unit 1 tested standards (on read aloud reading/writing

1

Unit 1

Tested Standards (on Weekly Assessments)

Learning Targets (I Can Statements)

Literature Big Book

Read Aloud Reading/Writing Workshop Comprehension

Literature Anthology Main Selection, Paired Selection

Leveled Reader Main Selection, Paired Selection

Vocabulary Words (RL.1.4, RI.1.4)

High-Frequency Words (RF.1.3g)

Oral Vocabulary Words (L.1.5c)

Phonics/Spelling (RF.1.3, L.1.2d)

Fluency Skill (RF.1.4)

Writing

Unit 1,Week 1 Genre: Realistic Fiction

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

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

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

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

RF 1.3f. Read words with inflectional endings.

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

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.

I can ask and answer questions about key details in a text (RL 1.1).

I can use illustrations and the words in a story to describe its ______ (characters, setting, or events…choose 1). (RL 1.7)

I can mask and say the _______ (initial, medial vowel, and final…choose 1) sounds in a word. (RF 1.2c) I can make each sound of a word/I can spell a one-syllable word. (RF 1.3b)

I can read words with endings. (RF 1.3f)

I can recognize and read grade-level sight words. (RF 1.3g)

I can write narratives where I tell about two or more events.

I can include details about what happened using time words to put the events in order and put a closing. (W 1.3)

Title: This School Year Will Be the Best! Genre: Realistic Fiction Strategy: Visualize Concepts of Print: Book Handling

Title: "School Around the World" Genre: Nonfiction Strategy: Visualize

Short Text: Jack Can Genre: Realistic Fiction Strategy: Visualize Skill: Key Details (RL.1.1, RL1.7)

Strategy: Visualize Skill: Key Details Main Selection Title: Nat and Sam Genre: Realistic Fiction Paired Selection Title: "Rules at School" Genre: Nonfiction Text Feature: Photographs

Strategy: Visualize Skill: Key Details Main Selections Genre: Realistic Fiction A: A Fun Day O: We Like to Share E: We Like to Share B: Class Party Paired Selections Genre: Nonfiction Titles: A: "We Share" O: "Look at Signs" E: "Look at Signs" B: "Our Classroom Rules" Lexiles A: BR O: 60L E: 100L B: 360L

Additional Domain Words: rules, obey, safety Additional Academic Vocabulary: events, illustrations, punctuation

does, not, school, what (RF.1.3g)

learn, subjects, common, object, recognize

Phonological/ Phonemic Awareness: Identify Rhyme, Phoneme Isolation (RF.1.2c)/ Blending/ Segmentation Phonics/ Spelling Skill: short a(RF.1.3b) Consonants reviewed throughout Unit 1

Structural Analysis: -s (inflectional ending)(RF.1.3f)

ATTN: All teachers will chant the Hunk-n-Chunk Phonics Dance Song Daily

Approaching Level can, cat, man, mat On Level can, cat, hat, man, nap, tap Beyond Level can, cat, flat, hat, man, nap, tap, that

Appropriate Phrasing

Writing Trait: Ideas: Focus on a Single Event (W.1.5) Writing Product: Personal Narrative (W.1.3) Grammar Skill: Sentences (RF.1.1a, L.1.1f) Grammar Mechanics: Sentence Capitalization (L.1.2b) Write About Reading: Analyze Key Details (This occurs during reading block to lift comprehension of reading.) (In addition, handwriting should be included at least 10 minutes per day for correct letter formation and spacing.)

2

Unit 1 Tested Standards Learning Targets Literature Big Book









Writing

Unit 1,Week 2 Genre: Fantasy

RL 1.1. Ask and answer questions about key details in a text. RF 1.2 b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RF 1.2d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RF 1.3b. Decode regularly spelled one-syllable words. RF 1.3g. Recognize and read grade-appropriate irregularly spelled words. W1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

I can ask and answer questions about key details in a text (RL 1.1). I can say one-syllable words by blending sounds, including consonant blends. (RF 1.2b) I can say each sound of a one-syllable word. (RF 1.2d) I can read one-syllable words. (RF 1.3b) I can recognize and read grade-level sight words. (RF 1.3g) I can write informative/ Explanatory texts where I name a topic, give facts, and provide a closing.(W1.2)

Title: Alicia's Happy Day Genre: Realistic Fiction Strategy: Visualize Concepts of Print: Book Handling

Title: "City Mouse and Country Mouse" Genre: Fable Strategy: Visualize

Short Text: Six Kids Genre: Fantasy Strategy: Visualize Skill: Key Details (RL.1.1) (RL.1.9)

Strategy: Visualize Skill: Key Details Main Selection Title: Go, Pip! Genre: Fantasy Paired Selection Title: "I Live Here" Genre: Nonfiction Text Feature: Bold print

Strategy: Visualize Skill: Key Details Main Selections Genre: Fantasy A: What Can We See? O: A Trip to the City E: A Trip to the City B: Harvest Time Paired Selections Genre: Nonfiction A: "My Home" O: "Where I Live" E: "Where I Live" B: "Where We Live" Lexiles A: BR O: 30L E: BR B: 330L

Additional Domain Words: building, yard, playground Additional Academic Vocabulary: author, bold print, sequence

down, out, up, very (RF.1.3g)

city, country, bored, feast, scurried

Phonemic Awareness: Alliteration, Phoneme Categorization/ Blending(RF.1.2b)/ Segmentation(RF.1.2d) Phonics/ Spelling Skill: short i (RF.1.3b) Consonants reviewed throughout Unit 1 Structural Analysis: double final consonants (RF.1.3b) ATTN: All teachers will chant the Hunk-n-Chunk Phonics Dance Song Daily Approaching Level hit, pin, sit, win On Level hit, kiss, miss, pin, sit, win Beyond Level hit, kiss, miss, pin, sit, skin, spin, win

Intonation Writing Trait: Ideas: Describing Details (W.1.5) Writing Product: Descriptive Sentences About a Place (W.1.2) Grammar Skill: Word Order (L.1.1f) Mechanics: Sentence Punctuation (periods) (L.1.2b) Write About Reading: Analyze Key Details (This occurs during reading block to lift comprehension of reading.) (In addition, handwriting should be included at least 10 minutes per day for correct letter formation and spacing.)

3

Unit 1 Tested Standards

Learning Targets Literature Big Book









Writing


RL 1.1. Ask and answer questions about key details in a text. RF 1.2b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RF 1.3. Know and apply grade-level phonics and word analysis skills in decoding words. RF 1.3g. Recognize and read grade-appropriate irregularly spelled words. 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.

I can ask and answer questions about key details in a text. (RL1.1) I can say one-syllable words by blending sounds, including consonant blends (RF 1.2b) I can read words by stretching them out and looking for parts I know. (RF 1.3) I can recognize and read sight words. words (RF 1.3g) I can write informative/ Explanatory texts where I name a topic, give facts, and provide a closing. (W1.2)

Title: Cool Dog, School Dog Genre: Fiction Strategy: Visualize Concepts of Print: Track Print and Return Sweep

Title: "Our Pets" Genre: Nonfiction Strategy: Visualize

Short Text: A Pig for Cliff Genre: Fantasy Strategy: Visualize Skill: Key Details (RL1.1) (RL.1.9)

Strategy: Visualize Skill: Key Details Main Selection Title: Flip Genre: Fantasy Paired Selection Title: "What Pets Need" Genre: Nonfiction Text Feature: Labels

Strategy: Visualize Skill: Key Details Main Selections Genre: Fantasy A: Mouse’s Moon Party O: Pet Show E: Pet Show B: Polly the Circus Star Paired Selections Genre: Nonfiction Titles: A: "A Mouse in the House" O: "Love That Llama!" E: "Love That Llama!" B: "Birds That Talk" Lexiles A: 120L O: 200L E: 20L B: 280L

Additional Domain Words: living things, need, cares Additional Academic Vocabulary: consonant, label, publish

be, come, good, pull (RF.1.3g)

care, train, groom, companion, popular

Phonemic Awareness: Contrast Vowel Sounds (RF.1.2a), Phoneme Blending(RF.1.2b)/ Substitution/ Segmentation Phonics/ Spelling Skill: beginning consonant blends: l-blends (RF1.3) Consonants reviewed throughout Unit 1 Structural Analysis: -s (plural nouns) (L.1.1c) ATTN: All teachers will chant the Hunk-n-Chunk Phonics Dance Song Daily Approaching Level clap, clip, flip, slip On Level black, clip, flag, flip, plan, slip Beyond Level black, clip, flag, flip, glass, place, plan, slip


Writing Trait: Ideas: Describing Details (W.1.5) Writing Product: Descriptive Sentences About an Animal (W.1.2) Grammar Skill: Statements (L.1.1f) Mechanics: Capitalization and Punctuation (periods) (L.1.2, L.1.2b) Write About Reading: Analyze Key Details (In addition, handwriting should be included at least 10 minutes per day for correct letter formation and spacing.)

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Writing

Unit 1,Week 4 Genre: Nonfiction (Informational Text)

RI 1.1. Ask and answer questions about key details in a text. RI 1.7. Use the illustrations and details in a text to describe its key ideas. RF 1.3b. Decode regularly spelled one-syllable words. RF 1.3g. Recognize and read grade-appropriate irregularly spelled words. 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.

I can ask and answer questions about key details in a text (RI 1.1) I can use illustrations and the words in a text to describe its key ideas. (RI 1.7) I can stretch out the sounds of one-syllable words to read them. (RF 1.3b) I can recognize and read sight words. (RF 1.3g) I can write narratives where I tell about two or more events. I can include details about what happened using time words to signal event order and provide closure in my writing (W 1.3).

