September 2013
First Grade Curriculum Pacing Guide 2013-2014
IMPORTANT NOTE!!!!! This guide contains information to assist you in sequencing lessons in the Reading & Writing Workshops. Please keep in mind: as teachers of Balanced Literacy, it is important to tailor the pacing & lesson content to the needs of the students in your class. If your students need more time, slow the pace, repeat, or revisit lessons. If your students have already mastered a skill or strategy, skip ahead, or insert those items/strategies your students need.
Date Sight Word List
Poetry/ Sight Words
Language Spelling Guided Reading Reading Workshop Writing Workshop
Intro Week
Aug. 15-16
2 days
First 2 days = Beginning of School Procedures & Getting to Know You activities
Start teaching appropriate traffic paths in the classroom
Begin building/introducing classroom library
Create anchor charts for use of classroom library & book handling
Spelling/Penmanship – Teach proper writing grip, paper positioning & writing
posture (see The Writing Road to Reading, p. 12-15); Practice writing your first
and last name repeatedly & correctly on mid-line paper (teacher gives feedback
on neatness expectations)
From J: Drive - Copy – Gentry Spelling Test paper, word walls for week 2 in
Writer’s Workshop, writing prompt paper, beginning of year writing scoring
guide
Copy - word sorts, CVC worksheets & SF or A-Z readers for independent work
in guided reading & reading workshop while you test with DRAs next week.
Copy 4 examples of excellent writing from spring kinder writing assessments in
assessment folders. You’ll need this for a week 1 lesson in WW.
September 2013
Date
Poetry/Sight Words
Language
Spelling Guided Reading Reading Workshop
Writing Workshop
PROCEDURES & SKILLS
Week
1
Aug.
19-23
5 days
Sight
Words:
my
it
are
I
is
Poem: Week 1 –
My
Elephant is
Different
Resource: J: drive; Teachers
folder; Lit Team Resources folder;
1st grade folder;
Sight Word Poems folder
CCSS –
Phonemic
Awareness
- Review
[RF.K.1.a-d] – Count,
pronounce,
blend &
segment
syllables in
spoken words. CCSS -
Concepts – [RF.K.2.b] K Review: left, right
orientation
(Where do we
start? Which
way do we
go?) &
difference
between
letter vs. word
– find and
CCSS: Recognize the distinguishing features of a sentence [RF1.1.a] Copy alerts??? 1: What is a sentence? Resource: e-
literacy; Language; Lesson B; Sentences; 2: Word order in Sentences Resources: e-
literacy; Language; Lesson B; Word Order in Sentences – practice p. 1 3: Word order in Sentences Resources: e-
literacy; Language; Lesson B; Word Order in Sentences – practice p. 2-3 4: Subjects & Predicates Resources: e-
literacy; Language; Lesson B; Subjects & Predicates 5: Statements
Resources: e-
literacy; Language; Lesson B; Statements
Lessons 1-4 & Gentry Spelling Test Resource: J: 1st Grade Assessment folder; Gentry Test & Instructions Copy Alert! Letter Path of Movement Resources: Spelling Manual & J: drive; Teachers folder; Lit Team Resources folder; K-2 Phonics folder; Alphabet internet resources document Vowel Resources: J: drive; Teachers folder; Lit Team Resources folder; K-2 Phonics folder; What Are the Vowels? Doc & Short Vowel Internet Resources Doc
Reading Strategy–
Searching & Cross-
checking by ‘popping’
M-F: 10-15 minutes - whole
class minilessons: Use enlarged
UNFAMILIAR text
*Resource J: drive; Teachers
folder; Lit Team resources folder;
First Grade folder; Reading folder;
Guess the Covered Word Folder;
August-September lessons
Teach how good readers
look at the beginning
letter(s), pop it, and
check it – we look/think/
predict, we DON’T
guess!!!! Be sure to
record student
‘predictions’ to covered
words on a small white
board and reinforce that
readers always LOOK
& check their prediction
against the expected
letters in the word to see
if it looks right!! Anchor
Chart Alert! ‘Word
Solving Strategies’
Reference/reveal reading
poster line #6,7,8,9
40-45 minutes *DRA on 2-3 kids
*All others do independent
application of minilesson
(highlight 1st letters of tricky
words using SF take-home
readers, A-Z readers, etc.)
Copy Alerts!
CCSS: Ask and
answer questions about key details in a text read aloud. [SL.1.2]
Making
Meaning –
Unit 1 The
Reading Life (do weeks 1 & 2
of this unit in the
manual during
this first full
week) TPS -
Create/share
Reading
Workshop Anchor Chart
(see next page)
Share manners – Must respond,
“Yes, thank
you.” when the
teacher asks if
you’d like to share.
Be sure to teach students they’re
responsible for
asking another pair, ‘May I
join you?’ if
their partner is absent during
‘Think, pair,
share’.
