grade language arts … · web view2. give each student a question mark and a period. using the...

July 2011

Magoffin County Schools Curriculum Resources

English/Language Arts

Grade 1_

Unit/Topic

Animals

Weeks 1-3

Common Core Standards:

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

RF.1.1a Demonstrate understanding of the organization and basic features of print.a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending

punctuation).

RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (Phonemes).

RF1.2a Demonstrate understanding of spoken words, syllables, and sounds (phonemes).a. Distinguish long from short vowel sounds in spoken single‐syllable words.

RF.1.2c Demonstrate understanding of spoken words, syllables, and sounds (phonemes).C. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single‐

syllable words.

RF.1.1 Demonstrate understanding of the organization and basic features of print.

W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, an provide some sense of closure.

1

July 2011

SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and tests with peers and adults in small and larger groups.

RF.1.2b Demonstrate understanding of spoken words, syllables, and sounds (phonemes).b. Orally produce single‐syllable words by blending sounds (phonemes), including consonant

blends.

RF.1.2d Demonstrate understanding of spoken words, syllables, and sounds (phonemes).d.Segment spoken single‐syllable words into their complete sequence of individual sounds

(phonemes).

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

RI.1.7 Use the illustrations and details in a text to describe its key ideas.

L.1.1a Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.a. Print all upper‐ and lowercase letters.

RF.1.4 Read with sufficient accuracy and fluency to support comprehension.

2

July 2011

Week 1

I CAN STATEMENTS: I can identify and write a complete sentence. I can capitalize the first word in a sentence and use correct ending punctuation. I can distinguish between spoken words, syllables, and sounds. I can ask and answer question about key details in a text. I can describe characters, settings, and major events in a story using key details. I can identify words and phrases in stories and poems. I can ask and answer questions about key details in a text. I can use illustrations and details to describe key details. I can use correct grammar when writing or speaking. I can use common, proper, and possessive nouns. I can use singular and plural nouns with matching verbs in basic sentences. I can write narratives with two or more sequenced events. I can participate in discussions with my peers. I can follow the rules for discussion. I can distinguish between short and long vowel sounds. I can read single syllable words by blending sounds. I can identify and pronounce beginning, middle, and ending sounds in single -syllable words. I can print all the upper‐ and lowercase letters.

Critical VocabularyCharacterSetting

3

July 2011

StatementQuestionCommon nounCVC vowel patternComplete sentence

Suggested Strategies/Activities Use letter games to review vowels and consonants.

Examples:1. Alphabet Bingo2. Shaving Cream on desk.

Use letter tiles to construct CVC word patterns. Use a sentence frame to introduce sentence writing skills. Define character and setting. Use a house web on student’s desk for visual. Have students use magazines to cut out pictures of common nouns. Students will work in groups to create

posters of common nouns. Use games to introduce statements and questions.

1. Sorting sentence strips containing questions and statements.2. Give each student a question mark and a period. Using the document camera, place sentences under having students hold up what the sentence needs at the end.

On a printed page, identify examples of first and last letters in a word, first and last words on a page, and first and 1st words in a sentence.

Track print from left to right and top to bottom as the teacher reads the works aloud. On a printed page, point to capital letters and end punctuation in sentences, and match periods, question

marks, and exclamation points to sentence types. Give students pretend (or real) magnifying glasses to do detective work on a simple book they are reading.

Play “I Spy” to find examples of first (initial), last (final), middle (medial), top, bottom, left right, and capital letters, and periods, question marks, and exclamation points

Orally segment, delete, and substitute syllables in multi-syllable words. Listen for two or three widely contrasting vowel sounds

Formative

4

July 2011

Use individual marker boards, “thumbs up, thumbs down”, etc. for immediate feedback from teacher directed questioning.

Observation/Anecdotal Notes Group Discussion Participation Journal Writing Performance‐based tasks and/or activities Learning Logs Written Daily Practice Activities Dolch Word Flash Cards

Summative Open Response Short Quiz w/statements and questions Common PLC teams will design the common assessments

Identify Sub ‐ Topics Our Pets

Resources Needed Scott Foreman “Reading Street” Trade Books ITBS Practice Book Discovery Test Variety of Games www.spellingcity.com www.abcya.com www.starfall.com

Possible Interventions

5

http://www.starfall.com/

http://www.abcya.com/

http://www.spellingcity.com/

July 2011

www.starfall.comBuddy reading

Week 2

I CAN STATEMENTS: I can identify and write a complete sentence. I can capitalize the first word in a sentence and use correct ending punctuation. I can distinguish between spoken words, syllables, and sounds. I can ask and answer question about key details in a text. I can describe characters, settings, and major events in a story using key details. I can identify words and phrases in stories and poems. I can ask and answer questions about key details in a text. I can use illustrations and details to describe key details. I can use correct grammar when writing or speaking. I can use common, proper, and possessive nouns. I can use singular and plural nouns with matching verbs in basic sentences. I can write narratives with two or more sequenced events. I can participate in discussions with my peers. I can follow the rules for discussion. I can distinguish between short and long vowel sounds. I can read single syllable words by blending sounds. I can identify and pronounce beginning, middle, and ending sounds in single –syllable words. I can read fluently.

Suggested Activities Use cut and paste letters to construct CVC pattern words. Have students begin to use writing journals to correct sentences with question marks and periods. (Daily

Fix Its) Have students draw pictures (using dry erase boards) of common and proper nouns. Also have them label

them.

6


July 2011

Students will use sentence strips to create questions and statements. After reading a story with the class, use a story ball (a beach ball can be used) to identify character and

setting. Use writing journals daily.

Critical VocabularyComplete sentenceQuestionStatementCommon nounCVC vowel patternCharacterSettingCapitalizePeriodQuestion markProper nouns

Suggested Strategies/Activities Use cut and paste letters to construct CVC pattern words. Have students begin to use writing journals to correct sentences with question marks and periods. (Daily

Fix Its) Have students draw pictures (using dry erase boards) of common and proper nouns. Also have them label

them. Students will use sentence strips to create questions and statements. After reading a story with the class, use a story ball (a beach ball can be used) to identify character and

setting. Use writing journals daily.

