Grade 1 Q 3... · Web viewA lesson on “magic e” is found on pp. 124-125. ......

Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.

English Language Arts 3rd Nine Weeks Grade 1

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,● 80% of our students will graduate from high school college or career ready● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.

Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCR) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

Shelby County Schools2015/2016

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How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

The TNCore Literacy Standards


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The TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards):

http://www.tncore.org/english_language_arts.aspx

Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection:

http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Resources:

http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Projects Sequenced:

http://achievethecore.org/page/1112/text-set-project-building-knowledge-and-vocabulary

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.


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Curriculum Maps, Grades K-2

● Begin by examining the text(s) selected for the week and the target Reading Foundational Skills. Read them carefully and become familiar with both the text(s) and the target foundational skills for the week. At this grade band, decoding and language comprehension are of equal importance and need to be addressed fully every day.

● Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to a learning target in the center column. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the curriculum maps but should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text:

○ CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

○ CCR Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.● Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.● Plan your weekly and daily objectives, using the learning target statements to help.● Study the suggested performance assessments in the right-hand column, and match them to your objectives.● When planning for the reading of a text, plan the questions you will ask each day using these three types of questions: those that derive

general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments. Remember that at this grade band complex text will probably need to be addressed through a read aloud or shared reading, as students have not fully mastered decoding skills well enough to tackle complex text on their own.

● Examine the other standards and skills you will need to address—writing, language skills, and speaking and listening skills.● Using your Journeys TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember

to include differentiated activities for small group instruction and literacy stations.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.


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TN DOE Curriculum Standards Learning Outcomes Content & Tasks

Week 1-Lesson 16Reading Selections “Let’s Go to the Moon” (Lexile Level 440) “Mae Jemison” (Lexile Level 480)Big Idea: Astronauts explore outer space.

Reading Foundational SkillsRF.1.2a-Distinguish long from short vowel sounds in spoken single-syllable words.RF.1.3c-Know final -e and common vowel team conventions for representing long vowel sounds.

Related Science Standard0107.6.2 Identify objects in the sky and describe their observable similarities and differences.

Strategies and Skills Identify long and short vowel sounds in spoken words Read and spell words with long vowel, silent e Resources for explicit instruction in phonemic awareness and

phonics can be found in the TNCore Summer Training Materials from 2013, units 3 & 4. A lesson on “magic e” is found on pp. 124-125. http://tncore.voyagersopris.com/Book2/LETRS_Grade1.html - p=1. See the SCS weebly for log-in information.

“Magic e” lesson plan: http://www.learnnc.org/lp/pages/3982?ref=search

Phonics activities for CVCe-Lesson 5 http://hickmank12.org/west-virginia-reading-first-explicit-phonics-lessons/

Phonics activities aligned with whole/small group content: Istation student icon, click on “early reading” and then on “activities” https://secure.istation.com/

Learning Targets (I Can…) Tell long and short vowel sounds in words. Blend letter sounds to read words with long vowels and silent e.

Print concepts, phonemic awareness, phonics, fluency Phonemic Awareness: Substitute Medial and Final Sounds Phonics: Long o and long u (CVCe) Fluency: Stress

Performance Assessments Journeys Progress Monitoring, Lesson 16 Journeys Grab-and-Go Assessments, Lesson 16 Teacher Created

Literacy Station Activities Phonics/word study station: build and write words with silent e,

sort words with long o and long u sounds, phoneme-grapheme mapping using sounds that have been taught, Journeys Word Study flip chart, additional activities:https://pals.virginia.edu/activities-LS-ls-1-3.htmlhttp://www.fcrr.org/for-educators/sca_cc_rfs_1.asphttps://pals.virginia.edu/activities-PA-SLS-1-3.html

Fluency station (optional)-read words and phrases; focus on stress, read decodable reader with a partner; read along with a recording.

Reading Literature and Informational TextRI.1.2-Identify the main topic and retell key details of 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).

Strategies and SkillsComprehension Skill Main Idea and DetailsComprehension Strategy Question

Learning Targets (I Can…) Tell the main idea of a text, and list important details. Compare and contrast information from two or more texts on


Performance Task–Optional Compare and contrast the information about outer space that

was conveyed in the two selections this week.


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https://pals.virginia.edu/activities-PA-SLS-1-3.html

http://www.fcrr.org/for-educators/sca_cc_rfs_1.asp

https://pals.virginia.edu/activities-LS-ls-1-3.html

https://secure.istation.com/

http://hickmank12.org/west-virginia-reading-first-explicit-phonics-lessons/


http://www.learnnc.org/lp/pages/3982?ref=search


http://tncore.voyagersopris.com/Book2/LETRS_Grade1.html#p=1





the same topic. Text-dependent Questions How does the surface of the moon look? (key details) What does the word “light” mean on pp. 22 & 23, and how do

you know? (vocabulary) Why is there so much dust on the moon? (inference)

Literacy Station Activities Comprehension station: Draw a picture of what the story was

about, complete a main idea graphic organizer, Journeys flip chart, additional activities:https://pals.virginia.edu/pdfs/activities/comprehension/information_hunt.pdfhttp://www.fcrr.org/curriculum/studentCenterActivities.shtm -

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI.1.2: Identify the main topic and retell key details of a text.

Level 1 Entering Level 2 Emerging Level 3: Developing Level 4: Expanding Level 5: Bridging

Read

ing

Sequence a series of pictures to retell key details of informational text with a partner.

Locate key details within illustrated informational text with a partner.

Sequence key details written in simple sentences on sentence strips with a peer.

Organize main topics and key details from informational text in a graphic organizer with a small group.

Draw conclusions about key details written in complex language using a graphic organizer.

For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs

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

Strategies and Skills Narrative Writing: Sentences Use sentence frames-See TNCore K-3 Yearlong Course, class

6 http://tncore.voyagersopris.com/Book11/mnl_TN_K-3Course_Class5to7.html#p=1

Learning Targets (I Can…) Write a sentence about my own experiences. Write a sentence using words that tell the order of an event.

Routine Writing Write in response to text (p. T49)

Writing Tasks Students will write a narrative sentence about a discovery.

Speaking and Listening Strategies and Skills Performance Assessments


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http://tncore.voyagersopris.com/Book11/mnl_TN_K-3Course_Class5to7.html#p=1


http://www.fcrr.org/curriculum/studentCenterActivities.shtm

https://pals.virginia.edu/pdfs/activities/comprehension/information_hunt.pdf





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

Speaking clearly Using descriptive words

Learning Targets (I Can…) Describe the details in a story. Express my ideas and feelings clearly.

