OCSD5 Common Core Curriculum Guide

1st Grade ELA

Pacing Included
DRAFT

We would like to thank the following teachers for their dedication to the students of Orangeburg Consolidated School District Five. These teachers gave their time and professional knowledge to modify the curriculum pacing guides. Their efforts have contributed to the world-class instructional resources available within our district.

Facilitators Jacqueline Jamison Dr. Elrica C. Glover Audrey Hallingquest Dr. Derrick James Karen James Tammie Jenkins Heath Owen Tonya Ramey Laura Steele Dyisha Taylor

Kindergarten Mozella Isaac Dr. Teresa Jennings First Grade Jennifer Fanning Ayenne Smith Second Grade Jackie Hogges Faye Thompson

ELA Dabetta Smith Dyrease Jackson Mable Wright David Pasley Angelica Gentile Michele Johnson Rosalyn Florence Dr. Wanda Brockington Ti-esha Williams-Vaughn Katie Jensen

Science Lynn Rivers Mary Robinson Tawana Howell Crystal Bryant Rolanda Jenkins Lisa Benton Dr. Andrea Matthews Marcellina Guinyard Dawn Peebles Teal Ryant

Math Chinyeaka Ihekweazu Monik Ellis Latasha Murray Denise James Tracy Brown Kimberly Broughton Paul Rosser Aronda Frazier Sharlene Foster

Social Studies Terry Walling Andrea Perkins Audrey Irick Marilyn Doctor Lynette Milhouse Greg Smith Jordan Knight

Reminder: This document is in draft form. Based on the most current and future data, the pacing may change. Please only print one semester at a time as changes may be made by the team as deemed necessary.

The Purpose of Our Common Core Curriculum Guides The 2013-2014 Orangeburg Consolidated School District Five Common Core Curriculum Guides provide an overview of key instructional shifts, Common Core State Standards (CCSS) best practices, and upcoming changes to South Carolina assessments. Each curriculum guide offers pacing suggestions, instructional strategies, resources, and assessment items. Our common core curriculum guides provide school-to-school continuity as we work together to build a worldclass school system. Common Core State Standards Background The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). The standards were developed in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework to prepare our children for college and the workforce. The NGA Center and CCSSO received initial feedback on the draft standards from national organizations representing, but not limited to, teachers, postsecondary educators (including community colleges), civil rights groups, English language learners, and students with disabilities. Following the initial round of feedback, the draft standards were opened for public comment, receiving nearly 10,000 responses. The standards are informed by the highest, most effective models from states across the country and countries around the world, and provide teachers and parents with a common understanding of what students are expected to learn. Consistent standards will provide appropriate benchmarks for all students, regardless of where they live. These standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. The standards: Are aligned with college and work expectations; Are clear, understandable and consistent; Include rigorous content and application of knowledge through high-order skills; Build upon strengths and lessons of current state standards; Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and Are evidence-based. Source: http://www.corestandards.org/about-the-standards

Smarter Balanced Assessment Consortium South Carolina has elected to use the Smarter Balanced Assessment Consortium (Smarter Balanced) as the vehicle for assessing the Common Core State Standards. Smarter Balanced is a state-led consortium working to develop nextgeneration assessments that accurately measure student progress toward college- and career-readiness. Smarter Balanced is one of two multistate consortia awarded funding from the U.S. Department of Education in 2010. The assessments are scheduled to be administered to students in South Carolina and other states in the consortium beginning in the 2014-15 school year. The work of Smarter Balanced is guided by the belief that a high-quality assessment system can provide information and tools for teachers and schools to improve instruction and help students succeed regardless of disability, language or subgroup. Smarter Balanced involves experienced educators, researchers, state and local policymakers and community groups working together in a transparent and consensus-driven process. Smarter Balanced Assessment Item Specifications: Selected response (SR) multiple choice Constructed response (CR) Performance Task (PT) Technology enhanced item (TEI) To view sample assessments items, visit: http://www.smarterbalanced.org/sample-items-and-performance-tasks/ To view Smarter Balanced Scoring guidelines, visit: http://sbac.portal.airast.org/Practice_Test/resources.html#scoringGuides

Common Core State Standards School Year Implementation Timeline The Common Core State Standards (CCSS) for English Language Arts and for Mathematics were adopted by South Carolina as its standards in English Language Arts and Mathematics in July of 2010. The standards will be fully implemented in school year 2014-15 as outlined in the following table: School Year Expectations from the SC State Department of Education 2011-2012 Transition Year 2012-2013 Transition Year 2013-2014 Bridge Year 2014-2015 Full Implementation Orangeburg Consolidated School District Five Assessment Schedule

DATES st th Aug 21 Aug 29 rd th Sept 23 Sept 27 th st Oct 28 Nov 1 th th Dec 9 Dec 17 rd th Feb 3 Feb 7 rd th March 3 March 11 th May 19 May 27th

ASSESSMENT Pre Diagnostic Benchmark District Assessment District Assessment Comprehensive Benchmark District Assessment Comprehensive Benchmark Post Diagnostic Benchmark

South Carolina Bridge Year Assessments

During the bridge year, our students will take the PASS, EOCEP, and HSAP assessments in 2014. Commonalities between CCSS and PASS will be assessed in ELA and Math. In order to ensure students success on these assessments, teachers are still expected to utilize items that mirror the format of their upcoming standardized test. To increase the rigor of these items, students should cite evidence and explain their answers. These practices align with the expectations of the Common Core State Standards. Elementary and Middle School Grades 3-8 Content Area Assessment Testing Dates for 2013-2014 ELA Writing PASS Day 1: March 18, 2014 Day 2: March 19, 2014 th Make-up Testing through March 25 ELA Reading and Research PASS May 6, 2014 Math PASS May 7, 2014 Science or Social Studies (Grades 3, 5, 6, PASS May 8, 2014 8) Science (Grades 4 & 7) PASS May 8, 2014 Social Studies (Grades 4 & 7) PASS May 9, 2014 th All Content Areas - Make-up Testing PASS Through May 16

High School High School Assessment Program (HSAP) Content Area Testing Dates for 2013-2014 ELA Session 1: October 22, 2013 Session 2: October 23, 2013 Math All Content Areas - Make-up Testing ELA MATH All Content Areas - Make-up Testing ELA Math Make-up Testing October 24, 2013 Through November 1, 2013 Session 1: April 1, 2014 Session 2: April 2, 2014 April 3, 2014 Through April 18, 2014 Session 1: July 15, 2014 Session 2: July 16, 2014 July 17, 2014 No make-up dates for summer HSAP testing

High School End of Course Examination Program (EOCEP) Test Testing Dates for 2013-2014 English I Tentative Dates: Fall: December 3, 2013 January 27, 2014 Algebra I Spring: May 1-10, 2014 Biology Summer: July 1-31, 2014 United States History & the Constitution

Common Core Instructional Shifts

There are twelve shifts that the Common Core requires of us if we are to be truly aligned with it in terms of curricular materials and classroom instruction. There are six shifts in Mathematics and six shifts in ELA/ Literacy.

Shifts in ELA/Literacy Shift 1 Shift 2 Balancing Informational & Literary Text Knowledge in the Disciplines Students read a true balance of informational and literary texts. Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading. Students engage in rich and rigorous evidence based conversations about text. Writing emphasizes use of evidence from sources to inform or make an argument. Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.

Shift 3

Staircase of Complexity

Shift 4 Shift 5

Text-based Answers Writing from Sources

Shift 6

Academic Vocabulary

Academic Vocabulary

The Common Core State Standards (CCSS) define academic vocabulary words as the words that are traditionally used in academic dialogue and text. Specifically, it refers to words that are not necessarily common or that children would encounter in conversation. These words often relate to other more familiar words that students use. For example, rather than watch, observe. They are also words that help students understand oral directions and classroom instructional dialog. They also help students to comprehend text across different content areas- including math, science, and social studies/history. Vocabulary words are often categorized into three tiers. Tier 1 words: These words are basic vocabulary or the more common words most children will know. They include highfrequency words and usually are not multiple meaning words. Tier 2 words: Less familiar, yet useful vocabulary found in written text and shared between the teacher and student in conversation. The Common Core State Standards refers to these as general academic words. Sometimes they are referred to as rich vocabulary. These words are more precise or subtle forms of familiar words and include multiple meaning words. Instead of walk for example, saunter could be used. These words are found across a variety of domains. Tier 3 words: CCSS refers to these words as domain specific; they are critical to understanding the concepts of the content taught in schools. Generally, they have low frequency use and are limited to specific knowledge domains. Examples would include words such as isotope, peninsula, and refinery. They are best learned when teaching specific content lessons, and tend to be more common in informational text. Source: http://www.learninga-z.com/commoncore/academic-vocabulary.html

Informational Text The Common Core State Standards (CCSS) defines "informational text" as a broad category of nonfiction resources, including: biographies; autobiographies; books about history, social studies, science, and the arts; technical texts (including how-to books and procedural books); and literary nonfiction. The CCSS stress the importance of focused instruction using informational text with students. Informational text is designed to make it easier for the reader to find information. This includes using such eye-catching features as section heads, bold-faced terms, table of contents, glossary, captioned photos, art, and info-graphics (graphs, tables, charts and diagrams, etc.) When selecting informational resources for students, text quality should be judged for its accuracy, the expertise and credibility of the writer, and the currency of the information presented. The developmental appropriateness of the writing, clarity and directness of the language should also be considered. Why is Increasing the Reading of Informational Text Important? Traditional reading instruction has always relied heavily on literature and fictional text. Studies show that only 7-15% of classroom time is spent studying informational text. Yet by sixth grade, most of what students are required to read is nonfiction. What's more, 80% of all adult reading is devoted to expository or nonfiction text. If students are to better comprehend science, social studies, and math text - as well as meet the common core reading and writing requirements for graduation - then we need to increase their exposure to informational texts early in their formal schooling. Teaching students the skills and strategies to successfully read and comprehend informational text is critical to their future success in higher education and the workplace. The English Language Arts [ELA] Common Core State Standards recommend more reading of informational text with a ratio of literary to informational as follows: Grade Span K-4 5-8 9-12 Literary 50% 45% 30% Informational 50% 55% 70%

Source: http://www.learninga-z.com/commoncore/informational-text.html

Common Core Best Practices

CLOSE READING What is it?

A close reading is a careful and purposeful reading of a text. Its an encounter with the text where students really focus on what the author had to say, what the authors purpose was, what the words mean, and what the structure of the text tells us.

How do I use it?

In a close reading, we have to have students reread the text. We give them questions; text dependent questions that require that they go back into the text and search for answers. These arent simply recall questions, just the facts of the text, but rather questions that allow students to think about the text, and the authors purpose, the struc ture, and the flow of the text. Close reading requires that students actually think and understand what they are reading.

What does it look like?

Steps in Close Reading 1. First Read: Key Ideas and Details Set the purpose for reading and have students read text as independently as possible. Depending on the text complexity and the readers, the first read may be done independently, as a read aloud/think aloud, or paired or shared reading. The first read should be without building background; students should be integrating their background knowledge with the text as they read. Focus on the key ideas and details in the text, making sure that readers know the main idea, story elements, or key details that the author includes. Following the first read, have students Think-Pair-Share to assess what they have gleaned from the text. By listening to students as they share, you can determine the focus of the first read, etc. 2. Second Read: Craft and Structure For a second, close read, select a portion or chunk of the text that is close read worthy. That is, have students reread a section that includes complex elements or ideas that they should explore to arrive at a deep understanding of the text. After rereading, students discuss the text with partners or in small groups, focusing on the authors craft and organizational patterns. This may include vocabulary choices, text structure or text features that the author included. Use a text dependent question to focus or set a purpose for a close rereading. After students share with partners or in small groups, have groups share out with entire class to assess understanding. 3. Third Read: Integration of Knowledge and Ideas The third close reading of a text should go even deeper, requiring students to synthesize and analyze information from several texts or media. They may record their ideas on sticky notes, graphic organizer, or a thinking sheet. Have students journal a response to a text dependent question. Focus the discussion on the text evidence.

Source: http://www.learninga-z.com/commoncore/close-reading.html Beth Burke, A Close Look At Close Reading: Scaffolding Students with Complex Text

Highlighted Standards are those being addressed for the first time.

Standards with a check are the target standards for the week. All other standards are supporting standards. Use CCSS Connections document (Crosswalk) to identify SC standards that match the CCSS Resource List for ELA: Spelling City Reading Street Teacher Resources Common Core Literacy Website JC Schools Teacher-Created Resources to Support Reading Street LiveBinders Reading Street Resources Sound City Reading Mrs. Bryants Reading Street Resources rd - Aug. 23

Week of Aug. 19 th rd Aug. 19 - Aug. 23 CCSS This week you should be reviewing standards from Kindergarten that were weak and/or reviewing other skills necessary for success in Reading Street. Complete the Baseline Group Test (found in Assessment: Teachers Manual) to determine initial small group placement. Determine the level of instruction for which students will need to be taught: Strategic Intervention, On Level, or Advanced. Please also complete the STAR Reading test in order to mark a baseline score for all students. Instructional Strategies

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Resources

Assessment

Week of Aug. 26 -30th th Aug. 26 -30th CCSS Unit R Week 1 (Day 1-4) Sam (Volume 1) RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.1 Ask and answer question ns about key details in a text. SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). L.1.1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop.). L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. Reading: RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RFS.1.1 Demonstrate understanding of the organization and basic features of print. RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4a Read on-level text with purpose and understanding. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Speaking & Listening: SL.1.1 Participate in collaborative conversations about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Language: L.1.1a Print all upper- and lowercase letters. 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., I named my hamster Nibblet because she nibbles too much because she likes that). (Be sure to include small-group instruction on your lesson plan.) Instructional Strategies Unit R Week 1 (Day 1-4) Sam (Volume 1) Reading: Concept Talk What is at home around us? Create concept map. Oral Vocabulary furniture, tidy, unwind, cozy, middle, straw, yarn Print Awareness letter sequence Phonemic Awareness isolate initial, medial and final phonemes, segment and blend phonemes Phonics consonants /m/ /s/ /t/ and vowel // Phonological Awareness blend onsets and rimes High Frequency Words a, green, I, see Vocabulary sort nouns Comprehension character, main idea, genre - fiction Writing: nouns in sentences sentences Speaking & Listening: listen attentively speaking when recognized participate in discussion Language: Conventions Daily Fix-It

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nouns for people, things, and animals; nouns in sentences

Handwriting

letters M, m, S, s, T, t, A, a; left-to-right progression; proper body position, proper paper position, proper pencil position

Resources Unit R Week 1 (Day 1-4) Sam (Volume 1) Reading Writing teacher edition p. 12j-35e teacher edition p. 12j-35e student edition p. 12-27 student edition p. 30-31 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Assessment See weekly assessment.