7

July 2011

Formative Use individual marker boards, “thumbs up, thumbs down”, etc. for immediate feedback from teacher direct

questioning. Observation/Anecdotal Notes Group Discussion Participation Journal Writing Performance‐based tasks and/or activities Learning Logs Written Daily Practice Activities

Summative Open Response Character and setting quiz Correct the sentence quiz

Identify Sub ‐ Topics Animals in The Wild

Resources Needed Scott Foreman “Reading Street” Trade Books “Daily Language Grade 1” www.spellingcity.com www.abcya.com www.starfall.com

8




July 2011

Week 3

I CAN STATEMENTS: I can identify and write a complete sentence. I can capitalize the first word in a sentence and use correct ending punctuation. I can distinguish between spoken words, syllables, and sounds. I can ask and answer question about key details in a text. I can describe characters, settings, and major events in a story using key details. I can identify words and phrases in stories and poems. I can ask and answer questions about key details in a text. I can use illustrations and details to describe key details. I can use correct grammar when writing or speaking. I can use common, proper, and possessive nouns. I can use singular and plural nouns with matching verbs in basic sentences. I can write narratives with two or more sequenced events. I can participate in discussions with my peers. I can follow the rules for discussion. I can distinguish between short and long vowel sounds. I can read single syllable words by blending sounds. I can identify and pronounce beginning, middle, and ending sounds in single –syllable words. I can read fluently.

Suggested Strategies/Activities Use short /a/ poem to have students identify CVC pattern and nouns. Introduce poems using Nursery Rhymes. A poem should be shared with the class each day. This is a good way to introduce students to poetry. Place a sentence on the board.

Example:

9

July 2011

The rabbit _____ over the fence. Have each child give an answer for the word that should go in the blank. Record their answers on the board. This is a good way to introduce verbs.

Use a chart tablet to list short /a/ words as students dictate to teacher. Have students draw a picture of something that has happened to them. Next, have them write a sentence

about their picture. Have them draw and write a before and an after. This will be a good start on a narrative.

Critical VocabularyPoemKey detailPossessive nounVerbNarrative

Review the following VocabularyQuestionStatementCommon nounProper nounCVC patternCharacter /settingPeriod /question mark

Balanced Assessment: Formative


Observation/Anecdotal Notes Group Discussion Participation Journal Writing Performance‐based tasks and/or activities Learning Logs

10

July 2011

Written Daily Practice Activities

Summative Open Response Short verb quiz Common PLC teams will design the common assessments

Identify Sub ‐ Topics Animal Homes

Resources Needed Scott Foreman “Reading Street” Trade Books Daily Language Grade 1” www.spellingcity.com www.abcya.com www.starfall.com

11




July 2011

Unit/Topic

Animal Habitats

Weeks 4-6Common Core Standards


RF.1.1a Demonstrate understanding of the organization and basic features of print.Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (Phonemes).

RF1.2a Demonstrate understanding of spoken words, syllables, and sounds (phonemes).Distinguish long from short vowel sounds in spoken single‐syllable words.

RF.1.2c Demonstrate understanding of spoken words, syllables, and sounds (phonemes).C. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single‐syllable words.

RF.1.1 Demonstrate understanding of the organization and basic features of print.

W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, an provide some sense of closure.

SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and tests with peers and adults in small and larger groups.

12

July 2011

RF.1.2b Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Orally produce single‐syllable words by blending sounds (phonemes), including consonant blends.

RF.1.2d Demonstrate understanding of spoken words, syllables, and sounds (phonemes).Segment spoken single‐syllable words into their complete sequence of individual sounds (phonemes).

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

RI.1.7 Use the illustrations and details in a text to describe its key ideas.


RF.1.4a Read with sufficient accuracy and fluency to support comprehension.Read on‐level text with purpose and understanding.

IDENTIFY GAPS:These topics/skills need to be taught for 2 – 3 years to avoid gaps in student learning.

RD‐EP‐1.0.2 Students will apply knowledge of synonyms, antonyms or compound words for comprehension.

13

July 2011

Week 4

I CAN STATEMENTS: I can read, write, and spell words with short and long vowel sounds. I can read single syllable words by blending sounds. I can produce the beginning, middle, and ending sounds in single‐syllable words. I can read and write a complete sentence. I can recognize the distinguishing features of a sentence. I can understand the difference between spoken words, syllables, and sounds. I can ask and answer questions about key details in a text. I can describe characters, settings, and major events in a story. I can identify words and phrases in stories or poems that suggest feeling or appeal to the senses. I can use illustrations and details in a text to describe its key ideas. I can use frequently occurring conjunctions. I can use correct grammar when writing or speaking. I can use common, proper, and possessive nouns. I can use singular and plural nouns with matching verbs in basic sentences. I can write narratives with two or more events. I can participate in discussions with my peers. I can follow the rules for discussion. I can read fluently.

Suggested Strategies/Activities Students will read Mrs. Perkin’s Dolce words on the Smart Board Students will unscramble alphabet letters to create a word using a skill sheet from Carl’s Corner Web Site. Students will look at pictures on a skill sheet to determine the beginning, middle, and ending sounds in

single-syllable words. Students will read words and paste them in order to create a sentence. Students will read and take part in class discussion over weekly reading story. Students will record the key elements of the weekly story in a journal. Students will use weekly story and be able to describe the feelings of characters and read the text that

supports their answer.

14

July 2011

Students will draw a picture to illustrate the key ideas in their weekly story. Students will use and, but, or to join two sentences together. Students will use correct writing and speaking when completing “Daily Fix It”. Students will use singular and pural nouns with matching verbs when writing the “Daily Fix It”. Students will

Critical Vocabulary

Balanced Assessment:

Formative Use individual marker boards, “thumbs up, thumbs down”, etc. for immediate feedback from teacher

directed questioning. Observation/Anecdotal Notes Group Discussion Participation Journal Writing Performance‐based tasks and/or activities Learning Logs Written Daily Practice

Summative

Sub ‐ Topics Zoo Animals

Resources Needed

Week 5

15

July 2011

I CAN STATEMENTS: I can read, write, and spell words with short and long vowel sounds. I can read single syllable words by blending sounds. I can produce the beginning, middle, and ending sounds in single‐syllable words. I can read and write a complete sentence. I can recognize the distinguishing features of a sentence. I can understand the difference between spoken words, syllables, and sounds. I can ask and answer questions about key details in a text. I can describe characters, settings, and major events in a story. I can identify words and phrases in stories or poems that suggest feeling or appeal to the senses. I can use illustrations and details in a text to describe its key ideas. I can use frequently occurring conjunctions. I can use correct grammar when writing or speaking. I can use common, proper, and possessive nouns. I can use singular and plural nouns with matching verbs in basic sentences. I can write narratives with two or more events. I can participate in discussions with my peers. I can follow the rules for discussion. I can read fluently. I can identify and produce words that are antonyms.

