Shelby County Schools



IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,80% of our students will graduate from high school college or career ready90% of students will graduate on time100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps.Purpose - This curriculum map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts?to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. ?Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.In order to plan effective lessons that allow students to do the majority of the thinking, teachers should employ the CLIP instructional model in their daily lesson planning, including: Whole-Group Instruction (20-25 minutes)-This time is for grade-level instruction. Regardless of a student’s reading level, exposure to complex texts supports language and comprehension development which is necessary for continual reading growth. Small-Group Instruction (45-60 minutes)-This time is for supporting student needs that cannot be met during whole-class instruction. Teachers might provide: 1. instruction for students learning to read based on their specific needs and using texts at their reading level; 2. instruction for different learners using grade-level texts to support whole-class instruction; 3. extension for proficient readers using challenging texts, and 4. practice with and applying skills. Whole-Group Closure (5-10 minutes)-This time is for closure of the day’s lesson and a time for a quick assessment of the students. right15938500How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:(1) Regular practice with complex text and its academic language.(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.(3) Building knowledge through content-rich nonfiction.Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:The Tennessee State ELA StandardsThe Tennessee State ELA Standards (also known as the College and Career Ready Literacy Standards): can access the Tennessee State Standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.Shift 1: Regular Practice with Complex Text and its Academic LanguageStudent Achievement Partners Text Complexity Collection: can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection. Student Achievement Partners Academic Word Finder: can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.Shift 2: Reading, Writing and Speaking Grounded in Evidence from the TextStudent Achievement Partners Text-Dependent Questions Resources: can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.Shift 3: Building Knowledge through Content-Rich Non-fictionStudent Achievement Partners Text Set Projects Sequenced: can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.Read Alouds, Shared Reading, Guiding Reading can use this resource to learn about the components of a Balanced Literacy Program. Literacy Work Stations can learn about why literacy work stations are important for Balanced Literacy, and gain tips for setting up literacy work stations. Using the Curriculum Maps, Grades K-2Begin by examining the selected text(s). Read the text carefully and consider what topic or content students should learn from reading the text. Then, review the aligned essential question and culminating task for your topic focus for the week. Review the target Reading Foundational Skills resources to internalize the weekly outcomes for students. At this grade band, foundational skills and language comprehension are of equal importance and need to be addressed fully every day.Locate the TDOE Standards in the left column and the aligned evidence statements. Analyze the language of the standards and consider how the text supports the listed reading standards. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the curriculum maps, but should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text: CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the R Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.Plan your weekly and daily objectives, using the evidence statements and sample objectives as a guide. Be sure to plan your own objectives to meet the needs of your students. As a reminder, while lesson and unit objectives should be aligned to grade-level standards, standards and objectives are not synonymous and standards mastery develops over time (not in a single lesson). Consistent with Teach 1-4 of the TEM, teachers/teams are expected to carefully develop literacy learning objectives that carefully consider the text, target (standard, objective), task, and learner (including assessment of/for learning). Study the suggested performance assessments in the right-hand column, and match them to your objectives. Consider which tasks best target the essential question and content for the week, as well as alignment to standards. When planning for the reading of a text, plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to better understand the text and lead to success on your selected performance assessments. They should also build toward your essential question. Remember at this grade band, complex texts need to be addressed through a read aloud or shared reading, as students have not fully mastered decoding skills well enough to tackle complex text on their own.Examine the other standards and skills you will need to address—writing, language skills, and speaking and listening skills. Review the suggested vocabulary