Title: Friends All Around Genre: Nonfiction Strategy: Ask and Answer Questions Concepts of Print: Book Handling and Labels

Title: "Games Long Ago" Genre: Nonfiction Strategy: Ask and Answer Questions

Short Text: Toss! Kick! Hop! Genre: Nonfiction Strategy: Ask and Answer Questions Skill: Key Details (RI.1.1, RI.1.7) (RI.1.5, RI.1.9)

Strategy: Ask and Answer Questions Skill: Key Details Main Selection Title: Friends Genre: Nonfiction Paired Selection Title: "There Are Days and There Are Days" Genre: Poetry

Strategy: Ask and Answer Questions Skill: Key Details Main Selections Genre: Nonfiction A: Friends Are Fun O: Friends Are Fun E: Friends Are Fun B: Friends Are Fun Paired Selections Genre: Poetry Titles: A: "I Like to Play" O: "I Like to Play" E: "I Like to Play" B: "I Like to Play" Lexiles A: 130L O: 110L E: 100L B: 350L

Additional Domain Words: poem Additional Academic Vocabulary: evaluate, rhyme (RL.1.4)

fun, make, they, too (RF.1.3g)

cooperate, relationship, deliver, chore, collect

Phonemic Awareness: Phoneme Categorization/ Segmentation/ Deletion, Rhyme, Phoneme Blending Phonics/ Spelling Skill: short o (RF.1.3b)

Consonants reviewed throughout Unit 1 Structural Analysis: alphabetical order (one letter) (RF.1.3b) ATTN: All teachers will chant the Hunk-n-Chunk Phonics Dance Song Daily Approaching Level hop, hot, lot, top On Level hog, hop, hot, log, lot, top Beyond Level flop, hog, hop, hot, log, lot, slop, top


Writing Trait: Organization: Compare and Contrast (W.1.5) Writing Product: Personal Narrative (W.1.3) Grammar Skill: Questions and Exclamations (L.1.1f) Grammar Mechanics: Question and Exclamation Marks (L.1.2b) Write About Reading: Analyze Key Details (This occurs during reading block to lift comprehension of reading.) (In addition, handwriting should be included at least 10 minutes per day for correct letter formation and spacing.)

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Writing


RI 1.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI 1.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. RF 1.3b. Decode regularly spelled one-syllable words. RF 1.3g. Recognize and read grade-appropriate irregularly spelled words. 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

I can ask and answer questions about key details in a text. (RI 1.1) I can use (diagrams, etc) to help me understand the text.(RI 1.7) I can read regularly spelled one-syllable words by stretching them and saying the sounds I see. (RF 1.3b) I can recognize and read sight words. (RF 1.3g) I can write narratives where I tell about two or more appropriately sequenced events. I can include details about what happened and use time words to signal event order and provide closure in my writing (W 1.3).

Title: Move! Genre: Nonfiction Strategy: Ask and Answer Questions Concepts of Print: Special Text Treatments

Title: "Rabbit and Coyote Race" Genre: Folktale Strategy: Ask and Answer Questions

Short Text: Move and Grin! Genre: Nonfiction Strategy: Ask and Answer Questions Skill: Key Details (RI.1.1, RI.1.7) (RI.1.5, RI.1.9)

Strategy: Ask and Answer Questions Skill: Key Details Main Selection Title: Move It! Genre: Nonfiction Paired Selection Title: "Using Diagrams" Genre: Nonfiction Text Feature: Diagram

Strategy: Ask and Answer Questions Skill: Key Details Main Selections Genre: Nonfiction A: We Can Move! O: We Can Move! E: We Can Move! B: We Can Move! Paired Selections Genre: Nonfiction Titles: A: "What’s Under Your Skin?" O: "What’s Under Your Skin?" E: "What’s Under Your Skin?" B: "What’s Under Your Skin?" Lexiles A: 170L O: 200L E: 190L B: 390L

Additional Academic Vocabulary: diagram, first, last, next

jump, move, run, two (RF.1.3g)

physical, exercise, agree, exhausted, difficult

Phonemic Awareness: Phoneme Categorization/ Segmentation/ Deletion/ Blending Phonics/ Spelling Skill: Beginning consonant blends: r-blends; s-blends (RF.1.3b) Consonants reviewed throughout Unit 1 Structural Analysis: possessives (L.1.1b) ATTN: All teachers will chant the Hunk-n-Chunk Phonics Dance Song Daily Approaching Level rip, drop, spill, spin On Level drip, drop, grab, grass, spill, spin Beyond Level branch, drip, drop, grab, grass, spill, spin, stamp


Writing Trait: Organization: Order of Events (W.1.5) Writing Product: Personal Narrative (W.1.3) Grammar Skill: Writing Sentences (RF.1.1a, L.1.2) Mechanics: Capitalization and Punctuation (periods, question and exclamation marks) (L.1.2, L.1.2b) Write About Reading: Analyze Key Details (This occurs during reading block to lift comprehension of reading.) (In addition, handwriting should be included at least 10 minutes per day for correct letter formation and spacing.)

Unit 1, Week 6 Review and Assess Week

Give Unit 1 Assessment (Common Assessment #1) and On-Demand Writing Prompt for Unit 1

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Writing


RL 1.3. Describe characters, settings, and major events in a story, using key details. W1.3. 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.

I can describe _______ (characters, settings, and/or events…choose 1) in a story using key details (RL 1.3). I can write narratives where I tell about two or more sequenced events. I can include details about what happened and use temporal words to signal event order and provide closure in my writing (W 1.3).

Title: Millie Waits for the Mail Genre: Fiction Strategy: Make and Confirm Predictions Concepts of Print: Ellipses and Dashes

Title: "Jobs Around Town" Genre: Nonfiction Strategy: Make and Confirm Predictions

Short Text: Good Job, Ben! Genre: Realistic Fiction Strategy: Make and Confirm Predictions Skill: Character, Setting, Events (RL.1.3)

Strategy: Make and Confirm Predictions Skill: Character, Setting, Events Main Selection Title: The Red Hat Genre: Realistic Fiction Paired Selection Title: "Firefighters at Work" Genre: Nonfiction Text Feature: Labels

Strategy: Make and Confirm Predictions Skill: Character, Setting, Events Main Selections Genre: Realistic Fiction A: Pick Up Day O: Ben Brings the Mail E: Ben Brings the Mail B: At Work with Mom Paired Selections Genre: nonfiction Titles: A: "The Recycling Center" O: "At the Post Office" E: "At the Post Office" B: "Tools for the School Nurse" Lexiles A: 70L O: 200L E: 70L B: 330L

Additional Domain Words: firefighter, siren, protect Additional Academic Vocabulary: brainstorm, end, middle

again, help, new, there, use (RF.1.3g)

occupation, community, equipment, fortunately, astonishing

Phonemic Awareness: Phoneme Blending/Isolation (RF.1.2b, RF.1.2c)/ Segmentation Phonics/ Spelling Skill: short e spelled e and ea (RF.1.3b) Structural Analysis: inflectional ending -ed (no spelling change) (RF.1.3f) ATTN: All teachers will chant the Hunk-n-Chunk Phonics Dance Song Daily Approaching Level head, hen, men, read On Level beg, bread, head, hen, leg, men Beyond Level beg, bread, head, hen, leg, men, sled, spread

Intonation Writing Trait: Organization: Focus on an Idea (W.1.5) Writing Product: Story (W.1.3) Grammar Skill: Nouns (L.1.1b) Mechanics: Commas in a Series (L.1.2c) Write About Reading: Analyze Character, Setting, Events (This occurs during reading block to lift comprehension of reading.) (In addition, handwriting should be included at least 10 minutes per day for correct letter formation and spacing.)

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Writing


RL 1.3. Describe characters, settings, and major events in a story, using key details. RL 1.7. Use illustrations and details in a story to describe its characters, setting, or events. 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.

I can describe _______ (characters, settings, and/or events…choose 1) in a story using key details. (RL 1.3). I can use illustrations and details in a story to describe its ______ (characters, setting, or events…choose 1). (RL 1.7) I can write narratives where I tell about two or more appropriately sequenced events. I can include details about what happened and use temporal words to signal event order and provide closure in my writing (W 1.3).

Title: The 3 Little Daisies Genre: Fantasy Strategy: Make and Confirm Predictions Concepts of Print: Quotations

Title: "The Three Little Pigs" Genre: Folktale Strategy: Make and Confirm Predictions

Short Text: Cubs in a Hut Genre: Fantasy Strategy: Make and Confirm Predictions Skill: Character, Setting, Events (RL.1.3, RL.1.7) (RL.1.9)

Strategy: Make and Confirm Predictions Skill: Character, Setting, Events Main Selection Title: The Pigs, the Wolf, and the Mud Genre: Fantasy Paired Selection Title: "Homes Around the World" Genre: Nonfiction Text Feature: Captions

Strategy: Make and Confirm Predictions Skill: Character, Setting, Events Main Selections Genre: Fantasy A: What a Nest! O: Staying Afloat E: Staying Afloat B: City Armadillo, Country Armadillo Paired Selections Genre: Nonfiction Titles: A: "Stone Castles" O: "A Day on a Houseboat" E: "A Day on a Houseboat" B: "City or Country?" Lexiles A: 170L O: 150L E: 10L B: 330L

Additional Domain Words: homes, build, shelter Additional Academic Vocabulary: apostrophe, dialogue, presentation

could, live, one, then, three (RF.1.3g)

shelter, materials, collapsed, furious, refused

Phonemic Awareness: Rhyme, Phoneme Identity/Blending/ Segmentation (RF.1.2b, RF.1.2c) Phonics/ Spelling Skill: short u (RF.1.3b) Structural Analysis: contractions with ’s (L.1.1) ATTN: All teachers will chant the Hunk-n-Chunk Phonics Dance Song Daily Approaching Level bug, fun, rug, run On Level bug, cut, fun, nut, rug, run Beyond Level bug, cut, fun, lunch, nut, rug, run, skunk

Expression Writing Trait: Organization: Beginning, Middle, End (W.1.5) Writing Product: Story (W.1.3) Grammar Skill: Singular and Plural Nouns (L.1.1) Mechanics: Adding -s and -es to form plural nouns (L.1.1) Write About Reading: Analyze Character, Setting, Events (This occurs during reading block to lift comprehension of reading.) (In addition, handwriting should be included at least 10 minutes per day for correct letter formation and spacing.)