Speaking & Listening

Language teacher edition p. 12j-35e student edition p. 30-31 Grammar Jammer Daily Fix-It

Week of Sept. 2 nd Sept. 2 CCSS

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- Sept. 6

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Labor Day (Holiday) Instructional Strategies Labor Day (Holiday) Resources Labor Day (Holiday) Assessment Labor Day (Holiday)

Sept. 3 - Sept. 6 CCSS

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Unit R Week 1 (Day 1-4) Sam (Volume 1) RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.1 Ask and answer question ns about key details in a text. SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). L.1.1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop.). L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. Reading: RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RFS.1.1 Demonstrate understanding of the organization and basic features of print. RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4a Read on-level text with purpose and understanding. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Speaking & Listening: SL.1.1 Participate in collaborative conversations about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Language: L.1.1a Print all upper- and lowercase letters. 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., I named my hamster Nibblet because she nibbles too much because she likes that). (Be sure to include small-group instruction on your lesson plan.) Instructional Strategies Unit R Week 1 (Day 1-4) Sam (Volume 1) Reading: Concept Talk What is at home around us? Create concept map. Oral Vocabulary furniture, tidy, unwind, cozy, middle, straw, yarn Print Awareness letter sequence Phonemic Awareness isolate initial, medial and final phonemes, segment and blend phonemes Phonics consonants /m/ /s/ /t/ and vowel // Phonological Awareness blend onsets and rimes High Frequency Words a, green, I, see Vocabulary sort nouns Comprehension character, main idea, genre - fiction Writing: nouns in sentences sentences Speaking & Listening: listen attentively speaking when recognized participate in discussion Language: Conventions Daily Fix-It Handwriting Resources

nouns for people, things, and animals; nouns in sentences letters M, m, S, s, T, t, A, a; left-to-right progression; proper body position, proper paper position, proper pencil position

Unit R Week 1 (Day 1-4) Sam (Volume 1) Reading Writing teacher edition p. 12j-35e teacher edition p. 12j-35e student edition p. 12-27 student edition p. 30-31 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Assessment See weekly assessment.

Speaking & Listening

Language teacher edition p. 12j-35e student edition p. 30-31 Grammar Jammer Daily Fix-It

Week of Sept. 9 - Sept. 13 th th Sept.9 - Sept. 13 CCSS

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Unit R Week 1 (Day 5) Sam (Volume 1) RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.1 Ask and answer question ns about key details in a text. SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). L.1.1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop.). L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. Reading: RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RFS.1.1 Demonstrate understanding of the organization and basic features of print. RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4a Read on-level text with purpose and understanding. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Speaking & Listening: SL.1.1 Participate in collaborative conversations about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Language: L.1.1a Print all upper- and lowercase letters. 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., I named my hamster Nibblet because she nibbles too much because she likes that). Unit R Week 2 (Day 1-3) Snap (Volume 1) RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). L.1.1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop.). Reading: RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RI.1.7 Use the illustrations and details in a text to describe its key ideas. RFS.1.1 Demonstrate understanding of the organization and basic features of print. RFS.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RFS.1.3b Decode regularly spelled one-syllable words. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4a Read on-level text with purpose and understanding. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Speaking & Listening: SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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. Language:

L.1.1a Print all upper- and lowercase letters. L.1.5b Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that). (Be sure to include small-group instruction on your lesson plan.) Instructional Strategies Unit R Week 1 (Day 5) Sam (Volume 1) Reading: Concept Talk What is at home around us? Create concept map. Oral Vocabulary furniture, tidy, unwind, cozy, middle, straw, yarn Print Awareness letter sequence Phonemic Awareness isolate initial, medial and final phonemes, segment and blend phonemes Phonics consonants /m/ /s/ /t/ and vowel // Phonological Awareness blend onsets and rimes High Frequency Words a, green, I, see Vocabulary sort nouns Comprehension character, main idea, genre - fiction Writing: nouns in sentences sentences Speaking & Listening: listen attentively speaking when recognized participate in discussion Language: Conventions Daily Fix-It Handwriting

nouns for people, things, and animals; nouns in sentences letters M, m, S, s, T, t, A, a; left-to-right progression; proper body position, proper paper position, proper pencil position

Unit R Week 2 (Day 1-3) Snap! (Volume 1) Reading: Concept Talk Who is in our family? Create concept map. Oral Vocabulary adult, childhood, depend, portrait, gallery, entertain, scurry Print Awareness how to read, identify information Phonemic Awareness match initial and final phonemes, segment and blend phonemes Phonics consonants /k/ /p/ /n/ Phonological Awareness rhyming words, count phonemes High Frequency Words like, one, the, we Vocabulary descriptive words Comprehension setting, genre realistic fiction Writing: nouns in sentences Speaking & Listening: share ideas follow instructions Language: Conventions Daily Fix-It Handwriting

nouns for places and nouns in sentences letters C, c, P, p, N, n; left-to-right progression; letter size

(Be sure to include small-group instruction on your lesson plan.) Resources

Unit R Week 1 (Day 5) Sam (Volume 1) Reading Writing teacher edition p. 12j-35e teacher edition p. 12j-35e student edition p. 12-27 student edition p. 30-31 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Unit R Week 2 (Day 1-3) Snap! (Volume 1) Reading Writing teacher edition p. 36j-61e teacher edition p. 36j-61e student edition p. 36-53 student edition p. 56-57 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Assessment See weekly assessment.

Speaking & Listening

Language teacher edition p. 12j-35e student edition p. 30-31 Grammar Jammer Daily Fix-It

Speaking & Listening

Language teacher edition p. 36j-61e student edition p. 56-57 Grammar Jammer Daily Fix-It

Week of Sept. 16 - Sept. 20 th th Sept. 16 - Sept. 20 CCSS

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Unit R Week 2 (Day 4-5) Snap (Volume 1) RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). L.1.1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop.). Reading: RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RI.1.7 Use the illustrations and details in a text to describe its key ideas. RFS.1.1 Demonstrate understanding of the organization and basic features of print. RFS.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RFS.1.3b Decode regularly spelled one-syllable words. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4a Read on-level text with purpose and understanding. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Speaking & Listening: SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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. Language: L.1.1a Print all upper- and lowercase letters. L.1.5b Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that). Unit R Week 3 (Day 1-2) Tip and Tam (Volume 1) RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.3b Decode regularly spelled one-syllable words. RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). L.1.1e 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). Reading: 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.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RI.1.7 Use the illustrations and details in a text to describe its key ideas. RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. RFS.1.1 Demonstrate understanding of the organization and basic features of print. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4a Read on-level text with purpose and understanding.

RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Speaking & Listening: SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.1.6 Produce complete sentences when appropriate to task and situation. Language: L.1.1a Print all upper- and lowercase letters. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. 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., I named my hamster Nibblet because she nibbles too much because she likes that). (Be sure to include small-group instruction on your lesson plan.) Instructional Strategies Unit R Week 2 (Day 4-5) Snap! (Volume 1) Reading: Concept Talk Who is in our family? Create concept map. Oral Vocabulary adult, childhood, depend, portrait, gallery, entertain, scurry Print Awareness how to read, identify information Phonemic Awareness match initial and final phonemes, segment and blend phonemes Phonics consonants /k/ /p/ /n/ Phonological Awareness rhyming words, count phonemes High Frequency Words like, one, the, we Vocabulary descriptive words Comprehension setting, genre realistic fiction Writing: nouns in sentences Speaking & Listening: share ideas follow instructions Language: Conventions Daily Fix-It Handwriting

nouns for places and nouns in sentences letters C, c, P, p, N, n; left-to-right progression; letter size

Unit R Week 3 (Day 1-2) Tip and Tam (Volume 1) Reading: Concept Talk What is outside our door? Create concept map. Oral Vocabulary active, lawn, pavement, newspaper, puddle, banner, overflowing, patio Print Awareness identify information, sequence letters Phonemic Awareness isolate initial, medial, and final phonemes; segment and blend phonemes Phonics consonants /f/ /b/ /g/ and vowel // Phonological Awareness identify syllables, count phonemes High Frequency Words do, look, was, yellow, you Vocabulary sort nouns and verbs Comprehension plot, genre fiction and nonfiction Writing: verbs in sentences Speaking & Listening: share ideas restate instructions Language:

Conventions Daily Fix-It Handwriting

verbs letters F, f, B, b, G, g, I, i; Proper letter size, Proper body/paper position; selfevaluation

Resources Unit R Week 2 (Day 4-5) Snap! (Volume 1) Reading Writing teacher edition p. 36j-61e teacher edition p. 36j-61e student edition p. 36-53 student edition p. 56-57 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Unit R Week 3 (Day 1-2) Tip and Tam (Volume 1) Reading Writing teacher edition p. 62j-87e teacher edition p. 62j-87e student edition p. 62-79 student edition p. 82-83 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Assessment See weekly assessments.

Speaking & Listening

Language teacher edition p. 36j-61e student edition p. 56-57 Grammar Jammer Daily Fix-It

Speaking & Listening

Language teacher edition p. 62j-87e student edition p. 82-83 Grammar Jammer Daily Fix-It

Week of Sept. 23 - Sept. 27 rd th Sept. 23 - Sept. 27 CCSS

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Unit R Week 3 (Day 3-5) ) Tip and Tam (Volume 1) RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.3b Decode regularly spelled one-syllable words. RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). L.1.1e 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). Reading: 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.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RI.1.7 Use the illustrations and details in a text to describe its key ideas. RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. RFS.1.1 Demonstrate understanding of the organization and basic features of print. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4a Read on-level text with purpose and understanding. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Speaking & Listening: SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.1.6 Produce complete sentences when appropriate to task and situation. Language: L.1.1a Print all upper- and lowercase letters. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. 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., I named my hamster Nibblet because she nibbles too much because she likes that). Unit R Week 4 (Day 1) The Big Top (Volume 2) RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. 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.1.1 Ask and answer questions about key details in a text. SL.1.1 Participate in collaborative conversations about grade 1topics and texts with peers and adults in small and larger groups. SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally through other media. L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.2b Use end punctuation for sentences. Reading: RL.1.3 Describe characters, settings, and major events in a story using key details. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

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. RFS.1.1 Demonstrate understanding of the organization and basic features of print. RFS.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RFS.1.3b Decode regularly spelled one-syllable words. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4a Read on-level text with purpose and understanding. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Language: L.1.1a Print all upper- and lowercase letters. L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). 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., I named by hamster Nibblet because she nibbles too much because she likes that). (Be sure to include small-group instruction on your lesson plan.) Instructional Strategies Unit R Week 3 (Day 3-5) Tip and Tam (Volume 1) Reading: Concept Talk What is outside our door? Create concept map. Oral Vocabulary active, lawn, pavement, newspaper, puddle, banner, overflowing, patio Print Awareness identify information, sequence letters Phonemic Awareness isolate initial, medial, and final phonemes; segment and blend phonemes Phonics consonants /f/ /b/ /g/ and vowel // Phonological Awareness identify syllables, count phonemes High Frequency Words do, look, was, yellow, you Vocabulary sort nouns and verbs Comprehension plot, genre fiction and nonfiction Writing: verbs in sentences Speaking & Listening: share ideas restate instructions Language: Conventions Daily Fix-It Handwriting

verbs letters F, f, B, b, G, g, I, i; Proper letter size, Proper body/paper position; selfevaluation

Unit R Week 4 (Day 1) The Big Top (Volume 2) Reading: Concept Talk What can we do with our neighborhood friends? Create concept map. Oral Vocabulary amusing, introduce, neighbor, corner, trouble, deliver, porch, squirrel Print Awareness identify information, sequence letters Phonemic Awareness match initial, medial, and final phonemes; segment and blend phonemes Phonics consonants /d/ /l/ /h/ and vowel // Phonological Awareness rhyming words, blend onsets and rimes High Frequency Words are, have, that, they, two Vocabulary sort descriptive words Comprehension realism and fantasy; genre realistic fiction Writing: simple sentences

Speaking & Listening: share information give directions Language: Conventions Daily Fix-It Handwriting

simple sentneces letters D, d, L, l, H, h, O, o; Proper letter size, proper body/paper position, selfevaluation

Resources Unit R Week 3 (Day 3-5) Tip and Tam (Volume 1) Reading Writing teacher edition p. 62j-87e teacher edition p. 62j-87e student edition p. 62-79 student edition p. 82-83 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Unit R Week 4 (Day 1) The Big Top (Volume 2) Reading Writing teacher edition p. 88j-113e teacher edition p. 88j-113e student edition p. 88-107 student edition p. 108-109 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Assessment See weekly assessments.

Speaking & Listening

Language teacher edition p. 62j-87e student edition p. 82-83 Grammar Jammer Daily Fix-It

Speaking & Listening

Language teacher edition p. 88j-113e student edition p. 108-109 Grammar Jammer Daily Fix-It

Week of Sept. 30 - Oct. 4

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Sept. 30 Oct. 4 CCSS Unit R Week 4 (Day 2-5) The Big Top (Volume 2) RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. 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.1.1 Ask and answer questions about key details in a text. SL.1.1 Participate in collaborative conversations about grade 1topics and texts with peers and adults in small and larger groups. SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally through other media. L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.2b Use end punctuation for sentences. Reading: RL.1.3 Describe characters, settings, and major events in a story using key details. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. 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. RFS.1.1 Demonstrate understanding of the organization and basic features of print. RFS.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RFS.1.3b Decode regularly spelled one-syllable words. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4a Read on-level text with purpose and understanding. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Language: L.1.1a Print all upper- and lowercase letters. L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). 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., I named by hamster Nibblet because she nibbles too much because she likes that). (Be sure to include small-group instruction on your lesson plan). Instructional Strategies Unit R Week 4 (Day 2-5) The Big Top (Volume 2) Reading: Concept Talk What can we do with our neighborhood friends? Create concept map. Oral Vocabulary amusing, introduce, neighbor, corner, trouble, deliver, porch, squirrel Print Awareness identify information, sequence letters Phonemic Awareness match initial, medial, and final phonemes; segment and blend phonemes Phonics consonants /d/ /l/ /h/ and vowel // Phonological Awareness rhyming words, blend onsets and rimes High Frequency Words are, have, that, they, two Vocabulary sort descriptive words Comprehension realism and fantasy; genre realistic fiction Writing: simple sentences Speaking & Listening:

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share information give directions

Language: Conventions Daily Fix-It Handwriting

simple sentences letters D, d, L, l, H, h, O, o; Proper letter size, proper body/paper position, selfevaluation

Resources Unit R Week 4 (Day 2-5) The Big Top (Volume 2) Reading Writing teacher edition p. 88j-113e teacher edition p. 88j-113e student edition p. 88-107 student edition p. 108-109 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Assessment See weekly assessments.