for explicit instruction as listed in the map in addition to the words listed in the TE.Consider how you will support building student knowledge through supplemental reading, content, research, and/or writing around the topic for the week. If a TWAG (Two-Weeks at a Glance) outline is available, review how the two weeks work together to build knowledge.Remember to include differentiated activities for small group instruction and literacy stations.Two-Weeks at a Glance (TWAG) OutlinesBeginning in the 2016-17 school year the SCS curriculum maps will include six or more “TWAG outlines” throughout the year in each grade. These outlines demonstrate how to spend two weeks digging deeply into a high-quality, complex anchor text from the Journeys series in order to build student knowledge around the topic of the story. By studying a high-leverage topic over two weeks, students will have more opportunities to grow their knowledge and vocabulary, while simultaneously building their literacy skills. The curriculum map will align to the TWAG outline, but the full outline will be found in the Appendix to the map. It is important to note that while the map will skip some texts in Journeys to build in time for the TWAG outlines, teachers should continue with the foundational skills strand as outlined in the text and the maps. The foundational skills strand follows a systematic, research based progression, and it is highly recommended that teachers use that progression to guide their instruction. TWAG outlines were developed by SCS teachers and coaches in partnership with Student Achievement Partners and other districts across the country. Using the WIDA MPIsWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.Key Terms:Fluency: The ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning form what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking.Academic Language or Vocabulary: The language of schools and books – language that is used across many domains and topics. Students do not learn academic language in everyday social situations. As students read extensively over time, they develop academic language. This language helps them to read more complex texts.Foundational Skills: The basic skills that need to be taught and developed first. These are the foundations that hold our learning ability together. Foundational Skills include: concentration; visual and auditory processing; short and long term memory; decoding; reasoning; sensory motor integration; fine and gross motor coordination. These skills may not seem important at first, but are often times the reason why some children battle to learn and grasp new concepts.Text Complexity: Is used in evaluating student readiness for college and careers. There are three equally important components of text complexity: qualitative, quantitative, and reader and task.Evidence Statements: Are taken directly from the standards. The standards contain multiple skills. Because the evidence statements usually divide each standard into individual skills, the statements can be used to craft objectives which directly align to TEACH 1 of TEM. TEACH 1 says to “engage students in objective-driven lessons based on content standards.” If teachers design their objectives by using the evidence statements, then TEACH 1 is achieved because the objective comes directly from the standard. It is important to note that although sample objectives are embedded in the map, teachers must still craft their own objectives based on the needs of their individual classes.Essential Questions: Are specific to the text(s) and often summarize the “big understanding” of what students should receive from the text or texts for the lesson. They are open-ended questions that do not have a single, final correct answer, and often call for higher-order thinking and are not answered by recall. Answers to the essential question will require support and justification from the text.Gradual Release of Responsibility Example BehaviorsTeacherStudentI do itModeled Instruction Provides direct instructionEstablishes goals and purposeModels the expectationThink aloud Actively listensTakes notes Asks for clarificationWe do itGuided Instruction / Guided Practice Interactive instruction Works with students Checks, prompts, clues Provides additional modeling Meets with needs-based groups Asks and responds to questions Works with teacher and classmates Completes process alongside othersThey do it togetherCollaborative Practice Provides feedbackMoves among groups Clarifies confusion Provides support Works with classmates, shares outcome Collaborates on authentic task Consolidates learning Completes process in small group Looks to peers for clarificationYou do itIndependentlyIndependent Practice Provides feedback Evaluates progress toward the learning expectation Works alone Relies on notes, activities, classroom learning to complete assignment Takes full responsibility for outcomeTDOE Curriculum StandardsEvidence StatementsContent & TasksWeek 1-Back to School Week Reading SelectionsJack’s Talent (Lexile 230)Back to School (Lexile N/A)Essential Question: What are some talents people have that make them unique?Reading Foundational SkillsRF.1.1a-Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).RF.1.2b-Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.RF.1.3b-Decode regularly