hallandale elementary school...what reasons can you give to support what a good pal is? (dok3) 6...

Teacher Name: ________ Color Track: _______ Grade Level: 1st Literacy Block Time: _______

2015- 2016 1st Trimester Pacing Guide Unit of Study: EQ: How do living things survive?

Hallandale Elementary School Week 1

Essential Question What are my responsibilities in the school

community?

Reading/LA Standards: *LAFS1.RL.1.2: Retell stories including key details and demonstrate understanding of the central message or lesson. (DOK2); LAFS.RI.1.2: Identify the main topic and retell key details of a text. (DOK2)

Social Studies: SS.1.C.2.1 Explain the rights and responsibilities students have in the school community.

Suggested Strategies/Activities: Read Aloud Ideas: David Goes to School, The Kissing Hand, Wemberly Worries, First Day Jitters,

DOK Questions Who was (the character)? (DOK1) How would you describe (the character)? (DOK1) What are my responsibilities in the school community? (DOK2)

Day 1

Read Aloud – See list above

*Introduceclassroom/CHAMPS procedures and brainstorm classroom rules.

*Introduce school wideprocedures and rules (CHAMPS).

Day 2


*Introduceclassroom/CHAMPS procedures and brainstorm classroom rules.

*Introduce school wideprocedures and rules (CHAMPS).

Day 3 (Back to School lessons start today)


*Journeys: Back toSchool Day 1 – Jack’s Talent (Journeys online resources)

Letters and Sounds – letters a and m

High frequency words – I, like, to

*Rigby Assessment*Sight WordVocabulary Assessment

Day 4


*Journeys: Back toSchool Day 2 – Jack’s Talent (Journeys online resources)

Letters and Sounds – learn and apply letters a, m and s

High frequency words – a, see, the


Day 5


*Journeys: Back toSchool Day 3 – Back to School (Journeys online resources)

Letters and Sounds – learn and apply letters a, m, s and t

High frequency words – we, go


Week 2 Essential Question

What are my responsibilities in the school community?

Reading/LA Standards: *LAFS1.RL.1.2: Retell stories including key details and demonstrate understanding of the central message or lesson. (DOK2); LAFS.RI.1.2: Identify the main topic and retell key details of a text. (DOK2) Social Studies: SS.1.C.2.1 Explain the rights and responsibilities students have in the school community.

Suggested Strategies/Activities: Main Idea Anchor Chart Graphic Organizers (Main idea & details) Reading Response Journals Brainpopjr.com video on Main idea https://jr.brainpop.com/readingandwriting/comprehension/mainidea/ Foundational skills (U1 L1) Phonics: Short a, Consonants n, d, p, f Grammar: nouns Sight words: and, be, help, you, play, with Spelling: am, at, sat, man, dad, mat DOK Questions What makes a good pal? (DOK2) What reasons can you give to support what a good pal is? (DOK3)

6 Read Aloud – See list above *Journeys: Back to School Day 4– Back to School (Journeys online resources) Letters and Sounds – learn and apply letters a, m, s, t, and c (with k sound) High frequency words – is, are

*Rigby Assessment *Sight Word Vocabulary Assessment

7 Read Aloud – See list above *Journeys: Back to School Day 5 – Jack’s Talent (Journeys online resources) Letters and Sounds – Review and decode words with a, m, s, t, c High frequency word – review I, like, to, a, see, the, we, go, is, are *Rigby Assessment *Sight Word Vocabulary Assessment

8 Read Aloud – See list above Journeys U1L1 What is a Pal? Day 1 Foundational skills and story *Introduce literacy centers procedures and expectations (CHAMPS)



Week 3

Essential Question What does it mean to be a good citizen?