Speaking & Listening

Language teacher edition p. 88j-113e student edition p. 108-109 Grammar Jammer Daily Fix-It

Week of Oct. 7 - Oct. 11 th th Oct. 7 - Oct. 11

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CCSS Unit R Week 5 (Day 1-5) School Day (Volume 2) RFS.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS.1.3b Decode regularly spelled one-syllable words. RL.1.3 Describe characters, settings, and major events in a story using key details. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. SL.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 through other media. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). L.1.1f Use frequently occurring adjectives. Reading: 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.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RI.1.7 Use the illustrations and details in a text to describe its key ideas. RFS.1.1 Demonstrate understanding of the organization and basic features of print. RFS.1.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4a Read on-level text with purpose and understanding. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Speaking & Listening: SL.1.1 Participate in collaborative conversations about grade 1topics and texts with peers and adults in small and larger groups. Language: L.1.1a Print all upper- and lowercase letters. L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. 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., I named by hamster Nibblet because she nibbles too much because she likes that). (Be sure to include small-group instruction on your lesson plan). Instructional Strategies Unit R Week 5 (Day 1-5) School Day (Volume 2) Reading: Concept Talk What is around us at school? Create concept map. Oral Vocabulary classmate, education, polite, principal, recess, science, applaud, complicated, success Print Awareness identify information, sequence letters Phonemic Awareness match initial, medial, and final phonemes; isolate initial phonemes; segment and blend phonemes Phonics consonants /r/ /w/ /j/ /k/ and vowel // Phonological Awareness rhyme words; identify syllables High Frequency Words he, is, three, to, with Vocabulary use descriptive words Comprehension plot; genre fiction and nonfiction Writing: sentences with adjectives Speaking & Listening: ask questions

follow directions restate directions

Language: Conventions Daily Fix-It Handwriting

adjectives letters R, r, W, w, J, j, K, k, E, e; proper letter size; proper body/paper position; selfevaluation

Resources Unit R Week 5 (Day 1-5) School Day (Volume 2) Reading Writing teacher edition p. 114jteacher edition p. 114j139e 139e student edition p. 114-133 student edition p. 134-135 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Assessment See weekly assessments.
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Speaking & Listening

Language teacher edition p. 114j139e student edition p. 134-135 Grammar Jammer Daily Fix-It

Week of Oct. 14 - Oct. 18 th th Oct. 14 - Oct. 18 CCSS Unit R Week 6 (Day 1-4) Farmers Market (Volume 2) RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. 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. RFS.1.4a Read on-level text with purpose and understanding. SL.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 through other media. L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.2b Use end punctuation for sentences. L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Reading: RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RFS.1.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). RFS.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RFS.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Speaking & Listening: SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. SL.1.6 Produce complete sentences when appropriate to task and situation. Language:

L.1.1a Print all upper- and lowercase letters. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). (Be sure to include small-group instruction on your lesson plan.) Instructional Strategies Unit R Week 6 (Day 1-4) Farmers Market (Volume 2) Reading: Concept Talk What can we see around our neighborhood? Create concept map. Oral Vocabulary bargain, browse, bustling, library, fact, cost, customer, scale Print Awareness sentence features Phonemic Awareness match initial, medial, and final phonemes; segment and blend phonemes Phonics consonants /v/ /y/ /z/ /kw/ and vowel // Phonological Awareness identify syllables High Frequency Words for, go, here, me, where Vocabulary sort words, sort nouns Comprehension realism and fantasy; genre realistic fiction Writing: sentences with nouns, verbs and adjectives Speaking & Listening: ask questions retell stories relate an experience in sequence Language: Conventions Daily Fix-It Handwriting

sentences letters V, v, Y, y, Z, z, U, u, Q, q; Proper letter size; proper body/paper position; selfevaluation

Resources Unit R Week 6 (Day 1-4) Farmers Market (Volume 2) Reading Writing teacher edition p. 140jteacher edition p. 140j165e 165e student edition p. 140-159 student edition p. 160-161 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections

Speaking & Listening

Language teacher edition p. 140j165e student edition p. 160-161 Grammar Jammer Daily Fix-It

Assessment See weekly assessments.

Week of Oct. 21 - Oct. 25 st th Oct. 21 - Oct. 24

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CCSS Unit R Week 6 (Day 5) Farmers Market (Volume 2) RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. 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. RFS.1.4a Read on-level text with purpose and understanding. SL.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 through other media. L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.2b Use end punctuation for sentences. L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Reading: RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RFS.1.1a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). RFS.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RFS.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Speaking & Listening: SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. SL.1.6 Produce complete sentences when appropriate to task and situation. Language: L.1.1a Print all upper- and lowercase letters. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). Unit 1 Week 1 (Day 1-2) Sam, Come Back! (Volume 1) RFS.1.2a Distinguish long from short vowel sounds in spoken single-syllable words. RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RL.1.3 Describe characters, settings, and major events in a story using key details. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RFS.1.4 Read with sufficient accuracy and fluency to support comprehension. SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion. 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. W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.1.2b Use end punctuation for sentences. Reading: RL.1.9 Compare and contrast the adventures and experiences of characters in stories. RFS.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RFS1.3a Know the spelling-sound correspondences for common consonant digraphs. RFS.1.3b Decode regularly spelled one-syllable words.

RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. Writing: W.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). Speaking & Listening: SL.1.1 Participate in collaborative conversations about grade 1topics and texts with peers and adults in small and larger groups. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally through other media. Language: L.1.1a Print all upper- and lowercase letters. L.1.1b Use common, proper, and possessive nouns. L.1.2a Capitalize dates and names of people. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. L.1.4a Use sentence-level context as a clue to the meaning of a word or phrase. L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). 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., I named by hamster Nibblet because she nibbles too much because she likes that). (Be sure to include small-group instruction on your lesson plan.) Instructional Strategies Unit R Week 6 (Day 5) Farmers Market (Volume 2) Reading: Concept Talk What can we see around our neighborhood? Create concept map. Oral Vocabulary bargain, browse, bustling, library, fact, cost, customer, scale Print Awareness sentence features Phonemic Awareness match initial, medial, and final phonemes; segment and blend phonemes Phonics consonants /v/ /y/ /z/ /kw/ and vowel // Phonological Awareness identify syllables High Frequency Words for, go, here, me, where Vocabulary sort words, sort nouns Comprehension realism and fantasy; genre realistic fiction Writing: sentences with nouns, verbs and adjectives Speaking & Listening: ask questions retell stories relate an experience in sequence Language: Conventions Daily Fix-It Handwriting

sentences letters V, v, Y, y, Z, z, U, u, Q, q; Proper letter size; proper body/paper position; selfevaluation

Unit 1 Week 1 (Day 1-2) Sam, Come Back! (Volume 1) Reading: Concept Talk What do pets need? Create concept map. Oral Vocabulary needs, responsibility, shelter, cuddle, tickle, faithful, fetch, heel Phonemic Awareness distinguish /a/; segment and blend phonemes; segment and count phonemes

Phonics Phonological Awareness High Frequency Words Story Words Vocabulary Comprehension Fluency Writing: story writing using strong verbs writing with voice revising strategy Speaking & Listening: ask questions

vowel //; consonant pattern ck generate rhyming words come, in, my, on, way Jack, Sam words for location character; setting; genre realistic fiction accuracy and appropriate rate

Language: Conventions Daily Fix-It sentences Handwriting Letter A, a; letter size Resources Unit R Week 6 (Day 5) Farmers Market (Volume 2) Reading Writing teacher edition p. 140jteacher edition p. 140j165e 165e student edition p. 140-159 student edition p. 160-161 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Unit 1 Week 1 (Day 1-2) Sam, Come Back! (Volume 1) Reading Writing teacher edition p. 12j-37k teacher edition p. 12j-37k student edition p. 12-35 student edition p. 12-35 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections

Speaking & Listening

Language teacher edition p. 140j165e student edition p. 160-161 Grammar Jammer Daily Fix-It

Speaking & Listening

Language teacher edition p. 12j-37k student edition p. 36-37 Grammar Jammer Daily Fix-It

Assessment See weekly assessments.

Oct. 25th CCSS

Professional Development/Workdays Instructional Strategies Professional Development/Workdays Resources Professional Development/Workdays Assessment Professional Development/Workdays Week of Oct. 28 - Nov. 1 th st Oct. 28 Nov. 1 CCSS Unit 1 Week 1 (Day 3-5) Sam, Come Back! (Volume 1) RFS.1.2a Distinguish long from short vowel sounds in spoken single-syllable words. RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RL.1.3 Describe characters, settings, and major events in a story using key details. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RFS.1.4 Read with sufficient accuracy and fluency to support comprehension. SL.1.1c Ask questions to clear up any confusion about the topics and texts under discussion. 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. W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.1.2b Use end punctuation for sentences. Reading: RL.1.9 Compare and contrast the adventures and experiences of characters in stories. RFS.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RFS1.3a Know the spelling-sound correspondences for common consonant digraphs. RFS.1.3b Decode regularly spelled one-syllable words. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. Writing: W.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). Speaking & Listening: SL.1.1 Participate in collaborative conversations about grade 1topics and texts with peers and adults in small and larger groups. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally through other media. Language: L.1.1a Print all upper- and lowercase letters. L.1.1b Use common, proper, and possessive nouns. L.1.2a Capitalize dates and names of people. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. L.1.4a Use sentence-level context as a clue to the meaning of a word or phrase. L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
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L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). 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., I named by hamster Nibblet because she nibbles too much because she likes that). Unit 1 Week 2 (Day 1) Pig in a Wig (Volume 1) RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RFS.1.3a Know the spelling-sound correspondences for common consonant digraphs. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings\ SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 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. W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Reading: RL.1.1 Ask and answer questions about key details in a text. 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 the adventures and experiences of characters in stories. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RFS.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS.1.3b Decode regularly spelled one-syllable words. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4 Read with sufficient accuracy and fluency to support comprehension. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing: W.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). W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening: SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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. SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Language: L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1.1a Print all upper- and lowercase letters. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).

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). (Be sure to include small-group instruction on your lesson plan.) Instructional Strategies Unit 1 Week 1 (Day 3-5) Sam, Come Back! (Volume 1) Reading: Concept Talk What do pets need? Create concept map. Oral Vocabulary needs, responsibility, shelter, cuddle, tickle, faithful, fetch, heel Phonemic Awareness distinguish /a/; segment and blend phonemes; segment and count phonemes Phonics vowel //; consonant pattern ck Phonological Awareness generate rhyming words High Frequency Words come, in, my, on, way Story Words Jack, Sam Vocabulary words for location Comprehension character; setting; genre realistic fiction Fluency accuracy and appropriate rate Writing: story writing using strong verbs writing with voice revising strategy Speaking & Listening: ask questions Language: Conventions Daily Fix-It Handwriting

sentences Letter A, a; letter size

Unit 1 Week 2 (Day 1) Pig in a Wig (Volume 1) Reading: Concept Talk Who helps animals? Create concept map. Oral Vocabulary career, service, tool, scrub, sloppy, exercise, comfort, search Phonemic Awareness distinguish /i/; segment and blend phonemes; segment and count phonemes Phonics vowel //; consonant /ks/; short // spelled a; consonant digraph -ck Phonological Awareness generate rhyming words High Frequency Words she, take, up, what Story Words play Vocabulary alphabetize Comprehension plot; animal fantasy; realism and fantasy Fluency accuracy Writing: fantasy story use imagination conventions revising strategy Speaking & Listening: share information and ideas Language: Conventions Daily Fix-It subjects Handwriting letters I,i, X, x; letter spacing Resources Unit 1 Week 1 (Day 3-5) Sam, Come Back! (Volume 1) Reading Writing Speaking & Listening

Language

teacher edition p. 12j-37k student edition p. 12-35 sing with me/animations concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections

teacher edition p. 12j-37k student edition p. 12-35 Grammar Jammer

teacher edition p. 12j-37k student edition p. 36-37 Grammar Jammer Daily Fix-It

Unit 1 Week 2 (Day 1) Pig in a Wig (Volume 1) Reading Writing teacher edition p. 38j-65k teacher edition p. 38j-65k student edition p. 38-63 student edition p. 64-65 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Assessment See weekly assessments.

Speaking & Listening

Language teacher edition p. 38j-65k student edition p. 64-65 Grammar Jammer Daily Fix-It

Week of Nov. 4 - Nov. 8 th th Nov. 4 - Nov. 8

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CCSS Unit 1 Week 2 (Day 2-5) Pig in a Wig (Volume 1) RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RFS.1.3a Know the spelling-sound correspondences for common consonant digraphs. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings\ SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 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. W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Reading: RL.1.1 Ask and answer questions about key details in a text. 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 the adventures and experiences of characters in stories. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RFS.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS.1.3b Decode regularly spelled one-syllable words. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4 Read with sufficient accuracy and fluency to support comprehension. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing: W.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). W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening: SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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. SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Language: L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1.1a Print all upper- and lowercase letters. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). 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). (Be sure to include small-group instruction on your lesson plan.)

Instructional Strategies Unit 1 Week 2 (Day 2-5) Pig in a Wig (Volume 1) Reading: Concept Talk Who helps animals? Create concept map. Oral Vocabulary career, service, tool, scrub, sloppy, exercise, comfort, search Phonemic Awareness distinguish /i/; segment and blend phonemes; segment and count phonemes Phonics vowel //; consonant /ks/; short // spelled a; consonant digraph -ck Phonological Awareness generate rhyming words High Frequency Words she, take, up, what Story Words play Vocabulary alphabetize Comprehension plot; animal fantasy; realism and fantasy Fluency accuracy Writing: fantasy story use imagination conventions revising strategy Speaking & Listening: share information and ideas Language: Conventions Daily Fix-It subjects Handwriting letters I,i, X, x; letter spacing Resources Unit 1 Week 2 (Day 2-5) Pig in a Wig (Volume 1) Reading Writing Speaking & Listening teacher edition p. 38j-65k teacher edition p. 38j-65k student edition p. 38-63 student edition p. 64-65 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Assessment See weekly assessments.

Language teacher edition p. 38j-65k student edition p. 64-65 Grammar Jammer Daily Fix-It

Week of Nov. 11 - Nov. 15 th th Nov 11 . - Nov. 15 CCSS

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Unit 1 Week 3 (Day 1-5) The Big Blue Ox (Volume 1) RFS.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS.1.3b Decode regularly spelled one-syllable words. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. RFS.1.4 Read with sufficient accuracy and fluency to support comprehension. SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. 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. Reading: 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.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RI.1.7 Use the illustrations and details in a text to describe its key ideas. RFS.1.3f Read words with inflectional endings. RFS.1.3.g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4a Read on-level text with purpose and understanding. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. Writing: W.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). W.1 8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Language: L.1.1a Print all upper- and lowercase letters. L.1.1b Use common, proper, and possessive nouns. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). (Be sure to include small-group instruction on your lesson plan.) Instructional Strategies Unit 1 Week 3 (Day 1-5) The Big Blue Ox (Volume 1) Reading: Concept Talk How do animals help people? Create concept map. Oral Vocabulary past, present, produce, transportation, danger, serve, snuggle, enormous, powerful Phonemic Awareness distinguish /o/; segment and blend phonemes; segment and count phonemes Phonics vowel //; plural s; consonant s /z/; short // spelled i Phonological Awareness generate rhyming words High Frequency Words blue, from, get, help, little, use Story Words town Vocabulary synonyms Comprehension character and setting; genre- animal fantasy

Fluency Writing: short poem sensory details sentences revising strategy Speaking & Listening: give introductions

rate

Language: Conventions Daily Fix-It predicates Handwriting letters O, o; left-to-right progression Resources Unit 1 Week 3 (Day 1-5) The Big Blue Ox (Volume 1) Reading Writing Speaking & Listening teacher edition p. 66j-93k teacher edition p. 66j-93k student edition p. 66-91 student edition p. 92-93 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Assessment See weekly assessments.

