implementation guide - ccc learning hub · © center for the collaborative classroom contents iii...

Implementation Guide

Grade 1

Being a Reader™ Making Meaning® Being a Writer™

Copyright © 2017 by Center for the Collaborative Classroom

All rights reserved. Except where otherwise noted, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the written permission of the publisher. For information regarding permissions, write to the Publishing Services department at Center for the Collaborative Classroom.

Being a Reader, Being a Writer, CCC Access, CCC ClassView, CCC Learning Hub, and CCC Collaborative Literacy are trademarks of Center for the Collaborative Classroom. Making Meaning and SIPPS are registered trademarks of Center for the Collaborative Classroom.

Center for the Collaborative Classroom1001 Marina Village Parkway, Suite 110Alameda, CA 94501-1042(800) 666-7270; fax: (510) 464-3670collaborativeclassroom.org

2 3 4 5 6 7 8 9 10 HPS 23 22 21 20 19 18 17

© Center for the Collaborative Classroom Contents iii

CONTENTS

About Center for the Collaborative Classroom . . . . . . . . . . . . . . . . . 2Challenges Students and Teachers Face . . . . . . . . . . . . . . . . . . . . . . . 2

How We Meet These Challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

The Collaborative Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3What It Looks Like . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Student Impact . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Introducing CCC Collaborative Literacy . . . . . . . . . . . . . . . . . . . . . 4How It Works . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Integrating Rigorous Literacy Work with Social Skills Development . . . . . . . . 4

Program Overviews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Collaborative Literacy, K–6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Grade 1: Being a Writer™ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Grade 1: Being a Writer Trade Books . . . . . . . . . . . . . . . . . . . . . . . . . 7

Grade 1: Making Meaning® . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Grade 1: Making Meaning Trade Books . . . . . . . . . . . . . . . . . . . . . . . 9

Grade 1: Being a Reader™ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Grade 1: Being a Reader Big Books and Student Books . . . . . . . . . . . . . . . 11

SIPPS®, Grades K-12: Decoding Intervention for Collaborative Literacy . . . . . . 12

Building Collaborative Classrooms . . . . . . . . . . . . . . . . . . . . . . . . 14Coordinated Modules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Building a Community of Readers . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Building a Community of Writers . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Setting Foundations for Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Technology Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15CCC Learning Hub™ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

CCC ClassView™ App . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Digital Teacher’s Sets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Introduction to CCC Collaborative Literacy

iv CCC Collaborative Literacy © Center for the Collaborative Classroom

Cooperative Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Social Skills Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Facilitation Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Additional Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Collaborative Literacy Assessments, Grade 1 . . . . . . . . . . . . . . . . . . . 24 Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Grade 1 Assessments Across the Year . . . . . . . . . . . . . . . . . . . . . . . 26

Conferring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Assessment Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Assessment Resource Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28CCC ClassView App . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28CCC Learning Hub . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Tips for Managing Instructional Time . . . . . . . . . . . . . . . . . . . . . . 30Reposition Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Global Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Making Meaning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Vocabulary Teaching Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Being a Writer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Being a Reader . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Follow the Pacing Suggestions in the Lessons . . . . . . . . . . . . . . . . . . . . 31Global Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Recognize and Take Advantage of Cross-program Efficiencies . . . . . . . . . . . 31

Additional Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Making Meaning and Being a Writer . . . . . . . . . . . . . . . . . . . . . . . . 32Vocabulary Teaching Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Being a Writer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Being a Reader . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Sample Calendars and SchedulesCoordinating Elements Across Programs

© Center for the Collaborative Classroom Contents v

Cooperative Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Social Skills Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Facilitation Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Additional Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Collaborative Literacy Assessments, Grade 1 . . . . . . . . . . . . . . . . . . . 24 Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Grade 1 Assessments Across the Year . . . . . . . . . . . . . . . . . . . . . . . 26

Conferring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Assessment Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Assessment Resource Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28CCC ClassView App . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28CCC Learning Hub . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Tips for Managing Instructional Time . . . . . . . . . . . . . . . . . . . . . . 30Reposition Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Global Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Making Meaning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Vocabulary Teaching Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Being a Writer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Being a Reader . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Follow the Pacing Suggestions in the Lessons . . . . . . . . . . . . . . . . . . . . 31Global Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Recognize and Take Advantage of Cross-program Efficiencies . . . . . . . . . . . 31

Additional Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Making Meaning and Being a Writer . . . . . . . . . . . . . . . . . . . . . . . . 32Vocabulary Teaching Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Being a Writer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Being a Reader . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Sample Calendars and Schedules

Sample Yearlong Calendar: Fall, Winter, and Spring . . . . . . . . . . . . . 36Grade 1: Making Meaning, Being a Writer, and Being a Reader . . . . . . . . . . . 37

Getting Started with CCC Collaborative Literacy . . . . . . . . . . . . . . . 38Using the Programs Together (Grade 1) . . . . . . . . . . . . . . . . . . . . . . . 38

Recommended Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Approximate Lesson Length by Program . . . . . . . . . . . . . . . . . . . . . . 39

Grade 1: Making Meaning, Being a Writer, and Being a Reader . . . . . . . . . . . 40Grade 1 Schedules: Weeks 1–5 . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Scheduling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Overview of Collaborative Literacy Instructional Strands . . . . . . . . . . . . . . 47

Timeline for Introduction of Each Strand . . . . . . . . . . . . . . . . . . . . . . . 48

Sample Collaborative Literacy Schedule . . . . . . . . . . . . . . . . . . . . . . . 49Scheduling Collaborative Literacy Across the Week . . . . . . . . . . . . . . . . 49

Additional Scheduling Considerations . . . . . . . . . . . . . . . . . . . . . . . . 50Sample Weekly Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Planning Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Grade 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Correlations

© Center for the Collaborative Classroom Introduction to CCC Collaborative Literacy 1

About Center for the Collaborative Classroom . . . . . . . . . . . . 2Challenges Students and Teachers Face . . . . . . . . . . . . . . . . . 2

How We Meet These Challenges. . . . . . . . . . . . . . . . . . . . . 2

The Collaborative Classroom . . . . . . . . . . . . . . . . . . . . . . . 3What It Looks Like . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Student Impact . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Introducing CCC Collaborative Literacy . . . . . . . . . . . . . . . . 4How It Works . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Integrating Rigorous Literacy Work with Social Skills

Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Program Overviews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Collaborative Literacy, K–6 . . . . . . . . . . . . . . . . . . . . . . . . 5

Grade 1: Being a Writer™ . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Grade 1: Being a Writer Trade Books . . . . . . . . . . . . . . . . . . . 7

Grade 1: Making Meaning® . . . . . . . . . . . . . . . . . . . . . . . . . 8

Grade 1: Making Meaning Trade Books . . . . . . . . . . . . . . . . . . 9

Grade 1: Being a Reader™ . . . . . . . . . . . . . . . . . . . . . . . . . 10

Grade 1: Being a Reader Big Books and Student Books . . . . . . . . 1 1

SIPPS®, Grades K–12: Decoding Intervention for

Collaborative Literacy . . . . . . . . . . . . . . . . . . . . . . . . . 12

Building Collaborative Classrooms . . . . . . . . . . . . . . . . . . . 14Coordinated Modules . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Building a Community of Readers . . . . . . . . . . . . . . . . . . . 14

Building a Community of Writers . . . . . . . . . . . . . . . . . . . . 14

Setting Foundations for Learning . . . . . . . . . . . . . . . . . . . . 15

Technology Resources . . . . . . . . . . . . . . . . . . . . . . . . . . 15CCC Learning Hub™ . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

CCC ClassView™ App . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Digital Teacher’s Sets . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Introduction to CCC Collaborative Literacy

2 CCC Collaborative Literacy © Center for the Collaborative Classroom

ABOUT CENTER FOR THE COLLABORATIVE CLASSROOMThe children who walk through the doors of our schools will become the caretakers of our democracy, our economy, our culture, and even our aging selves. In order to fill these roles, our students must be educated to thrive, and, in turn, to contribute to a thriving society. At Center for the Collaborative Classroom (CCC), we’re helping to build classrooms that are worthy of that goal.

Challenges Students and Teachers FaceThere is no single set of skills or a bulleted list of facts to memorize, but an interconnected field of academic, social, and emotional competencies that students will need to develop, use, and practice as they grow. They need critical-thinking skills and strategies to synthesize and employ an ever-expanding array of information. And they need compassion and empathy to work with one another to face the challenges of the future.

The teachers who cultivate and refine this kind of learning face extraordinary obstacles. They must grapple with rapidly changing, high-stakes tests that govern what is taught and how teachers are evaluated. Many work in underserved schools that don’t have the tools, resources, or professional learning support they need.

How We Meet These ChallengesCenter for the Collaborative Classroom was founded to meet these challenges. We seek to provide schools and teachers with the support and tools they need to help children develop into highly literate adults who think critically and learn from, care for, and respect one another.

Drawing on two decades of research in literacy, motivation, and learning theory, we write and publish curricula that help teachers develop thriving, nurturing classrooms. Our materials shape daily interactions that allow students to practice the skills and dispositions necessary to learn cooperatively and build values such as responsibility, respect, caring, fairness, and helpfulness.

Our professional learning support is centered on the idea that it is vital for social development to be embedded in the work teachers do with students. Social skills are not add-ons to an already full school day. Rather, they are threads that run through the fabric of every classroom, binding teaching and learning together. This allows teachers to be successful with students as they learn and grow.

We welcome you to our worldwide family of educators and invite you to learn more about CCC and our programs at collaborativeclassroom.org.


THE COLLABORATIVE CLASSROOMThe Collaborative Classroom is an intentional environment in which collaboration goes beyond conventional cooperation and compliance. Instead, students become caring members of a learning community. As students learn to think, discuss, and share their ideas, they come to value the thinking of others. They become thoughtful writers and responsive conversationalists. They talk about and debate big ideas with respect, clarity, and understanding.

What It Looks LikeIn a Collaborative Classroom, you will notice that:

• Students are invested in their own learning

• Learners actively participate

• Teachers become learners at times, and learners sometimes teach

• Respect is given to every member of the classroom

• Diversity is celebrated

• All contributions are valued

• Students learn skills for resolving conflicts

Student ImpactIn a Collaborative Classroom, students demonstrate:

• Deeper understanding of content

• Ownership of their learning

• Membership in the classroom learning community

• Intrinsic motivation to remain on task

• Higher self-esteem

• Improved grades


INTRODUCING CCC COLLABORATIVE LITERACYCCC Collaborative Literacy is an innovative set of modular programs designed by Center for the Collaborative Classroom to foster students’ ongoing development as readers, writers, and caring members of the classroom community.

Together, the programs in the CCC Collaborative Literacy suite address the core skills that are traditionally taught in the language arts block while transforming the classroom into a student-centered learning environment. CCC Collaborative Literacy offers an alternative to traditional textbook instruction through the power of the Collaborative Classroom.

How It WorksStudents develop literacy as a result of multiple experiences with authentic literature. Students hear literature read aloud and have daily opportunities to read, write, and discuss ideas in response to texts. The CCC Collaborative Literacy suite provides coordinated reading and writing instruction that addresses the entire recommended daily language arts block for grades K–6:

• 30 weeks of instruction per year

• 120-minute language arts block recommended for kindergarten and grades 3-6, including Individualized Daily Reading (IDR)

• 150-minute language arts block recommended for grades 1–2, including IDR

Integrating Rigorous Literacy Work with Social Skills DevelopmentDuring CCC Collaborative Literacy lessons:

• Teachers become mindful of their practice by using materials that engage and motivate students, develop critical thinkers, and promote reflection about learning and community.

• Students learn to work independently and collaboratively, respectfully share their thinking with others, and take responsibility for their learning.


PROGRAM OVERVIEWS

• Workshop model• Genre study using mentor texts• Integrated language skills

Being a Writer™ K–6

Project Name: DSC Program Cover

Round: 1st pages Date: 02/20/14

File Name: BW2-TM2-V1_cover.indd Page #: 1

Trim size: 8.375” x 10.875” Colors used: list colors here Printed at: 100%

Artist: Name here Editor: Name here

Comments: Any comments here.

Teacher’s Manual | Volume 1

2GRADE

Being a Writer™

SECOND EDITION

CCC Collaborative Literacy

Collaborative Literacy, K–6

• Foundational reading skills• Differentiated reading groups • Word study, f luency, and handwriting

Being a Reader™ K–2• Reading comprehension and vocabulary • Authentic read-alouds • Individualized Daily Reading

Making Meaning® K–6

Assessing to inform instructionPromoting critical thinking and collaboration

Supporting social and academic development

Continuous Professional Learning

Teacher’s Manual | Volume 1


2GRADE

WHOLE CLASS

2GRADE

THIRD EDITION


Teacher’s Manual

Empowering teachers to transform classrooms and build school community

A User’s Guide accompanies the materials for each program in the Collaborative Literacy suite. The guides are designed to help you understand the instructional objectives, organization, and features of each program, and are the first step in the ongoing professional learning that is built into the curriculum. Make sure to follow the suggested sequence of steps in the user’s guides as you unpack your materials. (If you are using Being a Reader, Making Meaning, and Being a Writer, refer to the Collaborative Literacy User’s Guide that accompanied your program materials. The User’s Guide also may be found on the CCC Learning Hub.)

(Tablet not included.)

User’s GuideWelcome to Center for the Collaborative Classroom and the Being a Reader program. Being a Reader includes print and digital components that support you in planning, delivering, and assessing high-quality early reading instruction for kindergarten through grade 2. Embedded professional learning makes Being a Reader a curriculum to teach with and learn from.

Look inside for six easy steps to get you started on the professional learning path that is built into the Being a Reader curriculum. You will find a complete description of your print components and directions for accessing the program’s digital resources.

1 Get to Know Your Print Materials

2 Get an Overview of the Program

3 Locate Special Features in Your Teacher’s Manual

4 Become Acquainted with Your Digital Resources

5 Get Started Using the CCC ClassView™ App

6 View Your Digital Teacher’s Set

CCC Collaborative Literacy™

Being a Reader, Grade 2 Classroom Package


Making Meaning, Grade 5 Classroom Package


User’s GuideWelcome to Center for the Collaborative Classroom and the Making Meaning program. Making Meaning includes print and digital resources that support you in planning, delivering, and assessing high-quality instruction in reading comprehension for kindergarten through grade 6. Embedded professional learning makes Making Meaning a curriculum to teach with and learn from.

Look inside for six easy steps to get you started on the professional learning path that is built into the curriculum. You will find a complete list of your print materials and directions for accessing the program’s digital resources.







SECOND EDITIONTHIRD EDITION


Being a Writer, Grade 5 Classroom Package


User’s GuideWelcome to Center for the Collaborative Classroom and the Being a Writer program. Being a Writer includes print and digital resources that support you in planning, delivering, and assessing high-quality writing instruction for kindergarten through grade 6. Embedded professional learning makes Being a Writer a curriculum to teach with and learn from.

Look inside for six easy steps to get you started on the professional learning path that is built into the curriculum. You will find a complete list of your print materials and directions for accessing the program’s digital resources.







SECOND EDITION


GRADE 1: BEING A WRITER

Additional Materials Needed for the Lessons • Self-stick notes, variety of sizes

• Chart paper

• Writing paper

• Construction paper for making books

• Folders with pockets

• A writing notebook for each student

Print Components • Teacher’s Manuals (2 volumes)

• 22 read-aloud trade books

• Assessment Resource Book

• Skill Practice Teaching Guide

• Student Skill Practice Book (consumable)

• Parent letters in English and Spanish

• 25 dry-erase markers and wipe-off boards (pens are consumable)

Digital Components • Digital Teacher’s Set, which includes the grade-level-specific:

Ȓ Teacher’s Manuals

Ȓ Assessment Resource Book

Ȓ Skill Practice Teaching Guide

• CCC ClassView assessment app

• Access to the CCC Learning Hub, which links to interactive whiteboard activities, technology tutorials, blackline masters, PDFs of student materials, and professional development videos


GRADE 1: BEING A WRITER TRADE BOOKS

Unit 1: The Writing Community • Things I Like by Anthony Browne

• Farmer Duck by Martin Waddell

• All by Myself by Mercer Mayer

• When I Grow Up by Peter Horn

• When I Was Five by Arthur Howard

Unit 2: Getting Ideas • I Love Animals! by Flora McDonnell

• Chinatown by William Low

• Daddy Calls Me Man by Angela Johnson

• Growing Vegetable Soup by Lois Ehlert

• Knuffle Bunny: A Cautionary Tale by Mo Willems

• Mouse Views: What the Class Pet Saw by Bruce McMillan

Unit 3: Telling More • Wait and See by Robert Munsch

• Sheep on a Ship by Nancy Shaw

Unit 4: Writing Stories About Me • The Snowy Day by Ezra Jack Keats

• Chrysanthemum by Kevin Henkes

• Best Friends Sleep Over by Jacqueline Rogers

• Down the Road by Alice Schertle

Unit 5: Writing Nonfiction • Bee by Karen Hartley and Chris Macro

• Meet my neighbor, the dentist by Marc Crabtree

• Fire Trucks by Valerie Bodden

Unit 6: Exploring Words Through Poetry • Honey, I Love and Other Poems by Eloise Greenfield

Unit 7: Revisiting the Writing Community • Reading Makes You Feel Good by Todd Par


GRADE 1: MAKING MEANING

Print Components • Teacher’s Manual


• Vocabulary Teaching Guide

• Assessment Resource Book

• Student Response Books (consumable)

• Parent letters in English and Spanish

• Picture cards

• Word cards

• Pocket chart

Digital Components • Digital Teacher’s Set, which includes the grade-level-specific:

Ȓ Teacher’s Manual

Ȓ Vocabulary Teaching Guide




Additional Materials Needed for the Lessons • Self-stick notes (small)

• Chart paper


GRADE 1: MAKING MEANING TRADE BOOKS

Crossover Trade Books Taught in Making Meaning and Being a Writer

Text Making Meaning Being a WriterChrysanthemum Unit 2, Making Connections Unit 4, Writing Stories About Me

The Snowy Day* Unit 4, Visualizing Unit 4, Writing Stories About Me

Down the Road Unit 5, Visualizing Unit 4, Writing Stories About Me

*The Snowy Day appears in Making Meaning and Being a Writer in the same week.