Reading/LA Standards: *LAFS1.RL.1.2: Retell stories including key details and demonstrate understanding of the central message or lesson. (DOK2); LAFS.RI.1.2: Identify the main topic and retell key details of a text. (DOK2) Social Studies: SS.1.C.2.2 Describe the characteristics of responsible citizenship in the school community; SS.1.C.2.4 Show respect and kindness to people and animal. SS.1.C.2.1 Explain the rights and responsibilities students have in the school community. DOK Questions Why did you choose to squish or not to squish the ant? (DOK3) Based on the ending of the story, how would you predict the outcome of the story? (DOK3)

Suggested Strategies/Activities: Vocabulary Strategy – on chart paper, make a chart with headings: word, meaning and picture/reminds me of Vocabulary Foldable KNL (know-need to know-learned)/KWL Chart to introduce Social Studies Unit 4 Brainpopjr.com video on Rights and Responsibilities https://jr.brainpop.com/socialstudies/citizenship/rightsandresponsibilities/ Hey Little Ant Content Vocabulary squish, decision Social Studies Vocabulary Words citizen, right, rule, law, conflict, symbol Foundational skills (U1 L2) Phonics: Short i, Consonants r, h, /z/s, b, g; Phonogram -it Grammar: possessives Sight words: for, what, have, he, look, to Spelling: if, is, him, rip, fit, pin

11 Journeys U1L1 What is a Pal? Day 4 Foundational skills and story *Introduce literacy centers procedures and expectations (CHAMPS)

12 Journeys U1L1 What is a Pal? Day 5 Foundational skills and story Assess phonics, vocabulary and grammar. Comprehension skills will be assessed with Common Assessment. Evaluate assessment with students

13 Journeys U1L2 Foundational Skills Only Day 1 Interactive Read Aloud Hey Little Ant by Phillip and Hannah Hoose Intro the idea of Turn and Talk and students coding their own thinking. (see exemplar guide p. 11) Social Studies Introduce vocabulary words: citizen, right, rule, law, conflict, symbol Pg. 110-111

14 Journeys U1L2 Foundational Skills Only Day 2 Reread Hey Little Ant Complete anchor chart/graphic organizer whole group Social Studies U4L1 We Are Citizens Good Citizens p.114-115

15 Journeys U1L2 Foundational Skills Only Day 3 Hey Little Ant Questioning strategy – T chart (to squish or not to squish the little ant) Reading Response Journal- Why did you choose to squish or not to squish the ant? (DOK 3) Social Studies U4L1 We Are Citizens Rights and Responsibilities p.116

Week 4

Essential Question What does it mean to be a good citizen? (L1) How can people’s actions affect others? (L2)

Reading/LA Standards: *LAFS1.RL.1.2: Retell stories including key details and demonstrate understanding of the central message or lesson. (DOK2); LAFS.RI.1.2: Identify the main topic and retell key details of a text. (DOK2) Social Studies: SS.1.C.2.2 Describe the characteristics of responsible citizenship in the school community; SS.1.C.2.4 Show respect and kindness to people and animal. SS.1.C.1.1 Explain the purpopse of rules and laws in the school and community. SS.1.C.1.2 Give examples of people who have the power and authority to make and enforce rules and laws in the school and community Writing: LAFS.1.W.1.3 Write narratives in which they recount two or more appropriately sequence events, include some details regarding what happened, use temporal words to signal event order, and provide some sense or closure.

Suggested Strategies/Activities: See Journeys supplemental unit activities Writing: See BEEP writing lesson plans for ideas Social Studies Vocabulary Words citizen, right, rule, law, conflict, symbol Foundational skills (U1 L3) Phonics: short o; consonants l, x; inflectionional ending -s Grammar: action verbs Sight words: do, sing, find, no, funny, they Spelling: log, dot, top, hot, ox, lot DOK Questions What does it mean to be a good citizen? (DOK1) How can people’s actions affect others? (DOK1) What is the main problem in the story (Curious George)? (DOK1) Describe what George does to try to solve the problem. (DOK2)

16 Journeys U1L2 Foundational Skills Only Day 4

Hey Little Ant Extention writing activity Students give 3 reasons why or why not to save or squish the ant (see CAB conference for activity)

Social Studies U4L1 We Are Citizens Rights and Responsibilities p.117

17 Journeys U1L2 Foundational Skills Only Day 5 Hey Little Ant Extention writing activity Students give 3 reasons why or why not to save or squish the ant Assess phonics, vocabulary and grammar. Comprehension skills will be assessed with Common Assessment. Evaluate assessment with students Social Studies U4L1 We Are Citizens Rules at School p.118-119