spelled one-syllable words.RF.1.3g-Recognize and read grade-appropriate irregularly spelled words.Demonstrates understanding of the organization and basic features of print by recognizing the distinguishing features of a sentence (e.g., first word, capitalization, and ending punctuation).Demonstrates the ability to blend sounds to make words.Demonstrates the ability to decode consonant vowel consonant words.Demonstrates the ability to recognize and read high-frequency words.Sample Objectives (I can):Blend sounds together to make words.Decode CVC words.Identify the parts of a sentence (capital letter, punctuation).Recognize high-frequency words.Print concepts, phonemic awareness, phonics, fluency (as appropriate to time of year)Print Concepts: Letters, Words and SentencesPhonemic Awareness: Blending and SegmentingPhonics: CVC wordsHigh-Frequency Words: I, to, like, a, see, the, we, go, is, arePerformance AssessmentsJourneys Diagnostic AssessmentJourneys Emerging Literacy SurveyJourneys Reader’s Notebook, Back to SchoolTeacher-createdLiteracy Station Activities (orient students as appropriate to the time of year)Phonics/word study station: build words, write words, phoneme-grapheme mapping using sounds that have been taught, review letters/sounds, additional optional activities: phonics skill 2Reading Literature and Informational TextRL.1.7-Use illustrations and details in a story to describe its characters, setting, or events.RI.1.7-Use the illustrations and details in a text to describe its key ideas.Provides a description of characters, setting, or events from a story using illustrations and details from a story.Demonstrates use of the illustrations and details in a text to describe the key ideas in the text.Sample Objectives (I can):Use pictures from a story to describe characters.Use the illustrations in an informational text to describe key ideas.Performance Assessments Journeys Diagnostic AssessmentJourneys Emerging Literacy SurveyTeacher-createdText Dependent QuestionsWhat is Jack's talent? (Key Details)How does Miss Lucinda describe the word talent? (Vocabulary) Look again at pages 26-28. What do you think the author wants you to understand about talents? (Author's Purpose)How do the illustrations help you understand each student's talent? Give an example. (Text Structure)How is the illustration of Jack different than that of his classmates? Cite evidence for why he looks different. (Inference)Literacy Station Activities (orient students as appropriate to the time of year) Comprehension Station: Illustrate/label characters, sequence of events, retelling cards, additional optional activities: Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL.1.7-Use illustrations and details in a story to describe its characters, setting, or events.ReadingLevel 1 Entering Point to pictures of characters, settings, and major events in an illustrated, familiar text with modeled teacher support.Level 2 Emerging Match illustrated descriptive words to illustrated characters and settings of familiar texts with answer key support. Level 3: Developing Categorize phrasal and basic sentence descriptions with the corresponding characters, settings, and events with illustrated word bank support. Level 4: Expanding Interpret details about the characters, settings and major events from a text containing compound sentence structures while working with a partner. Level 5: BridgingInfer details about the characters, settings and major events from a text containing compound and complex sentence structures while working with a partner.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsWriting/ResearchW.1.2- Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.Names the topic they are writing about in an informational or explanatory writing.Includes some facts about a topic in an informational or explanatory writing. Provides some sense of closure in an informational or explanatory writing.Sample Objectives (I can):Write a sentence to explain or give information.Routine WritingAlphabet Routine (p. BTS4)Reader’s Notebook Vol. 1 BTS1-2Writing TasksAfter reading Jack’s Talent, have students complete the sentence starters:My name is________. I can________. I am good at____________.Speaking and ListeningSL.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.Demonstrates the ability to participate in collaborative conversations with diverse partners about grade 1 topics and texts.Demonstrates the ability to follow rules for discussion. Demonstrates ability to produce complete sentences when appropriate to a task and situation. Sample Objectives (I can):Speak in complete sentences.Participate in classroom discussions.Performance Assessments Journeys Diagnostic AssessmentJourneys Emerging Literacy SurveyTeacher-created LanguageL.