Orange Board of Education ___________________ (ELA First ...



Unit I:Topic: CCSS:Goals: (This section should contain the standards that are to be mastered by the end of the unit.)Projected # of days (e.g., What is a Pal)Journey TE Unit 1RF 1.1.a Recognize a sentence begins with a capital letter and ends with a punctuation mark.35SL.1.5Add illustrations that represent descriptions of characters, places, or events for clarification.L1.1.aUse upper and lower case letters correctly in writing.L1.2aCapitalize names people and dates.L.1.2.bUse correct ending punctuation.L.1.2.eApply developmental spelling or phonics-based knowledge to write unfamiliar words.W1.3; L1.2.dOrganize ideas and information for writing showing a progression and chronological narrative recounting two events using temporal words and a closing sentence.L.1.1eUse verbs that depict past, present, and future (e.g., walk, walked, will walk) appropriately.SL.1.1.fShare and extend accountable talk with others using proper rules when speaking (e.g., listening to others with care, speaking one at a time about grade 1 topics and text under discussion) and asking questions for clarification. L 1.1.fUse adjectives when describing people, places, things, and events.L.1.6Use words and phrases acquired through conversations, reading and being read to.L.1.6Use frequently occurring conjunctions to signal simple relationships (e.g., because, and, or)RF 1.2.aDistinguish long and short vowel sounds in a spoken single-syllable wordRF 1.3.b,dDecode basic CVC (e.g., pin) and CVCC (e.g., back) and VC (e.g., it) words.RF 1.3.gIdentify and read grade-level high frequency/irregular words in and out of context.RF 1.2.bOrally produce single-syllable words by blending sounds (phonemes), including consonant blends.RF 1.2 cOrally segment and identify phonemes in a single-syllable word, identifying initial, medial vowel and final sounds (e.g., top: /t/-/o/-/p/).RL.1.1Answer questions about key details in a text.RL.1.3; RL. 1.7Use illustrations and key details in a story to describe characters and settings.RI 1.7Use resources (e.g. charts, photographs) in a text for describing key ideas.W1.8With guidance and support, listen to, discuss, and compare published stories/texts written by various authors to answer a question.RF 1.4.a,bEstablish a purpose for reading and adjust reading rate to support accuracy, appropriate rate, and expression in grade-level text (e.g., looking at illustrations, activating prior knowledge, and predicting the outcome of the selection).RF 1.4.cMonitor reading using context clues (e.g., word patterns, stories/texts written by various authors to answer a question. RF 1.4.a.bEstablish a purpose for reading and adjust reading rate to support accuracy, appropriate rate, and expression in grade-level text (e.g., looking at illustrations, activating prior knowledge, and predicting the outcome of the selection).RF 1.4.cMonitor reading using context clues (e.g., word patterns, story structure, illustrations) to support accuracy, rate and comprehension.Essential Questions: How do I figure out a word I do not know? What clues tell you how a character feels? Why is the order of story events important? What information do words and pictures give? How does the setting make a story interesting? How do good writers express themselves? Enduring Understandings: Readers use language structure and context clues to identify the intended meaning of words and phrases as they are used in the text. Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression. Assessments:Formative: anecdotal records of students in small group center/activities, one to one conferencing, whole group instruction/discussions, guided reading, and narrative writing samples, talk moves/turn and talk, and in-progress writing samplesSummative: Model Curriculum Benchmark Assessment for unit 1, guided reading analysis, CVC word assessmentAuthentic: Published narrative writing pieces, writing pieces created in centers, oral recording of children reading their writing pieceInterdisciplinary Connections/Social Studies Connection: SL.1.1.F Building a Classroom Community, Read Aloud: What is a Pal Selection found in T33 in Journeys TE. Additional resources could include books on friendships, caring, sharing and being responsible. Students can discuss the importance of building a community with partners, small group and whole group. Teacher can chart responses to make a class charter. Students can respond to texts orally and in writing.Technology Integration: for reading fluency and word work, for practice with CVC/CVCC vocabulary acquisition, word spelling games and sight word recognition, for SS integration, for students to reinforce CCSS in ELA Key Vocabulary: chatter, steady, canvas, important, rhythm, combinations, ease, worried, subways, alleys, space, ferry, dash, sealed (taken from Unit 1 in Journeys)Useful Sites: for unit 1 activities, for Message Time Plus Module/writing ideas and child friendly rubrics, ( in username enter (traits) and password enter (writing) for writing rubrics and songs to help children remember writing strategies, to help level classroom books Helpful Read Alouds: Click Clack Moo Cows that Type , Owl Moon, A Chair for my Mother Text Crosswalk: T160 Writing About Us Activity and T393 Shared Writing Piece for writing standard, T19 Guided Practice of CVC words for Reading Foundation Standard, T145 Daily Vocabulary Boost Activity for Speaking and Listening Standard, T214 Sequence of Events Activity for Reading Standards.