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Writing


RI 1. 2. Identify the main topic and retell key details of a text. 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.

I can identify the main topic and retell the key details of a text (RI 1.2) I can write informative/ Explanatory texts where I name a topic, give facts, and provide closure (W1.2).

Title: Babies in the Bayou Genre: Nonfiction Strategy: Reread Concepts of Print: Distinguish Sentences

Title: "Animals in the Desert" Genre: Nonfiction Strategy: Reread

Short Text: The Best Spot Genre: Nonfiction Strategy: Reread Skill: Main Topic and Key Details (RI.1.2) (RI.1.5)

Strategy: Reread Skill: Main Topic and Key Details Main Selection Title: At a Pond Genre: Nonfiction Paired Selection Title: "Way Down Deep" Genre: Poetry

Strategy: Reread Skill: Main Topic and Key Details Main Selections Genre: Nonfiction A: Meerkat Family O: Meerkat Family E: Meerkat Family B: Meerkat Family Paired Selections Genre: Poetry Titles: A: "I Live in a House!" O: "I Live in a House!" E: "I Live in a House!" B: "I Live in a House!" Lexiles A: 170L O: 210L E: 170L B: 370L

Additional Domain Word: poem Additional Academic Vocabulary: draft, repetition, rhythm (RL.1.4)

eat, no, of, under, who (RF.1.3g)

habitat, depend, hibernate, tranquil, tolerate

Phonemic Awareness: Phoneme Categorization/ Blending/ Substitution/ Segmentation (RF.1.2c) Phonics/ Spelling Skill: ending consonant blends nd, nk, nt, st, sk, mp (RF.1.3) Structural Analysis: inflectional ending -ing (no spelling change); first introduction to two-syllable words (RF.1.3f) ATTN: All teachers will chant the Hunk-n-Chunk Phonics Dance Song Daily Approaching Level fast, lend, past, send On Level fast, lend, past, send, sink, wink Beyond Level fast, left, lend, past, send, sink, twist, wink


Writing Trait: Ideas: Main Idea (W.1.5) Writing Product: Sentences That Explain (W.1.2) Grammar Skill: Possessive Nouns (L.1.1b) Mechanics: Apostrophe with Possessive Nouns (L.1.1b) Write About Reading: Analyze Main Topic and Key Details (This occurs during reading block to lift comprehension of reading.) (In addition, handwriting should be included at least 10 minutes per day for correct letter formation and spacing.)

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Writing


RL 1.3. Describe characters, settings, and major events in a story, using key details. RL 1.7. Use illustrations and details in a story to describe its characters, setting, or events. 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.

I can describe _______ (characters, settings, and/or events…choose 1) in a story using key details (RL 1.3). I can use illustrations and details in a story to describe its ______ (characters, setting, or events…choose 1). (RL 1.7) I can write narratives where I recount two or more appropriately sequenced events. I can include details about what happened and use temporal words to signal event order and provide closure in my writing (W 1.3).

Title: The Story of Martin Luther King Jr. Genre: Nonfiction/ Biography Strategy: Reread Concepts of Print: Special Text Treatments

Title: "Luis's Library" Genre: Nonfiction Strategy: Reread

Short Text: Thump Thump Helps Out Genre: Fantasy Strategy: Reread Skill: Character, Setting, Events (RL.1.3, RL.1.7)

Strategy: Reread Skill: Character, Setting, Events Main Selection Title: Nell's Books Genre: Fantasy Paired Selection Title: "Kids Can Help!" Genre: Nonfiction Text Feature: List

Strategy: Reread Skill: Character, Setting, Events Main Selections Genre: Fantasy A: The Sick Tree O: Squirrels Help E: Squirrels Help B: Wow, Kitty! Paired Selections Genre: Nonfiction Titles: A: "Beach Clean-Up" O: "Food Drive" E: "Food Drive" B: "Sharing Skills" Lexiles A: 40L O: 200L E: 190L B: 390L

Additional Domain Words: neighborhood, garden, recycle Additional Academic Vocabulary: highlight, imaginary, stress

all, call, day, her, want (RF.1.3g)

leadership, admire, enjoy, rely, connections

Phonemic Awareness: Phoneme Isolation/ Categorization/ Blending/ Segmentation (RF.1.2c, RF.1.2d) Phonics/ Spelling Skill: consonant digraphs th, sh, -ng (RF.1.3a) Structural Analysis: closed syllables (RF.1.3d, RF.1.3e) ATTN: All teachers will chant the Hunk-n-Chunk Phonics Dance Song Daily Approaching Level ship, shop, sing, with On Level fish, sang, ship, shop, thing, with Beyond Level fish, sang, ship, shop, sixth, thick, thing, with

Intonation Writing Trait: Organization: Beginning, Middle, End (W.1.5) Writing Product: Story (W.1.3) Grammar Skill: Common and Proper Nouns (L.1.1b) Mechanics: Capitalize Proper Nouns (people, pets, places, and things) (L.1.2a) Write About Reading: Analyze Character, Setting, Events (This occurs during reading block to lift comprehension of reading.) (In addition, handwriting should be included at least 10 minutes per day for correct letter formation and spacing.)

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Writing


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

I can identify the main topic and retell key details in the text (RI 1.2). I can write informative/ Explanatory texts where I name a topic, give facts, and provide closure (W1.2).

Title: Me on the Map Genre: Realistic Fiction Strategy: Reread Concepts of Print: Reading Sentences across Pages

Title: "Map It!" Genre: Nonfiction Strategy: Reread

Short Text: Which Way on the Map? Genre: Nonfiction Strategy: Reread Skill: Main Topic and Key Details (RI.1.2) (RI.1.5, RI.1.9)

Strategy: Reread Skill: Main Topic and Key Details Main Selection Title: Fun with Maps Genre: Nonfiction Text Feature: Map Paired Selection Title: "North, East, South, or West?" Genre: Nonfiction Text Feature: Map

Strategy: Reread Skill: Main Topic and Key Details Main Selection Titles Genre: Nonfiction A: How Maps Help O: How Maps Help E: How Maps Help B: How Maps Help Paired Selections Genre: Nonfiction Titles: A: "On the Map" O: "On the Map" E: "On the Map" B: "On the Map" Lexiles A: 130L O: 230L E: 60L B: 420L

Additional Academic Vocabulary: blog, landmark, various

around, by, many, place, walk (RF.1.3g)

locate, route, height, model, separate

Phonemic Awareness: Phoneme Segmentation/ Addition/ Blending (RF.1.2b, RF.1.2d) Phonics/ Spelling Skill: consonant digraphs ch, -tch, wh, ph (RF.1.3a) Structural Analysis: -es (plural nouns) (RF.1.1c) ATTN: All teachers will chant the Hunk-n-Chunk Phonics Dance Song Daily Approaching Level catch, chin, graph, whale On Level catch, chin, graph, match, whale, whip Beyond Level catch, chin, chop, graph, match, phone, whale, whip


Writing Trait: Ideas: Supporting Details (W.1.5) Writing Product: Sentences That Explain (W.1.2) Grammar Skill: Irregular Plural Nouns (L.2.1) Mechanics: Capital Letters and Periods (in sentences) (L.1.2) Write About Reading: Analyze Main Topic and Key Details (This occurs during reading block to lift comprehension of reading.) (In addition, handwriting should be included at least 10 minutes per day for correct letter formation and spacing.)












Writing

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RL 1.3. Describe characters, settings, and major events in a story, using key details. RL 1.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. 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.

I can describe _______ (characters, settings, and/or events…choose 1) in a story using key details (RL 1.3).

I can use words from the story/poem to help me understand how the author wants me to feel. (RL1.4) I can write narratives where I tell aboout two or more appropriately sequenced events.

I can include details about what happened and use temporal words to signal event order and provide closure in my writing (W 1.3).

Title: A Second Is a Hiccup Genre: Fiction Strategy: Make and Confirm Predictions Concepts of Print: Capitalization and Punctuation

Title: "Measuring Time" Genre: Nonfiction Strategy: Make and Confirm Predictions

Short Text: Nate the Snake Is Late Genre: Fantasy Strategy: Make and Confirm Predictions Skill: Character, Setting, Plot (RL.1.3)

Strategy: Make and Confirm Predictions Skill: Character, Setting, Plot Main Selection Title: On My Way to School Genre: Fantasy Paired Selection Title: "It's About Time" Genre: Nonfiction Text Feature: Bold print

Strategy: Make and Confirm Predictions Skill: Character, Setting, Plot Main Selections Genre: Fantasy A: Busy’s Watch O: Kate Saves the Date! E: Kate Saves the Date! B: Uncle George Is Coming Paired Selections Genre: Nonfiction Titles: A: "Make a Clock" O: "Use a Calendar" E: "Use a Calendar" B: "So Many Clocks!" Lexiles A: 40L O: 220L E: 330L B: 320L

Additional Domain Words: clock, sundial, shadow Additional Academic Vocabulary: capitalization, flare, rubric, timetable

away, now, some, today, way, why (RF.1.3g)

schedule, immediately, weekend, calendar, occasion

Phonemic Awareness: Phoneme Identity/ Addition/ Substitution/ Blending/ Segmentation Phonics/ Spelling Skill: long a: a_e (RF.1.3c) Structural Analysis: contractions with not (isn’t, aren’t, wasn’t, weren’t, hasn’t, haven’t, can’t) (L.1.1) ATTN: All teachers will chant the Hunk-n-Chunk Phonics Dance Song Daily Approaching Level came, game, make, take On Level came, game, gate, late, make, take Beyond Level came, game, gate, late, make, page, space, take

Intonation Writing Trait: Word Choice: Sensory Details (W.1.5) Writing Product: Poem (RL.1.4, W.1.3) Grammar Skill: Verbs (L.K.1) Mechanics: Commas in Series (L.1.2c) Write About Reading: Analyze Character, Setting, Plot (This occurs during reading block to lift comprehension of reading.) (In addition, handwriting should be included at least 10 minutes per day for correct letter formation and spacing.)










