grade 1 curriculum map: literacy & integrated content 2014-2015 grade 3rd... · ·...

GRADE 1 Curriculum Map: Literacy & Integrated Content 2014-2015

PARCC= Partnership For Assessment Of Career And Content Standards CCSS=Common Core State Standards HMH= Houghton Mifflin Harcourt EXT= Teacher Support Booklet: Extending the CCSS CLLG= HMH Comprehensive Language & Literacy Guide TE=Teacher’s Edition LRSD Elementary Literacy Department 1st Grade Literacy & Integrated Content Revised 2014

The following standards are addressed during small group reading instruction. These skills and strategies may be practiced independently, but explicit modeling & guided practice in a small group or individual setting will be necessary for most students to be successful in mastering these standards.

READING WORKSHOP: SMALL GROUP & INDEPENDENT READING STANDARDS SPEAKING & LISTENING CC1SL1 Participate in collaborative conversations with diverse partners about grade 1 topics & texts with peers & adults in small & larger groups. CC1SL1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). CC1SL1b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. CC1SL1c Ask questions to clear up confusions about the topics & texts under discussion. CC1SL2 Ask & answer questions about key details in a text read aloud or information presented orally or through other media, & answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. CC1SL3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. CC1SL5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, & feelings. CC1SL6 Produce complete sentences when appropriate to task & situation. LANGUAGE CC1L4 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.

CC1L4a Use sentence-level context as a clue to the meaning of a word or phrase. READING STANDARDS CC1RF4 Read with sufficient accuracy and fluency to support comprehension.

CC1RF4a Read grade-level text with purpose and understanding. CC1RF4b Read grade-level text orally with accuracy, appropriate rate, and expression. FOCUS FOR PARCC ASSESSMENT FORMAT (Reading Response) CC1RI9 Identify basic similarities in & differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). CC1RL9 Compare & contrast the adventures & experiences of characters in stories. RANGE OF READING & LEVEL OF TEXT COMPLEXITY CC1RI10 With prompting & support, read informational texts appropriately complex for grade 1. CC1RL10 With prompting & support, read prose and poetry of appropriate complexity for grade 1.

SMALL GROUP INSTRUCTIONAL RESOURCES • CLLG pp. 4-5, & genre lessons for discussion starters pp. 101-108 • Teacher Support Booklet: Extending the CCSS (EXT) Unit 1

Instructional Routines: o p. C6 “Ask & Answer Questions” o p. C8 “Collaborative Conversations”

• EXT Unit 2, pp. C6-C7 “Add Visuals to Descriptions” • EXT Unit 3, pp. C4-C5 “Compare & Contrast Texts” • EXT Unit 4, pp. C4-C5 “Compare & Contrast Texts” • EXT Unit 4, pp. C8-C9 “Ask & Answer Questions” • Leveled readers’ teacher’s guides* • Interventions: In theTE behind the red “Intervention” tab & the

teal “English Language Learners” tab, or behind “Small Group” tabs

• Extension projects: refer to the “above level” Teachers’ Guide for leveled readers & on the TE Whole Group Lesson tabs, “Challenge Yourself”

• Leveled texts from science & social studies should be used to study grade-level specific content.

• For other small group texts: Genre lessons in the CLLG provide discussion questions for texts by genre.

When available, use two guided reading texts on the same topic or story to compare & contrast. (See standards)

GUIDED OR INDEPENDENT PRACTICE • CLLG pp. 6, 7 & p. 29 • Leveled readers’ teacher’s guides**

* The teacher’s guides for the HMH Leveled readers will provide additional, explicit instruction on the same comprehension & fluency lessons for the week. Weekly vocabulary words are also utilized in context within the leveled readers. **Independent practice should include word work

TD5= The Daily 5 Café = The Café Book VR= HMH Vocabulary Reader TE=Teacher Edition HMH= Houghton Mifflin Harcourt SUW=Step Up to Writing SB=Student Book CLLG= HMH Comprehensive Language & Literacy Guide WSG= HMH Word Study Teacher’s Guide LRSD Elementary Literacy Department Revised 2014

Grade 1 Curriculum Map: Literacy & Integrated Content


READING WORKSHOP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC1RI1 Ask & answer questions about key details in a text. CC1RI2 Identify the main topic & retell key details of a text. CC1RI4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. CC1RI10 With prompting & support, read informational texts appropriately complex for grade 1. CC1RF4a Read on-level text with purpose & understanding. CC1RF4b Read grade-level text orally with accuracy, appropriate rate, and expression. CC1SL1 Participate in collaborative conversations with diverse partners about 1 topics and texts with peers and adults in small and larger groups. CC1SL1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics & texts under discussion). CC1SL2 Ask & answer questions about key details in a text read aloud or information presented orally or through other media.

COMPREHENSION/ FLUENCY

• Skill: Main Idea/ details

• Genre: Informational Text

• Strategy: Question

HMH Let’s go to the Moon • U4L16 TE: T32-T43 & SB p.14-34 • U4L16 TE: p. T70 Read to Connect • CLLG p. 70

HMH One Giant Leap

• U4L16 TE: T14-T15 • CLLG p. 71 • WSG p.132-133 Oral Vocabulary

Development • Café p. 165 Ready Reference form • U4L16 TE: T52 Stress • CLLG p. 108 Informational Text

CC1RF3c Know final –e and common vowel team conventions for representing long vowel sounds. CC1RF3g Recognize & read grade-appropriate irregularly spelled words. CC1L4b Use frequently occurring affixes as a clue to the meaning of a word.

VOCABULARY/ WORD STUDY

• Academic language: topic, main idea, supporting details

• Strategies: Suffixes –y & -ful

• Genre: Biography

HMH Mae Jemison • U4L16 TE: T62-T63 & SB: 36-38 • CLLG p. 71

HMH VR In the Sky

• U4L16 TE: T16-T17 • U4L16 TE: 28-29 Words to Know • Word Cards 101-108 & SB: p. 10-11

• U4L16 TE: T64-T65 Vocabulary Strategies:

Suffixes –y & -ful • CLLG p. 110 Biography

CC1RF3 Know and apply grade-level phonics and word analysis skills in decoding words. CC1RF3c Know final -e & common vowel team conventions for representing long vowel sounds.