During IDR: DRA 1-2 kids
Begin building classroom
library
Intro to rules for use of
classroom library
Begin Book
1 – Materials Introduction:
Introduce notebooks, pockets, blue/black pens, ABC charts, word walls (1st Grade Skills folder – word wall – qtr 1)
Explain how you expect materials to be set up on desks, treated & where to store all items
Practice traffic path – getting & putting away materials quickly & quietly
2 – Kinder Skill Review – Set High Expectations! Pass out spring writing samples from all kids’ assessment folders. Kids read their kinder pieces and then talk with a partner before helping the teacher create a list (anchor chart) of things we do to make our work readable for others. (spacing, neat formation, lower case letters, letters the correct size, etc.) Teacher copies 4-5 kinder spring pieces to place on the Wall of Fame to motivate other writers & show what ‘good’ looks like. Practice traffic path with materials if time. 3 – Introduce ‘Writing Skills Checklist’ – Modeled Writing Practice traffic path with materials set-up. Teacher then goes over Writing Skills Checklist with kids. (Resource: J: drive – 1
st grade folder; writing folder; Skills &
Traits folder; ‘Skills Writer’s Checklist’) Show a kinder example from yesterday that meets all the checklist criteria. Next do a modeled writing piece (4 sentences all about you) where you model and talk specifically about each part of the checklist as you write. Kids do not write independently today. Be sure to emphasize use of the ABC chart & word wall as you write. 4 – Skills Writing Prompt –1 day “Write 4 or more sentences telling me all about yourself.” **Scoring Guide & paper on J: Drive; 1
st Grade Assessment
folder
September 2013
locate each talks
(advertise!)
Week 1 Anchor Charts:
Reader’s Workshop Guided Reading Writer’s Workshop
(J: 1st Grade Reading Folder) (J: 1st Grade Writing Skills Folder)
September 2013
Date
Poetry/Sight Words
Language & Foundations
Spelling Guided Reading Reading Workshop
Writing Workshop
PROCEDURES & SKILLS
September 2013
Week
2
Aug. 26–
30
4 ½ days
(Early
Release -
Friday)
Sight
Words:
and
me
to
the
that
Poem: Week 2 –
Spaghetti
Seeds
Resource: J: drive; Teachers
folder; Lit Team Resources folder;
1st grade folder;
Sight Word Poems folder
CCSS –
Phonemic
Awareness
– [RF.K.1.a-d] Count,
pronounce,
blend &
segment
syllables in
spoken words.
CCSS -
Concepts –
K [RF.K.2.b] Review: left,
right
orientation &
difference
between/
definition of
letter vs. word
– find and
locate each
CCSS [RF1.1.a] Continued… Copy Alerts?? 1: Questions
Resources: e-literacy;
Language; Lesson B; Questions 2: Exclamations Resources: e-literacy;
Language; Lesson B; Exclamations CCSS – Capitalize beginnings of sentences, I, dates, and names of people. [L.1.2.a] 3: 1st Word in a Sentence Resources: e-literacy;
Language; Lesson I; Capitalization 4: Pronoun I
Resources: e-literacy;
Language; Lesson I;
Capitalization 5: Dates
Resources: e-literacy;
Language; Lesson I;
Capitalization Be sure to click on ‘practice buttons’
Lessons 5-9 Letter Path of Movement ResourceSpelling manual & J: drive; Teachers folder; Lit Team Resources folder; K-2 Phonics folder; Alphabet internet resources document Vowel Resources: J: drive; Teachers folder; Lit Team Resources folder; K-2 Phonics folder; What Are the Vowels? Doc & Short Vowel Internet Resources Doc
Reading – CCSS:
Decode regularly
spelled 1-syllable
words. (CVC)[RF.1.3.b]
M-F: 10-15 minutes - whole
class Active Inspire Chart
mini-lesson on how to blend
CVC short vowel words Do Lessons #1-5 this week.
Resource: J: 1st Grade Language
Folder; ‘Decoding CVC Words –
grade 1’ Active Inspire
*Reference/Reveal ‘point &
slide’ strategy on reading
problem solving poster.
(Resource: J: 1st Grade Reading
Folder ‘problem-solving poster’)
45 minutes *DRA on 2-3 kids
*All others CVC blending
worksheets/activities
(Resources: J: 1st Grade
Language & Foundations folder;
‘CVC worksheets & Reading A-Z –
Phonics Tab)
CCSS: Ask
and answer questions about key details in a text read aloud. [SL.1.2]
Making
Meaning –
Unit 1
The
Reading
Life (do
weeks 3&
4 of this
unit in the
manual
during this
first full
week)
*Continue
referring
to Think,
Pair,
Share
(TPS)
anchor
chart
During
IDR: Same as
week 1
Lesson Routine for every day this week: Rehearse/teach traffic path & expectations for materials set-up
on desks
Show/review anchor charts & do Active Inspire minilesson
After that, interactive writing. (Days 1-2 = e-literacy) Days 3+ = All students work on midline paper. Students & teacher write 2 sentences together about suggested topic (or pick another you prefer). Emphasize capitals, spacing, punctuation and model how to spell known and unknown words.
Students then write 1 sentence independently about the topic. Teacher sharks and provides feedback.
End with a share about the day’s learning CCSS: Recognize the distinguishing features of a sentence (e.g. first word, capitalization, ending punctuation) [RF.1.1.a] 1: ‘Sentences With Dora the Explorer’ & e-literacy. Do ‘Sentences with Dora’ flipchart Create ‘Key sentence parts’ anchor chart (see next page) After that, do e-literacy page 1 on ‘Writing Sentences’ together as a
class (be sure every student has a copy of this page.) Resource: Use Flipchart on - J: drive; Teachers; Lit Team Resources; 1st Grade; Writing; Skills; ‘Sentences with Dora the Explorer’ Active Inspire Flipchart. Resource: e-literacy; Language; Lesson B; Writing Sentences – Practice button - page 1
Copy Alert! Anchor Chart Alert! 2- ‘Sentences with Superman’ flipchart, Key Sentence Parts anchor chart, & e-literacy Create ‘A Sentence’ anchor chart (see next page) After that, do e-literacy pages 2-3 on ‘Writing Sentences’ together as a
class (be sure every student has a copy of these pages.) End with a share about today’s learning Resource: Use Flipchart on - J: drive; Teachers; Lit Team Resources; 1st Grade; Writing; Skills; ‘Sentences with Superman’ Active Inspire Flipchart. Resource:
e-literacy; Language; Lesson B; Writing Sentences – Practice button - pages 2-3
Copy Alert! Anchor Chart Alert! CCSS: Use end punctuation for sentences [L.1.2.b] 3: ‘Stop Sign Sentences’ flipchart, Key Sentence Parts anchor chart – Interactive Prompt: ‘Things we bought for school’ Resource: Use Flipchart on - J: drive; Teachers; Lit Team Resources; 1st Grade; Writing; Skills; ‘Punctuation – Writing’ Active Inspire Flipchart.