Writing

12


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

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.

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


I can write an opinion piece in which I _________ (introduce the topic or book, state an opinion, or supply a reason for my opinion, and provide closure…choose 1) (W1.1).

I can identify the reasons an author gives to support points in a text (RI 1.8).

Title: Mystery Vine Genre: Informational Fiction Strategy: Make and Confirm Predictions Concepts of Print: Punctuation Within Sentences

Title: "The Great Big, Gigantic Turnip" Genre: Folktale Strategy: Make and Confirm Predictions

Short Text: Time to Plant! Genre: Drama Strategy: Make and Confirm Predictions Skill: Plot: Sequence

(RL.1.3)

(RL.1.9)

Strategy: Make and Confirm Predictions Skill: Plot: Sequence Main Selection Title: The Big Yuca Plant Genre: Play Paired Selection Title: "How Plants Grow" Genre: Nonfiction Text Feature: Diagram

Strategy: Make and Confirm Predictions Skill: Plot: Sequence Main Selections Genre: Play A: Corn Fun O: Yum, Strawberries! E: Yum, Strawberries! B: A Tree’s Life Paired Selections Genre: Nonfiction Titles: A: "Ear of Corn" O: "Strawberry Plant" E: "Strawberry Plant" B: "Inside Trees" Lexiles A: NP O: NP E: NP B: NP

Additional Domain Words: seed, root, sprout Additional Academic Vocabulary: audience, harvest, vegetables

green, grow, pretty, should, together, water

(RF.1.3g)

bloom, sprout, grasped, assist, spied

Phonemic Awareness: Alliteration, Phoneme Deletion/ Segmentation/ Blending

(RF.1.2b, RF.1.2d) Phonics/ Spelling Skill: long i: i_e

(RF.1.3c) Structural Analysis: plurals (with CVCe words)

(L.1.1c)


Approaching Level bike, hide, like, ride

On Level bike, hide, like, mine, ride, spike

Beyond Level bike, hide, like, mine, ride, shine, spike, twice


Writing Trait: Word Choice: Use Specific Words

(W.1.5) Writing Product: Opinion About a Topic

(RI.1.8 – must show exemplar text to teach this standard with opinion)

(W.1.1)

Grammar Skill: Present-Tense Verbs

(L.1.1e) Mechanics: Capitalize and Underline Titles of Plays

(L.3.2) Write About Reading: Analyze Plot: Sequence(This occurs during reading block to lift comprehension of reading.)

(In addition, handwriting should be included at least 10 minutes per day for correct letter formation and spacing.

13










Writing

Unit 3,Week 3 Genre: Folktale

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


I can write narratives where I recount two or more appropriately sequenced events. I can include details about what happened and use temporal words to signal event order and provide closure in my writing (W 1.3).

Title: Interrupting Chicken Genre: Fiction Strategy: Make and Confirm Predictions Concepts of Print: Quotation Marks/ Text Styles

Title: "The Foolish, Timid Rabbit" Genre: Folktale Strategy: Make and Confirm Predictions

Short Text: The Nice Mitten Genre: Folktale Strategy: Make and Confirm Predictions Skill: Plot: Cause and Effect (RL.1.3) (RL.1.9)

Strategy: Make and Confirm Predictions Skill: Plot: Cause and Effect Main Selection Title: The Gingerbread Man Genre: Folktale Paired Selection Title: "Mother Goose Rhymes" Genre: Rhyme

Strategy: Make and Confirm Predictions Skill: Plot: Cause and Effect Main Selections Genre: Folktale A: How Coquí Got Her Voice O: The Magic Paintbrush E: The Magic Paintbrush B: The Storytelling Stone Paired Selections: Genre: Poetry/Song (RL.1.4) Titles: A: "El Coquí/The Coquí" O: "Make New Friends" E: "Wanted: A Friend" B: "Family Stories" Lexiles A: 300L O: 230L E: 240L B: 460L

Additional Domain Words: poem Additional Academic Vocabulary: element, puppet, style

any, from, happy, once, so, upon (RF.1.3g)

tale, hero, timid, foolish, eventually

Phonemic Awareness: Rhyme, Phoneme Blending/ Segmentation (RF.1.2d) Phonics/ Spelling Skill: soft c; soft g, dge (RF.1.3) Structural Analysis: inflectional endings -ed and -ing (drop final e) (RF.1.3f) ATTN: All teachers will chant the Hunk-n-Chunk Phonics Dance Song Daily Approaching Level age, edge, ice, rice On Level age, ledge, nice, page, rice, wedge Beyond Level hedge, ledge, nice, page, price, rice, wage, wedge

Expression Writing Trait: Word Choice: Use Strong Verbs (W.1.5, L.1.5d) Writing Product: Poem (RL.1.4, W.1.3) Grammar Skill: Past- and Future- Tense Verbs (L.1.1e) Mechanics: Commas in Series (L.1.2c) Write About Reading: Analyze Plot: Cause and Effect (This occurs during reading block to lift comprehension of reading.) (In addition, handwriting should be included at least 10 minutes per day for correct letter formation and spacing.)

14










Writing


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

I can describe the connection between (two individuals, events, ideas, or pieces of information…choose 1) in a text (RI 1.3). I can write an opinion piece in which I _________ (introduce the topic or book, state an opinion, or supply a reason for my opinion, and provide closure…choose 1) (W1.1).

Title: The Last Train Genre: Fiction Strategy: Reread Concepts of Print: Reading Sentences Across Pages

Title: "Pioneers" Genre: Nonfiction Strategy: Reread

Short Text: Life at Home Genre: Nonfiction Strategy: Reread Skill: Connections Within Text: Compare and Contrast (RI.1.3) (RI.1.5)

Strategy: Reread Skill: Connections Within Text: Compare and Contrast Main Selection Title: Long Ago and Now Genre: Nonfiction Paired Selection Title: "From Horse to Plane" Genre: Nonfiction Text Feature: Captions

Strategy: Reread Skill: Connections Within Text: Compare and Contrast Main Selections Genre: Nonfiction A: Schools Then and Now O: Schools Then and Now E: Schools Then and Now B: Schools Then and Now Paired Selections Genre: Nonfiction Titles: A: "School Days" O: "School Days" E: "School Days" B: "School Days" Lexiles A: 170L O: 220L E: 270L B: 380L

Additional Domain Words: transportation, engines, invented Additional Academic Vocabulary: confusion, frontier, proofreader’s marks

ago, boy, girl, how, old, people (RF.1.3g)

century, past, present, future, entertainment

Phonemic Awareness: Phoneme Segmentation/ Isolation/ Blending (RF.1.2b, RF.1.2c) Phonics/ Spelling Skill: long o: o_e; long u: u_e; long e: e_e (RF.1.3c) Structural Analysis: CVCe syllables (RF.1.3c) ATTN: All teachers will chant the Hunk-n-Chunk Phonics Dance Song Daily Approaching Level cube, cute, nose, note On Level cube, cute, hope, nose, note, rope Beyond Level close, cube, cute, hope, nose, note, quote, rope


Writing Trait: Ideas: Give Reasons for an Opinion

(RI.1.8 – must show exemplar text to teach this standard with opinion) (W.1.5) Writing Product: Opinion About a Topic (W.1.1) (RI.1.8 – must show exemplar text to teach this standard with opinion) Grammar Skill: Is and Are (L.1.1) Mechanics: Commas in Dates (L.1.2c) Write About Reading: Analyze Connections Within Text: Compare and Contrast (RI.1.9) (This occurs during reading block to lift comprehension of reading.) (In addition, handwriting should be included at least 10 minutes per day for correct letter formation and spacing.)

15










Writing


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

I can describe the connection between (two individuals, events, ideas, or pieces of information…choose 1) in a text (RI 1.3). I can write an opinion piece in which I _________ (introduce the topic or book, state an opinion, or supply a reason for my opinion, and provide closure…choose 1) (W1.1).

Title: Where Does Food Come From? Genre: Nonfiction Strategy: Reread Concepts of Print: Special Text Treatments

Title: "The Little Red Hen" Genre: Folktale Strategy: Reread

Short Text: A Look at Breakfast Genre: Nonfiction Strategy: Reread Skill: Connections Within Text: Sequence (RI.1.3) (RI.1.5, RI.1.9)

Strategy: Reread Skill: Connections Within Text: Sequence Main Selection Title: From Cows to You Genre: Nonfiction Paired Selection Title: "A Food Chart" Genre: Nonfiction Text Feature: Chart

Strategy: Reread Skill: Connections Within Text: Sequence Main Selections Genre: Nonfiction A: Apples from Farm to Table O: Apples from Farm to Table E: Apples from Farm to Table B: Apples from Farm to Table Paired Selections Genre: Nonfiction Titles: A: "A Dairy Treat" O: "A Dairy Treat" E: "A Dairy Treat" B: "A Dairy Treat" Lexiles A: 330L O: 550L E: 430L B: 580L

Additional Academic Vocabulary: advantages and disadvantages, process, product

after, buy, done, every, soon, work (RF.1.3g)

delicious, nutritious, responsibility, enormous, delighted

Phonemic Awareness: Phoneme Segmentation/ Blending/Deletion (RF.1.2b, RF.1.2d)

Phonics/ Spelling Skill: variant vowel spellings with digraphs: oo, u (RF.1.3) Structural Analysis: inflectional endings -ed and -ing (double final consonant) (RF.1.3f) ATTN: All teachers will chant the Hunk-n-Chunk Phonics Dance Song Daily Approaching Level book, hood, look, took On Level book, cook, hood, look, took, wood Beyond Level book, booklet, cook, cookie, hood, look, took, wood

Intonation Writing Trait: Ideas: Give Reasons for an Opinion (W.1.5) (RI.1.8 – must show exemplar text to teach this standard with opinion) Writing Product: Opinion About a Topic (RI.1.8 – must show exemplar text to teach this standard with opinion) (W.1.1) Grammar Skill: Contractions with Not (L.1.1) Mechanics: Apostrophes in Contractions (L.2.1) Write About Reading: Analyze Connections Within Text: Sequence (RI.1.9) (This occurs during reading block to lift comprehension of reading.) (In addition, handwriting should be included at least 10 minutes per day for correct letter formation and spacing.)