18 Journeys U1L3 Curious George at School - Day 1 Foundational skills and story Social Studies U4L1 We Are Citizens Laws in Our Community p.120-121 Writing (Lucy Calkins) Lesson 1 – Where do we get ideas? Read Aloud There’s a Big, Beautiful World Out There by Nancy Carlson Model writing whole group

19 Journeys U1L3 Curious George at School - Day 2 Foundational skills and story Social Studies U4L2 People and Authority People with Authority p.122 Writing (Lucy Calkins) Lesson 1 – Where do we get ideas? Independent Writing & Author’s Chair

20 Journeys U1L3 Curious George at School - Day 3 Foundational skills and story Social Studies U4L2 People and Authority People with Authority p.123 Writing (Lucy Calkins) Lesson 2 – What writers do and Using the Name Chart Read Aloud Chrysanthemum by Kevin Henkes Model writing whole group

Week 5

Essential Question How can people’s actions affect others? (L2)

How can citizens make a difference? (L3)

Reading/LA Standards: *LAFS.1.RI.2.5 Know and use various text features (e.g. headings, table of contents, glossaries, electronic menus, icons) to locate key facts or information in a text (DOK2) LAFS.RI.1.2: Identify the main topic and retell key details of a text. (DOK2) Social Studies: SS.1.C.1.2 Give examples of people who have the power and authority to make and enforce rules and laws in the school and community. SS.1.C.1.3 Give examples of the use of power without authority in school and community. SS.1.C.3.1 Explain how decisions can be made or how conflicts might be resolve in fair and just ways. SS.1.C.2.3 Identify ways students can participate in the betterment of their school and community. Writing: LAFS.1.W.1.3 Write narratives in which they recount two or more appropriately sequence events, include some details regarding what happened, use temporal words to signal event order, and provide some sense or closure.

Suggested Strategies/Activities: See supplemental unit activities Symbols of Our Country File on 1st Grade Cab Conference (File includes suggested read alouds) Social Studies Vocabulary Words symbol, pledge, democracy Foundational skills (U1 L4) Phonics: short e; consonants y, w, k, v, j; phonograms -et Grammar: adjectives Sight words: all, does, here, me, my, who Spelling: yet, wet, web, leg, pen, hen DOK Questions How is Lucia’s neighborhood alike/different from your neighborhood? (DOK2) How can you recognize a good citizen? (DOK1) How can people’s actions affect others? (DOK2) How can citizens make a difference? (DOK2)

21 Journeys U1L3 Curious George at School - Day 4 Foundational skills and story

Social Studies U4L2 People and Authority People without Authority p.124-125

Writing (Lucy Calkins) Lesson 2 – What writers do and Using the Name Chart Independent Writing & Author’s Chair

22 Journeys U1L3 Curious George at School - Day 5 Foundational skills and story Assess phonics, vocabulary and grammar. Comprehension skills will be assessed with Common Assessment. Evaluate assessment with students Social Studies U4L2 People and Authority Solving Conflicts p.126-127 Writing (Lucy Calkins) Use an anchor chart to introduce editing marks Students edit & add details to words and pictures in their writing

23 New Standard Journeys U1L4 Lucia’s Neighborhood - Day 1 Foundational skills and story Social Studies U4L3 Good Citizens Help Helping Our Schools and Communities p.128 Writing (Lucy Calkins) Lesson 3 – When you think you’re done Use describing words chart and model writing with students

24 Journeys U1L4 Lucia’s Neighborhood - Day 2 Foundational skills and story Social Studies U4L3 Good Citizens Help A School Service Project p.130-131 Writing (Lucy Calkins) Lesson 4 – Writers get ideas from authors Read Aloud The Very Lonely Firefly or Ten Little Rubber Ducks by Eric Carle Model writing whole group

25 Journeys U1L4 Lucia’s Neighborhood - Day 3 Foundational skills and story Social Studies U4L4 Symbols of Our Country p.132-133 Writing (Lucy Calkins) Lesson 4 – Writers get ideas from authors Independent Writing and Author’s Chair

Week 6

Essential Question How do people and symbols stand for America?