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).Demonstrates the ability to print all upper and lowercase letters and applies this knowledge when writing.Demonstrates understanding of word relationships and nuances in word meanings by identifying real-life connections between words and their use.Sample Objectives (I can):Print all letters correctly.VocabularyContent VocabularyAcademic Vocabularycharacter, talent, sentence Station Activities (orient students as appropriate to the time of year) Vocabulary station: use vocabulary words in a sentence with a partner, word sorts, illustrate/label wordsLanguage ArtsPrinting letters correctlyPerformance Assessments Journeys Diagnostic AssessmentJourneys Emerging Literacy SurveyTeacher-created Week 2-Lesson 1Reading Selections:What Is a Pal? (Lexile 190)Friends Forever (NP)Essential Question: What are the qualities of a good friend?Reading Foundational SkillsRF.1.1a-Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation.)RF.1.2b-Orally produce single-syllable words by blending sounds, (phonemes), including consonant blends.RF.1.2c-Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.RF.1.3b-Decode regularly spelled one-syllable words.RF.1.3g-Recognize and read grade-appropriate irregularly spelled words.Demonstrates understanding of the organization and basic features of print by recognizing the distinguishing features of a sentence (e.g., first word, capitalization, and ending punctuation).Demonstrates the ability to blend sounds to make words.Demonstrates the ability to hear and pronounce the beginning, middle, and ending sounds in spoken single-syllable words.Demonstrates the ability to decode consonant vowel consonant words.Demonstrates the ability to recognize and read high-frequency words.Sample Objectives (I can):Identify the parts of a sentence.Blend and segment sounds in words.Recognize high-frequency words. Print concepts, phonemic awareness, phonics, fluencyPrint Concepts: Letters, Words and SentencesPhonemic Awareness: Identify Beginning Sounds and Blend PhonemesDecode CVC wordsPhonics: Short a; Consonants n, d, p, tHigh Frequency Words: and, you, be, play, help, withPerformance Assessments Journeys Progress Monitoring, Lesson 1Journeys Grab-and-Go Assessments, Lesson 1Journeys Reader’s Notebook, Lesson 1Teacher-createdLiteracy Station ActivitiesPhonics/Word study station: Journeys Word Study flip chart, Lesson 1, build, read, write words with short /a/, phoneme-grapheme mapping using sounds that have been taught, elkonin boxes, additional optional activities: phonics skill 2 Literature and Informational TextRL.1.2-Retell stories, including key details, and demonstrate understanding of their central message of lesson.RL.1.4-Identify words and phrases in stories or poems that suggest feelings of appeal to the senses.RI.1.2-Identify the main topic and retell key details.Provides a retelling of a story.Retells a story including key details.Provides an identification of words and phrases in a story or a poem that suggest feelings or that appeal to the senses. Demonstrates the ability to identify the main topic of a text, including details.Sample Objectives (I can):Use details when retelling a story.Recognize the main idea of a text.Performance AssessmentsJourneys Progress Monitoring, Lesson 1Journeys Grab-and-Go Assessments, Lesson 1Journey’s Cold Reads, Lesson 1Teacher-created Text Dependent QuestionsWhat are ways the author gives that you can be a pal? (Key Details, General Understanding)Look at the illustrations on pages 18 & 19. How can you tell the pals are having fun? (Text Structure)On page 17, the author says that Sam and Nat can help. How are they helping? How do you know? (Vocabulary)Look at the picture on page 24. How can you tell these girls are pals? (Inference)Literacy Station ActivitiesComprehension station: Journeys Comprehension flip chart, Lesson 1, main idea, story sequence cards, retelling, story map, flow chart, additional optional activities: Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL1.4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.ReadingLevel 1: EnteringMatch words to illustrations from stories or poems that suggest feelings or appeal to the senses with a partner. Level 2: EmergingClassify illustrated words and phrases that suggest feeling or appeal to the senses from stories and poems with a partner Level 3: DevelopingDetermine words and phrases in a basic, illustrated text that suggest feelings with modeled teacher and partner support Level 4: ExpandingInterpret detailed text to identify words and phrases that suggest feelings or appeal to the senses using an anchor charLevel 5: BridgingDraw conclusions from complex text about why specific words and phrases are used to suggest feelings or appeal to the senses including content-specific collocations. For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsWriting/ResearchW.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.Provides writing that is focused on a topic.Provides a response to questions and suggestions from peers.Adds details that strengthen writing as needed after review of drafts.Sample Objectives (I can):Label my pictures. Complete a sentence frame.Routine WritingWrite in response to text (p. T41)Writing TasksDraw and label a picture of a pal. Use evidence from the text to complete the following sentence frame. A good pal is______. A good pal is______. I am a good pal because___________.Speaking and ListeningSL.