Journeys Progress Monitoring, Lesson 16 Journeys Grab-and-Go Assessments, Lesson 16 Teacher Created Opening Routines: Teachers Edition, pp. T12, T40, T50, T62,

T72 Guided Summary: p. T36 Classroom Conversation: p. T46

LanguageL.1.1j-Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.L.1.4b-Use frequently occurring affixes as a clue to the meaning of a word.

Strategies and Skills Write questions correctly Add suffixes to words to change their meanings Resources for explicit instruction in vocabulary can be found in

the TNCore summer training materials from 2013, Unit 2 http://tncore.voyagersopris.com/Book2/LETRS_Grade1.html - p=1. See the SCS weebly for log-in information.

Learning Targets (I Can…) Write a sentence that is a question. Add new endings to words to change their meanings.

Vocabulary Suffixes -y, -ful Daily Vocabulary Boost Enrich Vocabulary (p. T58)

Vocabulary for Explicit Instruction Rover, vast, miniature, describe, experience http://achievethecore.org/content/upload/

Liben_Vocabulary_Article.pdf http://achievethecore.org/page/61/which-words-do-i-teach-and-

how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Literacy Station Activities Vocabulary station: Journeys flip chart, illustrate words, build

words with suffixes, sort words by suffixes, additional activities:http://www.fcrr.org/for-educators/sca_cc_l_k-1.asp

Vocabulary game: https://pals.virginia.edu/pdfs/activities/vocabulary/because.pdf

Language Arts QuestionsPerformance Assessments Journeys Progress Monitoring, Lesson 16 Journeys Grab-and-Go Assessments, Lesson 16 Teacher Created

Week 2-Lesson 17


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https://pals.virginia.edu/pdfs/activities/vocabulary/because.pdf

http://www.fcrr.org/for-educators/sca_cc_l_k-1.asp

http://achievethecore.org/page/61/which-words-do-i-teach-and-how-detail-pg


http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf







Reading Selections “The Big Trip” (Lexile Level 490) “Lewis and Clark’s Big Trip” (Lexile Level 600)Big Idea: There are many different ways to travel.

Reading Foundational SkillsRF.1.2c-Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.RF.1.3c-Know final -e and common vowel team conventions for representing long vowel sounds.RF.1.4b-Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Strategies and Skills Isolate and substitute sounds in words Read and spell words with long vowel, silent e Read grade level text with expression Resources for explicit instruction in phonemic awareness and

phonics can be found in the TNCore Summer Training Materials from 2013, units 3 & 4. A lesson on “magic e” is found on pp. 124-125. http://tncore.voyagersopris.com/Book2/LETRS_Grade1.html - p=1.

“Magic e” lesson plan: http://www.learnnc.org/lp/pages/3982?ref=search


Phonics activities for CVCe-Lesson 5 http://hickmank12.org/west-virginia-reading-first-explicit-phonics-lessons/

Learning Targets (I Can…) Tell the sounds in words. Blend sounds to read words with long vowel, silent e. Read with expression and use proper phrasing.

Print concepts, phonemic awareness, phonics, fluency Phonemic Awareness: Substitute Medial and Final Phonemes Phonics: Long e (CV, CVCe) Fluency: Phrasing-Punctuation


Literacy Station Activities Phonics/word study station: build and write words with silent e,

sort words with long o and long u sounds, phoneme-grapheme mapping using sounds that have been taught, Journeys Word Study flip chart, additional activities:http://www.fcrr.org/for-educators/sca_cc_rfs_1.asphttps://pals.virginia.edu/activities-LS-ls-1-3.html

Fluency station (optional)-read words and phrases; read along with a recording, additional activities:http://www.fcrr.org/curriculum/studentCenterActivities.shtm -http://www.fcrr.org/for-educators/sca_cc_rfs_1.asp

Reading Literature and Informational TextRL.1.6-Identify who is telling the story at various points in a text.RL.1.9-Compare and contrast the adventures and experiences of characters in stories.RI 1.9-Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Related Social Studies Standard1.24 Summarize in their own words, that a map is a

Strategies and SkillsComprehension Skill Compare and Contrast DialogueComprehension Strategy Visualize

Learning Targets (I Can…) Compare and contrast characters in stories.


Performance Task–Optional Use a graphic organizer to compare and contrast Pig and Goat.

(Dig Deeper, TE, p. T147)

Text-dependent Questions


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TN DOE Curriculum Standards Learning Outcomes Content & Tasksrepresentation of a space, such as the classroom, the school, the neighborhood, town, city, state, country or world.

Compare and contrast information from two or more texts on the same topic.

What is Pig holding in his hand on almost every page of the story? (Why do you think is he hold it? key details, opinion)

This story is told using dialogue. Why do you think the author chose to tell it that way? (author’s craft and purpose)

Why do you think Goat kept warning Pig about problems he might encounter on his trip? (inference)

Literacy Station Activities Comprehension station: Venn diagram for compare/contrast,

draw a picture of a character/characters, Journeys flip chartadditional activities: https://pals.virginia.edu/pdfs/activities/comprehension/venn_diagram.pdfhttp://www.fcrr.org/Curriculum/PDF/GK-1/C_Final.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL.1.9: Compare and contrast the adventures and experiences of characters in stories


Read

ing

Match the characters and settings of illustrated familiar texts to appropriate words/phrases with a teacher/partner.

Categorize labeled and illustrated characters, settings and major events of 2 versions of the same story with a graphic organizer and a partner.

Compare and contrast the characters, settings and major events of 2 versions of a text by categorizing details written in basic sentences with a graphic organizer and a partner.

Compare and contrast the characters, settings and major events of 2 versions of a text containing compound sentence structures with a graphic organizer.

Compare and contrast the characters, settings and major events of 2 versions of a text containing compound and complex sentence structures.


Writing/ResearchW.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.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.

Strategies and Skills Narrative Writing: Sentences About Yourself Use sentence frames-See TNCore K-3 Yearlong Course, class

6 http://tncore.voyagersopris.com/Book11/mnl_TN_K-3Course_Class5to7.html#p=1

Learning Targets (I Can…) Write about my experiences in the right order. Listen to my friends’ ideas to help add details to my stories.