4: ‘Punctuation – Writing’ flipchart, Key Sentence Parts anchor chart Interactive Prompt: ‘Things we like to do in the summer’ Resource: Use Flipchart on - J: drive; Teachers; Lit Team Resources; 1st Grade; Writing; Skills; ‘Punctuation – Writing’ Active Inspire Flipchart.
September 2013
Week 2 Anchor Charts:
Reader’s Workshop Guided Reading Writer’s Workshop
(J: 1st Grade Reading Folder)
September 2013
Date
Poetry/Sight Words
Language & Foundations
Spelling Guided Reading Reading Workshop Writing Workshop PROCEDURES & SKILLS
Week
3
Sept.
2–6
4 days
(Labor
Day-
Monday)
Sight
Words:
in
a
but
we
at
for
Poem: – A
Classmate
Named
Ted
Resource: J: drive;
Teachers folder; Lit Team
Resources folder;
1st grade folder; Sight Word
Poems folder
CCSS –
Phonemic
Awareness [RF.K.1.a-d] Count,
pronounce,
blend &
segment
syllables in
spoken
words.
CCSS –
Concepts
About
Print –
Kinder
Review [RF.K.2.b] 1. Locate a
word
2. Locate a
letter 3. Locate 1st
letter of a
word 4. Locate last
letter of a
word
CCSS – Capitalize
beginnings of sentences, I, dates, and names of people.
[L1.2.a] & CCSS: Recognize
the distinguishing features of a sentence [RF1.1.a]
Copy Alerts?? 1: Names of people & places Resources: e-literacy;
Language; Lesson I;
Capitalization 2: Test-taking practice on capitalization. Resource: J: drive; Teachers; Lit Teams; 1
st Grade;
Language; ‘Capitalization Review’
3: Capitalization Test Resource: J: drive; Teachers; Lit Teams; 1
st Grade;
Language; ‘Capitalization Assessment’
CCSS –Use frequently
occurring conjunctions (e.g., and, but, or, so, because). [L.1.1.g]
4: e-literacy; Language;
Conventions of Standard English; Lesson B Sentences; ‘Joining Sentences’ button; Model & Practice pages 1-2
Lessons 10-12 Letter Path of Movement
Resource: J: drive; Teachers folder; Lit Team Resources folder; K-2 Phonics folder; Alphabet internet resources document Vowel Resources: J: drive; Teachers folder; Lit Team Resources folder; K-2 Phonics folder; What Are the Vowels? Doc & Short Vowel Internet Resources Doc
Reading Strategy–
CCSS: Decode regularly
spelled 1-syllable words.
(CVC)[RF.1.3.b]
M-R: 10-15 minutes -
whole class Active
Inspire Chart mini-
lesson on how to blend
CVC short vowel words Do Lessons #6-10 this
week.
Resource: J: 1st Grade
Language & Foundations Folder; ‘Decoding CVC
Words’ – grade 1’
*Reference ‘point &
slide’ strategy on
reading problem
solving poster.
(Resource: J: 1st Grade
Reading Folder ‘problem-
solving poster’)
Last Day This Week:
CVC Assessment
Copy Alert! CVC Test
(Resource: J: 1st Grade
Language &
Foundations Folder;
‘Decoding CVC words
- Assessment’)
45 minutes *DRA on 2-3 kids or
begin intro to centers
*All others CVC
blending
worksheets/activities
(Resources: J: 1st
Grade Language &
Foundations folder;
‘CVC worksheets &
Reading A-Z –
NOTE: START MODELING HOW TO RECORD YOUR THINKING IN YOUR PERSONAL LIT LOG BEFORE, DURING, or AFTER EACH READ ALOUD THIS WEEK!
CCSS: Ask and answer questions about key details in a text. Comprehension Strategy: Metacognition Unit Anchor chart Resource: J: drive, Teachers, Lit Team, 1st Grade, Reading, ‘OG – Metacognition Unit – Grades 1-2’ & ‘Metacognition reference chart’ During IDR This Week: Teach/Practice IPICK - Resource: Daily 5 Create/show IPICK Anchor chart teach ‘just right’
selection using shoes
– kids practice
selecting an ‘easy’,
‘just right’ and ‘hard’
text to bring to share
circle
Lesson Resource:
The Daily 5 book –
pages 30-33
Lesson Routine for every day this week: Review traffic path & expectations for materials set-up on desks
Show/review anchor charts
Do Active Inspire minilesson (if provided)
After that, interactive writing. All students work on midline paper. Students & teacher write 1-2 sentences together about suggested topic (or pick another you prefer). Emphasize capitals, spacing, punctuation and model how to spell known and unknown words.
Students then write 1-2 sentences independently about the topic. Teacher sharks and provides feedback.
End with a share about the day’s learning
CCSS: Capitalize dates and names of people [L.1.2.a] 1: ‘Capitalization – Writing – Grade 1’ flipchart, ‘What Gets a Capital’ anchor chart Interactive Prompt: ‘Things we like to do at recess’ Resource: Use Flipchart on - J: drive; Teachers; Lit Team Resources; 1st Grade; Writing; Skills; ‘Capitalization – Writing – Grade 1’ Active Inspire Flipchart.