Language teacher edition p. 66j-93k student edition p. 92-93 Grammar Jammer Daily Fix-It

Week of Nov. 18 - Nov. 22 th nd Nov. 18 - Nov. 22 CCSS

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Unit 1 Week 4 (Day 1-4) A Fox and a Kit (Volume 2) RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.3f Read words with inflectional endings. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RI.1.2 Identify the main topic and retell key details of a text. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. SL.1.1b Build on others talk in conversations by responding to the comments of others through multiple exchanges. 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. L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.2b Use end punctuation for sentences. Reading: RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RI.1.1 Ask and answer questions about key details in a text. RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. RI.1.7 Use the illustrations and details in a text to describe its key ideas. RFS.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4 Read with sufficient accuracy and fluency to support comprehension. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing: 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. W.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). W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening: SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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. Language: L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1.1a Print all upper- and lowercase letters. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. 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). (Be sure to include small-group instruction on your lesson plan.) Instructional Strategies Unit 1 Week 4 (Day 1-4) A Fox and a Kit (Volume 2) Reading: Concept Talk How do wild animals take care of their babies? Create concept map. Oral Vocabulary observe, parent, wild, canopy, screech, million, reserve, native Phonemic Awareness segment and blend phonemes Phonics inflected ending s; inflected ending ing; short // spelled o; -s plurals Phonological Awareness count syllables; segment and blend onset and rime High Frequency Words eat, five, four, her, this, too Story Words dinner, watch, animals

Vocabulary Comprehension Fluency Writing: personal narrative writing interesting details writing with voice revising strategy

alphabetize main idea and details; genre literary nonfiction accuracy and rate

Speaking & Listening: share information and ideas Language: Conventions Daily Fix-It declarative sentences Handwriting letters N, n, G, g; letter slant Resources Unit 1 Week 4 (Day 1-4) A Fox and a Kit (Volume 2) Reading Writing Speaking & Listening teacher edition p. 94j-119k teacher edition p. 94j-119k student edition p. 94-117 student edition p. 118-119 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections

Language teacher edition p. 94j-119k student edition p. 118-119 Grammar Jammer Daily Fix-It

Assessment See weekly assessments.

Week of Nov. 25 - Nov. 29

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Nov. 25 - Nov. 26 CCSS Unit 1 Week 4 (Day 5) A Fox and a Kit (Volume 2) RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.3f Read words with inflectional endings. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RI.1.2 Identify the main topic and retell key details of a text. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. SL.1.1b Build on others talk in conversations by responding to the comments of others through multiple exchanges. 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. L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. L.1.2b Use end punctuation for sentences. Reading: RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RI.1.1 Ask and answer questions about key details in a text. RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. RI.1.7 Use the illustrations and details in a text to describe its key ideas. RFS.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4 Read with sufficient accuracy and fluency to support comprehension. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing: 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. W.1.7 Participate in shared research and writing projects (e.g., explore a numbe r of how-to books on a given topic and use them to write a sequence of instructions). W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening: SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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. Language: L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1.1a Print all upper- and lowercase letters. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. 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). (Be sure to include small-group instruction on your lesson plan.) Instructional Strategies Unit 1 Week 4 (Day 5) A Fox and a Kit (Volume 2) Reading: Concept Talk How do wild animals take care of their babies? Create concept map. Oral Vocabulary observe, parent, wild, canopy, screech, million, reserve, native Phonemic Awareness segment and blend phonemes Phonics inflected ending s; inflected ending ing; short // spelled o; -s plurals Phonological Awareness count syllables; segment and blend onset and rime

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High Frequency Words Story Words Vocabulary Comprehension Fluency Writing: personal narrative writing interesting details writing with voice revising strategy

eat, five, four, her, this, too dinner, watch, animals alphabetize main idea and details; genre literary nonfiction accuracy and rate

Speaking & Listening: share information and ideas Language: Conventions Daily Fix-It Handwriting

declarative sentences letters N, n, G, g; letter slant

Resources Unit 1 Week 4 (Day 5) A Fox and a Kit (Volume 2) Reading Writing teacher edition p. 94j-119k teacher edition p. 94j-119k student edition p. 94-117 student edition p. 118-119 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Assessment See weekly assessments.

Speaking & Listening

Language teacher edition p. 94j-119k student edition p. 118-119 Grammar Jammer Daily Fix-It

Nov. 27 - Nov. 29 CCSS

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Thanksgiving (Holiday) Instructional Strategies Thanksgiving (Holiday) Resources Thanksgiving (Holiday) Assessment Thanksgiving (Holiday)

Week of Dec. 2 - Dec. 6 nd th Dec.2 - Dec. 6

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CCSS Unit 1 Week 5 (Day 1-5) Get the Egg (Volume 2) RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RL.1.1 Ask and answer questions about key details in a text. RI.1.2 Identify the main topic and retell key details of a text. RL.1.3 Describe characters, settings, and major events in a story, using key details. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. 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. W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. Reading: RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. RFS.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RFS.1.3b Decode regularly spelled one-syllable words. RFS.1.3f Read words with inflectional endings. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4 Read with sufficient accuracy and fluency to support comprehension. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing: W.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). W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening: SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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. Language: L.1.1a Print all upper- and lowercase letters. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4a Use sentence-level context as a clue to the meaning of a word or phrase. L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). 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). (Be sure to include small-group instruction on your lesson plan.) Instructional Strategies Unit 1 Week 5 (Day 1-5) Get the Egg (Volume 2) Reading: Concept Talk Which wild animals live in our neighborhood? Create concept map. Oral Vocabulary habitat, hatch, survive, chirp, croak, moist Phonemic Awareness distinguish /e/; segment and blend phonemes; segment and blend onset and rime

Phonics Phonological Awareness High Frequency Words Story Words Vocabulary Comprehension Fluency Writing: realistic story organization time-order words revising strategy Speaking & Listening: give descriptions

short //; initial consonant blends; inflected endings s and ing generate rhyming words saw, small, tree, your bird sort words main idea and details; sensory details; how-to article appropriate phrasing

Language: Conventions Daily Fix-It questions Handwriting letters E, e; letter size Resources Unit 1 Week 5 (Day 1-5) Get the Egg (Volume 2) Reading Writing teacher edition p. 120jteacher edition p. 120j145k 145k student edition p. 120-143 student edition p. 144-145 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Assessment See weekly assessments.

Speaking & Listening

Language teacher edition p. 120j145k student edition p. 144-145 Grammar Jammer Daily Fix-It

Week of Dec. 9 - Dec. 13 th th Dec.9 - Dec. 13

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CCSS Unit 1 Week 6 (Day 1-5) Animal Park (Volume 2) RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RI.1.8 Identify the reasons an author gives to support points in a text. RI.1.7 Use the illustrations and details in a text to describe its key ideas. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. SL.1.1b Build on others talk in conversations by resp onding to the comments of others through multiple exchanges. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. Reading: RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. 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.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RI.1.1 Ask and answer questions about key details in a text. RI.1.2 Identify the main topic and retell key details of 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. RFS.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RFS.1.3b Decode regularly spelled one-syllable words. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing: W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening: SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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. Language: L.1.1a Print all upper- and lowercase letters. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). 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). (Be sure to include small-group instruction on your lesson plan.) Instructional Strategies Unit 1 Week 6 (Day 1-5) Animal Park (Volume 2) Reading: Concept Talk What can we learn about wild animals by watching them? Create concept map. Oral Vocabulary desert, forest, world, chatter, silent, snort, medicine, poisonous Phonemic Awareness distinguish /u/; segment and blend phonemes Phonics short //; final consonant blends; short // spelled e; initial consonant blends

Phonological Awareness High Frequency Words Story Words Vocabulary Comprehension Fluency Writing: brief composition write to a prompt evaluation Speaking & Listening: give directions Language: Conventions Daily Fix-It Handwriting

generate rhyming words; segment and blend onset and rime home, into, many, them park, zebras, hippos, elephants antonyms cause and effect; genre literary nonfiction appropriate phrasing

exclamatory sentences Letters U, u, Q, q; letter spacing

Resources Unit 1 Week 6 (Day 1-5) Animal Park (Volume 2) Reading Writing teacher edition p. 146jteacher edition p. 146j171k 171k student edition p. 146-169 student edition p. 170-171 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Assessment See weekly assessments.

Speaking & Listening

Language teacher edition p. 146j171k student edition p. 170-171 Grammar Jammer Daily Fix-It

Week of Dec. 16 - Dec. 20 th th Dec.16 - Dec. 20

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CCSS Unit 2 Week 1 (Day 1-4) A Big Fish for Max (Volume 1) RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.3a Know the spelling-sound correspondences for common consonant digraphs. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.1 Ask and answer questions about key details in a text. RFS.1.4 Read with sufficient accuracy and fluency to support comprehension. SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. L.1.1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). Reading: RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 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. 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). RFS.1.3b Decode regularly spelled one-syllable words. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing: W.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). Speaking & Listening: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Language: L.1.1a Print all upper- and lowercase letters. L.1.2a Capitalize dates and names of people. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). (Be sure to include small-group instruction on your lesson plan.) Instructional Strategies Unit 2 Week 1 (Day 1-4) A Big Fish for Max (Volume 1) Reading: Concept Talk What does a family do together? Create concept map. Oral Vocabulary chore, household, cooperation, rule, commute, subway, downtown, display Phonemic Awareness segment and blend phonemes; segment and blend words Phonics consonant digraphs /sh/ /th/; vowel sound in ball: a, al; short // spelled u; final consonant blends Phonological Awareness create words High Frequency Words catch, good, no, put, said, want Story Words Sam, Ruby, Grandma Vocabulary sort nouns Comprehension sequence; plot; text features Fluency accuracy and rate Writing:

friendly letter letter format organization revising strategy nouns

Speaking & Listening: relate an experience in sequence Language: Conventions Daily Fix-It Handwriting

common nouns letters S, s, H, h; letter size

Resources Unit 2 Week 1 (Day 1-4) A Big Fish for Max (Volume 1) Reading Writing Speaking & Listening teacher edition p. 12j-43k teacher edition p. 12j-43k student edition p. 12-41 student edition p. 42-43 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections

Language teacher edition p. 12j-43k student edition p. 42-43 Grammar Jammer Daily Fix-It

Assessment See weekly assessments. Week of Dec. 23 - Dec. 27 rd th Dec. 23 - Dec. 27 CCSS Instructional Strategies Winter Break Resources Winter Break Assessment Winter Break Week of Dec. 30 - Jan. 3 th rd Dec. 30 - Jan. 3 CCSS Instructional Strategies Winter Break Resources Winter Break Assessment Winter Break Week of Jan. 6 - Jan. 10
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Winter Break

Winter Break

Jan. 6 - Jan. 10 CCSS Unit 2 Week 1 (Day 5) A Big Fish for Max (Volume 1) RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.3a Know the spelling-sound correspondences for common consonant digraphs. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.1 Ask and answer questions about key details in a text. RFS.1.4 Read with sufficient accuracy and fluency to support comprehension. SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. L.1.1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). Reading: RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 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. 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). RFS.1.3b Decode regularly spelled one-syllable words. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing: W.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). Speaking & Listening: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Language: L.1.1a Print all upper- and lowercase letters. L.1.2a Capitalize dates and names of people. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). Unit 2 Week 2 (Day 1-4) The Farmer in the Hat (Volume 1) RFS.1.2a Distinguish long from short vowel sounds in spoken single-syllable words. RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS.1.3b Decode regularly spelled one-syllable words. RFS.1.3c Know final -e and common vowel team conventions for representing long vowel sounds. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.1 Ask and answer questions about key details in a text. RI.1.8 Identify the reasons an author gives to support points in a text. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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L.1.2a Capitalize dates and names of people. Reading: RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RI.1.1 Ask and answer questions about key details 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.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. RFS.1.3a Know the spelling-sound correspondences for common consonant digraphs. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing: 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. W.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). W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Language: L.1.1a Print all upper- and lowercase letters. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). (Be sure to include small-group instruction on your lesson plan.) Instructional Strategies Unit 2 Week 1 (Day 5) A Big Fish for Max (Volume 1) Reading: Concept Talk What does a family do together? Create concept map. Oral Vocabulary chore, household, cooperation, rule, commute, subway, downtown, display Phonemic Awareness segment and blend phonemes; segment and blend words Phonics consonant digraphs /sh/ /th/; vowel sound in ball: a, al; short // spelled u; final consonant blends Phonological Awareness create words High Frequency Words catch, good, no, put, said, want Story Words Sam, Ruby, Grandma Vocabulary sort nouns Comprehension sequence; plot; text features Fluency accuracy and rate Writing: friendly letter letter format organization revising strategy nouns Speaking & Listening: relate an experience in sequence

Language: Conventions Daily Fix-It Handwriting

common nouns letters S, s, H, h; letter size

Unit 2 Week 2 (Day 1-4) The Farmer in the Hat (Volume 1) Reading: Concept Talk How is a school a community? Oral Vocabulary group, respect, share, aquarium, borrow, lines, rehearsal, soothe Phonemic Awareness Distinguish between long // and / /; segment and blend phonemes Phonics Long //: a_e; consonants c /s/, g /j/; /sh/ spelled sh; /th/ spelled th; /FH/ spelled th; sound of a in ball Phonological Awareness generate rhyming words High Frequency Words be, could, horse, of, old, paper Story Words farmer, gerbil, squeak Vocabulary time and order words Comprehension cause and effect; text features Fluency appropriate phrasing Writing: brief composition sentence length revising strategy Speaking & Listening: share information and ideas Language: Conventions Daily Fix-It Handwriting

proper nouns letters P, p; letter spacing

Resources Unit 2 Week 1 (Day 5) A Big Fish for Max (Volume 1) Reading Writing teacher edition p. 12j-43k teacher edition p. 12j-43k student edition p. 12-41 student edition p. 42-43 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections

Speaking & Listening

Language teacher edition p. 12j-43k student edition p. 42-43 Grammar Jammer Daily Fix-It

Unit 2 Week 2 (Day 1-4) The Farmer in the Hat (Volume 1) Reading Writing Speaking & Listening teacher edition p. 44j-77k teacher edition p. 44j-77k student edition p. 44-75 student edition p. 76-77 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Assessment You should complete the following DIBELS measures for each student:

Language teacher edition p. 44j-77k student edition p. 76-77 Grammar Jammer Daily Fix-It

Phoneme Segmentation Fluency Nonsense Word Fluency Oral Reading Fluency Retell Fluency See weekly assessments. Week of Jan. 13 - Jan. 17 th th Jan. 13 - Jan. 14 CCSS Instructional Strategies Professional Development/Workday Resources Professional Development/Workday Assessment Professional Development/Workday Jan. 15 - Jan. 17 CCSS Unit 2 Week 2 (Day 5) The Farmer in the Hat (Volume 1) RFS.1.2a Distinguish long from short vowel sounds in spoken single-syllable words. RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS.1.3b Decode regularly spelled one-syllable words. RFS.1.3c Know final -e and common vowel team conventions for representing long vowel sounds. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. RL.1.1 Ask and answer questions about key details in a text. RI.1.8 Identify the reasons an author gives to support points in a text. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1.2a Capitalize dates and names of people. Reading: RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RI.1.1 Ask and answer questions about key details 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.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. RFS.1.3a Know the spelling-sound correspondences for common consonant digraphs. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing: 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. W.1.7 Participate in shared research and writing projects (e.g., explore a number of how-to books on a given topic and
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Professional Development/Workday

use them to write a sequence of instructions). W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Language: L.1.1a Print all upper- and lowercase letters. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). Unit 2 Week 3 (Day 1-2) Who Works Here? (Volume 1) RFS.1.2a Distinguish long from short vowel sounds in spoken single-syllable words. RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3a Know the spelling-sound correspondences for common consonant digraphs. RFS.1.3b Decode regularly spelled one-syllable words. RFS.1.3c Know final -e and common vowel team conventions for representing long vowel sounds. RI.1.8 Identify the reasons an author gives to support points in a text. RI.1.2 Identify the main topic and retell key details of a text. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1.2a Capitalize dates and names of people. Reading: RL.1.3 Describe characters, settings, and major events in a story, using key details. RI.1.1 Ask and answer questions about key details in a text. RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. RI.1.7 Use the illustrations and details in a text to describe its key ideas. RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4 Read with sufficient accuracy and fluency to support comprehension. RFS.1.4a Read on-level text with purpose and understanding. Writing: 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. W.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). Speaking & Listening: SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Language: L.1.1a Print all upper- and lowercase letters. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).

