EAST ALLEN COUNTY SCHOOLS

Bundle 3

Grade 1

Language Arts

Big Idea: Construction What makes a story?

Enduring Understandings Essential Questions Writing complete sentences helps a reader understand the author’s message.

Story elements help readers understand a story.

Asking questions help readers understand a story.

Why do authors write in complete sentences? How does an author construct a story? Why do we ask questions about what we read?

CC/Learning Targets Core Vocabulary Links to Technology RL.1 RL.2 a-d RL.3 a-c RL.6 RL.9

RF. 2 a, c RF. 3 a-b, f W.1 W.3

L.1 b-c, j L.2 a-e L.4 c

details nouns plot strategies text predictions conclusion word patterns root words

I Can Write 1

Phonics Silly Sentences 2 A+ Spelling Test Build a Word Express ABC Magnetic Alphabet

Spelling Test

Bundle Performance Task(s) Students will construct a storyboard using a familiar text or read aloud in small groups, with partners, or individually over the span of the bundle. The storyboard will include story elements (plot, character, and setting.) The students will retell the story using illustrations, writing and using basic story grammar. Students will have in their writing invented spelling; proper nouns capitalized, and will spell high-frequency words correctly. Students will write in complete sentences. When the storyboard is complete students will give a brief retell of the story. As an extension, students will use a word document to make labels for the storyboard in the bundle performance task. Students will write in complete sentences using descriptive words.

Grade 1 LA Bundle 3

Quarter 2 Oct.-Nov.

Recommended Read-Alouds G1 - Bundle 3

Big Idea: Construction Title Author Relates to…

The Three Little Pigs James Marshall Roles of author, illustrator and construction

Night Wonders Jane Ann Peddicord Conventions and spelling

Punctuation Takes a Vacation Robin Pulver and Lynn Rowe Reed Conventions and spelling

Yo! Yes? Christopher Raschka Conventions

A Bad Case of the Stripes David Shannon Conventions

Jingle Bells Iza Trapani Convention

When Sophie Gets Angry-Really, Really, Angry Molly Bang Conventions

Little Red Riding Hood Jacob Grimm Story elements, questioning, predictions

Paul Bunyan Steven Kellogg Story elements, questioning, predictions

Lilly’s Purple Plastic Purse Kevin Hankes Story elements, questioning, predictions

Officer Buckle and Gloria Peggy Rathman Narratives

Leo the Late Bloomer Robert Kraus & Jose Aruego Narratives

If You Give a Mouse a Cookie Laura Numeroff Narratives

The Fourth Little Pig Teresa Clesi Story Elements, questions, predictions

Click, Clack, Moo Cows That Type Doreen Cronin Capitalization

Reading Workshop G1 – Bundle 3

CC/Learning Targets Resource of Ideas Evidence of Learning RL.1

Ask and answer questions about key details in a text.

-Prompting Guide p. 7 -Reading with Meaning: Chap. 7 pp. 99-101, Chap. 9 pp. 123-140 -Teaching for Comprehending and Fluency pp. 353-372 -The Continuum of Literacy Learning pp. 23, 55, 77 -The Fourth Little Pig by Teresa Clesi -The Three Little Pigs by James Marshall -Little Red Riding Hood by Jacob Grimm -Paul Bunyan by Steven Kellogg -Lilly’s Purple Plastic Purse by Kevin Henkes Reading Wonders – Unit 2 -(WK 3) p. T183, R/W Workshop The Best Spot pp. 54-65 -(WK 3) pp. T191A-T191G, Literature Anthology At a Pond pp. 48-61 -(WK 5) p. T339, R/W Workshop Which Way on the Map? pp. 94-105 -(WK 5) pp. T347A-T347E, Literature Anthology Fun With Maps pp. 86-95

-Observation in shared or guided reading -Oral discussion -Think About It Book appendices 1.2-1.7 -Wonders Assessments

RL.2 Retell stories, including key details and demonstrate understanding of their central message or lesson. a. Retell a story’s beginning using details from the text b. Retell a story’s middle using details from the text. c. Retell a story’s ending using details from the text. d. Retell a story using details from the text.