2: ‘Capitalization – Writing #2 – Grade 1’ flipchart, ‘What Gets a Capital’ anchor chart Interactive Prompt: ‘Things we like to eat for lunch’ Resource: Use Flipchart on - J: drive; Teachers; Lit Team Resources; 1st Grade; Writing; Skills; ‘Capitalization – Writing #2 – Grade 1’ Active Inspire Flipchart.
Display ‘What Gets A Capital?’ Anchor Chart
CCSS: Use conventional spelling for frequently occurring irregular words. [L.1.2.d] 3: What is on the word wall?
Introduce Spelling Strategies Anchor Chart (Resource: J: Drive; 1st Grade Writing folder; Skills folder; ‘Spelling Strategies Anchor Chart’ Word doc; Strategy Line #1)
Practice how to read all words on the word wall (Resource: J: Drive in 1st grade Writing Folder)
Use the word wall during interactive writing.
Prompt: 4 Things you take with you when you go swimming & why
4: Finding words quickly on Personal Word Wall
Review ‘Spelling Strategies Anchor Chart’ Line #1 & Word Walls (Resource: J: drive – 1st grade writing folder; Skills folder)
Highlight 1st letters of word wall words on Interactive Board. Teach/practice how to think of the expected 1st letters in order to locate words quickly on the word wall & then check all the way through with your finger to the end to see if they located the correct word
Use the word wall during interactive writing.
September 2013
Phonics Tab) Prompt: 4 things you can do at the pool.
Week 3 Anchor Charts:
Reader’s Workshop Guided Reading Writer’s Workshop
(J: 1st Grade Reading Folder) (J: 1st Grade Reading Folder) (J: 1st Grade Writing – Skills Folder)
September 2013
Date
Poetry/ Sight Words
Language & Foundations
Spelling Guided Reading Reading Workshop
Writing Workshop PROCEDURES & SKILLS
Week
4
Sept.
9-13
4 ½
days
(Early
Release
-
Friday: Home-
coming
Sight
Words:
with
no
do
have
you
Poem: –
My
Backpack
Weighs
1,000
Pounds
Resource: J: drive;
Teachers folder;
Lit Team
Resources
folder; 1st grade folder; Sight
Word Poems
folder
CCSS –
Phonemic
Awareness Recognize
and
produce
rhyming
words (link
to word
family
lesson in
Language
column –
break
rhyming
words that
have same
rhyme
spellings)
Continued… CCSS –Use frequently
occurring conjunctions (e.g., and, but, or, so, because). [L.1.1g]
Copy Alerts?? 1: Joining Sentences Resource: e-literacy;
Language; Conventions of Standard English; Lesson B Sentences; ‘Joining Sentences’ button; Model & Practice page 3 2: Joining Sentences Resource: e-literacy; Language; Conventions of Standard English; Lesson B Sentences; ‘Joining Sentences’ button; Model & Practice page 4
3: Joining Sentences – Flipchart Lesson #3 Resource: J: ‘First Grade’
folder; ‘Language’ folder; ‘Conjunctions to Join’ flipchart 4: Joining Sentences Resource: e-literacy;
Language; Conventions of Standard English; Lesson H Prepositions & Conjunctions; ‘Words that Join’ button; Model & Practice page 1-2 5: Joining Sentences Assessment Resource: J: ‘First Grade’
folder; ‘Language’ folder; ‘Conjunctions to Join’ flipchart Lesson #5 & ‘Conjunctions – Assessment’
Lessons 13-16 Letter Path of Movement
Resource
J: drive; Teachers folder; Lit Team Resources folder; K-2 Phonics folder; Alphabet internet resources document Vowel Resources: J: drive; Teachers folder; Lit Team Resources folder; K-2 Phonics folder; Multiletter Phonogram internet resources doc.
Blending CVC
Words in
Continuous Text CCSS: Decode regularly
spelled 1-syllable words.
(CVC)[RF.1.3.b]
M-F - 10-15 min:
Decodable Readers Model how to blend CVC
words on the run in text
using the decodable
readers on Reading A-
Z.com. Choose
‘decodable readers’ tab. Then scroll to consonant,
short vowels & word family lessons, then to a cvc text of
your choice – choose
‘projectable’
Select a different book
daily. Choose
‘projectable’ option to
show book on your
Interactive Board.
Copy Alert! Decodable
readers from Reading A-
Z
*Reference Line # 1-8
of ‘Reading Problem-
Solving Strategies’
poster as you decode.
It must make sense &
sound right when you
decode!!!!!!!!
M-F 40-45 min: *DRA/RTI testing on
1-2 kids or continue
intro to centers
*All others –
independent reading of
cvc books, or other cvc
activities like word
sorts (cut & paste)
*Resource J: drive; 1st
CCSS: Ask and answer questions about key details in a text. [RL.1.1] Minilessons all week on Schema Resource: J: drive, Teachers, Lit Team, 1st Grade, Reading, ‘OG – Schema Unit – Grades 1-2’ Resource: J: drive,
Teachers, Lit Team, 1st Grade, Reading, ‘OG – Schema– Reference Chart’ IDR Time = Shop
& Teach Independent Reading Behaviors/Stamina ’Read to Self’ procedures Daily 5 ‘Read to
Self’ & Stamina
Lesson
Resource: J:
Drive; Teachers;
Lit Team; 1st Grade; Reading;
OG - 4,3,2,1 IDR
rubric & The Daily 5 book –
pages 49-58
Share every day revolves around
stamina. “Were
you a 4,3,2,1 today?” “Were
you a problem-
solver?”