(Be sure to include small-group instruction on your lesson plan.) Instructional Strategies Unit 2 Week 2 (Day 5) The Farmer in the Hat (Volume 1) Reading: Concept Talk How is a school a community? Oral Vocabulary group, respect, share, aquarium, borrow, lines, rehearsal, soothe Phonemic Awareness Distinguish between long // and / /; segment and blend phonemes Phonics Long //: a_e; consonants c /s/, g /j/; /sh/ spelled sh; /th/ spelled th; /FH/ spelled th; sound of a in ball Phonological Awareness generate rhyming words High Frequency Words be, could, horse, of, old, paper Story Words farmer, gerbil, squeak Vocabulary time and order words Comprehension cause and effect; text features Fluency appropriate phrasing Writing: brief composition sentence length revising strategy Speaking & Listening: share information and ideas Language: Conventions Daily Fix-It Handwriting

proper nouns letters P, p; letter spacing

Unit 2 Week 3 (Day 1-2) Who Works Here? (Volume 1) Reading: Concept Talk Who works to make our community a nice place? Oral Vocabulary citizen, community, law, leader, branch, headquarters, patrol, earn Phonemic Awareness distinguish between long // and short //; segment and blend words Phonics long i: i_e; consonant digraphs wh, ch, tch, ph; long a: a_e; long a spelled a_e; c/s/; g/J/ Phonological Awareness create words High Frequency Words live, out, people, who, work Story Words busy, mail, neighborhood Vocabulary directional words Comprehension authors purpose Fluency appropriate phrasing Writing: explanation elaborating conventions revising strategy special titles Speaking & Listening: give announcements Language: Conventions Daily Fix-It Handwriting Winter Break Resources

special titles letters W, w; left to right progression

Unit 2 Week 2 (Day 5) The Farmer in the Hat (Volume 1) Reading Writing Speaking & Listening teacher edition p. 44j-77k teacher edition p. 44j-77k student edition p. 44-75 student edition p. 76-77 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Unit 2 Week 3 (Day 1-2) Who Works Here? (Volume 1) Reading Writing Speaking & Listening teacher edition p. 78j-103k teacher edition p. 78j-103k student edition p. 78-101 student edition p. 78-101 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Winter Break Assessment You should complete the following DIBELS measures for each student: Phoneme Segmentation Fluency Nonsense Word Fluency Oral Reading Fluency Retell Fluency See weekly assessments. Week of Jan. 20 - Jan. 24 th Jan. 20 CCSS Instructional Strategies Professional Development/Workday Resources Professional Development/Workday Assessment Professional Development/Workday
th th

Language teacher edition p. 44j-77k student edition p. 76-77 Grammar Jammer Daily Fix-It

Language teacher edition p. 78j-103k student edition p. 102-103 Grammar Jammer Daily Fix-It

Professional Development/Workday

Jan. 21 - Jan. 24 CCSS

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Unit 2 Week 3 (Day 3-5) Who Works Here? (Volume 1) RFS.1.2a Distinguish long from short vowel sounds in spoken single-syllable words. RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3a Know the spelling-sound correspondences for common consonant digraphs. RFS.1.3b Decode regularly spelled one-syllable words. RFS.1.3c Know final -e and common vowel team conventions for representing long vowel sounds. RI.1.8 Identify the reasons an author gives to support points in a text. RI.1.2 Identify the main topic and retell key details of a text. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1.2a Capitalize dates and names of people. Reading: RL.1.3 Describe characters, settings, and major events in a story, using key details. RI.1.1 Ask and answer questions about key details in a text. RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. RI.1.7 Use the illustrations and details in a text to describe its key ideas. RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4 Read with sufficient accuracy and fluency to support comprehension. RFS.1.4a Read on-level text with purpose and understanding. Writing: 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. W.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). Speaking & Listening: SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Language: L.1.1a Print all upper- and lowercase letters. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). Unit 2 Week 4 (Day 1) The Big Circle (Volume 2) RFS.1.2a Distinguish long from short vowel sounds in spoken single-syllable words. RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RL.1.3 Describe characters, settings, and major events in a story, using key details. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. RL.1.1 Ask and answer questions about key details in a text. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. 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. L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1.2a Capitalize dates and names of people. Reading: RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RI.1.2 Identify the main topic and retell key details of a text.

RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3b Decode regularly spelled one-syllable words. RFS.1.3c Know final -e and common vowel team conventions for representing long vowel sounds. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4 Read with sufficient accuracy and fluency to support comprehension. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing: 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. W.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). W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.1b Build on others talk in conversations by responding to the comments of others through multiple exchanges. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Language: L.1.1a Print all upper- and lowercase letters. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). (Be sure to include small-group instruction on your lesson plan.) Instructional Strategies Unit 2 Week 3 (Day 3-5) Who Works Here? (Volume 1) Reading: Concept Talk Who works to make our community a nice place? Oral Vocabulary citizen, community, law, leader, branch, headquarters, patrol, earn Phonemic Awareness distinguish between long // and short //; segment and blend words Phonics long i: i_e; consonant digraphs wh, ch, tch, ph; long a: a_e; long a spelled a_e; c/s/; g/J/ Phonological Awareness create words High Frequency Words live, out, people, who, work Story Words busy, mail, neighborhood Vocabulary directional words Comprehension authors purpose Fluency appropriate phrasing Writing: explanation elaborating conventions revising strategy special titles Speaking & Listening:

give announcements

Language: Conventions Daily Fix-It Handwriting

special titles letters W, w; left to right progression

Unit 2 Week 4 (Day 1) The Big Circle (Volume 2) Reading: Concept Talk How do animal communities work together to survive? Oral Vocabulary enemy, extinct, protect, crater, holler, swamp, bluff, boisterous Phonemic Awareness distinguish between long // and short //; segment and blend phonemes Phonics long o: o_e; long a, long i, and long o; contractions; digraphs with wh, ch, tch, and ph Phonological Awareness create words High Frequency Words down, inside, now, there, together Story Words baby, circle, herd, meat, triceratops Vocabulary sort words Comprehension sequence (informational text) Fluency accuracy and rate Writing: poem poem organization lines of verse revising strategy proper nouns Speaking & Listening: informal conversations Language: Conventions Daily Fix-It proper nouns: days, months, holidays Handwriting letters T, t; letter slant Resources Unit 2 Week 3 (Day 3-5) Who Works Here? (Volume 1) Reading Writing Speaking & Listening teacher edition p. 78j-103k teacher edition p. 78j-103k student edition p. 78-101 student edition p. 78-101 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Unit 2 Week 4 (Day 1) The Big Circle (Volume 2) Reading Writing teacher edition p. 104jteacher edition p. 104j137k 137k student edition p. student edition p. 104-135 136-137 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Assessment

Language teacher edition p. 78j-103k student edition p. 102-103 Grammar Jammer Daily Fix-It

Speaking & Listening

Language teacher edition p. 104j137k student edition p. 136-137 Grammar Jammer Daily Fix-It

You should complete the following DIBELS measures for each student: Phoneme Segmentation Fluency Nonsense Word Fluency Oral Reading Fluency Retell Fluency See weekly assessments. Week of Jan. 27 - Jan. 31 th st Jan. 27 - Jan. 31 CCSS Unit 2 Week 4 (Day 2-5) The Big Circle (Volume 2) RFS.1.2a Distinguish long from short vowel sounds in spoken single-syllable words. RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RL.1.3 Describe characters, settings, and major events in a story, using key details. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. RL.1.1 Ask and answer questions about key details in a text. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. 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. L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1.2a Capitalize dates and names of people. Reading: RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RI.1.2 Identify the main topic and retell key details of a text.
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RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3b Decode regularly spelled one-syllable words. RFS.1.3c Know final -e and common vowel team conventions for representing long vowel sounds. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4 Read with sufficient accuracy and fluency to support comprehension. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing: 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. W.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). W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.1b Build on others talk in conversations by responding to the comments of others through multiple exchanges. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Language: L.1.1a Print all upper- and lowercase letters. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). Unit 2 Week 5 (Day 1) Life in the Forest (Volume 2) RFS.1.2a Distinguish long from short vowel sounds in spoken single-syllable words. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RI.1.8 Identify the reasons an author gives to support points in a text. RI.1.7 Use the illustrations and details in a text to describe its key ideas. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). 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. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. L.1.1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). Reading: RI.1.1 Ask and answer questions about key details in a text. RI.1.2 Identify the main topic and retell key details of a text. RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases 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.1.10 With prompting and support, read informational texts appropriately complex for grade 1. RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3b Decode regularly spelled one-syllable words. RFS.1.3c Know final -e and common vowel team conventions for representing long vowel sounds. RFS.1.3f Read words with inflectional endings. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing: W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Language: L.1.1a Print all upper- and lowercase letters. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. L.1.4a Use sentence-level context as a clue to the meaning of a word or phrase. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). (Be sure to include small-group instruction on your lesson plan.)Winter Break Instructional Strategies Unit 2 Week 4 (Day 2-5) The Big Circle (Volume 2) Reading: Concept Talk How do animal communities work together to survive? Oral Vocabulary enemy, extinct, protect, crater, holler, swamp, bluff, boisterous Phonemic Awareness distinguish between long // and short //; segment and blend phonemes Phonics long o: o_e; long a, long i, and long o; contractions; digraphs with wh, ch, tch, and ph Phonological Awareness create words

High Frequency Words Story Words Vocabulary Comprehension Fluency Writing: poem poem organization lines of verse revising strategy proper nouns Speaking & Listening: informal conversations Language: Conventions Daily Fix-It Handwriting

down, inside, now, there, together baby, circle, herd, meat, triceratops sort words sequence (informational text) accuracy and rate

proper nouns: days, months, holidays letters T, t; letter slant

Unit 2 Week 5 (Day 1) Life in the Forest (Volume 2) Reading: Concept Talk How are plant and animal communities important to each other? Oral Vocabulary environment, require, thrive, inhale, slimy, sludge, capture, creature Phonemic Awareness distinguish between long // and short //; segment and blend phonemes Phonics long u: u_e; long e: e_e; inflected ending ed; long o: o_e; contractions nt, m, ll Phonological Awareness create words High Frequency Words around, find, food, grow, under, water Story Words bear, forest, hummingbird, leaves, squirrels, woodpecker Vocabulary context clues Comprehension authors purpose Fluency appropriate phrasing Writing: description description with descriptive words descriptive voice revising strategy nouns Speaking & Listening: share information and ideas Language: Conventions Daily Fix-It Handwriting

singular and plural nouns Letters D and d; letter size

Winter Break Resources Unit 2 Week 4 (Day 2-5) The Big Circle (Volume 2) Reading Writing teacher edition p. 104jteacher edition p. 104j137k 137k student edition p. student edition p. 104-135 136-137 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank

Speaking & Listening

Language teacher edition p. 104j137k student edition p. 136-137 Grammar Jammer Daily Fix-It

Envision It! Animations eSelections Unit 2 Week 5 (Day 1) Life in the Forest (Volume 2) Reading Writing Speaking & Listening teacher edition p. 138jteacher edition p. 138j169k 169k student edition p. 138-167 student edition p. 168-169 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Winter Break Assessment You should complete the following DIBELS measures for each student: Phoneme Segmentation Fluency Nonsense Word Fluency Oral Reading Fluency Retell Fluency See weekly assessments.

Language teacher edition p. 138j169k student edition p. 168-169 Grammar Jammer Daily Fix-It

Week of Feb. 3 7

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Feb. 3 - Feb. 7 CCSS Unit 2 Week 5 (Day 2-5) Life in the Forest (Volume 2) RFS.1.2a Distinguish long from short vowel sounds in spoken single-syllable words. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RI.1.8 Identify the reasons an author gives to support points in a text. RI.1.7 Use the illustrations and details in a text to describe its key ideas. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). 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. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. L.1.1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). Reading: RI.1.1 Ask and answer questions about key details in a text. RI.1.2 Identify the main topic and retell key details of a text. RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases 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.1.10 With prompting and support, read informational texts appropriately complex for grade 1. RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3b Decode regularly spelled one-syllable words. RFS.1.3c Know final -e and common vowel team conventions for representing long vowel sounds. RFS.1.3f Read words with inflectional endings. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing: W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Language: L.1.1a Print all upper- and lowercase letters. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. L.1.4a Use sentence-level context as a clue to the meaning of a word or phrase. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). Unit 2 Week 6 (Day 1) Honey Bees (Volume 2) RFS.1.2a Distinguish long from short vowel sounds in spoken single-syllable words. RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS.1.3c Know final -e and common vowel team conventions for representing long vowel sounds. RFS.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular

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words. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. RFS.1.4 Read with sufficient accuracy and fluency to support comprehension. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. L.1.1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). Reading: 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. RI.1.1 Ask and answer questions about key details in a text. RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. RFS.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RFS.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing: 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. W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Language: L.1.1a Print all upper- and lowercase letters. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). (Be sure to include small-group instruction on your lesson plan.)Winter Instructional Strategies Unit 2 Week 5 (Day 2-5) Life in the Forest (Volume 2) Reading: Concept Talk How are plant and animal communities important to each other? Oral Vocabulary environment, require, thrive, inhale, slimy, sludge, capture, creature Phonemic Awareness distinguish between long // and short //; segment and blend phonemes Phonics long u: u_e; long e: e_e; inflected ending ed; long o: o_e; contractions nt, m, ll Phonological Awareness create words High Frequency Words around, find, food, grow, under, water Story Words bear, forest, hummingbird, leaves, squirrels, woodpecker Vocabulary context clues Comprehension authors purpose Fluency appropriate phrasing Writing: description description with descriptive words descriptive voice revising strategy nouns

Speaking & Listening: share information and ideas Language: Conventions Daily Fix-It Handwriting

singular and plural nouns Letters D and d; letter size

Unit 2 Week 6 (Day 1) Honey Bees (Volume 2) Reading: Concept Talk How is an insect community like a community of people? Oral Vocabulary individual, industrious, special, creep, slither, romp, eagerly, wander Phonemic Awareness distinguish between long // and short // Phonics long e: e, ee; syllables VC/CV; long u: use; long e: e_e; inflected endings Phonological Awareness segment and blend words High Frequency Words also, family, new, other, some, their Story Words cold, flowers, honey, nectar, worker Vocabulary antonyms Comprehension compare and contrast (informational text) Fluency accuracy and rate Writing: expository paragraph write to a prompt Speaking & Listening: follow directions Language: Conventions Daily Fix-It Handwriting

nouns in sentences letters B, b; letter spacing

Resources Unit 2 Week 5 (Day 2-5) Life in the Forest (Volume 2) Reading Writing teacher edition p. 138jteacher edition p. 138j169k 169k student edition p. 138-167 student edition p. 168-169 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Unit 2 Week 6 (Day 1) Honey Bees (Volume 2) Reading Writing teacher edition p. 170jteacher edition p. 170j201k 201k student edition p. 170-199 student edition p. 200-201 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank

Speaking & Listening

Language teacher edition p. 138j169k student edition p. 168-169 Grammar Jammer Daily Fix-It

Speaking & Listening

Language teacher edition p. 170j201k student edition p. 200-201 Grammar Jammer Daily Fix-It

Envision It! Animations eSelections Assessment See weekly assessments.