Unit 1: The Reading Community (Fiction and Nonfiction) • Quick as a Cricket by Audrey Wood

• When I Was Little by Jamie Lee Curtis

• People in My Neighborhood by Shelly Lyons

• Places in My Neighborhood by Shelly Lions

• It’s Mine! by Leo Lionni

Unit 2: Making Connections (Fiction) • Matthew and Tilly by Rebecca C. Jones

• McDuff and the Baby by Rosemary Wells

• Chrysanthemum by Kevin Henkes

Unit 3: Retelling (Fiction) • Curious George Goes Camping by Margret Rey and H.A. Rey

• Angelina and Henry by Katharine Holabird

• Peter’s Chair by Ezra Jack Keats

Unit 4: Visualizing (Poetry and Fiction) • Did You See What I Saw? Poems About School by Kay Winters

• In the Tall, Tall Grass by Denise Fleming

• Sheep Out to Eat by Nancy Shaw

• The Snowy Day by Ezra Jack Keats

Unit 5: Wondering (Fiction and Nonfiction) • An Extraordinary Egg by Leo Lionni

• George Washington and the General’s Dog by Frank Murphy

• The Bumblebee Queen by April Pulley Sayre

• Down the Road by Alice Shertle

Unit 6: Making Connections (Expository Nonfiction) • Using Your Senses by Rebecca Rissman

• Sleep Well: Why You Need to Rest by Kathy Feeney

• Dinosaur Babies by Lucille Recht Penner

Unit 7: Wondering (Expository Nonfiction) • An Ocean of Animals by Janine Scott

• Big Blue Whales by Nicola Davies

• Chameleons Are Cool by Martin Jenkins

• Birds: Winged and Feathered Animals by Suzanne Slade

Unit 8: Using Text Features (Expository Nonfiction) • Throw Your Tooth on the Roof by Selby B. Beeler

• Velociraptor by Kate Riggs

• A Day in the Life of a Garbage Collector by Nate LeBoutillier

• An Elephant Grows Up by Anastasia Suen

Unit 9: Revisiting the Reading Community (Fiction) • Julius by Angela Johnson


GRADE 1: BEING A READER

Print Components • Whole-class Teacher’s Manuals (2 volumes)


• Small-group Reading Sets 3–8, which include:

Ȓ Small-group Teacher’s Manuals (one for each set)

Ȓ 50 controlled-vocabulary texts for emerging readers (6 copies of each title)

Ȓ 18 leveled trade books for developing readers (6 copies of each title)

• Assessment Resource Book (1 volume for grades K–2)

• Handwriting Notebook (consumable)

• Alphabet Wall Cards, High-frequency Word Cards, and Sound Cards

• Spelling-Sound Chart

• 25 dry-erase markers and wipe-off boards

Digital Components • Digital Teacher’s Set, which includes:

Ȓ Grade-specific, whole-class Teacher’s Manuals

Ȓ Small-group Teacher’s Manuals


• Digital versions of the controlled-vocabulary texts in Small-group Reading Sets 1–5



Additional Materials Needed for the Lessons • Easel or big book stand

• Pointer

• Highlighter tape, self-stick notes

• Chart paper

• Work bins for independent work materials (writing, word work, reading)

• Student “toolboxes” for independent work (one for each student)

• Folders with pockets for storing independent work


GRADE 1: BEING A READER BIG BOOKS AND STUDENT BOOKS*

Big Books for Shared Reading • This Is the Way We Go to School by Edith Baer

• Flower Garden by Eve Bunting

• Over the the Meadow: A Counting Rhyme by Louise Voce

• This Little Chick by John Lawrence

• The Busy Little Squirrel by Nancy Tafuri

• When Winter Comes by Nancy Van Laan

• Up, Down, and Around by Katherine Ayers

• beetle bop by Denise Fleming

• no two alike by Keith Baker

• I Love Our Earth by Bill Martin Jr. and Michael Sampson

• Listen to the Rain by Bill Martin Jr. and John Archambault

• The Napping House by Audrey Wood

• Bugs for Lunch by Margery Facklam

• A Pig Is Big by Douglas Florian

• One Duck Stuck by Phyllis Root

Controlled-Vocabulary Texts for Emerging Readers: Sets 3-6 • Set 3: 8 titles (including 4 titles for review lessons)

• Set 4: 8 titles (including 4 titles for review lessons)

• Set 5: 14 titles (including 7 titles for review lessons)

• Set 6: 5 titles (Set 6 titles are also used in Set 5.)

Trade Books for Developing Readers: Sets 7-8

Set 7 • Chameleon! by Joy Cowley

• Puffin Peter by Peter Horacek

• Jellyfish by Ann Herriges

• Leon and Bob by Simon James

• Aggie Gets Lost by Lori Ries

• Cowgirl Kate: Horse in the House by Erica Silverman

• Iris and Walter and Cousin Howie by Elissa Haden

• Elephant by Wendy Perkins

• What’s It Like to Be an Ant? by Jimmy Johnson

Set 8 • Jamaica’s Find by Juanita Havill

• Koalas by Valerie Bodden

• Ruby Bridges Goes to School by Ruby Bridges

• The Great Gracie Chase: Stop That Dog! by Cynthia Rylant

• The Polar Bear Son: An Inuit Tale retold by Lydia Dabcovich

• Lightning by Ann Herriges

* Additional sets (Sets 1–2 and/or Sets 9–12) may be purchased separately to meet the reading levels of your students.


For students who struggle with decoding, SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words) can be used to accelerate students to grade level quickly. Each SIPPS level corresponds to one level in a developmental progression: simple alphabetic, spelling patterns, and polysyllabic/morphemic phases. Daily SIPPS lessons and reading practice in appropriate texts engage students in their own reading processes.

The SIPPS instructional model uses specific routines to focus students’ attention on spelling-sounds and sight words with the outcome of fluent, independent reading. Because the lessons are systematically designed, students have more practice with oral blending, segmenting, and reading words in isolation to develop automaticity. There is also built-in flexibility in slowing the pace of instruction. SIPPS can be used with small groups of students as a Tier 2 or Tier 3 intervention. The scope and sequence of SIPPS is aligned with Being a Reader instruction (Sets 1–5), which facilitates students’ movement between the two programs.

SIPPS, GRADES K–12: DECODING INTERVENTION FOR COLLABORATIVE LITERACY

SIPPS, Extension Level

(IF YOU HAVE PURCHASED SIPPS® FOR DECODING INTERVENTION)


The SIPPS program starts with short vowels, simple consonant sounds, and high-frequency irregular words. It progresses to complex vowels and continues through the polysyllabic strategies that are critical for content-area reading. The SIPPS program serves as an intervention for students who are struggling with decoding.

For Readers in Grades K–3 For Readers in Grades 4–12

Beginning Level SIPPS Plus

•Short vowels •Short vowels and single consonants

•Single consonants •Final e, r-controlled vowels, and vowel digraphs

•Sight words •Consonant blends

Extension Level •High-frequency sight words

•Word patterns Challenge Level

•Final e, r-controlled vowels, and vowel digraphs •Polysyllabic decoding

•Consonant blends •Morphemic roots, prefixes, and affixes

•High-frequency sight words •High-frequency academic vocabulary

• Introduction to polysyllabic decoding

Challenge Level

•Polysyllabic decoding

•Morphemic roots, prefixes, and affixes

•High-frequency academic vocabulary


BUILDING COLLABORATIVE CLASSROOMS

Coordinated ModulesThough they function as discrete modules, the three core programs that make up the CCC Collaborative Literacy suite, plus SIPPS for intervention, are coordinated to address the essential skills traditionally taught in the language arts block. All three core programs share the same pedagogy of the Collaborative Classroom, pairing literacy instruction with activities that foster students’ social and ethical development.

Students hear high-quality children’s literature read aloud and are provided with daily opportunities to read, write, and discuss ideas in response to texts. Cooperative structures are shared across the programs. These structures help students learn to work together, develop social skills, and take responsibility for their learning. The programs aid teachers in creating classroom communities that help students feel empowered, supported in taking risks, and responsible for themselves and to the group.

Building a Community of ReadersThe Making Meaning program promotes both academic and social growth. Carefully crafted lessons help teachers create a classroom community in which students feel a strong sense of belonging, safety, autonomy, and respect for one another.

In all grades, Unit 1 of Making Meaning is called “The Reading Community.” During this unit, the students begin the important work of building their own community of readers. As they listen to and discuss texts, they practice listening to the thinking of others, sharing their own thinking, and working in responsible ways.

During Making Meaning lessons throughout the year, the students discuss texts in pairs, in small groups, and as a class. As the students work together, they develop caring and respectful relationships and in doing so, they come to understand the values that underlie those relationships. Across every year of the program, broad social goals help the students think about and act on five core values: responsibility, respect, caring, fairness, and helpfulness. The students reflect on what it means to act on these values and how their actions affect the community.

Building a Community of WritersBeing a Writer shares the same dual focus on academic growth and social development as other CCC programs. Being a Writer is designed to help teachers take deliberate steps to create a classroom writing community where the students feel empowered, supported in taking risks, and responsible for themselves and to the group. The program weaves cooperative learning, social skill instruction, and discussions about values throughout the writing lessons.


In all grades, Unit 1 of Being a Writer is called “The Writing Community.” During this unit, the students begin to see themselves as contributing members of a caring writing community. They hear and discuss good writing and begin to learn about the writing practices of professional writers. They practice sharing, speaking clearly, and listening carefully.

In grades 2–6 of the Being a Writer program, the students learn to confer in pairs about their writing. They learn that the purpose of a conference is for partners to help each other improve their writing and that a conference entails both sharing and talking about their writing. They learn to initiate and conduct conferences, and they practice the social and academic skills necessary to discuss particular aspects of the writing, as well as how to ask for, give, and receive helpful feedback.

Setting Foundations for LearningMaking Meaning and Being a Writer focus heavily on partner work. Being a Reader teaches the students how to work independently, with little direct teacher supervision, so that uninterrupted small-group instruction can take place. In the Independent Work strand of Being a Reader, students take responsibility for their learning and behavior by working independently on meaningful literacy activities while the teacher facilitates instruction with small groups or individual students.

Independent Work provides opportunities for students to be autonomous as they practice and internalize work expectations and procedures, monitor their own behavior, and make decisions about what they will do in reading, writing, and word work rotations. Taking the time to set a strong foundation during the first few weeks of school is crucial. After setting the foundation, weekly check-in lessons throughout the year maintain independent work habits.

TECHNOLOGY RESOURCESEach of the three programs that make up the CCC Collaborative Literacy suite includes an array of digital resources designed to support teachers in their implementation of the program. Support for each program includes digital versions of all teacher materials; embedded professional development in the form of videos and tutorials; a proprietary web-based assessment app for collecting and analyzing student data; and interactive whiteboard activities.

CCC Learning HubThe CCC Learning Hub is the central online location for digital teaching resources, including:

• Interactive whiteboard activities and charts

• Printable blackline masters of student handouts, projectable whiteboard activities and charts, and family letters


• Reference copies of consumable student materials (such as the Student Skill Practice Book and Student Writing Handbook for Being a Writer and the Student Response Book for Making Meaning)

• Professional development resources:

Ȓ Short videos that provide support implementing our programs

Ȓ Technology tutorials to help teachers integrate technology as they teach

Ȓ Online courses for Making Meaning and Being a Writer to help teachers become familiar with these programs


• Digital Teacher’s Set for each program

CCC ClassView AppCCC ClassView is an assessment app that allows teachers to collect, sort, synthesize, and report assessment data for individual students or the whole class. Every assessment form in the Assessment Resource Book of each CCC Collaborative Literacy program is available in CCC ClassView and can be completed electronically for an online record of student growth.

Digital Teacher’s SetsThe Digital Teacher’s Set is a digital version of the teacher materials. The set includes all of the printed teacher’s materials for one grade level in a given program. For example, the Digital Teacher’s Set for grade 3 of Being a Writer includes the Teacher’s Manuals, Volumes 1 and 2, the Assessment Resource Book, the Skill Practice Teaching Guide, and the Writing Performance Task Preparation Guide.

With the Digital Teacher’s Set, teachers can:

• Plan lessons from anywhere

• Tap links to instantly access information across grade-level components

• Access online resources on the CCC Learning Hub from within any lesson

• Tap icons that link to the CCC ClassView app, whiteboard activities, professional development videos, technology tutorials, and other resources on the CCC Learning Hub

The Digital Teacher’s Set is available on the Learning Hub and on most iPad and Android tablets via the free CCC Access app. Using a QR code reader on your smart phone or tablet, scan this bar code to watch a video that gives instructions on how to get started with your Digital Teacher’s Set and the CCC Access app.

http://bit.ly/1U5zT8x

© Center for the Collaborative Classroom Coordinating Elements Across Programs 17

Cooperative Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Social Skills Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Facilitation Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Additional Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Collaborative Literacy Assessments, Grade 1 . . . . . . . . . . . . . . . . . . . . . . 24 Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Grade 1 Assessments Across the Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Conferring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Assessment Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Assessment Resource Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28CCC ClassView App . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28CCC Learning Hub . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Tips for Managing Instructional Time . . . . . . . . . . . . . . . . . . . . . . . . 30Reposition Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

Global Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30Making Meaning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30Vocabulary Teaching Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Being a Writer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Being a Reader . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Follow the Pacing Suggestions in the Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Global Suggestions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Recognize and Take Advantage of Cross-program Efficiencies . . . . . . . . . . . . 31Additional Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Making Meaning and Being a Writer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Vocabulary Teaching Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Being a Writer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Being a Reader . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

In many respects, the programs that make up the CCC Collaborative Literacy suite complement and reinforce one another. Certain elements, such as cooperative structures, social skills instruction, facilitation techniques, and assessment types are common to all three programs. Understanding where these overlaps occur will help you make the most of your instructional time.

Coordinating Elements Across Programs


COOPERATIVE STRUCTURESCooperative structures are taught and used in each CCC Collaborative Literacy program to increase students’ engagement and accountability for their participation. These structures help students learn to work together, develop social skills, and take responsibility for their learning. The “Cooperative Structures Used Across Programs by Grade” table below identifies when the cooperative structures are first introduced in each grade level and program.

CONSIDERATIONSListed below are a few tips to consider as you introduce and use the cooperative structures in each program.

• In the lower grades, cooperative structures are introduced at a slower pace and reviewed more frequently; in the upper grades, cooperative structures are typically introduced earlier and at a faster pace.

• “Turn to Your Partner” and “Think, Pair, Share” are used at all grades, while the more sophisticated cooperative structures “Think, Pair, Write,” “Heads Together,” and “Group Brainstorming” appear only in grades 3–6.

• If your students are already familiar with a cooperative structure, you may streamline the lesson in which the structure is introduced by briefly reminding the students of your expectations.

• Professional development media (videos that highlight the use of cooperative structures in authentic classroom settings) are incorporated into each program to support the use of the techniques throughout the year. Each video can be accessed by scanning the 2D barcode in the print Teacher’s Manual or by selecting the video icon in the Digital Teacher’s Set.

Cooperative Structures Used Across Programs by Grade

Cooperative Structure

K 1 2 3 4 5 6

“Turn to Your Partner”

Unit 1, Week 3 Unit 1, Week 2 Unit 1, Week 2 Unit 1, Week 1 Unit 1, Week 1 Unit 1, Week 1 Unit 1, Week 1


Week 11 Week 1 Week 11

“Think, Pair, Share”



Week 16 Week 11 Week 4

“Think, Pair, Write” Unit 8, Week 2 Unit 2, Week 2 Unit 2, Week 1 Unit 2, Week 1

“Heads Together” Unit 5, Week 3 Unit 5, Week 2 Unit 5, Week 3

“Group Brainstorming” Unit 6, Week 3 Unit 6, Week 2 Unit 6, Week 2

■ Making Meaning ■ Being a Writer ■ Being a Reader1 In Being a Reader, cooperative structures are introduced in the Shared Reading strand in grades K–1 and in the Word Study strand in grade 2.


SOCIAL SKILLS INSTRUCTIONHelping students to develop socially and ethically is a key feature of the Collaborative Literacy suite. In each program, social skills are taught, reinforced, and reflected upon as students work in pairs, in small groups, and as a class. The “Social Skills Taught Across Programs in Grade 1” table below shows the social skills taught in each Collaborative Literacy program in Grade 1.

CONSIDERATIONSListed below are a few tips to consider as you think about your social skills instruction in each program.

• Social skills are taught when developmentally appropriate. Many skills are formally introduced in the primary grades and then reviewed and expanded upon in the upper grades. Other social skills are taught only in grades 3–6.

• Many skills, such as “Takes turns talking and listening” and “Works responsibly,” appear in each of the programs. Other skills are program-specific.

• Once a particular social skill has been introduced in a program, consider paring back on the instruction and reflection of that skill when you come to it in another program.

• Many social skills are developed through partner work. We recommend having different partnerships for each program. If you wish to keep the same partnerships across programs, pick one program to guide you for when to have the students change partnerships. Be aware that, in this scenario, the timing for switching partners in the other programs may not be ideal.

• For information about assessing social skills in multiple programs, see “Assessment” on page 23.

Social Skills Taught Across Programs in Grade 1

Social SkillMaking

MeaningBeing a Writer

Being a Reader

Participates in partner work and class discussions 3 3 3

Follows classroom procedures 3 3 3

Uses “Turn to Your Partner” and “Think, Pair, Share” 3 3 3

Listens respectfully to others 3 3 3

Acts considerately toward others 3 3 3

Reflects on own behavior 3 3 3

Takes responsibility for learning and behavior 3 3 3

Takes turns talking and listening 3 3 3

(continues)


Social SkillMaking

MeaningBeing a Writer

Being a Reader

Works responsibly 3 3 3

Shares partner’s thinking with the class 3 3 3

Speaks clearly so others can hear 3 3 3

Discusses opinions and gives feedback respectfully 3 3

Handles materials responsibly and shares materials fairly 3 3

Explains thinking 3 3 3

Build on one another’s thinking during class or small-group discussions 3 3

Gives reasons to support thinking 3 3 3

Gives reasons for opinions 3 3

Agrees and disagrees in a caring, respectful way 3 3

Uses discussion prompts 3 3

Asks for and receives feedback about own writing 3 3

Gives feedback in a helpful way 3

Respectfully discusses and solves problems that arise while working with others 3

Gives full attention to people who are speaking 3 3

Asks others questions about their writing 3

Contributes ideas that are different from other people’s ideas 3

Reaches agreement before making decisions 3

Use the prompt “I found out” to express interest in one another’s writing 3

Social Skills Taught Across Programs in Grade 1 (continued)


FACILITATION TECHNIQUESEach CCC Collaborative Literacy program includes facilitation techniques that you can use individually—or in combination—to increase participation and stimulate deeper conversations among the students. The “Facilitation Techniques Used Across Programs by Grade” table on page 22 shows when each technique is introduced in the respective CCC Collaborative Literacy program.

CONSIDERATIONSListed below are a few tips to consider when the facilitation techniques are introduced in each program.

• Facilitation Tips (notes found in the margin of the Teacher’s Manual) include suggestions for implementing each facilitation technique during class discussions.

• Professional development media (videos that highlight the use of facilitation techniques in authentic classroom settings) are incorporated into each program to support the use of the techniques throughout the year.

• Employ each new facilitation technique as you encounter it, regardless of the program in which it appears. Once you have learned how to use the technique, we recommend continuing to practice it across programs.

ADDITIONAL RESOURCESFor more information and support with using facilitation techniques, you might explore the following resources:

• “Teacher’s Facilitation Bookmark” in the General Resources section of the CCC Learning Hub (ccclearninghub.org)

• Lesson Facilitation modules of the Making Meaning or the Being a Writer Online Course


Facilitation Techniques Used Across Programs by Grade

Facilitation Technique

K 1 2 3 4 5 6

Turning and Looking at the Speaker

Unit 1 Unit 1 Unit 1 Unit 1 Unit 1 Unit 1 Unit 1

Unit 1 Unit 1 Unit 1 Units 1–2 Units 1–2 Units 1–2 Units 1–2

Weeks 1–41 Weeks 1–41 Weeks 1–7, 91

Asking Open-ended Questions and Using Wait-time


Unit 2 Unit 2 Unit 2Personal Narrative

Personal Narrative

Personal Narrative

Personal Narrative

Weeks 8, 10, 11

Asking Questions Once and Using Wait-time

Units 3 and 4 Unit 3 Unit 3 Unit 4 Unit 3 Unit 3 Unit 3

Unit 2 Unit 6 Unit 6 Poetry Poetry Poetry Poetry

Week 26

Asking Facilitative Questions

Unit 4 Unit 4 Unit 3 Unit 4 Unit 4 Unit 4

Unit 4 Unit 4 Unit 4Expository Nonfiction

Expository Nonfiction



Weeks 17, 18, 20, 21, 22

Pacing Class Discussions


Unit 3 Unit 3 Unit 3 Fiction Fiction Fiction Fiction

Weeks 12–16

Avoid Repeating or Paraphrasing


Unit 5 Unit 5 Unit 7Functional Writing

Functional Writing

Functional Writing

FunctionalWriting

Weeks 28–29

Responding Neutrally with Interest

Units 7 and 8 Units 7 and 8 Units 7–9 Units 7–8 Units 7–8 Units 7–9 Units 7–9

Unit 6 Unit 7 Unit 5 Opinion Writing Opinion Writing Opinion Writing ArgumentativeWriting

Weeks 23–25

■ Making Meaning ■ Being a Writer ■ Being a Reader

1 In Being a Reader, Facilitation Tips appear in the Independent Work strand in grades K–1 and in the Word Study strand in grade 2.