-Guided Reading p. 79 -Strategies That Work pp. 96-97 -Reading with Meaning pp. 100-101 -The Fourth Little Pig by Teresa Clesi -The Three Little Pigs by James Marshall -Little Red Riding Hood by Jacob Grimm -Paul Bunyan by Steven Kellogg -Lilly’s Purple Plastic Purse by Kevin Hankes -Game classroom Reading Wonders – Unit 2 -(WK 1) p. T31, Big Book Millie Waits for the Mail -(WK 1) p. T35, R/W Workshop The Red Hat pp. 21 -(WK 2) p. T109, Big Book 3 Little Daisies -(WK 2) pp. T113G, T113J, Literature Anthology The Pigs, The Wolf, and

-Think About It Book appendices 1.2-1.7 -Observation -Guided Reading -Wonders Assessments

Reading Workshop G1 – Bundle 3

the Mud p. 43 -(WK 3) p. T187, Big Book Babies in the Bayou -(WK 3) p. T191H, Literature Anthology At a Pond p. 61 -(WK 4) p. T265, Big Book The Story of Martin Luther King Jr. -(WK 4) p. T269J, Literature Anthology Nell’s Books p. 81 -(WK 5) p. T343, Big Book Me on the Map -(WK 5) p. T347F, Literature Anthology Fun With Maps

RL.3

Describe characters, settings, and major events in a story, using key details. a. Identify and describe the plot of a story. b. Identify and describe the setting (place and time) in a story. c. Identify and describe the main characters in a story.

-Reading with Meaning pp. 100-101 -Guided Reading p. 79 -Strategies That Work pp. 96-97 -The Fourth Little Pig by Teresa Clesi -The Three Little Pigs by James Marshall -Little Red Riding Hood by Jacob Grimm -Paul Bunyan by Steven Kellogg -Lilly’s Purple Plastic Purse by Kevin Hankes -Game classroom -Reading Wonders – Unit 2 -(WK 1) p. T27, R/W Workshop Good Job, Ben! pp. 14-25 -(WK 1) pp. T35A-T35J, Literature Anthology The Red Hat pp. 6-21 -(WK 2) p. T105, R/W Workshop Cubs in a Hut pp. 34-45 -(WK 2) pp. T113A-T113J Literature Anthology The Pigs, the Wolf, and the Mud pp.26-43 -(WK 2) pp. T138-T139 -(WK 4) p. T261, R/W Workshop Thump Thump Helps Out pp. 74-85 -(WK 4) pp. T269B-T269J, Literature Anthology Nell’s Books pp. 64-81

-Think About It Book appendices 1.2-1.7 -Observation -Guided Reading -Wonders Assessment

RL.6 Identify who is telling the story at various points in a text.

-Comprehending and Fluency pp. 243, 355, 357 -The Fourth Little Pig by Teresa Clesi -The Three Little Pigs by James Marshall -Little Red Riding Hood by Jacob Grimm -Paul Bunyan by Steven Kellogg

-Think About It Book appendices 1.2-1.7 -Observation -Guided Reading -Wonders Assessments

Reading Workshop G1 – Bundle 3

-Lilly’s Purple Plastic Purse by Kevin Hankes Reading Wonders – Unit 2 -(WK 2) R/W Workshop Cubs in a Hut pp. 34-45 -(WK 4) R/W Workshop Thump Thump Helps Out pp. 74-85 Reading Wonders – Unit 3 -(WK 1) T26 R/W Workshop Nate the Snake is Late pp. 14-23

RL.9 Compare and contrast the adventures and experiences of characters in stories.

