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/Song Connections |Interactive Read Alouds |Centers | |First Grade– First Nine Weeks – Row 1 (approximately three weeks) | |First Grade – First Nine Weeks – Row 1 | |
|First |1-3.1 Use pictures, context, and letter-sound relationships to read unfamiliar words. |1-1.2 Use pictures and |Social Studies |
|Grade - | |words to make and |1-3.2 Summarize the concept of authority and give examples of people in authority including school officials, public safety |
|First |1-3.21 Recognize environmental print (for example signs in the school, road signs, restaurant, and store signs). |revise predictions |officers, and government officials. |
|Nine | |about a given literary |1-3.4 Summarize possible consequences of an absence of laws and rules including the potential for disorderliness and violence. |
|Weeks |1-3.22 Know the parts of a book. |text. | |
| |1-3.23 Carry out left to right, top to bottom and return sweep directionality on the printed page. | |1-4.1 Recognize the basic values of American Democracy including respect for the rights and opinions of others, fair treatment for everyone, and respect for |
| | |1-1.5 Generate a |the rules for which we live. |
| |1-3.24 Distinguish among letters, words, and sentences. |retelling that | |
| | |identifies the |Science Unit |
| | |characters and the |Earth Materials |
| | |setting in a story as |for the nine weeks |
| | |it relates the | |
| | |important events in | |
| | |sequential order. | |
|First |1-3.1 Use pictures, context, and letter sound relationships to read unfamiliar words. |1-1.4 Find an example |1-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written words, and oral presentations). |
|Grade | |of sound devices | |
|- |1-3.9 Create rhyming words in response to an oral prompt. |(including onomatopoeia|1-2.6 Use graphic features (illustrations, graphs, charts, and maps) as sources of information. |
|First | |and alliteration) in | |
|Nine |1-3.15 Identify beginning, middle, and ending sounds in single-syllable words. |texts read aloud. |1-2.7 Use functional text features including table of contents. |
|Weeks | | | |
| |1-3.18 Spell three and four letter short-vowel words and high-frequency words correctly. |1-1.8 Create responses |1-6.5 Use complete sentences when orally presenting information. |
| | |to literary texts | |
| | |through a variety of |Social Studies |
| | |methods (for example, |1-1.3 Illustrate personal and family history on a time line. |
| | |writing, creative | |
| | |dramatics, and the |1-1.5 Illustrate different elements of community life, including the structure of schools; typical jobs; the interdependence of family, school, and the |
| | |visual and performing |community; and the common methods of transportation and communication. |
| | |arts). | |
| | | |1-1.1 Summarize the characteristics that contribute to personal identity, including physical growth, the development of individual interest, and family changes |
| | | |over time. |
| | | | |
| | | |Science Unit |
| | | |Earth Materials |
| | | |for the nine weeks |
First Grade - First Nine Weeks |1-3.1 Use pictures, context, and letter sound relationships to read unfamiliar words.
1-3.2 Base words and their inflectional endings (-s, -es, -ing, -ed, -er, and -est).
1-3.10 Create words by orally adding, deleting, or changing sounds.
1-3.12 Use onsets and rimes to decode and generate words.
1-3.16 Classify words by categories (for example, beginning and ending sounds).
|1-1.9 Classify a text as either fiction or nonfiction.
1-1.5 Generate a retelling that identifies the characters and the setting in a story and relates the important events in sequential order. |1-1-2.6 Use graphic features (illustrations, graphs, charts, and maps) as sources of information.
1-2.7 Use functional text features including (table of contents).
Social Studies 1-1.1 Summarize the characteristics that contribute to personal identity, including physical growth, the development of individual interest, and family changes over time.
1-1.3 Illustrate personal and family history on a time line.
1-1.5 Illustrate different elements of community life, including the structure of schools; typical jobs; the interdependence of family, school, and the community; and the ways the families earn their living.
