CKLA Goal(s)





CKLA Goal(s)


Lesson 2: Contractions Lesson 3: Contractions Lesson 4: Sound /ar/ Spelled ‘ar’ Lesson 5: Review Lesson 8: Tricky Words yesterday, today, tomorrow Lesson 9: Review and Practice Lesson 10: Review Lesson 12: Review Lesson 13: Identifying Past-, Present-, and Future-Tense Verbs Lesson 14: Review Lesson 15: Review Lesson 16: Review



Skills Strand

Unit 4



Lesson 19: Review Lesson 21: Drafting a Descriptive Paragraph Lesson 23: Drafting a Descriptive Paragraph


L.1.2a Capitalize dates and names of people. Unit 2 Text Types and Purposes: Write Nonfictional Narratives Language: Common and Proper Nouns—p. 48

SEE ALSO


CKLA Goal(s)

Capitalize dates and names of people Lesson 1: Sound /er/ Spelled ‘er’; Tricky Words Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday

Lesson 2: Contractions Lesson 3: Contractions Lesson 4: Sound /ar/ Spelled ‘ar’ Lesson 5: Review Lesson 6: Review Lesson 7: Sound /or/ Spelled ‘or’; Two-Syllable Words Lesson 8: Tricky Words yesterday, today, tomorrow Lesson 9: Review and Practice Lesson 10: Review Lesson 12: Review Lesson 14: Review Lesson 15: Review Lesson 17: Adjectives Lesson 20: Planning a Descriptive Paragraph Lesson 21: Drafting a Descriptive Paragraph Lesson 22: Planning and Researching a Descriptive Paragraph Lessons 26–28: Mid-Year Assessment


SEE ALSO


CKLA Goal(s)


Lesson 2: Contractions Lesson 3: Contractions Lesson 5: Review Lesson 9: Review and Practice Lesson 10: Review Lesson 12: Review Lesson 14: Review Lesson 15: Review Lesson 16: Review Lesson 19: Review Lesson 21: Drafting a Descriptive Paragraph



Skills Strand

Unit 4



L.1.2c Use commas in dates and to separate single words in a series.

Unit 4 Text Types and Purposes: Write Informational Texts Language: Commas—p. 92

SEE ALSO


CKLA Goal(s)

Use commas in dates and to separate single words in a series

Lesson 2: Contractions Lesson 3: Contractions Lesson 4: Sound /ar/ Spelled ‘ar’ Lesson 5: Review Lesson 6: Review Lesson 7: Sound /or/ Spelled ‘or’; Two-Syllable Words Lesson 8: Tricky Words yesterday, today, tomorrow Lesson 9: Review and Practice Lesson 10: Review Lesson 12: Review Lesson 14: Review Lesson 15: Review Lesson 17: Adjectives Lesson 20: Planning a Descriptive Paragraph Lesson 21: Drafting a Descriptive Paragraph Lesson 22: Planning and Researching a Descriptive Paragraph Lessons 26–28: Mid-Year Assessment




CKLA Goal(s)



Lesson 5: Review Lesson 6: Review Lesson 10: Review Lesson 11: Review Lesson 15: Review Lesson 16: Review Lesson 20: Planning a Descriptive Paragraph

Spell and write high-frequency Tricky Words Lesson 1: Sound /er/ Spelled ‘er’; Tricky Words Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday

Lesson 5: Review Lesson 6: Review Lesson 10: Review Lesson 11: Review Lesson 15: Review Lesson 16: Review Lesson 20: Planning a Descriptive Paragraph




CKLA Goal(s)



Lesson 2: Contractions Lesson 3: Contractions Lesson 4: Sound /ar/ Spelled ‘ar’ Lesson 5: Review



Skills Strand

Unit 4



Lesson 6: Review Lesson 7: Sound /or/ Spelled ‘or’; Two-Syllable Words Lesson 8: Tricky Words yesterday, today, tomorrow Lesson 9: Review and Practice Lesson 10: Review Lesson 11: Review Lesson 12: Review Lesson 13: Identifying Past-, Present-, and Future-Tense Verbs Lesson 14: Review Lesson 15: Review Lesson 16: Review Lesson 17: Adjectives Lesson 18: Review and Practice Lesson 19: Review Lesson 20: Planning a Descriptive Paragraph Lesson 21: Drafting a Descriptive Paragraph Lesson 22: Planning and Researching a Descriptive Paragraph Lesson 23: Drafting a Descriptive Paragraph Lesson 24: Editing a Descriptive Paragraph Lesson 25: End-of-Unit Assessment Lessons 26–28: Mid-Year Assessment



L.1.4b Use frequently occurring affixes as a clue to the meaning of a word.

Unit 7 Reading Informational Text: Craft and Structure Language: Prefix re and Suffix ful—p. 172

SEE ALSO


CKLA Goal(s)

Use frequently occurring affixes as a clue to the meaning of a word

Lesson 9: Review and Practice Lesson 10: Review Lesson 11: Review Lesson 13: Identifying Past-, Present-, and Future-Tense Verbs Lesson 14: Review Lesson 18: Review and Practice

L.1.4c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

Unit 5 Reading Literature: Craft and Structure Language: Verb Endings s, ed, ing—p. 124

SEE ALSO

Introducing Unit 5/Home Connect— pp. 97–98 Unit 5 Common Core Review—pp. 125–126




SEE ALSO




Skills Strand

Unit 4



CKLA Goal(s)

Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking)

Lesson 8: Tricky Words yesterday, today, tomorrow Lesson 9: Review and Practice Lesson 10: Review Lesson 11: Review Lesson 13: Identifying Past-, Present-, and Future-Tense Verbs Lesson 14: Review Lesson 16: Review Lesson 17: Adjectives Lesson 18: Review and Practice Lesson 19: Review Lesson 21: Drafting a Descriptive Paragraph Lesson 22: Planning and Researching a Descriptive Paragraph Lesson 24: Editing a Descriptive Paragraph Lesson 25: End-of-Unit Assessment


Words to Know—pp. 14, 16, 18, 20, 22, 24, 58, 60, 62, 64, 66, 68, 102, 104, 106, 108, 110, 112, 150, 152, 154, 156, 158, 160, 194, 196, 198, 200, 202, 234, 236, 238, 240, 242, 244



Poem)—pp. 102–105





CKLA Goal(s)



Lesson 2: Contractions Lesson 3: Contractions Lesson 4: Sound /ar/ Spelled ‘ar’ Lesson 5: Review Lesson 6: Review Lesson 7: Sound /or/ Spelled ‘or’; Two-Syllable Words Lesson 8: Tricky Words yesterday, today, tomorrow Lesson 9: Review and Practice Lesson 10: Review Lesson 11: Review Lesson 12: Review Lesson 13: Identifying Past-, Present-, and Future-Tense Verbs Lesson 14: Review Lesson 15: Review Lesson 16: Review Lesson 17: Adjectives Lesson 18: Review and Practice