Suggested Strategies/Activities Students will create stories with two or more events. Students will raise their hand and practice listening skills while discussing weekly reading story. Students will read the weekly story fluently.

Critical Vocabulary


16

July 2011


directed questioning. Observation/Anecdotal Notes Group Discussion Participation Journal Writing Performance‐based tasks and/or activities Learning Logs Written Daily Practice Activities

Summative Common PLC teams will design the common assessments

Identify Sub ‐ Topics Farm Animals

Resources Needed

www.spellingcity.com www.abcya.com www.starfall.com

Week 6

I CAN STATEMENTS: I can read, write, and spell words with short and long vowel sounds. I can read single‐syllable words by blending sounds.

17




July 2011

I can produce the beginning, middle, and ending sounds in single syllable words. I can read and write a complete sentence. I can recognize the distinguishing features of a sentence. I can understand the difference between spoken words, syllables, and sounds. I can ask and answer questions about key details in a text. I can describe characters, settings, and major events in a story. I can identify words and phrases in stories or poems that suggest feeling or appeal to the senses. I can use illustrations and details in a text to describe its key ideas. I can use frequently occurring conjunctions. I can use correct grammar when writing or speaking. I can use common, proper, and possessive nouns. I can use singular and plural nouns with matching verbs in basic sentences. I can write narratives with two or more events. I can participate in discussions with my peers. I can follow the rules for discussion. I can read fluently. I can identify and produce words that are compound words.

Suggested Strategies/Activities Students will spell words using Smart Board and www.spellingcity.com

Critical Vocabulary



directed questioning. Observation/Anecdotal Notes Group Discussion

18

July 2011

Participation Journal Writing Performance‐based tasks and/or activities Learning Logs Written Daily Practice Activities

Summative

Identify Sub-Topics Animals to See

Resources Needed www.spellingcity.com www.abcya.com www.starfall.com

Hinge Activity

Students will create a Diorama of an animal habitat

Unit/Topic

Communities

Weeks 7-9

19




July 2011

Common Core Standards

RF.1.3 Know and apply grade‐level phonics and word analysis skills in decoding words.

RF.1.3a Know and apply grade‐level phonics and word analysis skills in decoding words.a. Know the spelling‐sound correspondences for common consonant digraphs

RF1.3b Know and apply grade‐level phonics and word analysis skills in decoding words.b. Decode regularly spelled one‐syllable words.

RF.1.3c Know and apply grade‐level phonics and word analysis skills in decoding words.c. Know final –e and common vowel team conventions for representing long vowel sounds.

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

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

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

L.1.2 Demonstrate command of the conventions of standard English capitalizations, punctuation, and spelling when writing.

L.1.5a With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the

categories represent.

L.1.5.c With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.c. Identify a real‐life connections between words and their use (e.g., note places at home that are

cozy).

SL1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

20

July 2011

RF.1.4b Read with sufficient accuracy and fluency to support comprehension.b. Read on‐level text orally with accuracy, appropriate rate, and expression on successive

reading.

Week 7

21

July 2011

I CAN STATEMENTS: I can know and apply grade‐level phonics and word analysis skills in decoding words. I can know the spelling‐sound correspondences for common consonant digraphs. I can decode regularly spelled one‐syllable words. I can know final –e and common vowel team conventions for representing long vowel sounds. I can retell stories, including key details, and demonstrate understanding of their central message or

lesson. I can use illustrations and details in a story to describe its characters, setting, or events. I can identify the main topic and retell key details of a text. I can demonstrate command of the conventions of Standard English capitalization. punctuation, and

spelling when writing. I can capitalize dates and names of people. I can spell untaught words phonetically. I can sort words into categories. I can (with guidance) recall information from sources to answer questions. I can add drawings to clarify ideas, thoughts, and feelings. I can identify the correct sequence of a given text.

Critical Vocabulary

Suggested Strategies/Activities



directed questioning. Observation/Anecdotal Notes Group Discussion Participation Journal Writing Performance‐based tasks and/or activities

22

July 2011

Learning Logs Written Daily Practice

Summative

Identify Sub ‐ Topics Our Town

Resources Needed www.spellingcity.com www.abcya.com

www.starfall.com

Week 8

I CAN STATEMENTS:

23




July 2011

I can know and apply grade‐level phonics and word analysis skills in decoding words. I can know the spelling‐sound correspondences for common consonant digraphs. I can decode regularly spelled one‐syllable words. I can know final –e and common vowel team conventions for representing long vowel sounds. I can retell stories, including key details, and demonstrate understanding of their central message or

lesson. I can use illustrations and details in a story to describe its characters, setting, or events. I can identify the main topic and retell key details of a text. I can demonstrate command of the conventions of Standard English capitalization, punctuation, and

spelling when writing. I can capitalize dates*I can spell untaught words phonetically. I can sort words into categories. I can (with guidance) recall information from sources to answer questions. I can add drawings to clarify ideas, thoughts, and feelings, and names of people.

Critical Vocabulary

Suggested Strategies/ActivitiesFormative


Observation/Anecdotal Notes Group Discussion Participation Journal Writing Performance‐based tasks and/or activities Learning Logs Written Daily Practice

Summative

24

July 2011

Identify Sub ‐ Topics Community Helpers

Resources Needed

Week 9

I CAN STATEMENTS: I can know and apply grade‐level phonics and word analysis skills in decoding words.

25

July 2011

I can know the spelling sound correspondences for common consonant digraphs. I can decode regularly spelled one‐syllable words. I can know final –e and common vowel team conventions for representing long vowel

sounds. I can retell stories, including key details, and demonstrate understanding of their central

message or lesson. I can use illustrations and details in a story to describe its characters, setting, or events. I can identify the main topic and retell key details of a text. I can demonstrate command of the conventions of Standard English capitalization,

punctuation, and spelling when writing. I can capitalize dates and names of people. I can spell untaught words phonetically. I can sort words into categories. I can (with guidance) recall information from sources to answer questions. I can add drawings to clarify ideas, thoughts, and feelings. I can make inferences and draw conclusions based on what I have read.

Critical Vocabulary





26

July 2011

Written Daily PracticeSummative

Common PLC teams will design the common assessments

Identify Sub ‐ Topics Places to See

Resources Needed

Unit/Topic

Changes

27

July 2011

Weeks 10-12



RF.1.3a Know and apply grade‐level phonics and word analysis skills in decoding words. Know the spelling‐sound correspondences for common consonant digraphs

RF1.3b Know and apply grade‐level phonics and word analysis skills in decoding words. Decode regularly spelled one‐syllable words.