Writing Tasks Write narrative sentences about their own experiences


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http://www.fcrr.org/Curriculum/PDF/GK-1/C_Final.pdf%20

https://pals.virginia.edu/pdfs/activities/comprehension/venn_diagram.pdf

https://pals.virginia.edu/pdfs/activities/comprehension/venn_diagram.pdf




Speaking and ListeningSL.1.1b-Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

Strategies and Skills Active listening Expressing thoughts and ideas clearly Taking turns and not interrupting

Learning Targets (I Can…) Follow the rules during classroom discussions. Use accountable talk during discussions.

Performance Assessments Journeys Progress Monitoring, Lesson 17 Journeys Grab-and-Go Assessments, Lesson 17 Teacher Created Opening Routines: Teacher’s Edition, pp. T114, T142, T152,

T164, T174 Guided Retelling: p. T138 Classroom Conversation: p. T148

LanguageL.1.1g-Use frequently occurring conjunctions (e.g., and, but, or, so, because).L.1.1j-Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.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).

Strategies and Skills Combine simple sentences to make compound sentences Resources for explicit instruction in vocabulary can be found in

the TNCore summer training materials from 2013, Unit 2 http://tncore.voyagersopris.com/Book2/LETRS_Grade1.html - p=1.

Learning Targets (I Can…) Put simple sentences together to make compound sentences. Use conjunctions when speaking to expand my sentences. Define words by stating more than one characteristic.

Vocabulary Define Words Daily Vocabulary Boost Enrich Vocabulary (p. T160)

Vocabulary for Explicit Instruction Stubborn, jumpy, horizon, pleaded, parachute http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary station: Journeys flip chart, illustrate words, build

sentences with a partner using conjunctions, sort words into categories, additional activities:http://www.fcrr.org/curriculum/studentCenterActivities.shtm -https://www.engageny.org/ccls-ela/l11j


Language Arts Compound Sentences

Performance Assessments Journeys Progress Monitoring, Lesson 17 Journeys Grab-and-Go Assessments, Lesson 17


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https://www.engageny.org/ccls-ela/l11j











Teacher Created

Week 3-Lesson 18Reading Selections “Where Does Food Come From?” (Lexile Level 450) “Jack and the Beanstalk” (Lexile Level 320)Big Idea: Food comes from plants and animals.

Reading Foundational SkillsRF.1.2c-Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.RF.1.3c-Know final -e and common vowel team conventions for representing long vowel sounds.RF.4.b-Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Strategies and Skills Isolate and substitute sounds in words Read and spell words with vowel teams ai and ay Resources for explicit instruction in phonemic awareness and

phonics can be found in the TNCore Summer Training Materials from 2013, units 3 & 4. A lesson on “vowel teams” is found on pp. 126-127 http://tncore.voyagersopris.com/Book2/LETRS_Grade1.html - p=1.

Phonics activities for ai/ay vowel pairs, lesson 6 http://hickmank12.org/west-virginia-reading-first-explicit-phonics-lessons/

Istation Lesson 27-Decoding with Long Vowel (access when logged in to Istation) https://secure.istation.com/TeacherResource/Resource/21284?pk=EN&sterm=Phonics

Learning Targets (I Can…) Tell the sounds in words. Read and spell words with ai and ay. Read first grade texts with expression.

Print concepts, phonemic awareness, phonics, fluency Phonemic Awareness: Substitute Medial and Final Phonemes Phonics: Vowel Pairs ai and ay; Contractions Fluency: Expression


Literacy Station Activities Phonics/word study station: build, write, and sort words with

common vowel teams; phoneme-grapheme mapping using sounds that have been taught; Journeys Word Study flip chart, additional activites:https://pals.virginia.edu/activities-LS-ls-1-3.htmlhttp://www.fcrr.org/for-educators/sca_cc_rfs_1.asp

Fluency station (optional)-read words and phrases; read along with a recording, focus on expression while reading to a partner, additional activities:http://www.fcrr.org/curriculum/studentCenterActivities.shtm -

Reading Literature and Informational TextRL.1.7-Use illustrations and details in a story to describe its characters, setting, or events.RI.1.7-Use the illustrations and details in a text to describe its key ideas.

Related Social Studies Standard1.10 Explain differences between goods and services and describe how people are consumers

Strategies and SkillsComprehension Skill Author’s PurposeComprehension Strategy Summarize

Learning Targets (I Can…)

Performance Assessments (Teacher Choice) Journeys Progress Monitoring, Lesson 18 Journeys Grab-and-Go Assessments, Lesson 18 Teacher Created

Performance Task–Optional Compare Texts-Text to Text, p. T271: Choose three foods

shown in the two selections. Write sentences to tell where each food comes from, using words and illustrations to gather


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https://secure.istation.com/TeacherResource/Resource/21284?pk=EN&sterm=Phonics

https://secure.istation.com/TeacherResource/Resource/21284?pk=EN&sterm=Phonics







TN DOE Curriculum Standards Learning Outcomes Content & Tasksand producers of goods and services. Give facts from the text to support the author’s main idea.

Summarize a story. Use the illustrations to describe events in a story.

your information.

Text-dependent Questions How is maple syrup like honey? (key details) The author uses the word “from” several times in this selection.

What does “from” mean? (vocabulary) How do the photos help you understand how plant parts

become food? (author’s craft and purpose)

Literacy Station Activities Comprehension station: Summarizing (story map, story

sequence cards, retelling), Journeys flip chart, additional activities:http://www.fcrr.org/curriculum/studentCenterActivities.shtm -http://www.fcrr.org/Curriculum/PDF/GK-1/C_Final.pdf

Writing/ResearchW.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.

Strategies and Skills Narrative Writing: Friendly Letter

Learning Targets (I Can…) Write a friendly letter. Write about my own experiences in a letter.


Writing Tasks Write a friendly letter to another person in the school,

recounting personal experiences.

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

Strategies and Skills Active listening Asking questions Using accountable talk

Learning Targets (I Can…) Ask questions to help me understand. Listen carefully. Take turns speaking.

Performance Assessments Journeys Progress Monitoring, Lesson 18 Journeys Grab-and-Go Assessments, Lesson 18 Teacher Created Opening Routines: Teacher’s Edition pp. T216, T244, T254,

T266, T276 Guided Summary: p. T240 Classroom Conversation: p. T250

LanguageL.1.2a-Capitalize date and names of people.L.1.2c-Use commas in dates and to separate single words in a series.L.1.4a-Use sentence-level context as a clue to the

Strategies and Skills Use capital letters for the names of days, months, and holidays Resources for explicit instruction in vocabulary can be found in

the TNCore summer training materials from 2013, Unit 2 http://tncore.voyagersopris.com/Book2/LETRS_Grade1.html -

Vocabulary Multiple-Meaning Words Daily Vocabulary Boost Enrich Vocabulary (p. T262)


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meaning of a word or phrase. p=1. See the SCS weebly for log-in information.