Skills Strand

Unit 4



Lesson 19: Review Lesson 20: Planning a Descriptive Paragraph Lesson 21: Drafting a Descriptive Paragraph Lesson 22: Planning and Researching a Descriptive Paragraph Lesson 23: Drafting a Descriptive Paragraph Lesson 24: Editing a Descriptive Paragraph Lesson 25: End-of-Unit Assessment Lessons 26–28: Mid-Year Assessment


Orally produce sounds represented by spellings Lesson 1: Sound /er/ Spelled ‘er’; Tricky Words Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday

Lesson 2: Contractions Lesson 3: Contractions Lesson 6: Review Lesson 12: Review Lesson 13: Identifying Past-, Present-, and Future-Tense Verbs Lessons 26–28: Mid-Year Assessment

Use an apostrophe to form contractions and frequently occurring possessives

Lesson 3: Contractions Lesson 4: Sound /ar/ Spelled ‘ar’ Lesson 6: Review

Identify the correct spelling when given a sound using the Individual Code Chart

Lesson 3: Contractions

Share writing with peers Lesson 25: End-of-Unit Assessment



Skills Strand

Unit 5








SEE ALSO


CKLA Goal(s)


Lesson 2: Tricky Word how Lesson 4: Spelling Alternatives ‘c’, ‘k’, ‘cc’, and ‘ck’ for /k/ Lesson 6: Spelling Alternatives ‘ch’ and ‘tch’ for /ch/ Lesson 8: Spelling Alternatives ‘j’, ‘g’, and ‘ge’ for /j/ Lesson 9: Tricky Spelling ‘g’ for /g/ and /j/ Lesson 10: Review and Practice Lesson 12: Spelling Alternatives ‘d’, ‘dd’, and ‘ed’ for /d/; Tricky

Word stagecoach Lesson 13: Spelling Alternatives ‘f’ and ‘ff’ for /f/ Lesson 14: Spelling Alternatives ‘v’ and ‘ve’ for /v/; Tricky Word

picture Lesson 17: Planning and Drafting an Opinion Paragraph

Independently Lesson 19: Spelling Alternatives ‘l’ and ‘ll’ for /l/ Lesson 21: Review and Practice Lesson 22: End-of-Unit Assessment

Craft and Structure



pp. 110–113

SEE ALSO


CKLA Goal(s)

Identify who is telling the story at various points in a fiction text read independently

Lesson 2: Tricky Word how Lesson 6: Spelling Alternatives ‘ch’ and ‘tch’ for /ch/ Lesson 12: Spelling Alternatives ‘d’, ‘dd’, and ‘ed’ for /d/; Tricky

Word stagecoach Lesson 13: Spelling Alternatives ‘f’ and ‘ff’ for /f/ Lesson 17: Planning and Drafting an Opinion Paragraph

Independently Lesson 21: Review and Practice




pp. 194–197

SEE ALSO




Skills Strand

Unit 5



Close Reading: “The Two Frogs”—pp. 207–210 Unit 9 Common Core Review— pp. 213–214 Performance Task—Online

CKLA Goal(s)


Lesson 14: Spelling Alternatives ‘v’ and ‘ve’ for /v/; Tricky Word picture





















214



Skills Strand

Unit 5



CKLA Goal(s)


Lesson 2: Tricky Word how Lesson 4: Spelling Alternatives ‘c’, ‘k’, ‘cc’, and ‘ck’ for /k/ Lesson 6: Spelling Alternatives ‘ch’ and ‘tch’ for /ch/ Lesson 7: Spelling Alternatives ‘g’ and ‘gg’ for /g/ Lesson 8: Spelling Alternatives ‘j’, ‘g’, and ‘ge’ for /j/ Lesson 9: Tricky Spelling ‘g’ for /g/ and /j/ Lesson 10: Review and Practice Lesson 12: Spelling Alternatives ‘d’, ‘dd’, and ‘ed’ for /d/; Tricky


picture Lesson 15: Introduction to Opinion Writing Lesson 17: Planning and Drafting an Opinion Paragraph

Independently Lesson 19: Spelling Alternatives ‘l’ and ‘ll’ for /l/ Lesson 20: Review and Practice Lesson 21: Review and Practice Lesson 22: End-of-Unit Assessment


Print Concepts





CKLA Goal(s)


Lesson 3: Spelling Alternatives ‘b’ and ‘bb’ for /b/ Lesson 5: Spelling Alternatives ‘c’, ‘k’, ‘cc’, and ‘ck’ for /k/ Lesson 7: Spelling Alternatives ‘g’ and ‘gg’ for /g/ Lesson 11: Spelling Alternatives ‘t’, ‘tt’, and ‘ed’ for /t/ Lesson 13: Spelling Alternatives ‘f’ and ‘ff’ for /f/ Lesson 14: Spelling Alternatives ‘v’ and ‘ve’ for /v/; Tricky Word

picture







SEE ALSO




Skills Strand

Unit 5



CKLA Goal(s)


Lesson 4: Spelling Alternatives ‘c’, ‘k’, ‘cc’, and ‘ck’ for /k/ Lesson 6: Spelling Alternatives ‘ch’ and ‘tch’ for /ch/


CKLA Goal(s)


Lesson 1: Spelling Alternatives ‘p’ and ‘pp’ for /p/ Lesson 3: Spelling Alternatives ‘b’ and ‘bb’ for /b/ Lesson 4: Spelling Alternatives ‘c’, ‘k’, ‘cc’, and ‘ck’ for /k/ Lesson 6: Spelling Alternatives ‘ch’ and ‘tch’ for /ch/ Lesson 7: Spelling Alternatives ‘g’ and ‘gg’ for /g/ Lesson 8: Spelling Alternatives ‘j’, ‘g’, and ‘ge’ for /j/ Lesson 11: Spelling Alternatives ‘t’, ‘tt’, and ‘ed’ for /t/ Lesson 12: Spelling Alternatives ‘d’, ‘dd’, and ‘ed’ for /d/; Tricky

Word stagecoach Lesson 13: Spelling Alternatives ‘f’ and ‘ff’ for /f/ Lesson 16: Spelling Alternatives ‘r’, ‘rr’, and ‘wr’ for /r/; Planning

and Drafting an Opinion Paragraph as a Class Lesson 19: Spelling Alternatives ‘l’ and ‘ll’ for /l


CKLA Goal(s)


Lesson 2: Tricky Word how Lesson 7: Spelling Alternatives ‘g’ and ‘gg’ for /g/ Lesson 21: Review and Practice





words)—pp. 115–116

SEE ALSO


CKLA Goal(s)