-Reading with Meaning pp. 63-69 -Strategies That Work pp. 94-95 -The Fourth Little Pig by Teresa Clesi -The Three Little Pigs by James Marshall -Little Red Riding Hood by Jacob Grimm -Paul Bunyan by Steven Kellogg -Lilly’s Purple Plastic Purse by Kevin Hankes Reading Wonders - Unit 2 -(WK 1) p. T46 -(WK 2) p. T124 -(WK 3) p. T202 -(WK 4) p. T280 -(WK 5) p. T358

-Think About It Book appendices 1.2-1.7 -Observation -Guided Reading

RF.2

Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words.

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

Vowel Sounds -Phonics Lessons pp. 187-190, 373-376 -Phonics Lessons Teacher Resource pp. 553-563 -Continuum of Literacy Learning pp. 206-207 -Word Matters pp. 64, 94-95 -Prompting Guide p. 27 -Clifford concentration -Middle sound activities -Medial sound activities -Recognize and produce letter-sound correspondences

Vowel Sounds -Phonics Lessons Teacher Resource pp. 31, 77 -Observation notes

Reading Workshop G1 – Bundle 3

-Gamequarium -ABC Phonics Butterfly (app) -ABC Phonics Make Word Free (app) -ABC Phonics Short Vowel Words (app) Long vs. Short vowels Reading Wonders – Unit 1 -(WK 3) pp. T168, T193 Medial vowels Reading Wonders – Unit 2 -(WK 1) pp. T12-T13, T22-T23, T32-T-33, T40 -(WK 2) pp. T100-T101, T110-T111, T118, T132

RF.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Know the spelling-sound correspondences for common consonant digraphs. b. Decode regularly spelled one-syllable words. f. Read words with inflectional endings.

Consonant Digraphs -Phonics Lessons pp. 261-265 -The Continuum of Literacy Learning p. 208 -Spelling magic Reading Wonders – Unit 2 -(WK 4) pp. T246-T248, T256-T258, T266-T268, T290-T291, T298, T310 -(WK 5) pp. T324-T326, T334-T336, T344-T346, T352-T353, T360-T361, T368-T369, T376, T388 Decode -Prompting Guide p. 27 -Phonics Lessons Teacher Resource p. 27 -Continuum of Literacy Learning pp. 206-207 -Word Matters pp. 168-188, appendices 35-44 -Phonics Lessons pp. 467-486 -Game classroom -Blending activities -Blending sounds activities -Blend spoken sounds

Consonant Digraphs -Phonics Lessons Teacher Resource pp. 325-341, 495, 501 -Wonders Assessments Decode - Writing samples -Buddy study test and activities -Observation notes -Phonics Lessons Teacher Resources p.32 Inflectional Endings -Phonics Lessons Teacher Resource

-Buddy study test and activities -Wonders Assessments

Reading Workshop G1 – Bundle 3

-MELS Phonics CVC (app) -Phonics Monster Town 2 (app) Reading Wonders – Unit 2 -(WK 1) pp. T32-T33 -(WK 2) pp. T118-T119 -(WK 3) pp. T188-189 Inflectional Endings -Phonics Lessons Teacher Resource pp. 273-276 -Prompting Guide p. 33 -The Continuum of Literacy Learning pp. 206-207 -Word Matters pp. 96-97, 467-486 -Word Matters pp. 168-188, appendices pp. 35-44 -Ed to verbs -Root words, suffixes, verb endings -Bluster (app) Reading Wonders – Unit 2 -(WK 1) pp. T23, T33 -(WK 3) pp. T179, T189

Correlating CC/Learning Targets Teacher Notes

RF.1 a RF.4 a-c

IDOE Resources

Writing Workshop G1 – Bundle 3

CC/Learning Targets Resource of Ideas Evidence of Learning W.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.