Learning Targets (I Can…) Use a capital letter for days, months, and holidays. Use appropriate punctuation to separate words.

Vocabulary for Explicit Instruction Ground, scampered, paddies, spotted http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary station: Journeys flip chart, illustrate words, write

words with appropriate capital letters, practice using commas, additional activities:https://www.engageny.org/ccls-ela/l12chttps://pals.virginia.edu/pdfs/activities/vocabulary/the_context_game.pdf

Language Arts Months, Days, Holidays


Week 4-Lesson 19Reading Selections: “Tomás Rivera” (Lexile Level 320) “Life Then and Now” (Lexile Level 520)Big Idea: It is important to learn about people from the past.

Reading Foundational SkillsRF.1.2c-Isolate and pronounce initial, medial, vowel, and final sounds (phonemes) in spoken single-syllable words.RF.1.3c-Know final -e and common vowel team conventions for representing long vowel sounds.RF.1.4b-Read grade-level text orally with accuracy, appropriate rate, and expression on successive

Strategies and Skills Identify individual sounds in words Read and spell words with oa and ow Resources for explicit instruction in phonemic awareness and

phonics can be found in the TNCore Summer Training Materials from 2013, units 3 & 4. A lesson on vowel teams is found on pp. 126-127. http://tncore.voyagersopris.com/Book2/LETRS_Grade1.html - p=1.

Print concepts, phonemic awareness, phonics, fluency Phonemic Awareness: Substitute Medial Phonemes, Combine

and Segment Syllables Phonics: Vowel Pairs oa and ow, Contractions Fluency: Intonation

Performance Assessments


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https://pals.virginia.edu/pdfs/activities/vocabulary/the_context_game.pdf


https://www.engageny.org/ccls-ela/l12c










readings. Phonics activities aligned with whole/small group content: Istation student icon, click on “early reading” and then on “activities” https://secure.istation.com/

Phonics activities for oa vowel pairs, lesson 6 http://hickmank12.org/west-virginia-reading-first-explicit-phonics-lessons/

Learning Targets (I Can…) Tell the sounds in words. Read and spell words with oa and ow. Read and understand books on my grade level.

Journeys Progress Monitoring, Lesson 19 Journeys Grab-and-Go Assessments, Lesson 19 Teacher Created

Literacy Station Activities Phonics/word study station: build, write, and sort words with

vowel teams; phoneme-grapheme mapping using sounds that have been taught; Journeys Word Study flip chart, additional activities:https://pals.virginia.edu/activities-LS-ls-1-3.htmlhttp://www.fcrr.org/for-educators/sca_cc_rfs_1.asphttps://www.engageny.org/ccls-ela/rf13c

Fluency station (optional)-read words and phrases; read along with a recording, additional activities:http://www.fcrr.org/curriculum/studentCenterActivities.shtm -

Reading Literature and Informational TextRI.1.3-Describe the connection between two individuals, events, ideas, or pieces of information in a text.RI.1.4-Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Related Social Studies Standard1.38 Compare ways individuals and groups in the local community and state lived in the past to how they live today, including forms of communication, types of clothing, types of technology, modes of transportation, types of recreation and entertainment.

Strategies and SkillsComprehension Skill Sequence of Events Using ContextComprehension Strategy Monitor/Clarify

Learning Targets (I Can…) Make connections when I read. Retell a story in the right sequence. Ask and answer questions for clarity.


Performance Task – Optional Retell the story Tomas Rivera using sequence words to put

things in the correct orderOR Discuss how methods of writing have changed since Tomas

Rivera first started writing his books.

Text-dependent Questions When did Grandpa tell stories and how do you know? (key

details) What does the phrase “picking crops” mean and how do you

know? (vocabulary, author’s craft) How do you think Tomas’ grandfather felt when Tomas became

a writer and what evidence in the text helped you decide this? (opinion)

Literacy Station ActivitiesShelby County Schools

2015/2016 of 31


https://www.engageny.org/ccls-ela/rf13c









Comprehension station: Sequence (story map, story sequence cards, retelling), Journeys flip chart, additional activities:http://www.fcrr.org/Curriculum/PDF/GK-1/C_Final.pdfhttps://pals.virginia.edu/pdfs/activities/comprehension/comp_graphic_organizers.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI.1.3-Describe the connection between two individuals, events, ideas, or pieces of information in a text.


Read

ing

Match pictures of main events to words from familiar informational text with the support of a teacher/partner.

Sequence simple sentences representing main events in familiar informational text while working with a partner.

Identify the cause /effect of a teacher-identified main event in informational text written in simple and compound sentence structures while working with a partner.

Discover one main event and its cause/ effect in informational text written in compound sentence structures while working with a partner

Distinguish multiple main events and causes/effects in informational texts written in compound and complex sentence structures while working with a partner.


Writing/ResearchW.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.

Strategies and Skills Narrative Writing: Personal Narrative

Learning Targets (I Can…) Write about my own experiences. Use sequence words to create order.


Writing Tasks Write a personal narrative

Speaking and ListeningSL1.1b-Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

Strategies and Skills Active listening Taking turns

Learning Targets (I Can…) Take turns in a conversation. Use accountable talk to build on conversations. Have a long conversation with another person.

Performance Assessments Journeys Progress Monitoring, Lesson 19 Journeys Grab-and-Go Assessments, Lesson 19 Teacher Created Opening Routines: Teacher’s Edition pp. T318, T342, T352,

T364, T374 Guided Summary: p. T339 Classroom Conversation: p. T348

LanguageL.1.1e-Use verbs to convey a sense of past,

Strategies and Skills Vocabulary


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https://pals.virginia.edu/pdfs/activities/comprehension/comp_graphic_organizers.pdf






present and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).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 acting out the meanings.

Use verbs in the correct tense Understand how verbs change in a different tense Resources for explicit instruction in vocabulary can be found in


Learning Targets (I Can…) Use verbs to tell about the future. Use words in different ways to show that I know what they

mean.