Lesson 1: Spelling Alternatives ‘p’ and ‘pp’ for /p/ Lesson 3: Spelling Alternatives ‘b’ and ‘bb’ for /b/ Lesson 4: Spelling Alternatives ‘c’, ‘k’, ‘cc’, and ‘ck’ for /k/ Lesson 6: Spelling Alternatives ‘ch’ and ‘tch’ for /ch/ Lesson 7: Spelling Alternatives ‘g’ and ‘gg’ for /g/ Lesson 8: Spelling Alternatives ‘j’, ‘g’, and ‘ge’ for /j/ Lesson 11: Spelling Alternatives ‘t’, ‘tt’, and ‘ed’ for /t/ Lesson 12: Spelling Alternatives ‘d’, ‘dd’, and ‘ed’ for /d/; Tricky


picture Lesson 16: Spelling Alternatives ‘r’, ‘rr’, and ‘wr’ for /r/; Planning

and Drafting an Opinion Paragraph as a Class



Skills Strand

Unit 5



Lesson 19: Spelling Alternatives ‘l’ and ‘ll’ for /l/ Lesson 22: End-of-Unit Assessment




247–248

SEE ALSO


CKLA Goal(s)

State that every syllable must have a vowel sound Lesson 2: Tricky Word how Lesson 8: Spelling Alternatives ‘j’, ‘g’, and ‘ge’ for /j/ Lesson 21: Review and Practice

Identify the number of syllables (i.e., vowel sounds, in spoken and written words)

Lesson 2: Tricky Word how Lesson 8: Spelling Alternatives ‘j’, ‘g’, and ‘ge’ for /j/ Lesson 21: Review and Practice

RF.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables.



247–248

SEE ALSO


CKLA Goal(s)

Read and/or write two-syllable words composed of the following syllable types: closed syllables; magic ‘e’ syllables; vowel digraph syllables; r-controlled syllables

Lesson 2: Tricky Word how Lesson 8: Spelling Alternatives ‘j’, ‘g’, and ‘ge’ for /j/ Lesson 21: Review and Practice




SEE ALSO


CKLA Goal(s)

Read words with the following inflectional endings: plural nouns ending in –s or –es; present-tense verbs ending in –s, –es, or –ing; past-tense verbs ending in –ed

Lesson 1: Spelling Alternatives ‘p’ and ‘pp’ for /p/ Lesson 2: Tricky Word how Lesson 3: Spelling Alternatives ‘b’ and ‘bb’ for /b/ Lesson 5: Spelling Alternatives ‘c’, ‘k’, ‘cc’, and ‘ck’ for /k/ Lesson 9: Tricky Spelling ‘g’ for /g/ and /j/ Lesson 11: Spelling Alternatives ‘t’, ‘tt’, and ‘ed’ for /t/ Lesson 12: Spelling Alternatives ‘d’, ‘dd’, and ‘ed’ for /d/; Tricky

Word stagecoach




Skills Strand

Unit 5



CKLA Goal(s)

Read and/or write Tricky Words: how, picture, stagecoach

Lesson 2: Tricky Word how Lesson 8: Spelling Alternatives ‘j’, ‘g’, and ‘ge’ for /j/ Lesson 10: Review and Practice Lesson 14: Spelling Alternatives ‘v’ and ‘ve’ for /v/; Tricky Word

picture Lesson 20: Review and Practice

Fluency






CKLA Goal(s)


Lesson 2: Tricky Word how Lesson 4: Spelling Alternatives ‘c’, ‘k’, ‘cc’, and ‘ck’ for /k/ Lesson 6: Spelling Alternatives ‘ch’ and ‘tch’ for /ch/ Lesson 9: Tricky Spelling ‘g’ for /g/ and /j/ Lesson 10: Review and Practice Lesson 12: Spelling Alternatives ‘d’, ‘dd’, and ‘ed’ for /d/; Tricky


picture Lesson 17: Planning and Drafting an Opinion Paragraph

Independently Lesson 19: Spelling Alternatives ‘l’ and ‘ll’ for /l/ Lesson 21: Review and Practice Lesson 22: End-of-Unit Assessment
















Skills Strand

Unit 5



CKLA Goal(s)


Lesson 7: Spelling Alternatives ‘g’ and ‘gg’ for /g/ Lesson 15: Introduction to Opinion Writing Lesson 20: Review and Practice




CKLA Goal(s)


Lesson 2: Tricky Word how Lesson 4: Spelling Alternatives ‘c’, ‘k’, ‘cc’, and ‘ck’ for /k/ Lesson 6: Spelling Alternatives ‘ch’ and ‘tch’ for /ch/ Lesson 7: Spelling Alternatives ‘g’ and ‘gg’ for /g/ Lesson 9: Tricky Spelling ‘g’ for /g/ and /j/ Lesson 10: Review and Practice Lesson 12: Spelling Alternatives ‘d’, ‘dd’, and ‘ed’ for /d/; Tricky


picture Lesson 15: Introduction to Opinion Writing Lesson 17: Planning and Drafting an Opinion Paragraph

Independently Lesson 19: Spelling Alternatives ‘l’ and ‘ll’ for /l/ Lesson 20: Review and Practice Lesson 21: Review and Practice Lesson 22: End-of-Unit Assessment


CKLA Goal(s)

Read and write words in which ‘g’ > /g/ as in got or /j/ as in gem

Lesson 8: Spelling Alternatives ‘j’, ‘g’, and ‘ge’ for /j/ Lesson 9: Tricky Spelling ‘g’ for /g/ and /j/

Writing Standards





SEE ALSO


CKLA Goal(s)

Plan, draft, and edit an opinion piece in which they introduce the topic or the name of the fiction or nonfiction/ informational text they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure

Lesson 15: Introduction to Opinion Writing Lesson 16: Spelling Alternatives ‘r’, ‘rr’, and ‘wr’ for /r/; Planning

and Drafting an Opinion Paragraph as a Class Lesson 17: Planning and Drafting an Opinion Paragraph

Independently Lesson 18: Editing an Opinion Paragraph



Skills Strand

Unit 5







CKLA Goal(s)


Lesson 18: Editing an Opinion Paragraph





CKLA Goal(s)


Lesson 18: Editing an Opinion Paragraph







CKLA Goal(s)

Produce complete sentences when appropriate to task and situation.

Lesson 1: Spelling Alternatives ‘p’ and ‘pp’ for /p/ Lesson 2: Tricky Word how Lesson 3: Spelling Alternatives ‘b’ and ‘bb’ for /b/ Lesson 4: Spelling Alternatives ‘c’, ‘k’, ‘cc’, and ‘ck’ for /k/ Lesson 5: Spelling Alternatives ‘c’, ‘k’, ‘cc’, and ‘ck’ for /k/ Lesson 6: Spelling Alternatives ‘ch’ and ‘tch’ for /ch/ Lesson 7: Spelling Alternatives ‘g’ and ‘gg’ for /g/ Lesson 8: Spelling Alternatives ‘j’, ‘g’, and ‘ge’ for /j/ Lesson 9: Tricky Spelling ‘g’ for /g/ and /j/ Lesson 10: Review and Practice



Skills Strand

Unit 5



Lesson 11: Spelling Alternatives ‘t’, ‘tt’, and ‘ed’ for /t/ Lesson 12: Spelling Alternatives ‘d’, ‘dd’, and ‘ed’ for /d/; Tricky


picture Lesson 15: Introduction to Opinion Writing Lesson 16: Spelling Alternatives ‘r’, ‘rr’, and ‘wr’ for /r/; Planning