-Guided Reading pp.79-80 -Teaching for Comprehension and Fluency pp.91t, 92 -Units of Study For Teaching Writing: Book 3 -6+1Traits of Writing Chap. 4 pp. 100-133 -Launching the Writer’s Workshop Lesson 4 pp. 31-36 -Continuum of Literacy Learning pp. 116-121 -Creating Young Writers pp. 30-41, 82-84, 104-108, 180 -Lucy Calkins e-docs Unit 5 pp. 57-69 -Story organizer Reading Wonders- Unit 3 -(WK 2) pp. T96, T106, T114-115, T120-121, T128, R/W Workshop pp. 46-47

-Wonders Assessments -Graphic Organizers -Story organizer -Units of Study for Teaching Writing Assessment Rubric and Checklist (front and back cover)

W.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.

-Units of Study For Teaching Writing: Book 3 -6+1 Traits of Writing Chap. 1 pp. 8-40 -Launching the Writer’s Workshop Lesson 1 pp. 11-18 -Teaching for Comprehending and Fluency pp. 458f, 462, 474-475 -Wee Can Write pp. 8-9, 30-31, 36-37 -Continuum of Literacy Learning pp. 116-121 -Creating Young Writers pp.163-174 -Lucy Calkins e-docs Unit 1-2 pp. 6-28 -Officer Buckle and Gloria by Peggy Rathman -Leo the Late Bloomer by Robert Kraus and Jose Aruego -If You Give a Mouse a Cookie by Laura Numeroff -Writing narratives activities -Story organizer

-Writing samples -Shared/Interactive writing -Flip book for writing sequence -Wonders Assessments -Journals -Units of Study for Teaching Writing Assessment Rubric and Checklist (front and back cover)

Writing Workshop G1 – Bundle 3

Reading Wonders- Unit 1 -(WK 5) pp. T330, T340, T348-349, T354, T362, R/W Workshop pp. 106-107 Reading Wonders- Unit 2 -(WK 2) pp. T96, T106, T114-T115, T120-T121, R/W Workshop pp. 46-47 -(WK 4) pp. T252, T262, T270-271, T276-277, R/W Workshop pp. 86-87

Correlating CC/Learning Targets Teacher Notes

Language and Word Study G1 – Bundle 3

CC/Learning Targets Resource of Ideas Evidence of Learning L.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Use common, proper, and possessive nouns. c. Use singular and plural nouns with matching verbs in basic sentences. j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Nouns -Prompting Guide p. 21 -Units of Study For Teaching Writing: Book 3 -Noun Song Video -Singular nouns bug catcher Reading Wonders- Unit 2 -(WK 1)(Common) pp. T19, T29, T37, T43, T51, R/W Workshop p. 27 -(WK 2)(singular and plural) pp. T97, T107, T115, T121, T129, R/W Workshop p. 47 Proper Nouns -The Continuum of Literacy Learning pp. 206-207 -Word Matters appendix 27 -Parts of Speech Games -Nouns at Home (app) -Capitalizing Proper Nouns -Grammar Tales: Capitalization -Capitalization -Plural Nouns Reading Wonders- Unit 2 -(WK 4) pp. 253, T263, T271,T277, T285 R/W Workshop p. 87 Interrogative Sentences -Prompting Guide pp. 23,31 -Units of Study For Teaching Writing: Book 3 -Launching the Writer’s Workshop Lesson 7 pp.53-60 -Continuum of Literacy Learning pp. 119-120 -Creating Young Writers pp. 119-123

Nouns -Writing samples -Observation Proper Nouns -Phonics Lessons Teacher Resources pp. 120-125 -Wonders Assessments -Writing Sample -Interactive Edit -Highlight proper nouns found in newspaper or magazine article. Interrogative Sentences -District Writing Prompt -Units of Study for Teaching Writing Assessment Rubric and Checklist (front and back cover)

Language and Word Study G1 – Bundle 3

-Game Classroom -Sentence worksheets -Writing in complete sentences activities Reading Wonders- Unit 1 -(WK 4)(Questions and Exclamations) pp. T252, T263, T271, T277, T285, R/W Workshop pp. 86-87 -(WK 5) pp. T331, T341, T349, T355, T363, R/W Workshop pp. 106-107