ASSESSMENTThe CCC Collaborative Literacy programs offer a comprehensive set of assessments that enable you to track and evaluate your students’ progress and needs throughout the year. The assessments in each program are designed to help you make informed decisions about instruction as you teach and to allow you to track your students’ academic growth and social development over time.

OverviewThe assessments in the CCC Collaborative Literacy suite include formative, summative, and placement assessments. The formative assessments help you reflect on your students’ academic and social growth over time, through class observations and individual conferences. These assessments are included periodically in each program throughout the year and can be completed during a lesson; they do not require extra preparation or class time to conduct.

The summative assessments enable you to evaluate and measure students’ learning and social growth. In Making Meaning and Being a Writer, summative assessments are usually completed at the end of a unit of instruction and can be used to generate reading, writing, and vocabulary grades. The summative assessments in Being a Reader are conducted periodically with individual students during small-group reading rotations (grades K–1) and Word Study lessons (grade 2). These assessments are used to identify students who might need to repeat instruction.

Being a Reader also includes a placement assessment that is used at the beginning of the year to help place students into small groups for differentiated reading instruction.

The information gathered from the assessments in the CCC Collaborative Literacy suite provides a detailed picture of each student’s growth and development over the course of the year and can help you plan future instruction. The “Collaborative Literacy Assessments” table on the next page identifies the assessments in each component or strand of the CCC Collaborative Literacy suite and indicates each type of assessment (formative assessments are blue, summative assessments are black, and the placement assessments are red).


Collaborative Literacy Assessments, Grade 1

Making Meaning

Teacher’s Manual Vocabulary Teaching GuideClass Assessment

IDR Conferences

Social Skills Assessment

Individual Comprehension Assessment

Class Vocabulary Assessment

Being a Writer

Teacher’s Manual Skill Practice Teaching Guide Class Assessment

Teacher Conferences

Social Skills Assessment

Individual Writing Assessment

Beginning- and end-of-year writing samples

Grade-level Language Skills Assessment (Diagnostic Language Skills Task)

Skill Practice Assessment (The third practice page in the Student Skill Practice Book may be scored.)

Being a Reader

Whole Class Teacher’s Manual

Small-group Reading Teacher’s Manuals

Shared Reading Sets 1–12

Social Skills Assessment Placement Assessment for Small-group Reading, Sets 1–5

Placement Assessment for Small-group Reading, Sets 6-12

Mastery Tests

Group Progress Assessment

Individual Reading Observation

Independent Work

Class Assessment

Independent Work Observation

Independent Work Conference

Handwriting

Class Assessment

Handwriting samples



The “Grade 1 Assessments Across the Year” table on the next page identifies the assessments included in the CCC Collaborative Literacy suite in grade 1 and indicates the time of year we recommend conducting each assessment. Within each program, several assessments have been identified as “optional.” This means that the information gleaned from these assessments will help inform your instruction or provide additional information about your students, but the instruction in the program is not based on the results of these assessments. Assessments set in italic are considered “optional” assessments.

CONSIDERATIONSListed below are a few tips to consider when planning which assessments to use.

• Choose the assessments you will use based on the type of information you need to gather about your students and/or the decisions you need to make about instruction.

• Each program has a Social Skills Assessment that we recommend doing three times a year: fall, winter, and spring. If you are teaching multiple programs, you might do one assessment (three times a year) in which you consider evidence of the students’ social development across programs. Alternatively, you might use the CCC ClassView app when assessing social skills. For more information, see “CCC ClassView App” on page 28.


Grade 1 Assessments Across the Year

Assessment Purpose Program

Begi

nnin

g-of

-yea

r

Class Assessment Use to help guide your instruction and planning. ■ ■ ■

Conferences Confer with students to get a sense of who they are as readers and writers. ■ ■ ■

Social Skills Assessment Evaluate how well each student integrates the social skills being taught into his or her behavior. ■ ■ ■

Beginning-of-year Writing Sample

Obtain prior to completing Unit 1 to determine a baseline for each student’s writing ability. ■

Grade-level Language Skills Assessment task

Assess students’ mastery of grade-level CCSS skills using the “Diagnostic Language Skills Task 1.” Use the results to plan skills instruction.

■

Placement Assessment for Small-group Reading

Use to place students into groups for Small-group Reading instruction. ■

Mid

-yea

r Social Skills Assessment Evaluate how well each student integrates the social skills being taught into his or her behavior. ■ ■ ■

End-

of-y

ear

Social Skills Assessment Evaluate how well each student integrates the social skills that were taught into his or her behavior.

■ ■ ■

Conferences Confer with each student to discuss his or her growth as a reader and writer in the final units of Making Meaning and Being a Writer.

■ ■

End-of-year Writing Sample Obtain prior to beginning the final unit of instruction to compare with the beginning-of-year sample.

■

Grade-level Language Skills Assessment task

Assess students’ mastery of grade-level CCSS skills using the “Diagnostic Language Skills Task 2.” Use the results to plan skills instruction.

■

Ong

oing

Class Assessment Use to help guide your instruction and planning. ■ ■ ■

Conferences Confer with your students to provide immediate feedback to students to support their academic growth.

■ ■ ■

Individual Comprehension/Writing Assessments

Evaluate students’ comprehension and writing growth at the end of each unit. ■ ■

Skill Practice Assessment The third page of each set of practice pages in the Student Skill Practice Book can be scored to evaluate student progress with instructed language skills.

■

Mastery Tests Conduct these tests (when indicated in the Small-group Reading Teacher’s Manual) to identify students who might need to repeat instruction.

■

Handwriting Samples Periodically, collect students’ authentic writing to assess their handwriting. ■

■ Making Meaning ■ Being a Writer ■ Being a Reader1 Assessment notes in each program’s Teacher’s Manual indicate exactly when a specific assessment should be conducted to support the instruction in that program.


ConferringConferring with individual students is an essential part of the instruction in all CCC Collaborative Literacy programs. Conferences take place while students are practicing reading, writing, and working independently. Conferring allows you to provide immediate feedback to students about their academic growth and to make instructional decisions based on your students’ successes and struggles. The “Conferring Across Programs” table below outlines the frequency and purpose of conferring in each program.

CONSIDERATIONSListed below are a few tips to consider when conferring with your students.

• As you confer with students, ask only the questions that will provide you with the information you need to make instructional decisions and/or provide support to students.

• Conferences should take between 3–5 minutes, on average, per student. The amount of time you have scheduled for Writing Time, IDR, Small-group Reading, and Independent Work Check-in lessons will determine how many students you can confer with on any given day.

• You might confer with some students more often based on their needs. The CCC ClassView app will help you track which students you have conferred with in a given unit/strand.

• When conducting IDR Conferences, have the students read just enough of their texts to allow for a meaningful, relevant conversation.

Conferring Across Programs

Grade Frequency PurposeIDR Conferences K–6 Meet with each student at least once or twice

per unit during IDR.To provide immediate feedback to students to support their reading comprehension, and to gather information that can be used to help you assess students’ comprehension and support their reading growth. IDR Conference data helps inform each student’s Individual Comprehension Assessment

Teacher Conferences K–6 Confer with each student at least once or twice per unit during Writing Time (ideally, confer once during the drafting phase and once during the revision phase).

To allow you to give immediate, relevant feedback to best support individual students’ writing growth. Teacher Conference note data helps to inform each student’s Individual Writing Assessment

Independent Work Conferences

K–2 Meet with each student four times per year during Independent Work Check-in lessons, beginning in Week 8.

To help you discuss with individual students what they are working on, what is going well, and what challenges they are experiencing during Independent Work rotations

Individual Reading Observations

K–2 Observe each student about once every two to three weeks during Small-group Reading lessons.

To help you determine how to support individual students based on your observations



Assessment ResourcesEverything you need to conduct each assessment, including instructions and forms, can be found in each program’s Assessment Resource Book and can also be accessed through the CCC ClassView app (classview.org). In addition, there are many resources located on the CCC Learning Hub to support your use of the program-specific assessments.

ASSESSMENT RESOURCE BOOKThe Assessment Resource Book for each program contains detailed descriptions for that program’s assessments, along with all of the instructions and forms needed to conduct each assessment. You may choose to record your students’ progress using forms copied from the Assessment Resource Book or printed from the CCC Learning Hub, or you may choose to enter the information electronically using the CCC ClassView app.

CCC CLASSVIEW APPThe CCC ClassView app enables you to electronically record, sort, synthesize, and report assessment data for each student and for the whole class. It provides a way for teachers to:

• Create digital student portfolios that contain images of students’ work and completed assessment forms

• Manage and organize class and individual assessment forms

• Share records and student work with parents, colleagues, and administrators

• Generate summary reports of students’ progress within and across programs

• Assess the social skills taught across CCC programs and the skills that are unique to a particular program

• Identify small groups for targeted language skills instruction using the Diagnostic Language Skills Tasks: Class Grouping Report (grades 1–3) and the Diagnostic Proofreading Passages: Class Grouping Report (grades 4–6)

• Record progress with the grammar, usage, and mechanics skills taught in the Skill Practice Teaching Guide

• Place students in small groups for reading instruction based on the Placement Assessments


CCC LEARNING HUBVisit the CCC Learning Hub to explore additional resources available to support you with conducting the assessments in each program and with using the CCC ClassView app, including:

• PDFs of all assessment forms

• “Conferring” and “Assessment” modules in the Being a Writer Online Course

• “Assessment” and “Individualized Daily Reading” modules in the Making Meaning Online Course

• The “Using CCC’s ClassView Assessment App” tutorial and program-specific ClassView assessment tutorials (located in the tutorials section of the CCC Learning Hub)

• Professional Development Media, including “Setting Up Writing Conferences,” “Setting Up IDR Conferences,” “Using the Individual Writing Assessment,” “Using the Individual Comprehension Assessment,” “Using the Individual Vocabulary Assessment,” and “Administering a Placement Assessment”

• Applicable professional learning sessions in the Being a Writer Facilitator’s Guide and the Making Meaning Facilitator’s Guide


TIPS FOR MANAGING INSTRUCTIONAL TIMEThe following pages provide tips to help you make the most of your instructional time when using multiple CCC Collaborative Literacy programs in grades K–2.

Reposition InstructionIdentify instruction within each program that has clear connections to other content areas or that can be done at another time and teach those lessons outside of the language arts block.

GLOBAL SUGGESTIONS • Many extension activities can be taught during science, social studies, art, etc. For example, in Making Meaning grade 1, the extension activities “Learn More About George Washington” and “Act Out Quick as a Cricket” might be taught during social studies or performing arts.

• If you already have time set aside for the development of technology skills (or if your school has a dedicated media specialist or technology instructor whose curriculum includes technology lessons), you might teach technology-related extensions from Collaborative Literacy programs during that time.

MAKING MEANING • Teach the Expository Nonfiction Wondering/Questioning units from Making Meaning during your science time to develop the students’ ability to navigate informational texts and ask questions about their reading.

• While IDR is an integral part of Making Meaning instruction, you do not need to schedule it directly after the Making Meaning lesson. You might schedule it at a different time of day while continuing to follow the programs’ guidelines for comprehension strategy focuses and for the teacher’s role during IDR.

Ȓ If teaching Being a Reader, you might have students read their IDR books during Independent Work rotations. You will have the opportunity to confer with students during Small-group Reading instruction, so planning additional time for IDR conferences may not be necessary (although we suggest checking in with more fluent readers to discuss their IDR book selections).

Ȓ Also note that in grades 1–2 it is not necessary to schedule additional time for IDR on Independent Strategy Practice days.


VOCABULARY TEACHING GUIDE • Ongoing Review lessons can be taught during any 15–20 minute block of time during the day.

BEING A READER • Conduct Handwriting instruction during another time of day (grades K–1).

Follow the Pacing Suggestions in the LessonsTo maintain the pace of your lessons, it is suggested that you teach the lessons as written; however, you may need to make adjustments based on the knowledge and needs of your students. Note the following tips for pacing:

GLOBAL SUGGESTIONS • Listen in on partner discussions to decide when to bring the group back together.

• Have students only share with the class after “Turn to Your Partner” or “Think, Pair, Share” if the lessons prompt you to do so, and have only one or two volunteers share each time.

• Keep discussions on topic and related to the academic focuses of the lesson.

• Ask only one or two of the questions listed when they are preceded by the phrase “. . . ask questions such as.”

• Use the CCC procedure for addressing suggested vocabulary during read-alouds.

• Plan ahead for suggested vocabulary based on your students’ needs.

• Look for Teacher Notes in the margins that alert you to lessons that may take more time. Most of these notes include suggestions for teaching the lessons over a period of two days, if necessary.

Recognize and Take Advantage of Cross-program EfficienciesThere are several sections of this Implementation Guide that outline overlapping program elements and include suggestions for streamlining instruction.

• For more information, see “Cooperative Structures” on page 18, “Facilitation Techniques” on page 21, and “Assessment” on page 23.


Additional ConsiderationsListed below are a few tips to consider when planning your Collaborative Literacy instruction in grades K–2.

MAKING MEANING AND BEING A WRITER • If you are teaching both Making Meaning and Being a Writer, we recommend that you teach the Being a Writer units in the order in which they appear in the Teacher’s Manual. This will ensure that read-alouds that overlap between the programs always appear in Making Meaning first. The students will gain both surface-level and deep understanding of texts before working with them from a writer’s point of view.

• Review the read-aloud texts and optional activities in each unit and consider whether any of them can be used to address or make connections to grade level social studies or science standards.

VOCABULARY TEACHING GUIDE • Vocabulary lessons can be taught at any time of day; they do not need to follow the

Making Meaning lesson.

BEING A WRITER • Teach language skills/conventions as needed.

Ȓ Use the Grade-level Language Skills Assessment (grades 1–2) to determine which skills your students need support with.

Ȓ If only a small group of students needs additional support with a particular skill, teach the relevant skill lesson to those students at another time. For example, you might work with a small group of students during Writing Time to address the skill and then confer with only one or two students that day about their writing.

• In grade 2, look for elements of writing craft that are taught in multiple units (e.g., temporal words/phrases and strong openings/endings).

Ȓ Teach the full-length instruction in whichever genre unit you encounter it first. Then, when you encounter the same element in another genre unit, briefly review it and relate the concept to the new genre.


BEING A READER • Prepare student materials ahead of time, when possible.

Ȓ In Poetry weeks of Shared Reading (grades K–1), add the poems to the students’ binders before the lesson.

Ȓ For grade 2 Word Study, prepare word sorts in advance so the students do not spend time cutting apart cards for sorting.

• In grades K–1, if your students are ready to chorally read a text during Shared Reading lessons, you might choose to skip the step in which the students echo read the text first.

• In grades K–1, handwriting practice in the Handwriting Notebooks can be done during Independent Work Rotations or at a time outside of the language arts block.

• When planning your Independent Work rotations, refer to the “Small-group Reading and Independent Work Rotations” section in the Week Overview. This feature refers you to “Independent Work Connection” notes from the previous week and reviews any materials you might incorporate into the rotations for the current week of instruction.

• You might also consider whether there are any optional activities in the Being a Reader, Making Meaning, or Being a Writer lessons (such as Extensions, Technology Extensions, Writing About Reading activities, vocabulary crossword puzzles, or More Strategy Practice activities) that can be included in your rotations. Use the weekly Check-in Lesson to introduce the new activity. For more about Independent Work, see Appendix B in the Being a Reader Teacher’s Manual (Volume 2).

© Center for the Collaborative Classroom Sample Calendars and Schedules 35

Sample Yearlong Calendar: Fall, Winter, and Spring . . . . . . . . . . 36Grade 1: Making Meaning, Being a Writer, and Being a Reader . . . . . . . . 37

Getting Started with CCC Collaborative Literacy . . . . . . . . . . . . . 38Using the Programs Together (Grade 1) . . . . . . . . . . . . . . . . . . . . . 38Recommended Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Approximate Lesson Length by Program . . . . . . . . . . . . . . . . . 39Grade 1: Making Meaning, Being a Writer, and Being a Reader . . .40

Grade 1 Schedules: Weeks 1–5 . . . . . . . . . . . . . . . . . . . . . . . . . 40

Scheduling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Overview of Collaborative Literacy Instructional Strands . . . . . . 47Timeline for Introduction of Each Strand . . . . . . . . . . . . . . . . . . . . .48Sample Collaborative Literacy Schedule . . . . . . . . . . . . . . . . . . . . .49

Scheduling Collaborative Literacy Across the Week . . . . . .49Additional Scheduling Considerations . . . . . . . . . . . . . . . . . . . . . . .50

Sample Weekly Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Planning Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Sample Calendars and Schedules


SAMPLE YEARLONG CALENDAR: FALL, WINTER, AND SPRINGThe calendar on the next page gives an overview of how Making Meaning, Being a Writer, and Being a Reader look when all three modules are taught together. You may use this calendar to get a general sense of the instruction the students receive across programs over the course of the school year.

Each CCC Collaborative Literacy program consists of 28–30 weeks of instruction. During open weeks of instruction, you might:

• Extend or finish instruction that takes longer than expected

• Provide free writing/reading time so the students can practice what they have learned

• Confer with the students in a more general way than is suggested in the programs

• Teach Writing About Reading activities, Extensions, and/or Technology Extensions

• Teach writing/reading content that is not introduced in the CCC Collaborative Literacy modules


Grade 1: Making Meaning, Being a Writer, and Being a Reader

Making Meaning Being a Writer Being a Reader

Week UnitNumber

of Weeks

UnitNumber

of Weeks

Shared ReadingNumber

of Weeks

Small-group Reading and Independent

Work

Number of

Weeks

FALL

1

Unit 1 The Reading Community (Fiction and Narrative Nonfiction)

4 Unit 1 The Writing Community

5 Big book: Nonfiction 1 Setting the foundation for Independent Work (May take up to 6 weeks)

6

2 Poem 1

3 Big book: Fiction 1

4 Poem 1

5 Unit 2 Making Connections (Fiction)


6 Unit 2 Getting Ideas

6 Poems 1

7 Big book: Fiction 1 Small-group Reading and Independent Work rotations continue (Introduce new independent work activities as needed)

24

8 Unit 3 Retelling (Fiction)


9 Review 2

10 Poem 1

WIN

TER

11 Unit 4 Visualizing (Poetry and Fiction)

4


13 Unit 3 Telling More

4 Poem 1

14 Big book: Nonfiction 1

15 Unit 5 Wondering (Fiction and Narrative Nonfiction)


16 Poem 1

17 Unit 4 Writing Stories About Me


18 Poem 1

19Unit 6 Making Connections (Expository Nonfiction)

3 Review 2

20

SPRI

NG


22 Unit 7 Wondering (Expository Nonfiction)

4 Unit 5 Writing Nonfiction

3 Poems 1


24 Poem 1

25 Unit 6 Exploring Words Through Poetry


26 Unit 8 Using Text Features (Expository Nonfiction)



28 Unit 7 Opinion Writing


29 Review 2

30Unit 9 Revisiting the Reading Community

1 Unit 8 Revisiting the Writing Community

1

Total number of weeks 30 28 30 30

In grade 1, three texts appear in both Making Meaning and Being a Writer (see page 9).