P.A./PHONICS • Vowel pairs oa, ow • Phonograms –ow, -oat • Contractions ‘ve, ‘re

• U4L19 TE: Daily Phonemic Awareness/Phonics Lessons Days 1-4 • WSG U4L19 p. 76-77

Grade 1 Curriculum Map: Literacy & Integrated Content


WRITING WORKSHOP: WHOLE GROUP LESSONS CC1L1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

GRAMMAR • Questions: What is

a question? • Writing questions

• U4L16 Grammar • SUW 1.40 p. 62 Levels of Questioning • SUW 3.8 p. 117 Kinds of Sentences

Use Tool 3.8a • SUW 3.9 p.118 Using Riddles

Use Tools 3.9a, 3.9b • SUW 3-10 p.119 My One Perfect

Sentence Use Tool 3-10a

CC1W1 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. CC1W3 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. CC1W5 With guidance & support from adults, focus on a topic, respond to questions & suggestions from peers, & add details to strengthen writing as needed.

WRITING • Expository/Opinion

• SUW 9-2 p. 368-369 Supporting Opinions Use Tools 9-2a, b, & Writing Prompt CD-opinion pieces

SUW 10-17 p. 442 Persuasive scoring guide. Use Tool 10-17a.

GRADE 1 Curriculum Map: Literacy & Integrated Content


READING WORKSHOP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS

CC1RL1 Ask & answer questions about key details in a text. CC1RL2 Retell stories, including key details, & demonstrate understanding of their central message or lesson. CC1RL7 Use illustrations & details in a story to describe its characters, setting, or events. CC1RL9 Compare & contrast the adventures & experiences of characters in stories. CC1L6 Use words and phrases acquired through conversations, reading & being read to, & responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).


Skill: Compare/Contrast Strategy: Visualize Genre: Fantasy

U4L17 HMH The Big Trip U4L17 TE: T130-T142 & SB: p. 48-68 CLLG p. 72 U4L17 TE: T152-153 characters HMH A Rainy Trip U4L17 TE: T112-T113 CLLG p. 73 Café p.169 Ready Reference Form SUW 1-30 p. 43-44 Using graphic organizers Use Tool 1-30b U4L17 TE: T150 Phrasing & fluency

Retelling Fiction: “Your Turn”: U4L17 TE: T143

Weekly Test: 17.6-17.8 U4L17 TE: T175

CC1RI10 With prompting and support read informational texts appropriately complex for grade 1. CC1L4a Use sentence-level context as a clue to the meaning of a word or phrase. CC1RF3g Recognize & read grade-appropriate irregularly spelled words.


Academic language: context Genre: Informational Text

U4L17 is continued next week. HMH Lewis & Clark’s Big Trip U4L17 TE: T160-T161 & SB: p. 70-72 CLLG p. 73 U4 TE: xvi-xvii Words/Senses

CC1RF3 Know & apply grade-level phonics & word analysis skills in decoding words. CC1RF3d Use knowledge that every syllable must have a vowel sound to determine the # of syllables in a printed word. CC1RF3e Decode 2-syllable words following basic patterns by breaking words into syllables.

P.A./PHONICS Compound Words Short vowel /e/, ea

U4L20 Daily Phonemic Awareness/Phonics in TE: Days 1-4 U4L20 TE: T401, 413, 445, & 455 Daily Opening Routine Phonemic Awareness



WRITING WORKSHOP: WHOLE GROUP LESSONS

CC1L1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

GRAMMAR Kinds of Sentences: Questions & Statements

U4L17 TE: T120 Day 1: Introduce Kinds of Sentences U4L17 TE: T144 Day 2: Kinds of Sentences

CC1W5 With guidance & support from adults, focus on a topic, respond to questions & suggestions from peers, & add details to strengthen writing as needed. CC1L1j Produce & expand complete simple & compound declarative, interrogative, imperative, & exclamatory sentences in response to prompts.

WRITING “Better”/Compound Sentences

SUW 3-6 p. 114-116 Better Sentences Use Tool 3-6a. See additional ideas section also. SUW 3-7 p. 116 Sentence Structures Use Tools: 33-7a & b SUW 3-8 p. 118 Kinds of Sentences Use Tool: 3-8a



CONTENT AREA STANDARDS & LESSONS STANDARDS LESSON FOCUS MATERIALS

SS Strand: Economics Literacy Standards: CC.1.SL.1.c. Ask questions to clear up any confusion about the topics & texts under discussion. CC.1.SL.2. Ask & answer questions about key details in a text read aloud information presented orally or through other media CC.1.SL.6 Produce complete sentences when appropriate to task & situation CC.1.RL.3 Describe characters, settings, & major events in a story using key details. CC.1.RL.7 Use illustrations & details in a story todescribe its characters, setting, or events. CC.1.RL.9 Compare & contrast the adventures & experiences of characters in stories. CC.1.RI.10 With prompting & support, read informational texts appropriately complex for grade 1.

SOCIAL STUDIES (January) • Wants & Needs • Goods & Services • Money/Bartering Vocabulary SS Picture Vocabulary Cards Unit 6 p. 250-251 need want good service trade barter factory market job volunteer money save

• Harcourt Leveled Readers for Unit 6 • Agatha’s Feather Bed Not Just Another Wild Goose Story by Carmen Agra Deedy • Alexander, Who Used to Be Rich Last Sunday by Judith Viorst • The Awful Aardvarks Shop for School by Reeve Lindburgh • A Chair for My Mother by Vera B. Williams • A Dollar For Penny by Julie Glass • Apple Farmer Annie by Monica Wellington • Bearhide & Crow by Paul Brett Johnson • Bennie’s Pennies by Pat Brisson • The Big Buck Adventure by Shelley Grill & Deborah Tobola • Boom Town by Sonia Levitin • Click Clack Moo: Cows That Type by Doreen Cronin • Doggone Lemonade Stand! by Judy Bradbury • My Rows & Piles of Coins by Tololwa Mollel • The Adventure of Taxi Dog by Debra & Sai Barracca • The Giving Book by Ellen Sabin • Grandpa’s Corner Store by Dyanne Disalvo-Ryan • Banks, Earning, Saving & Spending by Margaret Hall • Credit Cards & Checks by Margaret Hall • Follow the Money! By Loreen Leedy • HMH-Unit 2: Lesson 6 Vocabulary Reader Reading • HMH- Unit 2: Lesson 9 Vocabulary Reader Reading Together • HMH- Unit 4: Lesson 18 VR: My Favorite Foods

ESS.8.1.4 Identify the sequence of the seasons PS.6.1.2 Investigate the relationship between mass & weight PS.7.1.6 Classify materials as magnetic or non- magnetic

SCIENCE (January) Describe the characteristics of winter. How can objects be compared & contrasted according to their properties? Vocabulary: Classify, magnetic, materials

Notebook Prompts: Your teacher dropped a box of supplies from her desk. What materials could be picked up with a magnet? STC – Kit Solids & Liquids



READING WORKSHOP: WHOLE GROUP LESSONS

COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC1RL1 Ask & answer questions about key details in a text. CC1RL2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. CC1RL7 Use illustrations & details in a story to describe its characters, setting, or events. CC1RL9 Compare & contrast the adventures & experiences of characters in stories. CC1RI4 Ask & answer questions to help determine or clarify the meaning of words & phrases in a text.