L.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize dates and names of people. b. Use end punctuation for sentences. c. Use commas in dates and to separate single words in a series. d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Capitalization -Prompting Guide p. 31 -The Continuum of Literacy Learning p. 119 -Creating Young Writers pp. 67-72 -Click, Clack, Moo Cows That Type by Doreen Cronin -Game Classroom Reading Wonders- Unit 2 -(WK 4) pp. T263, T277, T285 Reading Wonders- Unit 3 -(WK 2) pp. T97, T107, T115, T121, T129 Punctuation -Prompting Guide p. 31 -Units of Study For Teaching Writing: Book 3 -6+1 Traits of Writing Chap. 8 pp. 240-273 -Launching the Writer’s Workshop Lesson 7 pp.53-60 -Wee Can Write pp. 38-39 -Continuum of Literacy Learning p. 119 -Creating Young Writers pp. 67-72 -Night Wonders by Jane Ann Peddicord

Capitalization -Writing Samples -Wonders Assessments Punctuation -Quiz -Writing samples -Units of Study for Teaching Writing Assessment Rubric and Checklist (front and back cover) Spelling -Buddy study test and activities -Writing samples -Journals -Phonics Lessons Teacher Resources pp. 98, 100

Language and Word Study G1 – Bundle 3

-Punctuation Takes a Vacation by Robin Pulver and Lynn Rowe Reed -Yo! Yes? by Christopher Raschka -A Bad Case of the Stripes by David Shannon -Jingle Bells by Iza Trapani -When Sophie Gets Angry- Really, Really Angry…by Molly Bang -Punctuation- Class Activity -Punctuation Reading Wonders- Unit 1 -(WK 4)(Questions and Exclamations) pp. T252, T263, T271, T277, T285, R/W Workshop pp. 86-87 -(WK 5) pp. T331, T341, T349, T355, T363, R/W Workshop pp. 106-107 Reading Wonders- Unit 2 -(WK1)(commas series) pp. T29, T37, T43 Reading Wonders- Unit 3 -(WK 1) (commas dates) pp. T19, T29, T37, T43, T51, R/W Workshop p. 27 Spelling -Phonics Lessons Teacher Resource pp. 333-336 -Continuum of Literacy Learning pp. 206-207 -Creating Young Writers pp. 67-72 -Units of Study For Teaching Writing: Book 3 -Word Matters pp. 168-190, appendices pp. 35-44 -Phonics Lessons pp. 467-486 -Spell correctly three- and four-letter short vowel words Reading Wonders- Unit 2 -(WK 1)(short e) pp. T15, T24, T34, T41, T49 -(WK 2)(short u) pp. T92, T103, T112, T119, T127 -(WK 3)(end blends) pp. T170, T180, 190, T197, T205

Language and Word Study G1 – Bundle 3

-(WK 4)(th, sh, ng) pp. T248, 258, 268, T275, T283, T326 -(WK 5)(ch, tch, wh, ph) pp. T336, T345, T351, T361

L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. c. Identify frequently occurring root words (e.g. look) and their inflectional forms (e.g. looks, looked, looking).

-Phonics Lessons Teacher Resource pp. 273-276 -Prompting Guide p. 33 -The Continuum of Literacy Learning pp. 206-207 -Word Matters pp. 96-97, 168-188, 467-486, appendices pp. 35-44 -Ed to verbs -Root words, suffixes, verb endings Reading Wonders- Unit 2 -(WK 1) pp. T41, T49 -(WK 3) pp. T179, T189, T197, T205 -(WK 5) pp. T345, T353, T360

-Phonics Lessons Teacher Resource

-Buddy study test and activities -Wonders Assessments

Correlating CC/Learning Targets Teacher Notes

SL.2 SL.3