RF.1.3c Know and apply grade‐level phonics and word analysis skills in decoding words.Know final –e and common vowel team conventions for representing long vowel sounds.

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

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

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


L.1.5a With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

L.1.5.c With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. Identify a real‐life connections between words and their use (e.g., note places at home that are cozy).

28

July 2011

SL1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

RI1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

L1.2a Demonstrate command of the conventions of standard English capitalizations, punctuation, and spelling when writing.

Capitalize dates and names of people.

L.1.2d Demonstrate command of the conventions of standard English capitalizations, punctuation, and spelling when writing.

Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

L.1.2e Demonstrate command of the conventions of standard English capitalizations, punctuation, and spelling when writing.

Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

L1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

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

RF.1.4b Read with sufficient accuracy and fluency to support comprehension. Read on‐level text orally with accuracy, appropriate rate, and expression on successive reading.

IDENTIFY GAP: These topics/skills need to be taught for 2 – 3 years to avoid gaps in student learning.

RD‐EP‐3.0.2 Students will explain how a conflict in a passage is resolved.

Rd‐Ep‐3.0.5 Students will identify fact or opinion from a passage.

29

July 2011

Week 10

I CAN STATEMENTS: I can ask and answer questions about key details in a test when read aloud.

30

July 2011

I can add drawing to clarify ideas, thoughts, and feelings. I can know and apply grade level phonic to decode words. I can know the spelling‐sound correspondences for common consonant digraphs. I can decode regularly spelled one‐syllable words. I can read and spell words with final –e vowel team. I can retell stories with key details to understand the message of the lesson. I can use illustrations to describe characters, setting, and events within a story. I can identify the main topic, and retell key details of a text. I can distinguish between information provided by pictures and by words. I can demonstrate command of the conventions of Standard English capitalization, punctuation, and

spelling when writing. I can capitalize dates and names of people. I can spell irregular words. I can (with guidance) demonstrate understanding of word relationships and nuances in word meanings. I can sort words into categories. I can (with guidance) recall information from different sources to answer a question. I can ask and answer questions about key details within a text. I can add drawings to clarify ideas. I can explain how conflicts are resolved in a passage.

Critical Vocabulary




Observation/Anecdotal

31

July 2011

Notes Group Discussion Participation Journal Writing Performance‐based tasks and/or activities Learning Logs Written Daily Practice

Summative

Identify Sub ‐ Topics Growing Up

Resources Needed

Week 11

I CAN STATEMENTS: I can ask and answer questions about key details in a test when read aloud. I can add drawing to clarify ideas, thoughts, and feelings.

32

July 2011

I can know and apply grade level phonic to decode words. I can know the spelling‐sound correspondences for common consonant digraphs. I can decode regularly spelled one syllable words. I can read and spell words with final –e vowel team. I can retell stories with key details to understand the message of the lesson. I can use illustrations to describe characters, setting, and events within a story. I can identify the main topic, and retell key details of a text. I can distinguish between information provided by pictures and by words. I can demonstrate command of the conventions of standard English capitalization, punctuation, and

spelling when writing. I can capitalize dates and names of people. I can spell irregular words. I can (with guidance) demonstrate understanding of word relationships and nuances in word meanings. I can sort words into categories. I can (with guidance) recall information from different sources to answer a question. I can ask and answer questions about key details within a text. I can add drawings to clarify ideas.

Critical Vocabulary




directed questioning.

33

July 2011


Summative

Identify Sub ‐ Topics Our Changing World

Resources Needed

Week 12

I CAN STATEMENTS:

34

July 2011

I can ask and answer questions about key details in a test when read aloud. I can add drawing to clarify ideas, thoughts, and feelings. I can know and apply grade level phonic to decode words. I can know the spelling sound correspondences for common consonant digraphs. I can decode regularly spelled one‐syllable words. I can read and spell words with final –e vowel team. I can retell stories with key details to understand the message of the lesson. I can use illustrations to describe characters, setting, and events within a story. I can identify the main topic, and retell key details of a text. I can distinguish between information provided by pictures and by words. I can capitalize dates and names of people. I can spell irregular words. I can (with guidance) demonstrate understanding of word relationships and nuances in word meanings. I can sort words into categories. I can (with guidance) recall information from different sources to answer a question. I can ask and answer questions about key details within a text. I can add drawings to clarify ideas. I can identify fact or opinion from a passage. can demonstrate command of the conventions of Standard

English capitalization, punctuation, and spelling when writing.

Critical Vocabulary




directed questioning. Observation/Anecdotal Notes Group Discussion

35

July 2011

Participation Journal Writing Performance‐based tasks and/or activities Learning Logs Written Daily Practice

Summative

Identify Sub ‐ Topics Changes in Nature

Resources Needed

Unit/Topic

Great Ideas

RF1.3 Know and apply grade‐level phonics and word analysis skills in decoding skills.

RF.1.3d Know and apply grade‐level phonics and word analysis skills in decoding words.

36

July 2011

Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

RF.1.3e Know and apply grade‐level phonics and word analysis skills in decoding words. Decode two‐syllable words following basic patterns by breaking the words into syllables.

RF.1.4c Read with sufficient accuracy and fluency to support comprehension. Use content to confirm or self‐correct word recognition and understanding, rereading as necessary.

RF.1.4b Read with sufficient accuracy and fluency to support comprehension. Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.

RL1.5 Explain Major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

RL1.6 Identify who is telling the story at various points in a text.

RI1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.

L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.1.1d Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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


W.1.1Write 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.

37

July 2011

SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

IDENTIFY GAPS:. These topics/skills need to be taught for 2 – 3 years to avoid gaps in student learning.

RD‐Ep‐3.0.8 Students will identify informative or persuasive passages.

RD‐EP‐3.0.9 Students will identify commonly used persuasive techniques (emotional appeal and testimonial) used in a passage.

Week 13

I CAN STATEMENTS: I can know and apply grade‐level phonics to decode words. I can use my Knowledge of vowel sounds to determine the number of syllables in a word. I can decode two syllable words. I can read fluently. I can explain the major differences between books that tell stories and books that give information.

