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 – Fourth Nine Weeks – Row 1 (approximately three weeks) | |First Grade – Fourth Nine Weeks – Row 1 | |

|First |1-3.14 Organize a series of words by alphabetizing to the first letter. |1-1.4 Find an example | 1-2.3 Distinguish between facts and opinions. |

|Grade | |of sound devices | |

|– |1- 3.5 Understand the relationship between two or more words (including synonyms, antonyms, and homonyms). |(including onomatopoeia|1-2.5 Understand that headings, subheadings, and print styles (for example, italics, bold, and larger type provides information to the reader). |

|Fourth| |and alliteration) in | |

|Nine | |texts read aloud. |Social Studies |

|Weeks | | |1-6.1 Explain the concept of scarcity and the way it forces individuals and families to make choices about which goods and services to obtain. |

| | |1-1.6 Explain how | |

| | |elements of author's |1.6.2 Explain methods for obtaining goods and services, including buying with money and bartering. |

| | |craft (for example, | |

| | |word choice) affect the|1-6.4 Recognize the roles of producers and consumers and the ways in which they are interdependent. |

| | |meaning of a given | |

| | |literary text. |Science Unit |

| | | |(for the nine weeks) |

| | | |Plants |

|First |1-3.2 Identify base words and their inflectional endings |1-1.1 Summarize the | 1-2.1 Summarize the central idea and supporting evidence in an informational text during classroom discussion. |

|Grade |(-s, -es, -ing, -ed, -er, and -est). |main idea and | |

|– | |supporting evidence in |1-6.3 Create categories (for example, plants and animals) to classify information. |

|Fourth|1-3.5 Understand the relationship between two or more words (including synonyms, antonyms, and homonyms). |literary text during | |

|Nine | |classroom discussion. |1-6.4 Use the Internet with the aid of a teacher. |

|Weeks | | | |

| | | |Social Studies |

| | | |1-2.2 Compare the ways that people use land and natural resources in different settings across the world, including the conservation of natural resources and |

| | | |the actions that may harm the environment. |

| | | | |

| | | |1-6.4 Recognize the roles of producers and consumers and the ways in which they are interdependent. |

| | | | |

| | | |Science Unit |

| | | |(for the nine weeks) |

| | | |Plants |

| | | | |

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| | | | |

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|Nine | | | |

|Weeks | | | |

First Grade – Fourth Nine Weeks |1-3.2 Identify base words and their inflectional endings

(-s, -es, -ing, -ed, -er, and -est).

1-3.5 Understand the relationship between two or more words (including synonyms, antonyms, and homonyms).

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

1-6.3 Create categories (for example, plants and animals) to classify information.

1-6.4 Use the Internet with the aid of a teacher.

Social Studies

1-2.2 Compare the ways that people use land and natural resources in different settings across the world, including the conservation of natural resources and the actions that may harm the environment.

Science Unit

(for the nine weeks)

Plants

|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

May/June

Fairy Tales or Realistic Fiction |Wright Group

• The Dippy Dinner Drippers

• Hummingbird Garden

• Just This Once

• Quack, Quack, Quack

• Little Puppy Rap

| |Explain: (Understanding)

Can you explain why this happened?

|Cause and Effect

• During an interactive read aloud, use a two -column chart labeled “Cause – Effect.” Stop periodically and list an event that occurred. These are the effects. Then ask “What caused…” questions for the events and list these statements under cause.

• After an interactive read aloud, ask students to give you important events that occurred in the story. Write these events on sentence strips and distribute them to the students. Students then work in pairs or small groups to identify the “cause” of the event.

Categorize Information

• Provide students with several pictures of different types of plants. Allow students to categorize them, and explain why they categorized them as they did.

Cause and Effect

☺ Cause and Effect-Science

|Poems about Earth Day and Recycling,

• Scientific Blues,

( Earth Day

← Things

← Recipe for a Hippopotamus Sandwich

← The Puppy

← Dogs

|Social Studies

• Desert Town, Bonnie and Arthur Geisert

• Fancy Nancy Every Day is Earth Day, O’Connor

• Miss Rumphius, Cooney

• What’s Up What’s Down?, Schaefer

• Across America, I Love You, Loomis

• How a First Lady Changed America, Appett

• A Place to Bloom, Siomades

Writer’s Workshop

(Persuasive Letters)

• Dear Mr. Blueberry, Simon James

• Dear Mr. Peter Rabbit, Alma Flor Ada

• Jolly Pocket Postman, Janet and Allen Ahleberg

• Jolly Postman or Other People’s letters ,Janet and Allen Ahleberg

|Literacy Work Stations: Making Centers Work, Diller, Other Work Stations, Chapter Nine, pg. 104

Other Work Stations:

Computer Station Bookmark science websites that correlate with science indicators.

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