Independently Lesson 18: Editing an Opinion Paragraph Lesson 19: Spelling Alternatives ‘l’ and ‘ll’ for /l/ Lesson 20: Review and Practice Lesson 21: Review and Practice Lesson 22: End-of-Unit Assessment

Language Standards




CKLA Goal(s)


Lesson 1: Spelling Alternatives ‘p’ and ‘pp’ for /p/ Lesson 2: Tricky Word how Lesson 3: Spelling Alternatives ‘b’ and ‘bb’ for /b/ Lesson 4: Spelling Alternatives ‘c’, ‘k’, ‘cc’, and ‘ck’ for /k/ Lesson 5: Spelling Alternatives ‘c’, ‘k’, ‘cc’, and ‘ck’ for /k/ Lesson 6: Spelling Alternatives ‘ch’ and ‘tch’ for /ch/ Lesson 7: Spelling Alternatives ‘g’ and ‘gg’ for /g/ Lesson 8: Spelling Alternatives ‘j’, ‘g’, and ‘ge’ for /j/ Lesson 9: Tricky Spelling ‘g’ for /g/ and /j/ Lesson 10: Review and Practice Lesson 11: Spelling Alternatives ‘t’, ‘tt’, and ‘ed’ for /t/ Lesson 12: Spelling Alternatives ‘d’, ‘dd’, and ‘ed’ for /d/; Tricky







Skills Strand

Unit 5




SEE ALSO


CKLA Goal(s)

Identify common and proper nouns Lesson 22: End-of-Unit Assessment



SEE ALSO


CKLA Goal(s)


Lesson 5: Spelling Alternatives ‘c’, ‘k’, ‘cc’, and ‘ck’ for /k/


SEE ALSO


CKLA Goal(s)

Use adjectives orally and in own writing Lesson 18: Editing an Opinion Paragraph Lesson 20: Review and Practice Lesson 22: End-of-Unit Assessment

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

Unit 8 Text Types and Purposes: Write Opinion Pieces Language: Prepositions—p. 184

SEE ALSO


CKLA Goal(s)

Use frequently occurring prepositions (e.g., during, beyond, toward) orally and in writing

Lesson 18: Editing an Opinion Paragraph Lesson 19: Spelling Alternatives ‘l’ and ‘ll’ for /l/ Lesson 22: End-of-Unit Assessment



SEE ALSO


CKLA Goal(s)


Lesson 3: Spelling Alternatives ‘b’ and ‘bb’ for /b/ Lesson 5: Spelling Alternatives ‘c’, ‘k’, ‘cc’, and ‘ck’ for /k/ Lesson 7: Spelling Alternatives ‘g’ and ‘gg’ for /g/ Lesson 11: Spelling Alternatives ‘t’, ‘tt’, and ‘ed’ for /t/ Lesson 13: Spelling Alternatives ‘f’ and ‘ff’ for /f/ Lesson 14: Spelling Alternatives ‘v’ and ‘ve’ for /v/; Tricky Word

picture Lesson 18: Editing an Opinion Paragraph Lesson 19: Spelling Alternatives ‘l’ and ‘ll’ for /l/ Lesson 22: End-of-Unit Assessment



Skills Strand

Unit 5





SEE ALSO


CKLA Goal(s)

Capitalize dates and names of people Lesson 3: Spelling Alternatives ‘b’ and ‘bb’ for /b/ Lesson 5: Spelling Alternatives ‘c’, ‘k’, ‘cc’, and ‘ck’ for /k/ Lesson 10: Review and Practice Lesson 15: Introduction to Opinion Writing Lesson 20: Review and Practice


SEE ALSO


CKLA Goal(s)


Lesson 3: Spelling Alternatives ‘b’ and ‘bb’ for /b/ Lesson 5: Spelling Alternatives ‘c’, ‘k’, ‘cc’, and ‘ck’ for /k/ Lesson 22: End-of-Unit Assessment



SEE ALSO


CKLA Goal(s)


Lesson 3: Spelling Alternatives ‘b’ and ‘bb’ for /b/ Lesson 5: Spelling Alternatives ‘c’, ‘k’, ‘cc’, and ‘ck’ for /k/ Lesson 10: Review and Practice Lesson 15: Introduction to Opinion Writing Lesson 20: Review and Practice




CKLA Goal(s)


Lesson 1: Spelling Alternatives ‘p’ and ‘pp’ for /p/ Lesson 5: Spelling Alternatives ‘c’, ‘k’, ‘cc’, and ‘ck’ for /k/ Lesson 10: Review and Practice Lesson 11: Spelling Alternatives ‘t’, ‘tt’, and ‘ed’ for /t/ Lesson 15: Introduction to Opinion Writing Lesson 16: Spelling Alternatives ‘r’, ‘rr’, and ‘wr’ for /r/; Planning

and Drafting an Opinion Paragraph as a Class Lesson 20: Review and Practice

Spell and write high-frequency Tricky Words Lesson 1: Spelling Alternatives ‘p’ and ‘pp’ for /p/ Lesson 5: Spelling Alternatives ‘c’, ‘k’, ‘cc’, and ‘ck’ for /k/ Lesson 10: Review and Practice Lesson 11: Spelling Alternatives ‘t’, ‘tt’, and ‘ed’ for /t/



Skills Strand

Unit 5



Lesson 15: Introduction to Opinion Writing Lesson 16: Spelling Alternatives ‘r’, ‘rr’, and ‘wr’ for /r/; Planning

and Drafting an Opinion Paragraph as a Class Lesson 20: Review and Practice



CKLA Goal(s)

Write phonemically plausible spellings for words that cannot be spelled correctly with current code knowledge (e.g., write bote for boat, sum for some, hunee for honey, etc.)

Lesson 17: Planning and Drafting an Opinion Paragraph Independently



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


SEE ALSO


CKLA Goal(s)

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

Lesson 6: Spelling Alternatives ‘ch’ and ‘tch’ for /ch/ Lesson 12: Spelling Alternatives ‘d’, ‘dd’, and ‘ed’ for /d/; Tricky

Word stagecoach Lesson 17: Planning and Drafting an Opinion Paragraph

Independently Lesson 22: End-of-Unit Assessment

L.1.4b Use frequently occurring affixes as a clue to the meaning of a word.