Skill: Compare/ Contrast Strategy: Visualize Genre: Fantasy

U4L17 2nd week of instruction HMH The Big Trip, U4L17 TE: T130-T141 & SB: p. 48-68 • CLLG p. 72 • U4L17 TE: T168-169 Read to Connect & Listening & Speaking

HMH A Rainy Trip • U4L17 TE: T112-T113 • CLLG p. 73 • WSG p. 134

• Café p. 169 Ready Reference Form • SUW 1-30 p. 43-44 Using graphic organizers Use Tool 1-30b

CC1L4 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. CC1L4a Use sentence-level context as a clue to the meaning of a word or phrase. CC1L5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. CC1L5b Define words by category & by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). CC1L6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).


Academic Language: Context Strategies: Classify & Categorize Transportation Words

HMH VR Going to School • U4L17 TE: T114-T115 Word Cards 109-116 & SB: p. 44-45 • U4L17 TE: T162-T163 Classify & Categorize Transportation Words

• WSG p. 134-135 • U4L17 TE: T126-127 Words to Know • U4L17 Daily Vocabulary Boosts & Daily High Frequency Words Days 1-4 in TE • U4 EXT C6-C7 Vocabulary Strategies: Shades of Meaning

CC1RF3 Know & apply grade-level phonics & word analysis skills in decoding words. CC1RF3d Use knowledge that every syllable must have a vowel sound to determine the # of syllables in a printed word. CC1RF3e Decode 2-syllable words following basic patterns by breaking words into syllables.

PHONICS Compound Words Short vowel /e/, ea

U4L20 (2nd week of instruction) • WSG p. 72-73



WRITING WORKSHOP: WHOLE GROUP LESSONS CC1L1b Use common, proper, & possessive nouns. CC1L1j Produce & expand complete simple & compound declarative, interrogative, imperative, & exclamatory sentences in response to prompts.

GRAMMAR Kinds of Sentences: statement/questions Writing Statements/ Questions

U4L17 continued from last week • U4L17 TE: T154 Day 3: Kinds of Sentences • U4L17 TE: T164 Day 4: Spiral Review: Proper Nouns • U4 EXT C10-C11 Commands


WRITING “Better”/ Compound Sentences

• Review SUW 3-11 p. 174 Topic Sentences Variety: Where or When plus What’s Happening? See also SUW 4-18. Use Tool: 4-18b. • SUW 4-18 p. 177 Topic Sentences Variety “And, But, Or, & So Sentences. Use Tool: 4-18c

• Unit Test • SUW 10-10 p. 428-429 Self-evaluating Sentences & Topic Sentences. Use Tool: 10-10a.

STANDARDS LESSON FOCUS MATERIALS SS Strand: Economics SEE UNIT 3 LESSON 14 FOR STANDARDS

SOCIAL STUDIES (January) • Wants & Needs • Goods & Services • Money/Bartering

Vocabulary: Need, want, good, service, trade, barter Factory, market, job, volunteer, money, save

• Harcourt Leveled Readers for Unit 6 • HMH-Unit 2: Lesson 6 Vocabulary Reader Reading • HMH- Unit 2: Lesson 9 Vocabulary Reader Reading Together • HMH- Unit 4: Lesson 18 VR: My Favorite Foods • SS Picture Vocabulary Cards Unit 6 p. 250-251

SEE UNIT 3 LESSON 14 FOR ADDITIONAL READ ALOUDS & TEXT

ESS.8.1.4 Identify the sequence of the seasons PS.6.1.2 Investigate the relationship between mass & weight PS.7.1.6 Classify materials as magnetic or non- magnetic

SCIENCE (January) Describe the characteristics of winter. How can objects be compared & contrasted according to their properties?

Vocabulary: Classify, magnetic, materials

Notebooking Prompts: Your teacher dropped a box of supplies from her desk. What materials could be picked up with a magnet?

STC – Kit Solids & Liquids



READING WORKSHOP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS

CC1RI4 Ask & answer questions to help determine or clarify the meaning of words & phrases in a text. CC1RI7 Use the illustrations & details in a text to describe its key ideas. CC1RI8 Identify the reasons an author gives to support points in a text. CC1RI10 With prompting & support read informational texts appropriately complex for grade 1. CC1SL1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers & adults in small and larger groups. CC1SL1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics & texts under discussion). CC1SL2 Ask & answer questions about key details in a text read aloud or information presented orally or through other media. CC1SL3 Ask & answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. CC1RL1 Ask & answer questions about key details in a text.


Skill: Author’s Purpose Strategy: Summarize Genre: Informational Text

HMH Where Does Food Come From? • U4L18 TE: T226-T240 & SB: p. 82-102 • CLLG p. 74 • U4L18 Tab & TE: T250-T251 Author’s Purpose • U4L18 TE: T266- 267 Read to Connect & Listening & Speaking • U4 EXT C8-9 Ask & Answer Questions HMH The Three Wishes • U4L18 TE: T210-T211 • CLLG p. 75 • WSG p. 136 • Café p. 166 Ready Reference Form • U4 EXT C3 Reading: Describe connections • U4 EXT C4-C5 Compare & Contrast Texts • U4L18 TE: T248 Expression

• Summarizing Nonfiction “Your Turn”: U4L18 TE: T241

• HMH Weekly Test 18.2-18.7& 18.12- 18.14 U4L18 TE: T273

CC1RL4 Identify words & phrases in stories or poems that suggest feelings or appeal to the senses. CC1L5b 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). CC1L6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

VOCABULARY/ WORD STUDY Academic Language: author, author’s purpose, determine, photographer Strategy: Multiple Meaning Words Genre: Fairy Tale

HMH Jack & the Beanstalk • U4L18 TE: T258-T259 & SB: p. 104-106, CLLG p. 75 • U4L18 TE: T260-T261 Vocabulary Strategies: Multiple Meaning words HMH VR My Favorite Foods • U4L18 TE: T212-T213 • Word Cards 117-124 & SB: p. 78-79 • U4L18 TE: T224-225 Words to Know • WSG p. 137 • U4L18 Opening Routine Daily High Frequency Words, Days 1-4



CC1RF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). CC1RF2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. CC1RF2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. CC1RF2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). CC1RF3a Know the spelling-sound correspondences for common consonant digraphs (2 letters that represent 1 sound)

PA/PHONICS • Words with r • Controlled Vowel ar, or, ore

• U5L21 Opening Routines: Daily Phonemic Awareness Days 1-4 in TE • WSG p. 80-81 • U5L21 Phonemic Awareness/Phonics Days 1-5 in TE

WRITING WORKSHOP: WHOLE GROUP LESSONS CC1L2a Capitalize dates & names of people. CC1L2c Use commas in dates & to separate single words in a series.