Week of Feb. 10 - Feb. 14

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Feb. 10 - Feb. 14 CCSS Unit 2 Week 6 (Day 2-5) Honey Bees (Volume 2) RFS.1.2a Distinguish long from short vowel sounds in spoken single-syllable words. RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS.1.3c Know final -e and common vowel team conventions for representing long vowel sounds. RFS.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. RFS.1.4 Read with sufficient accuracy and fluency to support comprehension. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. L.1.1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). Reading: 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. RI.1.1 Ask and answer questions about key details in a text. RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. RFS.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RFS.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing: 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. W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Language: L.1.1a Print all upper- and lowercase letters. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). Unit 3 Week 1 (Day 1) A Place to Play (Volume 1) RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. RFS.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. RL.1.3 Describe characters, settings, and major events in a story, using key details. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. RL.1.1 Ask and answer questions about key details in a text. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

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SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. 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. L.1.1e 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). Reading: 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.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3c Know final -e and common vowel team conventions for representing long vowel sounds. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4 Read with sufficient accuracy and fluency to support comprehension. RFS.1.4a Read on-level text with purpose and understanding. Writing: 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. W.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). W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening: SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Language: L.1.1a Print all upper- and lowercase letters. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). (Be sure to include small-group instruction on your lesson plan.)Winter Break Instructional Strategies Unit 2 Week 6 (Day 2-5) Honey Bees (Volume 2) Reading: Concept Talk How is an insect community like a community of people? Oral Vocabulary individual, industrious, special, creep, slither, romp, eagerly, wander Phonemic Awareness distinguish between long // and short // Phonics long e: e, ee; syllables VC/CV; long u: u_e; long e: e_e; inflected endings Phonological Awareness segment and blend words High Frequency Words also, family, new, other, some, their Story Words cold, flowers, honey, nectar, worker Vocabulary antonyms Comprehension compare and contrast (informational text) Fluency accuracy and rate Writing: expository paragraph write to a prompt Speaking & Listening: follow directions

Language: Conventions Daily Fix-It Handwriting

nouns in sentences letters B, b; letter spacing

inter Unit 3 Week 1 (Day 1) A Place to Play (Volume 1) Reading: Concept Talk How do places change? Oral Vocabulary growth, population, public, shuffle, teeter, crooked, makeshift, spindly Phonemic Awareness segment and blend phonemes; add initial phonemes; add phonemes Phonics vowel sounds of y; syllable pattern CV; long e: e, ee; syllables VC/CV Phonological Awareness rhyming words High Frequency Words always, become, day, everything, nothing, stays, things Story Words art, boy, grew, tower, sunset Vocabulary antonyms Comprehension sequence (informational text); characters Fluency accuracy and appropriate rate Writing: realistic story realistic story organization sequence revising strategy using verbs Speaking & Listening: relate and experience in sequence Language: Conventions Daily Fix-It Handwriting

action verbs letters Y, y; letter spacing

Break Resources Unit 2 Week 6 (Day 2-5) Honey Bees (Volume 2) Reading Writing teacher edition p. 170jteacher edition p. 170j201k 201k student edition p. 170-199 student edition p. 200-201 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Wi Unit 3 Week 1 (Day 1) A Place to Play (Volume 1) Reading Writing teacher edition p. 12j-43k teacher edition p. 12j-43k student edition p. 12-41 student edition p. 42-43 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations

Speaking & Listening

Language teacher edition p. 170j201k student edition p. 200-201 Grammar Jammer Daily Fix-It

Speaking & Listening

Language teacher edition p. 12j-43k student edition p. 42-43 Grammar Jammer Daily Fix-It

eSelections Assessment See weekly assessments. ter Break Week of Feb. 17 - Feb. 21 Feb. 17 CCSS
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Professional Development/Workday Instructional Strategies Professional Development/Workday Resources Professional Development/Workday Assessment Professional Development/Workday Feb. 18 Feb. 21 CCSS Unit 3 Week 1 (Day 2-5) A Place to Play (Volume 1) RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS.1.3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. RFS.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. RL.1.3 Describe characters, settings, and major events in a story, using key details. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. RL.1.1 Ask and answer questions about key details in a text. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. 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. L.1.1e 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). Reading: 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.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3c Know final -e and common vowel team conventions for representing long vowel sounds. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4 Read with sufficient accuracy and fluency to support comprehension. RFS.1.4a Read on-level text with purpose and understanding. Writing: 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. W.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). W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening: SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
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SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. Language: L.1.1a Print all upper- and lowercase letters. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). (Be sure to include small-group instruction on your lesson plan.)Winter Instructional Strategies Unit 3 Week 1 (Day 2-5) A Place to Play (Volume 1) Reading: Concept Talk How do places change? Oral Vocabulary growth, population, public, shuffle, teeter, crooked, makeshift, spindly Phonemic Awareness segment and blend phonemes; add initial phonemes; add phonemes Phonics vowel sounds of y; syllable pattern CV; long e: e, ee; syllables VC/CV Phonological Awareness rhyming words High Frequency Words always, become, day, everything, nothing, stays, things Story Words art, boy, grew, tower, sunset Vocabulary antonyms Comprehension sequence (informational text); characters Fluency accuracy and appropriate rate Writing: realistic story realistic story organization sequence revising strategy using verbs Speaking & Listening: relate and experience in sequence Language: Conventions Daily Fix-It Handwriting

action verbs letters Y, y; letter spacing

Resources Unit 3 Week 1 (Day 2-5) A Place to Play (Volume 1) Reading Writing teacher edition p. 12j-43k teacher edition p. 12j-43k student edition p. 12-41 student edition p. 42-43 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Assessment See weekly assessments. Week of Feb. 24 - Feb. 28 th th Feb. 24 - Feb. 28
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Speaking & Listening

Language teacher edition p. 12j-43k student edition p. 42-43 Grammar Jammer Daily Fix-It

CCSS Unit 3 Week 2 (Day 1-5) Ruby in Her Own Time (Volume 1) RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.3b Decode regularly spelled one-syllable words. RFS.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RL.1.1 Ask and answer questions about key details in a text. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. L.1.1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). Reading: 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. RL.1.10 10. With prompting and support, read prose and poetry of appropriate complexity for grade 1. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4 Read with sufficient accuracy and fluency to support comprehension. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing: 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. W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening: SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 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. Language: L.1.1a Print all upper- and lowercase letters. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). 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). (Be sure to include small-group instruction on your lesson plan.)Winter Instructional Strategies Unit 3 Week 2 (Day 1-5) Ruby in Her Own Time (Volume 1) Reading: Concept Talk What do we learn as we grow and change? Oral Vocabulary attempt, event, time line, famous, flatter, correct, common, lovely Phonemic Awareness segment and blend phonemes; add phonemes; add final phonemes Phonics consonant patterns ng, nk; compound words; vowel sounds of y; syllable pattern CV Phonological Awareness segment and blend words

High Frequency Words Story Words Vocabulary Comprehension Fluency Writing: Comments about a story Including feelings Writing with voice Verbs that add -s

any, enough, ever, every, own, sure, were beautiful, father, feather, flew, howling, mother, night, precious synonyms compare and contrast (literature) appropriate phrasing

Speaking & Listening: Share information and ideas Language: Conventions Daily Fix-It Handwriting

verbs that add -s letters K, k; letter slant

Winter Break Resources Unit 3 Week 2 (Day 1-5) Ruby in Her Own Time (Volume 1) Reading Writing Speaking & Listening teacher edition p. 44j-83k teacher edition p. 44j-83k student edition p. 44-81 student edition p. 82-83 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Winter Break Assessment See weekly assessments. Winter Break

Language teacher edition p. 44j-83k student edition p. 82-83 Grammar Jammer Daily Fix-It

Week of Mar. 3 - Mar. 7

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Mar. 3 - Mar. 7 CCSS Unit 3 Week 3 (Day 1-5) The Class Pet (Volume 1) RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS.1.3f Read words with inflectional endings. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. L.1.1c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). Reading: RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. 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.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RI.1.1 Ask and answer questions about key details in a text. RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. RFS.1.3a Know the spelling-sound correspondences for common consonant digraphs. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4a Read on-level text with purpose and understanding. Writing: 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. W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Language: L.1.1a Print all upper- and lowercase letters. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4b Use frequently occurring affixes as a clue to the meaning of a word. L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). (Be sure to include small-group instruction on your lesson plan.)Winter Instructional Strategies Unit 3 Week 3 (Day 1-5) The Class Pet (Volume 1) Reading: Concept Talk What can we learn about animals as they grow and change? Oral Vocabulary features, mature, natural, swoop, tumble, crumple, nibble, nudges, wriggle Phonemic Awareness segment and blend phonemes; isolate medial and final phonemes; add phonemes; add final phonemes Phonics ending es; plural es; vowels: r-controlled or, ore; consonant patterns ng, -nk; compound words

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Phonological Awareness High Frequency Words Story Words Vocabulary Comprehension Fluency Writing: Writing summaries Write to a prompt Speaking & Listening: Give descriptions Language: Conventions Daily Fix-It Handwriting

segment and blend words away, car, friends, house, our, school, very brown, fur, mouse, teaches descriptive words fact and opinion appropriate phrasing

verbs that do not add -s letters R, r; letter size

Resources Unit 3 Week 3 (Day 1-5) The Class Pet (Volume 1) Reading Writing teacher edition p. 84j-117k teacher edition p. 84j-117k student edition p. 84-115 student edition p. 116-117 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Assessment See weekly assessments.

Speaking & Listening

Language teacher edition p. 84j-117k student edition p. 116-117 Grammar Jammer Daily Fix-It

Week of Mar. 10 - Mar. 14 th th Mar.10 - Mar. 14

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CCSS Unit 3 Week 4 (Day 1-5) Frog and Toad Together (Volume 2) RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3f Read words with inflectional endings. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RL.1.1 Ask and answer questions about key details in a text. RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. RFS.1.4.b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. L.1.1e 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). Reading: RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RI.1.1 Ask and answer questions about key details in a text. RI.1.2 Identify the main topic and retell key details of a text. RI.1.7 Use the illustrations and details in a text to describe its key ideas. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS.1.3e Decode two-syllable words following basic patterns by breaking the words into syllables. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4a Read on-level text with purpose and understanding. Writing: 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. W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening: SL.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 other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Language: L.1.1a Print all upper- and lowercase letters. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). (Be sure to include small-group instruction on your lesson plan.) Instructional Strategies Unit 3 Week 4 (Day 1-5) Frog and Toad Together (Volume 2) Reading: Concept Talk What changes happen in a garden? Oral Vocabulary gardener, nature, sprout, dim, shade, sprinkling, destroy, humongous Phonemic Awareness isolate medial and final phonemes; add phonemes Phonics adding endings; vowel: r-controlled ar; ending es and plural es; r-controlled or, ore Phonological Awareness generate rhyming words High Frequency Words afraid, again, few, how, read, soon Story Words ground, head, rain, shouted, shouting Vocabulary dictionary/glossary Comprehension authors purpose Fluency expression and intonation

Writing: Lists Sentences Tell characters actions Verbs for past and future Speaking & Listening: Poetry presentation Language: Conventions Daily Fix-It Handwriting

verbs for past and future letters C and c; letter spacing

Winter Break Resources Unit 3 Week 4 (Day 1-5) Frog and Toad Together (Volume 2) Reading Writing Speaking & Listening teacher edition p. 118jteacher edition p. 118j149k 149k student edition p. 118-147 student edition p. 148-149 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Winter Break Assessment See weekly assessments. Break

Language teacher edition p. 118j149k student edition p. 148-149 Grammar Jammer Daily Fix-It

Week of Mar. 17 - Mar. 21

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Mar. 17 - Mar. 21 CCSS Unit 3 Week 5 (Day 1-5) Im a Caterpillar (Volume 2) RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). 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. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. L.1.1e 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). Reading: 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. RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. RI.1.7 Use the illustrations and details in a text to describe its key ideas. RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4a Read on-level text with purpose and understanding. Writing: W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.6 Produce complete sentences when appropriate to task and situation. Language: L.1.1a Print all upper- and lowercase letters. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). (Be sure to include small-group instruction on your lesson plan.) Instructional Strategies Unit 3 Week 5 (Day 1-5) Im a Caterpillar (Volume 2) Reading: Concept Talk What changes can be seen in nature? Oral Vocabulary cycle, develop, insect, rearrange, flurries, emerge, fragile, vessel Phonemic Awareness isolate medial and final phonemes; add phonemes Phonics vowels: r-controlled er, ir, ur; contractions with s, ve, re Phonological Awareness generate rhyming words High Frequency Words done, know, push, visit, wait Story Words caterpillar, chrysalis, crawl, pupa, shiver Vocabulary dictionary/glossary Comprehension fact and opinion Fluency expression and intonation

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Writing: Captions and pictures Focus/ideas Details verbs Speaking & Listening: share information and ideas Language: Conventions Daily Fix-It verbs am, is, are, was, were Handwriting letters V, v; left to right progression Resources Unit 3 Week 5 (Day 1-5) Im a Caterpillar (Volume 2) Reading Writing Speaking & Listening teacher edition p. 150j-179f teacher edition p. 150jstudent edition p. 150-179 181k sing with me/animations student edition p. 180-181 concept talk video Grammar Jammer sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Winter Break Assessment See weekly assessments.

Language teacher edition p. 150j181k student edition p. 180-181 Grammar Jammer Daily Fix-It

Week of Mar. 24 - Mar. 28 th th Mar. 24 - Mar. 27

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CCSS Unit 3 Week 6 (Day 1-4) Where Are My Animal Friends? (Volume 2) RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS.1.3f Read words with inflectional endings. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RL.1.1 Ask and answer questions about key details in a text. RL.1.3 Describe characters, settings, and major events in a story, using key details. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. 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. L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading: 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.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RI.1.7 Use the illustrations and details in a text to describe its key ideas. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4a Read on-level text with purpose and understanding. Writing: 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. 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. W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Language: L.1.1a Print all upper- and lowercase letters. L.1.2b Use end punctuation for sentences. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. L.1.4a Use sentence-level context as a clue to the meaning of a word or phrase. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). (Be sure to include small-group instruction on your lesson plan.) Instructional Strategies Unit 3 Week 6 (Day 1-4) Where Are My Animal Friends? (Volume 2) Reading: Concept Talk What do animals do when the seasons change? Oral Vocabulary hibernate, migrate, temperature, autumn, freeze, bitterly, weary Phonemic Awareness isolate final phonemes; add phonemes; change initial phonemes Phonics comparative endings er, -est; consonant pattern dge; r-controlled er, ir, ur;

Phonological Awareness High Frequency Words Story Words Vocabulary Comprehension Fluency Writing: Play scene Strong verbs contractions Speaking & Listening: give announcements

contractions s, ve re segment and blend words; generate rhyming words before, does, good-bye, oh, right, wont butterfly, goose, raccoon, spring, warm context clues draw conclusions expression and intonation

Language: Conventions Daily Fix-It contractions with not Handwriting letters J, j; consistent letter slant Winter Break Resources Unit 3 Week 6 (Day 1-4) Where Are My Animal Friends? (Volume 2) Reading Writing Speaking & Listening teacher edition p. 182jteacher edition p. 182j217k 217k student edition p. 182-215 student edition p. 216-217 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Winter Break Assessment See weekly assessments.

