the library provides teachers with effective, research ... map gr1 q4.docx · web viewbears, pp....

Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.

English Language Arts 4th Nine Weeks Grade 1

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,● 80% of our students will graduate from high school college or career ready● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps.

Purpose - This curriculum map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.

The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the

Shelby County Schools2016/2017

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Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps. Additionally, qualitative evidence is provided in the textbooks for anchor texts and should be used to inform planning.

In order to plan effective lessons that allow students to do the majority of the thinking, teachers should employ strategies found in our comprehensive plan for improving literacy and learning. Our plan advises that during the literacy block teachers should use the following times:

Whole-Group Instruction (estimated time 20-25 minutes)-This time is used to engage all students in grade level information at the same time. The purpose of whole group is to introduce and/or reinforce new knowledge, skills, or concepts which often includes teacher modeling and practice.

Small-Group Instruction (estimated time 45-60 minutes)- During this time students engage in either teacher-led small group or student workstations. Small group instruction is a time to solidify the concepts learned in the whole group setting. This time allows the teacher to support students in a differentiated manner, and allows students to practice new skills and build on skills previously learned.

Whole-Group Closure (estimated time 5-10 minutes)-This time should be used to bring closure to the day’s lesson. This may include a quick assessment of students’ learning.

The above represents guidelines, but professional judgment should always be used when planning and instructing.


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How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.


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Complex Text

Rather than focusing solely on the skills of reading and writing, the Standards highlight the growing complexity of the texts students must read to be ready for the demands of college and careers.The standards build a staircase of text complexity so that all students are ready for the demands of college and career-level reading no later than the end of the high school.

Evidence from Text

The standards place a premium on students writing to sources. Rather than asking students questions they can answer solely from their prior knowledge or experience, the Standards expect students to answer questions that depend on their having read the text or texts with care. The standards also require the cultivation of narrative writing throughout the grades, and in later grades a command of sequence will be essential for effective argumentative and informational writing.

Building Knowledge

Building knowledge through content rich non-fiction plays an essential role in literacy and in the Standards. In K-5, fullfilling the standards requires a 50-50 balance between informational and literacy reading.Informational reading primarily includes content rich non-fiction in history/ social studies, sciences and the arts. The K-5 standards strongly recommend that students build coherent general knowledge both within each year and across years.



Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

The Tennessee State ELA Standards

The Tennessee State ELA Standards (also known as the College and Career Ready Literacy Standards):http://tn.gov/education/article/english-language-arts-standards

Teachers can access the Tennessee State Standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection:http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Resources:http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Projects Sequenced:http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.

Read Alouds, Shared Reading, Guiding Reading

https://www.tn.gov/assets/entities/readtobeready/attachments/Interactive_Read_Aloud_Toolkit.pdf

Guide to planning interactive read alouds.

http://www.k12reader.com/category/balanced-literacy/ Teachers can use this resource to learn about the components of a Balanced Literacy Program.

Literacy Work Stations

https://pals.virginia.edu/literacy-workstations.html Teachers can learn about why literacy workstations are important for Balanced Literacy, and gain tips for setting up literacy workstations.


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http://www.readingrockets.org/strategies The library provides teachers with effective, research-based classroom strategies to help build and strengthen literacy skills in print awareness, phonological awareness, phonics, fluency, vocabulary, comprehension, and writing. Each strategy in the library includes instructions on how to use the strategy, downloadable templates, examples, recommended children's books to use with the strategy, differentiation for second language learners, students of varying reading skill, students with learning disabilities, younger learners and supporting research.

Additional Phonemic Awareness/Phonics Resources

http://www.mayersonacademy.org.previewdns.com/online-digital-solutions/orton-gillingham-card-deck-app/

For each grapheme, this App offers the multisensory experience of: Hearing the corresponding phoneme and key word; Watching a video clip showing the articulation of the phoneme; Practicing the phoneme with a voice recording/playback option.

http://www.readingrockets.org/article/phonics-and-word-recognition-instruction-early-reading-programs-guidelines-accessibility

In this article, the authors provide guidelines for determining the accessibility phonics and word recognition programs.

http://www.readingrockets.org/reading-topics/phonics-and-decoding This section provides information about how to teach children to sound out words, and what to do if a child is having difficulty linking letters and sounds.

Using the Curriculum Maps, Grades K-2

Begin by examining the selected text(s). Read the text carefully and consider what topic or content students should learn from reading the text. Then, review the aligned essential question and culminating task for your topic focus for the week. Review the target Reading Foundational Skills resources to internalize the weekly outcomes for students. At this grade band, foundational skills and language comprehension are of equal importance and need to be addressed fully every day.

Locate the TDOE Standards in the left column and the aligned evidence statements. Analyze the language of the standards and consider how the text supports the listed reading standards. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the curriculum maps, but should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text:

o CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

o CCR Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.

Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction. Plan your weekly and daily objectives, using the evidence statements and sample objectives as a guide. Be sure to plan your own

objectives to meet the needs of your students. As a reminder, while lesson and unit objectives should be aligned to grade-level standards, standards and objectives are not synonymous and standards mastery develops over time (not in a single lesson).


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http://www.readingrockets.org/reading-topics/phonics-and-decoding





http://www.readingrockets.org/strategies



Consistent with Teach 1-4 of the TEM, teachers/teams are expected to carefully develop literacy learning objectives that carefully consider the text, target (standard, objective), task, and learner (including assessment of/for learning).

Study the suggested performance assessments in the right-hand column, and match them to your objectives. Consider which tasks best target the essential question and content for the week, as well as alignment to standards.

When planning for the reading of a text, plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to better understand the text and lead to success on your selected performance assessments. They should also build toward your essential question. Remember at this grade band, complex texts need to be addressed through a read aloud or shared reading, as students have not fully mastered decoding skills well enough to tackle complex text on their own.

Examine the other standards and skills you will need to address—writing, language skills, and speaking and listening skills. Review the suggested vocabulary for explicit instruction as listed in the map in addition to the words listed in the TE.

Consider how you will support building student knowledge through supplemental reading, content, research, and/or writing around the topic for the week. If a TWAG (Two-Weeks at a Glance) outline is available, review how the two weeks work together to build knowledge.

Remember to include differentiated activities for small group instruction. When planning keep in mind that foundational skills are taught both explicitly and implicitly. Also keep in mind that that the reading

foundations strand includes print concepts, phonological awareness, phonics and word recognition and fluency. To help guide your instruction the maps include a weekly Reading Foundations section in all K-2 maps. This section contains a five-day plan for foundational skills instruction. For further support on foundational skills instructional practices see the following links:

http://www.readingrockets.org/article/phonics-watch-learn https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr1/professional_development_video_9780547952857_/

index.html

Two-Weeks at a Glance (TWAG) Outlines

Beginning in the 2016-17 school year, the SCS curriculum maps will include six or more “TWAG outlines” throughout the year in each grade. These outlines demonstrate how to spend two weeks digging deeply into a high-quality, complex anchor text from the Journeys series in order to build student knowledge around the topic of the story. By studying a high-leverage topic over two weeks, students will have more opportunities to grow their knowledge and vocabulary, while simultaneously building their literacy skills. The curriculum map will align to the TWAG outline, but the full outline will be found in the Appendix to the map. It is important to note that while the map will skip some texts in Journeys to build in time for the TWAG outlines, teachers should continue with the foundational skills strand as outlined in the text and the maps. The foundational skills strand follows a systematic, research based progression, and it is highly recommended that teachers use that progression to guide their instruction. SCS teachers and coaches in partnership developed TWAG outlines with Student


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https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr1/professional_development_video_9780547952857_/index.html

https://www-k6.thinkcentral.com/content/hsp/reading/journeys2014/na/gr1/professional_development_video_9780547952857_/index.html

http://www.readingrockets.org/article/phonics-watch-learn



Achievement Partners and other districts across the country. For further information regarding grade level TWAGs see the following: http://achievethecore.org/page/2881/journeys-2014-materials-adaptation-project?PID=1036

Extended Texts Weeks

In further efforts to build knowledge in harmony with literacy shift 3, Extended Text Weeks have been added to the maps. Like the TWAG, Extended Text Weeks allow more time to dig deeply into a high-quality, complex anchor text from the Journeys series. In order to build student knowledge around the topic of the anchor text, links to a variety of text/media have been included. By studying a high-leverage topic over two weeks or more, students will have more opportunities to grow their knowledge and vocabulary, while simultaneously building their literacy skills.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

Key Terms:

Fluency: The ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning form what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking.