16



Unit 4 Tested Standards Learning Targets Read Aloud Reading/Writing Workshop Comprehension








Writing

Unit 4,Week 1 Genre: Folktale

RL 1. 3. Describe characters, settings, and major events in a story, using key details. 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.

I can describe _______ (characters, settings, and/or events…choose 1) in a story using key details (RL 1.3). I can write narratives where I recount two or more appropriately sequenced events. I can include details about what happened and use temporal words to signal event order and provide closure in my writing (W 1.3).

Title: "The Elephant's Child" Genre: Fantasy Strategy: Ask and Answer Questions

Short Text: A Tale of a Tail: “How the Beaver Got Its Flat Tail” Lexile: 430L Genre: Folktale Strategy: Ask and Answer Questions Skill: Plot: Sequence (RL.1.3) (RL.1.9)

Strategy: Ask and Answer Questions Skill: Plot: Sequence Main Selection Title: How Bat Got Its Wings Genre: Folktale Lexile: 410L Paired Selection Title: "Bats! Bats! Bats!" Genre: Nonfiction Lexile: 400L Text Feature: Chart

Strategy: Ask and Answer Questions Skill: Plot: Sequence Main Selections Genre: Folktale A: The King of the Animals O: Fly to the Rescue! E: Fly to the Rescue! B: Hummingbird’s Wings Paired Selections Genre: Nonfiction Titles: A: "Lions and Elephants" O: "Animal Traits" E: "Animal Traits" B: "What Is a Hummingbird?" Lexiles A: 350L O: 290L E: 270L B: 520L

Vocabulary Words: special, splendid Additional Domain Words: mammal, bird, hunt Additional Academic Vocabulary: image, traditions, unusual Vocabulary Strategy: Use a Dictionary (L.2.4e)

about, animal, carry, eight, give, our (RF.3.1g)

feature, appearance, determined, predicament, relief

Phonemic Awareness: Rhyme, Phoneme Categorization/ Blending/ Segmentation (RF.1.2a) Phonics/ Spelling Skill: long a: a, ai, ay (RF.1.3c) Structural Analysis: alphabetical order (two letters) (RF.1.3b) ATTN: All teachers will chant the Hunk-n-Chunk Phonics Dance Song Daily Approaching Level day, mail, main, pay, rain, way On Level chain, day, mail, play, rain, way Beyond Level chain, day, gray, mail, play, rain, snail, way

Intonation Writing Trait: Word Choice: Figurative Language (W.1.5, L.1.5d) Writing Product: Story (W.1.3) Grammar Skill: Was and Were (L.1.1e) Mechanics: Apostrophe with Contractions (L.1.2) Write About Reading: Analyze Plot: Sequence (This occurs during reading block to lift comprehension of reading.) (In addition, handwriting should be included at least 10 minutes per day for correct letter formation and spacing.)

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Writing




Title: "Animals Working Together" Genre: Nonfiction Strategy: Ask and Answer Questions

Short Text: A Team of Fish Lexile: 340L Genre: Nonfiction Strategy: Ask and Answer Questions Skill: Main Idea and Key Details (RI.1.2) Text Feature: Captions (RI.1.5)

Strategy: Ask and Answer Questions Skill: Main Idea and Key Details Main Selection Title: Animal Teams Genre: Nonfiction Lexile: 480L Text Feature: Captions Paired Selection Title: "Busy As a Bee" Genre: Nonfiction Lexile: 500L Text Feature: Captions

Strategy: Ask and Answer Questions Skill: Main Idea and Key Details Main Selections Genre: Nonfiction A: Penguins All Around O: Penguins All Around E: Penguins All Around B: Penguins All Around Paired Selections Genre: Nonfiction Titles: A: "Animals Work Together!" P: "Animals Work Together!" E: "Animals Work Together!" B: "Animals Work Together!" Lexiles A: 340L O: 450L E: 340L B: 610L

Vocabulary Words: partner, danger Additional Domain Words: worker, honey, queen Additional Academic Vocabulary: accomplish, cooperate, investigate, logical order Vocabulary Strategy: Context Clues: Sentence Clues (L.1.4a)

because, blue, into, or, other, small (RF.1.3g)

behavior, beneficial, dominant, instinct, endangered

Phonemic Awareness: Phoneme Identity/ Segmentation, Rhyme, Phoneme Blending Phonics/ Spelling Skill: long e: e, ee, ea, ie (RF.1.3c) Structural Analysis: prefixes re-, un-, pre- (RF.1.4b) ATTN: All teachers will chant the Hunk-n-Chunk Phonics Dance Song Daily Approaching Level eat, feet, keep, me, sea, we On Level beak, feed, keep, me, seat, we Beyond Level beak, feed, keep, me, seat, she, speed, we


Writing Trait: Organization: Introduce the Topic (W.1.5) Writing Product: Report (W.1.2) Grammar Skill: Has and Have (L.1.1e) Mechanics: Capitalization and End Punctuation (L.1.2, L.1.2b) Write About Reading: Analyze Main Idea and Key Details (This occurs during reading block to lift comprehension of reading.) (In addition, handwriting should be included at least 10 minutes per day for correct letter formation and spacing.)

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Writing




Title: "Animals in Winter" Genre: Nonfiction Strategy: Ask and Answer Questions

Short Text: Go Wild! Lexile: 530L Genre: Nonfiction Strategy: Ask and Answer Questions Skill: Main Idea and Key Details (RI.1.2) Text Feature: Illustrations/ Photographs (RI.1.5)

Strategy: Ask and Answer Questions Skill: Main Idea and Key Details Main Selection Title: Vulture View Lexile: 70L Genre: Nonfiction Text Feature: Illustrations/ Photographs Paired Selection Title: "When It's Snowing" Genre: Poetry (RL.1.4) Lexile: NP (Non-Prose)

Strategy: Ask and Answer Questions Skill: Main Idea and Key Details Main Selections Genre: Nonfiction A: Go, Gator! O: Go, Gator! E: Go, Gator! B: Go, Gator! Paired Selections Genre: Poetry Titles: A: "Ducklings" O: "Ducklings" E: "Ducklings" B: "Ducklings" Lexiles A: 320L O: 510L E: 270L B: 590L

Vocabulary Words: search, seek Additional Domain Words: poem Additional Academic Vocabulary: diorama, experience, scene, survive Vocabulary Strategy: Word Categories (L.1.5a)

find, food, more, over, start, warm (RF.1.3g)

survive, provide, wilderness, communicate, superior

Phonemic Awareness: Phoneme Categorization/ Blending, Contrast Sounds, Phoneme Segmentation (RL.1.2a) Phonics/ Spelling Skill: long o: o, oa, ow, oe (RF.1.3c) Structural Analysis: open syllables (RF.1.3e) ATTN: All teachers will chant the Hunk-n-Chunk Phonics Dance Song Daily Approaching Level boat, low, no, oat, row, toe On Level boat, low, no, oat, row, toe Beyond Level boat, coat, flow, low, no, row, snowman, toe

Expression Writing Trait: Organization: Write a Concluding Sentence (W.1.5) Writing Product: Report (W.1.2) Grammar Skill: Go and Do (L.1.1e) Mechanics: Capitalize Proper Nouns (L.1.2a) Write About Reading: Analyze Main Idea and Key Details (This occurs during reading block to lift comprehension of reading.) (In addition, handwriting should be included at least 10 minutes per day for correct letter formation and spacing.)

19









Writing


RL 2.6. Identify who is telling the story at various points in a text. 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.

I can identify who is telling the story at different points in a text (RL 2.6). I can write an opinion piece in which I _________ (introduce the topic or book, state an opinion, or supply a reason for my opinion, and provide closure…choose 1) (W1.1).

Title: "Insect Hide and Seek" Genre: Nonfiction Strategy: Visualize

Short Text: Creep Low, Fly High Lexile: 290L Genre: Fantasy Strategy: Visualize Skill: Point of View (RL.2.6)

Strategy: Visualize Skill: Point of View Main Selection Title: Hi! Fly Guy Genre: Fantasy Lexile: 200L Paired Selection Title: "Meet the Insects" Genre: Nonfiction Lexile: 420L Text Feature: Headings

Strategy: Visualize Skill: Point of View Main Selections Genre: Fantasy A: Where Is My Home? O: The Hat E: The Hat B: Come One, Come All Paired Selections Genre: Nonfiction Titles: A: "Wings" O: "Let’s Look at Insects!" E: "Let’s Look at Insects!" B: "Compare Insects" Lexiles A: 170L O: 290L E: 230L B: 330L

Vocabulary Words: beautiful, fancy Additional Domain Words: body, protects, senses Additional Academic Words: alike, edit, narrator Vocabulary Strategy: Context Clues: Sentence Clues (L.1.4a)

caught, flew, know, laugh, listen, were (RF.1.3g)

flutter, different, resemble(s), protect(s), imitate

Phonemic Awareness: Phoneme Categorization/ Identity/ Segmentation/ Substitution (RL.1.2a) Phonics/ Spelling Skill: long i: i, y, igh, ie RF.1.3c Structural Analysis: inflectional endings (change y to i) (RF.1.3f) ATTN: All teachers will chant the Hunk-n-Chunk Phonics Dance Song Daily Approaching Level by, find, high, kind, night, pie On Level by, find, kind, night, pie, right Beyond Level by, dried, find, kind, my, night, pie, right


Writing Trait: Organization: Write a Concluding Statement (W.1.5) Writing Product: Opinion about a Story (W.1.1) Grammar Skill: See and Saw (L.1.1e) Mechanics: Underline Titles of Books (L.1.2) Write About Reading: Analyze Point of View This occurs during reading block to lift comprehension of reading.) (In addition, handwriting should be included at least 10 minutes per day for correct letter formation and spacing.)