Unit 7 Reading Informational Text: Craft and Structure Language: Prefix re and Suffix ful—p. 172

SEE ALSO


CKLA Goal(s)

Use frequently occurring affixes as a clue to the meaning of a word

Lesson 11: Spelling Alternatives ‘t’, ‘tt’, and ‘ed’ for /t/ Lesson 12: Spelling Alternatives ‘d’, ‘dd’, and ‘ed’ for /d/; Tricky



SEE ALSO





SEE ALSO




Skills Strand

Unit 5



CKLA Goal(s)


Lesson 1: Spelling Alternatives ‘p’ and ‘pp’ for /p/ Lesson 3: Spelling Alternatives ‘b’ and ‘bb’ for /b/ Lesson 5: Spelling Alternatives ‘c’, ‘k’, ‘cc’, and ‘ck’ for /k/ Lesson 11: Spelling Alternatives ‘t’, ‘tt’, and ‘ed’ for /t/ Lesson 12: Spelling Alternatives ‘d’, ‘dd’, and ‘ed’ for /d/; Tricky

Word stagecoach Lesson 22: End-of-Unit Assessment


Words to Know—pp. 14, 16, 18, 20, 22, 24, 58, 60, 62, 64, 66, 68, 102, 104, 106, 108, 110, 112, 150, 152, 154, 156, 158, 160, 194, 196, 198, 200, 202, 234, 236, 238, 240, 242, 244



Poem)—pp. 102–105





CKLA Goal(s)


Lesson 1: Spelling Alternatives ‘p’ and ‘pp’ for /p/ Lesson 2: Tricky Word how Lesson 3: Spelling Alternatives ‘b’ and ‘bb’ for /b/ Lesson 4: Spelling Alternatives ‘c’, ‘k’, ‘cc’, and ‘ck’ for /k/ Lesson 5: Spelling Alternatives ‘c’, ‘k’, ‘cc’, and ‘ck’ for /k/ Lesson 6: Spelling Alternatives ‘ch’ and ‘tch’ for /ch/ Lesson 7: Spelling Alternatives ‘g’ and ‘gg’ for /g/ Lesson 8: Spelling Alternatives ‘j’, ‘g’, and ‘ge’ for /j/ Lesson 9: Tricky Spelling ‘g’ for /g/ and /j/ Lesson 10: Review and Practice Lesson 11: Spelling Alternatives ‘t’, ‘tt’, and ‘ed’ for /t/ Lesson 12: Spelling Alternatives ‘d’, ‘dd’, and ‘ed’ for /d/; Tricky







Skills Strand

Unit 5




Orally produce sounds represented by spellings Lesson 10: Review and Practice Lesson 17: Planning and Drafting an Opinion Paragraph

Independently



Skills Strand

Unit 6








SEE ALSO


CKLA Goal(s)


Lesson 6: Review and Practice Lesson 7: Replacing Nouns with Pronouns Lesson 8: Review and Practice Lesson 9: Building Sentences with Adjectives and Prepositions Lesson 10: Spelling Alternative ‘kn’ for /n/. Lesson 11: Review and Practice Lesson 12: Review and Practice Lesson 13: Review and Practice Lesson 14: Review and Practice Lesson 15: Review and Practice Lesson 16: Spelling Alternative ‘wh’ for /w/ Lesson 17: Review and Practice Lesson 18: Spelling Alternative ‘n’ for /ng/ Lesson 19: Tricky Spelling ‘n’ for /n/ and /ng/ Lesson 20: Review and Practice Lesson 21: Review and Practice Lesson 22: Review and Practice Lesson 23: Tricky Word cow Lesson 24: Assessment Lesson 25: Assessment










(Fable)—pp. 106–115



Skills Strand

Unit 6



Identifying the Narrator: “Max’s Monster” (Adventure Story)—pp. 110–113

Foundational Skills Read Together: “Scat, Cat”—p. 114










214

CKLA Goal(s)




Print Concepts




Skills Strand

Unit 6



CKLA Goal(s)


Lesson 7: Replacing Nouns with Pronouns Lesson 13: Review and Practice Lesson 14: Review and Practice Lesson 22: Review and Practice Lesson 23: Tricky Word cow





words)—pp. 115–116

SEE ALSO


CKLA Goal(s)


Lesson 1: Spelling Alternative ‘c’ for /s/; Introduction to Personal Narratives

Lesson 4: Spelling Alternatives ‘ce’ and ‘se’ for /s/; Planning and Drafting Student Personal Narratives

Lesson 10: Spelling Alternative ‘kn’ for /n/. Lesson 11: Review and Practice Lesson 16: Spelling Alternative ‘wh’ for /w/ Lesson 18: Spelling Alternative ‘n’ for /ng/ Lesson 23: Tricky Word cow Lesson 24: Assessment




247–248

SEE ALSO


CKLA Goal(s)

Identify the number of syllables (i.e., vowel sounds) in spoken and written words

Lesson 7: Replacing Nouns with Pronouns Lesson 13: Review and Practice Lesson 14: Review and Practice Lesson 23: Tricky Word cow




247–248

SEE ALSO


CKLA Goal(s)

Read and/or write two-syllable words composed of the following syllable types: closed syllables; magic ‘e’ syllables; vowel digraph syllables; r-controlled syllables

Lesson 7: Replacing Nouns with Pronouns Lesson 13: Review and Practice Lesson 14: Review and Practice Lesson 23: Tricky Word cow



Skills Strand

Unit 6






SEE ALSO


CKLA Goal(s)


Lesson 11: Review and Practice Lesson 15: Review and Practice Lesson 21: Review and Practice


CKLA Goal(s)

Read and/or write Tricky Word: Unit 6: cow

Lesson 12: Review and Practice Lesson 17: Review and Practice

Fluency






CKLA Goal(s)


Lesson 6: Review and Practice Lesson 7: Replacing Nouns with Pronouns Lesson 9: Building Sentences with Adjectives and Prepositions Lesson 10: Spelling Alternative ‘kn’ for /n/. Lesson 11: Review and Practice Lesson 12: Review and Practice Lesson 13: Review and Practice Lesson 14: Review and Practice Lesson 15: Review and Practice Lesson 16: Spelling Alternative ‘wh’ for /w/ Lesson 17: Review and Practice Lesson 18: Spelling Alternative ‘n’ for /ng/ Lesson 20: Review and Practice Lesson 21: Review and Practice Lesson 22: Review and Practice Lesson 23: Tricky Word cow Lesson 24: Assessment Lesson 25: Assessment







Skills Strand

Unit 6












CKLA Goal(s)

Read decodable text that incorporates the letter-sound correspondences taught, with increased accuracy, appropriate rate, and expression on successive readings

Lesson 8: Review and Practice Lesson 19: Tricky Spelling ‘n’ for /n/ and /ng/




CKLA Goal(s)





Skills Strand

Unit 6




CKLA Goal(s)

Read and write words in which ‘c’ > /k/ as in cat or /s/ as in cent; ‘g’ > /g/ as in got or /j/ as in gem; ‘n’ > /n/ as in nap or /ng/ as in pink


Lesson 2: Tricky Spelling ‘c’ for /s/ and /k/; Planning a Class Personal Narrative

Lesson 3: Practice; Drafting a Class Personal Narrative Lesson 4: Spelling Alternatives ‘ce’ and ‘se’ for /s/; Planning and

Drafting Student Personal Narratives Lesson 6: Review and Practice Lesson 8: Review and Practice Lesson 19: Tricky Spelling ‘n’ for /n/ and /ng/

Writing Standards





SEE ALSO




SEE ALSO


CKLA Goal(s)