* ELLs: Look in the Journeys TE for ELLs Tab to assist Unit 2:Topic: CCSS:Goals: (This section should contain the standards that are to be mastered by the end of the unit.)Projected # of days (e.g., Sharing Time)Journeys TE Unit 2W 10.3; L1.2aWrite narratives organizing ideas and information for writing including two or more sequenced events using temporal words and a sense of closure.38W 1.5With guidance, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing.W 1.6With assistance, compose and publish a variety of productions (e.g., stories, letters, and simple poems) in collaboration with peers using technology.W 1.8With guidance and support, recall experiences or gather information from provided sources to answer questions.SL 1.5Add visual displays describing characters, places or events to descriptions for clarification.L 1.2b; RF 1.1aUse varied ending punctuations (e.g., period or exclamation mark) and capitalization for dates, names and the beginning of a sentence appropriately when writing.L 1.2eApply developmental spelling or phonics-based knowledge to write unfamiliar words.SL 1.1.a,b,cEngage in collaborative conversations about grade one topics and texts (e.g., book groups, literature circles, and buddy reading) following agreed-upon rules for listening and group discussions (e.g., looking at the speaker, turn talking, linking ideas to the speakers’ idea, sharing the floor) and asking questions for clarification.L.1.5.bWith guidance and support, define words by category and bu one or more key attributes (e.g., duck is a bird that swims).RF 1.2.cIdentify and pronounce the initial, medial vowel, and final sounds (phonemes) in a spoken one-syllable word.RF 1.2.dOrally segment and identify phonemes in a single-syllable word e.g., top: /t/-/o/-/p/).RF 1.3.aDecode words with common consonant digraphs (e.g., fish, lunch)RF 1.3.gIdentify and read grade–level high frequency /irregular words in and out of context.RL. 1.1; L.1.6, SL, 1.3Ask questions posed about key details in a text for clarification using an array of familiar words.RL.1.2Retell stories, including key details learned from text into logical order.RL.1.3; RL.1.7Use illustrations and key details in a story to describe major events.RL.1.4Name words and phrases in a poem or story that suggest feelings or appeal to the senses.RL.1.9Compare and contrast characters’ adventures and experiences in stories.RL.1.10With prompting and support, read prose and poetry of grade-level complexity.RI.1.7Use resources (e.g., charts, photographs) in a text to describe key ideas.RF.1.4.a,bUse reading strategies to establish a purpose for reading and to answer comprehension questions about the grade-level text while adjusting reading rate to support accuracy, appropriate rate, and expression (e.g., looking at illustrations, activating prior knowledge, and predicting the outcome of the selection).RF.1.4.cMonitor reading using context clues and re-reading (e.g., word patterns, story structure, illustrations) to support accuracy, rate and comprehension.Essential Questions: How does understanding a text’s structure help me better understand its meaning? What lessons can you learn from story characters? Why is the order of story events important? How do words and pictures help tell a story? How do the parts of a story work together? How do writers develop a well written product? Enduring Understandings: Understanding of a text’s features, structures, and characteristics facilitate the reader’s ability to make meaning of the text. Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences and contexts. Assessments:Formative: anecdotal records of students in small group center/activities, one to one conferencing, whole group instruction/discussions, guided reading, in-progress writing samples, talk moves and turn and talk.Summative: Model Curriculum Unit 2 Assessment, assessment on CVC /CVCC words, running records to see reading progress/ comprehension skillsAuthentic: Published writing piece for narrative writing, letter writing, poetry writing and story writing)Interdisciplinary Connections/Science RL.1.10 children read weekly leveled readers entitled Dogs, Animals at Night, and Animals Talk found in T103 in Journeys. Extension: Class project children choose an animal to research and write about.Technology