38

July 2011

I can identify who is telling the story at various points in a text. I can ask questions to clarify or determine the meaning of words or phrases in a text. I can answer questions to clarify or determine the meaning of words or phrases in a text. I can read informational texts appropriately complex for grade 1 with prompting and support, I can demonstrate command of the conventions of Standard English grammar and usage when writing or

speaking. I can identify informative passage.

Critical VocabularyResearchProduceObservationsRoot wordDetermineClarify

Suggested Strategies/Activities Use vocabulary games to develop, review and extend concepts. Employ panel discussions as to present learned knowledge




Summative Reading Street Multiple Choice and Short answer test

39

July 2011

Accelerated Reader Tests on Computer Common PLC teams will design the common assessments

Identify Sub ‐ Topics Celebrations

Resources Needed

Week 14

I CAN STATEMENTS: I can know and apply grade‐level phonics to decode words. I can use my Knowledge of vowel sounds to determine the number of syllables in a word. I can decode two syllable words. I can read fluently. I can explain the major differences between books that tell stories and books that give information. I can identify who is telling the story at various points in a text. I can ask questions to clarify or determine the meaning of words or phrases in a text.

40

July 2011

I can answer questions to clarify or determine the meaning of words or phrases in a text. I can read informational texts appropriately complex for grade 1 with prompting and support, I can use personal, possessive, and indefinite pronouns. I can participate in collaborative conversations with diverse partners about grade level topics. I can identify persuasive passage.

Critical Vocabulary






Identify Sub ‐ Topics Fun Times

Resources Needed

41

July 2011

Week 15

I CAN STATEMENTS I can know and apply grade‐level phonics to decode words. I can use my Knowledge of vowel sounds to determine the number of syllables in a word. I can decode two syllable words. I can read fluently. I can explain the major differences between books that tell stories and books that give information. I can identify who is telling the story at various points in a text. I can ask questions to clarify or determine the meaning of words or phrases in a text. I can answer questions to clarify or determine the meaning of words or phrases in a text. I can read informational texts appropriately complex for grade 1 with prompting and support,

42

July 2011

I can demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

I can write an opinion piece in I introduce the topic or the book I am writing about. I can identify the persuasive technique of emotional appeal in a passage. I can identify the persuasive technique of testimonial in a passage.

Critical VocabularyChallengesRecountDetailsOrallyMediaComprehension

Suggested Strategies/ActivitiesBalanced Assessment:



Summative

Identify Sub ‐ Topics Fun with People

43

July 2011

Resources Needed Reading Street Textbook “Anansi goes fishing” Reading Street Leveled Readers

Unit/Topic

Treasures

Weeks 16‐18Common Core Standards

RF1.3 Know and apply grade‐level phonics and word analysis skills in decoding skills.

44

July 2011

RF.1.3d Know and apply grade‐level phonics and word analysis skills in decoding words. Use knowledge that every syllable must have a vowel sound to determine the number of syllables

in a printed word.

RF.1.3e Know and apply grade‐level phonics and word analysis skills in decoding words. Decode two‐syllable words following basic patterns by breaking the words into syllables.

RF.1.4c Read with sufficient accuracy and fluency to support comprehension. Use content to confirm or self‐correct word recognition and understanding, rereading as necessary.

RF.1.4b Read with sufficient accuracy and fluency to support comprehension. Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.

RL1.5 Explain Major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

RL1.6 Identify who is telling the story at various points in a text.

RI1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.



L.1.1d Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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


W.1.1Write 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.

45

July 2011


RI1.5 Know and use various text features to locate key facts or information in a text.

L.1.4 Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

L.1.4b Use frequently occurring affixes as a clue to the meaning of a word.

W.1.5 With guidance and support from adults, focus on a topic respond to questions and suggestions from peers, and add details to strengthen writing as needed.

L.1.4c Identify frequently occurring root words and their inflectional forms.

S1.4 Describe people, places, things, and events with relevant details, expressing ideas and feeling clearly.

IDENTIFY GAPS: These topics/skills need to be taught for 2 – 3 years to avoid gaps in student learning.

RD‐EP‐5.0.2 Students will identify literary devices such as foreshadowing, imagery or figurative language (similes an personification).

Week 16

I CAN STATEMENTS I can know and use various text features to locate key facts or information provided by the words in a text.

46

July 2011

I can clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 1 reading and content.

I can use sentence level context clues to the meaning of a word or phrase. I can use frequently occurring affixes as a clue to the meaning of a word. I can focus on a topic, respond to questions, and add details to strengthen writing as needed with

guidance and support from adults. I can ask questions to clear up and confusion about the topics and text under discussion. I can describe people, places, things, and events with relevant details. I can know and apply grade‐level phonics to decode words. I can use my Knowledge of vowel sounds to determine the number of syllables in a word. I can decode two syllable words. I can read fluently. I can explain the major differences between books that tell stories and books that give information. I can identify who is telling the story at various points in a text. I can ask questions to clarify or determine the meaning of words or phrases in a text. I can answer questions to clarify or determine the meaning of words or phrases in a text. I can read informational texts appropriately complex for grade 1 with prompting and support, I can demonstrate command of the conventions of Standard English capitalization, punctuation, and

spelling when writing. I can write an opinion piece in I introduce the topic or the book I am writing about. I can identify foreshadowing in a passage.

Critical Vocabulary



47

July 2011




Identify Sub ‐ Topics Adventures

Resources Needed

Week 17

I CAN STATEMENTS I can know and apply grade‐level phonics to decode words. I can use my Knowledge of vowel sounds to determine the number of syllables in a word. I can decode two syllable words. I can read fluently. I can explain the major differences between books that tell stories and books that give information. I can identify who is telling the story at various points in a text. I can ask questions to clarify or determine the meaning of words or phrases in a text.

48

July 2011

I can answer questions to clarify or determine the meaning of words or phrases in a text. I can read informational texts appropriately complex for grade 1 with prompting and support, I can demonstrate command of the conventions of Standard English capitalization, punctuation, and

spelling when writing. I can write an opinion piece in I introduce the topic or the book I am writing about. I can know and use various text features to locate key facts or information provided by the words in a text. I can clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 1 reading

and content. I can use sentence level context clues to the meaning of a word or phrase. I can use frequently occurring affixes as a clue to the meaning of a word. I can focus on a topic, respond to questions, and add details to strengthen writing as needed with

guidance and support from adults. I can ask questions to clear up and confusion about the topics and text under discussion. I can describe people, places, things, and events with relevant details. I can identify imagery or figurative language in a passage.