Academic Language or Vocabulary: The language of schools and books – language that is used across many domains and topics. Students do not learn academic language in everyday social situations. As students read extensively over time, they develop academic language. This language helps them to read more complex texts.

• Foundational Skills: The Foundational Skills are focused on developing students’ understanding and working-knowledge of print concepts, phonological awareness, phonics and word recognition and fluency. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will.


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http://achievethecore.org/page/2881/journeys-2014-materials-adaptation-project?PID=1036



• Text Complexity: Is used in evaluating student readiness for college and careers. There are three equally important components of text complexity: qualitative, quantitative, and reader and task.

• Evidence Statements: Are taken directly from the standards. The standards contain multiple skills. Because the evidence statements usually divide each standard into individual skills, the statements can be used to support the crafting of objectives. It is important to note that although sample objectives are embedded in the map, teachers must still craft their own objectives based on the needs of their individual classes.

• Essential Questions: Are specific to the text(s) and often summarize the “big understanding” of what students should receive from the text or texts for the lesson. They are open-ended questions that do not have a single, final correct answer, and often call for higher-order thinking and are not answered by recall. Answers to the essential question will require support and justification from the text.


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Skills Based and Meaning Based Competencies

In early grade classrooms especially, there is a need for both skills-based and meaning-based competencies. Both types of instruction are equally important– instruction focused on reading foundational skills and instruction focused on building knowledge and vocabulary.


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K-2 Foundational Skills

Beginning in the 2nd semester of the 2016-17 school year, the K-2 curriculum maps will include daily activities under the subheading Foundational Skills. This addition is meant to highlight the recommended daily phonemic awareness/phonic activities called out in the Journeys curriculum. Additionally, this new section outlines the importance of explicitly teaching foundational skills daily. The daily lessons noted in the maps contain the gist of the information found in the Journeys teacher edition. For more detailed information see the teacher’s edition pages referenced. It is important to note that foundational skills instruction requires differentiation and attention to students’ individual needs. For this reason it is often delivered in small groups, it may also be integrated across the literacy block, which would include whole group instruction.

In the early grades, different types of texts are used for different purposes. The decodable texts align with skills based competencies and are meant to help students build automaticity. Complex texts align with meaning based competencies and support students in building knowledge. Both text types are outlined below:


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Our comprehensive plan for improving literacy suggests the use of the Gradual Release of Responsibility Learning Model (GRR). In the Our comprehensive plan for improving literacy suggests the use of the Gradual Release of Responsibility Learning Model (GRR). In the Gradual Release of Responsibility learning model, the responsibility for task completion shifts gradually over time from the teacher to the student. To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners. Teachers may find through checks for understanding that they need to revisit the ‘I do’ and/or ‘We do’ instructional phase before releasing the responsibility to the students. Therefore, it is not expected that teachers will move through all four stages during every single lesson.


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Reading Foundational SkillsWeeks 1 Lesson 24Anchor Text: A Tree is a Plant (Lexile 360)Decodable Texts: Moose’s Tooth, pp. 99-106; Moon News pp. 107-114; Boot’s Clues, pp. 115-122; Red Zed and Blue Stu pp. 123-130Reading Foundational Skills Standards

RF.1.2c-Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.RF.1.3.b-Decode regularly spelled one-syllable words.RF.1.4a-Read on-level text with purpose and understanding.DAY 1 DAY 2 DAY3 DAY 4 DAY 5

Opening Routines

Phonemic Awareness

Opening Routines, T312-313 Phonemic Awareness High Frequency Words

Phonemic Awareness, T316









Phonics

Fluency

Phonics, Words with Vowel

Diagrahs/Spelling Patterns: oo, ou, ew, T316-318

Fluency Model Expression, T314

Phonics, Words with Vowel

Diagrahs/Spelling Patterns: oo, ou, ew, T344

Fluency Practice Expression,

T345

Phonics Words with Vowel

Diagraphs/Spelling Patterns ue, u, u_e, T354-355

Fluency Expression, T357


Diagraphs/Spelling Patters: oo, ou, ew, ue, u, u_e, T366


Diagraphs/Spelling Patters: oo, ou, ew, ue, u, u_e, T382

Literacy Station Activities to Reinforce Foundational Skills Phonics/Word Study Station: Journeys Word Study flip chart Lesson 24, build, write, and sort words; phoneme-grapheme mapping using sounds that have been taught; review

previously taught skills, additional optional activities:http://hickmank12.org/west-virginia-reading-first-explicit-phonics-lessons/ *phonics skill 7http://www.fcrr.org/studentactivities/PA_021b.pdfhttp://www.fcrr.org/for-educators/sca_cc_rfs_1.asp

Fluency Station: Journeys Cold Reads, read decodable reader with a partner; read along with a recording, other activities:http://www.fcrr.org/curriculum/studentCenterActivities.shtm -


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http://www.fcrr.org/curriculum/studentCenterActivities.shtm

http://www.fcrr.org/for-educators/sca_cc_rfs_1.asp

http://www.fcrr.org/studentactivities/PA_021b.pdf

http://hickmank12.org/west-virginia-reading-first-explicit-phonics-lessons/



Week 1 Lesson 24Reading Selections A Tree is a Plant (Lexile 360) Grow, Apples, Grow (Lexile 740)

Text Complexity Measures, including qualitative information, can be found on page, T302. This information can be useful in planning for parts of the text that may be challenging to students.

Instructional Resources for Building Knowledge OptionsThe Parts of a Tree (470L)http://www.readworks.org/passages/parts-tree-0It is Apple Season (500L)http://www.readworks.org/passages/it-apple-season-0How Do Apples Grow (550L) ( Video)https://www.youtube.com/watch?v=6fDE15B9Irs

Essential Questions: What happens to a tree as it grows?Standards Evidence Statements Content & Tasks

Reading Literature and Informational Text

RI.1.3-Describe the connection between two individuals, events, ideas, or pieces of information in a text.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.RI.1.7-Use the illustrations and details in a text to describe its key ideas.RI.1.9-Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Related WIDA StandardRI.1.3-Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Provides a description of the connection between two individuals in a text.

Provides a description of the connections between two events in a text.

Provides a description of the connections between two ideas or pieces of information in a text.

Demonstrates knowledge and use of text features to locate key facts or information in a text.

Demonstrates use of the illustrations and details in a text to describe the key ideas in the text.

Provides an identification of the similarities and differences between two texts on the same topic.

Sample Objectives (I can): Describe the connection between trees, plants,

and seeds using the text, A Tree is a Plant. Use the text features in the text, A Tree is a

Plant, to locate key information. Use illustrations and details to describe key

ideas in the text, A Tree is a Plant.

Performance Assessments Journeys Progress Monitoring, Lesson 24 Journeys Grab-and-Go Assessments, Lesson 24 Teacher Created

Option for Reteaching Progress monitor T382

Scaffold Close Reading –T324(Teacher-led Small Group or Whole Group) First Read-Think Through the Text Second Read-Analyze the Text Independent Reading

Text-dependent Questions What do the labels on pages 122-123 show? (key detail) Based on the text what is the connection between trees and

plants? (inference) On p. 133, why do you think the author says that the tree’s bark

is like a coat? (author’s purpose) How do the roots help the tree? (general understanding) On p. 139 how do the words in the sentences and the picture

help you know what bare means? (vocabulary) The text says that apples grow all during the spring and the

summer, how many months is that? (inference) Which part of an apple tree do you think is most important and

why? Cite evidence from the text to support your opinion. (opinion)


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https://www.youtube.com/watch?v=6fDE15B9Irs

http://www.readworks.org/passages/it-apple-season-0

http://www.readworks.org/passages/parts-tree-0



Leveled Readers Advanced: The Story of a Rose (Lexile 590) On-level: From Pit to Plum (Lexile 520) Struggling Readers: An Acorn Grows (Building Knowledge

and Intervention) Vocabulary Reader: Worms (Lexile 460) English Language Support: A Plum Grows (Lexile 350)

Literacy Station Activities Comprehension Station- Journeys Comprehension flip chart

Lesson 24, complete a sequence of events flow chart, retell the story in sequential order, additional optional activities:http://www.fcrr.org/studentactivities/c_011b.pdf

http://www.fcrr.org/Curriculum/PDF/GK-1/C_Final.pdf WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RI 1.3: Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Level 1 Entering Level 2 Emerging Level 3: Developing Level 4: Expanding Level 5: BridgingReading Match pictures of main events

to words from familiar informational text with the support of a teacher/partner.