GRAMMAR • Names of Months, Days, Holidays • Commas in Dates

• U4L18 TE: T242, T252, T268


WRITING • “Better”/ Compound Sentences

• SUW 3-6 p. 114-116 Better Sentences Use Tool 3- 6a. See additional ideas section also. • SUW 3-7 p. 116 Sentence Structures Use Tools: 33- 7a & b. • SUW 3-8 p. 118 Kinds of Sentences Use Tool: 3-8a.

SUW 10-10 Quick Checks for Sentences & Topic Sentences Use Tool 10-10a but modify for 1st grade.

CONTENT AREA STANDARDS & LESSONS STANDARDS LESSON FOCUS MATERIALS & LINKS TO LESSONS

SS Strand: Economics SEE UNIT 3 LESSON 14 FOR STANDARDS

SOCIAL STUDIES (January) • Wants & Needs • Goods & Services • Money/Bartering Vocabulary: Need, want, good, service, trade, barter Factory, market, job, volunteer, money, save

• Harcourt Leveled Readers for Unit 6 • HMH-Unit 2: Lesson 6 Vocabulary Reader Reading • HMH- Unit 2: Lesson 9 Vocabulary Reader Reading Together • HMH- Unit 4: Lesson 18 VR: My Favorite Foods • SS Picture Vocabulary Cards Unit 6 p. 250-251 SEE UNIT 3 LESSON 14 FOR ADDITIONAL READ ALOUDS & TEXT

ESS.8.1.4 Identify the sequence of the seasons PS.6.1.2 Investigate the relationship between mass & weight PS.7.1.6 Classify materials as magnetic or non-magnetic

SCIENCE (January) Describe the characteristics of winter. How can objects be compared & contrasted according to their properties? Vocabulary: Classify, magnetic, materials

Notebook Prompts: Your teacher dropped a box of supplies from her desk. What materials could be picked up with a magnet? STC – Kit Solids & Liquids




COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC1RI4 Ask & answer questions to help determine or clarify the meaning of words & phrases in a text. CC1L4 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. CC1RL1 Ask & answer questions about key details in a text. CC1RL2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.


• Skill: Conclusions • Strategy: Monitor/Clarify • Genre: Biography

HMH Tomas Rivera • U4L19 TE: T326-T335 & SB: p. 116-130 • CLLG p. 76 • U4L19 TE: T360-361 Read to Connect HMH Christina’s Work • U4L19 TE: T308-T309 • CLLG p. 77 • WSG p. 138 • SUW 1-30 p. 43-44 Using graphic organizers Use tools 1.30b-1.30h • U4L19 TE: T342 Intonation

• Retelling Fiction: “Your Turn”: U4L19 TE: T335

• HMH Weekly Test 19.6-19.8 U4L19 TE: T367

CC1RI5 Know & use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. CC1RI10 With prompting and support, read informational texts appropriately complex for grade 1. CC1RF3g Recognize & read grade-appropriate irregularly spelled words. CC1L6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).


Academic Language: conclusion, context Genre: Informational Text

HMH Life, U4L19 Connect to Social Studies Informational Text TE: T352-T353 & SB: p. 132-134 • CLLG p. 77 HMH VR People in the Town • U4L19 TE: T310-T311 • Word Cards 123-132 & SB: p. 112-113 • U4L19 TE: T322-323 Words to Know • WSG p. 138-139 • U4L19 TE: T340-T341 Contractions • U4L19 Opening Routines: Daily High Frequency Words & Vocabulary Boost Days 1-4 in TE

CC1RF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). CC1RF3b Decode regularly spelled one-syllable words. CC1L2d Use conventional spelling for words with common spelling patterns & for frequently occurring irregular words.

P.A./PHONICS • Words with r- Controlled Vowel: er, ir, ur

U5L22 will last for 2 weeks • U5L22 Opening Routines: Daily Phonemic Awareness Days 1-4 in TE • U5L22 Daily Phonemic Awareness/Phonics Lessons Days 1-4 in TE



WRITING WORKSHOP: WHOLE GROUP LESSONS CC1L1e Use verbs to convey a sense of past, present, & future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). CC1L5d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

GRAMMAR Future Tense Future Using “will” Future Using “going to”

• U4L19 TE: T346 Verbs: Future Tense • U4L19 TE: T356 & 362 Verbs: Past & Future Tense • U4 EXT C6 Verbs & Adjectives: Manner & Intensity

CC1L1a Print all upper- & lowercase letters. CC1W2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, & provide some sense of closure. CC1W8 With guidance & support from adults, recall information from experiences or gather information from provided sources to answer a question.

WRITING How-To Technical Explanatory

• SUW 9-13 p. 398 Technical Writing (Modify for first grade “How-To” explanatory writing.) Use Examples 2 & 3 on Tool 9-13a. • Review SUW 4-7 p.154-158 Planning Informal Outline Use Tool 4-5c. • Review SUW 4-11 p. 166 Outlines of Various Lengths. Use Tools 4-9a, 4-11a, b, & c. • Review SUW 10-14 p. 433-438 Definitions & Descriptions for Using Scoring Guides. Use Tools 10-14a & b.

SUW 10-15 p. 438-439 Information Paragraphs Scoring Guide. Use Tool: 10- 10a & on the rubric modify the statement “Strong reasons, details, or facts” to “Strong steps in the process.”