GETTING STARTED WITH CCC COLLABORATIVE LITERACY

Using the Programs Together (Grade 1)The schedules on the following pages provide a scope and sequence of the first five weeks of instruction in the CCC Collaborative Literacy suite for grade 1: Being a Reader, Making Meaning, and Being a Writer.

During the first five weeks of Being a Reader, the foundation for independent work is established in preparation for the start of Small-group Reading instruction. Week 5 of grade 1 also shows how a week of instruction might look once all of the programs and their components have been introduced.

Recommended TimeWhen teaching the CCC Collaborative Literacy suite, we recommend:

• A 120-minute language arts block for kindergarten

• A 150-minute language arts block for grades 1 and 2

• Instruction in all programs begins within the first 2–3 weeks of the school year. Being a Reader instruction should begin right away.

Note that for the first few weeks of the school year, while procedures and expectations are being established in each program, the total amount of time needed for each lesson and the days on which you might teach each component/strand may vary from day to day and week to week. Beginning with Week 5 in grade 1, you should be able to develop and maintain a more consistent schedule.


Approximate Lesson Length by Program

K 1 2 3 4–6

M A K I N G M E A N I N G

Teacher’s Manual20–30 min.

(2 days)

20–30 min.

(2–3 days)

20–30 min.

(3 days)

20–40 min.

(4 days)

20–40 min.

(4 days)

Individualized Daily Reading15–15 min.

(5 days)

5–15 min.

(5 days)

10–20 min.

(5 days)

15–25 min.

(5 days)

15–30 min.

(5 days)

Vocabulary Teaching Guide15–20 min.

(3 days)

15–20 min.

(3 days)

15–20 min.

(3 days)

15–20 min.

(5 days)

15–20 min.

(5 days)

B E I N G A W R I T E R

Teacher’s Manual35–40 min.

(3 days)

35–40 min.

(4 days)

35–40 min.

(4 days)

45–60 min.

(5 days)

45–60 min.

(5 days)

B E I N G A R E A D E R

Shared Reading20 min.

(3 days)

20 min.

(3 days)

Word Study20 min.

(4 days)

Handwriting20 min.

(1 day)

20 min.

(1 day)

Independent Work: Foundation-setting2

30–45 min.

(5 days)

30–60 min.

(5 days)

40–65 min.

(5 days)

Independent Work Rotations/ Small-group Reading3

45 min.

(4 days)

60 min.

(4 days)

60 min.

(4 days)

Independent Work Check-in Lesson35 min.

(1 day)

35 min.

(1 day)

35 min.

(1 day)

1 Time required for IDR varies depending on the time of year. See “Building Stamina” in the Introduction of your Making Meaning Teacher’s Manual.2 Weeks 1–6 in kindergarten and Weeks 1–4 in grades 1–23 Weeks 7+ in kindergarten and Weeks 5+ in grades 1–2


Grade 1: Making Meaning, Being a Writer, and Being a Reader

GRADE 1 SCHEDULES: WEEKS 1–5

Week 1 Schedule

Monday Tuesday Wednesday Thursday FridayM A K I N G M E A N I N G , U N I T 1 , W E E K 1 1

Aca

dem

ic

Day 1 (25 min.)

•Quick as a Cricket • Identify who is telling the story •Share their reading lives

Day 2 (25 min.)

•Quick as a Cricket •Answer questions about key details •Make text-to-self connections

Soci

al

• Learn procedure for gathering2

• Listen carefully •Build community

•Work responsibly • Listen carefully

B E I N G A W R I T E R , U N I T 1 , W E E K 1

Aca

dem

ic

Day 1 (35 min.)

•Things I Like •Generate ideas for “I like to” stories •Write/illustrate “I like to” stories

Day 2 (35 min.)

•Review Things I Like •Write/illustrate “I like to” stories

Day 3 (35 min.)

•Explore illustrations in Things I Like •Reread their writing •Relate illustrations to writing •Add to illustrations/stories

Day 4 (35 min.)

•Become familiar with their writing notebooks •Write freely

Soci

al

• Learn procedure for gathering • Learn procedures for Writing Time

•Review procedure for gathering •Review procedures for Writing Time

•Practice procedures for Writing Time

•Build community •Speak clearly/listen carefully

Monday Tuesday Wednesday Thursday FridayB E I N G A R E A D E R , W E E K 1

Handwriting Shared Reading

Aca

dem

ic

(20 min.)

•Hand-strengthening finger games and songs to prepare for handwriting

Day 1 (20 min.)

•This Is the Way We Go to School

Day 2 (20 min.)

•This Is the Way We Go to School •Make text-to-self connections

Day 3 (20 min.)

•This Is the Way We Go to School •Read/sort student name cards

Soci

al

• Listen carefully • Learn “Turn to Your Partner” • Listen carefully •Build community

•Practice “Turn to Your Partner” • Listen carefully •Build community

1 Note that beginning in Unit 4, Making Meaning lessons occur three days a week. 2 Items in red are procedures addressed in multiple programs. Most social skills are practiced across programs.


Independent Work

Aca

dem

icDay 1 (45 min.)

• Learn the purposes of independent reading • Learn work habit: clean up on signal •Build stamina

Day 2 (40 min.)

• Learn procedures for independent reading •Practice work habit: clean up on signal •Discuss additional work habits •Build stamina

Day 3 (45 min.)

• Learn purposes/procedures for word work • Learn work habit: handle/share materials responsibly/fairly •Build stamina

Day 4 (65 min.)

•Practice work habits: handle/share materials responsibly/fairly; clean up on signal •Review/modify “Ways We Work on Our Own” chart •Build stamina

Day 5 (50 min.)

•Practice work habit: handle/share materials responsibly/fairly •Build stamina

Soci

al

•Work responsibly and respectfully • Listen respectfully and share thinking





Total minutes 90 Total minutes 100 Total minutes 100 Total minutes 120 Total minutes 105

Week 2 Schedule

Monday Tuesday Wednesday Thursday FridayM A K I N G M E A N I N G , U N I T 1 , W E E K 2

Aca

dem

ic

Day 1 (25 min.)

•When I Was Little • Identify who is telling the story •Make text-to-self connections

Day 2 (25 min.)

•When I Was Little •Answer questions about key details •Make text-to-self connections

Soci

al

• Listen carefully •Work responsibly

• Learn “Turn to Your Partner” • Listen carefully •Work responsibly

V O C A B U L A RY T E A C H I N G G U I D E , W E E K 1

Aca

dem

ic Day 1 (20 min.)

•Review Quick as a Cricket • Learn two words •Discuss synonyms

Day 2 (20 min.)

•Review Day 1 words • Learn two words •Review synonyms

Day 3 (20 min.)

•Review/practice this week’s words

Soci

al •Build speaking/listening skills • Listen to one another

•Build speaking/listening skills • Listen to one another



Aca

dem

ic

Day 1 (35 min.)

• Farmer Duck •Generate ideas •Write “I help when I” sentences •Directionality and spacing •Write freely

Day 2 (35 min.)

•Reread their writing •Write/illustrate stories about helping •Directionality and spacing

Day 3 (35 min.)

•Explore illustrations •Reread their writing •Relate illustrations to their writing •Visualize and add to illustrations/stories

Day 4 (35 min.)

•Share stories •Write freely


Soci

al •Work responsibly •Work responsibly •Work responsibly •Build community

•Speak clearly/listen carefully •Give full attention to the person speaking



Aca

dem

ic

(20 min.)

•Stretch and practice good handwriting posture •Practice gross motor movements

Day 1 (20 min.)

• “Willaby Wallaby Woo” •Practice reading classmates’ names •Play rhyming name game

Day 2 (20 min.)

• Learn choral reading •Chorally read a song •Discuss names in pairs •Play rhyming name game

Day 3 (20 min.)

•Sort name cards by first letter •Compare names in pairs •Play rhyming name game

Soci

al •Work responsibly •Build community

•Practice “Turn to Your Partner” •Build community

•Practice “Turn to Your Partner” •Build community

Independent Work

Aca

dem

ic

Day 1 (45 min.)

•Build independent work habit: use quiet voices •Decorate toolboxes •Build stamina

Day 2 (45 min.)

•Practice independent work habit: use quiet voices •Choose books for toolboxes •Build stamina

Day 3 (45 min.)

• Learn purposes/procedures for independent writing • Learn work habits: get started right away and work for the whole time •Generate writing ideas

Day 4 (80 min.)

•Practice work habits: get started right away and work for the whole time •Build stamina

Day 5 (80 min.)

•Practice work habits: use quiet voices; get started right away and work for the whole time •Build stamina

Soci

al

•Work responsibly • Listen respectfully and share thinking •Take turns in pairs •Share materials fairly






Week 3 Schedule


Aca

dem

ic

(40 min.)

•People in My Neighborhood •Make text-to-self connections • Learn procedure for Individualized Daily Reading (IDR) •Read independently

Day 2 (40 min.)

•Places in My Neighborhood •Make text-to-self and text-to-text connections • Learn different ways to read a book •Read independently

IDR (5 min.)

•Read independently

IDR (5 min.)


IDR (5 min.)


Soci

al •Work responsibly • Listen respectfully and share thinking



Aca

dem

ic Day 1 (20 min.)

•Review When I Was Little • Learn two words

Day 2 (20 min.)

•Review Day 1 words • Learn two words •Review synonyms

Day 3 (20 min.)


Soci

al •Build speaking/listening skills • Listen to one another




Aca

dem

ic

Day 1 (35 min.)

•All by Myself •Visualize things they can do •Write “I can” sentences •Use sentence capitalization and periods •Write freely

Day 2 (35 min.)

•Reread their writing •Write/illustrate stories about things they can do •Write from left to right and leave space between words •Use sentence capitalization and periods

Day 3 (35 min.)

•Explore illustrations in All by Myself •Reread their writing •Relate their illustrations to writing •Visualize and add to illustrations/stories

Day 4 (35 min.)


Soci

al

•Begin working in pairs • Learn “Turn to Your Partner”

•Work responsibly •Practice “Turn to Your Partner”

•Speak clearly and listen to one another •Give full attention to the person speaking



Aca

dem

ic

(20 min.)

• Learn and practice the pincer grip and pencil grip

Day 1 (20 min.)

• Flower Garden •Make text-to-self connections

Day 2 (20 min.)

• Learn/practice echo reading •Chorally read part of a story

Day 3 (20 min.)

•Echo read parts of story •Count words in a line •Rebuild a line from a story

Soci

al •Take turns talking and listening • Listen carefully

• Listen carefully • Listen carefully

Independent Work

Aca

dem

ic

Day 1 (60 min.)

• Learn procedure for exchanging books •Determine when they are finished with books •Build stamina

Day 2 (60 min.)

•Exchange books •Practice work habits •Build stamina

Day 3 (45 min.)

•Explore writing to share information •Build stamina

Day 4 (60 min.)

•Practice work habits •Explore new word work materials •Build stamina

Day 5 (60 min.)

•Practice work habits •Build stamina

Soci

al •Work responsibly •Work responsibly •Work responsibly •Work responsibly •Work responsibly



Week 4 Schedule


Aca

dem

ic

Day 1 (40 min.)

• It’s Mine! •Read independently

Day 2 (40 min.)

• It’s Mine! •Discuss the story’s message •Read independently

IDR (5 min.)


IDR (5 min.)


IDR (5 min.)


Soci

al •Take turns talking and listening •Work responsibly

• Listen carefully •Work responsibly


Aca

dem

ic

Day 1 (20 min.)

•Review People in My Neighborhood • Learn two words

Day 2 (20 min.)

•Review Day 1 words • Learn two words •Discuss multiple meanings •Discuss endings -s/-es

Day 3 (20 min.)


Soci

al

•Work responsibly •Build speaking/listening skills • Listen respectfully and share thinking




Aca

dem

ic

Day 1 (35 min.)

•When I Grow Up . . . •Think about what they want to be •Write “I want to be” sentences •Use sentence capitalization and periods •Write freely

Day 2 (35 min.)

•Reread their writing •Write/illustrate stories about what they want to be •Write from left to right and leave space between words •Use sentence capitalization and periods

Day 3 (35 min.)


Day 4 (35 min.)

•Choose their own writing topics •Write freely •Share stories

Soci

al

•Take turns talking and listening


•Build community •Speak clearly and listen to one another •Give full attention to the person speaking

•Work responsibly •Build community



Aca

dem

ic

(20 min.)

•Review hand exercises and proper writing grip • Freely explore the wipe-off boards

Day 1 (20 min.)

• “Hippopotamus Stew”

Day 2 (20 min.)

•Echo read a poem •Chorally read the poem •Rebuild the poem

Day 3 (20 min.)

•Chorally read a poem •Act out the poem

Soci

al • Listen carefully • Listen carefully •Move responsibly


Independent WorkA

cade

mic

Day 1 (50 min.)

• Learn procedures for working in work areas • Learn work habit: move/work responsibly •Build stamina

Day 2 (45 min.)

•Practice procedures for working in work areas •Practice work habit: move/work responsibly •Build stamina

Day 3 (60 min.)

• Learn procedures for rotating to two work areas •Practice work habit: move/work responsibly •Build stamina

Day 4 (60 min.)

•Rotate to two work areas •Practice work habit: move/work responsibly •Build stamina

Day 5 (75 min.)

•Rotate to three work areas •Practice work habit: move/work responsibly •Build stamina

Soci

al •Take responsibility for moving/working independently

•Take responsibility for moving/working independently





Week 5 Schedule


Aca

dem

ic

Day 1 (40 min.)

•Matthew and Tilly •Answer questions about key details • Learn procedure for using book bags •Read independently

Day 2 (40 min.)

•Review Matthew and Tilly •Make text-to-self connections •Discuss the story’s message • Learn procedure for selecting books •Read independently

IDR (10 min.)


IDR (10 min.)


IDR (10 min.)


Soci

al

•Begin working with new partners •Take turns talking and listening

• Listen respectfully and share thinking


Aca

dem

ic

Day 1 (20 min.)

•Review It’s Mine! • Learn two words •Review synonyms •Review inflectional endings -s/-es

Day 2 (20 min.)

•Review Day 1 words • Learn two words

Day 3 (20 min.)


Soci

al

•Build speaking/listening skills • Listen respectfully and share thinking




Aca

dem

ic

Day 1 (35 min.)

•When I Was Five •Write “My friend and I like to” sentences •Use sentence capitalization and periods •Write freely

Day 2 (35 min.)

•Write/illustrate friend stories •Write from left to write and leave space between words •Use sentence capitalization and periods

Day 3 (35 min.)

•Share friend stories •Write freely

Day 4 (35 min.)

•Choose their own writing topics •Write freely •Share stories


Soci

al •Take turns talking and listening


•Speak clearly and listen to one another •Give full attention to the person speaking

•Work responsibly •Build community



Aca

dem

ic

(20 min.)

•Review proper writing grip •Practice making lines and circles

Day 1 (20 min.)

•Over in the Meadow

Day 2 (20 min.)

•Discuss rhyme • Identify/match rhyming words •Chorally read a book

Day 3 (20 min.)

•Chorally read a book •Act out the book

Soci

al •Turn and look at the person speaking • Listen carefully

•Move responsibly

Independent Work Rotations/Small-group Reading 1

Aca

dem

ic Day 1 (60 min.)

•Three 20-minute rotations

Day 2 (60 min.)


Day 3 (35 min.)

• Independent Work Check-in Lesson

Day 4 (60 min.)


Day 5 (60 min.)


Soci

al

•Work responsibly and respectfully • Learn from one another





1 Small-group Reading instruction is incorporated into the Independent Work rotations, enabling you to meet with four small groups, three times per week. The instructional focus for Small-group Reading is unique to each set and lesson. For more information about scheduling groups, see “Scheduling Lessons” in the Introduction of any Being a Reader Small-group Teacher’s Manual.


SCHEDULINGThe table below provides a brief description of each of the instructional strands in Collaborative Literacy.

Overview of Collaborative Literacy Instructional Strands

Instructional Strand Instructional Focus Located In…

Shared Reading

(20 min., 3 days per week)

Foundational skills including: oral fluency, concepts of print, phonemic awareness, letter and high-frequency word recognition, and love of language.

Being a Reader Teacher’s Manual

Handwriting

(20 min., 1 day per week)

Hand and finger strengthening, pencil grip, posture, paper placement, and letter formation.


Independent Work

(30–60 min., 5 days per week for Foundation Setting lessons; 30 min., 1 day per week for Check-in Lessons)

Taught during the first five weeks of the year, these lessons establish independent work habits that allow the teacher to conduct uninterrupted small-group reading instruction. Once rotations are established, the students are able to engage independently in meaningful literacy tasks that support the work done during whole- and small-group instruction.


Small-group Reading

(60 min., 4 days/week)

Foundational skills and differentiated instruction that includes phonics, decoding, high-frequency words, and comprehension.

Being a Reader Small-group Teacher’s Manual

Whole-group Reading

(20–30 min., 2–3 days per week)

Introduce comprehension and self-monitoring during whole-group lessons. Students practice the strategies with guided activities, and then independent practice.

Making Meaning Teacher’s Manual

Independent Reading (Individualized Daily Reading)(up to 15 min., 5 days per week)

During IDR, the students read appropriately leveled texts, practicing the reading strategies learned during small- and whole- group instruction.

Making Meaning Teacher’s Manual

Vocabulary

(15 min., 3 days per week)

Teach high-utility words found in or suggested by the Making Meaning read-aloud texts, as well as strategies the students can use to determine the meanings of words they encounter in their independent reading.

Making Meaning Vocabulary Teaching Guide

Writing

(35–40 min., 4 days per week)

Foster a love of writing; an ability to write clearly, creatively, and purposefully for sustained periods of time; and a familiarity with the crafts and conventions of writing in the major genres.

Being a Writer Teacher’s Manual

Language Skills Instruction

(15 min., number of days determined by teacher)

Lessons provide explicit instruction in language skills and conventions and practice activities.

Being a Writer Skill Practice Teaching Guide


Timeline for Introduction of Each StrandWhen scheduling Collaborative Literacy instruction in the beginning of the year, it is important to know that the introduction of each strand is staggered across the first 5–6 weeks of the school year. The table below shows when each instructional strand is introduced.

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading Shared Reading

Handwriting Handwriting Handwriting Handwriting Handwriting Handwriting

Independent Work (Setting the Foundation Lessons)




Independent Work (Rotations and Check-in Lessons)

Independent Work (Rotations and Check-in Lessons)

Whole-group Reading

Whole-group Reading

Whole-group Reading

Whole-group Reading

Whole-group Reading

Whole-group Reading

Writing Writing Writing Writing Writing Writing

Vocabulary Vocabulary Vocabulary Vocabulary Vocabulary

Individualized Daily Reading




Small-group Reading

Skill Practice Teaching Guide*

* In grade 1, we recommend delaying formal skills instruction in using the Skill Practice Teaching Guide until after completing Unit 1 of Being a Writer instruction.


Sample Collaborative Literacy Schedule Keeping in mind the instructional strands, the number of days of instruction for each strand, and the approximate length of each lesson, you can plan how your Collaborative Literacy instruction might be scheduled across the week. Collectively, the strands provide all of the elements needed for balanced literacy instruction, so it is important to schedule sufficient time for each strand throughout the week (as indicated in the first column of the table on page 47).