Sequence simple sentences representing main events in familiar informational text while working with a partner.

Identify the cause/effect of a teacher-identified main event in informational text written in simple and compound sentence structures while working with a partner.

Discover one main event and its cause/ effect in informational text written in compound sentence structures while working with a partner.

Distinguish multiple main events and causes/effects in informational texts written in compound and complex sentence structures while working with a partner.

For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAsStandards Evidence Statements Content & Tasks

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

Recounts two or more appropriately sequenced events in a narrative writing.

Includes details regarding what happened in a narrative writing.

Uses temporal words to signal event order in a narrative writing.

Provides some sense of closure in a narrative writing.

Recalls information from experiences to answer questions in writing.

Gathers information from provided sources toanswer a question in writing.

Routine Writing Write in response to text (p. T349)

Writing-Culminating Task Options Based on the text, A Tree is a Plant, describe and illustrate how

the tree changes each season. Based on the texts read this week, write a paragraph answering

the question, how do trees grow from seeds?


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http://www.fcrr.org/Curriculum/PDF/GK-1/C_Final.pdf%20

http://www.fcrr.org/studentactivities/c_011b.pdf



Sample Objectives (I can): Write a narrative using words that signal event

order that tells how a tree changes each season.

Use information gathered from the text, A Tree is a Plant, to write an answer to the question, how do trees grow from seeds?

Speaking and ListeningSL.1.4-Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Describe people, places, things, and events with relevant details.

Performance Assessments Participating in discussions, read alouds and q/a sessions Speaking in complete sentences

Guided Summary: p. T339 Classroom Conversation: p. T348

Standards Evidence Statements Content & TasksLanguageL.1.1d-Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).L.1.4a-Use sentence-level context as a clue to the meaning of a word or phrase.

Demonstrates the ability to use personal, possessive, and indefinite pronouns.

Demonstrates the ability to use sentence-level context clues to determine meaning.

Sample Objectives (I can): Use pronouns correctly. Use context clues to determine meaning.

Vocabulary Multiple-Meaning Words Daily Vocabulary Boost Enrich Vocabulary (p. T360)

Lesson Vocabulary (taught within context) Ready, country, soil, earth, covers, kinds, almost, warms

Academic Vocabulary Few, too, ground, under, over, among http://achievethecore.org/content/upload/

Liben_Vocabulary_Article.pdf http://achievethecore.org/page/61/which-words-do-i-teach-and-

how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Vocabulary Station Activities Vocabulary station: illustrate words, illustrate/label pronouns,

review previously taught skills, additional optional activities: Journeys Literacy and Language Guide-Vocabulary-Lesson 24

This five day plan can be used for either teacher led small group or in some cases independent vocabulary workstation.

http://learningtasks.weebly.com/vocabulary-strategies.html http://www.fcrr.org/curriculum/studentCenterActivities.shtm -


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http://learningtasks.weebly.com/vocabulary-strategies.html

http://achievethecore.org/page/61/which-words-do-i-teach-and-how-detail-pg


http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf




Language Arts Indefinite PronounsPerformance Assessments Journeys Progress Monitoring, Lesson 24 Journeys Grab-and-Go Assessments, Lesson 24 Teacher Created

Reading Foundational SkillsWEEK 2- LESSON 25ANCHOR TEXT: Symbols for Our Country (Lexile 430)Decodable Texts: Down on the Farm, pp.131-138; Scout and Count, pp. 139-146; Dawn’s Voice, pp. 147-154; Shawn’s Toys, pp. 155-162Reading Foundational Skills Standards

RF1.2d- Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).RF1.3.b-Decode regularly spelled one-syllable words.RF1.4a-Read on-level text with purpose and understanding.

DAY 1 DAY 2 DAY3 DAY 4 DAY 5

Opening Routines

Phonemic Awareness











Phonics

Fluency


Combinations ou, ow, T420-T422

Fluency Model Phrasing, T418


Combinations ou, ow, T444

Fluency Practice Phrasing,

T445


Combinations oi, oy, au, aw, T454-T455

Fluency Phrasing: Punctuation

T457


Combinations ou, ow, oi, oy, au, aw, T466


Combinations ou, ow, oi, oy, au, aw, T484


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Literacy Station Activities to Reinforce Foundational Skills Phonics/Word Study Station: Journeys Word Study flip chart Lesson 25, build, write, and sort words; phoneme-grapheme mapping using sounds that have been taught; additional

optional activities:http://hickmank12.org/west-virginia-reading-first-explicit-phonics-lessons/ *phonics skill 7http://www.fcrr.org/studentactivities/PA_016b.pdf

Fluency Station: Journeys Cold Reads, read decodable reader with a partner; read along with a recording, other activities: http://www.fcrr.org/curriculum/studentCenterActivities.shtm -

Week 2 – Lesson 25Reading Selections Symbols for Our Country (Lexile 430)**Anchor The New Friend (Lexile 510)


Instructional Resources for Building Knowledge OptionsAmerican Symbols (660L) http://www.readworks.org/passages/american-symbols-0Three Symbols of the United States (530L) http://www.readworks.org/passages/three-symbols-united-statesSymbols of the United States (550L) http://www.readworks.org/passages/symbols-united-statesThe American Bird (520L) http://www.readworks.org/passages/american-birdU.S. Symbols video http://www.watchknowlearn.org/Category.aspx?CategoryID=703

Essential Question: What can be learned from the symbols of our country?Standards Evidence Statements Content & TaskReading Literature and Informational Text

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.RI. 1.6-Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.RI.1.7-Use the illustrations and details in a text to describe its key ideas.


Provides an identification of the difference between information provided by pictures or other illustrations and information provided by the words in a text.


Sample Objectives (I can): Use text features to locate key information in

the text, Symbols of Our Country. Use illustrations to gain more information about

the symbols mentioned in the text, Symbols of Our Country.

Use illustrations and details in the text, Symbols of Our Country to describe key ideas.


Text-Dependent Questions: What is the capital of the United States? (general

understanding) What do the stripes and stars represent on the flag? (key

details) What is the connection between George Washington the

building pictured on page 188? (general understanding) What symbol is pictured on page 189? (inference) What information do the headings in the text, Symbols of Our

Country provide? Which American symbol do you like best? Why? (opinion)

Leveled Readers Advanced: Tag Along Tim, (Lexile 410)


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http://www.watchknowlearn.org/Category.aspx?CategoryID=703

http://www.readworks.org/passages/american-bird

http://www.readworks.org/passages/symbols-united-states

http://www.readworks.org/passages/symbols-united-states

http://www.readworks.org/passages/three-symbols-united-states

http://www.readworks.org/passages/three-symbols-united-states

http://www.readworks.org/passages/american-symbols-0


http://www.fcrr.org/studentactivities/PA_016b.pdf

http://hickmank12.org/west-virginia-reading-first-explicit-phonics-lessons/



On-level: Ready for Second Grade, (Lexile 360) Struggling Readers: Molly’s New Team( Building Knowledge

and Intervention) Vocabulary Reader: Moving, (Lexile 170) English Language Support: First Day of Second Grade, (Lexile

360)

Literacy Station Activities Comprehension Station- Journeys Comprehension flip chart

Lesson 25, complete character chart, summarize the story using retelling cards, write/draw a summary of the story, additional optional activities:http://www.fcrr.org/studentactivities/c_014a.pdf

Standards Evidence Statements Content & TaskWriting/Research

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.