20









Writing


RI 1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text. W1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 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. 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).

I can describe the connection between (two individuals, events, ideas, or pieces of information…choose 1) in a text (RI 1.3). I can write informative/ Explanatory texts where I name a topic, give facts, and provide closure (W1.2). With help, I can use( a variety of digital tools) to produce and publish writing, including working with my peers. (W1.6) I can participate in shared research and writing projects (W1.7).

Title: "Ming's Teacher" Genre: Folktale Strategy: Visualize

Short Text: Time for Kids: From Puppy to Guide Dog Lexile: 680L Genre: Nonfiction Strategy: Visualize Skill: Connections Within Text: Sequence (RI.1.3) (RI.1.9) Text Feature: Captions (RI.1.5)

Strategy: Visualize Skill: Connections Within Text: Sequence Main Selection Title: Time for Kids: Koko and Penny Genre: Nonfiction Lexile: 370L Paired Selection Title: "Saving Mountain Gorillas" Genre: Nonfiction Lexile: 450L Text Feature: Captions

Strategy: Visualize Skill: Connections Within Text: Sequence Main Selections Genre: Nonfiction A: Teach a Dog! O: Teach a Dog! E: Teach a Dog! B: Teach a Dog! Paired Selections Genre: Nonfiction Titles: A: "Working with Dolphins" O: "Working with Dolphins" E: "Working with Dolphins" B: "Working with Dolphins" Lexiles A: 270L O: 330L E: 220L B: 440L

Vocabulary Words: clever, signal Additional Academic Words: graphic organizer, guide dog, series, tasks Vocabulary Strategy: Root Words (L.1.4c)

found, hard, near, woman, would, write (RF.1.3g)

career, soothe, remarkable, advice, trust

Phonemic Awareness: Phoneme Categorization/ Deletion/ Blending/ Addition Phonics/ Spelling Skill: long e: y, ey (RF.1.3c) Structural Analysis: compound words (L.2._d) ATTN: All teachers will chant the Hunk-n-Chunk Phonics Dance Song Daily Approaching Level funny, happy, key, penny, puppy, sunny On Level bumpy, funny, key, penny, puppy, sandy Beyond Level bumpy, bunny, funny, key, monkey, penny, puppy, sandy

Intonation Writing Trait: Word Choice: Words That Tell Order (W.1.5, L.1.5d) Writing Product: How-to Sentences (W.1.2, W.1.6, W.1.7) Grammar Skill: Adverbs That Tell When (L.1.1) Mechanics: Commas in a Series (L.1.2c) Write About Reading: Analyze Connections Within Text: Sequence) (RI.1.9) This occurs during reading block to lift comprehension of reading.) (In addition, handwriting should be included at least 10 minutes per day for correct letter formation and spacing.)











Writing

21


RL 2.6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. RL 1. 9. Compare and contrast the adventures and experiences of characters in stories. 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.

I can notice the differences in the points of view of characters, including speaking differently for each character when reading dialogue aloud (RL 2.6) I can compare and contrast the adventures and experiences of characters in stories (RL 1.9). I can write informative/ Explanatory texts where I name a topic, give facts, and provide closure (W1.2).

Title: "Goldilocks" Genre: Folktale Strategy: Make and Confirm Predictions

Short Text: A Barn Full of Hats Lexile: 320L Genre: Fantasy Strategy: Make and Confirm Predictions Skill: Point of View (RL.2.6) (RL.1.9)

Strategy: Make and Confirm Predictions Skill: Point of View Main Selection Title: A Lost Button (from Frog and Toad Are Friends) Genre: Fantasy Lexile: 340L Paired Selection Title: "Sort It Out" Genre: Nonfiction Lexile: 210L Text Feature: Photographs

Strategy: Make and Confirm Predictions Skill: Point of View Main Selections Genre: Fantasy A: Nuts for Winter O: Dog Bones E: Dog Bones B: Spark's Toys Paired Selections Genre: Nonfiction Titles: A: "Sort by Color!" O: "Sorting Balls" E: "Sorting Balls" B: "Sorting Fruit" Lexiles A: 170L O: 360L E: 260L B: 390L

Vocabulary Words: trouble, whole Additional Domain Words: alike, different, sort Additional Academic Words: categorize, directions, errors, revision Vocabulary Strategy: Context Clues: Multiple Meanings

four, large, none, only, put, round (RF.1.3g)

distinguish, classify, organize, entire, startled

Phonemic Awareness: Contrast Sounds, Phoneme Categorization/ Blending/ Segmentation Phonics/ Spelling Skill: r-controlled vowel ar (RF.1.3)

Structural Analysis: plurals (irregular) (L.1.1c) ATTN: All teachers will chant the Hunk-n-Chunk Phonics Dance Song Daily Approaching Level arm, art, barn, car, far, harm On Level arm, art, barn, cart, harm, yarn Beyond Level arm, art, barn, cart, chart, harm, smart, yarn

Phrasing Writing Trait: Sentence Fluency: Use Complete Sentences (W.1.5, L.1.1j) Writing Product: Directions to a Place (W.1.2) Grammar Skill: Words That Join (L.1.1g) Mechanics: Capitalize Proper Nouns (places) (L.1.2) Write About Reading: Analyze Point of View This occurs during reading block to lift comprehension of reading.) (In addition, handwriting should be included at least 10 minutes per day for correct letter formation and spacing.)









Writing

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RL 1.3. Describe characters, settings, and major events in a story, using key details. RL 1.9. Compare and contrast the adventures and experiences of characters in stories. 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.

I can describe _______ (characters, settings, and/or events…choose 1) in a story using key details (RL 1.3). I can compare and contrast the adventures and experiences of characters in stories (RL 1.9). I can include details about what happened and use temporal words to signal event order and provide closure in my writing (W 1.3).

Title: "Why the Sun and Moon Are in the Sky" Genre: Folktale Strategy: Make and Confirm Predictions

Short Text: A Bird Named Fern Lexile: 360L Genre: Fantasy Strategy: Make and Confirm Predictions Skill: Plot: Cause and Effect (RL.1.3) (RL.1.9)

Strategy: Make and Confirm Predictions Skill: Plot: Cause and Effect Main Selection Title: Kitten's First Full Moon Genre: Fantasy Lexile: 550L Paired Selection Title: "The Moon" Genre: Nonfiction Lexile: 400L Text Feature: Captions

Strategy: Make and Confirm Predictions Skill: Plot: Cause and Effect Main Selections Genre: Fantasy A: Little Blue’s Dream O: Hide and Seek E: Hide and Seek B: The Foxes Build a Home Paired Selections Genre: Nonfiction Titles: A: "Hello, Little Dipper!" O: "Our Sun Is a Star!" E: "Our Sun Is a Star!" B: "Sunrise and Sunset" Lexiles A: 280L O: 310L E: 310L B: 420L

Vocabulary Words: leaped, stretched Additional Domain Words: earth, telescope, astronaut Additional Academic Words: enthusiasm, excitement, observe Vocabulary Strategy: Shades of Meaning/ Intensity (L.1.5d)

another, climb, full, great, poor, through (RF.1.3g)

observe, vast, thoughtful, certain, remained

Phonological Awareness: Rhyme, Phoneme Substitution/ Blending/Deletion/ Segmentation Phonics/ Spelling Skill: r-controlled vowels er, ir, ur, or (RF.1.3) Structural Analysis: inflectional ending –er (RF.1.3f) ATTN: All teachers will chant the Hunk-n-Chunk Phonics Dance Song Daily Approaching Level bird, dirt, fur, her, turn, work On Level bird, dirt, fern, fur, her, work Beyond Level bird, burn, dirt, fern, fur, her, work, world

Intonation Writing Trait: Word Choice: Describing Adjectives (W.1.5, L.1.5d, L.1.1f) Writing Product: Description of a Place (W.1.3) Grammar Skill: Adjectives (L.1.1f) Mechanics: Capitalization and End Marks (L.1.2, L.1.2b) Write About Reading: Analyze Plot: Cause and effect This occurs during reading block to lift comprehension of reading.) (In addition, handwriting should be included at least 10 minutes per day for correct letter formation and spacing.)









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Unit 5,Week 3 Genre: Biography

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

I can describe the connection between (two individuals, events, ideas, or pieces of information…choose 1) in a text (RI 1.3). I can include details about what happened and use temporal words to signal event order and provide closure in my writing (W 1.3).

Title: "Great Inventions" Genre: Nonfiction Strategy: Ask and Answer Questions

Short Text: The Story of a Robot Inventor Lexile: 420L Genre: Nonfiction/ Biography Strategy: Ask and Answer Questions Skill: Connections Within Text: Problem and Solution (RI.1.3)

Strategy: Ask and Answer Questions Skill: Connections Within Text: Problem and Solution Main Selection Title: Thomas Edison, Inventor Genre: Nonfiction/ Biography Lexile: 510L Paired Selection Title: "Windshield Wipers" and "Scissors" Genre: Poetry Lexile: NP

Strategy: Ask and Answer Questions Skill: Connections Within Text: Problem and Solution Main Selections Genre: Biography A: The Wright Brothers O: The Wright Brothers E: The Wright Brothers B: The Wright Brothers Paired Selections Genre: Poetry Titles: A: "Fly Away, Butterfly" O: "Fly Away, Butterfly" E: "Fly Away, Butterfly" B: "Fly Away, Butterfly" Lexiles A: 410L O: 500L E: 430L B: 660L

Vocabulary Words: idea, unusual Additional Domain Words: poem Additional Academic Words: alliteration, change, robot Vocabulary Strategy: Prefixes (L.2.4b, L.1.4b)

began, better, guess, learn, right, sure (RF.1.3g)

curious, improve, complicated, imagine, device

Phonemic Awareness: Phoneme Categorization/ Substitution/ Blending/Addition Phonics/ Spelling Skill: r-controlled vowels or, ore, oar (RF.1.3) Structural Analysis: abbreviations (L.1.2) ATTN: All teachers will chant the Hunk-n-Chunk Phonics Dance Song Daily Approaching Level born, core, corn, more, oar, roar On Level born, core, corn, more, roar, soar Beyond Level born, core, corn, more, pork, roar, soar, store


Writing Trait: Word Choice: Time-Order Words (W.1.5) Writing Product: Personal Narrative (W.1.3) Grammar Skill: Adjectives That Compare (-er and -est) (L.1.1f) Mechanics: Capitalize Days, Months, and Holidays (L.1.2a) Write About Reading: Analyze Connections Within Text: Problem and Solution (RI.1.9) This occurs during reading block to lift comprehension of reading.) (In addition, handwriting should be included at least 10 minutes per day for correct letter formation and spacing.)