The table below hows how a week of the instructional strands of Collaborative Literacy might be scheduled in a first grade classroom (through Unit 3 of Making Meaning instruction).

SCHEDULING COLLABORATIVE LITERACY ACROSS THE WEEK

Monday Tuesday Wednesday Thursday Friday

Making Meaning (20 min.)


Shared Reading Shared Reading Shared Reading

IDR (up to 15 min.)

IDR (up to 15 min.)

IDR (up to 15 min.)

IDR (up to 15 min.)

IDR (up to 15 min.)

Vocabulary (20 min.)



Handwriting (20 min.)

Shared Reading (20 min.)



Small-group Reading/ Independent Work Rotations (60 min.)




Independent Work Check-in Lesson (35 min.)

Skill Practice Teaching Guide (20 min.)

Being a Writer (35 min.)




135 minutes 150 minutes 150 minutes 150 minutes 105 minutes


Additional Scheduling ConsiderationsUse the following tips as you consider how to schedule the strands of Collaborative Literacy across the entire school day and week.

• It is important to begin Being a Reader instruction (Shared Reading, Handwriting, and Independent Work) the first week of school. The Being a Reader lessons provide instruction and experience with concepts of word and print, phonemic awareness, and letter-sound correspondences—setting the students up for success with Small-group Reading instruction when it begins in Week 5.

• Begin Making Meaning and Being a Writer instruction with Unit 1, Week 1, Day 1.

• If starting all three programs at the same time seems overwhelming, consider staggering when you start each program. For example, begin with Being a Reader and Making Meaning instruction the first week of school. Add Being a Writer the second week, and then add Vocabulary the third week. (Again, begin instruction in each program with Week 1, Day 1).

• Note that for the first few weeks of the school year, while procedures and expectations are being established in each program, the total amount of time needed for each lesson and the days on which you might teach each component/strand may vary from day to day and week to week. Beginning with Week 5, you should be able to develop and maintain a more consistent schedule.

• When planning, look at the week overviews of Being a Writer and Making Meaning and identify where the Read-aloud days fall. Try to avoid having more than 1–2 read-aloud lessons on a given day.

• Consider how long your students will be sitting. Try to arrange instruction so that students will not be on the rug for too long.

• Consider when you might pause instruction or make time across the week to include time for teaching optional activities (extension or Writing About Reading activities or lessons from the Being a Writer Skill Practice Teaching Guide) or reteaching.

• The instructional strands of Collaborative Literacy can be scheduled throughout the day (the instruction does not have to take place in one block of time or, in the case of Being a Reader whole-group instruction, in the order that it appears in the Teacher’s Manual).

• Beginning in Unit 4, Making Meaning instruction increases from two to three days of instruction.

• If you have groups of students placing in Sets 1–2, consider meeting with those small-groups more often than three times per week.

The sample weekly schedule on the next page shows how the instructional strands of Collaborative Literacy might be scheduled along with other activities and content area instruction that take place across the school day and week.


Sample Weekly Schedule

Time Monday Tuesday Wednesday Thursday Friday

8:20–8:40 Making Meaning (20 min.)


Shared Reading Shared Reading Shared Reading

8:40–9:00 IDR (up to 15 min.)

IDR (up to 15 min.)

IDR (up to 15 min.)

IDR (up to 15 min.)

IDR (up to 15 min.)

9:00-10:00 Math Math Math Math Math

10:00-10:15 Recess Recess Recess Recess Recess

10:20-11:20 Small-group Reading/ Independent Work Rotations (60 min.)




Handwriting (20 min.)

Independent Work Check-in Lesson (35 min.)

11:20-12:05 Lunch Lunch Lunch Lunch Lunch

12:05-12:50 Special Special Special Special Special

12:55-1:20 Skill Practice Teaching Guide (20 min.)




Flex Time

1:25-2:00 Flex Time Being a Writer (35 min.)




2:00-2:15 Recess Recess Early Dismissal Recess Recess

2:15-2:50 Social Studies/Science Social Studies/Science Social Studies/Science Social Studies/Science

Use the planning template on the next page along with the tips and considerations in this section of the Implementation Guide to help you plan your instruction.


Planning Template

Making Meaning Whole-group Lesson 20–30 min. (2–3 days)Individualized Daily Reading up to 15 min. (5 days)Vocabulary Teaching Guide lessons 15–20 min. (3 days)

Being a Reader Shared Reading 20 min. (3 days)Handwriting 20 min. (1 day)Independent Work Check-in up to 35 min. (1 day)Small-group Reading and Independent Work Rotations 20 min. per group (4 days)

Being a Writer Writing Lesson 35–40 min. (4 days)Skill Practice Teaching Guide lessons 15–20 min. (number of days determined by the teacher)

Time Monday Tuesday Wednesday Thursday Friday

© Center for the Collaborative Classroom Correlations 53

Grade 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Correlations


CORRELATIONSGrade 1–Correlation to the Common Core State Standards

Reading Standards for Literature—Grade 1

Key Ideas and DetailsRL.1.1 Ask and answer questions about key details in a text.

Making Meaning: Unit 1, Week 1, Day 1, 2; Unit 1, Week 2, Day 1, 2; Unit 1, Week 4, Day 1, 2; Unit 2, Week 1, Day 1, 2; Unit 2, Week 2, Day 1, 2; Unit 2, Week 3, Day 1, 2; Unit 3, Week 1, Day 1, 2; Unit 3, Week 2, Day 1, 2; Unit 3, Week 3, Day 1, 2; Unit 4, Week 1, Day 2; Unit 4, Week 2, Day 1; Unit 4, Week 3, Day 1; Unit 4, Week 4, Day 1, 2; Unit 5, Week 1, Day 1, 2, 3; Unit 5, Week 4, Day 1, 2; Unit 9, Week 1, Day 1; ML4; ML7

Vocabulary Teaching Guide: Week 2, Day 1; Week 4, Day 1; Week 10, Day 2; Week 14, Day 2; Week 17, Day 2

Being a Writer: Unit 1, Week 1, Day 1; Unit 1, Week 2, Day 1; Unit 1, Week 3, Day 1; Unit 1, Week 4, Day 1, 3, OD; Unit 1, Week 5, Day 1, 3; Unit 2, Week 1, Day 1; Unit 2, Week 2, Day 1, 3; Unit 2, Week 3, Day 1; Unit 2, Week 4, Day 1; Unit 2, Week 5, Day 1; Unit 3, Week 3, Day 1, 3; Unit 3, Week 4, Day 1, 3, OD; Unit 4, Week 1, Day 1, 2; Unit 4, Week 2, Day 1, 3, 4; Unit 4, Week 3, Day 1, 2; Unit 6, Week 1, Day 1, 2, 4; Unit 6, Week 2, Day 1, 2, 3, 4, OD; Unit 6, Week 3, Day 1, 2, 4, OD; Unit 7, Week 1, Day 1

Being a Reader:Shared Reading: Week 2, Day 1, 2, 3; Week 3, Day 1, 2, 3; Week 4, Day 1, 2, 3; Week 5, Day 1, 2, 3; Week 6, Day 1, 2, 3; Week 7, Day 1, 2, 3; Week 8, Day 1, 2, 3; Week 9, Day 1, 2, 3; Week 10, Day 1, 2, 3; Week 11, Day 1, 2, 3; Week 12, Day 1, 2, 3; Week 13, Day 1, 2, 3; Week 16, Day 1, 2, 3; Week 17, Day 1, 2, 3; Week 18, Day 1, 2, 3; Week 19, Day 1, 2, 3; Week 20, Day 1, 2, 3; Week 22, Day 1, 2, 3; Week 23, Day 1, 2, 3; Week 24, Day 1, 2, 3; Week 25, Day 1, 2, 3; Week 27, Day 1, 2, 3; Week 28, Day 1, 2, 3; Week 29, Day 1, 2, 3; Week 30, Day 1, 2, 3

Being a Reader:Set 3: Week 2, Day 1, 2, 3; Week 3, Day 1, 2; Week 4, Day 2, 3; Week 7, Day 2, 3; Week 8, Day 1

Set 4: Week 1, Day 2, 3; Week 2, Day 1; Week 4, Day 2, 3; Week 6, Day 2, 3; Week 7, Day 2; Week 8, Day 2, 3

Set 5: Week 2, Day 2, 3; Week 3, Day 2; Week 5, Day 2, 3; Week 6, Day 2, 3; Week 10, Day 2, 3; Week 11, Day 1; Week 12, Day 2, 3

Set 6: The Silver Coins, Day 1

Set 7: Cowgirl Kate, Day 1, Puffin Peter, Day 1, 3; Aggie Gets Lost, Day 1, 2, 3; Iris and Walter, Day 1, 2, 3; Leon and Bob, Day 1, 2

Set 8: The Great Gracie Chase, Day 1; The Polar Bear Son, Day 1, 3; Poetry, Day 1, 2; Jamaica’s Find, Day 1, 2, 3

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

Making Meaning: Unit 1, Week 4, Day 2; Unit 2, Week 1, Day 2; Unit 2, Week 3, Day 2; Unit 3, Week 1, Day 2; Unit 3, Week 2, Day 2; Unit 3, Week 3, Day 2; Unit 4, Week 4, Day 2, 3; Unit 5, Week 1, Day 1, 2, 3; Unit 5, Week 1, Day 3; Unit 5, Week 4, Day 2, 3; Unit 9, Week 1, Day 1, 2

Being a Writer: Unit 1, Week 1, Day 1; Unit 1, Week 3, Day 1; Unit 1, Week 4, OD; Unit 4, Week 1, Day 1, 2; Unit 4, Week 2, Day 3; Unit 4, Week 3, Day 1, 2

Being a Reader:Shared Reading: Week 3, Day 1; Week 7. Day 1; Week 10, Day 2; Week 17, Day 2; Week 20, Day 2; Week 22, Day 1, 2; Week 23, Day 2; Week 24, Day 1, 2; Week 25, Day 1, 2; Week 27, Day 1, 3; Week 29, Day 1

Being a Reader:Set 4: Week 6, Day 2, 3; Week 7, Day 2; Week 8, Day 2, 3

Set 6: The Silver Coins, Day 1, 2, 3

Set 7: Cowgirl Kate, Day 1; Puffin Peter, Day 1, 2, 3; Aggie Gets Lost, Day 1, 3

Set 8: The Polar Bear Son, Day 3; Koalas, Day 3


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

Making Meaning: Unit 1, Week 1, Day 1, 2; Unit 1, Week 2, Day 2; Unit 1, Week 4, Day 1, 2; Unit 2, Week 1, Day 1; Unit 2, Week 2, Day 1, 2; Unit 2, Week 3, Day 1, 2; Unit 3, Week 1, Day 1, 2; Unit 3, Week 2, Day 1, 2; Unit 3, Week 3, Day 1, 2; Unit 4, Week 3, Day 1; Unit 4, Week 4, Day 1; Unit 5, Week 1, Day 1, 2, 3; Unit 5, Week 4, Day 1, 2, 3; Unit 9, Week 1, Day 1; ML7

Being a Writer: Unit 1, Week 2, Day 1, 3; Unit 1, Week 3, Day 1, 3; Unit 1, Week 4, Day 1, OD; Unit 1, Week 5, Day 1; Unit 2, Week 3, Day 1; Unit 2, Week 5, Day 1; Unit 3, Week 3, Day 1; Unit 4, Week 1, Day 1, 2; Unit 4, Week 2, Day 1, 3, 4; Unit 4, Week 3, Day 1, 2

Being a Reader:Shared Reading: Week 3, Day 1; Week 5, Day 3; Week 7, Day 2; Week 25, Day 1, 2

Being a Reader:Set 3: Week 4, Day 2

Set 5: Week 2, Day 2; Week 3, Day 3; Week 5, Day 3

Set 6: New School, Day 2

Set 7: Cowgirl Kate, Day 2; Puffin Peter, Day 1; Aggie Gets Lost, Day 1, 2

Set 8: Jamaica’s Find, Day 3

Craft and StructureRL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Making Meaning: Unit 4, Week 1, Day 2, 3; Unit 4, Week 2, Day 2, 3; Unit 4, Week 3, Day 2; Unit 5, Week 4, Day 3

Vocabulary Teaching Guide: Week 4, Day 2; Week 9, Day 1, 2; Week 11, Day 1; Week 12, Day 2; Week 13, Day 1, 2; Week 14, Day 1; Week 15, Day 2; Week 18, Day 2

Being a Writer: Unit 6, Week 1, Day 1, 2, 3, 4; Unit 6, Week 2, Day 1, 2, 3, 4; Unit 6, Week 3, Day 1, 2

Being a Reader:Shared Reading: Week 11, Day 2, 3; Week 23, Day 2; Week 28, Day 1

Being a Reader:Set 7: Aggie Gets Lost, Day 2

Set 8: Poetry, Day 2

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.

Making Meaning: Unit 6, Week 1, Day 1; Unit 6, Week 2, Day 1, 2, 3; Unit 6, Week 3, Day 1; Unit 7, Week 4, Day 3; Unit 8, Week 2, Day 2; Unit 8, Week 4, Day 1

Being a Writer: Unit 5, Week 1, Day 1, Unit 5, Week 1, Day 2; Unit 5, Week 3, Day 1

RL.1.6 Identify who is telling the story at various points in a text.

Making Meaning: Unit 1, Week 1, Day 1; Unit 1, Week 2, Day 1; Unit 4, Week 4, Day 2; Unit 8, Week1, Day1;

Being a Writer: Unit 6, Week 2, Day 4

Integration of Knowledge and IdeasRL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

Making Meaning: Unit 4, Week 4, Day 3

Vocabulary Teaching Guide: Week 18, Day 1; Week 30, Day 1

Being a Writer: Unit 1, Week 1, Day 3; Unit 1, Week 2, Day 1, 3; Unit 1, Week 3, Day 3; Unit 1, Week 5, Day 3; Unit 4, Week 2, Day 1

Being a Reader:Shared Reading: Week 17, Day 2

Being a Reader:Set 3: Week 2, Day 2; Week 3, Day 3

Set 7: Puffin Peter, Day 1; Aggie Gets Lost, Day 1, 2; Leon and Bob, Day 2, 3

Set 8: The Polar Bear Son, Day 2; Jamaica’s Find, Day 3

RL.1.8 (Not applicable to literature)

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

Making Meaning: Unit 3, Week 2, Day 1; Unit 3, Week 3, Day 1; Unit 4, Week 2, Day 2; Unit 4, Week 3, Day 2; Unit 5, Week 1, Day 2


Range of Reading and Level of Text ComplexityRL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Making Meaning: Unit 3, Week 1, Day 1, 2; Unit 3, Week 2, Day 1, 2; Unit 3, Week 3, Day 1, 2; Unit 4, Week 1, Day 1, 2, 3; Unit 4, Week 2, Day 1, 2, 3; Unit 4, Week 3, Day 1, 2, 3; Unit 4, Week 4, Day 1, 2, 3; Unit 5, Week 1, Day 1, 2, 3; Unit 5, Week 4, Day 1, 2, 3; Unit 9, Week 1, Day 1, 2, 3; ML2; ML3; ML4; ML5; ML6; ML7; ML8

Being a Reader:Shared Reading: Week 2, Day 1, 2, 3; Week 3, Day 1, 2, 3; Week 4, Day 1, 2, 3; Week 5, Day 1, 2, 3; Week 6, Day 1, 2, 3; Week 7, Day 1, 2, 3; Week 8, Day 1, 2, 3; Week 9, Day 1, 2, 3; Week 10, Day 1, 2, 3; Week 11, Day 1, 2, 3; Week 12, Day 1, 2, 3; Week 13, Day 1, 2, 3; Week 16, Day 1, 2, 3; Week 17, Day 1, 2, 3; Week 18, Day 1, 2, 3; Week 19, Day 1, 2, 3; Week 20, Day 1, 2, 3; Week 22, Day 1, 2, 3; Week 23, Day 1, 2, 3; Week 24, Day 1, 2, 3; Week 25, Day 1, 2, 3; Week 27, Day 1, 2, 3; Week 28, Day 1, 2, 3; Week 29, Day 1, 2, 3; Week 30, Day 1, 2, 3

Being a Reader:Set 3: Week 2, Day 1, 2, 3; Week 3, Day 1, 2, 3; Week 4, Day 1, 2, 3; Week 5, Day 1, 2,3; Week 6, Day 1; Week 7, Day 2, 3; Week 8, Day 1

Set 4: Week 1, Day 2, 3; Week 2, Day 1; Week 4, Day 2, 3; Week 5, Day 1; Week 6, Day 2, 3; Week 7, Day 1, 2, 3; Week 8, Day 1, 2, 3

Set 5: Week 1, Day 1; Week 2, Day 2, 3; Week 3, Day 1, 2, 3; Week 4, Day 1; Week 5, Day 1, 3; Week 6, Day 2, 3; Week 7, Day 1; Week 10, Day 2, 3; Week 11, Day 1; Week 12, Day 2, 3; Week 13, Day 1

Set 6: New School, Day 2, 3; The Silver Coins, Day 1, 2, 3

Set 7: Cowgirl Kate, Day 1, 2, 3, 4, 5, 6; Puffin Peter, Day 1; Aggie Gets Lost, Day 1, 2; Iris and Walter, Day 1, 2, 3; Leon and Bob, Day 1, 2, 3

Set 8: The Great Gracie Chase, Day 1, 3, 4, 5; The Polar Bear Son, Day 1, 2, 3; Poetry, Day 1, 2, 3; Koalas, Day 3; Jamaica’s Find, Day 1, 2, 3


Reading Standards for Informational Text—Grade 1

Key Ideas and DetailsRI.1.1 Ask and answer questions about key details in a text.