Plan, draft, and edit a personal narrative with a title, recounting two or more appropriately sequenced events, including some details about what happened, using temporal words to signal event order, and providing some sense of closure




Drafting Student Personal Narratives Lesson 5: Practice; Editing and Publishing Personal Narratives





CKLA Goal(s)


Lesson 5: Practice; Editing and Publishing Personal Narratives



Skills Strand

Unit 6







CKLA Goal(s)


Lesson 5: Practice; Editing and Publishing Personal Narratives






CKLA Goal(s)









CKLA Goal(s)





Drafting Student Personal Narratives Lesson 5: Practice; Editing and Publishing Personal Narratives Lesson 6: Review and Practice Lesson 7: Replacing Nouns with Pronouns Lesson 8: Review and Practice Lesson 9: Building Sentences with Adjectives and Prepositions Lesson 10: Spelling Alternative ‘kn’ for /n/. Lesson 11: Review and Practice



Skills Strand

Unit 6



Lesson 12: Review and Practice Lesson 13: Review and Practice Lesson 14: Review and Practice Lesson 15: Review and Practice Lesson 16: Spelling Alternative ‘wh’ for /w/ Lesson 17: Review and Practice Lesson 18: Spelling Alternative ‘n’ for /ng/ Lesson 19: Tricky Spelling ‘n’ for /n/ and /ng/ Lesson 20: Review and Practice Lesson 21: Review and Practice Lesson 22: Review and Practice Lesson 23: Tricky Word cow Lesson 24: Assessment Lesson 25: Assessment

Language Standards




CKLA Goal(s)





Drafting Student Personal Narratives Lesson 5: Practice; Editing and Publishing Personal Narratives Lesson 6: Review and Practice Lesson 7: Replacing Nouns with Pronouns Lesson 8: Review and Practice Lesson 9: Building Sentences with Adjectives and Prepositions Lesson 10: Spelling Alternative ‘kn’ for /n/. Lesson 11: Review and Practice Lesson 12: Review and Practice Lesson 13: Review and Practice Lesson 14: Review and Practice Lesson 15: Review and Practice Lesson 16: Spelling Alternative ‘wh’ for /w/ Lesson 17: Review and Practice Lesson 18: Spelling Alternative ‘n’ for /ng/ Lesson 19: Tricky Spelling ‘n’ for /n/ and /ng/ Lesson 20: Review and Practice Lesson 21: Review and Practice Lesson 22: Review and Practice Lesson 23: Tricky Word cow Lesson 24: Assessment Lesson 25: Assessment



Skills Strand

Unit 6




SEE ALSO


CKLA Goal(s)

Identify common and proper nouns Lesson 7: Replacing Nouns with Pronouns Lesson 8: Review and Practice Lesson 9: Building Sentences with Adjectives and Prepositions Lesson 13: Review and Practice Lesson 20: Review and Practice



SEE ALSO


CKLA Goal(s)


Lesson 7: Replacing Nouns with Pronouns Lesson 9: Building Sentences with Adjectives and Prepositions Lesson 12: Review and Practice Lesson 13: Review and Practice Lesson 20: Review and Practice Lesson 22: Review and Practice



SEE ALSO


CKLA Goal(s)

Use regular present, past, and/ or future tense verbs correctly orally and in own writing

Lesson 21: Review and Practice


SEE ALSO


CKLA Goal(s)

Identify and use adjectives orally and in own writing

Lesson 8: Review and Practice Lesson 9: Building Sentences with Adjectives and Prepositions Lesson 14: Review and Practice Lesson 19: Tricky Spelling ‘n’ for /n/ and /ng/



SEE ALSO


CKLA Goal(s)




Skills Strand

Unit 6




CKLA Goal(s)

Use determiners (e.g, the, a, this, that) orally and in writing

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

Unit 8 Text Types and Purposes: Write Opinion Pieces Language: Prepositions—p. 184

SEE ALSO


CKLA Goal(s)

Use frequently occurring prepositions (e.g., during, beyond, toward) orally and in writing

Lesson 8: Review and Practice Lesson 9: Building Sentences with Adjectives and Prepositions Lesson 10: Spelling Alternative ‘kn’ for /n/. Lesson 14: Review and Practice Lesson 19: Tricky Spelling ‘n’ for /n/ and /ng/



SEE ALSO


CKLA Goal(s)


Lesson 8: Review and Practice Lesson 9: Building Sentences with Adjectives and Prepositions Lesson 10: Spelling Alternative ‘kn’ for /n/. Lesson 14: Review and Practice Lesson 19: Tricky Spelling ‘n’ for /n/ and /ng/



SEE ALSO


CKLA Goal(s)

Capitalize dates and names of people Lesson 5: Practice; Editing and Publishing Personal Narratives Lesson 8: Review and Practice Lesson 10: Spelling Alternative ‘kn’ for /n/. Lesson 15: Review and Practice Lesson 19: Tricky Spelling ‘n’ for /n/ and /ng/ Lesson 20: Review and Practice


SEE ALSO




Skills Strand

Unit 6



CKLA Goal(s)








SEE ALSO


CKLA Goal(s)


Lesson 5: Practice; Editing and Publishing Personal Narratives Lesson 8: Review and Practice Lesson 10: Spelling Alternative ‘kn’ for /n/. Lesson 15: Review and Practice Lesson 19: Tricky Spelling ‘n’ for /n/ and /ng/ Lesson 20: Review and Practice




CKLA Goal(s)



Lesson 5: Practice; Editing and Publishing Personal Narratives Lesson 6: Review and Practice Lesson 10: Spelling Alternative ‘kn’ for /n/. Lesson 11: Review and Practice Lesson 15: Review and Practice Lesson 16: Spelling Alternative ‘wh’ for /w/ Lesson 20: Review and Practice



Skills Strand

Unit 6



Spell and write high-frequency tricky words Lesson 1: Spelling Alternative ‘c’ for /s/; Introduction to Personal Narratives

Lesson 5: Practice; Editing and Publishing Personal Narratives Lesson 6: Review and Practice Lesson 10: Spelling Alternative ‘kn’ for /n/. Lesson 11: Review and Practice Lesson 15: Review and Practice Lesson 16: Spelling Alternative ‘wh’ for /w/ Lesson 20: Review and Practice



CKLA Goal(s)







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


SEE ALSO


CKLA Goal(s)

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

Lesson 16: Spelling Alternative ‘wh’ for /w/



SEE ALSO





SEE ALSO


CKLA Goal(s)





Skills Strand

Unit 6




Words to Know—pp. 14, 16, 18, 20, 22, 24, 58, 60, 62, 64, 66, 68, 102, 104, 106, 108, 110, 112, 150, 152, 154, 156, 158, 160, 194, 196, 198, 200, 202, 234, 236, 238, 240, 242, 244



Poem)—pp. 102–105





CKLA Goal(s)








Skills Strand

Unit 6




Orally produce sounds represented by spellings Lesson 1: Spelling Alternative ‘c’ for /s/; Introduction to Personal Narratives