Science Unit
Earth Materials
for the nine weeks
|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.
1-3.3 Use vocabulary acquired from a variety of sources (including conversations, texts read aloud, and the media).
1-6.6 Follow one and two step oral directions.
Writing Workshop
August/September
Launching The Writing Workshop and Small Moments
One published piece
|Wright Group
• B-B-B-Bats
• Teeth
• Dig a Dinosaur
• Ten Dogs in the Window
• Mr. Grump
• The Jigaree
• Dan the Flying Man
• Flowers
Visual Literacy or Read Aloud Material
Social Studies
Newbridge
• At Play in the Community
Science
Newbridge
• Water on Earth | |Classify: (Analyze)
What evidence can you find…..
Why would this book be called a nonfiction text?
What category would you place this book in?
Generate: (Creating) Although this verb is listed in the highest level of Bloom’s, this task would be more aligned with demonstrating an understanding and/or remembering since the student would be naming characters, setting, and remembering the details of the story. |Fiction or Nonfiction
• Use both fiction and nonfiction texts for read aloud and shared reading to create anchor charts for each. (Choose one color for fiction chart and another for nonfiction.) Discuss the features of each genre. Fiction books have characters that tell a made-up story with a beginning, middle, and end. Nonfiction books provide information about a person or topic.
• Teacher selects several fiction and nonfiction books. Provide students with signs “fiction/ nonfiction” (front / back), matching colors from the prior anchor chart. Teachers read a page or excerpt from each book. Then have children hold up their sign to designate if the selection is fiction or nonfiction.
• Students each pick a book from the classroom library and tell whether it is fiction and non-fiction, and provide evidence using the characteristics on the anchor chart.
Character, Setting, Plot
• After a read aloud, focus on the first three fingers of the 5-finger retell. Compare the problems (3rd finger) in familiar fairy tales and other books you have read to the class. See The Next Step in Guided Reading, Richardson pgs. 122, 171-172.
• During shared reading, ask students to identify words that contain a base word and an ending.
• Use magnetic letters to create words by adding, deleting or changing a letter. For examples of word sequences (making words), see The Next Step in Guided Reading, Richardson, Appendix A, pg. 274.
• Use magnetic letters to break one-syllable words at the onset and rime
(sh-ip). See The Next Step in Guided Reading, Richardson, pg. 126.
• Use poems to identify words that rhyme or begin the same.
Graphic Features
• Show students a graph, chart or map and encourage students to ask questions that can be answered by using the graphic text. (green questions)
• Use a non-fiction big book to teach text features such as the table of contents, glossary and index. Ask questions that can be answered from the text features. |Community Helpers
• Warming Up to
• Big Books, Cynthia Holley, Neighborhood and Community Friends, pg. 129
• The More We
• Get Together
• Two Little
• Friends
• Helpers
|While You are Away, Eileen Spinelli
• Peter’s Chair, Ezra Jack Keats
• All Kinds of Families, Simon
• When Lightning comes in a Jar, Polacco
• People Work, Ecker
• Community Helpers –Farmers, Dee Ready
• Food Service Workers, Yanuck
Social Studies
• The Relatives Came, Cynthia Rylant
• Community Helpers A to Z, Kadman
• Firefighters A to Z, Chris L. Demarest
• All the Colors of the Earth, Sheila Hamanaka
• ABC I Like Me! Nancy Carlson
• A Chair for my Mother, Vera B. Williams
• Our Community, Newbridge Publishing
• It Takes a Village, Jane Cowen-Fletcher
Writer’s Workshop
(Small Moments)
• Short Cut, Donald Crews
• Good Night, Moon, Margaret Wise Brown
• Joseph Had a Little Overcoat, Simms Tiback
|Create an oral retelling center. See The Next Step in Guided Reading, Richardson, pg. 16.
Literacy Centers for the Primary Classroom, Blakemore & Ramirez, Onsets and Rimes, pg. 24 | |
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