Integration: spelling and word recognition games for independent reading and phonics games kid friendly topics children can respond to in writing a safe search engine for kids created by librarians to conduct research, for students to reinforce CCSS in ELAKey Vocabulary: Worried, suddenly, sneak, dashing, agreement, discussed, important, figure, faraway, village, crisp, smudge, peeked, enemies, must forests, predators forest, Useful Sites: : for unit 2 activities, go to Intentional Read Aloud Module for ideas that meet RL Standards, ( in username enter (traits) and password enter (writing) for writing rubrics and songs to help children remember writing strategiesText Crosswalk: T305 Write to Describe activity for Writing Standard, T323 Oral Language Guided Retelling activity for Speaking and Listening Standard, T394 Phonemic Awareness and Phonics activity for Reading Foundation Standard, T316 Develop Comprehension activity for Reading Informational Standard* ELLs: Look in the Journeys TE for ELLs Tab to assist Unit 3:Topic: CCSS:Goals: (This section should contain the standards that are to be mastered by the end of the unit.)Projected # of days (e.g., Nature Near and Far )Journeys TE Unit 3W.1.2Write an informational/explanatory text naming the topic, including facts and concluding sentences.36W.1.5With guidance and support, rewrite sentences, adding details and incorporating suggestions from peers.W.1.6With guidance and support, compose and publish a variety of productions (e.g., “how-to”, letters, and simple poems) in collaboration with peers using technology.W.1.7Participate in shared research and writing projects.W.1.8With guidance and support, recall personal experiences or gathered information from provided sources (e.g., books, computer) to answer questions.L.1.2.bUse varied end punctuations (e.g., exclamation mark) appropriately when writing sentences.SL.1.6Use nouns and verbs in complete sentences.L.1.1.d,g,h,iUse pronouns (personal, possessive, and indefinite), frequently occurring conjunctions, determiners (e.g., articles, demonstratives), and frequently occurring prepositions to form and complete sentences when speaking and writing.L.1.2.cPlace commas where needed in sentences that contain dates or series of single words.RF.1.2.aDistinguish the difference between a long vowel and short vowel sound in a spoken single-syllable word (e.g., hat, cake).RF.1.2.bBlend phonemes of single-syllable words containing consonants and short vowels, and including consonant blends.RF.1.2.c,dOrally segment, identify, and pronounce phonemes in a single-syllable word (e.g., top: /t/-/o/-/p/) isolating and promoting initial, medial vowel and final sounds.RF.1.3.a,bDecode basic CVC (e.g., pin, mail, meet) and CVCC (e.g., wind) and VC (e.g., in) words and words with common consonant digraphs.RF.1.3.cDecode words with final –e (e.g., make, time, home) and words with common vowel teams (e.g., play, mail, team, seed).RF.1.3.fRead words with inflectional endings (e.g., likes, liked, waits, waited, waiting). RF.1.3.gIdentify and read grade-level high-frequency /irregular words in and out of context.L.1.4.cIdentify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). RI.1.1; RI.1.4 Ask and answer questions about key details to determine or clarify the meaning of words and phrases in a text.RI.1.2Identify the main topic of a text and key detailsRI.1.3Describe the connection between two individuals, events, ideas, or pieces of information in a text.RI.1.5; RI.1.7Utilize text features (e.g., charts, diagrams, time lines, maps) and details in texts to obtain information and locate key details.RI.1.6Tell the difference between information provided by pictures or illustrations and information provided by words in a text.RI.1.8Identify the key points an author makes in informational text and identify the textual evidence to support these points. RI.1.9Compare and contrast two texts on the same topic (e.g., illustrations, descriptions, or procedures).RI.1.10With prompting and support, read informational texts of appropriate grade-level complexity.RL.1.5Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.RF.1.4.a,bEstablish a purpose for reading and answer comprehension questions about the text while adjusting reading rate to support accuracy and expression (e.g., looking at illustrations, activating prior knowledge, and predicting the outcome of the selection) in grade-level text.RF.1.4.cMonitor reading using context clues and re-reading (e.g., word patterns, story structure, illustrations) to support accuracy, rate and comprehension. SL.1.2Ask and answer key questions about read alouds (e.g., main idea, character, setting) or information presented orally or through other media.L.1.4.aUse sentence-level context to determine the meaning of unknown words or phrases.Essential Questions: How do I figure out a word I do not know? Why do authors write stories? Why is the