Language teacher edition p. 182j217k student edition p. 216-217 Grammar Jammer Daily Fix-It

Week of Mar. 31 Apr. 4 st th Mar. 31 - Apr. 4 CCSS

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Unit 3 Week 6 (Day 5) Where Are My Animal Friends? (Volume 2) RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS.1.3f Read words with inflectional endings. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RL.1.1 Ask and answer questions about key details in a text. RL.1.3 Describe characters, settings, and major events in a story, using key details. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. 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. L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Reading: 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.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RI.1.7 Use the illustrations and details in a text to describe its key ideas. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4a Read on-level text with purpose and understanding. Writing: 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. 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. W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Language: L.1.1a Print all upper- and lowercase letters. L.1.2b Use end punctuation for sentences. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. L.1.4a Use sentence-level context as a clue to the meaning of a word or phrase. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). Unit 4 Week 1 (Day 1-4) Mamas Birthday Present (Volume 1) RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS.1.3c Know final -e and common vowel team conventions for representing long vowel sounds. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RL.1.1 Ask and answer questions about key details in a text. RL.1.3 Describe characters, settings, and major events in a story, using key details. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. 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. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. L.1.5d 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. Reading: 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. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases 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. RFS.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RFS.1.3a Know the spelling-sound correspondences for common consonant digraphs. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing: 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. W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Language: L.1.1a Print all upper- and lowercase letters. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4a Use sentence-level context as a clue to the meaning of a word or phrase. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). (Be sure to include small-group instruction on your lesson plan.) Instructional Strategies Unit 3 Week 6 (Day 5) Where Are My Animal Friends? (Volume 2) Reading: Concept Talk What do animals do when the seasons change? Oral Vocabulary hibernate, migrate, temperature, autumn, freeze, bitterly, weary Phonemic Awareness isolate final phonemes; add phonemes; change initial phonemes Phonics comparative endings er, -est; consonant pattern dge; r-controlled er, ir, ur; contractions s, ve re Phonological Awareness segment and blend words; generate rhyming words High Frequency Words before, does, good-bye, oh, right, wont Story Words butterfly, goose, raccoon, spring, warm Vocabulary context clues Comprehension draw conclusions Fluency expression and intonation Writing: Play scene Strong verbs contractions

Speaking & Listening: give announcements Language: Conventions Daily Fix-It contractions with not Handwriting letters J, j; consistent letter slant WinterWi Unit 4 Week 1 (Day 1-4) Mamas Birthday Present (Volume 1) Reading: Concept Talk How can a surprise be a treasure? Oral Vocabulary celebrate, cherish, grateful, delicate, rarest, loot, genuine Phonemic Awareness isolate final phonemes; segment and blend phonemes; change initial phonemes Phonics vowel digraphs ai, ay; singular and plural possessives; endings er, -est; consonant digraph -dge Phonological Awareness rhyme words High Frequency Words about, enjoy, give, surprise, worry, would Story Words break, bunuelos, confetti, guitar, piata, present, tortilla, wonderful Vocabulary time and order words Comprehension draw conclustions Fluency expression and intonation Writing: friendly letter letter organization letter sequence adjectives Speaking & Listening: give descriptions Language: Conventions Daily Fix-It adjectives Handwriting letters M, m; letter size Resources Unit 3 Week 6 (Day 5) Where Are My Animal Friends? (Volume 2) Reading Writing Speaking & Listening teacher edition p. 182jteacher edition p. 182j217k 217k student edition p. 182-215 student edition p. 216-217 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections W Unit 4 Week 1 (Day 1-4) Mamas Birthday Present (Volume 1) Reading Writing Speaking & Listening teacher edition p. 12j-51k teacher edition p. 12j-51k student edition p. 12-49 student edition p. 50-51 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations

Language teacher edition p. 182j217k student edition p. 216-217 Grammar Jammer Daily Fix-It

Language teacher edition p. 12j-51k student edition p. 50-51 Grammar Jammer Daily Fix-It

eSelections nter Break Assessment See weekly assessments. Winter Break Week of Apr. 7 - Apr. 11 th th Apr. 7 - Apr. 11 CCSS Unit 4 Week 1 (Day 5) Mamas Birthday Present (Volume 1) RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS.1.3c Know final -e and common vowel team conventions for representing long vowel sounds. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RL.1.1 Ask and answer questions about key details in a text. RL.1.3 Describe characters, settings, and major events in a story, using key details. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. 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. W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. L.1.5d 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. Reading: 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. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases 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. RFS.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RFS.1.3a Know the spelling-sound correspondences for common consonant digraphs. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing: 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. W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Language: L.1.1a Print all upper- and lowercase letters. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4a Use sentence-level context as a clue to the meaning of a word or phrase. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). Unit 4 Week 2 (Day 1-4) Cinderella (Volume 1)
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RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS.1.3c Know final -e and common vowel team conventions for representing long vowel sounds. RFS.1.3f Read words with inflectional endings. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. L.1.1f Use frequently occurring adjectives. Reading: RL.1.1 Ask and answer questions about key details in a text. 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.1.9 Compare and contrast the adventures and experiences of characters in stories. RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. RI.1.7 Use the illustrations and details in a text to describe its key ideas. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing: W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Language: L.1.1a Print all upper- and lowercase letters. L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. (Be sure to include small-group instruction on your lesson plan.)k Instructional Strategies Unit 4 Week 1 (Day 5) Mamas Birthday Present (Volume 1) Reading: Concept Talk How can a surprise be a treasure? Oral Vocabulary celebrate, cherish, grateful, delicate, rarest, loot, genuine Phonemic Awareness isolate final phonemes; segment and blend phonemes; change initial phonemes Phonics vowel digraphs ai, ay; singular and plural possessives; endings er, -est; consonant digraph -dge Phonological Awareness rhyme words High Frequency Words about, enjoy, give, surprise, worry, would Story Words break, bunuelos, confetti, guitar, piata, present, tortilla, wonderful

Vocabulary Comprehension Fluency Writing: friendly letter letter organization letter sequence adjectives Speaking & Listening: give descriptions Language: Conventions Daily Fix-It Handwriting

time and order words draw conclusions expression and intonation

adjectives letters M, m; letter size

Unit 4 Week 2 (Day 1-4) Cinderella (Volume 1) Reading: Concept Talk How can a story be a treasure? Oral Vocabulary delightful, imagination, original, carve, tangle, peer, royal, sighed Phonemic Awareness isolate medial phonemes; segment and blend words; change phonemes; change final phonemes Phonics vowel digraph ea; adding endings; vowel digraphs ai, ay; possessives Phonological Awareness rhyme words High Frequency Words colors, draw, drew, great, over, show, sign Story Words castle, coach, happily, married, prince, pumpkin, twelve oclock, woman Vocabulary compound words Comprehension draw conclusions Fluency accuracy and rate Writing: invitation writing clear information word choice revising strategy Speaking & Listening: share information and ideas Language: Conventions Daily Fix-It Handwriting

adjectives for colors and shapes letters L, l; letter spacing

Resources Unit 4 Week 1 (Day 5) Mamas Birthday Present (Volume 1) Reading Writing Speaking & Listening teacher edition p. 12j-51k teacher edition p. 12j-51k student edition p. 12-49 student edition p. 50-51 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Unit 4 Week 2 (Day 1-4) Cinderella (Volume 1)

Language teacher edition p. 12j-51k student edition p. 50-51 Grammar Jammer Daily Fix-It

Reading teacher edition p. 52j-87k student edition p. 52-85 sing with me/animations concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Assessment See weekly assessments. Week of Apr. 14 - Apr. 18 th th Apr. 14 - Apr. 18 CCSS Instructional Strategies
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Writing teacher edition p. 52j-87k student edition p. 86-87 Grammar Jammer

Speaking & Listening

Language teacher edition p. 52j-87k student edition p. 86-87 Grammar Jammer Daily Fix-It

Spring Break (Holiday) Spring Break (Holiday) Resources Spring Break (Holiday) Assessment Spring Break (Holiday)

Week of Apr. 21 - Apr. 25 st th Apr. 21 - Apr. 25 CCSS

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Unit 4 Week 2 (Day 5) Cinderella (Volume 1)

RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS.1.3c Know final -e and common vowel team conventions for representing long vowel sounds. RFS.1.3f Read words with inflectional endings. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. L.1.1f Use frequently occurring adjectives. Reading: RL.1.1 Ask and answer questions about key details in a text. 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.1.9 Compare and contrast the adventures and experiences of characters in stories. RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. RI.1.7 Use the illustrations and details in a text to describe its key ideas. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing: W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Language: L.1.1a Print all upper- and lowercase letters. L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. Unit 4 Week 3 (Day 1-4) A Trip to Washington, D.C. (Volume 1) RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS.1.3b Decode regularly spelled one-syllable words. RFS.1.3c Know final -e and common vowel team conventions for representing long vowel sounds. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RI.1.2 Identify the main topic and retell key details of a text. RI.1.7 Use the illustrations and details in a text to describe its key ideas. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. 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. W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. L.1.1f Use frequently occurring adjectives. Reading: RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. RI.1.1 Ask and answer questions about key details 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. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing: W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). Language: L.1.1a Print all upper- and lowercase letters. L.1.2b Use end punctuation for sentences. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). (Be sure to include small-group instruction on your lesson plan.) Instructional Strategies Unit 4 Week 2 (Day 5) Cinderella (Volume 1) Reading: Concept Talk How can a story be a treasure? Oral Vocabulary delightful, imagination, original, carve, tangle, peer, royal, sighed Phonemic Awareness isolate medial phonemes; segment and blend words; change phonemes; change final phonemes Phonics vowel digraph ea; adding endings; vowel digraphs ai, ay; possessives Phonological Awareness rhyme words High Frequency Words colors, draw, drew, great, over, show, sign Story Words castle, coach, happily, married, prince, pumpkin, twelve oclock, woman Vocabulary compound words Comprehension draw conclusions Fluency accuracy and rate Writing: invitation writing clear information word choice revising strategy Speaking & Listening: share information and ideas Language: Conventions Daily Fix-It

adjectives for colors and shapes

Handwriting

letters L, l; letter spacing

Unit 4 Week 3 (Day 1-4) A Trip to Washington, D.C. (Volume 1) Reading: Concept Talk What treasures can we find in our country? Oral Vocabulary nation, symbol, tourist, abandon, splinter, sunken, harbor, statue Phonemic Awareness segment and blend phonemes; isolate initial phonemes, change phonemes Phonics vowel digraphs oa, ow; three-letter consonant blends; long e spelled ea; inflected endings Phonological Awareness rhyme words High Frequency Words found, mouth, once, took, wild Story Words capital, country, documents, government Vocabulary sort nouns and verbs Comprehension facts and details (informational text) Fluency expression and intonation Writing: descriptive poem focus/ideas revising strategy describing appearance Speaking & Listening: poetry presentation Language: Conventions Daily Fix-It Handwriting

adjectives for size letters F, f; left-to-right progression

Resources Unit 4 Week 2 (Day 5) Cinderella (Volume 1) Reading Writing teacher edition p. 52j-87k teacher edition p. 52j-87k student edition p. 52-85 student edition p. 86-87 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections

Speaking & Listening

Language teacher edition p. 52j-87k student edition p. 86-87 Grammar Jammer Daily Fix-It

Unit 4 Week 3 (Day 1-4) A Trip to Washington, D.C. (Volume 1) Reading Writing Speaking & Listening teacher edition p. 88j-119k teacher edition p. 88j-119k student edition p. 88-117 student edition p. 118-119 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Assessment See weekly assessments.

Language teacher edition p. 88j-119k student edition p. 118-119 Grammar Jammer Daily Fix-It

Week of Apr. 28th - May 2

th nd

nd

Apr. 28 - May 2 CCSS Unit 4 Week 3 (Day 5) A Trip to Washington, D.C. (Volume 1) RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS.1.3b Decode regularly spelled one-syllable words. RFS.1.3c Know final -e and common vowel team conventions for representing long vowel sounds. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RI.1.2 Identify the main topic and retell key details of a text. RI.1.7 Use the illustrations and details in a text to describe its key ideas. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. 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. W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. L.1.1f Use frequently occurring adjectives. Reading: RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. RI.1.1 Ask and answer questions about key details 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. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing: W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). Language: L.1.1a Print all upper- and lowercase letters. L.1.2b Use end punctuation for sentences. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. L.1.5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). Unit 4 Week 4 (Day 1-4) A Southern Ranch (Volume 2) RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS.1.3a Know the spelling-sound correspondences for common consonant digraphs. RFS.1.3c Know final -e and common vowel team conventions for representing long vowel sounds. RI.1.1 Ask and answer questions about key details in a text. RI.1.2 Identify the main topic and retell key details of a text. RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. 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. L.1.1f Use frequently occurring adjectives. Reading: RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of 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). RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing: 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. W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening: SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Language: L.1.1a Print all upper- and lowercase letters. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. L.1.4a Use sentence-level context as a clue to the meaning of a word or phrase. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). (Be sure to include small-group instruction on your lesson plan.) Instructional Strategies Unit 4 Week 3 (Day 5) A Trip to Washington, D.C. (Volume 1) Reading: Concept Talk What treasures can we find in our country? Oral Vocabulary nation, symbol, tourist, abandon, splinter, sunken, harbor, statue Phonemic Awareness segment and blend phonemes; isolate initial phonemes, change phonemes Phonics vowel digraphs oa, ow; three-letter consonant blends; long e spelled ea; inflected endings Phonological Awareness rhyme words High Frequency Words found, mouth, once, took, wild Story Words capital, country, documents, government Vocabulary sort nouns and verbs Comprehension facts and details (informational text) Fluency expression and intonation Writing: descriptive poem focus/ideas revising strategy describing appearance Speaking & Listening: poetry presentation Language:

Conventions Daily Fix-It Handwriting

adjectives for size letters F, f; left-to-right progression

Unit 4 Week 4 (Day 1-4) A Southern Ranch (Volume 2) Reading: Concept Talk Why do we treasure special places? Oral Vocabulary impression, familiar, favorite, memory, errand, stampede Phonemic Awareness segment and blend phonemes; change phonemes Phonics vowel digraphs ie, igh; consonant patters kn, wr; long o spelled oa, ow; three-letter consonant blends Phonological Awareness segment and blend syllables High Frequency Words above, eight, laugh, moon, touch Story Words cow(s), cattle, roundup(s), point, sold, front Vocabulary context clues Comprehension facts and details (informational text) Fluency accuracy, rate, and expression Writing: realistic story write to a prompt evaluation Language: Conventions Daily Fix-It adjectives for what kind Handwriting letters Z, z; letter slant Resources Unit 4 Week 3 (Day 5) A Trip to Washington, D.C. (Volume 1) Reading Writing Speaking & Listening teacher edition p. 88j-119k teacher edition p. 88j-119k student edition p. 88-117 student edition p. 118-119 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Unit 4 Week 4 (Day 1-4) A Southern Ranch (Volume 2) Reading Writing Speaking & Listening teacher edition p. 120-153k teacher edition p. 120-153k student edition p. 120-151 student edition p. 152-153 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Assessment See weekly assessments. Week of May 5 - May 9 th th May 5 - May 9 CCSS
th th