CONTENT AREA STANDARDS & LESSONS STANDARDS LESSON FOCUS MATERIALS SS Strand: Economics SEE UNIT 3 LESSON 14 FOR STANDARDS

SOCIAL STUDIES (January) • Wants & Needs • Goods & Services • Money/Bartering Vocabulary: Need, want, good, service, trade, barter Factory, market, job, volunteer, money, save

• Harcourt Leveled Readers for Unit 6 • HMH-Unit 2: Lesson 6 Vocabulary Reader Reading • HMH- Unit 2: Lesson 9 Vocabulary Reader Reading Together • HMH- Unit 4: Lesson 18 VR: My Favorite Foods • SS Picture Vocabulary Cards Unit 6 p. 250-251 SEE UNIT 3 LESSON 14 FOR ADDITIONAL READ ALOUDS & TEXT

ESS.8.1.4 Identify the sequence of the seasons PS.6.1.2 Investigate the relationship between mass & weight PS.7.1.6 Classify materials as magnetic or non-magnetic

SCIENCE (January) • Describe the characteristics of winter. • How can objects be compared & contrasted according to their properties? Vocabulary: Classify, magnetic, materials

Notebooking Prompts: Your teacher dropped a box of supplies from her desk. What materials could be picked up with a magnet? STC – Kit Solids & Liquids



READING WORKSHOP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC1RL1 Ask & answer questions about key details in a text. CC1RL2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. CC1RL3 Describe characters, settings, & major events in a story, using key details. CC1RF4b Read on-level text orally with accuracy, appropriate rate, & expression on successive readings. CC1SL1 Participate in collaborative conversations with diverse partners about grade 1 topics & texts with peers & adults in small & larger groups. CC1SL2 Ask & answer questions about key details in a text read aloud or information presented orally or through other media. CC1SL3 Ask & answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. CC1RI4 Ask & answer questions to help determine or clarify the meaning of words & phrases in a text.


• Skill: Cause & Effect • Strategy: Predict/ Infer

• Genre: Folktale & Readers’ Theater

CLLG

HMH Little Rabbit’s Tale • U4L20 TE: T418-T431 & SB: p. 144-162 • U4L20 TE: T456-T457 Read to Connect • CLLG p. 78 HMH Chicken Little • U4L20 TE: T402-T403 • CLLG p. 79 • WSG p. 140 • Café p. 168 Ready Reference Form • SUW 1-30 p. 43-44 Using graphic organizers • U4L20 TE: T438 Rate

Retelling Fiction: “Your Turn” U4L20 TE: T431

CC1L5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. CC1L6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

VOCABULARY/ WORD STUDY Strategy: Compound Words Academic Language: compound words Genre: Poetry

HMH Silly Poems • U4L20 TE: T448-T449 • CLLG p. 79 • U4L20 TE: T450-T451 Vocabulary Strategies: Compound Words HMH VR The Weather • U4L20 TE: T474-T475 • Word Cards 133-140 & SB: p. 140-141 • U4L20 TE: T404-T405 • WSG p. 140-141 • U4L20 TE: Opening Routines: Daily High Frequency & Vocabulary Boost Days 1-4

CC1RF3 Know & apply grade-level phonics & word analysis skills in decoding words. CC1L2d Use conventional spelling for words with common spelling patterns & for frequently occurring irregular words.

P.A./PHONICS Words with Vowel-r patterns: er, ir, ur

U5L22 2nd week of instruction

• WSG p. 82-83 • U5 EXT p. C6-C7



STANDARDS LESSON FOCUS MATERIALS

SS Strand: History Literacy Standards: CC.1.SL.1.c. Ask questions to clear up any confusion about the topics & texts under discussion. CC.1.SL.2. Ask & answer questions about key details in a text read aloud information presented orally or through other media CC.1.SL.6 Produce complete sentences when appropriate to task & situation CC.1.RL.3 Describe characters, settings, & major events in a story using key details. CC1RL7 Use illustrations & details in a story to describe its characters, setting, or events. CC1RL9 Compare & contrast the adventures & experiences of characters in stories.

SOCIAL STUDIES (February) • Black History Month • President’s Day • Famous Americans Vocabulary: Hero National holiday

• Teacher selected read alouds about famous African Americans & Presidents. • George Washington Carver- SS Unit 2 TE & BB p. 82-83 • Rosa Parks- SS Unit 2 TE & BB p. 40-41 • George Washington- SS Unit 3 TE & BB p. 110-111

PS.7.1.1 Compare natural sources of light (e.g., sun, fireflies, deep sea creatures, fire, lightning) to artificial sources of light (e.g., light bulbs, matches, candles) PS.7.1.2 Investigate the properties of transparent & opaque objects (e.g., plastic wrap & aluminum foil)

SCIENCE • How do we compare different

sources of light energy? • Predict what objects allow

light to pass through. Vocabulary: Predict, light, shadow, transparent, opaque

Harcourt Leveled Readers Heat, Light, & Sound – Below level Heat, Light, & Sound – On level Red, White, Boom - Advanced level Notebook Prompt: Some cars have tinted window glass. What difference does this make inside the car?

WRITING WORKSHOP: WHOLE GROUP LESSONS CC1L1d Use personal, possessive, & indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). CC1L1i Use frequently occurring prepositions (e.g., during, beyond, toward).

GRAMMAR Prepositions & Prepositional Phrases

• Day 1 U4L20 TE: T410 • Day 3 U4L20 TE: T442 • Day 4 U4L20 TE: T452 Review: The verb be: is, are, was, & were • Day 5 U4L20 TE: T459

CC1W2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, & provide some sense of closure. CC1W8 With guidance & support from adults, recall information from experiences or gather information from provided sources to answer a question.

WRITING How-To Technical Explanatory

• Review SUW 9-13 p. 398 Technical Writing (Modify for first grade “How- To” explanatory writing.) Use Examples 2 & 3 on Tool 9-13a.

• SUW 10-15 p. 438-439 Information Paragraphs Scoring Guide. Use Tool: 10- 10a & on the rubric modify the statement “Strong reasons, details, or facts” to “Strong steps in the process.”



READING WORKSHOP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC1RL1 Ask & answer questions about key details in a text. CC1RL3 Describe characters, settings, & major events in a story, using key details. CC1SL1c Ask questions to clear up any confusions about the topics & texts under discussion. CC1SL2 Ask & answer questions about key details in a text read aloud or information presented orally or through other media.

COMPREHENSION/ FLUENCY Skill: Story Structure Strategy: Analyze/ Evaluate Phrasing: Natural Pauses Genre: Fantasy

HMH The Tree • U5L21 TE: 32-41 & SB: p. 14-30 • CLLG p. 80 HMH Grandpa’s Tree • U5L21 TE: 14-15 • CLLG p. 81 • U5L21 TE: T68 Read to Connect • WSG p. 142 • Café p. 167 Ready Reference Form

• Your Turn: U5L21 TE: T43 & SB: 31

• Weekly Tests: 21.5 – 21.7 U5L21 TE: T75

CC1L4b Use frequently occurring affixes as a clue to the meaning of a word. CC1L5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. CC1L6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

VOCABULARY/ WORD STUDY Strategy: Prefix re- Genre: Informational Text

HMH It Comes From Trees U5L21 TE: T60-T61 & SB: p. 32-35 CLLG p. 81 HMH VR Trees U5L21 TE: T16-T17 Word Cards 141-148 & SB: p. 10- 11 U5L21 TE: T62-T63 Vocabulary Strategy: Prefix re- WSG p. 142-143

CC1RF3d Use knowledge that every syllable must have a vowel sound to determine the # of syllables in a printed word. CC1RF3e Decode two-syllable words following basic patterns by breaking the words into syllables. CC1L2d Use conventional spelling for words with common spelling patterns & for frequently occurring irregular words.