Synonyms Daily Vocabulary Boost Enrich Vocabulary (p. T360)

Vocabulary for Explicit Instruction Signature, migrant http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary station: Journeys flip chart, illustrate words, sort

words by tense, additional activities:https://www.engageny.org/ccls-ela/l11ehttp://www.fcrr.org/for-educators/sca_cc_l_k-1.asp


Language Arts Future Tense


Week 5-Lesson 20Reading Selections: “Little Rabbit’s Tale” (Lexile Level 340) “Silly Poems” (not rated for Lexile Level)Big Idea: There are different reasons why people and writings are silly.

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

Strategies and Skills Isolate and substitute middle sounds in words Identify syllables in words Resources for explicit instruction in phonemic awareness and

Print concepts, phonemic awareness, phonics, fluency Phonemic Awareness: Substitute Medial Phonemes, Combine

and Segment Syllables


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https://www.engageny.org/ccls-ela/l11e










RF.1.3d-Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.RF.1.4b-Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

phonics can be found in the TNCore Summer Training Materials from 2013, units 3 & 4. Information on syllable types and syllable division is found on pp. 127-129. http://tncore.voyagersopris.com/Book2/LETRS_Grade1.html - p=1.

Phonics lessons on short e spelled ea: http://50.87.248.181/~hickmank/wp-content/uploads/2015/06/Skill7vowelteam-multiplesoundseaWeek3-1.pdf


Learning Targets (I Can…) Count or clap the syllables in words. Read and spell compound words. Decode words with short e spelled ea.

Phonics: Compound Words; Short e spelled ea Fluency: Rate


Literacy Station Activities Phonics/word study station: build words, write words, phoneme-

grapheme mapping using sounds that have been taught, Journeys Word Study flip chart, additional activities:https://pals.virginia.edu/activities-LS-ls-1-3.html

Fluency station (optional)-read words and phrases; read along with a recording, practice rate, additional activities:http://www.fcrr.org/curriculum/studentCenterActivities.shtm

Reading Literature and Informational TextRL.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.

Strategies and SkillsComprehension Skill Cause and Effect Story LessonComprehension Strategy Infer/Predict

Learning Targets (I Can…) Compare and contrast characters in stories. Tell the moral of a story.


Performance Task – Optional Compare Texts, Text toText, p. T469: Have students describe

some of the silly things Little Rabbit does and discuss why they were silly. Then have students find characteristics that make the “Silly Poems” silly.

Text-dependent Questions What caused Little Rabbit to think that the sky was falling? (key

details) What does the word “shift” mean on p. 162? (vocabulary) What lesson do you think Little Rabbit learned in this story?

(inference)

Literacy Station Activities Comprehension station: Draw a picture of what a story is


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http://50.87.248.181/~hickmank/wp-content/uploads/2015/06/Skill7vowelteam-multiplesoundseaWeek3-1.pdf

http://50.87.248.181/~hickmank/wp-content/uploads/2015/06/Skill7vowelteam-multiplesoundseaWeek3-1.pdf






mostly about, cause and effect graphic organizer, Journeys flip chart, additional activities:http://www.fcrr.org/Curriculum/PDF/GK-1/C_Final.pdfhttp://www.fcrr.org/curriculum/studentCenterActivities.shtm -

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL.1.2-Retell stories, including key details, and demonstrate understanding of their central message or lesson.


Read

ing

Match words to illustrated key details from familiar texts with partner support

Identify key details within an illustrated story written in basic sentence structures with a partner.

Sequence key details/events written in simple sentences on sentence strips with peer support.

Organize the events in a story (including the central message and key details as elaboration) from illustrated/non-illustrated texts using graphic organizers in small groups.

Evaluate how the key details of a story support the central message in a textwritten in complex grammar structures using a graphic organizer.


Writing/ResearchW.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.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.

Strategies and Skills Narrative Writing: Personal Narrative

Learning Targets (I Can…) Use help from others to make my writing better. Write about my own experiences. Use words to help with the order of my story.


Writing Tasks Write a personal narrative.

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

Strategies and Skills Active listening Using descriptive words

Learning Targets (I Can…) Use adjectives to describe.

Performance Assessments Journeys Progress Monitoring, Lesson 20 Journeys Grab-and-Go Assessments, Lesson 20 Teacher Created Opening Routines: Teacher’s Edition, pp. T416, T442, T452,

T464, T474 Guided Retelling: p. T439 Classroom Conversation: p. T448

Language Strategies and Skills Vocabulary


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L.1.1i-Use frequently occurring prepositions (e.g., during, beyond, toward).L.1.4a-Use sentence-level context as a clue to the meaning of a word or phrase.

Identify and use prepositions correctly Resources for explicit instruction in vocabulary can be found in


Learning Targets (I Can…) Demonstrate the meanings of different prepositions. Use prepositions correctly. Understand the meaning of a new word by using context clues

from the sentence.

Compound Words Daily Vocabulary Boost Enrich Vocabulary (p. T460)

Vocabulary for Explicit Instruction Swarm, wade, rippled http://achievethecore.org/content/upload/



Language Arts Prepositions and Prepositional Phrases

Literacy Station Activities Vocabulary station: Journeys flip chart, illustrate words,

demonstrate prepositions with a partner, additional activities:https://www.engageny.org/ccls-ela/l11ihttp://www.fcrr.org/for-educators/sca_cc_l_k-1.asphttps://pals.virginia.edu/pdfs/activities/vocabulary/paired_questions.pdf


Week 6 – Extended Text, Unit 4, pp. T509-T518Reading Selection Amazing Whales (supplementary trade book) (Lexile Level 650)Big Idea: Whales are interesting and unique animals.

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

Strategies and Skills Review blending words Review phonics skills from Unit 4 Resources for explicit instruction in phonemic awareness and

Print concepts, phonemic awareness, phonics, fluency Review Unit 4 Skills


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https://pals.virginia.edu/pdfs/activities/vocabulary/paired_questions.pdf



https://www.engageny.org/ccls-ela/l11i%20










RF.1.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.1.4b-Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

phonics can be found in the TNCore Summer Training Materials from 2013, units 3 & 4. http://tncore.voyagersopris.com/Book2/LETRS_Grade1.html - p=1.


Learning Targets (I Can…) Blend sounds to read words. Produce single-syllable words. Decode words using learned strategies.