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.1.4-Describe people, places, things, and events with details/express ideas and feelings clearly.Demonstrates the ability to participate in collaborative conversations with diverse partners about grade 1 topics and texts.Demonstrates the ability to describe people, places, things and events with relevant details.Demonstrates the ability to express ideas and feelings clearly.Sample Objectives (I can):Follow rules for classroom discussions. Express my ideas clearly. Performance AssessmentsJourneys Progress Monitoring, Lesson Journeys Grab-and-Go Assessments, LessonTeacher-createdOpening Routines: Teacher’s Edition pp. T12, T34, T44, T56, T66 Guided Summary: p. T31Classroom Conversation: p. T40LanguageL.1.1b-Use common, proper, and possessive nouns.L.1.5a-Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.Demonstrates the ability to use common, proper, and possessive nouns when speaking and writing.Demonstrates understanding of word relationships and nuances in word meanings by sorting words into categories (e.g. colors, clothing) to gain a sense of the concepts the categories represent. Sample Objectives (I can):Sort words into categories.Use appropriate nouns in conversations.Use nouns to label pictures.VocabularyClassify and Categorize WordsDaily Vocabulary BoostEnrich Vocabulary (p. T52)Lesson Vocabularypal, climb, parent, wheelchairAcademic VocabularyMain idea, consonant, pet, noun, summarize Station ActivitiesVocabulary station: word sorts, illustrate/label words, match vocabulary words to story retelling cards, 3-column chart: people, things, action, read labels, write words in correct column, additional optional activities: ArtsNounsPerformance AssessmentsJourneys Progress Monitoring, LessonJourneys Grab-and-Go Assessments, Lesson Journeys Reader’s Notebook, LessonTeacher-createdLiteracy Station ActivitiesVocabulary station: word sorts, illustrate/label words, match vocabulary words to story retelling cards, 3-column chart: people, things, action, read labels, write words in correct columnWeek 3-Lesson 2Reading Selection:Storms! (Lexile 380)The Storm (Lexile 180)Essential Question: How does Pop help Tim when the storm comes? Reading Foundational SkillsRF.1.1a-Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).RF.1.2b-Orally produce single-syllable words by blending sounds, (phonemes), including consonant blends.RF.1.2c-Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.RF.1.3b-Decode regularly spelled one-syllable words.RF.1.3g-Recognize and read grade-appropriate irregularly spelled words.Demonstrates understanding of the organization and basic features of print by recognizing the distinguishing features of a sentence (e.g., first word, capitalization, and ending punctuation).Demonstrates the ability to blend sounds to make words.Demonstrates the ability to hear and pronounce the beginning, middle, and ending sounds in spoken single-syllable words.Demonstrates the ability to decode consonant vowel consonant words.Demonstrates the ability to recognize and read high-frequency words.Sample Objectives (I can):Blend sounds to make words.Identify the parts of a sentence. Recognize high frequency words. Print concepts, phonemic awareness, phonics, fluency Print Concepts: Letters, Words, and SentencesPhonemic Awareness: Identify Beginning Sounds and Blend PhonemesPhonics: Short i; Consonants r, h, /z/s, b, gDecode CVC wordsHigh Frequency Words: for, he, what, look, have, tooPerformance Assessments Journeys Progress Monitoring, Lesson 2Journeys Grab-and-Go Assessments, Lesson 2Journeys Reader’s Notebook, Lesson 2Teacher-createdLiteracy Station ActivitiesPhonics/word study station: Journeys Word Study flip chart, Lesson 2, build, read, write words, substitute beginning/ending sound to form new word, review previously taught skills, additional optional activities: Literature and Informational TextRL.1.4-Identify words and phrases in stories or poems that suggest feelings or appeal to senses.RL.1.7-Use illustrations and details in a story to describe its characters, setting, or events.RI.1.6-Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.Provides an identification of words and phrases in a story or a poem that suggests feelings or that appeal to the senses. Demonstrates use of the illustrations and details in a text to describe the characters in a story.Demonstrates use of the illustrations and details in a text to describe the setting of a story.Demonstrates use of the illustrations and details in a text to describe the events of the story.Provides an identification of the difference between information provided by pictures or other illustrations and information provided by the words in a text.Sample Objectives (I can):Understand characters using their words, actions, and illustrations.Make inferences and predictions using clues from the story.Performance Assessments Journeys Progress Monitoring, Lesson 2Journeys Grab-and-Go Assessments, Lesson 2Journey’s Cold Reads, Lesson 2Teacher-created Text Dependent QuestionsHow does the illustration on page 46 help you understand why Pop came over? (Key Details)Why does the author use exclamation points on page 49? (Text Structure)What do Pops actions tell you about what kind of person he is? (Inference)How can you tell Tim is excited to see Pop? (Inference)Give evidence from the text that shows Tim is scared of the storm. (Inference)Literacy Station ActivitiesComprehension station: Journeys Comprehension flip chart, Lesson 2, graphic organizers, retell story, retelling cards, illustrate/label characters, review previously taught skills, roll a response, see link: guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.Provides writing that is focused on a topic.Provides a response to questions and suggestions from peers.Adds details that strengthen writing as needed after review of drafts.Sample Objectives (I can):Write a response to a question.Write a caption. Routine WritingWrite in response to text (p. T137)Writing TasksAfter reading The Storm, discuss how Tim feels about Pop. How do you know? Cite examples from the text. After the discussion, have students illustrate how Tim feels, and write a caption for their illustration.Speaking and ListeningSL.