Reading/LA Standards: *LAFS.1.RI.2.5 Know and use various text features (e.g. headings, table of contents, glossaries, electronic menus, icons) to locate key facts or information in a text (DOK2) LAFS.RI.1.2: Identify the main topic and retell key details of a text. (DOK2) Social Studies: SS.1.C.3.2 Recognize symbols and individuals that represent American constitutional democracy Science: SC.1.N.1.2 Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others. Writing: LAFS.1.W.1.3 Write narratives in which they recount two or more appropriately sequence events, include some details regarding what happened, use temporal words to signal event order, and provide some sense or closure.

Suggested Strategies/Activities/Resources: Symbols of Our Country File on 1st Grade Cab Conference (File includes suggested read alouds) Social Studies Vocabulary Words symbol, pledge, democracy Foundational skills (U1 L5) Phonics: short u, consonants qu, z Grammar: adjectives and synonyms Sight words: friend, full, good, hold, many, pull Spelling: up, bug, mud, nut, hug, tub DOK Questions How do people and symbols stand for America? (DOK1) How are US symbols alike? Different? (DOK2) If you were President of the United States, what would you want to stand for? (DOK3)

26 Journeys U1L4 Lucia’s Neighborhood - Day 4 Foundational skills and story

Social Studies U4L4 Symbols of Our Country Our Flag p.134-135 Students label the flag (text features) Writing (Lucy Calkins) Lesson 5 – Writing from pictures (need magazines) Model writing whole group

27 Journeys U1L4 Lucia’s Neighborhood - Day 5 Foundational skills and story Assess phonics, vocabulary & grammar. Comprehension skills will be assessed with Common Assessment. Evaluate assessment with students Social Studies U4L4 Symbols of Our Country The Statue of Liberty The Bald Eagle p.136-137 Writing (Lucy Calkins) Lesson 5 – Writing from pictures Independent writing and author’s chair

28 Journeys U1L5 - Day 1 Foundational skills only Common Assessment Social Studies U4L4 Symbols of Our Country Our Presidents p.138-139 Writing (Lucy Calkins) Lesson 6 – Sketching Stories Read Aloud Owens Model writing whole group

29 Journeys U1L5 - Day 2 Foundational skills only Evaluate Common Assessment Social Studies Unit 4 Wrap Up p. 140-141 DOK4 - Big Idea Project - Students work in cooperative groups to create a “Good Citizens” skit that shows others how to be good citizens Use citizenship skit rubric on page 14w Writing (Lucy Calkins) Lesson 6 – Sketching Stories Independent Writing and Author’s Chair

30 Journeys U1L5 - Day 3 Foundational skills only Science U1L1 What are Senses and Other Tools? Active Reading p.3 Digital Lesson on BEEP Science Journal Writing (Lucy Calkins) Lesson 7 – I Can Draw Read Aloud Ish by Peter Reynolds Model writing whole group

Week 7

Essential Question What are senses and other tools?

Reading/LA Standards: *LAFS.1.RI.2.5 Know and use various text features (e.g. headings, table of contents, glossaries, electronic menus, icons) to locate key facts or information in a text (DOK2) LAFS.RI.1.2: Identify the main topic and retell key details of a text. (DOK2) Science: SC.1.N.1.2 Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others. SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations. SC.1.N.1.3 Keep records as appropriate-such as pictorial and written records-of investigations conducted. SC.1.N.1.4 Ask How do you know? in appropriate situations Writing: LAFS.1.W.1.3 Write narratives in which they recount two or more appropriately sequence events, include some details regarding what happened, use temporal words to signal event order, and provide some sense or closure.

Suggested Strategies/Activities/Resources: Foldable on the Five Senses Anchor Chart or RAN Chart on the Five Senses Optional Read Alouds: The True Story of the Three Little Pigs My Five Senses by Aliki Science Vocabulary: senses, science tools, smell, touch, sight, hear, taste Foundational skills (U2 L7) Phonics: review short i; blends with r; phonogram -ip Grammar: commas in a series Sight words: animal, how, make, of, some, why Spelling: in, will, did, sit, six, big, trip, grin DOK Questions How is a ruler and a tape measure different? How are they alike? DOK2 Suppose you wanted to know which of your pets is heavier. What tool would you use? (DOK2) What have you learned about how animals communicate? DOK1

31 Journeys U1L5 - Day 4 Foundational skills only

Science U1L1 What are Senses and Other Tools? Your Senses p.3 - 7

Writing (Lucy Calkins) Lesson 7 – I Can Draw Read Aloud Ish by Peter Reynolds Independent Writing and Author’s Chair