Performance Assessments Journeys Progress Monitoring, Unit 4 Journeys Grab-and-Go Assessments, Unit 4 Teacher Created

Literacy Station Activities Phonics/word study station: build words, write words, phoneme-

grapheme mapping using sounds that have been taught, Journeys flip chart, additional activities:https://www.engageny.org/ccls-ela/rf12bhttps://pals.virginia.edu/activities-LS-ls-1-3.html

Fluency station (optional)-read words and phrases; read along with a recording, review previously taught skills, additional activities:http://www.fcrr.org/curriculum/studentCenterActivities.shtm -

Reading Literature and Informational TextRI.1.3-Describe the connection between two individuals, events, ideas, or pieces of information in a text.RI.1.7-Use illustrations and details in a text to describe its key ideas.RI.1.8-Identify the reasons an author gives to support points in a text.

Strategies and SkillsComprehension Skills Illustrations Text evidenceComprehension Strategy Visualize

Learning Targets (I Can…) Use words and pictures to help me understand a text. Identify the reasons an author gives to support points in a text.


Performance Task – Optional Make a chart comparing and contrasting the different kinds of

whales discussed in this text.

Text-dependent Questions To what object does the author compare a blue whale’s eyes?

(key details) How does the photo on p. 11 help you understand what a

blowhole is? (author’s craft and purpose) Why do whales hold their breath when they go under water?

(inference) Do you think the author believes that people should study

whales? Why or why not? (opinion)

Literacy Station Activities Comprehension station: Journeys flip chart, compare/contrast

graphic organizer, make notes about different types of whales,


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https://www.engageny.org/ccls-ela/rf12b







draw whales, write a summary of a portion of the text, additional activities:http://www.fcrr.org/Curriculum/PDF/GK-1/C_Final.pdfhttps://pals.virginia.edu/pdfs/activities/comprehension/information_hunt.pdf

Additional Resources for Teaching this Text: http://edsitement.neh.gov/feature/amazing-whales-read-aloud-informational-text-common-core

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI.1.8-Identify the reasons an author gives to support points in a text.


Read

ing

Match a picture that supports a point/fact in familiar informational illustrated text to appropriate word/ short phrases from a word bank while working with a partner.

Locate a main point in familiar illustrated informational text from multiple choices while working with a partner.

Identify one reason supporting a point in informational text written using simple compound sentence structures while working with a partner

Determine multiple reasons to support a point in an informational text written using compound sentence structures with a graphic organizer.

Determine multiple reasons to support different points in informational text written using compound and complex sentence structures.


Writing/ResearchW.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.

Strategies and Skills Write an opinion piece about the book Amazing Whales POW + TIDE graphic organizer (TDOE) Information about Self-Regulated Strategy Development

(SRSD) http://iris.peabody.vanderbilt.edu/module/srs/

Learning Targets (I Can…) Write about my opinion of a book. Explain why I liked/did not like the book. Use details from the book to support my opinion.

Routine Writing Reader’s Notebook Vol.2, pp. 76-77

Writing Tasks Write a paragraph on the following prompt: After reading this

book, I think (do not think) that whales are interesting animals. Use evidence from the text to support your opinion.

Writing Resources from TDOE http://www.tncore.org/training/2014summer-training-materials/

2014stts-early1-2.aspx



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http://www.tncore.org/training/2014summer-training-materials/2014stts-early1-2.aspx

http://www.tncore.org/training/2014summer-training-materials/2014stts-early1-2.aspx

http://edsitement.neh.gov/feature/amazing-whales-read-aloud-informational-text-common-core

http://edsitement.neh.gov/feature/amazing-whales-read-aloud-informational-text-common-core







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

Asking and answering questions

Learning Targets (I Can…) Listen carefully. Ask and answer questions to help me understand a text.

Journeys Progress Monitoring, Unit 4 Journeys Grab-and-Go Assessments, Unit 4 Teacher Created

LanguageL.1.4a-Use sentence-level context as a clue to the meaning of a word or phrase.

Strategies and Skills Questioning Pronouns Resources for explicit instruction in vocabulary can be found in


Learning Targets (I Can…) Use clues to help me read unknown words. Understand the meaning of an unknown word by using the

words around it to help me.

Vocabulary Content Vocabulary (pp. T512, T514, T516)

Vocabulary for Explicit Instruction Pod, unique http://achievethecore.org/content/upload/



Literacy Station Activities Vocabulary station: illustrate words, define new words with a

partner, review of previously taught skills, additional activities:http://www.fcrr.org/for-educators/sca_cc_l_k-1.asphttps://pals.virginia.edu/pdfs/activities/vocabulary/the_context_game.pdf

Language Arts Review Unit 4 Skills


Week 7-Lesson 21


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Reading Selections: “The Garden” (Lexile Level 420) “Garden Good Guys” (Lexile Level 640)Big Idea: Plants need certain things to help them grow.

Reading Foundational SkillsRF.1.2c-Isolate and pronounce initial, medial vowel, and final sounds (phonemes), including consonant blends.RF.1.3b-Decode regularly spelled one-syllable words.RF.1.4b-Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Strategies and Skills Isolate and substitute vowel sounds in words Read and spell words with ar, or, and ore Resources for explicit instruction in phonemic awareness and

phonics can be found in the TNCore Summer Training Materials from 2013, units 3 & 4. Information on r-controlled vowels is found on p. 126. http://tncore.voyagersopris.com/Book2/LETRS_Grade1.html - p=1.

Phonics lessons on all skills: lessons 5, 6 & 7: http://hickmank12.org/west-virginia-reading-first-explicit-phonics-lessons/


Learning Targets (I Can…) Switch vowel sounds to make new words. Read words with ar and or. Read and understand books at my level.

Print concepts, phonemic awareness, phonics, fluency Phonemic Awareness: Substitute Vowel Sounds, Segment

Syllables Phonics: r-Controlled Vowels ar, or, ore Fluency: Phrasing--Natural Pauses


Literacy Station Activities Phonics/word study station: build, write, and sort words with r-

controlled vowels; phoneme-grapheme mapping using sounds that have been taught; Journeys flip chart, additional activities:http://www.fcrr.org/for-educators/sca_cc_rfs_1.asphttps://pals.virginia.edu/activities-LS-ls-1-3.html

Fluency station (optional)-read words and phrases; read along with a recording, focus on natural pausing, additional activities:http://www.fcrr.org/curriculum/studentCenterActivities.shtm -

Reading Literature and Informational TextRL.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.RI.1.3-Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Strategies and SkillsComprehension Skill Story StructureComprehension Strategy Analyze/Evaluate

Learning Targets (I Can…) Tell about the characters, setting, and plot of a story. Ask and answer questions about important details in a story.