Names the topic they are writing about in an informational or explanatory writing.

Includes some facts about a topic in an informational or explanatory writing.

Provides some sense of closure in an informational or explanatory writing.

Sample Objectives (I can): Write an informative piece about symbols of our

Country using the text, Symbols of Our Country.

Writing Tasks-Culminating

Write an informative piece about symbols of the U.S. using the text, Symbols of Our Country as well as other texts/media shared during the week.

Standards Evidence Statements Content & TaskSpeaking and Listening

SL.1.3-Ask and answer questions about what a speaker says to gather additional information or clarify something that is not understood.SL.1.4-Describe people, places, things, and events with relevant details, express ideas and feelings clearly.

Demonstrates the ability to ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Demonstrate the ability to describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Sample Objectives (I can): Ask and answer questions to gather and clarify

information. Describe people, places, things and events with

relevant details.


Guided Retelling: p. T438 -Based on The New Friend Classroom Conversation: p. T448 -Based on The New Friend


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http://www.fcrr.org/studentactivities/c_014a.pdf



Standards Evidence Statements Content & TaskLanguage

L1.1j-Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.L1.4b-Use frequently occurring affixes as a clue to the meaning of a word.L.1.4c-identiy frequently occurring root words and their inflectional forms.L1.5d-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..

Demonstrates the ability to write complete simple and compound sentences.

Demonstrate the ability to use frequently occurring affixes as a clue to the meaning of a word.

Demonstrate frequently occurring root words and their inflectional forms.

Show understandings of word relationships and nuances in word meanings by acting out the meanings verbs describing the same general action, thereby showing the ability to distinguish shades of meaning.

Sample Objectives (I can):Use conjunctions correctly.Create simple and compound sentences.Use clues from text to read and understand unknown words.

Vocabulary Daily Vocabulary Boost Enrich Vocabulary (p. T460) -Based on the New Friend

Academic Vocabulary Next, after, before long, while, symbol, capitol http://achievethecore.org/content/upload/



Vocabulary Station Activities Vocabulary Station: Journeys flip chart, illustrate words, create

a personal dictionary, synonym word web, act out words with a partner, additional optional activities:

http://www.fcrr.org/studentactivities/v_020b.pdf https://www.engageny.org/ccls-ela/l11i

Language Arts Contractions


Reading Foundational SkillsWEEK 3 LESSON 26- See TWAG in AppendixANCHOR TEXT: The Dot (Lexile 470)Decodable Texts: Bears, pp. 3-10; Hiding and Seeking, pp. 11-18; Henry and Dad Go Camping, pp. 19-26; Speedy and Chase, pp. 27-34Reading Foundational Skills Standards

RF.1.3c-Know final -e and common vowel team conventions for representing long vowel sounds.RF.1.3f-Read words with inflectional endings.RF1.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

DAY 1 DAY 2 DAY3 DAY 4 DAY 5


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http://www.fcrr.org/studentactivities/v_020b.pdf







Opening Routines

Phonemic Awareness



Opening Routines,T38-39 Phonemic Awareness High Frequency Words






Opening Routines, T70-71 Phonemic Awareness High Frequency words

Phonemic Awareness,T71

Phonics

Fluency

Phonics Base Words with –ed, -

ing Endings, T16-T18

Fluency Model Accuracy, T14


ing Endings, T40

Fluency Practice Accuracy, T41

Phonics Words with Long e

Spelling Patterns y, ie, T50-51

Fluency Accuracy, T53


ing, Endings, T62

Words with Long e Spelling Patterns y, ie, T62


ing, Endings, T78

Words with Long e Spelling Patterns y, ie, T78

WEEK 4-Lesson 27 Bases Words with inflections –er and –est (change y to i) Syllable -le (5 Day Planner found on pages T110 and T111)

Literacy Station Activities to Reinforce Foundational Skills Phonics/Word Study Station: Journeys Word Study flip chart, build, write, and sort words with inflected endings; phoneme-grapheme mapping using sounds that have been taught;

additional optional activities:http://www.fcrr.org/studentactivities/P_058a.pdfhttp://www.fcrr.org/for-educators/sca_cc_rfs_1.asp

https://www.engageny.org/ccls-ela/rf13f Fluency Station: Journeys Cold Reads, read decodable reader with a partner; read along with a recording, other activities:

http://www.fcrr.org/curriculum/studentCenterActivities.shtm -

Weeks 3 & 4-Lesson 26 - See TWAG in AppendixReading SelectionsThe Dot (Lexile 470)

Text Complexity Measures, including qualitative information, can be found on page, T2. This information can be useful in planning for parts of the text that may be challenging to students.Essential Question:Week 1: How did the art teacher inspire Vashti about art to change?Week 2: How can we be inspired by the words and actions of others?Standards Evidence Statements Content & TaskReading Literature and Informational Text

Provides a description of characters, setting, or Performance Assessments


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https://www.engageny.org/ccls-ela/rf13f


http://www.fcrr.org/studentactivities/P_058a.pdf



RL.1.3-Describe characters, settings, and major events in a story, using key details.RL.1.9-Compare and contrast the adventures and experiences of characters in stories.

RI.1.3-Describe the connection between two individuals, events, ideas, or pieces of information in a text.RI.1.9-Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Related WIDA StandardRL.1.9-Compare and contrast the adventures and experiences of characters in stories.

events from a story using illustrations and details from the story.

Provides a statement or other expression that shows understanding of unknown words in a literary text.

Asks questions about unknown words in a literary text.

Provides a comparison and contrast of the adventures and experiences of characters in familiar stories.

Provides description of the connection between two individuals in a text.

Provides a description of the connections between two events in a text.

Provides a description of the connections between two ideas or pieces of information in a text.

Provides an identification of the similarities and differences between two texts on the same topic.

Sample Objectives (I can):

Compare and contrast how Vashti changes from the beginning of the story to the end in the text, The Dot.

Describe how Vashti and ‘the little boy’ are alike and different in the text, The Dot.

Compare the artwork in the text The Dot to the artwork in the text Artists Create Art.

Journeys Progress Monitoring, Lesson 26 Journeys Grab-and-Go Assessments, Lesson 26 Teacher Created



Text-Dependent Questions What does Vashti do after she sees the framed dot hanging

over the teacher’s desk? (key details) What does it mean when the text says that Vashti is “glued to

her chair?” (vocabulary) Why is the word “can’t” in all capital letters on p. 17? (author’s

craft) Why does Vashti ask the little boy to sign his squiggle?

(inference) How does Vashti’s attitude about her art change throughout the

story? Cite evidence from the text (key details) Why did the author choose “The Dot” as the title of the story?

(author’s purpose) Why do you think the teacher wants Vashti to sign her work?

(inference)

Leveled Readers Advanced: A Surprise for Ms. Green (Lexile 300) On-level: Paco’s Snowman (Lexile 380) Struggling Readers: Our School (Building Knowledge and

Intervention) Vocabulary Reader: Kamala’s Art (Lexile 430) English Language Support: The Bumpy Snowman (Lexile 370)

Literacy Station Activities Comprehension station: Journeys Comprehension flip chart

Lesson 26, compare/contrast, Venn Diagram, T-Chart, retelling, additional optional activities:


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http://www.fcrr.org/studentactivities/c_010b.pdfhttp://www.fcrr.org/curriculum/PDF/GK-1/C_Final.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RL.1.9-Compare and contrast the adventures and experiences of characters in stories

Level 1 Entering Level 2 Emerging Level 3: Developing Level 4: Expanding Level 5: BridgingReading Match the characters and

settings of illustrated familiar texts to appropriate words/phrases with a teacher/partner.

Categorize labeled and illustrated characters, settings and major events of 2 versions of the same story with a graphic organizer and a partner.

Compare and contrast the characters, settings and major events of 2 versions of a text by categorizing details written in basic sentences with a graphic organizer and a partner.