order of story events important? What changes do different seasons cause? What clues help you figure out why events happen? How are animals the same and different? How do rules of language affect communication?)Enduring Understandings: Readers use language structure and context clues to identify the intended meaning of words and phrases as they are used in text. Rules, conventions of language, help readers understand what is being communicated. Assessments:Formative: Anecdotal records of students in small group center/activities, one to one conferencing, whole group instruction/MTP, guided reading, in progress writing samples, turn/ talk, and talk movesSummative: Model Curriculum Unit 3 Assessment, assessment on silent “e” ending words and vowel team words such as “ai,” “ee,” and “ay” words, running records to see reading progress/ comprehension skills, writing prompt samplesAuthentic: Published writing piece for informational/explanatory, how to writing, poetry writing, oral presentations and book reviews)Interdisciplinary Connections: RI 1.9, RI 1.10, Compare and Contrast informational texts on various places such as parks, states or countries. Children discuss their ideas with a partner. Children can write about the different places they read about. Technology Integration: , for continuous word work practice for reading practice and resource for students to find informational text to compare and contrast a search engine that is safe for kids, used by librarians, for students to reinforce CCSS in ELAKey Vocabulary: must, wonder, sneak, eases, frisky, shiver, spied, tumbled, view, adventure, vines, plow, burst, glows, alert, sensitive, swivel, directions, sensitiveUseful Sites: for unit 3 activities, for videos on writing area and anchor chartsText Crosswalk: T23 Write to Inform activity for Writing Standard, T40 Develop Comprehension activity for Speaking and Listening Standard, T115 Guided Practice Activity for Reading Foundational Standards, T322 Develop Comprehension Activity for Reading Standards* ELLs: Look in the Journeys TE for ELLs Tab to assist Unit 4:Topic: CCSS:Goals: (This section should contain the standards that are to be mastered by the end of the unit.)Projected # of days (e.g., Exploring Together)Journeys TE Unit 4W.1.1; L.1.2.d,eApply the writing process to write an opinion piece in which the topic or book they are writing about is introduced and which includes a statement of their opinion, a reason for their opinion, and closing statement. Use phonemic awareness and spelling conventions to write untaught words, words with common spelling patterns, and frequently occurring irregular words.36W.1.5; L.1.2.bWith guidance and support, focus on a topic, respond to questions and suggestions from peers, and add details and correct end punctuation (e.g., exclamation marks) to sentences.W.1.8With guidance and support, use personal experiences or information gathered from provided sources (e.g., books, computers) to answer a question.SL.1.5Clarify ideas, thoughts, and feelings by creating visual displays or drawings to add information and detail to a description.L.1.1.bUse common, proper, and possessive nouns appropriately when writing or speaking.L.1.1.cUse singular and plural nouns with matching verbs in basic sentences. (e.g., He jumps; We jump) when writing or speaking.L.1.1.eUse verbs to convey a sense of past, present, and future (e.g., jump, jumped, will jump) when writing or speaking.RF.1.3.a,bDecode basic CVC (e.g., met, trail, treat, wheat) and CVCC (e.g., wind) and VC (e.g., at) words and words with common digraphs (e.g., th, sh, ch, wh, ck).RF.1.3.cDecode words with final –e (e.g., ate, name) and words with common vowel teams (e.g., mail, clay, read, seed, pie, boat, toe).RF.1.3.fRead words with grade-appropriate inflectional endings (e.g., likes, liked, waits, waited, waiting).RF.1.3.gIdentify and read grade-level high-frequency/irregular words in and out of context.RL.1.1Ask and answer questions about key details in literature and informational text. RI.1.1 Ask and answer questions about key details in informational text.RL.1.2Retell key details identifying the central message or lesson in literature texts.RI.1.2Retell key details identifying the main topic in informational texts.RL.1.3Use key details to describe characters, settings, and major events in a story.RI.1.3Describe the connection between two individuals, events, ideas, or pieces of information in a text.RL.1.9Compare and contrast characters’ adventures and experiences in stories.RI.1.9Identify similarities and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).RI.1.5Know and utilize text features (e.g., graphs, charts) in a text to locate key facts or information.RL 1.10; RI.1.10 With prompting and support, read prose, poetry and informational text of appropriate grade-level complexity.RF.1.4.a,bUse reading strategies to read with purpose and comprehension while