Performance Task – Optional Use a graphic organizer to retell the story “The Garden,”

drawing details from both the words and the pictures.

Text-dependent Questions How did it sound in Toad’s garden? (key details)


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What does the word “quite” mean on p. 16? (vocabulary) How do the labels in “Garden Good Guy” help you understand

the text? (author’s craft) How did Toad feel about his garden? (inference) How does the illustration on p. 23 help you understand how

Toad feels about his garden? (author’s craft and purpose)

Literacy Station Activities Comprehension station: Story structure (story map, story

sequence cards, retelling), Journeys flip chart, additional activities:http://www.fcrr.org/Curriculum/PDF/GK-1/C_Final.pdfhttps://pals.virginia.edu/pdfs/activities/comprehension/comp_graphic_organizers.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL.1.7-Use illustrations and details in a story to describe its characters, setting, or events.


Read

ing

Point to pictures of characters, settings, and major events in an illustrated, familiar text with modeled teacher support.

Match illustrated descriptive words to illustrated characters and settings of familiar texts with answer key support.

Categorize phrasal and basic sentence descriptions with the corresponding characters, settings, and events with illustrated word bank support.

Interpret details about the characters, settings and major events from a text containing compound sentence structures while working with a partner.

Infer details about the characters, settings and major events from a text containing compound and complex sentence structures while working with a partner.



Strategies and Skills Narrative Writing: Story Sentences Using sequence words

Learning Targets (I Can…) Write a short story, and put the events in order. Use words in my story that describe a sequence.


Writing Tasks Write a short story.



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

Using descriptive words

Learning Targets (I Can…) Describe the character and settings in a story. Express my ideas and feelings clearly.

Journeys Progress Monitoring, Lesson 21 Journeys Grab-and-Go Assessments, Lesson 21 Teacher Created Opening routines: Teacher’s Edition pp. T12, T36, T46, T58,

T68 Guided Retelling: p. T33 Classroom conversation: p. T42

LanguageL.1.1d-Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them their; anyone, everything).L.1.4b-Use frequently occurring affixes as a clue to the meaning of a word.

Strategies and Skills Use pronouns correctly (he, she, it, they) Use the prefix re- to help understand words. Resources for explicit instruction in vocabulary can be found in


Learning Targets (I Can…) Use pronouns correctly. Use prefixes to help me understand words.

Vocabulary Prefix re- Daily Vocabulary Boost Enrich Vocabulary (p. T54)

Vocabulary for Explicit Instruction Poked, prune, prefix, pronoun http://achievethecore.org/content/upload/




words into categories, review of previously taught skills, additional activities:http://www.fcrr.org/for-educators/sca_cc_l_k-1.asp

Language Arts Subject Pronouns


Week 8-Lesson 22Reading Selections: “Amazing Animals” (Lexile Level 500) “The Ugly Duckling” (Lexile Level 360)


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Big Idea: Some animals have unique body parts that help them survive.

Reading Foundational SkillsRF.1.2b-Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.RF.1.3b-Decode regularly spelled one-syllable words.RF.1.4b-Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Strategies and Skills Separate multisyllabic words into individual syllables Change phonemes to make new words Read and spell words with r-controlled vowels er, ir, and ur. Resources for explicit instruction in phonemic awareness and

phonics can be found in the TNCore Summer Training Materials from 2013, units 3 & 4. Information on r-controlled vowels is found on p. 126. http://tncore.voyagersopris.com/Book2/LETRS_Grade1.html - p=1.

Phonics lessons on all skills: lessons 5, 6 & 7: http://hickmank12.org/west-virginia-reading-first-explicit-phonics-lessons/


Learning Targets (I Can…) Tell the syllables in words. Change sounds to make new words. Read words with er, ir, and ur.

Print concepts, phonemic awareness, phonics, fluency Phonemic Awareness: Substitute Phonemes and Segment

Syllables Phonics: r-Controlled Vowels er, ir, ur Fluency: Accuracy--Connected Text


Literacy Station Activities Phonics/word study station: build, write, and sort words with r-

controlled vowels; phoneme-grapheme mapping using sounds that have been taught; Journeys Word Study flip chart, additional activities:http://www.fcrr.org/for-educators/sca_cc_rfs_1.asphttps://pals.virginia.edu/activities-LS-ls-1-3.html

Fluency station (optional)-read words and phrases; read along with a recording, read texts with accuracy, additional activities:http://www.fcrr.org/curriculum/studentCenterActivities.shtm -

Reading Literature and Informational TextRI.1.7-Use the illustrations and details in a text to describe its key ideas.RL.1.2-Retell stories, including key details, and demonstrate understanding of their central message or lesson.RL1.7-Use illustrations and details in a story to describe its characters, setting, or events.

Strategies and SkillsComprehension Skill ConclusionsComprehension Strategy Visualize

Learning Targets (I Can…) Use the pictures and text to help me understand what I read. Use the information in the text and what I already know to draw

conclusions.


Performance Task – Optional Discuss how some baby animals look like their parents and

some do not. Use photographs and illustrations from the two texts we read to support your ideas.

Text-dependent Questions Why do giraffes have spots? (key details) How does the illustration on p. 50 help you know how baby


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polar bears can stay safe in the snow? (author’s craft) Based on the information in this text, why do you think there are

so many different types of animals? (inference)

Literacy Station Activities Comprehension station: Sequence (story map, story sequence

cards, retelling), Journeys flip chart, additional activities:http://www.fcrr.org/Curriculum/PDF/GK-1/C_Final.pdfhttp://www.fcrr.org/curriculum/studentCenterActivities.shtm -

Writing/ResearchW. 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.

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.

Strategies and Skills Narrative Writing: Story Sentences Using sequence words Opinion writing

Learning Targets (I Can…) Write a short story to share what I think. Write a short story and put the events in order.

Routine Writing Write in response to text (p. T143) (opinion writing)

Writing Tasks Write a short story, putting sentences in order of first, next, and

last.

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

Strategies and Skills Active listening Asking questions

Learning Targets (I Can…) Ask questions to help me understand what someone is saying. Answer questions to clarify what I’m saying for others.