Language teacher edition p. 88j-119k student edition p. 118-119 Grammar Jammer Daily Fix-It

Language teacher edition p. 120-153k student edition p. 152-153 Grammar Jammer Daily Fix-It

Unit 4 Week 4 (Day 5) A Southern Ranch (Volume 2)

RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. RFS.1.3a Know the spelling-sound correspondences for common consonant digraphs. RFS.1.3c Know final -e and common vowel team conventions for representing long vowel sounds. RI.1.1 Ask and answer questions about key details in a text. RI.1.2 Identify the main topic and retell key details of a text. RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. 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. L.1.1f Use frequently occurring adjectives. Reading: RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of 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). RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing: 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. W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening: SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Language: L.1.1a Print all upper- and lowercase letters. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. L.1.4a Use sentence-level context as a clue to the meaning of a word or phrase. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). Unit 4 Week 5 (Day 1-4) Peters Chair (Volume 2) RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RL.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. RFS.1.4 Read with sufficient accuracy and fluency to support comprehension. RI.1.7 Use the illustrations and details in a text to describe its key ideas. W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. L.1.1f Use frequently occurring adjectives. L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Reading: RL.1.1 Ask and answer questions about key details in a text. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

RFS.1.3a Know the spelling-sound correspondences for common consonant digraphs. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4a Read on-level text with purpose and understanding. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing: 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. W.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). W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Language: L.1.1a Print all upper- and lowercase letters. L.1.2c Use commas in dates and to separate single words in a series. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). (Be sure to include small-group instruction on your lesson plan.) Break Instructional Strategies Unit 4 Week 4 (Day 5) A Southern Ranch (Volume 2) Reading: Concept Talk Why do we treasure special places? Oral Vocabulary impression, familiar, favorite, memory, errand, stampede Phonemic Awareness segment and blend phonemes; change phonemes Phonics vowel digraphs ie, igh; consonant patters kn, wr; long o spelled oa, ow; three-letter consonant blends Phonological Awareness segment and blend syllables High Frequency Words above, eight, laugh, moon, touch Story Words cow(s), cattle, roundup(s), point, sold, front Vocabulary context clues Comprehension facts and details (informational text) Fluency accuracy, rate, and expression Writing: realistic story write to a prompt evaluation Language: Conventions Daily Fix-It Handwriting

adjectives for what kind letters Z, z; letter slant

Unit 4 Week 5 (Day 1-4) Peters Chair (Volume 2) Reading: Concept Talk What treasures can we share at home?

Oral Vocabulary Phonemic Awareness Phonics Phonological Awareness High Frequency Words Story Words Vocabulary Comprehension Fluency Writing: thank-you note commas in letters conventions revising strategy Language: Conventions Daily Fix-It Handwriting

jealous, relatives, sibling, secret, porridge, collector, seriousness, flourish segment and blend phonemes; isolate medial phonemes; change phonemes compound words; vowel digraphs ue, ew, ui; long i spelled ie, igh; consonant patterns kn, wr segment and blend syllables picture, remember, room, stood, thought biscuits, cookies, cradle, crocodile, curtain, idea dictionary/glossary theme appropriate phrasing

adjectives for how many and articles 1, 2, 3, 4, 5; word spacing

Resources Unit 4 Week 4 (Day 5) A Southern Ranch (Volume 2) Reading Writing teacher edition p. 120-153k teacher edition p. 120-153k student edition p. 120-151 student edition p. 152-153 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections

Speaking & Listening

Language teacher edition p. 120-153k student edition p. 152-153 Grammar Jammer Daily Fix-It

Unit 4 Week 5 (Day 1-4) Peters Chair (Volume 2) Reading Writing Speaking & Listening teacher edition p. 154jteacher edition p. 154j189k 189k student edition p. 154-187 student edition p. 188-189 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Assessment You should complete the following DIBELS measures for each student: Phoneme Segmentation Fluency Nonsense Word Fluency Oral Reading Fluency Retell Fluency Win See weekly assessments. ter Break Week of May 12 - May 16 th th May 12 - May 16
th th

Language teacher edition p. 154j189k student edition p. 188-189 Grammar Jammer Daily Fix-It

CCSS Unit 4 Week 5 (Day 5) Peters Chair (Volume 2) RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RFS.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RL.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. RFS.1.4 Read with sufficient accuracy and fluency to support comprehension. RI.1.7 Use the illustrations and details in a text to describe its key ideas. W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. L.1.1f Use frequently occurring adjectives. L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Reading: RL.1.1 Ask and answer questions about key details in a text. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

RFS.1.3a Know the spelling-sound correspondences for common consonant digraphs. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4a Read on-level text with purpose and understanding. RFS.1.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing: 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. W.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). W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking & Listening: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Language: L.1.1a Print all upper- and lowercase letters. L.1.2c Use commas in dates and to separate single words in a series. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). Unit 4 Week 6 (Day 1-4) Henry and Mudge (Volume 2) RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.4b Use frequently occurring affixes as a clue to the meaning of a word. RL.1.3 Describe characters, settings, and major events in a story, using key details. RI.1.8 Identify the reasons an author gives to support points in a text. RL.1.1 Ask and answer questions about key details in a text. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. RI.1.7 Use the illustrations and details in a text to describe its key ideas.

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. W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. L.1.1f Use frequently occurring adjectives. Reading: RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. 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.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

RFS.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4 Read with sufficient accuracy and fluency to support comprehension. RFS.1.4a Read on-level text with purpose and understanding. Writing: 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. Speaking & Listening: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Language: L.1.1a Print all upper- and lowercase letters. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). (Be sure to include small-group instruction on your lesson plan.) Break Instructional Strategies Unit 4 Week 5 (Day 5) Peters Chair (Volume 2) Reading: Concept Talk What treasures can we share at home? Oral Vocabulary jealous, relatives, sibling, secret, porridge, collector, seriousness, flourish Phonemic Awareness segment and blend phonemes; isolate medial phonemes; change phonemes Phonics compound words; vowel digraphs ue, ew, ui; long i spelled ie, igh; consonant patterns kn, wr Phonological Awareness segment and blend syllables High Frequency Words picture, remember, room, stood, thought Story Words biscuits, cookies, cradle, crocodile, curtain, idea Vocabulary dictionary/glossary Comprehension theme Fluency appropriate phrasing Writing: thank-you note commas in letters conventions revising strategy Language: Conventions Daily Fix-It Handwriting

adjectives for how many and articles 1, 2, 3, 4, 5; word spacing

Unit 4 Week 6 (Day 1-4) Henry and Mudge (Volume 2) Reading: Concept Talk What treasures can we share with neighbors? Oral Vocabulary discover, dwell, resident, welcome, admire, sadness, substantial, tremendous Phonemic Awareness segment and blend phonemes; change phonemes Phonics suffixes ly, -ful; vowel sound in moon: oo; vowel digraphs ew, ue, ui; compound words Phonological Awareness segment and blend two-syllable words; segment and blend syllables High Frequency Words across, because, dance, only, opened, shoes, told Story Words heart, gargoyle, shiny, tuxedo, waltz Vocabulary compound words Comprehension cause and effect; sensory details Fluency expression and intonation Writing: directions organization sequence adjectives Language: Conventions Daily Fix-It Handwriting

adjectives that compare 6, 7, 8, 9, 10; word spacing

Resources Unit 4 Week 5 (Day 5) Peters Chair (Volume 2) Reading Writing teacher edition p. 154jteacher edition p. 154j189k 189k student edition p. 154-187 student edition p. 188-189 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections

Speaking & Listening

Language teacher edition p. 154j189k student edition p. 188-189 Grammar Jammer Daily Fix-It

Unit 4 Week 6 (Day 1-4) Henry and Mudge (Volume 2) Reading Writing Speaking & Listening teacher edition p. 190jteacher edition p. 190j227k 227k student edition p. 190-225 student edition p. 226-227 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Assessment You should complete the following DIBELS measures for each student: Phoneme Segmentation Fluency Nonsense Word Fluency Oral Reading Fluency

Language teacher edition p. 190j227k student edition p. 226-227 Grammar Jammer Daily Fix-It

Retell Fluency See weekly assessments. Week of May 19 - May 23 th rd May 19 - May 23 CCSS Unit 4 Week 6 (Day 5) Henry and Mudge (Volume 2) RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. L.1.4b Use frequently occurring affixes as a clue to the meaning of a word. RL.1.3 Describe characters, settings, and major events in a story, using key details. RI.1.8 Identify the reasons an author gives to support points in a text. RL.1.1 Ask and answer questions about key details in a text. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. RI.1.7 Use the illustrations and details in a text to describe its key ideas. 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. W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. L.1.1f Use frequently occurring adjectives. Reading: RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. 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.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
th rd

RFS.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4 Read with sufficient accuracy and fluency to support comprehension. RFS.1.4a Read on-level text with purpose and understanding. Writing: 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. Speaking & Listening: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Language: L.1.1a Print all upper- and lowercase letters. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy). Unit 5 Week 1 (Day 1-4) Tippy-Toe Chick, Go! (Volume 1) RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.1 Ask and answer questions about key details in a text. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. 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. L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. Reading: 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 the adventures and experiences of characters in stories. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4 Read with sufficient accuracy and fluency to support comprehension. RFS.1.4a Read on-level text with purpose and understanding. Writing: 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. Speaking & Listening: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Language: L.1.1a Print all upper- and lowercase letters. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).

(Be sure to include small-group instruction on your lesson plan.)Winter Instructional Strategies Unit 4 Week 6 (Day 5) Henry and Mudge (Volume 2) Reading: Concept Talk What treasures can we share with neighbors? Oral Vocabulary discover, dwell, resident, welcome, admire, sadness, substantial, tremendous Phonemic Awareness segment and blend phonemes; change phonemes Phonics suffixes ly, -ful; vowel sound in moon: oo; vowel digraphs ew, ue, ui; compound words Phonological Awareness segment and blend two-syllable words; segment and blend syllables High Frequency Words across, because, dance, only, opened, shoes, told Story Words heart, gargoyle, shiny, tuxedo, waltz Vocabulary compound words Comprehension cause and effect; sensory details Fluency expression and intonation Writing: directions organization

sequence adjectives

Language: Conventions Daily Fix-It Handwriting

adjectives that compare 6, 7, 8, 9, 10; word spacing

Unit 5 Week 1 (Day 1-4) Tippy-Toe Chick, Go! (Volume 1) Reading: Concept Talk When does a problem need a clever solution? Oral Vocabulary clever, intend, predicament, grumpy, exhausted, furious, batter, griddle Phonemic Awareness segment and blend phonemes; remove phonemes Phonics diphthongs ow, ou; final syllable le; suffixes ly, -ful; vowel digraph oo (moon) Phonological Awareness segment and blend two-syllable words; segment and blend syllables High Frequency Words along, behind, eyes, never, pulling, toward Story Words breath, disagreed, favorite, potato, bugs, tippy-toe Vocabulary synonyms Comprehension character, setting, plot Fluency accuracy, rate, and expression Writing: animal fantasy entertaining readers using voice imperative sentences Language: Conventions Daily Fix-It Handwriting

imperative sentences 11, 12, 13, 14, 15; word spacing

Resources Unit 4 Week 6 (Day 5) Henry and Mudge (Volume 2) Reading Writing teacher edition p. 190jteacher edition p. 190j227k 227k student edition p. 190-225 student edition p. 226-227 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections

Speaking & Listening

Language teacher edition p. 190j227k student edition p. 226-227 Grammar Jammer Daily Fix-It

Unit 5 Week 1 (Day 1-4) Tippy-Toe Chick, Go! (Volume 1) Reading Writing Speaking & Listening teacher edition p. 12j-51k teacher edition p. 12j-51k student edition p. 12-49 student edition p. 50-51 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections

Language teacher edition p. 12j-51k student edition p. 50-51 Grammar Jammer Daily Fix-It

Assessment You should complete the following DIBELS measures for each student: Phoneme Segmentation Fluency Nonsense Word Fluency Oral Reading Fluency Retell Fluency See weekly assessments. Week of May 26 - May 30 th May 26 - May 30th CCSS Unit 5 Week 1 (Day 5) Tippy-Toe Chick, Go! (Volume 1) RFS.1.2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RFS.1.2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). RFS.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. L.1.2d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. RL.1.3 Describe characters, settings, and major events in a story, using key details. RL.1.1 Ask and answer questions about key details in a text. RFS.1.4b Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. 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. L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. Reading: 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 the adventures and experiences of characters in stories. RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. RFS.1.3g Recognize and read grade-appropriate irregularly spelled words. RFS.1.4 Read with sufficient accuracy and fluency to support comprehension. RFS.1.4a Read on-level text with purpose and understanding. Writing: 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. Speaking & Listening: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. Language: L.1.1a Print all upper- and lowercase letters. L.1.2e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).
th th

(Be sure to include small-group instruction on your lesson plan.)

Instructional Strategies Unit 5 Week 1 (Day 5) Tippy-Toe Chick, Go! (Volume 1) Reading: Concept Talk When does a problem need a clever solution? Oral Vocabulary clever, intend, predicament, grumpy, exhausted, furious, batter, griddle Phonemic Awareness segment and blend phonemes; remove phonemes Phonics diphthongs ow, ou; final syllable le; suffixes ly, -ful; vowel digraph oo (moon) Phonological Awareness segment and blend two-syllable words; segment and blend syllables High Frequency Words along, behind, eyes, never, pulling, toward Story Words breath, disagreed, favorite, potato, bugs, tippy-toe Vocabulary synonyms Comprehension character, setting, plot Fluency accuracy, rate, and expression Writing: animal fantasy entertaining readers using voice imperative sentences Language: Conventions Daily Fix-It Handwriting

imperative sentences 11, 12, 13, 14, 15; word spacing

Winter Break Resources Unit 5 Week 1 (Day 5) Tippy-Toe Chick, Go! (Volume 1) Reading Writing Speaking & Listening teacher edition p. 12j-51k teacher edition p. 12j-51k student edition p. 12-49 student edition p. 50-51 sing with me/animations Grammar Jammer concept talk video sound-spelling cards decodable eReaders vocabulary activities journal word bank Envision It! Animations eSelections Winter Break Assessment You should complete the following DIBELS measures for each student: Phoneme Segmentation Fluency Nonsense Word Fluency Oral Reading Fluency Retell Fluency See weekly assessments.

Language teacher edition p. 12j-51k student edition p. 50-51 Grammar Jammer Daily Fix-It

Week of Jun. 2 nd Jun. 2 CCSS

nd

Teacher Workday Instructional Strategies Teacher Workday

Resources Teacher Workday Assessment Teacher Workday