P.A./PHONICS Vowel Diagraph: /oo/ Syllable Pattern CVC

• WSG p. 84-85 • U5L23 Opening Routines: Phonemic

Awareness Days 1-4 in TE • U5L23 Phonemic Awareness/ Phonics Lessons

Days 1-4 in TE

• HMH Weekly Tests 23.14-23.19 U5L23 TE: T268



CC1L1d Use personal, possessive, & indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

GRAMMAR Subject Pronouns

Identify subject pronouns • Day 1 U5L21 TE: T22 • Days 2 & 3 U5L21 TE: T44 & T54 • Day 5 U5L21 TE: T70

CC1W2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, & provide some sense of closure. CC1W8 With guidance & support from adults, recall information from experiences or gather information from provided sources to answer a question.

WRITING How-to/Explanatory

Review SUW 9.13 p. 398 Technical Writing (Modify for first grade “How-To” explanatory writing.) Use Examples 2 & 3 on Tool 9-13a.

Assessment: SUW 10-15 p. 438- 439 Information Paragraphs Scoring Guide. Use Tool: 10-10a & on the rubric modify the statement “Strong reasons, details, or facts” to “Strong steps in the process.”

3rd Quarter 24th Week of School +1 Day




COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC1RI1 Ask & answer questions about key details in a text. CC1RI2 Identify the main topic & retell key details of a text. CC1RI4 Ask & answer questions to help determine or clarify the meaning of words & phrases in a text. CC1RI5 Know & use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. CC1RI9 Identify basic similarities in & differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). CC1L4 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.


Skill: Conclusions Strategy: Visualize Accuracy: Connected Text Genre: Informational Text

HMH Amazing Animals • U5L22 TE: T128-T138 & SB p. 44-62 • CLLG p. 82 HMH How Bat Learned to Fly • U5L22 TE: T110 - T111 • CLLG p. 83 • WSG p. 144

• HMH Weekly Tests 22.5-22.7 U5L22 TE: T171

• Your Turn U5L22 TE: T139

CC1L6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). CC1RF3g Recognize & read grade-appropriate irregularly spelled words.

VOCABULARY/ WORD STUDY Strategy: Using a Dictionary Entry Genre: Traditional Tale

HMH The Ugly Duckling • U5L22 TE: T156-T157 & SB p. 64-67 • CLLG p. 83 HMH VR Baby Birds • U5L22 TE: T112-T113 Words to Know • Word Cards 147-156 & SB p. 40-41 • U5L22 Daily vocabulary Boosts Days 1-4 in TE • U5L22 TE: T158-T159 Using a Dictionary • WSG p. 144-145

• HMH Weekly Tests 22.8 – 22.10 U5L22 TE: T170

CC1RF2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. CC1RF3b Decode regularly spelled one-syllable words. CC1RF3c Know final -e & common vowel team conventions for representing long vowel sounds. CC1RF3g Recognize & read grade-appropriate irregularly spelled words. CC1L2d Use conventional spelling for words with common spelling patterns & for frequently occurring irregular words.

P.A./PHONICS Vowel Digraphs/Spelling Patterns: oo, ou, ew, ue, u, u_e

U5L24 will last 2 weeks • U5L24 Opening Routines: Phonemic Awareness Days 1-4 in TE • WSG p. 86-87



WRITING WORKSHOP: WHOLE GROUP LESSONS CC1L1d Use personal, possessive, & indefinite pronouns (e.g., I, me, my, they, them, their, anyone, everything).

GRAMMAR Focus Trait: Subject Pronouns

U5L22 Introduce the pronoun I • Day 1 U5L22 TE: T118 • Day 2 U5L22 TE: T140 • Day 3 U5L22 TE: T150 • Day 5 U5L22 TE: T167

CC1W3 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. CC1W5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

WRITING Narrative: Story

• Review SUW 6-6 p. 266-268 Six Steps for Planning & Writing a Story.

• Review SUW 6-7 p.268-271 Quick Sketch & Quick Note Planning Use Tools 6-7a, b, &c.

• SUW 6-13 p. 280-281 Three-Step Strategy to Write the Beginning.

CONTENT AREA STANDARDS & LESSONS STANDARDS LESSON FOCUS MATERIALS

SS Strand: History Literacy Standards: CC.1.SL.1.c. Ask questions to clear up any confusion about the topics & texts under discussion. CC.1.SL.2. Ask & answer questions about key details in a text read aloud information presented orally or through other media CC.1.SL.6 Produce complete sentences when appropriate to task & situation CC.1.RL.3 Describe characters, settings, & major events in a story using key details. CC.1.RL.7 Use illustrations & details in a story to describe its characters, setting, or events. CC.1.RL.9 Compare & contrast the adventures & experiences of characters in stories.

SOCIAL STUDIES (February) • Black History Month • President’s Day • Famous Americans

Vocabulary: Hero National holiday

• Teacher selected read alouds about famous African Americans & Presidents.

• George Washington Carver- SS Unit 2 TE & BB p. 82-83 • Rosa Parks- SS Unit 2 TE & BB p. 40-41 • George Washington- SS Unit 3 TE & BB p. 110-111



sources of light energy? • Predict what objects allow light

to pass through. Vocabulary: Predict, light, shadow, transparent, opaque

Harcourt Leveled Readers Heat, Light, & Sound – Below level Heat, Light, & Sound – On level Red, White, Boom - Advanced level

Notebook Prompt: Some cars have tinted window glass. What difference does this make inside the car?




COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC1RL1 Ask & answer questions about key details in a text. CC1RL2 Retell stories, including key details, & demonstrate understanding of their central message or lesson. CC1RL3 Describe characters, settings, & major events in a story, using key details. CC1RL4 Identify words & phrases in stories or poems that suggest feelings or appeal to the senses. CC1RL7 Use illustrations & details in a story to describe its characters, setting, or events. CC1SL4 Describe people, places, things, & events with relevant details, expressing ideas &feelings clearly.