32 Journeys U1L5 - Day 5 Foundational skills only Science U1L1 What are Senses and Other Tools? Tools to Explore p. 8 – 9 See science kits for science tools Writing (Lucy Calkins) Lesson 8 – Finger Spelling Teacher Model using word wall

33 Journeys U2L7 How Animals Communicate – Day 1 - Foundational skills and story Science U1L1 What are Senses and Other Tools? Sum it Up & Brain Check p. 12-14 Writing (Lucy Calkins) Lesson 8 – Finger Spelling Independent Writing and Author’s Chair

34 Journeys U2L7 How Animals Communicate – Day 2 - Foundational skills and story Science U1L2 Guided Inquiry Lab - How Can We Use Our Senses? Engage and Explore Do p. 15 Writing (Lucy Calkins) Lesson 9 – Stretching: Listening for sounds Model how to stretch out sounds when writing

35 Journeys U2L7 How Animals Communicate – Day 3 - Foundational skills and story Science U1L2 Guided Inquiry Lab - How Can We Use Our Senses? Explain and Evaluate Do p. 16 Writing (Lucy Calkins) Lesson 9 – Stretching: Listening for sounds Independent Writing and Author’s Chair

Week 8

Essential Question What are Inquiry Skills?

Reading/LA Standards: * LAFS.1.RI.1.1 Ask and answer questions about key details in a text. LAFS.1.RI.2.4 Ask and answer questions to help determine or clarify the maning of words and phrases in a text. Science: SC.1.N.1.2 Using the five senses as tools, make careful observations, describe objects in terms of number, shape, texture, size, weight, color, and motion, and compare their observations with others. SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations. Writing: LAFS.1.W.1.3 Write narratives in which they recount two or more appropriately sequence events, include some details regarding what happened, use temporal words to signal event order, and provide some sense or closure.

Suggested Strategies/Activities/Resources: Inquiry Skills Chart/Cards (page 13 exemplar) Vocabulary Chart Optional Read Alouds: Chameleons are Cool (Buzz About It book) Mixed-up Chameleons by Eric Carle Literature Vocabulary: glides, dwarf, wrinkly, bulgy Science Vocabulary: inquiry skills, investigation, predict, measure, observe, compare, classify, communicate, hyphothesize, Foundational skills (U2L8) Phonics: Review words with short o, blends with l, phonograms -ock Spelling: on, got, fox, pop, not, hop, block, clock Sight words: her, she, now, today, our, would Grammar: Statements DOK Questions How would you classify the different ways chameleons behave? (DOK 2) How are chameleons alike? How are they different? (DOK 2) What inquiry skills would you use to collect information about chameleons (DOK 3)

36 Journeys U2L7 How Animals Communicate – Day 4 - Foundational skills and story

Science U1L3 – What are inquiry skills? Active Reading p. 17 Digital Lesson (BEEP) Writing (Lucy Calkins) Lesson 10 - Spelling Hard Words Teacher model whole group

37 Journeys U2L7 How Animals Communicate – Day 5 - Foundational skills and story Science U1L3 – What are inquiry skills? Skills to Help you Learn: Observe and Compare/Predict and Measure p. 18-19 Writing (Lucy Calkins) Lesson 10 - Spelling Hard Words Independent Writing and Author’s Chair

38 NEW STANDARD Journeys U2L8 Day 1 Foundational skills only Interactive Read Aloud Chameleons are Cool Introduce Vocabulary Science U1L3 – What are inquiry skills? Classify and Communicate/Hypothesize and Plan an Investigation p. 20-21 Writing (Lucy Calkins) Lesson 11 – Writing With Spaces Model on and independent writing

39 Journeys U2L8 Day 2 Foundational skills only Read Aloud - Chameleons are Cool Cooperative Learning Groups Activities – Groups will create their own chameleons & write details about them Science U1L3 – What are inquiry skills? Infer and Draw Conclusions Make a Model and Sequence p. 22-23 Writing (Lucy Calkins) skip L12 Lesson 13 – Writing in Booklets Read Aloud The Paperboy by Dav Pilkey - Discuss what happens in the beginning, middle and end of story (whole group using chart paper)

40 Journeys U2L8 Day 3 Foundational skills only Each group will present their chameleons and talk about their details/facts. Science U1L3 – What are inquiry skills? Sum it Up Brain Check Apply Concepts p. 24-26 Writing (Lucy Calkins) Lesson 13 – Writing in Booklets Model how to write the beginning of a story Students write the beginning of their story

Week 9

Essential Question How Do Scientists Work?