Critical Vocabulary




49

July 2011


Identify Sub ‐ Topics Exploring in Time

Identify Sub ‐ Topics

Resources Needed

Week 18

I CAN STATEMENTS: I can know and apply grade‐level phonics to decode words. I can use my Knowledge of vowel sounds to determine the number of syllables in a word. I can decode two syllable words. I can read fluently. I can explain the major differences between books that tell stories and books that give information. I can identify who is telling the story at various points in a text. I can ask questions to clarify or determine the meaning of words or phrases in a text. I can answer questions to clarify or determine the meaning of words or phrases in a text. I can read informational texts appropriately complex for grade 1 with prompting and support,

50

July 2011

I can demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

I can write an opinion piece in I introduce the topic or the book I am writing about. I can know and use various text features to locate key facts or information provided by the words in a text. I can clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 1 reading

and content. I can use sentence level context clues to the meaning of a word or phrase. I can use frequently occurring affixes as a clue to the meaning of a word. I can focus on a topic, respond to questions, and add details to strengthen writing as needed with

guidance and support from adults. I can ask questions to clear up and confusion about the topics and text under discussion. I can describe people, places, things, and events with relevant details. I can identify similes and personification.

Critical Vocabulary






51

July 2011

Identify Sub‐Topics People in Time

Resources Needed

Unit/Topic

Pioneers

Weeks 19-24

Common Core Standards RF.1.3 Know and apply grade‐level phonics and word analysis skills in decoding words.

RF.1.3f Know and apply grade‐level phonics and word analysis skills in decoding words.f. Read words with inflectional endings.

RF1.3g Know and apply grade‐level phonics and word analysis skills in decoding words.g. Recognize and read grade‐appropriate irregularly spelled words.

52

July 2011


RF.1.4a Read with sufficient accuracy and fluency to support comprehension.Read on‐level text with purpose and understanding.

RF.1.4c Read with sufficient accuracy and fluency to support comprehension.Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.

RL.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

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

RI1.8 Identify the reasons an author gives to support points in a text.

L.1.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

L.1.1e Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.e. Use verbs to convey a sense of past, present, and future

IDENTIFIED GAPS:These topics/skills need to be taught for 2 – 3 years to avoid gaps in student learning.

RD‐EP‐5.0.4 Students will identify the organizational pattern, used (e.g., sequence , and cause and effect ).

53

July 2011

Week 19

I CAN STATEMENTS: I can know and apply grade‐level phonics and word analysis skills in decoding words. I can read words with inflectional endings I can recognize and read grade‐appropriate irregularly spelled words. I can read fluently. I can compare and contrast adventures and experiences of characters in stories.

54

July 2011

I can describe the connection between two individuals, events, ideas, or pieces of information in a text. I can identify the reasons an author gives to support points in a text. I can demonstrate command of the conventions of Standard English grammar and usage when writing or

speaking. I can demonstrate understanding of word relationships and nuances in word meanings ( with guidance). I can identify the sequence and cause and effect in a passage.

Critical Vocabulary

Suggested Strategies/ActivitiesBalanced Assessment: Formative




Identify Sub ‐ Topics Making a Difference

Resources Needed

55

July 2011

Week 20

I CAN STATEMENTS: I can know and apply grade‐level phonics and word analysis skills in decoding words. I can read words with inflectional endings I can recognize and read grade‐appropriate irregularly spelled words. I can read fluently. I can compare and contrast adventures and experiences of characters in stories. I can describe the connection between two individuals, events, ideas, or pieces of information in

a text.

56

July 2011

I can identify the reasons an author gives to support points in a text. I can demonstrate command of the conventions of standard English grammar and usage when

writing or speaking. I can demonstrate understanding of word relationships and nuances in word meanings ( with

guidance). I can Read on‐level text orally with accuracy, appropriate rate, and expression on successive

reading. I can use verbs to convey a sense of past, present, and future.

Critical Vocabulary

Suggested Strategies/Activities .

Formative Assessment Use individual marker boards, “thumbs up, thumbs down”, etc. for immediate feedback from teacher



57

July 2011

Identify Sub ‐ Topics Fresh Starts

Resources Needed

Week 21

I CAN STATEMENTS: I can know and apply grade‐level phonics and word analysis skills in decoding words. I can read words with inflectional endings. I can recognize and read grade appropriate irregularly spelled words. I can read fluently.

58

July 2011

I can compare and contrast adventures and experiences of characters in stories. I can describe the connection between two individuals, events, ideas, or pieces of information in a text. I can identify the reasons an author gives to support points in a text. I can demonstrate command of the conventions of Standard English grammar and usage when writing or

speaking. I can demonstrate understanding of word relationships and nuances in word meanings ( with guidance). I can Read on‐level text orally with accuracy, appropriate rate, and expression on successive reading. I can use verbs to convey a sense of past, present, and future. I can use ext to confirm to self‐correct word recognition and understanding, rereading as necessary.

Critical VocabularySuggested Strategies/Activities





Identify Sub ‐ Topics Creating Change

Resources Needed

59

July 2011

Unit/Topic

Traditions

Weeks 22‐24


60

July 2011

RF.1.3f Know and apply grade‐level phonics and word analysis skills in decoding words.f Read words with inflectional endings.

RF1.3g Know and apply grade‐level phonics and word analysis skills in decoding words.g Recognize and read grade‐appropriate irregularly spelled words.


RF.1.4a Read with sufficient accuracy and fluency to support comprehension. a Read on‐level text with purpose and understanding.

RF.1.4c Read with sufficient accuracy and fluency to support comprehension.

Use context to confirm or self‐correct word recognition and understanding, rereading as necessary.

RL.1.9 Identify basic similarities in and differences between two texts on the same topic. (e.g., in illustrations, descriptions, or procedures)

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

RI1.8 Identify the reasons an author gives to support points in a text.


L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

L.1.1e Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.e. Use verbs to convey a sense of past, present, and future.

61

July 2011

L1.1f Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.f. Use frequently occurring adjectives.

L1.5bWith guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.b. 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).

L.1.6 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.

W1.7Participate in shared research and writing projects (e.g., explore a number of “how‐to” books on a given topic and use them to write a sequence of instructions).