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RL 1.3. Describe characters, settings, and major events in a story, using key details. RL 1.9. Compare and contrast the adventures and experiences of characters in stories. 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.

I can describe _______ (characters, settings, and/or events…choose 1) in a story using key details (RL 1.3). I can compare and contrast the adventures and experiences of characters in stories (RL 1.9). I can write an opinion piece in which I _________ (introduce the topic or book, state an opinion, or supply a reason for my opinion, and provide closure…choose 1) (W1.1).

Title: "The Squeaky Bed" Genre: Folktale Strategy: Ask and Answer Questions

Short Text: Now, What’s That Sound? Lexile: 240L Genre: Realistic Fiction Strategy: Ask and Answer Questions Skill: Plot: Problem and Solution (RL.1.3) (RL.1.9)

Strategy: Ask and Answer Questions Skill: Plot: Problem and Solution Main Selection Title: Whistle for Willie Genre: Realistic Fiction Lexile: 520L Paired Selection Title: "Shake! Strike! Strum!" Genre: Nonfiction Lexile: 290L Text Feature: Directions

Strategy: Ask and Answer Questions Skill: Plot: Problem and Solution Main Selections Genre: Realistic Fiction A: Thump, Jangle, Crash O: Down on the Farm E: Down on the Farm B: Going on a Bird Walk Paired Selections Genre: How-to Titles: A: "How to Make Maracas" O: "How to Make a Rain Stick" E: "How to Make a Rain Stick" B: "How to Make a Wind Chime" Lexiles A: 180L O: 390L E: 170L B: 420L

Vocabulary Words: suddenly, scrambled Additional Domain Words: pitch, volume, instrument Additional Academic Words: emphasis, favorite, realistic, sound effect Vocabulary Strategy: Suffixes (L.1.4b)

color, early, instead, nothing, oh, thought (RF.1.3g)

volume, senses, squeaky, nervous, distract

Phonemic Awareness: Phoneme Substitution/ Isolation/Blending Phonics/ Spelling Skill: diphthongs ou, ow (RF.1.3) Structural Analysis: comparative inflectional endings -er, -est (RF.1.3f) ATTN: All teachers will chant the Hunk-n-Chunk Phonics Dance Song Daily Approaching Level cow, how, out, sour, town, trout On Level cow, how, mouse, mouth, out, town Beyond Level brown, cloud, cow, how, mouse, mouth, out, town

Expression Writing Trait: Sentence Fluency: Use Complete Sentences (W.1.5, L.1.1j) Writing Product: Opinion About a Story (W.1.1) Grammar Skill: Using a, an, and the (L.1.1h) Mechanics: Capitalize/ Underline Book Titles (L.1.2) Write About Reading: Analyze Plot: Problem and Solution This occurs during reading block to lift comprehension of reading.) (In addition, handwriting should be included at least 10 minutes per day for correct letter formation and spacing.)









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RI 1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text. RI 1.9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). W1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 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. 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).

I can describe the connection between (two individuals, events, ideas, or pieces of information…choose 1) in a text (RI 1.3). I can identify basic similarities and differences between two texts on the same topic (RI 1.9). I can write informative/ Explanatory texts where I name a topic, give facts, and provide closure (W1.2). With help, I can use a variety of digital tools to produce and publish writing, including working with my peers. (W 1.6) I can participate in shared research and writing projects (W1.7).

Title: "The Sheep, the Pig, and the Goose Who Set Up House" Genre: Folktale Strategy: Ask and Answer Questions

Short Text: Time for Kids: The Joy of a Ship Lexile: 560L Genre: Nonfiction Strategy: Ask and Answer Questions Skill: Plot: Cause and Effect (Connections Within Text) (RI.1.3) (RI.1.9) Text Features: Captions (RI.1.5)

Strategy: Ask and Answer Questions Skill: Plot: Cause and Effect Main Selection Title: Time for Kids: Building Bridges Genre: Nonfiction Lexile: 550L Paired Selection Title: "Small Joy" Genre: Nonfiction Lexile: 490L Text Feature: Captions

Strategy: Ask and Answer Questions Skill: Plot: Cause and Effect Main Selections Genre: Nonfiction A: What Is a Yurt? O: What Is a Yurt? E: What Is a Yurt? B: What Is a Yurt? Paired Selections Genre: Nonfiction Titles: A: "Treehouses" O: "Treehouses" E: "Treehouses" B: "Treehouses" Lexiles A: 430L O: 440L E: 390L B: 620L

Vocabulary Words: balance, section Additional Academic Vocabulary: demonstrate, magazine, reorder Vocabulary Strategy: Inflectional Endings (L.1.4c)

above, build, fall, knew, money, toward (RF.1.3g)

structure, project, contented, intend, marvelous

Phonemic Awareness: Phoneme Blending/ Segmentation/ Categorization Phonics/ Spelling Skill: diphthongs oi, oy (RF.1.3) Structural Analysis: final stable syllables (RF.1.3d, RF.1.3e) ATTN: All teachers will chant the Hunk-n-Chunk Phonics Dance Song Daily Approaching Level boy, coin, join, joy, oil, toy On Level boy, coin, join, joy, spoil, toy Beyond Level boy, coin, enjoy, join, joy, spoil, toy, voice

Intonation, Appropriate Phrasing

Writing Trait: Organization: Steps in Order (W.1.5) Writing Product: How-to Article (W.1.2, W.1.6, W.1.7) Grammar Skill: Prepositions/ Prepositional Phrases (L.1.1i) Mechanics: Name Titles (capitals and periods with Mr., Mrs., Ms., Dr.) (L.1.2) Write About Reading: Analyze Plot: Cause and Effect This occurs during reading block to lift comprehension of reading.) (In addition, handwriting should be included at least 10 minutes per day for correct letter formation and spacing.)

Unit 5, Week 6 Review and Assess Week 4










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RL 1.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL 1.9. Compare and contrast the adventures and experiences of characters in stories. 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.

I can retell stories, including key details and demonstrate an understanding of the central message or lesson (RL 1.2) I can compare and contrast the adventures and experiences of characters in stories (RL 1.9) I can include details about what happened and use temporal words to signal event order and provide closure in my writing (W 1.3).

Title: "The Cat's Bell" Genre: Fable Strategy: Reread

Short Text: Super Tools Lexile: 430L Genre: Fantasy Strategy: Reread Skill: Theme (RL.1.2) (RL.1.9)

Strategy: Reread Skill: Theme Main Selection Title: Click, Clack, Moo: Cows That Type Genre: Fantasy Lexile: 380L Paired Selection Title: "March On!" Genre: Nonfiction Lexile: 510L Text Feature: Captions

Strategy: Reread Skill: Theme Main Selections Genre: Fantasy A: Two Hungry Elephants O: What a Feast! E: What a Feast! B: Beware of the Lion! Paired Selections Genre: Nonfiction Titles: A: "Dogs Helping People" O: "Helpers Bring Food" E: "Helpers Bring Food" B: "Pete Seeger" Lexiles A: 290L O: 500L E: 350L B: 480L

Vocabulary Words: demand, emergency Additional Domain Words: rights, protest, improve Additional Academic Vocabulary: collaborate, disagreement, length, reasonable Vocabulary Strategy: Synonyms (L.4.5c)

answer, brought, busy, door, enough, eyes (RF.1.3g)

fair, conflict, shift, risk, argument

Phonemic Awareness: Phoneme Identity/ Segmentation/ Substitution, Rhyme, Syllable Deletion Phonics/ Spelling Skill: variant vowel spellings with digraphs: oo, u, u_e, ew, ue, ui, ou (RF.1.3c) Structural Analysis: suffixes -ful and –less (L.1.4b) ATTN: All teachers will chant the Hunk-n-Chunk Phonics Dance Song Daily Approaching Level blue, few, fruit, soup, too, tune On Level blue, flew, fruit, moon, soup, tune Beyond Level blue, chew, flew, fruit, rude, soup, spoon, truth

Expression Writing Trait: Sentence Fluency: Varying Sentence Length (W.1.5, L.1.1j) Writing Product: Story (W.1.3) Grammar Skill: Pronouns I, you, he, she, it, we, they (L.1.1) Mechanics: Capitalize I (L.1.2) Write About Reading: Analyze Theme This occurs during reading block to lift comprehension of reading.) (In addition, handwriting should be included at least 10 minutes per day for correct letter formation and spacing.)









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RI 2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. 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.

I can identify the main purpose of a text, including what the authors wants to answer, explain, or describe (RI 2.6) I can include details about what happened and use temporal words to signal event order and provide closure in my writing (W 1.3).