Compare and contrast the characters, settings and major events of 2 versions of a text containing compound sentence structures with a graphic organizer.

Compare and contrast the characters, settings and major events of 2 versions of a text containing compound and complex sentence structures.

For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAsStandards Evidence Statements Content & TaskWriting/Research

W.1.1-Write opinion pieces in which they introduce a topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

States an opinion in writing. Includes the topic or name of the book they are

writing about when sharing an opinion in writing.

Includes a reason when sharing an opinion in writing.

Provides some sense of closure when sharing an opinion in writing.

Sample Objectives (I can):Write and opinion piece comparing characters from The Dot and Ish.

Routine Writing

Write in response to text (p. T45)

Writing Tasks-CulminatingSee TWAG in the Appendix

Leon, Marisol, from Ish, the art teacher from The Dot and Willow, all inspired change in other characters. Choose the character that you thought was most inspiring. Use evidence from the text to support your answer.

Speaking and ListeningSL.1.1c-Ask questions to clear up any confusion about the topics and texts under discussion.SL.1.4-Describe people, places, things, and events with relevant details, express ideas and feelings clearly.

Demonstrates the ability to ask questions toclear up confusion about the topics or textsunder discussion.

Demonstrate the ability to describe people, places, things, and events.

Sample Objectives (I can): Ask questions about the topic and text. Describe people, places things and events.


Guided Summary: p. T35Classroom Conversation: p. T44

Standards Evidence Statements Content & TaskLanguage Vocabulary


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http://www.fcrr.org/curriculum/PDF/GK-1/C_Final.pdf




L1.1j-Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.L.1.4a-Use sentence-level context as a clue to the meaning of a word or phrase.

Demonstrates the ability write simple and compound sentences.

Demonstrates the ability to sentences in response to prompts.

Demonstrate the ability to determine the meaning of unknown and multiple-meaning words and phrases, using sentence-level context as a clue to the meaning of a word or phrase.

Sample Objectives (I can): Write simple and compound sentences. Use context clues to determine meaning of

words and phrases.

Figurative Language (Idioms) Daily Vocabulary Boost Enrich Vocabulary (p. T56)

Lesson Vocabulary (taught within context) Studied, surprised, bear, even, toward, above, pushed

Academic Vocabulary Toward, above, even, just, lots, splash http://achievethecore.org/content/upload/

Liben_Vocabulary_Article.pdfhttp://achievethecore.org/page/61/which-words-do-i-teach-and-how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Vocabulary Station Activities Vocabulary Station- illustrate words, locate/highlight vocabulary

words in new texts, additional optional activities: Journeys Literacy and Language Guide-Vocabulary-Lesson 26 This five day plan can be used for either teacher led small group

or in some cases independent vocabulary workstation. http://www.fcrr.org/for-educators/sca_cc_l_k-1.asp http://www.fcrr.org/studentactivities/v_033b.pdf

Language Exclamations


Reading Foundational Skills *See TWAG in the AppendixWEEK 5- LESSON 28ANCHOR TEXT: The Kite from Days with Frog and Toad (Lexile Level 320)Decodable Texts: Sally Jane and Beth Ann, pp. 67-74; Ty and Big Gilly, pp. 75-82; Bird Watching, pp. 83-90; Benches, pp. 91-98Reading Foundational Skills Standards

RF1.2c-Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.RF1.2d-Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).RF1.3g-Recognize and read irregularly spelled words.


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http://www.fcrr.org/for-educators/sca_cc_l_k-1.asp







DAY 1 DAY 2 DAY3 DAY 4 DAY 5Opening Routines

Phonemic Awareness

Opening Routines T212-213 Phonemic Awareness High Frequency Words


Opening Routines T236-237 Phonemic Awareness High Frequency Words







Phonemic Awareness T271

Phonics

Fluency

Phonics Long i Spelling Patterns

igh, y, ie, T216-T218

Fluency Model Phrasing, T214

Phonics Long i Spelling

Patterns igh, y, ie, T238

Fluency Practice Phrasing,

T239

Phonics Base Words/Inflections

–ed, -ing, -er, -est, -es, T248-249

Fluency Natural Pauses, T251

Phonics Long I Spelling


Phonograms –ight, -y, T260

Base Words/Inflections –ed, -ing, -er, -est, -es, T260

Phonics Long I Spelling


Phonograms –ight, -y, T276

Base Words/Inflections –ed, -ing, -er, -est, -es, T276

WEEK 6- Lesson 29 Suffixes –ful, -ly, -y Long Vowel Spelling Patterns (5 Day Planner found on pages T308 and T309-Hi Fly Guy)

Literacy Station Activities to Reinforce Foundational Skills Phonics/Word Study Station: Journeys Word Study flip chart, build, write, and sort words with vowel patterns: igh, y, ie; phoneme-grapheme mapping using sounds that have been

taught, additional optional activities:https://www.engageny.org/ccls-ela/rf12dhttp://www.fcrr.org/studentactivities/P_018a.pdfhttp://www.fcrr.org/curriculum/pdf/GK-1/PA_Final_Part2.pdf

Fluency Station: Journeys Cold Reads, read decodable reader with a partner; read along with a recording, other activities:http://www.fcrr.org/curriculum/studentCenterActivities.shtm -

Week 5 & 6-Lesson 28 *See TWAG in AppendixReading SelectionsThe Kite from Days with Frog and Toad (Lexile Level 420)



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http://www.fcrr.org/curriculum/pdf/GK-1/PA_Final_Part2.pdf

http://www.fcrr.org/studentactivities/P_018a.pdf

https://www.engageny.org/ccls-ela/rf12d%20



Essential Question:Week 1: How does Frog help Toad overcome the challenge of flying a kite?Week 2: How does friendship help characters overcome challenges?Standards Evidence Statements Content & TaskReading Literature and Informational Text

RL.1.3-Describe characters, settings, and major events in a story, using key details.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.RL.1.7-Use illustrations and details in a story to describe its characters, setting, or events.

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

Provides a description of characters in a story using key details.

Provides a description of the setting using key details.

Provides a description of major events in a story using key details.

Provides an explanation of major differences between books that tell stories and books that give information.

Provides a description of characters, setting, or events from a story using illustrations and details from a story.



Sample Objectives (I can): Use a story map to tell about the characters,

setting, and plot in the story, The Kite. Use illustrations and details in the story, The

Kite to describe the characters and setting. Use illustrations to figure out the meaning of a

word.




Text-Dependent Questions What problem do Frog and Toad have? (general understanding) What do the words and pictures tell you about the meadow?

(vocabulary) Do you think a meadow is a good place to fly a kite? Why or

why not? Cite evidence from the text to support your reason. (opinions)

How do Frog and Toad solve their problem at the end of the story? (key details)

How are Frog and Toad different when it comes to not quitting? (inference)

What lesson does the author want us to learn about not giving up? (author’s purpose)

What advice would you give Frog and Toad to help them fly the kite?(opinion)

Leveled Readers Advanced: The Sand Castle (Lexile 370) On-level: The Sailboat Race (Lexile 330) Struggling Readers: A Chunk of Cheese (Building Knowledge

and Intervention) Vocabulary Reader: Kite Flying (Lexile 140) English Language Support: The Boat Race (Lexile 380)


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Literacy Station Activities Comprehension station: Journeys Comprehension flip chart

Lesson 28, illustrate details of a story, compare/contrast characters, review previously taught skills, additional optional activities:http://www.fcrr.org/studentactivities/c_010b.pdf


Standards Evidence Statements Content & Task

Writing/ResearchW.1.1-Write opinion pieces in which they introduce a topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.





Sample Objectives (I can):Write an opinion piece that includes text evidence to explaining why Frog is or is not a good friend.


Writing Tasks-Culminating*See TWAG in Appendix

Is Frog a good friend? Using evidence from the text, explain how Frog was or was not a good friend.

Standards Evidence Statements Content & TaskSpeaking and ListeningSL.1.1c-Ask questions to clear up any confusion about the topics and texts under discussion.SL.1.2-Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

Demonstrates ability to build on others’ talk in conversation by responding to comments of others.