Making Meaning: Unit 1, Week 3, Day 1, 2; Unit 5, Week 2, Day 2, 3; Unit 5, Week 3, Day 1, 2, 3; Unit 6, Week 2, Day 1, 2, 3; Unit 6, Week 3, Day 2, 3; Unit 7, Week 2, Day 1, 2; Unit 7, Week 3, Day 2; Unit 7, Week 4, Day 1, 2; Unit 8, Week 1, Day 2, 3; Unit 8, Week 2, Day 1; Unit 8, Week 3, Day 1

Vocabulary Teaching Guide: Week 21, Day 2; Week 22, Day 1; Week 23, Day 2; Week 24, Day 2; Week 25, Day 1; Week 27, Day 2

Being a Writer: Unit 2, Week 6, Day 1; Unit 5, Week 1, Day 1, 2; Unit 5, Week 3, Day 1; Unit 7, Week 2, Day 1

Being a Reader:Shared Reading: Week 1, Day 1, 2, 3; Week 14, Day 1, 2, 3; Week 15, Day 1, 2, 3; Week 21, Day 1, 2, 3; Week 26, Day 1, 2, 3

Being a Reader:Set 3: Week 1, Day 2, 3; Week 6, Day 2, 3; Week 8, Day 2, 3

Set 4: Week 1, Day 1; Week 2, Day 2, 3; Week 3, Day 1, 2, 3; Week 4, Day 1; Week 5, Day 2, 3

Set 5: Week 1, Day 2; Week 4, Day 2; Week 7, Day 2; Week 8, Day 2, 3; Week 9, Day 2; Week 11, Day 2, 3; Week 13, Day 2, 3; Week 14, Day 2, 3

Set 7: Jellyfish, Day 1

Set 8: Ruby Bridges, Day 1, 2, 3

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

Making Meaning: Unit 5, Week 2, Day 1, 2; Unit 5, Week 3, Day 1, 2; Unit 6, Week 1, Day 1, 2; Unit 6, Week 2, Day 1, 2, 3; Unit 6, Week 3, Day 1, 2, 3; Unit 7, Week 1, Day 1, 2, 3; Unit 7, Week 2, Day 1, 2, 3; Unit 7, Week 3, Day 1, 2, 3; Unit 7, Week 4, Day 1, 2, 3; Unit 8, Week 1, Day 2, 3; Unit 8, Week 2, Day 1, 2, 3; Unit 8, Week 3, Day 1, 2; Unit 8, Week 4, Day 1, 2, 3; Unit 9, Week 1, Day 1, 2


Being a Reader:Shared Reading: Week 15, Day 1, 3; Week 21, Day 1; Week 26, Day 1, 2


Set 5: Week 8, Day 1; Week 10, Day 1

Set 6: Sailboat, Day 1, 2

Set 7: Chameleon!, Day 2; Elephant, Day 1, 2, 3; What’s It Like to Be an Ant?, Day 1, 2, 3

Set 8: Lightning, Day 1; Ruby Bridges, Day 1, 2, 3; Koalas, Day 2, 3

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

Making Meaning: Unit 5, Week 2, Day 2; Unit 6, Week 3, Day 2; Unit 8, Week 1, Day 2



Craft and StructureRI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Vocabulary Teaching Guide: Week 3, Day 2; Week 22, Day 1; Week 23, Day 1, 2; Week 24, Day 1; Week 25, Day 1

RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

Making Meaning: Unit 6, Week 1, Day 2; Unit 8, Week 1, Day 3; Unit 8, Week 2, Day 1, 2, 3; Unit 8, Week 3, Day 1, 2, 3; Unit 8, Week 4, Day 2, 3


Being a Reader:Shared Reading: Week 11, Day 3; Week 13, Day 3; Week 16, Day 3; Week 18, Day 3; Week 22, Day 3; Week 24, Day 3; Week 29, Day 3


Set 6: Sailboats, Day 1, 2, 3

Set 7: Cowgirl Kate, Day 2; Jellyfish, Day 1; Elephant, Day 1, 2, 3; What’s It Like to Be an Ant?, Day 1

Set 8: Lightning, Day 1; Koalas, Day 1, 3


RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Making Meaning: Unit 6, Week 1, Day 2; Unit 8, Week 1, Day 3

Integration of Knowledge and IdeasRI.1.7 Use the illustrations and details in a text to describe its key ideas.

Making Meaning: Unit 6, Week 1, Day 2; Unit 8, Week 1, Day 3; Unit 8, Week 2, Day 2; Unit 8, Week 3, Day 2; Unit 8, Week 4, Day 2, 3

Being a Reader:Shared Reading: Week 14, Day 2; Week 15, Day 2; Week 21, Day 1; Week 26, Day 2


RI.1.8 Identify the reasons an author gives to support points in a text.

Making Meaning: Unit 6, Week 2, Day 2, 3; Unit 7, Week 3, Day 2; Unit 8, Week 1, Day 3

Being a Writer: Unit 7, Week 2, Day 1, 2, 4

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

Making Meaning: Unit 1, Week 3, Day 2; Unit 6, Week 1, Day 2; Unit 6, Week 2, Day 2, 3; Unit 7, Week 1, Day 2; Unit 8, Week 2, Day 3; Unit 8, Week 3, Day 2


Range of Reading and Level of Text ComplexityRI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.

Making Meaning: Unit 5, Week 2, Day 1, 2, 3; Unit 5, Week 3, Day 1, 2, 3; Unit 6, Week 1, Day 1, 2, 3; Unit 6, Week 2, Day 1, 2, 3; Unit 6, Week 3, Day 1, 2, 3; Unit 7, Week 1, Day 1, 2, 3; Unit 7, Week 2, Day 1, 2, 3; Unit 7, Week 3, Day 1, 2, 3; Unit 7, Week 4, Day 1, 2, 3; Unit 8, Week 1, Day 1, 2, 3; Unit 8, Week 2, Day 1, 2, 3; Unit 8, Week 3, Day 1, 2, 3; Unit 8, Week 4, Day 1, 2, 3; Unit 9, Week 1, Day 1, 2, 3; ML2; ML3; ML4; ML5; ML8

Being a Reader:Shared Reading: Week 1, Day 1, 2, 3; Week 14, Day 1, 2, 3; Week 15, Day 1, 2, 3; Week 21. Day 1, 2, 3; Week 26, Day 1, 2, 3

Being a Reader:Set 3: Week 1, Day 1, 2, 3; Week 2, Day 1; Week 3, Day 2; Week 6, Day 2, 3; Week 7, Day 1; Week 8, Day 2, 3

Set 4: Week 2, Day 2, 3; Week 3, Day 1, 2, 3; Week 4, Day 1; Week 5, Day 2, 3; Week 6, Day 1

Set 5: Week 1, Day 2, 3; Week 2, Day 1; Week 4, Day 2, 3; Week 6, Day 1; Week 7, Day 2, 3; Week 8, Day 1, 2, 3; Week 9, Day 1, 2, 3; Week 10, Day 1; Week 13, Day 2, 3; Week 14, Day 1, 2, 3

Set 6: Sunny Days, Starry Nights, Day 2, 3; Sailboats, Day 1, 2, 3; Ball Games, Day 1

Set 7: Chameleon!, Day 1, 2, 3; Jellyfish, Day 1, 2, 3; Elephant, Day 2, 3; What’s It Like to Be an Ant?, Day 1, 2

Set 8: Lightning, Day 1, 2, 3; Ruby Bridges, Day 1, 2; Koalas, Day 1, 2, 3


Reading Standards: Foundational Skills—Grade 1

Print ConceptsRF.1.1 Demonstrate understanding of the organization and basic features of print.

Making Meaning: ML5; ML6

Being a Writer: Unit 2, Week1, Day 2; Unit 3, Week 2, Day 2; Unit 5, Week 2, Day 1

Skill Practice Teaching Guide: Lesson 1, Lesson 7

Being a Reader:Shared Reading: Week 3, Day 3; Week 4, Day 2; Week 7, Day 3; Week 17, Day 3; Week 27, Day 3; Week 28, Day 2

Independent Work: Week 1, Day 1; Week 15, Day 3

RF.1.1.a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Making Meaning: ML5

Being a Writer: Unit 2, Week 1, Day 2; Unit 3, Week 2, Day 2; Unit 5, Week 2, Day 1

Skill Practice Teaching Guide: Lesson 1, Lesson 7

Being a Reader:Shared Reading: Week 3, Day 3; Week 8, Day 1, 2, 3; Week 17, Day 3; Week 18, Day 2; Week 20, Day 2; Week 21, Day 2; Week 27, Day 2; Week 28, Day 2

Independent Work: Week 3, p. 82

Being a Reader:Set 3: Week 1, Day 3; Week 2, Day 3; Week 3, Day 3; Week 4, Day 3; Week 5, Day 3; Week 6, Day 3; Week 7, Day 3; Week 8, Day 3

Set 4: Week 1, Day 3; Week 2, Day 3; Week 3, Day 3; Week 4, Day 3; Week 5, Day 3; Week 6, Day 3; Week 7, Day 3; Week 8, Day 3

Set 5: Week 1, Day 3; Week 2, Day 3; Week 3, Day 3; Week 4, Day 3; Week 5, Day 3; Week 6, Day 3; Week 7, Day 3; Week 8, Day 3; Week 9, Day 3; Week 10, Day 3; Week 11, Day 3; Week 12, Day 3; Week 13, Day 3; Week 14, Day 3

Phonological AwarenessRF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Being a Reader:Shared Reading: Week 2, Day 1, 2; Week 3, Day 3; Week 5, Day 2, 3; Week 6, Day 1, 2, 3; Week 9, Day 1; Week 10, Day 2; Week 12, Day 3; Week 16, Day 1; Week 19, Day 1; Week 27, Day 3

Independent Work: Week 6, p. 147; Week 11, p. 227

Being a Reader:Set 3: Week 1, Day 1, 2, 3; Week 2, Day 1, 2, 3; Week 3, Day 1, 2, 3; Week 4, Day 1, 2, 3; Week 5, Day 1, 2, 3; Week 6, Day 1, 2, 3; Week 7, Day 1, 2, 3; Week 8, Day 1, 2, 3

Set 4: Week 1, Day 1, 2, 3; Week 2, Day 1, 2, 3; Week 3, Day 1, 2, 3; Week 4, Day 1, 2, 3; Week 5, Day 1, 2, 3; Week 6, Day 1, 2, 3; Week 7, Day 1, 2, 3; Week 8, Day 1, 2, 3

Set 5: Week 1, Day 1, 2, 3; Week 2, Day 1, 2, 3; Week 3, Day 1, 2, 3; Week 4, Day 1, 2, 3; Week 5, Day 1, 2, 3; Week 6, Day 1, 2, 3; Week 7, Day 1, 2, 3; Week 8, Day 1, 2, 3; Week 9, Day 1, 2, 3; Week 10, Day 1, 2, 3; Week 11, Day 1, 2, 3; Week 12, Day 1, 2, 3; Week 13, Day 1, 2, 3; Week 14, Day 1, 2, 3

Set 6: Ball Games, Day 2, 3

Set 7: Chameleon!, Day 1, 2, 3; Cowgirl Kate, Day 1, 2, 3, 4, 5; Jellyfish, Day 1, 2, 3; Elephant, Day 1, 2, 3; Puffin Peter, Day 1, 2, 3; Aggie Gets Lost, Day 1, 2, 3; What’s It Like to Be an Ant?, Day 1, 2, 3; Leon and Bob, Day 1, 2, 3

Set 8: The Great Gracie Chase, Day 1, 2, 3, 4, 5; Lightning, Day 1, 2, 3; The Polar Bear Son, Day 1, 2, 3; Ruby Bridges, Day 1, 2, 3; Poetry, Day 1, 2, 3; Koalas, Day 1, 2, 3; Jamaica’s Find, Day 1, 2, 3

RF.1.2.a Distinguish long from short vowel sounds in spoken single-syllable words.



RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.


Set 4: Week 1, Day 1, 2, 3; Week 2, Day 1, 2, 3; Week 3, Day 1, 2, 3; Week 4, Day 1, 2, 3; Week 5, Day 1, 2; Week 6, Day 1, 2; Week 7, Day 1, 2; Week 8, Day 1, 2, 3

Set 5: Week 1, Day 1; Week 2, Day 1, 2; Week 3, Day 1, 2; Week 4, Day 1, 2, 3; Week 5, Day 1, 2; Week 6, Day 1, 2; Week 7, Day 1, 2; Week 8, Day 1, 2; Week 9, Day 1, 2; Week 10, Day 1, 2; Week 11, Day 1, 2; Week 12, Day 1, 2; Week 13, Day 1, 2; Week 14, Day 1, 2

RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

Being a Reader:Set 3: Week 1, Day 2; Week 2, Day 2; Week 3, Day 2


RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Being a Reader:Set 3: Week 1, Day 1, 2; Week 3, Day 2; Week 5, Day 2; Week 6, Day 2; Week 7, Day 2; Week 8, Day 2

Set 4: Week 1, Day 2; Week 2, Day 2; Week 4, Day 2

Phonics and Word RecognitionRF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words.

Making Meaning: ML8

Being a Reader:Shared Reading: Week 2, Day 1, 2; Week 5, Day 2, 3; Week 6, Day 1, 2, 3; Week 9, Day 1; Week 10, Day 2; Week 12, Day 3; Week 16, Day 1; Week 27, Day 2





Set 6: Sunny Days, Starry Nights, Day 2, 3; New School, Day 2, 3; Sailboats, Day 1, 2, 3; The Silver Coins, Day 1, 2; Ball Games, Day 1, 2

Set 7: Chameleon!, Day 1, 2, 3; Cowgirl Kate, Day 1, 2, 3, 4, 5, 6; Jellyfish, Day 1; Elephant, Day 2, 3; Puffin Peter, Day 1; Aggie Gets Lost, Day 1, 2; Iris and Walter, Day 1, 2, 3; What’s It Like to Be an Ant?, Day 1, 2; Leon and Bob, Day 1, 2, 3

Set 8: The Great Gracie Chase, Day 1, 2, 3, 4, 5; Lightning, Day 1, 3; The Polar Bear Son, Day 1, 2, 3; Ruby Bridges, Day 1, 2; Poetry, Day 1, 2; Koalas, Day 1, 2, 3; Jamaica’s Find, Day 1, 2, 3


RF.1.3.a Know the spelling-sound correspondences for common consonant digraphs.

Being a Reader:Set 3: Week 1, Day 1, 2, 3; Week 2, Day 1, 2, 3; Week 3, Day 1, 2, 3; Week 4, Day 1, 2, 3; Week 5, Day 3; Week 6, Day 1, 2, 3; Week 7, Day 1, 2, 3; Week 8, Day 1, 2, 3


Set 5: Week 1, Day 1, 2, 3; Week 2, Day 1, 2, 3; Week 3, Day 1, 2; Week 4, Day 2; Week 5, Day 1, 2; Week 6, Day 1, 2; Week 7, Day 1, 2; Week 8, Day 1, 2, 3; Week 9, Day 1, 2, 3; Week 10, Day 2, 3; Week 11, Day 3; Week 12, Day 2, 3; Week 13, Day 2, 3; Week 14, Day 2, 3

RF.1.3.b Decode regularly spelled one-syllable words.





RF.1.3.c Know final -e and common vowel team conventions for representing long vowel sounds.



Set 5: Week 1, Day 1, 2; Week 2, Day 1, 2; Week 3, Day 2, 3; Week 4, Day 1, 2, 3; Week 5, Day 1, 2, 3; Week 6, Day 1, 2, 3; Week 7, Day 1, 2, 3; Week 8, Day 1, 2, 3; Week 9, Day 1, 2, 3; Week 10, Day 1, 2, 3; Week 11, Day 1, 2, 3; Week 12, Day 1, 2, 3; Week 13, Day 1, 2, 3; Week 14, Day 1, 2, 3

RF.1.3.d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

Being a Reader:Shared Reading: Week 10, Day 2; Week 16, Day 2; Week 19, Day 1; Week 27, Day 3

Being a Reader:Set 4: Week 7, Day 1, 2; Week 8 Day 1, 2

Set 5: Week 1, Day 1

RF.1.3.e Decode two-syllable words following basic patterns by breaking the words into syllables.

Making Meaning: ML8


Being a Reader:Set 5: Week 1, Day 1, 2; Week 2, Day 1, 2; Week 3, Day 1, 2; Week 4, Day 1, 2; Week 5, Day 2; Week 7, Day 1, 2; Week 8, Day 1, 2; Week 9, Day 1, 2; Week 10, Day 1, 2; Week 11, Day 1, 2; Week 12, Day 1, 2; Week 13, Day 1, 2; Week 14, Day 1, 2


RF.1.3.f Read words with inflectional endings.

Being a Reader:Set 3: Week 1, Day 1, 2; Week 2, Day 1, 2; Week 3, Day 1, 2; Week 4, Day 1, 2; Week 5, Day 1, 2; Week 6, Day 1, 2; Week 7, Day 1, 2; Week 8, Day 1, 2

Set 4: Week 1, Day 2; Week 2, Day 1, 2; Week 3, Day 1, 2; Week 4, Day 1, 2; Week 5, Day 1, 2; Week 6, Day 1, 2; Week 7, Day 2; Week 8, Day 1, 2


RF.1.3.g Recognize and read grade-appropriate irregularly spelled words.





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

Making Meaning: Unit 3, Week 1, Day 1, 2; Unit 3, Week 2, Day 1, 2; Unit 3, Week 3, Day 1, 2; Unit 4, Week 1, Day 1, 2, 3; Unit 4, Week 2, Day 1, 2, 3; Unit 4, Week 3, Day 1, 2, 3; Unit 4, Week 4, Day 1, 2, 3; Unit 5, Week 1, Day 1, 2, 3; Unit 5, Week 2, Day 1, 2, 3; Unit 5, Week 3, Day 1, 2, 3; Unit 5, Week 4, Day 1, 2, 3; Unit 6, Week 1, Day 1, 2, 3; Unit 6, Week 2, Day 1, 2, 3; Unit 6, Week 3, Day 1, 2, 3; Unit 7, Week 1, Day 1, 2, 3; Unit 7, Week 2, Day 1, 2, 3; Unit 7, Week 3, Day 1, 2, 3; Unit 7, Week 4, Day 1, 2, 3; Unit 8, Week 1, Day 1, 2, 3; Unit 8, Week 2, Day 1, 2, 3; Unit 8, Week 3, Day 1, 2, 3; Unit 8, Week 4, Day 1, 2, 3; Unit 9, Week 1, Day 1, 2, 3; ML2; ML3; ML4; ML5; ML6; ML7; ML8


RF.1.4.a Read on-level text with purpose and understanding.

Making Meaning: Unit 3, Week 1, Day 1, 2; Unit 3, Week 2, Day 1, 2; Unit 3, Week 3, Day 1, 2; Unit 4, Week 1, Day 1, 2, 3; Unit 4, Week 2, Day 1, 2, 3; Unit 4, Week 3, Day 1, 2, 3; Unit 4, Week 4, Day 1, 2, 3; Unit 5, Week 1, Day 1, 2, 3; Unit 5, Week 2, Day 1, 2, 3; Unit 5, Week 3, Day 1, 2, 3; Unit 5, Week 4, Day 1, 2, 3; Unit 6, Week 1, Day 1, 2, 3; Unit 6, Week 2, Day 1, 2, 3; Unit 6, Week 3, Day 1, 2, 3; Unit 7, Week 1, Day 1, 2, 3; Unit 7, Week 2, Day 1, 2, 3; Unit 7, Week 3, Day 1, 2, 3; Unit 7, Week 4, Day 1, 2, 3; Unit 8, Week 1, Day 1, 2, 3; Unit 8, Week 2, Day 1, 2, 3; Unit 8, Week 3, Day 1, 2, 3; Unit 8, Week 4, Day 1, 2, 3; Unit 9, Week 1, Day 1, 2, 3; ML2; ML3; ML4; ML5; ML6; ML7; ML8

Being a Reader:Independent Work: Every week after the students start small-group reading, they read emergent-level texts from their small groups in the reading area during independent work rotations.