Reading/LA Standards: LAFS.1.RI.1.1 Ask and answer questions about key details in a text. LAFS.1.RI.2.4 Ask and answer questions to help determine or clarify the maning of words and phrases in a text. LAFS1.RL.4.10 With prompting and support read prose and poetry of appropriate complexity for grade 1. Science: SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanations based on those explorations. SC.1.N.1.3 Keep records as appropriate-such as pictorial and written records- of investigations conducted. Writing: LAFS.1.W.1.3 Write narratives in which they recount two or more appropriately sequence events, include some details regarding what happened, use temporal words to signal event order, and provide some sense or closure.

Suggested Strategies/Activities/Resources: Writing Units of Study K-1 Poetry purple binder – lesson plans will be on 1st grade CAB conference. See readworks.org for additional poetry lessons/ideas Optional Read Alouds: Poetry Read Alouds: Available (Team Leader or Co-Team Leader) Science Vocabulary: inquiry skills, investigation, predict, measure, observe, compare, classify, communicate, hyphothesize Foundational skills (U2L9) Phonics: review short e; blends with s Grammar: singular and plural nouns Sight words: after, draw, pictures, read, was, write Spelling: yes, let, red, ten, bed, get, sled, step DOK Questions Can you predict the outcome (paint mix) of the investigation? (DOK3) Can you formulate a hypothesis about what happens when you mix colors? (DOK3) How do scientists work? (DOK3)

41 Journeys U2L8 Day 4 Foundational skills only Interactive Read Aloud Mixed-up Chameleons by Eric Carle Anchor Chart to distinguish difference between texts. Science U1L4 – How do we Use Inquiry Skills? – Inquiry Flipchart p.5 Review digital lesson on inquiry skills. Complete Lesson 4 page 27

Writing (Lucy Calkins) Lesson 13 – Writing in Booklets Model how to write the middle of a story Students write the middle of their story

42 Journeys U2L8 Day 5 Foundational skills only Foldable Activity about chameleons Science U1L4 – How do we Use Inquiry Skills? - Inquiry Flipchart p.5 Explain and Evaluate Record Data p.28 Writing (Lucy Calkins) Lesson 13 – Writing in Booklets Model how to write the end of a story Students write the end of their story

43 New Standard Journeys U2L9 Day 1 Foundational skills only Poetry Day 1 - What is Poetry? Introduce the genre of poetry and learn what poets write about. (See Writing Units of Study) Science U1L5 – How Do Scientists Work? Active Reading p. 29 Digital Lesson (BEEP) Intro Vocabulary Writing (Lucy Calkins) Lesson 13 – Writing in Booklets Author’s Chair & Celebration

44 Journeys U2L9 Day 2 Foundational skills only Poetry Day 2 - What does poetry sound like? Focus on rhyme and sound Science Review inquiry skills while Completing hands-on activity (Blue paint and yellow paint mix to make green) in science journal. Use page 30-35 as a guide Writing (Lucy Calkins) Lesson 13 – Writing in Booklets Author’s Chair & Celebration

45 Journeys U2L9 Day 3Foundational skills only Poetry Day 3 - How does poetry happen? How they get idea and what inspires them Science U1L5 – How Do Scientists Work? Pages 30-35 Writing (Lucy Calkins) Lesson 14 – Writers Get Ideas From Literature and Drafting Strategies Read Aloud “Let’s Get a Pup,” said Kate by Bob Graham Review editing process

Week 10

Essential Question What Can We Observe About Objects?

Reading/LA Standards: LAFS1.RL.4.10 With prompting and support read prose and poetry of appropriate complexity for grade 1.LAFS.1.RI.2.4 Ask and answer questions to help determine or clarify the maning of words and phrases in a text. Science: SC.1.P.8.1 Sort objects by observable properties, such as size, shape, color, temperature (hot or cold), weight (heavy or light), texture, and whether objects sink or float Writing: LAFS.1.W.1.3 Write narratives in which they recount two or more appropriately sequence events, include some details regarding what happened, use temporal words to signal event order, and provide some sense or closure.