Lesson Routine for every day this week: Review traffic path & expectations for materials set-up on desks
Show/review anchor charts
Do Active Inspire minilesson (if provided) or other demonstrations
After that, interactive writing. All students work on midline paper. Students & teacher write 1-2 sentences together about suggested topic (or pick another you prefer). Emphasize capitals, spacing, punctuation and model how to spell known and unknown words.
Students then write 2-3 sentences independently about the topic. Teacher sharks and provides feedback.
End with a share about the day’s learning
1: Breaking Words into Syllables to Make Them Easier to Spell
Teach ‘Spelling Strategies Anchor’ Line #4 – Just focus on breaking words into syllables to spell for now – don’t worry too much about the vowel part yet. (Resource: J: drive – 1st grade writing folder; Skills folder; Active Inspire Chart ‘Spelling strategy – breaking words into syllables’)
Use the word wall & syllable clapping during interactive writing.
Prompt: 4 things we do in art. 2: Recording Correct Vowels in Syllables Teach Spelling Strategies Poster Line #4 – Review breaking words into syllables – focus on recording the correct vowels in syllables. Don’t worry about ‘a vowel in every syllable yet – just focus on recording correct vowels that can be heard) (Resource: J: drive – 1st grade folder; writing folder; Skills folder; Active Inspire Chart ‘Spelling strategy – using correct vowels’)
Use the word wall & syllable clapping during interactive writing. Prompt: 4 things we do in PE. CCSS: Spell untaught words phonetically, drawing on phonemic awareness & conventions [L.1.2e] & CCSS: ‘Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.’ [L.1.2d]
3: Breaking words Into Syllables /Recording Correct Vowels Teach Spelling Strategies Poster Line #4 – Practice breaking words into syllables – focus on recording the correct vowels in syllables.) (Resource: J: drive – 1
st grade folder; writing folder; Skills folder; Active Inspire Chart
‘Spelling strategy – correct vowels 2’) Prompt: Write 4 things we do to show friendship to others.
4: Word Wall & Editing for Spelling - No Excuses! Explain that
Word Wall Words are ‘No Excuse’ words and MUST be spelled correctly every day. Refer to ‘Skills Writer’s Checklist’ (J: drive; Teachers, Lit Teams, 1
st Grade, Writing, Skills & Traits) to show kids how to edit for
spelling. Daily, set a timer & stop 5 minutes before share time to force
kids to edit for spelling, caps & periods. Explain that you will be circling misspelled ‘No Excuse’ words in their writing every night & checking other skills. Students will have to correct spellings, caps & punctuation the following day in WW.
Prompt: Write 4 things you could do today to make someone smile.
September 2013
Grade Language &
Foundations Folder; CVC )
Week 4 Anchor Charts:
Reader’s Workshop Charts Guided Reading Writer’s Workshop
(J: 1st Grade Reading Folder) (J: 1st Grade Reading Folder) (J: 1st Grade Writing – Skills Folder)
4,3,2,1 Rubrics below are on J: in
1st Grade Reading folder. Put
these in page protectors in your
conference notebook for frequent
reference during share.
Display a simpler version of the
4,3,2,1 rubric (below) on your
wall or easel.
(Or, if you prefer, try
creating the schema chart
below.)
Be sure to chart your class stamina
in a visual way so students can
track their progress. Set a goal of
15 minutes by the end of qtr. 1
September 2013
Date
Poetry/Sight Words
Language & Foundations
Spelling Guided Reading
CCSS: Decode
regularly
spelled 1-
syllable words.
(CVC)
[RF.1.3.b]
Reading Workshop
Writing Workshop
This Week: Continue routine from previous weeks
& also begin circling misspelled sight words EVERY NIGHT & marking places where capital & period edits should go. Require editing 1st thing the next day before the minilesson. Continue setting a timer so kids are forced to edit and revise for the last 1-2 minutes of every writing session.
Week
5
Sept.
16-20
5 days
Sight
Words:
all
go
big
one
can
Poem: –
The Year
Goes
Round &
Big Fat
Hen
Resource: J: drive; Teachers folder;
Lit Team
Resources folder; 1st grade folder;
Sight Word
Poems folder
CCSS –
Phonemic
Awareness
Recognize
and
produce
rhyming
words (link
to word
family –
break
rhyming
words that
have same
rhyme
CCSS – ‘Orally
produce single-syllable words by blending sounds including consonant blends.’ ‘Decode regularly spelled one-syllable words.’ [RF.1.2b]
M-? Flipchart – J: Drive; ‘Teachers’ folder; ‘Lit Team’ folder; ‘First Grade’ folder; ‘Language’ folder; ‘Consonant Blends’ Last day –Assessment – J: drive; ‘Language’ folder; ‘Consonant blends assessment’ – Word doc.
Lessons 17-20 Letter Path of Move-ment
Re-source
J: drive; Teachers folder; Lit Team Resources folder; K-2 Phonics folder; Alphabet internet resources document Re-source J: drive; Teachers folder; Lit Team Resources folder; K-2 Phonics folder; Multiletter Phonogram internet resources
M-R - 15
minutes -
Active
Inspire - Do
1 ‘Breaking
Words’
Lesson Daily *Resource J:
1st Grade
Language &
Foundations Folder;
‘Breaking CVC words – Grade 1’
Active Inspire)
Reference/
reveal ‘Look
for parts you
know’
strategy on
reading
problem
solving
poster.
F: How To
Break
Words Assessment Copy Alert!
