Literary Indicator



|Learning to

Read |Literary Indicator |Informational Indicator |Ongoing-Other

Indicator/s &

Writing Workshop |Big Book Suggestions

Shared Reading | |Clarification

of

Bloom’s Verb |Reading Mini-Lesson or Guided Reading Notes |Poetry Connections |Interactive Read Alouds |Centers | |First Grade – Third Nine Weeks – Row 1 (approximately three weeks) | |First Grade – Third Nine Weeks – Row 1 | |

|First | |1-1.5 Generate a |1-2.2 Analyze informational texts to draw conclusions and make inferences during classroom discussions. |

|Grade |1-3.6 Use structural analysis to determine the meaning of compound words and contractions. |retelling that | |

|Grade | |identifies the |1-6.1 Generate how and why questions about a topic of interest. |

|– |1-3.19 Use known words to spell new words. |characters and the | |

|Third | |setting in a story and | |

|Nine | |relates the important |Social Studies |

|Weeks | |events in sequential |1-4.3 Recall the contributions made by historic and political figures to democracy in the United States, including George Washington, Benjamin Franklin, Thomas |

| | |order. |Jefferson, Abraham Lincoln, Martin Luther King Jr., and Rosa Parks. |

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| | |1-1.7 Use relevant |Science Unit |

| | |details in summarizing |(for the nine weeks) |

| | |stories read aloud. |Sun and Moon |

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|First |1-3.19 Use known words to spell new words. |1-1.1 Summarize the | 1-2.1 Summarize the central idea and supporting evidence in an informational text during classroom discussion. |

|Grade | |main idea and | |

|Grade |1-3.15 Identify beginning, middle, and ending sounds in single-syllable words. |supporting evidence in |1-2.6 Use graphic features (for example, illustrations, graphs, charts, and maps) as sources of information. |

|– | |literary text during | |

|Third | |classroom discussions. |Social Studies |

|Nine | | |1-2.1 Identify a familiar area or neighborhood on a simple map, using the basic map symbols and the cardinal directions. |

|Weeks | | | |

| | | |Science Unit |

| | | |(for the nine weeks) |

| | | |Sun and Moon |

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First Grade Grade – Third Nine Weeks |1-3.19 Use known words to spell new words.

1-3.12 Use onsets and rimes to decode and generate words.

|1-1.10 Explain cause and effect relationships presented in literary text. |1-2.8 Explain cause and effect relationships presented in informational texts.

1-3.3 Use vocabulary acquired from a variety of sources (including conversations, texts read aloud, and the media).

1-6.2 Use print sources of information (for example, books, newspapers, pictures, charts, and graphs) and non-print sources to access information.

Social Studies

1-6.3 Identify ways that families and communities cooperate and compromise in order to meet their needs and wants.

Science Unit

(for the nine weeks)

Sun and Moon

|1-1.11 Read independently for extended periods of time for pleasure.

1-2.9 Read independently for extended periods of time to gain information.

1-3.4 Recognize high-frequency words encountered in texts.

1-3.7 Use appropriate rate, word automaticity, phrasing, intonation, and expression to read fluently.

1-3.8 Use appropriate voice level and intonation when speaking and reading aloud.

1-3.17 Use blending to read.

1-3.20 Use pictures and words to construct meaning.

1-6.6 Follow one and two step oral directions.

Writing Workshop

March

Persuasive Letters |Wright Group

• Baby Bumblebee

• When Barney Went to the Vet

Visual Literacy or Read Aloud Material

Breakfast

Social Studies

Newbridge

• Wants and Needs

• Shipping Goods

Science

Newbridge

• Gravity

• Out in Space

| |Explain: (Understanding)

|Draw Conclusions

• Suggested format for Barney: Barney goes to the Vet and something happens. Show page 2 and have students give the details of the page. Then turn to page 12 and 14 and have students notice what has changed in the Vet's office. Direct students to pages 12 & 14 and let them know this is the effect. Have them make predictions or draw conclusions about the cause. Then read the book.

Cause and Effect

• During a read aloud, stop at an appropriate time and have students ask a “What caused…” question using an event from the story. Students turn to their partner and share their questions. Teachers will still need to guide students during this process. See The Next Step in Guided Reading, Richardson, pg. 225 for further information on cause and effect strategies.

Questions

• Read a page from an informational big book and invite students to share a “why” question with their partner and have their partner come up with possible answers which would be their inference. See The Next Step in Guided Reading, Richardson, pg. 12.

Cause and Effect

( Beginning Stage Cause Effect

Print Sources of Information

• Bring in newspapers (mini page) and magazines (Highlights, Time for Kids, Kids National Geographic, Ranger Rick, Big Backyard, etc…) and have students look through the print sources for something to share with their partners. Make sure the articles have been screened and are appropriate for your students. |Poems about interdependence, and wants and needs, Where the Sidewalk Ends, Shel Silverstein, Helping, Bang-Klang, Ourchestra, Pancakes?, Hector the Collector, Point of View, Poor Angus, Afraid of the Dark

Science

( The Sun and

Moon |Social Studies

• Sheep in a Shop, Nancy Shaw

• Click, Clack, Moo Cows That Type, Doreen Cronin

• Apple Picking Time, Michele Benoit Slawson

• The Berenstain Bears Get the Gimmes, Stan and Jan Berenstain

• If You Give a Mouse a Cookie, Numeroff

• If You Give a Cat a Cupcake, Numeroff

• Kiss Good Night, Hest

• Bear Wants More, Wilson

• What Baby Wants, Root

• Fancy Nancy and the Post Puppy, O’Connors

• The Day Jimmy’s Boat Ate the Wash, Noble

• I Wanna Iguanna, Kauffman

Science

• Sun up, Sun Down, Gail Gibbons

• The Sun: Our Very Own Star,Jeanne Be

• The Moon Book, Gail Gibbons

|Literacy Work Stations: Making Centers Work, Diller, Chapter Seven, ABC/Word Study Work Station, pg. 75

Literacy Work Stations: Making Centers Work, Diller, Poetry Work Station,

Chapter Eight, pg. 91

Use the print sources from the mini-lesson to create a research station. This could be included in the All About Books (text features) for Writer’s Workshop.

Provide magazines and pictures in a social studies center for children to find pictures to sort and classify as wants and needs.

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