Set 6: Sunny Days, Starry Nights, Day 1, 2, 3; New School, Day 1, 2, 3; Sailboats, Day 1, 2, 3; The Silver Coins, Day 1, 2, 3; Ball Games, Day 1

Set 7: Chameleon!, Day 1, 2, 3; Cowgirl Kate, Day 1, 2, 3, 4, 5, 6; Jellyfish, Day 1, 2, 3; Elephant, Day 2, 3; Puffin Peter, Day 1; Aggie Gets Lost, Day 1, 2; Iris and Walter, Day 1, 2, 3; What’s It Like to Be an Ant?, Day 1, 2; Leon and Bob, Day 1, 2, 3

Set 8: The Great Gracie Chase, Day 1, 2, 3, 4, 5, 6; Lightning, Day 1, 2, 3; The Polar Bear Son, Day 1, 2, 3; Ruby Bridges, Day 1, 2; Poetry, Day 1, 2, 3; Koalas, Day 1, 2, 3; Jamaica’s Find, Day 1, 2, 3

RF.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

Making Meaning: Unit 4, Week 2, Day 3; Unit 5, Week 1, Day 1, 2, 3; Unit 5, Week 2, Day 1, 2; Unit 5, Week 3, Day 1, 2; Unit 5, Week 4, Day 2; Unit 6, Week 1, Day 2, 3; Unit 8, Week 1, Day 2; ML5; ML6; ML7

Being a Reader:Shared Reading: Week 3, Day 2, 3; Week 8, Day 2; Week 13, Day 3; Week 17, Day 3; Week 18, Day 3; Week 19, Day 3; Week 20, Day 1, 2, 3; Week 21, Day 2; Week 24, Day 2; Week 28, Day 2; Week 29, Day 2

Being a Reader:Set 5: Week 2, Day 3; Week 3, Day 3; Week 6, Day 3

Set 6: Sunny Days, Starry Nights, Day 1, 2, 3; New School, Day 1, 2, 3; Sailboats, Day 3; The Silver Coins, Day 1; Ball Games, Day 1

Set 7: Chameleon!, Day 3; Cowgirl Kate, Day 1, 2, 3, 4, 5, 6; Jellyfish, Day 1, 2

Set 8: The Great Gracie Chase, Day 1, 2, 3, 4, 5, 6; Lightning, Day 1, 2; Poetry, Day 1, 2

RF.1.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Making Meaning: Unit 4, Week 1, Day 1, 2; ML4; ML8


Writing Standards—Grade 1

Text Types and PurposesW.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.

Making Meaning: Unit 6, Week 2, Day 3; Unit 7, Week 4, Day 3; Unit 8, Week 4, Day 3; Unit 9, Week 1, Day 2

Being a Writer: Unit 1, Week 2, Day 1, OD; Unit 1, Week 4, Day 1, OD; Unit 2, Week 1, Day 2, OD; Unit 2, Week 6, Day 1, OD; Unit 3, Week 3, Day 1; Unit 3, Week, OD; Unit 3, Week 4, Day 1, OD; Unit 4, Week 1, Day 2, OD; Unit 4, Week 3, Day 2, OD; Unit 5, Week 3, Day 1, OD; Unit 7, Week 1, Day 2, 3, OD; Unit 7, Week 2, Day 1, 2, 3, 4, OD

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.

Making Meaning: Unit 4, Week 1, Day 3; Unit 5, Week 1, Day 3; Unit 7, Week 1, Day 3; Unit 7, Week 2, Day 3; Unit 7, Week 4, Day 3; Unit 8, Week 2, Day 3

Being a Writer: Unit 2, Week 6, Day 2, 3, OD; Unit 3, Week 1, Day 1, 2, 3, 4, OD; Unit 5, Week 1, Day 2, 3, 4, OD; Unit 5, Week 2, Day 1, 2, OD; Unit 5, Week 3, Day 2, 3, OD

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.


Being a Writer: Unit 1, Week 1, OD; Unit 1, Week 2, Day 3, OD; Unit 1, Week 3, Day 2, 3, OD; Unit 1, Week 4, Day 2, 3, OD; Unit 1, Week 5, Day 1, OD; Unit 3, Week 2, Day 1, 2, 3, 4, OD; Unit 3, Week 3, Day 1, 2, 3, OD; Unit 3, Week 4, Day 1, 2, 3; Unit 4, Week 1, Day 3, 4, OD; Unit 4, Week 2, Day 1, 2, 3, 4, OD; Unit 4, Week 3, Day 1, 2, 3, 4, OD

Production and Distribution of WritingW.1.4 (Begins in grade 3)

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.

Being a Writer: Unit 1, Week 1, Day 3, 4; Unit 1, Week 2, Day 1, 3; Unit 1, Week 3, Day 3; Unit 1, Week 4, Day 2; Unit 1, Week 5, OD; Unit 2, Week 1, Day 3; Unit 2, Week 2, Day 3; Unit 2, Week 3, Day 3; Unit 3, Week 1, Day 2, 4, OD; Unit 3, Week 2, Day 2, 4, OD; Unit 3, Week 3, Day 2, 3; Unit 3, Week 4, Day 2, 3; Unit 4, Week 1, Day 4; Unit 4, Week 2, Day 2, 4; Unit 4, Week 3, Day 2, 3, 4; Unit 5, Week 2, Day 2; Unit 5, Week 3, Day 3; Unit 7, Week 2, Day 2, 3; Unit 8, Week 1, OD

W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Making Meaning: Unit 4, Week 2, Day 1; Unit 7, Week 1, Day 2

Being a Writer: Unit 1, Week 4, Day 3; Unit 3, Week 4, Day 3; Unit 4, Week 4, Day 1; Unit 6, Week 3, Day 3; Unit 7, Week 2, Day 4; Unit 8, Week 1, Day 1

Research to Build and Present KnowledgeW.1.7 Participate 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).


Being a Writer: Unit 5, Week 1, Day 4; Unit 7, Week 1, OD

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

Making Meaning: Unit 5, Week 2, Day 2; Unit 5, Week 3, Day 2; Unit 6, Week 1, Day 2; Unit 6, Week 3, Day 2, 3; Unit 7, Week 4, Day 2; Unit 8, Week 2, Day 2; Unit 8, Week 4, Day 2

Being a Writer: Unit 5, Week 2, Day 1, 2

W.1.9 (Begins in grade 4)

Range of WritingW.1.10 (Begins in grade 3)


Speaking and Listening Standards—Grade 1

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

Making Meaning: Unit 1, Week 1, Day 1, 2; Unit 1, Week 2, Day 1, 2; Unit 1, Week 3, Day 1, 2; Unit 1, Week 4, Day 1, 2; Unit 2, Week 1, Day 1, 2; Unit 2, Week 2, Day 1, 2; Unit 2, Week 3, Day 1, 2; Unit 3, Week 1, Day 1, 2; Unit 3, Week 2, Day 1, 2; Unit 3, Week 3, Day 1, 2; Unit 4, Week 1, Day 1, 2, 3; Unit 4, Week 2, Day 1, 2, 3; Unit 4, Week 3, Day 1, 2, 3; Unit 4, Week 4, Day 1, 2, 3; Unit 5, Week 1, Day 1, 2, 3; Unit 5, Week 2, Day 1, 2, 3; Unit 5, Week 3, Day 1, 2, 3; Unit 5, Week 4, Day 1, 2, 3; Unit 6, Week 1, Day 1, 2, 3; Unit 6, Week 2, Day 1, 2, 3; Unit 6, Week 3, Day 1, 2, 3; Unit 7, Week 1, Day 1, 2, 3; Unit 7, Week 2, Day 1, 2, 3; Unit 7, Week 3, Day 1, 2, 3; Unit 7, Week 4, Day 1, 2, 3; Unit 8, Week 1, Day 1, 2, 3; Unit 8, Week 2, Day 1, 2, 3; Unit 8, Week 3, Day 1, 2, 3; Unit 8, Week 4, Day 1, 2, 3; Unit 9, Week 1, Day 1, 2, 3; ML1; ML2; ML3; ML4; ML5; ML6; ML7; ML8

Vocabulary Teaching Guide: Week 1, Day 1, 2, 3; Week 2, OR, Day 1, 2, 3; Week 3, OR, Day 1, 2, 3; Week 4, OR, Day 1, 2, 3; Week 5, OR, Day 1, 2, 3; Week 6, OR, Day 1, 2, 3; Week 7, OR, Day 1, 2, 3; Week 8, OR, Day 1, 2, 3; Week 9, OR, Day 1, 2, 3; Week 10, OR, Day 1, 2, 3; Week 11, OR, Day 1, 2, 3; Week 12, OR, Day 1, 2, 3; Week 13, OR, Day 1, 2, 3; Week 14, OR, Day 1, 2, 3; Week 15, OR, Day 1, 2, 3; Week 16, OR, Day 1, 2, 3; Week 17, OR, Day 1, 2, 3; Week 18, OR, Day 1, 2, 3; Week 19, OR, Day 1, 2, 3; Week 20, OR, Day 1, 2, 3; Week 21, OR, Day 1, 2, 3; Week 22, OR, Day 1, 2, 3; Week 23, OR, Day 1, 2, 3; Week 24, OR, Day 1, 2, 3; Week 25, OR, Day 1, 2, 3; Week 26, OR, Day 1, 2, 3; Week 27, OR, Day 1, 2, 3; Week 28, OR, Day 1, 2, 3; Week 29, OR, Day 1, 2, 3; Week 30, OR, Day 1, 2, 3

Being a Writer: Unit 1, Week 1, Day 1, 2, 3, 4; Unit 1, Week 2, Day 1, 2, 3, 4; Unit 1, Week 3, Day 1, 2, 3, 4; Unit 1, Week 4, Day 1, 2, 3, 4; Unit 1, Week 5, Day 1, 2, 3, 4, OD; Unit 2, Week 1, Day 1, 2, 3, 4; Unit 2, Week 2, Day 1, 2, 3, 4, OD; Unit 2, Week 3, Day 1, 2, 3, 4, OD; Unit 2, Week 4, Day 1, 2, 3, 4, OD; Unit 2, Week 5, Day 1, 2, 3, 4; Unit 2, Week 6 Day 1, 2, 3, 4; Unit 3, Week 1, Day 1, 2, 3, 4; Unit 3, Week 2, Day 1, 2, 3, 4, OD; Unit 3, Week 3, Day 1, 2, 3, 4, OD; Unit 3, Week 4, Day 1, 2, 3, 4, OD; Unit 4, Week 1, Day 1, 2, 3, 4, OD; Unit 4, Week 2, Day 1, 2, 3, 4, OD; Unit 4, Week 3, Day 1, 2, 3, 4, OD; Unit 4, Week 3, OD; Unit 4, Week 4, Day 1, 2, 3, 4, OD; Unit 5, Week 1, Day 1, 2, 3, 4; Unit 5, Week 2, Day 1, 2, 3, 4, OD; Unit 5, Week 3, Day 1, 2, 3, 4, OD; Unit 6, Week 1, Day 1, 2, 3, 4; Unit 6, Week 2, Day 1, 2, 3, 4, OD; Unit 6, Week 3, Day 1, 2, 3, 4; Unit 7, Week 1, Day 1, 2, 3, 4, OD; Unit 7, Week 2, Day 1, 2, 3, 4, OD; Unit 8, Week 1, Day 1, 2, 3, 4, OD

Skill Practice Teaching Guide: Lessons 1–30

Being a Reader:Shared Reading: Week 1, Day 1, 2, 3; Week 2, Day 1, 2, 3; Week 3, Day 1, 2, 3; Week 4, Day 1, 2, 3; Week 5, Day 1, 2, 3; Week 6, Day 1, 2, 3; Week 7, Day 1, 2, 3; Week 8, Day 1, 2, 3; Week 9, Day 1, 2, 3; Week 10, Day 1, 2, 3; Week 11, Day 1, 2, 3; Week 12, Day 1, 2, 3; Week 13, Day 1, 2, 3; Week 14, Day 1, 2, 3; Week 15, Day 1, 2, 3; Week 16, Day 1, 2, 3; Week 17, Day 1, 2, 3; Week 18, Day 1, 2, 3; Week 19, Day 1, 2, 3; Week 20, Day 1, 2, 3; Week 21, Day 1, 2, 3; Week 22, Day 1, 2, 3; Week 23, Day 1, 2, 3; Week 24, Day 1, 2, 3; Week 25, Day 1, 2, 3; Week 26, Day 1, 2, 3; Week 27, Day 1, 2, 3; Week 28, Day 1, 2, 3; Week 29, Day 1, 2, 3; Week 30, Day 1, 2, 3

Independent Work: Week 1, Day 1, 2, 3, 4, 5; Week 2, Day 1, 2, 3, 4, 5; Week 3, Day 1, 2, 3, 4, 5; Week 4, Day 1, 2, 3, 4, 5




Set 6: Sunny Days, Starry Nights, Day 1, 2, 3; New School, Day 1, 2, 3; Sailboats, Day 1, 2, 3; The Silver Coins, Day 1, 2, 3; Ball Games, Day 1, 2, 3

Set 7: Chameleon!, Day 1, 2, 3; Cowgirl Kate, Day 1, 2, 3, 4, 5, 6; Jellyfish, Day 1, 2, 3; Elephant, Day 1, 2, 3; Puffin Peter, Day 1, 2, 3; Aggie Gets Lost, Day 1, 2, 3; Iris and Walter, Day 1, 2, 3; What’s It Like to Be an Ant?, Day 1, 2, 3; Leon and Bob, Day 1, 2, 3

Set 8: The Great Gracie Chase, Day 1, 2, 3, 4, 5, 6; Lightning, Day 1, 2, 3; The Polar Bear Son, Day 1, 2, 3; Ruby Bridges, Day 1, 2, 3; Poetry, Day 1, 2, 3; Koalas, Day 1, 2, 3; Jamaica’s Find, Day 1, 2, 3


SL.1.1.b Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

Making Meaning: Unit 4, Week 1, Day 2; Unit 4, Week 2, Day 1; Unit 4, Week 3, Day 1; Unit 6, Week 3, Day 2; Unit 6, Week 3, Day 3; Unit 7, Week 1, Day 2; Unit 7, Week 2, Day 1, 2, 3; Unit 7, Week 3, Day 1; Unit 8, Week 1, Day 3

Being a Writer: Unit 1, Week 1, Day 4; Unit 1, Week 2, Day 1; Unit 1, Week 3, Day 3, 4; Unit 1, Week 4, Day 3; Unit 3, Week 4, Day 2; Unit 4, Week 1, Day 2; Unit 4, Week 4, Day 4, OD; Unit 5, Week 1, Day 1; Unit 6, Week 1, Day 2; Unit 8, Week 1, Day 3

Skill Practice Teaching Guide: Lesson 7; Lesson 9; Lesson 14; Lesson 16; Lesson 23; Lesson 30

Being a Reader:Shared Reading: Week 1, Day 2; Week 2, Day 3; Week 3, Day 1; Week 11, Day 1, 3; Week 12, Day 1, 2; Week 13, Day 1; Week 19, Day 1; Week 20, Day 2; Week 21, Day 1; Week 22, Day 2; Week 23, Day 1, 2; Week 24, Day 1; Week 25, Day 1; Week 26, Day 1; Week 27, Day 1; Week 29, Day 2, 3; Week 30, Day 1, 2

Independent Work: Week 4, Day 4


Set 6: Ball Games, Day 2

Set 7: What’s It Like to Be an Ant?, Day 3

Set 8: Poetry, Day 3

SL.1.1.c Ask questions to clear up any confusion about the topics and texts under discussion.

Making Meaning: ML3



Set 5: Week 2, Day 2

Set 7: Elephant, Day 3

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

Making Meaning: Unit 1, Week 1, Day 1, 2; Unit 1, Week 2, Day 1, 2; Unit 1, Week 3, Day 1, 2; Unit 1, Week 4, Day 1, 2; Unit 2, Week 1, Day 1, 2; Unit 2, Week 2, Day 1, 2; Unit 2, Week 3, Day 1, 2; Unit 3, Week 1, Day 1, 2; Unit 3, Week 2, Day 1, 2; Unit 3, Week 3, Day 1, 2; Unit 4, Week 1, Day 2; Unit 4, Week 2, Day 1; Unit 4, Week 3, Day 1; Unit 4, Week 4, Day 1, 2; Unit 5, Week 1, Day 1, 2, 3; Unit 5, Week 2, Day 1, 2; Unit 5, Week 3, Day 1, 2; Unit 5, Week 4, Day 1, 2; Unit 6, Week 1, Day 1; Unit 6, Week 2, Day 1, 2, 3; Unit 6, Week 3, Day 2, 3; Unit 7, Week 1, Day 1, 2; Unit 7, Week 2, Day 1, 2; Unit 7, Week 3, Day 2; Unit 7, Week 4, Day 1, 2; Unit 8, Week 1, Day 2, 3; Unit 8, Week 2, Day 1; Unit 8, Week 3, Day 1; Unit 9, Week 1, Day 1; ML7

Vocabulary Teaching Guide: Week 2, Day 1; Week 4, Day 1; Week 10, Day 2; Week 14, Day 2; Week 17, Day 2; Week 21, Day 2; Week 22, Day 1; Week 23, Day 2; Week 24, Day 2; week 25, Day 1; Week 27, Day 2

Being a Writer: Unit 1, Week 1, Day 1; Unit 1, Week 2, Day 1; Unit 1, Week 3, Day 4; Unit 1, Week 4, Day 3; Unit 1, Week 5, Day 3; Unit 2, Week 1, Day 1, 3, 4; Unit 2, Week 2, Day 1, 2, 4; Unit 2, Week 3, Day 1; Unit 2, Week 4, Day 1, 3, 4, OD; Unit 2, Week 5, Day 1, 2, 3, 4; Unit 2, Week 6, Day 1, 2, 4; Unit 3, Week 3, Day 4, OD; Unit 3, Week 4, Day 1, 4, OD; Unit 4, Week 1, Day 1, 2; Unit 4, Week 2, Day 3, 4; Unit 4, Week 3, Day 1, 2; Unit 4, Week 4, Day 3, 4, OD; Unit 5, Week 1, Day 1, 2; Unit 5, Week 3, Day 1; Unit 6, Week 1, Day 1, 2; Unit 6, Week 2, Day 1, 2, 3, 4, OD; Unit 6, Week 3, Day 1, 2, 4, OD; Unit 7, Week 1, Day 1, 4; Unit 7, Week 2, Day 1, 2, 4, OD; Unit 8, Week 1, Day 1, 2, OD


Being a Reader:Set 7: Elephant, Day 1; What’s It Like to Be an Ant?, Day 1

Set 8: The Polar Bear Son, Day 1; Ruby Bridges, Day 1

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

Making Meaning: Unit 7, Week 1, Day 1, 2; Unit 7, Week 2, Day 1, 3; Unit 7, Week 3, Day 1, 2; Unit 7, Week 4, Day 1, 2; Unit 8, Week 2, Day 1, 2; ML3

Being a Writer: Unit 3, Week 3, Day 2, 4, OD; Unit 3, Week 4, Day 4; Unit 4, Week 4, Day 3, 4, OD; Unit 5, Week 2, Day 4, OD; Unit 5, Week 3, Day 4, OD; Unit 6, Week 3, Day 4, OD; Unit 7, Week 1, Day 4; Unit 7, Week 2, Day 4, OD; Unit 8, Week 1, Day 1, 2, OD


Presentation of Knowledge and IdeasSL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Making Meaning: Unit 1, Week 3, Day 1, 2; Unit 1, Week 4, Day 2; Unit 2, Week 1, Day 2; Unit 2, Week 2, Day 2; Unit 2, Week 3, Day 2; Unit 3, Week 1, Day 1; Unit 3, Week 2, Day 1, 2; Unit 3, Week 3, Day 1; Unit 4, Week 1, Day 2, 3; Unit 4, Week 2, Day 2, 3; Unit 4, Week 3, Day 2, 3; Unit 4, Week 4, Day 1, 2, 3; Unit 5, Week 1, Day 2, 3; Unit 5, Week 2, Day 2; Unit 5, Week 4, Day 3; Unit 6, Week 1, Day 2, 3; Unit 6, Week 2, Day 1, 3; Unit 6, Week 3, Day 2; Unit 7, Week 1, Day 1; Unit 7, Week 2, Day 1; Unit 7, Week 4, Day 3; Unit 8, Week 1, Day 1, 2; Unit 8, Week 2, Day 2; Unit 8, Week 3, Day 1; Unit 8, Week 4, Day 1; Unit 9, Week 1, Day 1, 3