M-F - 45
min– same as
in previous
weeks
CCSS: Ask and answer questions about key details in a
text read aloud. [SL.1.2] CCSS: Ask and answer questions about what a
speaker says in order to gather additional information or clarify something that is not understood. [SL1.2] M: e-literacy; Speaking & Listening; lesson B Ask & Answer Questions; do Main Page; do Ask & Answer Questions about Key Details button; Do Model & Practice Buttons – Create Anchor Chart with Question words (see next page) Copy Alert! Practice Button (IDR today = e-literacy) T: George & Martha - Story #1 – Split Pea Soup (in your Reading Workshop basket of extra texts) Resource: Active Inspire – J: 1
st Grade Reading folder;
‘Ask & Answer Questions with George & Martha – Grade 1’ Lesson #1 Follow with IDR W: George & Martha - Story #2 – The Flying Machine Resource: Active Inspire ‘Ask & Answer Questions with George & Martha – Grade 1’ Lesson #2 Follow with IDR R: George & Martha - Story #4 – The Mirror Resource: Active Inspire ‘Ask & Answer Questions with George & Martha – Grade 1’ Lesson #3 Follow with IDR F/Optional: George & Martha - The Last Story – The Tooth (see Active Inspire Chart – Lesson #4)
1: Editing misspelled Words Distribute yesterday’s writing with skills corrections & misspelled sight words circled. Refer to ‘skills checklist’ & demonstrate again how to edit for capitals & periods & how to use the word wall to locate & correct spellings in a piece before sending students off to do this work on their own. Extended Share: Students share/check all their edits. (May not have time for indep writing today.) CCSS: Spell untaught words phonetically, drawing on phonemic awareness & conventions – 2: Breaking words Into Syllables /Recording Correct Vowels - Spelling Strategies Poster Line #4 – Review breaking words into syllables – focus on recording the correct vowels in syllables. (Resource: J: drive – 1
st grade folder; writing folder;
Skills folder; Active Inspire Chart ‘Spelling strategy – correct vowels 3’) Prompt: How to make a PBJ sandwich
3: Spelling with blends (Resource: J: drive;
Teachers; Lit Teams; 1st
Grade; Writing; Skills & Traits; ‘Spelling with Blends’ Active Inspire – Lesson #1) Prompt: Which is better – Christmas or V Day? 4: Begin Teaching Organization Trait (Resource: J: drive – 1
st grade folder; writing
folder; Skills & Traits folder; Active Inspire Chart ‘Intro to Organization’ & ‘6+1 Organization Poster’) (Resource: 6+1 Traits of Writing, p. 117-132 – see especially p. 119 – ‘Tips’ box) Prompt (2 days): Write about a time you went to a special/fun place. (Write opening sentence together ‘Once I got to go to a very special place. It was called _____.’ Kids continue independently.
September 2013
spellings)
Week 5 Anchor Charts:
Reader’s Workshop Charts Writer’s Workshop
(Make something combining the 2 below) (J: 1st Grade Writing – Skills Folder)
September 2013
Date
Poetry/Sight Words
Language & Foundations
Spelling Guided Reading
Reading Workshop NOTE: The workshop looks different during test-taking strategy weeks. The minilesson is often
followed by at-your-seat work with the test-taking skill being taught vs. IDR.
Writing Workshop
PROCEDURES & SKILLS
Week
6
Sept.
23-27
4 ½ days
(Early
Release -
Friday :
PDC)
Sight
Words:
too out on also up said
Poem:
Take Me
Out of The
Bathtub to
Crayons
Resource: J: drive;
Teachers folder;
Lit Team
Resources folder; 1st grade folder;
Sight Word
Poems folder
CCSS –
Phonemic
Awareness
– Kinder
Review
–
Recognize
and
produce
rhyming
words (link
to word
family –
break
rhyming
words that
have same
rhyme
spellings)
CCSS – Use commas in
dates and to separate single words in a series [L.1.2c]
1: Active Inspire – Commas in a Series - Lesson #1 Resource: J: 1st Grade
Language Folder; ‘Commas in a Series’ flipchart Copy Alerts?? Resource for days 2-3: e-literacy; Language; Conventions of Standard English; Lesson J ‘Commas’ button 2: e-literacy - Model & Practice page 4 3: e-literacy - Model & Practice page 5 4: Practice for Test – Active Inspire – Commas in a Series - Lesson #4 J: 1st Grade Language Folder; ‘Commas in a Series’ flipchart 5: *Assessment – J: drive;
‘Language’ folder; ‘Commas assessment’ – Word doc. *See also ‘Commas in a series’ flipchart – Lesson #5
Lessons 21-24 Letter Path of Movement Resource: J: drive;
Teachers folder; Lit Team Resources folder; K-2 Phonics folder; Alphabet internet resources document Vowel Resources: J: drive; Teachers folder; Lit Team Resources folder; K-2 Phonics folder; What Are the Vowels? Doc & Short Vowel Internet Resources Doc
Guided Reading Groups & RTI inter-ventions begin on or before this week
Guided Reading Groups & RTI Inter-ventions
Basic Test-Taking Strategies & Locating the Answers to Right There Questions – CCSS: Ask and answer questions about key details in a text. [RL.1.1] Resources: 1. J: drive; Teachers; Lit Teams; 1st
Grade; Reading; ‘Test-Taking Strategies – Grade 1’ Do 1 lesson each day
2. Resources for ‘Grade Level Text’ text & assessments: Reading A-Z; Comprehension tab; Scroll down to ‘Comprehension Quickchecks’
3. Resources for ‘Grade Level Text’ text & assessments: Scott Foresman Manual 1.2 Story:
Tadpole to Frog
Days 1-4/5: Minilesson where
teacher models, followed by at
your seat work on a grade-level
text or story, followed by share.