Drafting Student Personal Narratives Lesson 6: Review and Practice

Identify the correct spelling when given a sound Lesson 3: Practice; Drafting a Class Personal Narrative Lesson 17: Review and Practice Lesson 18: Spelling Alternative ‘n’ for /ng/



Skills Strand

Unit 7








SEE ALSO


CKLA Goal(s)


Lesson 2: Review and Practice Lesson 3: Grammar: Nouns and Verbs Lesson 4: Grammar: Conjunctions; Noun-Verb Agreement Lesson 5: Review and Practice Lesson 6: Grammar: Noun-Verb Agreement Lesson 7: Grammar: Commas in a Series Lesson 8: Grammar: Building Sentences with Conjunctions Lesson 9: Review and Practice Lesson 10: Review and Practice Lesson 11: Spelling Alternatives for /oe/ Lesson 12: Grammar: Building Sentences with Conjunctions Lesson 13: Introduction to Instructional Writing Lesson 14: Instructional Writing: Sequencing Steps Lesson 15: Instructional Writing: Giving Good Oral Instructions Lesson 16: Instructional Writing: Planning and Drafting Lesson 17: Instructional Writing: Editing and Publishing Lesson 18: Review and Practice Lesson 19: End-of-Year Assessment







SEE ALSO


CKLA Goal(s)

Compare and contrast the adventures and experiences of characters in fiction texts read independently

Lesson 7: Grammar: Commas in a Series Lesson 12: Grammar: Building Sentences with Conjunctions



Skills Strand

Unit 7













pp. 110–113 Foundational Skills Read Together: “Scat, Cat”—p. 114 Foundational Skills Reader 1: “Fred’s Trip” (CVC and CCVC

words; Fluency: Read with expression)—pp. 115–116 Foundational Skills Reader 2: “Big Waves, Big Prizes” (CVCe and

CVCCe words; Fluency: Read with expression)—pp. 117–118 Close Reading: “Blue Flube” (Fantasy)—pp. 119–122 Unit 5 Common Core Review: “A Cooking Tip”—pp. 125–126







214

CKLA Goal(s)


Lesson 2: Review and Practice Lesson 3: Grammar: Nouns and Verbs Lesson 4: Grammar: Conjunctions; Noun-Verb Agreement Lesson 5: Review and Practice Lesson 6: Grammar: Noun-Verb Agreement Lesson 7: Grammar: Commas in a Series Lesson 8: Grammar: Building Sentences with Conjunctions Lesson 9: Review and Practice



Skills Strand

Unit 7



Lesson 10: Review and Practice Lesson 11: Spelling Alternatives for /oe/ Lesson 12: Grammar: Building Sentences with Conjunctions Lesson 13: Introduction to Instructional Writing Lesson 14: Instructional Writing: Sequencing Steps Lesson 15: Instructional Writing: Giving Good Oral Instructions Lesson 16: Instructional Writing: Planning and Drafting Lesson 17: Instructional Writing: Editing and Publishing Lesson 18: Review and Practice Lesson 19: End-of-Year Assessment Lesson 20: End-of-Year Assessment


Phonological Awareness



CKLA Goal(s)


Lesson 7: Grammar: Commas in a Series





words)—pp. 115–116

SEE ALSO


CKLA Goal(s)


Lesson 1: Spelling Alternatives for /ae/ Lesson 2: Review and Practice Lesson 5: Review and Practice Lesson 11: Spelling Alternatives for /oe/ Lesson 12: Grammar: Building Sentences with Conjunctions




247–248

SEE ALSO


CKLA Goal(s)

Read and/or write two-syllable words composed of: the following syllable types; closed syllables; magic ‘e’ syllables; vowel digraph syllables; r-controlled syllables

Lesson 21: End-of-Year Assessment



Skills Strand

Unit 7






SEE ALSO


CKLA Goal(s)


Lesson 3: Grammar: Nouns and Verbs Lesson 8: Grammar: Building Sentences with Conjunctions


CKLA Goal(s)

Read and/or write Tricky Words: Mexico, talk, gracias, Carlos, Gomez, Hidalgo


Fluency

RF.1.4 Recognize and read grade-appropriate irregularly spelled words.

RF.1.4a Read and/or write Tricky Words: Mexico, talk, gracias, Carlos, Gomez, Hidalgo




CKLA Goal(s)

Recognize and read grade-appropriate irregularly spelled words.

Lesson 2: Review and Practice Lesson 4: Grammar: Conjunctions; Noun-Verb Agreement Lesson 5: Review and Practice Lesson 7: Grammar: Commas in a Series Lesson 8: Grammar: Building Sentences with Conjunctions Lesson 9: Review and Practice Lesson 10: Review and Practice Lesson 12: Grammar: Building Sentences with Conjunctions Lesson 13: Introduction to Instructional Writing Lesson 14: Instructional Writing: Sequencing Steps Lesson 16: Instructional Writing: Planning and Drafting Lesson 17: Instructional Writing: Editing and Publishing Lesson 19: End-of-Year Assessment










Skills Strand

Unit 7









CKLA Goal(s)


Lesson 3: Grammar: Nouns and Verbs Lesson 6: Grammar: Noun-Verb Agreement Lesson 10: Review and Practice Lesson 11: Spelling Alternatives for /oe/ Lesson 15: Instructional Writing: Giving Good Oral Instructions Lesson 18: Review and Practice




CKLA Goal(s)


Lesson 2: Review and Practice Lesson 3: Grammar: Nouns and Verbs Lesson 4: Grammar: Conjunctions; Noun-Verb Agreement Lesson 5: Review and Practice Lesson 6: Grammar: Noun-Verb Agreement Lesson 7: Grammar: Commas in a Series Lesson 8: Grammar: Building Sentences with Conjunctions Lesson 9: Review and Practice Lesson 10: Review and Practice Lesson 11: Spelling Alternatives for /oe/ Lesson 12: Grammar: Building Sentences with Conjunctions Lesson 14: Instructional Writing: Sequencing Steps Lesson 15: Instructional Writing: Giving Good Oral Instructions Lesson 16: Instructional Writing: Planning and Drafting Lesson 17: Instructional Writing: Editing and Publishing Lesson 18: Review and Practice Lesson 19: End-of-Year Assessment Lesson 20: End-of-Year Assessment

Writing Standards







Skills Strand

Unit 7



CKLA Goal(s)

Plan, draft, and edit an informative/explanatory text that includes mention of a topic, some facts about the topic, and some sense of closure

Lesson 13: Introduction to Instructional Writing Lesson 14: Instructional Writing: Sequencing Steps Lesson 15: Instructional Writing: Giving Good Oral Instructions Lesson 16: Instructional Writing: Planning and Drafting Lesson 17: Instructional Writing: Editing and Publishing





CKLA Goal(s)


Lesson 17: Instructional Writing: Editing and Publishing







CKLA Goal(s)

Produce complete sentences when appropriate to task and situation. (See Grade 1 Language Standards 1 and 3 on page 36 for specific expectations.)