Suggested Strategies/Activities: Writing Units of Study K-1 Poetry purple binder – lesson plans will be on 1st grade CAB conference. K-W-L Chart Optional Read Alouds: Poems – Poetry Read Alouds available (Team Leader or Co-Team Leader) Leveled Reader: What is Matter? (Teacher Resource Bank- Science Fusion Online) http:// beep.browardschools.com How Big? How Heavy? How Dense?: A Look at Matter by Jennifer Boothroyd Science Vocabulary: matter, property, texture, weight, temperature Foundational skills (U2L10) Phonics: review short u; final blends; phonograms -ump Grammar: a, an, the Sight words: eat, give, one, put, small, take Spelling: us, fun, sun, bus, but, run, jump, must DOK Questions What is a property of an object? (DOK 1) How would you describe objects using property words? (DOK 1) Can you identify objects based on their properties? (DOK 1) How would you classify objects based on their properties? (DOK 2) What do you notice about objects that sink or float? (DOK 2)

46 Journeys U2L9 Day 4 Foundational skills only Poetry Day 4 - Poetry makes picture sin our mind. Science U1L5 – How Do Scientists Work? Sum it Up! and Brain Check pp. 36-37

Writing (Lucy Calkins) Lesson 14 – Writers Get Ideas From Literature and Drafting Strategies Read Aloud “Let’s Get a Pup,” said Kate by Bob Graham Independent Writing and Author’s Chair

47 Journeys U2L9 Day 5 Foundational skills only Poetry Day 5 - Poetry has shape Science U1L5 – How Do Scientists Work? Apply Concepts p. 38 Learn about Mary Anderson p. 39-40 Writing (Lucy Calkins) Lesson 15 – Revision: Does it Make Sense? Choose a piece of writing and revise it

48 Journeys U2L10 Day 1 Foundational skills only Poetry Generating Ideas II – Poets use all five senses Science U1L5 – How Do Scientists Work? Benchmark unit 1 pp 41-42 Writing (Lucy Calkins) Lesson 16 – Editing for Word Wall Words and Fancy it Up! Teacher model, students go back, reread one of their writing pieces and edit it

49 Journeys U2L10 Day 2 Foundational skills only Poetry Generating Ideas II – Poets Imagine Science U4L1 What can we Observe About Objects? Digital Lesson Intro Vocab. p. 123 Writing (Lucy Calkins) Lesson 17 – Author’s Celebration

50 Journeys U2L10 Day 3 Foundational skills only Poetry Generating Ideas III – Poets Make Music Science U4L1 What can we Observe About Objects? Why Matter Matters? What’s it Like? p. 124-127 Writing (Lucy Calkins) Lesson 17 – Author’s Celebration

Week 11

Reading/LA Standards: LAFS1.RI.3.8 Identify the reason an author gives to support points in a text. Science: SC.1.P.8.1 Sort objects by observable properties, such as size, shape, color, temperature (hot or cold), weight (heavy or light), texture, and whether objects sink or float. SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanation based on those explorations. SC.1.N.1.3 Keep records as appropriate-such as pictorial and written records-of investigations conducted. SC.1.N.1.4 Ask How do you know in appropriate situations. Writing: LAFS.W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Suggested Strategies/Activities/Resources: Use Science Big Books Optional Read Alouds: From Seed to Pumpkin by Wendy Pfeffer Literature Vocabulary: seeds, vine, stem, ripe Science Vocabulary: matter, property, texture, weight, temperature Foundational skills (U2L11) Phonics: Digraph th; base words and –s, -es, -ed, -ing endings Spelling: that, then, this, them with, bath, thick, tenth Sight words: blue, little, water, cold, live, where, far, their Grammar: Porper nouns DOK Questions Can you explain shape or size affects the weight of an object? (DOK 2) How would you apply what you have learned in read life? (DOK 2)

51 Journeys U2L10 Day 4 Foundational skills only Poetry Generating Ideas IV – Poets Personify Science U4L1 Heavy or Light? p. 128 Hot or Cold? p. 129 Science Journal Activiry