Teach strategies for taking a
multiple choice test & searching
for right-there info or ‘clues’ to
answer. Administer assessments on
short passages or stories while
thinking aloud and modeling how to
read through the questions, all
answer choices & searching the text
for answers. *Have kids use yellow
crayons or highlighters to show
where in the text the answer was
found. Give feedback after each
question – model how to use the text
This Week: Continue circling misspelled sight
words & marking places where capital & period edits should go each night. Require editing 1
st
thing the next day before the minilesson. Continue setting a timer so kids are forced to edit and revise for the last 1-2 minutes of every writing session. 1: Organization Trait – Continued… (Resource: J: drive – 1st grade folder; writing folder; Skills & Traits folder; Active Inspire Chart ‘Intro to Organization’ ) (Resource: 6+1 Traits of Writing, p. 117-132)
•Create 6+1 Traits Anchor Chart on Ideas (6+1
Traits, p. 119 – ‘Tips’ box, or use ‘6+1 Organization Poster’ on J:)
Prompt: Continue ‘Write about a time you went to a special place’ pieces. 2: Writer’s Checklist: Model how to use the skills writer’s checklist to edit and revise the special place piece from this week. Give all kids a checklist & have them check their own pieces. Have an extended share to reinforce these skills. (Resource: J: drive – 1st grade folder; writing folder;
Skills & Traits folder; ‘Skills Writer’s Checklist’) 3-4: Fluency Trait (Resource: J: drive – 2nd grade folder; writing folder;
Skills & Traits folder; Active Inspire Chart ‘Intro to Fluency’ ) (Resource: 6+1 Traits of Writing, p. 223-238)
•Show 6+1 Traits Anchor Chart on Fluency (6+1
Traits, p. 225 – ‘Tips’ box, or use ‘6+1 fluency poster’ on J)
Prompt (2 days): Write about a time you were scared or worried. (Write opening sentences together. ‘Let me tell you about the time I was really scared. It all started when…’ Students continue on their own.
September 2013
to confirm the answers.
Week 6 Anchor Charts:
Reader’s Workshop Charts Writer’s Workshop
(J: 1st Grade Reading Folder) (J: 1st Grade Writing – Skills Folder)
September 2013
Date
Poetry/Sight Words
Language & Foundations
Spelling Guided Reading
Reading Workshop Writing Workshop
PROCEDURES & SKILLS
Week
7
Sept.
30-Oct.
4
5 days
(1st
Quarter
Testing
Week)
Sight
Words:
was
he
they
of
not
Poems: –
Little
Jimmy
Dawson –
Pick Up
Your Room
Resource: J: drive; Teachers
folder; Lit Team
Resources folder;
1st grade folder;
Sight Word Poems folder
CCSS –
Phonemic
Awareness [RF.K.2.a]
Kinder
Review
Recognize
and produce
rhyming
words (link
to word
family –
show how
to break
rhyming
words that
have same
rhyme
spellings)
CCSS: Use frequently occurring prepositions. [L.1.1i] Resource for Days 1-2: e-literacy; Language;
Conventions of Standard English; Lesson H ‘Prepositions & Conjunctions’ button; ‘Prepositions button’ 1: e-literacy; Model & Practice pages 1-2 2: e-literacy; Model & Practice page 3 (No assessment other than Acuity over this skill.)
Begin Intro to Parts of Speech Unit (NOTE: This is just an intro – each part of speech will be covered more in depth later on.)
Resource for This Week: J: 1st Grade Language Folder; ‘Parts of Speech - Intro’ Active Inspire flipchart
3: Parts of Speech – Intro - Lesson #1 4: Parts of Speech – Intro - Lesson #2 5: Parts of Speech – Intro - Lesson #3
Lessons 25-29 Letter Path of Movement
Resource: J: drive;
Teachers folder; Lit Team Resources folder; K-2 Phonics folder; Alphabet internet resources document Resources: J: drive; Teachers folder; Lit Team Resources folder; K-2 Phonics folder; Multiletter Phonogram internet resources
Continue
meeting
with 3
groups
daily –
RTI
interven-
tion 2x per
week
(once in
guided
reading,
and once
during independent portion of
reading or
writing
workshop)
ACUITY DIAGNOSTIC - TEST #1 THIS WEEK 1 of the days This Week = Acuity Practice Test – Review ‘Test Taking Tips’ chart. Do practice test together as a class. Kids should all have a copy of the practice test. Resource: J: 1st Grade Assessments & Report Card Folder;
‘Acuity Practice Test – Qtr 1)
Copy Alert! 1 Day This Week = Flex Block (for ACUITY DIAGNOSTIC TEST #1 or to push in other curriculum you missed due to the Acuity)
Teachers: While reading aloud this week, pull out your personal Reading Log and model how you, as a reader, flag with Post-Its & then use those Post Its to write all kinds of thinking in your log. Students need to be using Post-Its daily to flag places where they applied a decoding or metacognitive strategy, but do not have to use logs until later on. If you want to start logs, go right ahead. 1-2/3: Post-It or Flag text-marking problem-solving - Read aloud 1 book each day – (teacher’s choice) to model how to flag your thinking as you read in text. Choose to model either Post-Its or Flag Bookmarks. Create Sticky Note Anchor chart (see next page) if you choose Post-Its . Create Thinking Bookmarks if you choose flags. Resource: J: drive; Teachers; Lit Teams; 1st Grade; Reading;
‘How to Mark Your Thinking’ flipchart Resource: J: drive; Teachers; Lit Teams; 1st Grade; Reading;
2-Day Writing Prompt Window – October 3-4 1: CCSS: Capitalize beginnings of sentences, the pronoun I, dates and names of people. [L.1.2a] (Review lesson) Resource: J: drive; Teachers; Lit Team
Resources; 1st Grade; Writing; Skills; ‘Capitalization – Writing #1 – Grade 1’ Prompt: Which is better – summer or winter? Why? Start the piece together. 2: Teacher’s Choice: Do a craft or skills mini-lesson your class needs to prep for tomorrow’s assessment. Prompt: Teacher’s Choice (or continue from yesterday.) Day 3 – Post-Test Writing Prompt (day 1)– Skills Unit Post-Test:
Write 4 or more sentences telling me all about yourself.