Performance Assessments Journeys Progress Monitoring, Lesson 22 Journeys Grab-and-Go Assessments, Lesson 22 Teacher Created Opening routines: Teacher’s Edition, pp. T110, T136, T146,

T158, T168 Guided Summary: p. T133 Classroom conversation: p. T142 s

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

Strategies and Skills Use pronouns I and me correctly Use a dictionary to define words Resources for explicit instruction in vocabulary can be found in


Learning Targets (I Can…) Use pronouns correctly.

Vocabulary Using a Dictionary Entry Daily Vocabulary Boost Enrich Vocabulary (p. T154)

Vocabulary for Explicit Instruction Trunk, slender, roamed, define http://achievethecore.org/content/upload/



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Determine the meaning of words by using a dictionary. how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Literacy Station Activities Vocabulary station: Journeys flip chart, illustrate words, use a

dictionary to define words with a partner, additional activities:http://www.fcrr.org/for-educators/sca_cc_l_k-1.asphttps://pals.virginia.edu/pdfs/activities/vocabulary/paired_questions.pdf

Language Arts The Pronouns I and Me


Week 9-Lesson 23Reading Selections “Whistle for Willie” (Lexile 390) “Pet Poems” (Poem; not rated)Big Idea: Pets can bring us pleasure.

Reading Foundational SkillsRF.1.2c-Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.RF.1.3c-Know final -e and common vowel team conventions for representing long vowel sounds.RF.1.3d-Use knowledge that every syllable must have a vowel sound to determine number of syllables in a printed word.RF.1.3e-Decode two-syllable words following basic patterns by breaking the words into syllables.

Strategies and Skills Isolate and change vowel sounds in words Identify the number of syllables in a word Use knowledge of syllabication rules to read words with two

syllables Read and spell words with vowel digraph oo. Resources for explicit instruction in phonemic awareness and

phonics can be found in the TNCore Summer Training Materials from 2013, units 3 & 4. Information on syllable types begins on p. 121. http://tncore.voyagersopris.com/Book2/LETRS_Grade1.html - p=1.

Phonics lessons on digraph oo: lesson 7 http://hickmank12.org/west-virginia-reading-first-explicit-

Print concepts, phonemic awareness, phonics, fluency Phonemic Awareness: Substitute Vowel Sounds and Segment

Syllables Phonics: Vowel Digraph oo; Vowel Pattern CVC Fluency: Stress


Literacy Station Activities


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phonics-lessons/ Phonics activities aligned with whole/small group content:

Istation student icon, click on “early reading” and then on “activities” https://secure.istation.com/

Learning Targets (I Can…) Tell the syllables in words. Change sounds in words to make new words. Read and spell words with vowel team oo.

Phonics/word study station: build words, write words, phoneme-grapheme mapping using sounds that have been taught, Journeys Word Study flip chart, additional activities:https://pals.virginia.edu/activities-LS-ls-1-3.html

Fluency station (optional)-read words and phrases; read along with a recording, focus on stress, additional activites:http://www.fcrr.org/curriculum/studentCenterActivities.shtm -

Reading Literature and Informational TextRL.1.4-Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.RL1.7-Use illustrations and details in a story to describe its characters, setting, or events.

Strategies and SkillsComprehension Skill Cause and Effect Figurative LanguageComprehension Strategy Monitor/Clarify

Learning Targets (I Can…) Identify words in stories and poems that tell about feelings. Tell about what happened in a story, and why it happened.


Performance Task – Optional Discuss why Peter was so determined to learn how to whistle.

Text-dependent Questions What happened when the boy whistled for his dog on p. 85?

(key details) Why do you think the author drew slanted pictures on pp. 86-

87? (author’s craft and purpose) What does the word “long” mean on p. 109, and how does the

illustration help you with the meaning? (vocabulary and author’s craft)

What do you think “quick as a wink” means on p 89, and how do you know? (vocabulary)

How do you think Peter feels at the end of the story, and what evidence tells you this? (opinion)

Literacy Station Activities Comprehension station: Cause and effect graphic organizer,

draw pictures of “what happened” in a story, Journeys flip chart, additional activities:http://www.fcrr.org/Curriculum/PDF/GK-1/C_Final.pdfhttp://www.fcrr.org/curriculum/studentCenterActivities.shtm -

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.


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Model Performance Indicator for RL.1.4-Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.


Read

ing

Match words to illustrations from stories or poems that suggest feelings or appeal to the senses with a partner.

Classify illustrated words and phrases that suggest feeling or appeal to the senses from stories and poems with a partner.

Determine words and phrases in a basic, illustrated text that suggest feelings with modeled teacher and partner support.

Interpret detailed text to identify words and phrases that suggest feelings or appeal to the senses using an anchor chart.

Draw conclusions from complex text about why specific words and phrases are used to suggest feelings or appeal to the senses including content-specific collocations.



Strategies and Skills Narrative Writing: Story Summary

Learning Targets (I Can…) Write a short summary of a story. Write about the events of a story in sequential order.

Routine Writing Write in response to text (p. 245)

Writing Tasks Write a summary of the story Whistle for Willie

Speaking and ListeningSL.1.6-Produce complete sentences when appropriate to task and situation.

Strategies and Skills Speaking clearly

Learning Targets (I Can…) Speak in complete sentences.

Performance Assessments Journeys Progress Monitoring, Lesson 23 Journeys Grab-and-Go Assessments, Lesson 23 Teacher Created Opening routines: Teacher’s Edition, pp. T210, T238, T248,

T260, T270 Guided Retelling: p. T235 Classroom conversation: p. T244

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

Strategies and Skills Use the possessive pronouns your, my, him and her correctly Sort words into groups, and tell how the words were sorted Resources for explicit instruction in vocabulary can be found in


Vocabulary Define Words Daily Vocabulary Boost Enrich Vocabulary (p. 256)

Vocabulary for Explicit Instruction Accent, errand, translated, possessive http://achievethecore.org/content/upload/

Liben_Vocabulary_Article.pdfShelby County Schools

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Learning Targets (I Can…) Use possessive pronouns correctly. Sort words into categories.

http://achievethecore.org/page/61/which-words-do-i-teach-and- how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)


words into categories, practice saying sentences using possessive pronouns, additional activities:http://www.fcrr.org/curriculum/studentCenterActivities.shtm -https://pals.virginia.edu/pdfs/activities/vocabulary/the_context_game.pdf

Language Arts Possessive Pronouns



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Grade 1 Q 3... · Web viewA lesson on “magic e” is found on pp. 124-125. ......

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Transcript of Grade 1 Q 3... · Web viewA lesson on “magic e” is found on pp. 124-125. ......