Lesson 1: Spelling Alternatives for /ae/ Lesson 2: Review and Practice Lesson 3: Grammar: Nouns and Verbs Lesson 4: Grammar: Conjunctions; Noun-Verb Agreement Lesson 5: Review and Practice Lesson 6: Grammar: Noun-Verb Agreement Lesson 7: Grammar: Commas in a Series Lesson 8: Grammar: Building Sentences with Conjunctions Lesson 9: Review and Practice Lesson 10: Review and Practice Lesson 11: Spelling Alternatives for /oe/ Lesson 12: Grammar: Building Sentences with Conjunctions Lesson 13: Introduction to Instructional Writing Lesson 14: Instructional Writing: Sequencing Steps Lesson 15: Instructional Writing: Giving Good Oral Instructions Lesson 16: Instructional Writing: Planning and Drafting Lesson 17: Instructional Writing: Editing and Publishing Lesson 18: Review and Practice Lesson 19: End-of-Year Assessment



Skills Strand

Unit 7



Lesson 20: End-of-Year Assessment Lesson 21: End-of-Year Assessment

Language Standards




CKLA Goal(s)


Lesson 1: Spelling Alternatives for /ae/ Lesson 2: Review and Practice Lesson 3: Grammar: Nouns and Verbs Lesson 4: Grammar: Conjunctions; Noun-Verb Agreement Lesson 5: Review and Practice Lesson 6: Grammar: Noun-Verb Agreement Lesson 7: Grammar: Commas in a Series Lesson 8: Grammar: Building Sentences with Conjunctions Lesson 9: Review and Practice Lesson 10: Review and Practice Lesson 11: Spelling Alternatives for /oe/ Lesson 12: Grammar: Building Sentences with Conjunctions Lesson 13: Introduction to Instructional Writing Lesson 14: Instructional Writing: Sequencing Steps Lesson 15: Instructional Writing: Giving Good Oral Instructions Lesson 16: Instructional Writing: Planning and Drafting Lesson 17: Instructional Writing: Editing and Publishing Lesson 18: Review and Practice Lesson 19: End-of-Year Assessment Lesson 20: End-of-Year Assessment Lesson 21: End-of-Year Assessment


SEE ALSO


CKLA Goal(s)


Lesson 3: Grammar: Nouns and Verbs Lesson 4: Grammar: Conjunctions; Noun-Verb Agreement

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

Unit 3 Reading Informational Text: Key Ideas and Details Language: Plurals—p. 80

SEE ALSO

Introducing Unit 3/Home Connect—pp. 53–54


SEE ALSO




Skills Strand

Unit 7



CKLA Goal(s)

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

Lesson 4: Grammar: Conjunctions; Noun-Verb Agreement Lesson 6: Grammar: Noun-Verb Agreement Lesson 18: Review and Practice



SEE ALSO


CKLA Goal(s)





SEE ALSO


CKLA Goal(s)


Lesson 3: Grammar: Nouns and Verbs



SEE ALSO


CKLA Goal(s)


Lesson 4: Grammar: Conjunctions; Noun-Verb Agreement Lesson 8: Grammar: Building Sentences with Conjunctions Lesson 12: Grammar: Building Sentences with Conjunctions Lesson 18: Review and Practice


CKLA Goal(s)


Lesson 1: Spelling Alternatives for /ae/ Lesson 2: Review and Practice Lesson 3: Grammar: Nouns and Verbs Lesson 4: Grammar: Conjunctions; Noun-Verb Agreement



Skills Strand

Unit 7



Lesson 5: Review and Practice Lesson 6: Grammar: Noun-Verb Agreement Lesson 7: Grammar: Commas in a Series Lesson 8: Grammar: Building Sentences with Conjunctions Lesson 9: Review and Practice Lesson 10: Review and Practice Lesson 11: Spelling Alternatives for /oe/ Lesson 12: Grammar: Building Sentences with Conjunctions Lesson 13: Introduction to Instructional Writing Lesson 14: Instructional Writing: Sequencing Steps Lesson 15: Instructional Writing: Giving Good Oral Instructions Lesson 16: Instructional Writing: Planning and Drafting Lesson 17: Instructional Writing: Editing and Publishing Lesson 18: Review and Practice Lesson 19: End-of-Year Assessment Lesson 20: End-of-Year Assessment Lesson 21: End-of-Year Assessment



SEE ALSO


CKLA Goal(s)


Lesson 4: Grammar: Conjunctions; Noun-Verb Agreement Lesson 8: Grammar: Building Sentences with Conjunctions Lesson 12: Grammar: Building Sentences with Conjunctions Lesson 13: Introduction to Instructional Writing Lesson 18: Review and Practice



SEE ALSO


CKLA Goal(s)


Lesson 9: Review and Practice Lesson 10: Review and Practice



SEE ALSO


CKLA Goal(s)


Lesson 7: Grammar: Commas in a Series Lesson 9: Review and Practice Lesson 10: Review and Practice



Skills Strand

Unit 7






CKLA Goal(s)


Lesson 1: Spelling Alternatives for /ae/ Lesson 5: Review and Practice Lesson 6: Grammar: Noun-Verb Agreement Lesson 10: Review and Practice Lesson 11: Spelling Alternatives for /oe/ Lesson 15: Instructional Writing: Giving Good Oral Instructions

Spell and write high-frequency Tricky Words Lesson 1: Spelling Alternatives for /ae/ Lesson 5: Review and Practice Lesson 6: Grammar: Noun-Verb Agreement Lesson 10: Review and Practice Lesson 11: Spelling Alternatives for /oe/



CKLA Goal(s)






SEE ALSO





SEE ALSO




Skills Strand

Unit 7



CKLA Goal(s)


Lesson 3: Grammar: Nouns and Verbs



SEE ALSO





SEE ALSO



SEE ALSO





SEE ALSO



SEE ALSO





SEE ALSO


CKLA Goal(s)


Lesson 1: Spelling Alternatives for /ae/ Lesson 2: Review and Practice Lesson 3: Grammar: Nouns and Verbs Lesson 4: Grammar: Conjunctions; Noun-Verb Agreement Lesson 5: Review and Practice Lesson 6: Grammar: Noun-Verb Agreement Lesson 7: Grammar: Commas in a Series Lesson 8: Grammar: Building Sentences with Conjunctions Lesson 9: Review and Practice



Skills Strand

Unit 7



Lesson 10: Review and Practice Lesson 11: Spelling Alternatives for /oe/ Lesson 12: Grammar: Building Sentences with Conjunctions Lesson 13: Introduction to Instructional Writing Lesson 14: Instructional Writing: Sequencing Steps Lesson 15: Instructional Writing: Giving Good Oral Instructions Lesson 16: Instructional Writing: Planning and Drafting Lesson 17: Instructional Writing: Editing and Publishing Lesson 18: Review and Practice Lesson 19: End-of-Year Assessment Lesson 20: End-of-Year Assessment Lesson 21: End-of-Year Assessment

sadlier new york progress english language arts · lesson 6: the fox and the grapes rl.1.5 explain...

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