Day 4 – Post-Test Writing Prompt (day 2) Editing & Revising *Distribute prompts from yesterday & skills checklists. Students edit & revise with the checklist. Prompt Resources: J: drive; Teachers;
Lit Team; 1st Grade; Writing; Skills & Traits; ‘Skills Writer’s Checklist – Printable Version’ Prompt Resources: J: drive; Teachers;
Lit Team; 1st Grade; Assessment & Grade Card; ‘End of 1st Quarter Scoring Guide’
September 2013
‘OG – Bookmark – Text Coding Symbols’
Week 7 Anchor Charts:
Reader’s Workshop Charts Writer’s Workshop
(2 of the 3 below in J: 1st Grade Reading Folder) (J: 1st Grade Writing – Skills Folder)
Choose 1 below:
J: - 1st Grade reading folder; These
‘Thinking Bookmarks are to be glued to
construction paper & laminated for
each student. Place flags on xs for
schema, problem solving, Aha! &
questioning.
September 2013
Date
Poetry/Sight Words
Language & Foundations
Spelling Guided Reading Reading Workshop Weekly ‘Grade Level Text’ Begins
Writing Workshop
Week 8
Oct. 7-11
4 ½ days
(Early
Release -
Friday)
End of 1st
Quarter
Sight
Words:
what
this
then
like
Poem: – The
Little, Little
Man –
Double Silly
Resource: J: drive; Teachers
folder; Lit Team Resources folder; 1st
grade folder; Sight
Word Poems folder
CCSS –
Phonemic
Awareness –
Kinder
Review
– Recognize
and produce
rhyming
words (link to
word family
– break
rhyming
words that
have same
rhyme
spellings)
Continue ‘Parts of speech – Intro’ Unit… Resource for This Week: J: 1st Grade Language Folder; ‘Parts of Speech - Intro’ Active Inspire flipchart 1: Parts of Speech – Intro - Lesson #4 2: Parts of Speech – Intro - Lesson #5 3: Parts of Speech – Intro - Lesson #6 4: Parts of Speech – Intro - Lesson #7 & Student Printable ‘Parts of Speech - Intro - Practice’ page Resource: J: 1st Grade Language Folder; Parts of Speech – Intro - Practice Page Copy Alert! 5: Intro to Parts of Speech Assessment (J: 1st Grade Language Folder; Intro to Parts of Speech Assessment’)
Lessons 30-32 Administer Morris-McCall Spelling Scale (J: 1st
Grade
Language & Foundations folder;
Spelling folder) this week to determine where to place kids on the Ayer’s list of words. Letter Path of Movement Resource: J: drive; Teachers folder; Lit Team Resources folder; K-2 Phonics folder; Alphabet internet resources document Resources: J: drive; Teachers folder; Lit Team Resources folder; K-2 Phonics folder; Multiletter Phonogram internet resources
Test students
at levels A-4
for the
following
report card
items if
needed:
*Decodes in
grade-level
text
*Reads
fluently in
grade-level
text
*Retells grade-
level text
Resource:
Use A-Z Level
C fiction
Benchmark
Book to test
these items.
CCSS: ‘Ask and answer questions about key details in text.’ [RL.1.1] CCSS: ‘Retell stories, including key details.’ [RL.1.2] CCSS: ‘Describe characters, settings, and major events in a story, using key details.’ [RL.1.3] CCSS: ‘Use illustrations and details in a story to describe its characters, setting or events.’ [RL.1.7]
1: Grade Level Text Practice (no grade) e-literacy; Reading Literature; Key Ideas & Details; Lesson A; Main Page, Model & Practice Copy Alert! Begin Unit of Study – Fiction Genre & Retelling Resource #1: 3 Little Pigs by James Marshall; Resource #2: J: drive; Teachers; Lit Team; 1st Grade; Reading; ‘Fiction Genre - Retelling’ Active Inspire Chart 2: ‘Fiction Genre – Retelling’ – Active Inspire chart – Lesson #1 (characters) - IDR 3: ‘Fiction Genre – Retelling’ – Active Inspire chart – Lesson #2 (setting) - IDR 4: ‘Fiction Genre – Retelling’ – Active Inspire chart – Lesson #3
1: Feedback & Goal Setting - Give awards for best capitals, periods, spacing, neatness, etc. Return a checklist to each student where you have highlighted 2 areas on which they need to work. Students each choose 1 goal from what was highlighted. Write this goal on an index card & tape it to each child’s desk for a daily reminder. 2: Choose best work from the quarter to publish – students edit & revise that piece using the checklist. (Teachers will work to publish these pieces this week & next week.) 3: Students illustrate the 1st quarter piece they’ve chosen to publish 4: Students have an author’s celebration – kids share their published work with an audience.
September 2013
(problem/solution) - IDR