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.1.4-Describe people, places, things, and events with details/express ideas and feelings clearly.Demonstrates the ability to participate in collaborative conversations with diverse partners about grade 1 topics and texts.Demonstrates the ability to describe people, places, things and events with relevant details.Demonstrates the ability to express ideas and feelings clearly.Sample Objectives (I can):Follow rules for discussion.Describe people using details.Performance AssessmentsJourneys Progress Monitoring, Lesson 2Journeys Grab-and-Go Assessments, Lesson 2Teacher-created Opening Routines: Teacher’s Edition pp. T108, T3130, T140, T152, T162Guided Summary: p. T127Classroom Conversation: p. T136LanguageL.1.1b-Use common, proper, and possessive nouns.L.1.5c-Identify real-life connections between words and their use (e.g., note places at home that are cozy).Demonstrates the ability to use common, proper, and possessive nouns when speaking and writing.Demonstrates understanding of word relationships and nuances in word meanings by sorting words into categories (e.g. colors, clothing) to gain a sense of the concepts the categories represent. Demonstrates understanding of word relationships and nuances in word meanings by identifying real-life connections between words and their use. Sample Objectives (I can):Use possessive nouns correctly.Use possessive nouns in captions to explain my picture.VocabularyContext CluesDaily Vocabulary BoostEnrich Vocabulary (p. T148)Lesson Vocabularymiss, ruin, downpour, raging, cozilyAcademic VocabularyStorm, consonant, vowel, infer, predict Station ActivitiesVocabulary station: context clues, sort/match words, practice with a partner using possessive nouns, roll-a-die with a partner to respond to vocabulary words, review previously taught skills, additional optional activities: ArtsPossessive NounsPerformance AssessmentsJourneys Progress Monitoring, Lesson 2Journeys Grab-and-Go Assessments, Lesson 2 Journeys Reader’s Notebook, Lesson 2Teacher-created Week 4-Lesson 3Reading Selections:Curious George at School (Lexile N/A)School Long Ago (Lexile 430)Essential Question: What did children do at school long ago?Reading Foundational SkillsRF.1.1a-Recognize the distinguishing features of a sentence (e.g. first word, capitalization, ending punctuation).RF.1.2c-Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.RF.1.3b-Decode regularly spelled one-syllable words.RF.1.3f-Read words with inflectional endings.Demonstrates understanding of the organization and basic features of print by recognizing the distinguishing features of a sentence (e.g., first word, capitalization, and ending punctuation).Demonstrates the ability to hear and pronounce the beginning, middle, and ending sounds in spoken single-syllable words.Demonstrates the ability to decode consonant vowel consonant words.Demonstrate the ability to blend and read words with inflectional ending-s.Sample Objectives (I can):Identify parts of a sentence.Blend words that end with –s. Say the sounds in CVC words.Print concepts, phonemic awareness, phonics, fluency Print Concepts: Complete SentencesPhonemic awareness: Beginning Sounds and Blend PhonemesPhonics: Short o; Consonants l and x; Inflection –sDecode one-syllable wordsHigh Frequency Words: do, sing, find, no, funny, theyPerformance Assessments Journeys Progress Monitoring, Lesson 3Journeys Grab-and-Go Assessments, Lesson 3Journeys Reader’s Notebook, Lesson 3Teacher-createdLiteracy Station ActivitiesPhonics/Word study station: Journeys Word Study flip chart, Lesson 3, build words, write words, phoneme-grapheme mapping using sounds that have been taught, additional optional activities: Literature and Informational TextRL.1.2-Retell stories and demonstrate understanding of the message or lesson.RL.1.3-Describe characters, settings, and major events in a story, using key details.Related Social Studies Standard1.1-Explain with supporting details the culture of a specific place, including a student’s community and state.Provides a retelling of a story, including key details. Provides an identification of the central message or lesson in a text.Provides a description of characters in a story using key details.Provides a description of the setting of a story using key details.Provides a description of the major events in a story using key details.Sample Objectives (I can):Describe characters in a story.Describe major events in a story using key details from the story.Retell a story.Performance AssessmentsJourneys Progress Monitoring, Lesson 3Journeys Grab-and-Go Assessments, Lesson 3Journey’s Cold Reads, Lesson 3Teacher-created Literacy Station ActivitiesComprehension Station: Journeys Comprehension flip chart, Lesson 3, story sequence cards, retell story to a partner, illustrate/write about character and events, review