Title: "Anansi's Sons" Genre: Folktale Strategy: Reread

Short Text: All Kinds of Helpers Lexile: 530L Genre: Nonfiction Strategy: Reread Skill: Author's Purpose (RI.2.6)

Strategy: Reread Skill: Author's Purpose Main Selection Title: Meet Rosina Genre: Nonfiction Lexile: 420L Paired Selection Title: "Abuelita's Lap" Genre: Poetry Lexile: NP

Strategy: Reread Skill: Author's Purpose Main Selections Genre: Nonfiction A: Helping Me, Helping You! O: Helping Me, Helping You! E: Helping Me, Helping You! B: Helping Me, Helping You! Paired Selections Genre: Poetry Titles: A: "Fire!" O: "Fire!" E: "Fire!" B: "Fire!" Lexiles A: 310L O: 400L E: 290L B: 540L

Vocabulary Words: accept, often Additional Domain Words: poem Additional Academic Vocabulary: admire, interview, intonation Vocabulary Strategy: Antonyms (L.4.5c)

brother, father, friend, love, mother, picture (RF.1.3g)

inspire, respect, distance, swiftly, decision

Phonemic Awareness: Phoneme Categorization/ Reversal/Blending/ Segmentation/ Substitution Phonics/ Spelling Skill: variant vowel spellings with digraphs: a, aw, au, augh, al (RF.1.3) Structural Analysis: vowel-team syllables (RF.1.3e)


Approaching Level cause, claw, haul, jaw, paw, saw On Level cause, claw, dawn, haul, paw, saw Beyond Level awful, cause, claw, dawn, fault, haul, paw, saw

Intonation Writing Trait: Voice: Use Your Own Voice (W.1.5) Writing Product: Thank-You Note (W.1.3) Grammar Skill: Possessive Pronouns (L.1.1d) Mechanics: Capitalize Days, Months, and Holidays (L.1.2) Write About Reading: Analyze Author's Purpose This occurs during reading block to lift comprehension of reading.) (In addition, handwriting should be included at least 10 minutes per day for correct letter formation and spacing.)









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Unit 6,Week 3 Genre:

RL 1.3. Describe characters, settings, and major events in a story, using key details. RL 1.9. Compare and contrast the adventures and experiences of characters in stories. 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.

I can describe _______ (characters, settings, and/or events…choose 1) in a story using key details (RL 1.3). I can compare and contrast the adventures and experiences of characters in stories (RL 1.9). I can include details about what happened and use temporal words to signal event order and provide closure in my writing (W 1.3).

Title: "Paul Bunyan and the Popcorn Blizzard" Genre: Folktale Strategy: Visualize

Short Text: Wrapped in Ice Lexile: 320L Genre: Realistic Fiction Strategy: Visualize Skill: Plot: Cause and Effect (RL.1.3) (RL.1.9)

Strategy: Visualize Skill: Plot: Cause and Effect Main Selection Title: Rain School Genre: Realistic Fiction Lexile: 440L Paired Selection Title: "Rainy Weather" Genre: Nonfiction Lexile: 470L Text Feature: Headings

Strategy: Visualize Skill: Plot: Cause and Effect Main Selections Genre: Realistic Fiction A: Snow Day O: Heat Wave E: Heat Wave B: Rainy Day Fun Paired Selections Genre: Nonfiction Titles: A: " A Mountain of Snow" O: "Stay Safe When It's Hot" E: "Stay Safe When It's Hot" B: "Let's Stay Dry!" Lexiles A: 390L O: 460L E: 370L B: 420L

Vocabulary Words: country, gathers Additional Domain Words: storm, damage, predict Additional Academic Vocabulary: affect, closing, tornado Vocabulary Strategy: Similes (L.4.5a)

been, children, month, question, their, year (RF.1.3g)

predict, cycle, creative, frigid, scorching

Phonemic Awareness: Phoneme Categorization/ Segmentation/ Substitution Phonics/ Spelling Skill: silent letters wr, kn, gn (RF.1.3) Structural Analysis: compound words (RF.1.3e) ATTN: All teachers will chant the Hunk-n-Chunk Phonics Dance Song Daily

Approaching Level gnat, gnu, knife, know, write, wrong On Level gnat, gnu, knife, know, write, wrong Beyond Level gnat, gnu, kneel, knife, know, write, written, wrong

Intonation Writing Trait: Voice: Use Your Own Voice (W.1.5) Writing Product: Letter (W.1.3) Grammar Skill: Special Pronouns (anyone, everyone, anything, everything, nothing) (L.1.1d) Mechanics: Commas in Dates and Letters (L.1.2c) Write About Reading: Analyze Plot: Cause and Effect This occurs during reading block to lift comprehension of reading.) (In addition, handwriting should be included at least 10 minutes per day for correct letter formation and spacing.)









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

I can retell stories, including key details and demonstrate an understanding of the central message or lesson (RL 1.2) I can include details about what happened and use temporal words to signal event order and provide closure in my writing (W 1.3).

Title: "Let's Dance" Genre: Nonfiction Strategy: Visualize

Short Text: A Spring Birthday Lexile: 380L Genre: Realistic Fiction Strategy: Visualize Skill: Theme (RL.1.2)

Strategy: Visualize Skill: Theme Main Selection Title: Lissy's Friends Genre: Realistic Fiction Lexile: 460L Paired Selection Title: "Making Paper Shapes" Genre: Nonfiction Lexile: 510L Text Feature: Directions

Strategy: Visualize Skill: Theme Main Selections Genre: Realistic Fiction A: The Quilt O: Latkes for Sam E: Latkes for Sam B: Patty Jumps! Paired Selections Genre: How-to Titles: A: "Making a Quilt Square" O: "What Is a Taco?" E: "What Is a Taco?" B: "How to Play Four Square" Lexiles A: 380L O: 410L E: 290L B: 440L

Vocabulary Words: difficult, nobody Additional Domain Words: origami, decorations, holiday Additional Academic Vocabulary: celebrate, greeting, signature Vocabulary Strategy: Compound Words (L.2.4d)

before, front, heard, push, tomorrow, your (RF.1.3g)

tradition, effort, ancient, movement, drama

Phonemic Awareness: Syllable Addition, Phoneme Segmentation/ Blending/ Substitution Phonics/ Spelling Skill: three-letter blends scr, spl, spr, str, thr, shr (RF.1.3) Structural Analysis: inflectional endings -ed, -ing (RF.1.3f) ATTN: All teachers will chant the Hunk-n-Chunk Phonics Dance Song Daily Approaching Level scrap, scrub, splash, split, strike, three On Level scrape, splash, split, spray, strike, three Beyond Level scrape, shrill, splash, split, spray, strike, string, three


Writing Trait: Sentence Fluency: Varying Sentence Types (W.1.5, L.1.1j) Writing Product: Letter (W.1.3) Grammar Skill: I and Me (L.1.1d) Mechanics: Commas in Dates and Letters (L.1.2c) Write About Reading: Analyze Theme This occurs during reading block to lift comprehension of reading.) (In addition, handwriting should be included at least 10 minutes per day for correct letter formation and spacing.)









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RI 2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. RI 1.9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). W 1.2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 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.

I can identify the main purpose of a text, including what the authors wants to answer, explain, or describe (RI 2.6) I can identify basic similarities and differences between two texts on the same topic (RI 1.9). I can write informative/ Explanatory texts where I name a topic, give facts, and provide closure (W1.2). With help, I can use a variety of digital tools to produce and publish writing, including working with my peers. (W 1.6)

Title: "Celebrate the Flag" Genre: Nonfiction Strategy: Reread

Short Text: Time for Kids: Share the Harvest and Give Thanks Lexile: 680L Genre: Nonfiction Strategy: Reread Skill: Author's Purpose (RI.2.6) (RI.1.9)

Strategy: Reread Skill: Author's Purpose Main Selection Title: Time for Kids: Happy Birthday, U.S.A.! Genre: Nonfiction Lexile: 580L Paired Selection Title: "A Young Nation Grows" Genre: Nonfiction Lexile: 390L Text Feature: Map

Strategy: Reread Skill: Author's Purpose Main Selections Genre: Nonfiction A: It’s Labor Day! O: It’s Labor Day! E: It’s Labor Day! B: It’s Labor Day! Paired Selections Genre: Nonfiction Titles: A: "Four Voyages" O: "Four Voyages" E: "Four Voyages" B: "Four Voyages" Lexiles A: 440L O: 620L E: 360L B: 660L

Vocabulary Words: nation, unite Additional Academic Vocabulary: holiday, origins, phrasing Vocabulary Strategy: Metaphors (L.4.5a)

favorite, few, gone, surprise, wonder, young (RF.1.3g)

pride, display, design, purpose, represent

Phonemic Awareness: Phoneme Reversal/ Blending/ Deletion/Addition, Syllable Deletion/Addition Phonics/ Spelling Skill: r-controlled vowels air, are, ear (RF.1.3) Structural Analysis: r-controlled vowel syllables (RF.1.3e) ATTN: All teachers will chant the Hunk-n-Chunk Phonics Dance Song Daily Approaching Level bear, fair, pair, rare, share, wear On Level bear, fair, pair, share, spare, wear Beyond Level bear, careful, fair, pair, scare, share, spare, wear


Writing Trait: Ideas: Main Idea and Details (W.1.5) Writing Product: Report (W.1.2, W.1.6) Grammar Skill: Adverbs That Tell How (L.1.1) Mechanics: Name Titles (capitals and periods with Mr., Mrs., Ms., Dr.) (L.1.2) Write About Reading: Analyze Author's Purpose This occurs during reading block to lift comprehension of reading.) (In addition, handwriting should be included at least 10 minutes per day for correct letter formation and spacing.)



Ongoing Teaching of the following Standards:

RL.1.4 (meanings of words and phrases under

vocabulary for RL)

RL.1.5 (explaining difference in fiction and

nonfiction)

RL.1.10 (grade-level reading of RL)

W.1.5 (in every week-the writing traits)

W.1.8 (answering ERQs and Short Answer

Responses)

RI.1.4 (meanings of words and phrases under

vocabulary for RI)

RI.1.6 (using illustrations for RI)

RI.1.7 (using illustrations to describe key details for

RI)

RI.1.10 (grade-level reading of RI)

RF.1.1 (use of cap and punctuation in sentences)

RF.1.2 (a thru d) ( phonological awareness)

RF.1.3 (a thru g) (phonics and decoding)

RF.1.4 (a thru c) (fluency)

L:

L.1.1a (Print all UC and LC letters)

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L.1.2d (spelling words every week)

L.1.2e (spell unknown words phonetically)

L.1.5b (vocabulary words)

L.1.6 (use grade-level vocabulary)

unit 1 tested standards (on read aloud reading/writing

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