Demonstrate the ability to ask and answer questions about key details.

Demonstrates the ability to ask and answer questions presented orally.

Sample Objectives (I can): Ask questions to clarify information. Ask and answer question about key details.


Guided Retelling: p. T233 Classroom Conversation: p. T242

Standards Evidence Statements Content & TaskLanguageL1.1f-Use frequently occurring adjectives.L.1.4a-Use sentence level context as a clue to the meaning of a word or phrase.

Demonstrates the ability to use frequently occurring adjectives.

Demonstrates the ability to use context clues to identify meaning.

Vocabulary Homographs Daily Vocabulary Boost Enrich Vocabulary (p. T254)


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Sample Objectives (I can): Use frequently occurring adjectives. Use context clues to identify the meaning of a

word or phrase.

Lesson Vocabulary (taught within context) Second, ball, across, heard, cried, head, large, should

Academic Vocabulary homograph, describe, object, during, since http://achievethecore.org/content/upload/



Vocabulary Station Activities Vocabulary Station: illustrate homographs, word web, review

previously taught skills, additional optional activities: Journeys Literacy and Language Guide-Vocabulary-Lesson 28

This five day plan can be used for either teacher led small group or in some cases independent vocabulary workstation.http://www.fcrr.org/studentactivities/v_007b.pdfhttps://www.engageny.org/ccls-ela/l11f

Language Arts Adjectives


Reading Foundational SkillsWEEK 7-LESSON 29 (Foundational Skills for this week come from Lesson 30 due to Lesson 29 being addressed in the previous TWAG outline)Anchor Text: Hi Fly GuyDecodable Texts: Amy Ant, pp. 131-138; Julie and Jason, pp. 139-146; Home at Last, pp. 147-154; Soccer, pp. 155-162Reading Foundational Skills Standards

RF.1.3d Use knowledge that every syllable must have vowel sound to determine number of syllables in a wordRF.1.3e Decode two-syllable words following basic patterns by breaking words into syllablesRF. 1.4a Read on-level text with purpose and understandingRF.1.4b Read on-level text orally with accuracy, appropriate rate and expressionDAY 1 DAY 2 DAY3 DAY 4 DAY 5


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https://www.engageny.org/ccls-ela/l11f




Opening Routines

Phonemic Awareness

Opening Routines, T412-T413 Phonemic Awareness High Frequency Words










Phonics

Fluency

Phonics Words with Syllable

Pattern CV 416-418

Fluency Model Rate, T414


Pattern CV,T440

Fluency Practice Rate, T441

Phonics Words with prefixes –

un,-re, T450-451

FluencyRate: Adjust to Purpose, 453


Pattern CV, T462 Words with prefixes –

un, -re, T462


Pattern CV, T462 Words with prefixes –

un, -re,

Literacy Station Activities to Reinforce Foundational Skills Phonics/Word Study Station: Journeys Word Study flip chart Lesson 29, build, write, and sort words into syllables; phoneme-grapheme mapping using sounds that have been

taught; additional optional activities:http://www.fcrr.org/for-educators/sca_cc_rfs_1.asphttps://pals.virginia.edu/activities-LS-ls-1-3.html

Fluency Station: Journeys Cold Reads, read decodable reader with a partner; read along with a recording, other activities: http://www.fcrr.org/curriculum/studentCenterActivities.shtm -

Week 7-Lesson 29Reading Selections Hi Fly Guy (Lexile 240) Busy Bugs (Poetry)


Instructional Resources for Building Knowledge OptionsBug Power (530L) http://www.readworks.org/passages/bug-powerInsects on the Move (800L) http://www.readworks.org/passages/insects-moveAmazing Ants (480L) http://www.readworks.org/passages/amazing-antsJumping Grasshopper (620L) http://www.readworks.org/passages/jumping-grasshoppers

Insect video/song Icky, Icky Insect http://www.watchknowlearn.org/Video.aspx?VideoID=26943&CategoryID=9459

Essential Question: What are some things insects do?

Standards Evidence Statements Content & TasksShelby County Schools

2016/2017 of 43

http://www.watchknowlearn.org/Video.aspx?VideoID=26943&CategoryID=9459


http://www.readworks.org/passages/jumping-grasshoppers

http://www.readworks.org/passages/amazing-ants

http://www.readworks.org/passages/insects-move

http://www.readworks.org/passages/bug-power


https://pals.virginia.edu/activities-LS-ls-1-3.html




Reading Literature and Informational TextRL.1.2-Retell stories, including key details, and demonstrate understanding of their central message or lesson.RL.1.3-Describe characters, settings, and major events in a story, using key details.RL.1.4-Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.RL.1.7-Use illustrations and details in a story to describe its characters, setting, or events.

RI. 1.9-Identify similarities in and differences between texts on the same topic.

Related WIDA StandardsRL.1.2-Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Provides a retelling of a story, including key details.

Provides an identification of the central message or lesson in a text.

Provides a description of characters, setting and major event in a story using key details.

Provides identification of words and phrases in a story or a poem that suggests feelings or that appeal to the senses.


Sample Objectives (I can): Tell what happened at the beginning, middle

and end in the story, Hi Fly Guy. Use illustrations to describe how the characters

are reacting in the story, Hi Fly Guy.


Option for ReteachingProgress Monitor T378


Text-Dependent Questions Why does the boy want to catch something in “Hi Fly Guy?”

(general understanding) How does the illustration on page 124 help you understand how

the fly felt once he was caught? (inference) Based on the illustration on page 130, how does Buzz get Fly

Guy back into the jar? (inference) What causes the judges to change their minds at the amazing

pet show? (key detail) Based on the illustrations on pages 140-141, how does the fly

feel at the end of the story? Is Fly Guy a good pet? Why or why not? Give reasons from the

text to support your answer. (opinions) What are some of the things the insects are doing in the text,

Busy Bugs? (general understanding)

Leveled Readers Advanced: A Cat Trick (Lexile 490) On-level: More Than One Bird (Lexile 350) Struggling Readers: Let’s Play Ball (Building Knowledge and

Intervention) Vocabulary Reader: Butterflies (Lexile 410) English Language Support: Birds (Lexile 260)

Literacy Station Activities Comprehension Station-Journeys Comprehension flip chart

Lesson 29, retelling cards, compare/contrast characters, review previously taught skills, additional optional activities:

http://www.fcrr.org/studentactivities/c_007b.pdf Shelby County Schools

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WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL1.2: Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Level 1: Entering Level 2: Emerging Level 3: Developing Level 4: Expanding Level 5: Bridging

Read

ing

Match words to illustrated key details from familiar texts with partner support.

Identify key details within an illustrated story written in basic sentence structures with a partner.

Sequence key details/events written in simple sentences on sentence strips with peer support.

Organize the events in a story (including the central message and key details as elaboration) from illustrated/non-illustrated texts using graphic organizers in small groups.

Evaluate how the key details of a story support the central message in a text written in complex grammar structures using a graphic organizer.

For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs

Standards Evidence Statements Content & TaskWriting/ResearchW.1.1-Write opinion pieces in which they introduce a topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.





Sample Objectives (I can): Write an opinion piece supported by reasons

from the text, Hi Fly Guy, regarding having ‘Fly Guy’ as a pet.

Write a narrative regarding the events that take place in the story, Hi! Fly Guy.


Writing/Culminating Task Options

Would you have Fly Guy as a pet? Why or why not ? Use evidence from the story to support your opinion.

Write about the events that take place with Fly Guy at the beginning, middle and end of the story. (W.1.3)

Compare the fictional insect Fly Guy to the insects discussed in other texts/media read and discussed this week (via the Instructional Resources to Build Knowledge options). Write about what is the same and different between Fly Guy and real insects.(RI.1.9)

Standards Evidence Statements Content & TaskSpeaking and ListeningSL.1.5-Add drawings or visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.SL.1.6-Produce complete sentences when appropriate to task and situation.

Provides drawings or visual displays to clarify ideas, thoughts and feelings.

Demonstrates ability to produce complete sentences when appropriate to task and situation.