COMPREHENSION/ FLUENCY Skill: Cause & Effect Strategy: Monitor/Clarify Genre: Realistic Fiction

HMH Whistle for Willie • U5L23 TE: T224-T235 SB: p. 76-96 • U5L23 TE: T262 Read to Connect • CLLG p. 84

HMH Around the World in a Day • U5L23 TE: T206-T207 • CLLG p. 85 • WSG p. 146

• Café p. 168 Ready Reference Form • SUW 1-30 p. 43-44 Using graphic organizers

• HMH Weekly Tests 23.2- 23.6, 23.11- 23.13 U5L23 TE: T269

• Your Turn: U5L23 TE: T237

CC1RL10 With prompting & support, read prose & poetry of appropriate complexity for grade 1. CC1L4a Use sentence-level context as a clue to the meaning of a word or phrase. CC1L5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. CC1L5b Define words by category & by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

VOCABULARY/ WORD STUDY Academic Language: cause, effect, context Strategy: Classify & Categorize Genre: Poetry

HMH Pet Poems • U5L23 TE: T254-T255 & SB: p. 98-101 • CLLG p. 85

HMH VR: So Many Sounds • Word Cards 157-164 & SB: 72-73 • U5L23 TE: T208-T209 • U5L23 TE: T256-T257 Vocabulary Strategy: Classify & Categorize • WSG p. 147

CC1RF3b Decode regularly spelled one-syllable words. CC1RF3g Recognize & read grade-appropriate irregularly spelled words. CC1L2d Use conventional spelling for words with common spelling patterns & for frequently occurring irregular words

P.A./PHONICS Vowel Combinations: ou, ow, oi, oy, au, aw

U5L24 2nd week of instruction U5L24 Daily Phonemic Awareness/Phonics lessons Days 1-4 in TE

HMH Weekly Tests 24.8- 24.10 U5L24 TE: T364



WRITING WORKSHOP: WHOLE GROUP LESSONS CC1L1d Use personal, possessive, & indefinite pronouns CC1L2a Capitalize dates & names of people.

GRAMMAR Possessive Pronouns

U5L23 TE: T238 Possessive Pronouns

CC1L1a Print all upper- & lowercase letters. CC1W3 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, & provide some sense of closure. CC1W5 With guidance & support from adults, focus on a topic, respond to questions & suggestions from peers, & add details to strengthen writing as needed.


SUW 6-15 p. 282-283 Function & Variety of Story Transitions Use Tools 6-15a & b for instruction. SUW 6-16 p. 284-285 Recognizing Story Transitions Use Tools 6-16a, b, & c. SUW 6-17 p. 286-288 Options for Writing the End of a Story Use Tools 6-17a, b, & c.

SUW 10-18 p. 443-444 Stories Scoring Guide. Use Tools 10- 18a & 10-18b & c for scoring rubric & sample student work.

STANDARDS LESSON FOCUS MATERIALS SS Strand: History Literacy Standards: CC.1.SL.1.c. Ask questions to clear up any confusion about the topics & texts under discussion. CC.1.SL.2. Ask & answer questions about key details in a text read aloud information presented orally or through other media CC.1.SL.6 Produce complete sentences when appropriate to task & situation CC.1.RL.3 Describe characters, settings, & major events in a story using key details. CC.1.RL.7 Use illustrations & details in a story to describe its characters, setting, or events. CC.1.RL.9 Compare & contrast the adventures & experiences of characters in stories.

SOCIAL STUDIES (February) • Black History Month • President’s Day • Famous Americans

Vocabulary: Hero National holiday

• Teacher selected read alouds about famous African Americans & Presidents.

• George Washington Carver- SS Unit 2 TE & BB p. 82-83

• Rosa Parks- SS Unit 2 TE & BB p. 40-41 • George Washington- SS Unit 3 TE & BB p. 110-111



sources of light energy? • Predict what objects allow light to

pass through. Vocabulary: Predict, light, shadow, transparent, opaque

Harcourt Leveled Readers Heat, Light, & Sound – Below level Heat, Light, & Sound – On level Red, White, Boom - Advanced level

Notebook Prompt: Some cars have tinted window glass. What difference does this make inside the car?



READING WORKSHOP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC1RI1 Ask & answer questions about key details in a text. CC1RI2 Identify the main topic & retell key details of a text. CC1RI3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. CC1RI9 Identify basic similarities in & differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

COMPREHENSION/ FLUENCY •Skill: Sequence of Events •Strategy: Question •Genre: Narrative Nonfiction

HMH A Butterfly Grows U5L24 TE: T322-T332 & SB: p. 110-124 U5L24 TE: T358 Read to Connect CLLG p. 86

HMH Visiting Butterflies U5L24 TE: T304-T305

CLLG p. 87 WSG p. 148

Café p. 164 Ready Reference Form SUW 1-30 p. 43-44 Using graphic organizers Use Tool 1-30b

Your Turn: TE: T333

CC1L4 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. CC1L4a Use sentence-level context as a clue to the meaning of a word or phrase. CC1L5c Identify real-life connections between words & their use (e.g., note places at home that are cozy).

VOCABULARY/ WORD STUDY Academic Language: event, sequence of events, context, multiple-meaning words Strategy: Multiple Meaning Words Genre: Reader’s Theater

HMH Best Friends U5L24 TE: T350-T351 & SB: p. 129-131

HMH VR: Butterflies U5L24 TE: T306-T307 Word Cards 165-172 & SB: p. 106-107

U5L24 TE: T352-T53 Multiple Meaning words WSG p. 149

CC1RF3b Decode regularly spelled one-syllable words. CC1L2d Use conventional spelling for words with common spelling patterns & for frequently occurring irregular words.

P.A./PHONICS • Words with ou, ow

U5L25 will last 2 weeks • WSG p. 88-89 • U5L25 Opening Routines: Daily Phonemic

Awareness Days 1-4 in TE



WRITING WORKSHOP: WHOLE GROUP LESSONS CC1L1j Produce & expand complete simple & compound declarative, interrogative, imperative, & exclamatory sentences in response to prompts.

GRAMMAR Exclamation

U5L24 TE: T334 Spiral Review: Pronouns & Verbs SUW Sentence Mastery 3-1 –3-17

CC1W3 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, & provide some sense of closure. CC1W5 With guidance & support from adults, focus on a topic, respond to questions & suggestions from peers, & add details to strengthen writing as needed.


SUW 6-21 Story Writing Assessments. Use Tools 6-21a, b, & c.

SOCIAL STUDIES LESSON FOCUS MATERIALS Literacy Standards: CC.1.SL.1.c. Ask questions about the topics & texts under discussion. CC.1.SL.2. Ask & answer questions about key details in a text read aloud information presented orally or through other media CC.1.RL.3 Describe characters, settings, & major events in a story using key details. CC.1.RL.7 Use illustrations & details in a story to describe its characters, setting, or events. CC.1.RL.9 Compare & contrast the adventures & experiences of characters in stories.