adjusting reading rate to support accuracy, fluency and expression (e.g., looking at illustrations, activating prior knowledge, and predicting the outcome of the selection) in grade-level texts.RF.1.4.cMonitor reading using context clues and re-reading (e.g., word patterns, story structure, illustrations) to support accuracy, rate and comprehension. L.1.1.eUse verbs to convey a sense of past, present, and future (e.g., jump, jumped, will jump) when writing or speaking.L.1.1.fUse frequently occurring adjectives when writing or speaking (e.g., happy, nice, big).L.1.4.bLearn frequently occurring affixes and their meanings (e.g., dis-means “not” or “opposite of” so dislike means “not to like”) and use as clues to the meaning of a word.Essential Questions: What do readers do when they do not understand everything in a text? What is important to know about the moon? How are ways to travel the same and different? Why do authors write non-fiction? What clues help you figure out how characters feel? What makes a story funny? How can discussion increase our knowledge and understanding of an idea(s)? Enduring Understandings: Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply strategies to enhance their comprehension. Oral discussion helps to build connections to others and create opportunities for learning.Assessments:Formative: Anecdotal records of students in small group center/activities, one to one conferencing, whole group instruction/MTP, guided reading, in-progress writing samples, turn/ talk, and talk movesSummative: Model Curriculum Unit 4 Assessment, assessment on CVC /CVCC words and sight words, running records to see reading progress/ comprehension skills,Authentic: Published writing piece for opinion writing, response to text orally (recording) or in writing, center activity work samples Interdisciplinary Connections: Students can research and write about an animal, state, country, sport, or important person and write an opinion piece stating facts and reasons why they think what they learned is interesting and/or important.Technology Integration: for continuous word work for sight word recognition practice and spelling practice online kid friendly books for reading practice, or , for finding kid friendly topics children can read and respond to in writing a search engine that is safe for kids, used by librarians, for students to reinforce CCSS in ELAKey Vocabulary: Atmosphere, surface, miniature, vast, landscape, decision, shelter, delighted, complain, pleaded, lonely, horizon, eagerly, scampered, slippery, spotted, disappointed, fancy, author, permission, signature, exactly, incomplete, welcomed, meadow calf, wade, rippled, flooded, swarm.Useful Sites: for unit 4 activities, for videos on writing area and anchor charts for ideas in integrating science and social, for resources on comprehension strategiesText Crosswalk: T45 Your Turn Activity for Language Standard (the students can also write an opinion piece using the book discussed , T145 for Writing Standard Write to Narrative Activity, children can also write an opinion piece of whether or not they liked the story T215 for Reading Foundational Standard Guided Practice Activity to help children with decoding and blending strategiesUnit 5:Topic: CCSS:Goals: (This section should contain the standards that are to be mastered by the end of the unit.)Projected # of days (e.g., Watch Us Grow)Journeys TE Unit 5W.1.3Use the writing process: show a progressing and chronological narrative recounting two or more events using temporal words, including some details and a closing sentence.38W.1.5With guidance and support, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.W.1.8With guidance and support, use personal experiences or gathered information from provided sources (e.g., magazines, educational websites) to answer a question.SL.1.5Add drawings, models, or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.L.1.1.d,g,h,iUse pronouns (personal, possessive, and indefinite), frequently occurring conjunctions, demonstratives (e.g., this, that, these) and appropriate prepositions to form and complete sentences when speaking and writing.L.1.2.cUse commas where needed in sentences that contain a series of single words or dates.RF.1.2.bBlend phonemes of single-syllable words containing consonants and short vowels (e.g., sit).RF.1.2.c,dOrally segment, identify phonemes in a single-syllable word, and pronounce (e.g., meet: /m/-/ee/-/t/).RF.1.3.a,bDecode basic CVC (e.g., met, trail, treat, wheat) and CVCC (e.g., wind, knock) and VC (e.g., at) words and words with common consonant digraphs.RF.1.3.cDecode words with final –e (e.g., ate, name) and words with common vowel teams (e.g., pie, high, boat, toe, bow, blue, suit).RF.1.3.fRead words with inflectional endings (e.g., waits, waited, waiting, smaller, smallest).RF.1.3.gIdentify and read grade-level high-frequency /irregular words in and out of