Sample Objectives (I can): Add illustrations to written work. Speak clearly and understandably.


Guided Retelling: p. T335Classroom conversation: p. 344

Standards Evidence Statements Content & Task


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LanguageL.1.4b-Use frequently occurring affixes as a clue to the meaning of a word.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.)

Demonstrate the ability to use frequently occurring affixes.

Demonstrates the ability to determine the meaning of unknown and multiple-meaning words and phrases, using frequently occurring affixes as a clue to the meaning of a word.

Sample Objectives (I can): Use affixes to help understand words. Build oral vocabulary through frequent read

alouds and classroom conversations.

Vocabulary Prefix un- Daily Vocabulary Boost Enrich Vocabulary (p. T356)Lesson Vocabulary (taught within context) Few, night, loudly, window, noise, story, shall, world

Academic Vocabulary signs, solve, compare, contrast, caption http://achievethecore.org/content/upload/



Vocabulary Station Activities Vocabulary station: illustrate words, define new words with a

partner, sort words, sentence matching, review previously taught skills, additional optional activities:

Journeys Literacy and Language Guide-Vocabulary-Lesson 29This five day plan can be used for either teacher led small group or in some cases independent vocabulary workstation.

https://www.engageny.org/ccls-ela/l16 http://www.fcrr.org/studentactivities/v_011b.pdf

Language Adverbs

Performance Assessments Journeys Progress Monitoring, Lesson 29 Journeys Grab-and-Go Assessments, Lesson 29

Teacher CreatedReading Foundational SkillsWeeks 8 & 9: Refer to Unit 6 –Extended Reading- Owl at HomeFoundational Skills End of Year ReviewLiteracy Station Activities to Reinforce Foundational Skills Phonics/Word Study Station: Build, write, and sort words into syllables; phoneme-grapheme mapping using sounds that have been taught; additional optional activities:



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https://www.engageny.org/ccls-ela/l16



https://pals.virginia.edu/activities-LS-ls-1-3.html Fluency Station: Read words and phrases; focus on stress; read decodable reader with a partner; read along with a recording: http://www.fcrr.org/curriculum/pdf/GK-1/F_Final.pdfWeeks 8 & 9: Extended Reading-Trade BookReading Selections Owl at Home (Lexile 370)


Instructional Resources for Building Knowledge OptionsAn Owl is a Bird (380L) http://www.readworks.org/passages/owl-birdMeet Some Owls http://www.readworks.org/passages/meet-some-owls How Owls See (590L) http://www.readworks.org/passages/how-owls-seeOwl At Home-video https://www.youtube.com/watch?v=arpY4u5CDWEWho Knew? Amazing Owl Facts!-video https://www.youtube.com/watch?v=13yxEVwdUbwDistinctive Calls of Owls https://www.youtube.com/watch?v=ezaBqCf0hv0

Essential Questions: How does the character Owl compare to real owls?Standards Evidence Statements Content & TasksReading Literature and Informational TextRL.1.3-Describe characters, settings, and major events in a story, using key details.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.RL.1.7-Use illustrations and details in a story to describe its characters, setting, or events.RL.1.9-Compare and contrast adventures and experiences of characters in stories.

Provides a description of characters in a story using key details.

Provides a description of the setting of a story using key details.

Provides a description of the major events in a story using key details.

Provides an explanation of the major differences between books that tell stories and books that give information.


Provides a comparison and contrast of the adventures and experiences of characters in two or more stories.

Sample Objectives (I can):Describe the main character Owl in the text Owl at Home.Tell how books about the same subject are alike and different.

Performance Assessments Journeys Unit Test, Unit 6 Teacher Created


Text-Dependent Questions Why does Owl think winter is at the door? (general

understanding) Why didn’t Winter listen to Owl? (general understanding) How is owl feeling on page 21 and how can you tell?

(inference) What are the bumps that owl is so worried about? (inference) What cause Owl causes Owl to ask winter to leave? (text

structure) How would you describe Owl based on what you have read

about him so far? (inferences) Do you think Owl is acting funny or is he lonely? (opinion) How is Owl in the book Owl at Home different from real owls

read about over the past two weeks (via Instructional materials to Build Knowledge)? (text connections)

Literacy Station Activities Comprehension Station: illustrate and summarize each chapter,


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https://www.youtube.com/watch?v=ezaBqCf0hv0

https://www.youtube.com/watch?v=13yxEVwdUbw

https://www.youtube.com/watch?v=arpY4u5CDWE

http://www.readworks.org/passages/how-owls-see

http://www.readworks.org/passages/meet-some-owls

http://www.readworks.org/passages/owl-bird

http://www.fcrr.org/curriculum/pdf/GK-1/F_Final.pdf

https://pals.virginia.edu/activities-LS-ls-1-3.html



main idea graphic organizer, review previously taught skills, additional optional activities:

http://www.fcrr.org/studentactivities/c_001b.pdf http://www.fcrr.org/curriculum/PDF/GK-1/C_Final.pdf

Standards Evidence Statements Content & TaskWriting/ResearchW.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.W.1.3-With guidance and support from adults, recall information from provided sources to answer a question.

Recounts two or more appropriately sequenced events in a narrative writing.

Includes details regarding what happened in a narrative writing.

Uses temporal words to signal event order in a narrative writing.

Provides some sense of closure in a narrative writing.

Sample Objectives (I can) Write about what takes place in the book, Owl

at Home. Compare and contrast details in the stories

Upstairs and Downstairs and Strange Bumps. Compare and contrast the character Owl in the

stories The Guest and Owl and The Moon. Compare the character Owl to real owls.

Routine WritingWrite in response to text (p. T514)

Writing Tasks-Culminating Write a narrative regarding the events that take place in the

book Owl Moon. Use words that signal event order. Compare the stories Upstairs and Downstairs and Strange

Bumps taken from the book Owl at Home. How are the stories alike and different?

Think about what Owl does in the stories The Guest and Owl and The Moon. How are the stories alike and different?

How does the character Owl compare to real owls? (RL 1.5)

Standards Evidence Statements Content & TaskSpeaking and ListeningSL.1.2- Ask and answer questions about key details in a text read aloud or information presented orally or through other media.SL.1.5-Add drawings or visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Demonstrates the ability to ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Provides drawings or visual displays to clarify ideas, thoughts and feelings.

Sample Objectives (I can):Ask questions to help me understand a topic.Speak in complete sentences.


Classroom Collaboration: pp. T509, T511, T513, T514

Standards Evidence Statements Content & TaskLanguage L1.1j-Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Demonstrate the ability to write simple and compound sentences.

Demonstrates the ability to use declarative,

Vocabulary Content Vocabulary (p. T512)

Lesson VocabularyShelby County Schools

2016/2017 of 43





L1.6- 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).

interrogative, imperative and exclamatory sentences.

Uses words and phrases to respond to text.

Sample Objectives (I can): Write simple and complex sentences. Write declarative, interrogative, imperative and

exclamatory sentences.

Winter, whirled, whooshed, guest, pleasant, kettle, tear, tea, sobbed, following, sailed, shining

Academic Vocabulary tear, sobbed, explain, prompt, record http://achievethecore.org/content/upload/



Vocabulary Station Activities Vocabulary Station: Illustrate words, build words, build

sentences, act out silly words, review previously taught skills, additional optional activities:

Journeys Literacy and Language Guide-Vocabulary-Lesson 22This five day plan can be used for either teacher led small group or in some cases independent vocabulary workstation.

http://www.fcrr.org/for-educators/sca_cc_l_k-1.asp http://www.fcrr.org/studentactivities/v_015b.pdf https://www.engageny.org/ccls-ela/l11j

Language Arts Kinds of Sentences

Performance Assessments Journeys Unit Test, Unit 6 Teacher Created


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http://www.fcrr.org/for-educators/sca_cc_l_k-1.asp



APPENDIX - TWO WEEK AT A GLANCE OUTLINES-TWAGWeeks 3-4- The Dot, (Unit 6, Lesson 26)

Week 1- The Dot DAYS

Essential Question: How did the art teacher inspire Vashti about art to change?