Writing (Lucy Calkins) Lesson 1 – People collect things and write opinions about their collections

52 Journeys U2L10 Day 5 Foundational skills only Poetry Generating Ideas V – Poets Inspire Images Science U4L1 Will it sink or will it float? p. 130-131 Sum it Up! p. 132 Brain Check p. 133 Writing (Lucy Calkins) Lesson 1 – People collect things and write opinions about their collections

53 Journeys U3L11 Day 1 Foundational skills only Poetry Generating Ideas VI – Poets Publish Their Passion Science U4L1 Apply Concepts p. 134 Complete page 135 of Lesson 2 investigation Which Objects Sink or Float? Writing (Lucy Calkins) Lesson 2 – Explaining judgements in convincing ways

54 New Standard Journeys U3L11 Day 2 Foundational skills only Interactive Read Aloud From Seed to Pumpkin by Wendy Pfeffer Science U4L2 Complete experiment – Which Objects Sink or Float? p. 135-136 Science Journal Writing (Lucy Calkins) Lesson 2 – Explaining judgements in convincing ways

55 Journeys U3L11 Day 3 Foundational skills only Science U4L3 How Can We Measure Temperature? Use Sciene Big Book to introduce temperature. Complete page 137 Writing (Lucy Calkins) Lesson 3 – How do I write this kind or writing well?

Week 12

Reading/LA Standards: LAFS1.RI.3.8 Identify the reason an author gives to support points in a text. Science: SC.1.P.8.1 Sort objects by observable properties, such as size, shape, color, temperature (hot or cold), weight (heavy or light), texture, and whether objects sink or float. SC.1.N.1.1 Raise questions about the natural world, investigate them in teams through free exploration, and generate appropriate explanation based on those explorations. SC.1.N.1.3 Keep records as appropriate-such as pictorial and written records-of investigations conducted. SC.1.N.1.4 Ask How do you know in appropriate situations. Writing: LAFS.W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Suggested Strategies/Activities/Resources: Anchor Chart Authors Purpose Task Cards (1st Grade Task Cards) Interactive Notebook Pages /Authors Purpose (1st Grade Task Cards) www.readworks.org – Authors Purpose Passages www.fcrr.org – Authors Purpose Center Activites Optional Read Alouds: to teach Authors Purpose Germs Make Me Sick! By Melvin Berger (Buzz About It Book) (Inform) Earrings by Judity Viorst (Persuade) Click Clack Moo: Cows That Type by Doreen Cronin (Entertain) Science Vocabulary: matter, property, texture, weight, temperature Foundational skills (U2L12) Phonics: digraphs ch, tch; Possessives with s; Phonogram -atch Spelling: chin, chop, much, chip, rich, chick, match, pitch Sight words: been, never, own, brown, off, very, know, out Grammar: Commands DOK Questions Can you identify the author’s purpose in the story? (DOK 1) How do you know the author wrote for this purpose? (DOK 2) Can you identify text evidence that shows the author’s purpose is to persuade, inform, entertain? (DOK 2)

56 Journeys U3L11 Day 4 Foundational skills only

Science U4L3 How Can We Measure Temperature? Complete page 138 Writing (Lucy Calkins) Lesson 3 – How do I write this kind or writing well?

57 Journeys U3L11 Day 5 Foundational skills only Science Careers in Science Ask a Polymer Scientist p. 139-140 Writing (Lucy Calkins) Lesson 4 – Opinion writers expects disagreements

58 Journeys U3L12 Day 1 Foundational skills and story Science Unit 4 Benchmark Review p. 141 - 142 Writing (Lucy Calkins) Lesson 4 – Opinion writers expects disagreements

59 Journeys U3L12 Day 2 Foundational skills and story Science Matter Lesson Enrichment Activities Writing (Lucy Calkins) Lesson 5 – Letters to teachers: Awarding booby prices for more practice- and more fun

60 Journeys U3L12 Day 3 Foundational skills and story Science Matter Lesson Enrichment Activities Writing (Lucy Calkins) Lesson 5 – Letters to teachers: Awarding booby prices for more practice- and more fun

hallandale elementary school...what reasons can you give to support what a good pal is? (dok3) 6...

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