context.RL.1.2; RI.1.2Retell key details identifying the central message or lesson in literature texts and the main topic in informational texts.RL.1.3; RL.1.7Describe settings, characters, and major events using key details with support from illustrations in literature.RL.1.6Identify words that indicate who is telling the story at different points in the text.RL.1.9Compare and contrast characters’ experiences and adventures in stories.RL.1.10With prompting and support, read prose and poetry of appropriate complexity for grade one.RI.1.1; RI.1.4Ask and answer questions about the key details and for determining or clarifying the meaning of words and phrases in a text.RF.1.4.a,bEstablish a purpose for reading and use reading strategies to answer comprehension questions about the text while adjusting reading rate to support accuracy and expression (e.g., looking at illustrations, activating prior knowledge, and predicting the outcome of the selection).RF.1.4.cMonitor reading using context clues and re-reading (e.g., word patterns, story structure, illustrations) to support accuracy rate and comprehension. L.1.4.a,bUse sentence-level context and frequently occurring affixes (e.g., dis-) as a clue to determine the meaning of a word or phrase.Essential Questions: How do readers construct meaning form text? What do characters do when there is a problem? What clues tell you why animals look as they do? What causes events in a story to happen? Why do authors put events in certain order? What clues tell you what a character is like? How does a listener understand a message?)Enduring Understandings: Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply strategies to enhance their comprehension. Effective listeners are able to interpret and evaluate increasingly complex messages.) Assessments:Formative: Anecdotal records of students in small group center/activities, one to one conferencing, whole group instruction/MTP, guided reading, in-progress writing samples, turn/ talk, and talk movesSummative: Model Curriculum Unit 5 Assessment, assessment on CVC /CVCC/final –e and vowel team words, running records to see reading progress/ comprehension skills, Authentic: Published writing piece for opinion/informative writing, student created play (recording) or in writing, and writing center work samplesInterdisciplinary Connections: SS and/or Science students decide on a topic they want to research and write about it. Children will create a report and present it to their classmatesTechnology Integration: and to help students research writing topics for informational writing, for students to reinforce CCSS in ELAKey Vocabulary: whispered, clues, detectives, clever, poked, sneaky, roamed, sparkling, misty, promised, received, slender, behave, sizzling, translated, accent, gooey, siesta, gentle, completely, settle, reflection, lonely, recognized, blossoms, cavern, shady, ledge, lugging, shallowUseful Sites: to help with guided reading/retelling rubrics for informational and fiction texts to help with reader’s theatre ideasText Crosswalk: T19 for Reading Foundational Standard Guided Practice Activity to help students with decoding strategies, T30 for Reading Standard Introduce Comprehension Activity to help students describe story details, T43 for Language Standard Your Turn Activity to help students enrich language, T45 for Writing Standard Guided Writing Activity*Differentiation: free_resources/itembank.aspx* ELLs: Look in the Journeys TE for ELLs Tab to assist Additional Resources: Strategies That Support Comprehension and FluencyUses illustrations to solve unknown words and make meaning Establishes purpose for reading Activates prior knowledge Makes meaningful predictionsUses sentence level context clues to confirm or self-correct (e.g., Does it make sense?)Makes meaningful connections to the text (text to text/text to self/text to world)Makes inferencesReads in a grammatical and linguistically reasonable manner so it sounds the same as oral speech (e.g., Does it sound right?)Phonics and Word Analysis SkillsGets mouth ready for first letter and thinks about what makes senseUses graphophonic cues (Sound it out.)Looks for “chunks” in words such as word endings, known syllables, etc.Matching Students to Text LevelsIndependent Level – Students develop fluency as they read these easy and/or familiar books. They increase speed of reading as well as expression as a result. Use these books for independent reading and reading aloud.Instructional Level – Students are reading books that require them to use strategies but they are fluent enough at this level to make meaning. These books are “just right” for guided reading with the teacher or parent at home. They provide some challenges, so the children can practice using strategies and skills.Frustrational Level - This level of text is too difficult for the student. At this level, reading is choppy and does not sound fluent. Move