1 2 3 4 5

Read Aloud Text based comprehension Text based discussion

Source: Journeys The Art Contest Pose listening comprehension questions that accompany the text. Using the classroom collaboration as a guide, discuss the text as a class guiding students to ask and

answer each other’s questions. Remind students to use details and evidence from the story. Encourage students to follow classroom rules for discussion such as listen to the speakers and staying on topic.

Main Selection (Read Aloud) Text based comprehension Text based discussion

(Whole and Small Group)

The DotUse Text X-Ray and Oral Re-telling Cards to guide questioningUse Thinking through Text questions 1-14

Building Knowledge Read Aloud Leveled readers Paired Text (Read Together) Supplemental Materials


Vocabulary- Drawn from the texts blank, gazing, notice, squiggle, straight, swirly, experimenting, encourage, retorted, persistent, superb


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Foundational Skills Phonemic Awareness Concepts of Print Fluency Word Work

- Phonics and high frequency words

Decoding/Encoding

Follow the daily Phonics and Fluency sequence of activities


Essential Question: How did the art teacher inspire Vashti about art to change?

1 2 3 4 5

Language/ Syntax Spelling and Grammar

Follow the daily Grammar and Spelling sequence of activities

Writing Response to text Culminating task

Aligned with the EQ and topic

What events inspired Vashti’s feelings and opinions about art to change? Cite evidence from the text.

Graphic Organizer for the DotUse the graphic organizer on Read Works to track Vashti feeling throughout the story.http://www.readworks.org/lessons/grade1/dot/read-aloud-lesson

StandardsList Reading and Writing standards related to the texts, questions and tasks.

Reading: LiteratureRL.1, RL.3, RL.10

WritingW.1.8


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http://www.readworks.org/lessons/grade1/dot/read-aloud-lesson




Essential Question: How can we be inspired by the words and actions of others?

1 2 3 4 5

Read Aloud Text based comprehension Text based discussion

Main Selection Text based comprehension Text based discussion


(Whole/Small Group, Independent work)All students experience all texts and resources regardless of level

From the Leveled Readers : A Surprise for Ms. Green by James Brissette Our School by Charla Rincon The Bumpy Snowman by Lisa Torres Paco’s Snowman by Lisa Torres

Supplemental MaterialsWillow by Denise Brennan- Nelson and Rosemarie Brennan - www.getepic.com

Complete Main Characters and Changes in the Story Graphic Organizer at www.readworks.org

Review and discuss the independent practice set available at www.readworks.org.

Magic Trash: The Story of Tyree Guyton and his Art by J.H. Shapiro - https://www.getepic.com/app/searchSequel to The Dot-----Ish by Peter H. Reynold https://www.youtube.com/watch?v=vpICaczeQ9o and https://www.youtube.com/watch?v=ApvQWsgS9NM

Vocabulary- Drawn from the text above, bear, even, pushed, studied, surprised, teacher, toward, decide, effort, perform


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https://www.youtube.com/watch?v=ApvQWsgS9NM

https://www.youtube.com/watch?v=vpICaczeQ9o

https://www.getepic.com/app/search

http://www.readworks.org/

http://www.getepic.com/





Decoding/Encoding


Week 2-The Dot DAYS

Essential Question: How can we be inspired by the words and actions of others?

1 2 3 4 5

Language/ Syntax Spelling and Grammar

Follow the daily Grammar and Spelling sequence of activities



Writing Task Options:

1. WillowWhat inspired the change in Ms. Hawthorn’s character?

2. Leon, Marisol, from Ish, the art teacher from The Dot and Willow, all inspired change in other characters. Choose the character that you thought was most inspiring. Use evidence from the text to support your answer.

3. Think about the stories The Dot and Willow. Compare and contrast the changes that occurred in the main characters in both stories. Use evidence from the text to support your answer.


Reading: LiteratureRL.1, RL.3, RL.9, RL.10

WritingW.1.1

For further information regarding grade level TWAG information see the following link: http://achievethecore.org/page/2881/journeys-2014-materials-adaptation-project?PID=1036


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APPENDIX - TWO WEEK AT A GLANCE OUTLINES-TWAGWeeks 5-6- The Kite, (Unit 6, Lesson 28)

Week 1-The Kite DAYS

Essential Question: How does Frog help Toad overcome the challenge of flying a kite?

1 2 3 4 5Read Aloud

Text based comprehension Text based discussion

Main Selection (Read Aloud) Text based comprehension Text based discussion


“The Kite” from Days with Frog and Toad (fantasy, 420L) Use Zoom In on Key Ideas and Academic Language to guide questioning. TE 2 - On page 90: What do the words and pictures tell you about the meadow? TE (Closer Look): Is the meadow a good place for Frog and Toad to fly their kite? Why or why not? TE (Closer Look): How can you tell that Frog and Toad are friends?



VocabularyDrawn from the texts

across, head, second, ball, heard, should, cried, large, meadow, thud, crashed, blustery, hopeless, asserted, triumphantly


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Decoding/Encoding



Essential Question: How does Frog help Toad overcome the challenge of flying a kite?

1 2 3 4 5Language/ Syntax

Spelling and Grammar Follow the daily Grammar and Spelling sequence of activities

Writing Response to text Culminating task Aligned with the EQ and topic

Writing Options: Could be shared writing experience or independent

1. Why was Toad successful in flying his kite? Cite examples from the text.

2. Is Frog a good friend? Using evidence from the text, explain how Frog was or was not a good friend. (opinion)

3. What made it difficult for Toad to fly the kite? Cite examples from the text.


Reading: LiteratureRL.1.2, RL1.4, RL.1.10

WritingW1.1


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Speaking and ListeningSL.1.2


Essential Question: How does friendship help characters overcome challenges?

1 2 3 4 5Read Aloud

Text based comprehension Text based discussion

Main Selection Text based comprehension Text based discussion

Optional: “The Kite” from Days with Frog and Toad

Building Knowledge Read Aloud Leveled readers Paired Text (Read

Together) Supplemental Materials

(Whole/Small Group, Independent work)All students experience all texts and resources regardless of level

Leveled Readers: The Sand Castle The Sailboat Race A Chunk of Cheese

Other Resources: http://achievethecore.org/page/2544/two-bobbies – “Two Bobbies” “A Good Friend” – reading passage

http://treasures.macmillanmh.com/assets/extras/0001/3050/G3U2_A_Good_Friend_Student_Passage.pdf “A Ladybug Goes for a Walk” video - A Read-Aloud With Illustrations -

http://www.watchknowlearn.org/Video.aspx?VideoID=28750&CategoryID=7748Related Texts

“Those Shoes” Written by Maribeth Boelts (AD680L)


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http://treasures.macmillanmh.com/assets/extras/0001/3050/G3U2_A_Good_Friend_Student_Passage.pdf

http://achievethecore.org/page/2544/two-bobbies





1 2 3 4 5 “Wilfrid Gordon McDonald Partridge” Written by Mem Fox (AD760L)

Read Aloud Online: http://www.storylineonline.net/wilfrid-gordon-mcdonald-partridge/Vocabulary- Drawn from the texts Complete Rolling Vocabulary Activity



Decoding/Encoding





Spelling and GrammarFollow the daily Grammar and Spelling sequence of activities



Complete the Writing Process (edit, revise, publish through technology) with the Culminating Task from previous week

Extension: Using one of the supplemental resources or texts, explain how friendship helped a character overcome a challenge.

Editing Checklist (based on our district/school created)

Rewrite a polished copy based on Editing Checklist

Partner Edit/Read through for understanding

Type piece on computerORRewrite based on

Illustrate piece on computerORType piece on


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http://www.storylineonline.net/wilfrid-gordon-mcdonald-partridge/






Spelling and GrammarFollow the daily Grammar and Spelling sequence of activities

partner suggestions computer


Reading: LiteratureRL.1.2, RL.1.4, RL.1.10

WritingW1.1

Speaking and ListeningSL.1.2

For further information regarding grade level TWAG information see the following link: http://achievethecore.org/page/2881/journeys-2014-materials-adaptation-project?PID=1036


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