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

Week 22

62

July 2011

I CAN STATEMENTS: I can know and apply grade‐level phonics and word analysis skills in decoding words. I can read words with inflectional endings I can recognize and read grade appropriate irregularly spelled words. I can read fluently. I can compare and contrast adventures and experiences of characters in stories. I can describe the connection between two individuals, events, ideas, or pieces of information in a text. I can identify the reasons an author gives to support points in a text. I can demonstrate command of the conventions of Standard English grammar and usage when writing or

speaking I can demonstrate understanding of word relationships and nuances in word meanings ( with guidance). I can Read on‐level text orally with accuracy, appropriate rate, and expression on successive reading. I can use ext to confirm to self‐correct word recognition and understanding, rereading as necessary. I can use frequently occurring adjectives I can ask and answer questions about what a speaker says in order to gather additional information or

clarify something that is not understood.

Critical Vocabulary



directed questioning. Observation/Anecdotal Notes Group Discussion Participation Journal Writing Performance‐based tasks and/or activities Learning Logs

63

July 2011

Written Daily Practice


Identify Sub ‐ Topics The Past

Resources Needed

Week 23

I CAN STATEMENTS: I can know and apply grade‐level phonics and word analysis skills in decoding words.

64

July 2011

I can read words with inflectional endings I can recognize and read grade‐appropriate irregularly spelled words. I can read fluently. I can compare and contrast adventures and experiences of characters in stories. I can describe the connection between two individuals, events, ideas, or pieces of

information in a text. I can identify the reasons an author gives to support points in a text. I can demonstrate command of the conventions of Standard English grammar and usage

when writing or speaking. I can demonstrate understanding of word relationships and nuances in word meanings

( with guidance). I can Read on‐level text orally with accuracy, appropriate rate, and expression on

successive reading. I can use ext to confirm to self‐correct word recognition and understanding, rereading as

necessary. I can use frequently occurring adjectives. I can define words by category and by one or more key attributes. I can participate in shared research and writing projects (How to books).

Critical Vocabulary




directed questioning. Observation/Anecdotal Notes Group Discussion Participation Journal Writing

65

July 2011

Performance‐based tasks and/or activities Learning Logs Written Daily Practice


Identify Sub ‐ Topics Family Times

Resources Needed

Week 24

66

July 2011

I CAN STATEMENTS: I can know and apply grade‐level phonics and word analysis skills in decoding words. I can read words with inflectional endings I can recognize and read grade‐appropriate irregularly spelled words. I can read fluently. I can compare and contrast adventures and experiences of characters in stories. I can describe the connection between two individuals, events, ideas, or pieces of information in a text. I can identify the reasons an author gives to support points in a text. I can demonstrate command of the conventions of Standard English grammar and usage when writing or

speaking I can demonstrate understanding of word relationships and nuances in word meanings ( with guidance). I can Read on‐level text orally with accuracy, appropriate rate, and expression on successive reading. I can use ext to confirm to self‐correct word recognition and understanding, rereading as necessary. I can use frequently occurring adjectives. I can use frequently occurring adjectives. I can define words by category and by one or more key attributes. I can participate in shared research and writing projects (How to books).

Critical Vocabulary

Suggested Strategies/ActivitiesBalanced Assessment: Formative



67

July 2011

Written Daily PracticeSummative


Identify Sub ‐ Topics Old and New

Resources Needed

Unit/Topic

68

July 2011

New BeginningsWeeks 25-27Common Core Standards

RF.1.4 Read with sufficient accuracy and fluency to support comprehension. RF1.4a Read on‐level text orally with accuracy, appropriate rate, and expression on successive reading.

FR.1.4b Read on‐level text orally with accuracy, appropriate rate, and expression on successive reading.

Rl1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).



L. 1.2c Use commas in dates and to separate single words in a series.


W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.


SL1.1b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

69

July 2011

SL1.6 Produce complete sentences when appropriate to task and situation.

Week 25

I CAN STATEMENTS: I can read with sufficient accuracy and fluency to support comprehension. I can read on‐level text with purpose and understanding. I can read on‐level text orally with accuracy, appropriate rate, and expression on successive reading. I can (with prompting and support) read prose and poetry of appropriate complexity for grade 1. I can identify basic similarities in and differences between two texts on the same topic. I can demonstrate command of the conventions of Standard English capitalization, punctuation, and

spelling when writing. I can use commas in dates to separate single words in a series. I can write a narrative which recounts two or more sequenced events. I can participate in conversations with peers about grade 1 topics.

Critical Vocabulary





70

July 2011


Identify Sub‐Topics Starting Over

Resources Needed

71

July 2011

Week 26

I CAN STATEMENTS: I can read with sufficient accuracy and fluency to support comprehension. I can read on‐level text with purpose and understanding. I can read on‐level text orally with accuracy, appropriate rate, and expression on successive reading. I can (with prompting and support) read prose and poetry of appropriate complexity for grade 1. I can identify basic similarities in and differences between two text on the same topic. I can demonstrate command of the conventions of Standard English capitalization, punctuation, and


Critical Vocabulary





72

July 2011


Identify Sub ‐ Topics Reaching New Heights

Resources Needed

Week 27

73

July 2011

I CAN STATEMENTS: I can read with sufficient accuracy and fluency to support comprehension. I can read on‐level text with purpose and understanding. I can read on‐level text orally with accuracy, appropriate rate, and expression on successive reading. I can (with prompting and support) read prose and poetry of appropriate complexity for grade I can identify basic similarities in and differences between two text on the same topic. I can demonstrate command of the conventions of Standard English capitalization, punctuation, and


Critical VocabularyBalanced Assessment:




74

July 2011

Identify Sub ‐ Topics Experiencing New Things

Resources Needed

Unit/TopicPeople of Change

75

July 2011

Weeks- 28-30



RF1.4a Read on‐level text orally with accuracy, appropriate rate, and expression on successive reading.

FR.1.4b Read on‐level text orally with accuracy, appropriate rate, andexpression on successive reading.

Rl1.10 With prompting and support, read prose and poetry of appropriatecomplexity for grade 1.

RI.1.9 Identify basic similarities in and differences between two texts on thesame topic (e.g., in illustrations, descriptions, or procedures).


L.1.2 Demonstrate command of the conventions of standard Englishcapitalizations, punctuation, and spelling when writing.

L. 1.2c Use commas in dates and to separate single words in a series.


W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

SL.1.1 Participate in collaborative conversations with diverse partners about

76

July 2011

grade 1 topics and texts with peers and adults in small and larger groups.

SL1.1b Build on others’ talk in conversations by responding to the commentsof others through multiple exchanges.

SL1.6 Produce complete sentences when appropriate to task and situation.