to a lower-level book so the student can read with success and me.Leveling Resources DRA/Guided Reading/ Grade Level Correlation Guide Reading Series Correlation Search 50,000 books by book level Lexiles Matching Books to Readers by Fountas and PinnellGrowing Readers – by CollinsRecommended Children’s Literature ListInformational Books: Kindergarten & First GradeTitleAuthorTopicAnimals/InsectsAbout Birds: A Guide for ChildrenC. Sill Amazing Butterflies and Moths. Eyewitness Juniors series J. StillAre You a Ladybug? Backyard Books series J. AllenBe a Friend to Trees. Let’s-Read-and-Find-Out, Stage 2 seriesP. LauberBugs Are Insects (Let's Read-And-Find-Out Science)Anne F. RockwellBugs! Bugs! Bugs! Bob BarnerFrogsNic BishopFrom Tadpole to FrogW. PfefferThe Magic School Bus: Inside a Beehive Joanna ColeBodies, Staying Healthy & SensesBones: Our Skeletal SystemS. SimonCuts, Breaks, Bruises and Burns: How Your Body HealsJ. ColeHealthy HabitsRebecca Weber Let’s Find Out About ToothpasteK. BarabasMe and My Amazing Body Joan SweeneyMe and My Senses Joan SweeneyMy First Body Book Christopher RiceMy Five SensesAlikiSkin You Live InMichael TylerThe Brain: Our Nervous SystemS. SimonThe Heart: Our Circulatory SystemS. SimonThe Magic School Bus: Inside the Human BodyJ. ColeThrow Your Tooth on the Roof: Tooth Traditions from Around the WorldS. BeelerYour Insides J. ColeYour Skin Holds You InBecky BainesDiversity & FamilyCharlie Parker Played Bebop Chris RaschkaEverybody Cooks Rice Nora DooleyFamiliesAnn MorrisHats, Hats, Hats Ann MorrisHouses and HomesAnn MorrisI Like to Play Marla Stewart KonradMoonshow: The Flight of Apollo 11Brian FoccaThe librarian of BasraJ. WinterAny books from the Grandmother Series e.g., Grandmother Esther RemembersAnn MorrisAny books from the “That’s Our School Series” e.g., That’s Our NurseAnn MorrisTitle TopicAuthorFood/GardensA Cool Drink of Water Barbra KerleyApplesG. GibbonsApples and PumpkinsAnne RockwellApples for EveryoneJill Esbaum Blueberries Grow on a Blueberry BushMari Schuh Bread, Bread, Bread or any book by authorAnn MorrisBusy day at Mr. Kang’s Grocery StoreA. FlanaganCarrots Grow UndergroundMari Schuh Extra Cheese, Please!: Mozzarella’s journey from cow to pizzaC. PetersonLettuce Grows on the GroundMari Schuh How Did That Get in my Lunchbox? : The story of foodChristine ButterworthMarket!T. LewinPumpkinsKen Robbins Pumpkin PumpkinJeanne TitheringtonSeed, Soil, SunCris Peterson Seed, Sprout, Pumpkin, PieJill Esbaum Tomatoes Grow on a VineMari Schuh Watch Them GrowLinda MartinJobs/Community10 Things I Can Do to Help My World Melanie WalshCareer DayAnne RockwellCity SignsZoran MilichEverybody Works Rotner,Shelly & Ken KreislerFirefighters A to Z:AlphabetChis L. DemarestFrom Cement to Bridge.A. MitgutschHelpers in my Community Bobbie KalmanJobs Around my Neighborhood / Oficios en mi vecindario Gladys Rosa-MendozaMuseumsJ. CooperMy Visit to the Aquarium AlikiShadows and ReflectionsTana HobanTo be an ArtistMaya Ajmera & John D. Ivanko Whose Coat is This? : A Look at How Workers Cover Up--Jackets, Smocks, and RobesLaura Purdie Salas,Whose Gloves are These? : A Look at Gloves Workers Wear--Leather, Cloth, and RubberLaura Purdie SalasTitle TopicAuthorWhat happens at a supermarket? / Que pasa en un supermercado? Amy HutchingsWorkAnn MorrisMoneyIf You Made a MillionD. SchwartzIn the Money : A Book About Banking Nancy LoeweWhat is Money, Anyway? : Why Dollars and Coins Have Value Jennifer S. LarsonMiscellaneousThe Important BookMargaret Wise BrownFirst the EggLaura Vaccaro SeegerClick! A Book About Cameras and Taking Pictures G. GibbonsInto the Woods: John James Audubon Lives His Dream R. BurleighFirst to Fly: How Wilbur and Orville Wright Invented the AirplaneD. CraigThe Way Things WorkDavid MacaulayHot, Cold, Shy, BoldPamela Harris Do You Know Which Ones Will Grow?Susan A. Shea National Geographic Little Kids First Big Book of Why Amy ShieldsRecommended Children’s Literature ListBooks Commonly Found in ClassroomsTitleAuthorCategoryIn the Tall, Tall GrassDenise FlemmingAlliterationMiss Mary MackMary Ann HobermanAlliterationMouse MessLinnea RileyAlliterationSam Sheep Can’t SleepPhil Cox AlliterationSheep, Sheep, SheepA. AlbaAlliterationSilly SallyAudrey WoodsAlliterationAlligators All AroundM. SendakAlphabetAlphabearsM. HagueAlphabetAlphabeastsW. EdwardsAlphabetAnimaliaG. BaseAlphabetChicka Chicka Boom BoomBill Martin, John ArchambaultAlphabetEating the AlphabetLois EhlertAlphabetMiss Bindergarten Stays Home From KindergartenJ. SlateAlphabetPignic: An Alphabet Book in RhymesA. MirandaAlphabet26 Letters and 99 CentsT. HobanAlphabet/NumbersApples and PumpkinsAnne RockwellConceptsBlack Cat, White Cat: A Book of OppositesChuck MurphyConceptsBread, Bread, Bread or any book by authorAnn MorrisConceptsGilberto and the WindMarie Hall EtsConceptsIt Looked Like Spilled MilkCharles G. ShawConceptsM & M Counting BookBarbara Barbieri McGrathConceptsMy