SOCIAL STUDIES (March) • Black History Month • President’s Day • Famous Americans Vocabulary: Hero, National holiday

• Teacher selected read alouds about famous African Americans & Presidents. • George Washington Carver- SS Unit 2 TE & BB p. 82-83 • Rosa Parks- SS Unit 2, TE & BB p. 40-41 • George Washington- SS Unit 3 TE & BB p. 110-111

ESS.10.1.1 Illustrate the sequence of planets in the solar system ESS.8.1.4 Identify the sequence of seasons LS.2.1.4 Locate plant parts: leaves stems flowers roots

SCIENCE • Recognize order of the planets in relation to the sun. • Describe characteristics of spring. • How do the basic structures of plants

help them survive? Vocabulary: Sequence, planet, solar system

Harcourt Leveled Readers All About Plants-Below level Plants, Plants, Everywhere- On level What Do You Eat? -Advanced level • Illustrate & label the order of the planets in relation to the sun. • Create a story about the changing seasons.

• Label the parts of a bean plant & describe their functions.



READING WORKSHOP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC1RL1 Ask & answer questions about key details in a text. CC1RL2 Retell stories, including key details, & demonstrate understanding of their central message or lesson. CC1RL3 Describe characters, settings, & major events in a story, using key details. CC1RL9 Compare & contrast the adventures & experiences of characters in stories.


• Skill: Understanding Characters • Strategy: Summarize • Genre: Realistic Fiction

HMH The New Friend • U5L25 TE: T418-T428 & SB: pp. 140-157 • U5L25 TE: T454 Read to Connect • CLLG p. 88

HMH Senor Coyote, the Judge • U5L25 TE: T400-T401 • CLLG p. 89 • WSG p.150-151

• Café p. 167 Ready Reference Form • SUW 1-32-1-37 pp. 46-57

Your Turn: U5L25 TE: T429

CC1RF3g Recognize & read grade-appropriate irregularly spelled words. CC1SL4 Describe people, places, things, & events with relevant details, expressing ideas & feelings clearly. CC1L5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. CC1RI10 With prompting and support, read informational texts appropriately complex for grade 1.


• Academic Language: characters, infer, thesaurus • Genre: Informational Text

HMH Neighborhoods • U5L25 TE: T446-T447 & SB: pp.158-161 • CLLG p. 89 • U5L25 TE: T446 Connect to Social Studies

HMH VR: Moving • Word Cards 173-180 & SB: pp. 136-137 • U5L25 TE: T402-T403 • WSG pp. 150-151

CC1L2d Use conventional spelling for words with common spelling patterns & for frequently occurring irregular words. CC1RF3e Decode two-syllable words following basic patterns by breaking the words into syllables.

P.A./PHONICS • Words with ou, ow

U5L25 2nd week of instruction • U5L25 Phonemic Awareness/Phonics lessons in

TE Days 1-4 • U5L25 Spelling lessons days 1-4



WRITING WORKSHOP: WHOLE GROUP LESSONS CC1L1j Produce & expand complete simple & compound declarative, interrogative, imperative, & exclamatory sentences in response to prompts. CC1L1d Use personal, possessive, & indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). CC1L1i Use frequently occurring prepositions (e.g., during, beyond, toward).

GRAMMAR Use contractions in sentences

• U5L25 TE: T408 Introduce contractions • U5L25 TE: T430 Contractions with not (see ELL lesson on this page also.) • U5L25 TE: T450 Spiral Review: Prepositional phrases.

CC1W3 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. CC1W5 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.


Review SUW 6-6 p. 266-268 6 Steps for Planning & Writing a Story. Review SUW 6-7 p.268-271 Quick Sketch & Quick Note Planning Use Tools 6-7a, b, &c Review SUW 6-21 Story Writing Assessments. Use Tools 6-21a, b, & c.

• SUW 10-18 pp. 443-444 Stories Scoring Guide. Use Tools 10-18a and 10-18b & c for scoring rubric & sample student work.

CC1W6 With guidance & support from adults, use a variety of digital tools to produce & publish writing, including in collaboration with peers. CC1L2a Capitalize dates & names of people. CC1L2b Use end punctuation for sentences. CC1L2c Use commas in dates & to separate single words in a series. CC1L2d Use conventional spelling for words with common spelling patterns & for frequently occurring irregular

WRITING (WEEK 2) Sentences: Editing & Revising

SUW 4-5 p. 150-151 The Writing Process Use tools 4-5a & 4-5b SUW 6-22 p. 294 Writing Drafts & Revising (modify for 1st grade) Use tool 6-22a SUW 6-23 p. 295-296 Five Tips for Revising (modify for 1st grade) Use tool 6-23a

SUW Quick Check 10-3 p. 417 Checklists for Revision Use tool 10-3a SUW Quick Check 10-4 p. 418 Revising “To Be” Verbs Use tool 10-4a SUW Quick Check 10-5 p. 419 Improving Word Choice with ABC Activity Use tool 10-5a



STANDARDS LESSON FOCUS MATERIALS & LINKS TO LESSONS Literacy Standards: CC.1.SL.1.c. Ask questions about the topics & texts under discussion. CC.1.SL.2. Ask & answer questions about key details in a text read aloud information presented orally or through other media CC.1.RL.3 Describe characters, settings, & major events in a story using key details. CC.1.RL.7 Use illustrations & details in a story to describe its characters, setting, or events. CC.1.RL.9 Compare & contrast the adventures & experiences of characters in stories.

SOCIAL STUDIES (March) • Black History Month • President’s Day • Famous Americans Vocabulary: Hero, National holiday

Teacher selected read alouds about famous African Americans & Presidents. George Washington Carver- SS Unit 2 TE & BB p.

82-83 Rosa Parks- SS Unit 2, TE & BB p. 40-41 George Washington- SS Unit 3, TE & BB pp. 110-111

ESS.10.1.1 Illustrate the sequence of planets in the solar system ESS.8.1.4 Identify the sequence of seasons LS.2.1.4 Locate plant parts: leaves stems flowers roots

SCIENCE (MARCH) • Recognize order of the

planets in relation to the sun. • Describe characteristics

of spring. • How do the basic structures

of plants help them survive? Vocabulary: Sequence, planet, solar system

Harcourt Leveled Readers All About Plants-Below level Plants, Plants, Everywhere- On level What Do You Eat? -Advanced level • Illustrate & label the order of the planets in relation

to the sun. • Create a story about the changing seasons. • Label the parts of a bean plant & describe their

functions.

grade 1 curriculum map: literacy & integrated content 2014-2015 grade 3rd... · ·...

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