Vocabulary Teaching Guide: Week 4, Day 1; Week 5, Day 1; Week 7, Day 1, 2; Week 9, Day 1; Week 10, Day 3; Week 11, Day 1; Week 13, Day 1; Week 14, Day 2; Week 15, OR, Day 1, 2; Week 16, Day 1; Week 17, Day 1, 2, 3; Week 18, Day 1, 2; Week 19, OR; Week 20, Day 1, 2; Week 21, Day 2; Week 22, Day 1, 2; Week 23, OR; Week 24, Day 2, 3; Week 25, Day 2; Week 26, OR, Day 1, 3; Week 27, Day 2; Week 28, Day 2; Week 29, Day 1; Week 30, Day 1, 2

Being a Writer: Unit 1, Week 3, Day 3; Unit 3, Week 1, Day 1, 3; Unit 3, Week 2, Day 1; Unit 5, Week 1, Day 3, 4, OD; Unit 5, Week 2, Day 1, 2, OD; Unit 5, Week 3, Day 1, 2, 3, OD; Unit 6, Week 1, Day 2, 3, 4; Unit 6, Week 2, Day 2, 3, 4; Unit 6, Week 3, Day 1, 2; Unit 7, Week 1, Day 2, 3; Unit 7, Week 2, Day 1; Unit 8, Week 1, OD

Being a Reader:Independent Work: Week 3, Day 3

Being a Reader:Set 3: Week 5, Day 3; Week 6, Day 3

Set 4: Week 3, Day 3; Week 4, Day 3; Week 5, Day 1, 3; Week 6, Day 3

Set 5: Week 1, Day 2, 3; Week 4, Day 3; Week 5, Day 3; Week 6, Day 3; Week 7, Day 3; Week 8, Day 3; Week 14, Day 3

Set 6: New School, Day 1, 2; Sailboats, Day 2, 3; The Silver Coins, Day 1, 2, 3; Ball Games, Day 1, 3

Set 7: Cowgirl Kate, Day 1, 2, 5, 6; Jellyfish, Day 1, 2, 3; Elephant, Day 2, 3; Puffin Peter, Day 1, 2; Aggie Gets Lost, Day 1, 2, 3; Iris and Walter, Day 1, 2, 3; What’s It Like to Be an Ant?, Day 2, 3; Leon and Bob, Day 1, 2, 3

Set 8: The Great Gracie Chase, Day 1, 4, 6; Lightning, Day 1, 2, 3; The Polar Bear Son, Day 1, 2; Ruby Bridges, Day 1, 2, 3; Poetry, Day 1, 2; Koalas, Day 1, 2, 3; Jamaica’s Find, Day 1, 2, 3

SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Making Meaning: Unit 1, Week 2, Day 2; Unit 1, Week 4, Day 2; Unit 2, Week 2, Day 2; Unit 4, Week 1, Day 3; Unit 4, Week 2, Day 2; Unit4, Week 3, Day 3; Unit 4, Week 4, Day 2; Unit 4, Week 4, Day 3; Unit 8, Week 1, Day 1; Unit 8, Week 2, Day 2; Unit 9, Week 1, Day 3

Vocabulary Teaching Guide: Week 14, Day 2

Being a Writer: Unit 1, Week 1, Day 3; Unit 1, Week 2, Day 1; Unit 1, Week 4, Day 2; Unit 2, Week 1, OD; Unit 3, Week 2, Day 2, 4; Unit 3, Week 3, Day 1, OD; Unit 4, Week 4, Day 1; Unit 5, Week 1, Day 2; Unit 5, Week 3, Day 4; Unit 6, Week 1, Day 4; Unit 7, Week 2, OD; Unit 8, Week 1, Day 3

Being a Reader:Shared Reading: Week 11, Day 3; Week 21, Day 3


Being a Reader:Set 7: Jellyfish, Day 1


SL.1.6 Produce complete sentences when appropriate to task and situation.

Making Meaning: Unit 1, Week 1, Day 1, 2; Unit 1, Week 2, Day 1, 2; Unit 1, Week 3, Day 1, 2; Unit 1, Week 4, Day 1, 2; Unit 2, Week 1, Day 1, 2; Unit 2, Week 2, Day 1, 2; Unit 2, Week 3, Day 1, 2; Unit 3, Week 1, Day 1, 2; Unit 3, Week 2, Day 1, 2; Unit 3, Week 3, Day 1, 2; Unit 4, Week 1, Day 1, 2, 3; Unit 4, Week 2, Day 1, 2, 3; Unit 4, Week 3, Day 1, 2, 3; Unit 4, Week 4, Day 1, 2, 3; Unit 5, Week 1, Day 1, 2, 3; Unit 5, Week 2, Day 1, 2, 3; Unit 5, Week 3, Day 1, 2, 3; Unit 5, Week 4, Day 1, 2, 3; Unit 6, Week 1, Day 1, 2, 3; Unit 6, Week 2, Day 1, 2, 3; Unit 6, Week 3, Day 1, 2, 3; Unit 7, Week 1, Day 1, 2, 3; Unit 7, Week 2, Day 1, 2, 3; Unit 7, Week 3, Day 1, 2, 3; Unit 7, Week 4, Day 1, 2, 3; Unit 8, Week 1, Day 1, 2, 3; Unit 8, Week 2, Day 1, 2, 3; Unit 8, Week 3, Day 1, 2, 3; Unit 8, Week 4, Day 1, 2, 3; Unit 9, Week 1, Day 1, 2, 3; ML1; ML2; ML3; ML4; ML5; ML6; ML7; ML8


Being a Writer: Unit 1, Week 1, Day 2, 3, 4; Unit 1, Week 2, Day 1, 2, OD; Unit 1, Week 3, Day 1, 2, 3, 4, OD; Unit 1, Week 4, Day 1, 4; Unit 1, Week 5, Day 1; Unit 2, Week 1, Day 2, 3; Unit 2, Week 2, Day 2, 3; Unit 2, Week 3, Day 2, 3, 4; Unit 2, Week 4, Day 1, 2, 4; Unit 2, Week 5, Day 2, 4; Unit 2, Week 6, Day 3, 4; Unit 3, Week 1, Day 2, 3, 4; Unit 3, Week 2, Day 2, 3, 4; Unit 3, Week 3, Day 2, 4, OD; Unit 3, Week 4, Day 1, 2, 3, 4, OD; Unit 4, Week 1, Day 3, 4; Unit 4, Week 2, Day 3, 4; Unit 4, Week 3, Day 4; Unit 4, Week 4, Day 3; Unit 5, Week 1, Day 3; Unit 5, Week 2, Day 1, 2, 4, OD; Unit 5, Week 3, Day 2, 3, 4, OD; Unit 6, Week 3, Day 4, OD; Unit 7, Week 1, Day 2, 3, 4; Unit 7, Week 2, Day 1, 2, 3, 4, OD; Unit 8, Week 1, OD

Skill Practice Teaching Guide: Lessons 1-30


Independent Work: Week 1, Day 1, 2, 3, 4, 5; Week 2, Day 1, 2, 3, 4, 5; Week 3, Day 1, 2, 3, 4, 5; Week 4, Day 1, 2, 3, 4, 5




Set 6: Sunny Days, Starry Nights, Day 1, 2, 3; New School, Day 1, 2, 3; Sailboats, Day 1, 2, 3; The Silver Coins, Day 1, 2, 3; Ball Games, Day 1, 2, 3

Set 7: Chameleon!, Day 1, 2, 3; Cowgirl Kate, Day 1, 2, 3, 4, 5, 6; Jellyfish, Day 1, 2, 3; Elephant, Day 1, 2, 3; Puffin Peter, Day 1, 2, 3; Aggie Gets Lost, Day 1, 2, 3; Iris and Walter, Day 1, 2, 3; What’s It Like to Be an Ant?, Day 1, 2, 3; Leon and Bob, Day 1, 2, 3

Set 8: The Great Gracie Chase, Day 1, 2, 3, 4, 5, 6; Lightning, Day 1, 2, 3; The Polar Bear Son, Day 1, 2, 3; Ruby Bridges, Day 1, 2, 3; Poetry, Day 1, 2, 3; Koalas, Day 1, 2, 3; Jamaica’s Find, Day 1, 2, 3


Language Standards—Grade 1

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

Being a Writer: Unit 1, Week 2, Day 1; Unit 1, Week 3, Day 1; Unit 1, Week 4, Day 1; Unit 1, Week 5, Day 1; Unit 2, Week 1, Day 1, OD; Unit 3, Week 1, Day 1

Skill Practice Teaching Guide/Student Skill Practice Book: Lessons 1–26; Lessons 28–30

Being a Reader:Handwriting: Week 6, Day 1; Week 7, Day 1; Week 8, Day 1; Week 9, Day 1; Week 10, Day 1; Week 11, Day 1; Week 12, Day 1; Week 13, Day 1; Week 14, Day 1; Week 15, Day 1; Week 16, Day 1; Week 17, Day 1; Week 18, D1; Week 19, Day 1

L.1.1.a Print all upper- and lowercase letters.

Being a Reader:Independent Work: Week 6, p. 167; Week 7, p. 183; Week 8, p. 199; Week 9, p. 216; Week 10, p. 230; Week 11, p. 247; Week 13, p. 282; Week 14, p. 295; Week 15, p. 310; Week 16, p. 326; Week 17, p. 340; Week 18, p. 358; Week 19, p. 374

Handwriting: Guided Practice: Week 6, Day 1; Week 7, Day 1; Week 8, Day 1; Week 9, Day 1; Week 10, Day 1; Week 11, Day 1; Week 13, Day 1; Week 14, Day 1; Week 15, Day 1; Week 16, Day 1; Week 17, Day 1; Week 18, Day 1; Week 19, Day 1

Handwriting: Independent Practice: Week 6, Day 1; Week 7, Day 1; Week 8, Day 1; Week 9, Day 1; Week 10, Day 1; Week 11, Day 1; Week 13, Day 1; Week 14, Day 1; Week 15, Day 1; Week 16, Day 1; Week 17, Day 1; Week 18, Day 1; Week 19, Day 1




Set 6: Sailboats, Day 3

Set 7: Chameleon!, Day 1, 2, 3; Cowgirl Kate, Day 1, 2, 3, 4, 5; Jellyfish, Day 1, 2, 3; Elephant, Day 1, 2, 3; Puffin Peter, Day 1, 2, 3; Aggie Gets Lost, Day 1, 2, 3; Iris and Walter, Day 1, 2, 3; What’s It Like to Be an Ant?, Day 1, 2, 3; Leon and Bob, Day 1, 2, 3


L.1.1.b Use common, proper, and possessive nouns.

Skill Practice Teaching Guide/Student Skill Practice Book: Lesson 1; Lesson 2; Lesson 3; Lesson 5; Lesson 6; Lesson 8; Lesson 12; Lesson 14; Lesson 18

L.1.1.c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

Skill Practice Teaching Guide/Student Skill Practice Book: Lesson 5; Lesson 6

Being a Reader:Independent Work: Week 8, p. 180

L.1.1.d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).


Skill Practice Teaching Guide/Student Skill Practice Book: Lesson 19; Lesson 20; Lesson 21; Lesson 22; Lesson 23; Lesson 25; Lesson 26

L.1.1.e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

Skill Practice Teaching Guide/Student Skill Practice Book: Lesson 9; Lesson 10; Lesson 12


L.1.1.f Use frequently occurring adjectives.


Being a Reader:Shared Reading: Week 21, Day 3; Week 25, Day 2

L.1.1.g Use frequently occurring conjunctions (e.g., and, but, or, so, because).


L.1.1.h Use determiners (e.g., articles, demonstratives).


L.1.1.i Use frequently occurring prepositions (e.g., during, beyond, toward).



Being a Reader:Shared Reading: Week 14, Day 1, 2, 3

L.1.1.j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Being a Writer: Unit 1, Week 2, Day 1; Unit 1, Week 3, Day 1; Unit 1, Week 4, Day 1; Unit 1, Week 5, Day 1; Unit 2, Week 1, Day 1, OD

Skill Practice Teaching Guide/Student Skill Practice Book: Lessons 1–26; Lessons 28–30



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

Being a Writer: Unit 1, Week 1, OD; Unit 1, Week 3, Day 1; Unit 1, Week 4, Day 1; Unit 1, Week 5, Day 1; Unit 2, Week 3, Day 1, 2, 3, 4; Unit 2, Week 4, Day 1, 2, 3; Unit 2, Week 5, Day 1, 2, 4; Unit 2, Week 6, Day 1, 2, 3; Unit 3, Week 1, Day 1, 2, 3, 4; Unit 3, Week 2, Day 1, 2, 3, 4; Unit 3, Week 3, Day 1, 2, 3; Unit 3, Week 4, Day 1, 2, 3, 4; Unit 4, Week 1, Day 3, 4; Unit 4, Week 1, Day 3, 4; Unit 4, Week 2, Day 1, 2, 3, 4; Unit 4, Week 3, Day 1, 2, 3, 4; Unit 4, Week 4, Day 1; Unit 5, Week 2, Day 3; Unit 5, Week 3, Day 4; Unit 7, Week 1, Day 4; Unit 7, Week 2, Day 3

Skill Practice Teaching Guide/Student Skill Practice Book: Lesson 7; Lesson 8; Lesson 11; Lesson 12; Lesson 13; Lesson 18; Lesson 27; Lesson 28; Lesson 30

Being a Reader:Independent Work: Week 12, p. 265; Week 15, p. 310; Week 19, p. 374

Handwriting: Week 12, Day 1; Week 15, Day 1; Week 19, Day 1

Being a Reader:Set 6: The Silver Coins, Day 3

L.1.2.a Capitalize dates and names of people.

Being a Writer: Unit 1, Week 1, OD; Unit 3, Week 1, Day 2, 3, 4; Unit 3, Week 2, Day 1, 3; Unit 3, Week 3, Day 1; Unit 4, Week 1, Day 3; Unit 4, Week 2, Day 1, 2, 3, 4; Unit 4, Week 3, Day 1, 2, 3, 4; Unit 4, Week 4, Day 1; Unit 5, Week 2, Day 3; Unit 5, Week 3, Day 4; Unit 7, Week 1, Day 4; Unit 7, Week 2, Day 3



L.1.2.b Use end punctuation for sentences.

Being a Writer: Unit 1, Week 3, Day 1; Unit 1, Week 4, Day 1; Unit 1, Week 5, Day 1; Unit 3, Week 2, Day 1, 3; Unit 3, Week 3, Day 1; Unit 3, Week 4, Day 1; Unit 4, Week 1, Day 4; Unit 4, Week 2, Day 1, 2, 3, 4; Unit 4, Week 3, Day 1, 2, 3, 4; Unit 4, Week 4, Day 1; Unit 5, Week 2, Day 3; Unit 5, Week 3, Day 4; Unit 7, Week 1, Day 4; Unit 7, Week 2, Day 3

Skill Practice Teaching Guide/Student Skill Practice Book: Lesson 7; Lesson 11; Lesson 12; Lesson 13; Lesson 18

Being a Reader:Independent Work: Week 12, p. 265; Week 15, p. 310; Week 19, p. 374

Handwriting: Week 12, Day 1; Week 15, Day 1; Week 19, Day 1

Being a Reader:Set 3: Week 1, Day 3; Week 2, Day 3; Week 3, Day 3; Week 4, Day 3; Week 5, Day 3; Week 6, Day 3; Week 7, Day 3; Week 8, Day 3

Set 4: Week 1, Day 3; Week 2, Day 3; Week 3, Day 3; Week 4, Day 3; Week 5, Day 3; Week 6, Day 3; Week 7, Day 3; Week 8, Day 3

Set 5: Week 1, Day 3; Week 2, Day 3; Week 3, Day 3; Week 4, Day 3; Week 5, Day 3; Week 6, Day 3; Week 7, Day 3; Week 8, Day 3; Week 9, Day 3; Week 10, Day 3; Week 11, Day 3; Week 12, Day 3; Week 13, Day 3; Week 14, Day 3

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



L.1.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

Being a Writer: Unit 2, Week 4, Day 3; Unit 3, Week 1, Day 2, 4; Unit 3, Week 2, Day 1, 2, 3, 4; Unit 3, Week 3, Day 1, 2, 3; Unit 3, Week 4, Day 1, 2, 3, 4; Unit 5, Week 3, Day 4; Unit 7, Week 1, Day 4; Unit 7, Week 2, Day 3

Being a Reader:Handwriting: Week 8, Day 1; Week 9, Day 1; Week 10, Day 1; Week 11, Day 1; Week 13, Day 1; Week 14, Day 1; Week 15, Day 1; Week 16, Day 1; Week 17, Day 1; Week 18, Day 1; Week 19, Day 1







L.1.2.e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Being a Writer: Unit 2, Week 3, Day 1, 2, 3, 4; Unit 2, Week 4, Day 1, 2, 3; Unit 2, Week 5, Day 1, 2, 4; Unit 2, Week 6, Day 1, 2, 3; Unit 3, Week 1, Day 1, 2, 3, 4; Unit 3, Week 2, Day 1, 2, 3, 4; Unit 3, Week 3, Day 1, 2, 3; Unit 3, Week 4 Day 1, 2, 3, 4; Unit 4, Week 4, Day 1; Unit 5, Week 2, Day 3

Being a Reader:Independent Work: Week 2, Day 4








Knowledge of LanguageL.1.3 (Begins in grade 2)

Vocabulary Acquisition and UseL.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.

Vocabulary Teaching Guide: Week 3, Day 2; Week 6, Day 1; Week 7, Day 2; Week 16, Day 1; Week 17, Day 1, 2; Week 18, Day 1; Week 22, Day 1; Week 23, Day 1, 2; Week 25, Day 1

Being a Reader:Set 6: Sailboats, Day 2, 3; Ball Games, Day 3

Set 7: Jellyfish, Day 2; Elephant, Day 2, 3

Set 8: Lightning, Day 1

L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase.

Vocabulary Teaching Guide: Week 3, Day 2; Week 7, Day 2; Week 23, Day 1, 2; Week 25, Day 1

Being a Reader:Set 8: The Polar Bear Son, Day 2

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

Vocabulary Teaching Guide: Week 16, Day 1; Week 17, Day 1

L.1.4.c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

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


Being a Reader:Shared Reading: Week 9, Day 1; Week 11, Day 2; Week 12, Day 2; Week 28, Day 1, 3

L.1.5.a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

Vocabulary Teaching Guide: Week 2, Day 2; Week 4, Day 1; Week 8, Day 2; Week 9, Day 1; Week 11, Day 1; Week 14, Day 2; Week 15, Day 3; Week 19, Day 1; Week 20, Day 1; Week 22, Day 2; Week 24, Day 3; Week 25, Day 2; Week 26, Day 2; Week 27, OR, Day 1; Week 30, Day 1, 3

Being a Reader:Shared Reading: Week 14, Day 3; Week 15, Day 3; Week 27, Day 3

Independent Work: Every week after the students start small-group reading, students in Sets 1–5 do a picture or word sort from their small groups in the reading area during independent work rotations.

L.1.5.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).


Independent Work: Week 14, p. 293

L.1.5.c Identify real-life connections between words and their use (e.g., note places at home that are cozy).





L.1.5.d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

Vocabulary Teaching Guide: Week 5, Day 2; Week 7, Day 1, 2; Week 9, Day 2; Week 10, Day 1; Week 13, Day 1; Week 15, Day 2; Week 23, Day 1

Being a Reader:Shared Reading: Week 4, Day 3; Week 13, Day 1, 2; Week 28, Day 3

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 (e.g., because).



implementation guide - ccc learning hub · © center for the collaborative classroom contents iii...

Documents