Five SensesAlikiConceptsOutside, InsideKathleen FainConceptsPumpkin PumpkinJeanne TitheringtonConceptsRed Leaf Yellow LeafLois EhlertConceptsRosie’s WalkPat HutchinsConceptsI Know an Old Lady Who Swallowed a FlySims TabackCumulative PatternThe House That Jack BuiltE. GuifoileCumulative PatternThe Napping House Wakes UpAudrey WoodCumulative PatternThe Rose in My GardenArnold LobelCumulative PatternThe Very Quiet CricketEric CarleCumulative PatternToo Much NoiseAnn McGovernCumulative PatternAre You My Mother?P. D. EastmanEasy To ReadBlueberries For SalRobert McCloskeyEasy To ReadGoodnight Moon or any book by author Margaret Wise BrownEasy to ReadIt’s Not Easy Being Big!Stephanie St. PierreEasy To Read More More More Said the BabyVera B. WilliamsEasy To ReadThe Very Hungry CaterpillarEric CarleEasy To ReadYo! Yes?Chris RaschkaEasy To Read A Chair for My MotherVera B. WilliamsNarrativeBear Snores OnKarma WilsonNarrativeClick Clack MooDoreen CroninNarrativeEpossumondasColleen SalleyNarrativeGo Away, Big Green MonsterEd EmberlyNarrativeGoldilocks and the Three BearsJ. MarshallNarrativeHannah’s CollectionsMarthe JocelynNarrativeI Like Things Margaret HillertNarrativeJacket I Wear in the SnowShirley NeitzelNarrativeTitleAuthorCategoryJosephina: The Great CollectorDiana EngelNarrativeMaebelle’s Suitcase Tricia TusaNarrativeMouse Paint Ellen Stoll WalshNarrativeTar BeachFaith RinggoldNarrativeThe Button BoxMarguerite ReidNarrativeThe Carrot SeedRuth KraussNarrativeThe Grouchy Ladybug or any book by authorEric CarleNarrativeThe Puddle PailElisa KlevenNarrativeThe Three Billy Goats GruffPaul GaldoneNarrativeLittle Blue and Little YellowLeo LionniNarrativeShoes From GrandpaMem FoxNarrativeStone SoupM. BrownNarrativeThe True Story of the Three Little PigsJon ScieszkaNarrativeThe Three BearsPaul GaldoneNarrativeWhistle for Willie or any book by authorEzra Jack KeatsNarrativeA Bug in a RugG. PatrickPhonologicalA My Name is AliceJane BayerPhonologicalBig Pig on a DigPhil CoxPhonologicalClick, Clack, MooDoreen CroninPhonologicalDan The Flying ManJ. CowleyPhonologicalMay I Stay Home Today?A. Butler, P. NevillePhonologicalThe Flea’s SneezeLynn DowneyPhonologicalToad Makes a RoadPhil Cox PhonologicalDuck in the TruckJ. AlboroughPredictableGood-Night OwlP. HutchinsPredictableIf You Give a Mouse a CookieLaura Joffe NumeroffPredictableLittle Red Riding HoodPaul GaldonePredictableMrs. Wishy-WashyJ. Crowley, J. MelserPredictableThe Wheels on the BusM. KovalskiPredictableThe Gingerbread BoyP. GaldonePredictableBrown Bair, Brown Bear, What Do You See?Bill MartinRepetitionCaps for SaleEsphyr Slobodkina RepetitionChicken LittleLaura RaderRepetition Happy Birthday, MoonFrank AschRepetitionMiss Spider’s Tea PartyDave KirkRepetitionOver in the MeadowJohn LangstaffRepetitionThe Doorbell RangPat HutchinsRepetitionThe MittenJan BrettRepetitionThe Three Little PigsPaul GaldoneRepetition This Old Man or Joseph Had a Little OvercoatSims TabackRepetitionWe’re Going on a Bear HuntMichael RosenRepetitionWho Took the Cookies from the Cookie Jar?Bonnie Philemon,Lass SturgesRepetitionA House is a House For MeM. A. HobermanRhymeA Pig Is BigDouglas FlorianRhymeDown By the BayRaffiRhymeHoney, I LoveEloise GreenfieldRhymeHow Does the Wind Walk?Nancy White CarlstromRhymeI Can’t, Said The AntP. CameronRhymeIs Your Mama a Llama?Deborah GuarinoRhymeThe Itsy Bitsy SpiderIza TrapaniRhymeJames and the RainKarla KuskinRhymeMiss Polly Has A DollyPamela Duncan EdwardsRhymeMooses Come WalkingArlo GuthrieRhymeSheep in a JeepNancy ShawRhymeThe Cat in the Hat or any book by authorDr. SeussRhymeThe Wind BlewPat HutchinsRhymeTortillitas Para Mama & Other Nursery RhymeMargot C. GriegoRhymeRecommended Children’s Literature ListRecent Books TitleAuthorA Pocket Full of KissesAudrey Penn, Barbara Leonard GibsonA-Tisket, A-TasketElla FitzgeraldAlphabet MysteryAudrey WoodAnd Here’s To YouDavid ElliottBear Wants MoreKarma WilsonBlack All AroundPatricia HubbellBoom Chicka RockJohn ArchambaultDanceBill T. Jones, Susan KuklinDiary of a WormDoreen CroninDon’t Let the Pigeon Drive the BusMo WillemsDrat That Fat CatPat ThomasEpossumondasColleen SalleyFour Friends TogetherSue HeapGiraffes Can’t DanceGiles Andreae, Guy Parker-ReesGo Track a Yak!Tony JohnstonHey, Little AntPhillip Hoose, Hannah HooseJust Enough and Not Too MuchKaethe ZemachLittle QuackLauren ThompsonLunchtime for a Purple SnakeHarriet ZiefertMary Smith Andrea U’RenMoo Who? Margie PalatiniMr. SeahorseEric CarleMrs. Chicken and the Hungry CrocodileWon-Ldy Paye, Margaret H. LippertMrs. MooleyJack KentMy Lucky DayKeiko KaszaPaper ParadeSarah WeeksPepito The BraveScott BeckRoller CoasterMarla FrazeeStand Tall Molly Lou MellonPatty LovellThe DotPeter H. ReynoldsThe Other SideJacqueline WoodsonThe Pigeon Finds a Hot DogMo WillemsThe Tiger Who Came To TeaJudith KerrWild About BooksJudy Sierra ................
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