Week 28

I CAN STATEMENTS: I can read with sufficient accuracy and fluency to support comprehension. I can read on‐level text with purpose and understanding.

77

July 2011

I can read on‐level text orally with accuracy, appropriate rate, and expression on successive reading. I can (with prompting and support) read prose and poetry of appropriate complexity for grade 1. I can identify basic similarities in and differences between two text on the same topic. I can demonstrate command of the conventions of Standard English capitalization, punctuation, and


Critical Vocabulary





Identify Sub ‐ Topics Important Americans

78

July 2011

Resources Needed

Week 29

I CAN STATEMENTS I can read with sufficient accuracy and fluency to support comprehension. I can read on‐level text with purpose and understanding.

79

July 2011

I can read on‐level text orally with accuracy, appropriate rate, and expression on successive reading. I can (with prompting and support) read prose and poetry of appropriate complexity for grade 1. I can identify basic similarities in and differences between two text on the same topic. I can demonstrate command of the conventions of Standard English capitalization, punctuation, and


Critical Vocabulary





Identify Sub ‐ Topics Heros

Resources Needed

80

July 2011

Week 30

I CAN STATEMENTS I can read with sufficient accuracy and fluency to support comprehension. I can read on‐level text with purpose and understanding. I can read on‐level text orally with accuracy, appropriate rate, and expression on successive reading. I can (with prompting and support) read prose and poetry of appropriate complexity for grade 1.

81

July 2011

I can identify basic similarities in and differences between two text on the same topic. I can demonstrate command of the conventions of Standard English capitalization, punctuation, and

spelling when writing. I can use commas in dates to separate single words in a series I can write a narrative which recounts two or more sequenced events. I can participate in conversations with peers about grade 1 topics.

Critical Vocabulary






Identify Sub‐Topics Celebrating People

82

July 2011

Resources Needed

Unit/TopicFriendship

Weeks 31-36


83

July 2011

RF.1.3f Know and apply grade‐level phonics and word analysis skills in decoding words.f. Read words with inflectional endings

RF.1.3g Know and apply grade‐level phonics and word analysis skills in decoding words.g. Recognize and read grade‐appropriate irregularly spelled words. RL.1.9 Compare and contrast the adventures and experiences of characters in stories.


RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

RI1.2 Identify the main topic and retell key details of a text.

L.1.1h Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.h. Use determiners (e.g., articles, demonstratives)

L.1.1i Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.Use frequently occurring prepositions (e.g., during, beyond, toward).

L.1.1j Demonstrate command of the conventions of standard English capitalizations, punctuations, and spelling when writing.

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


Week 31

I CAN STATEMENTS:

84

July 2011

I can know and apply grade‐level phonics. I can read words with inflectional endings. I can read grade appropriate irregularly spelled words. I can compare and contrast the adventures of characters instantly. I can ask and answer questions about key details in a story. I can identify the main topic and retell key details of a text. I can write and speak using correct grammar. I can use prepositions when writing. I can write using correct capitalization and punctuation

Critical Vocabulary





Summative

85

July 2011


Identify Sub-Topics Our Friends

Resources Needed

Week 32

I CAN STATEMENTS: I can know and apply grade‐level phonics. I can read words with inflectional endings.

86

July 2011

I can read grade appropriate irregularly spelled words. I can compare and contrast the adventures of characters instantly. I can ask and answer questions about key details in a story. I can identify the main topic and retell key details of a text. I can write and speak using correct grammar. I can use prepositions when writing. I can write using correct capitalization and punctuation.

Critical Vocabulary


Formative Assessment Use individual marker boards, “thumbs up, thumbs down”, etc. for immediate feedback from teacher



Identify Sub-Topics Friends Forever

87

July 2011

Resources Needed

Week 33I CAN STATEMENTS:

I can know and apply grade‐level phonics. I can read words with inflectional endings. I can read grade appropriate irregularly spelled words. I can compare and contrast the adventures of characters instantly.

88

July 2011

I can ask and answer questions about key details in a story. I can identify the main topic and retell key details of a text. I can write and speak using correct grammar. I can use prepositions when writing. I can write using correct capitalization and punctuation.

Critical Vocabulary






Identify Sub- Topics Taking Care of Friends

89

July 2011

Resources Needed

Unit/Topic

Changes in Time

Weeks 34-36

90

July 2011


RF.1.3f Know and apply grade‐level phonics and word analysis skills in decoding words. f. Read words with inflectional endings

RF.1.3g Know and apply grade‐level phonics and word analysis skills in decoding words. g. Recognize and read grade‐appropriate irregularly spelled words.

RL.1.9 Compare and contrast the adventures and experiences of characters in stories.


RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

RI1.2 Identify the main topic and retell key details of a text.

L.1.1h Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

h. Use determiners (e.g., articles, demonstratives)

L.1.1i Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

Use frequently occurring prepositions (e.g., during, beyond, toward).

L.1.1j Demonstrate command of the conventions of standard English capitalizations, punctuations, and spelling when writing.

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


91

July 2011


I can know and apply grade‐level phonics. I can read words with inflectional endings. I can read grade appropriate irregularly spelled words. I can compare and contrast the adventures of characters instantly. I can ask and answer questions about key details in a story. I can identify the main topic and retell key details of a text.

92

July 2011

I can write and speak using correct grammar. I can use prepositions when writing. I can write using correct capitalization and punctuation.

Critical Vocabulary






Identify Sub‐Topics How It All Began

Resources Needed

93

July 2011

Week 35

I CAN STATEMENTS: I can know and apply grade‐level phonics. I can read words with inflectional endings. I can read grade appropriate irregularly spelled words. I can compare and contrast the adventures of characters instantly. I can ask and answer questions about key details in a story.

94

July 2011

I can identify the main topic and retell key details of a text. I can write and speak using correct grammar. I can use prepositions when writing. I can write using correct capitalization and punctuation.

Critical Vocabulary






Identify Sub ‐ Topics Getting Ready for Change

Resources Needed

95

July 2011


I can know and apply grade‐level phonics. I can read words with inflectional endings. I can read grade appropriate irregularly spelled words. I can compare and contrast the adventures of characters instantly.

96

July 2011

I can ask and answer questions about key details in a story. I can identify the main topic and retell key details of a text. I can write and speak using correct grammar. I can use prepositions when writing. I can write using correct capitalization and punctuation

Critical Vocabulary






Identify Sub ‐ Topics Looking Back

Resources Needed

97

grade language arts … · web view2. give each student a question mark and a period. using the...

Documents