previously taught skills, additional optional activities: Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for RL1.3: Describe characters, settings, and major events in a story, using key details.ReadingLevel 1: EnteringPoint to illustrations of the correct character, setting or major events in a familiar text when asked about key details by teacher/partner.Level 2: Emerging Sort words and phrases to describe characters, settings, and major events in illustrated, familiar texts while working with a partner.Level 3: Developing Identify basic sentences from within the text that describe the characters, setting, and major events based on pre-taught vocabulary and figurative language.Level 4: Expanding Interpret figurative language found within illustrated/ non-illustrated text written in compound sentence structures to summarize a description of characters, settings, and major events with visual support.Level 5: Bridging Draw conclusions about descriptive key details found within a text written in complex sentence structures to describe characters, settings, and main events. For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsWriting/ResearchW.1.8-With guidance and support from adults, recall information from experiences or gather information from provided resources to answer a question.Recalls information from experiences to answer questions in writing.Gathers information from provided sources to answer a question in writing.Sample Objectives (I can):Write a sentence using information from a graphic organizer. Routine WritingWrite in response to text (p. T233)Writing TasksUse a graphic organizer to chart activities the children liked to do at school long ago. Write a sentence about things they liked to do at school from the organizer.Speaking and ListeningSL.1.4-Describe people, places, things, and events with details, express ideas and feelings clearly.Demonstrates the ability to describe people, places, things, and events with relevant details.Demonstrates the ability to express ideas and feelings clearly. Sample Objectives (I can):Describe events using details.Performance AssessmentsJourneys Progress Monitoring, Lesson 3 Journeys Grab-and-Go Assessments, Lesson 3Teacher-createdOpening Routines: Teacher’s Editionpp. T204, T226, T236, T248, T258Guided Retelling: p. T223Classroom Conversation: p. T232LanguageL.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).L.1.4a-Use sentence-level context as a clue to the meaning of a word or phrase.Demonstrates the ability to use verbs correctly to convey a sense of past, present, and future.Demonstrates the ability to determine the meaning of unknown and multiple-meaning words and phrases, using sentence-level context as a clue to the meaning of a word or phrase.Sample Objectives (I can):Identify and use action verbs correctly in a sentence. Understand words that look the same, but have different meanings. VocabularyMultiple-Meaning WordsDaily Vocabulary BoostEnrich Vocabulary (p. T244)Lesson Vocabularychatter, curious, kids, paints, jobAcademic Vocabularyschool, sequence, verb, action, past, present, future Station ActivitiesVocabulary station: context clues, word sorts, illustrate words, review previously taught skills, order sentences with past, present, future words, additional optional activities: ArtsAction VerbsPerformance AssessmentsJourneys Progress Monitoring, Lesson 3Journeys Grab-and-Go Assessments, Lesson 3Journeys Reader’s Notebook, Lesson 3Teacher-createdWeek 5-Lesson 4Reading Selections:Lucia’s Neighborhood (Lexile 110) City Mouse and Country Mouse (NP)Essential Question: Who can you meet in Lucia’s neighborhood?Reading Foundational SkillsRF.1.2c-Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.RF.1.3b-Decode regularly spelled one-syllable words.RF.1.4a-Read on-level text with purpose and understanding.Demonstrates the ability to hear and pronounce the beginning, middle, and/or ending sounds in spoken single-syllable words.Demonstrates the ability to decode consonant vowel consonant words.Demonstrates the ability to read and comprehend grade level texts.Sample Objectives (I can):Decode CVC words.Tell the sounds in a word. Read familiar texts.Print concepts, phonemic awareness, phonics, fluency Phonemic Awareness: Beginning Sounds and Blend PhonemesPhonics: Short e; Consonants y, w, k, v, jFluency: IntonationHigh Frequency Words: all, me, does, my, here, whoPerformance Assessments Journeys Progress Monitoring, Lesson 4Journeys Grab-and-Go Assessments, Lesson 4Journeys Reader’s Notebook, Lesson 4Teacher-createdLiteracy Station ActivitiesPhonics/Word study station: Journeys Word Study flip chart, Lesson 4, build, read, write words, phoneme-grapheme mapping using sounds that have been taught, elkonin boxes, review previously taught skills, additional optional activities: Literature and Informational TextRI.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 facts or information in a text.Demonstrates the ability to ask questions to determine the meaning of or clarify the meaning of words and phrases in a text. Demonstrates the ability to answer questions to determine the meaning of or clarify the meaning of words and phrases in a textDemonstrates knowledge and use of text features to locate key facts or information in a text. (e.g., headings, table of contents, glossaries, electronic menus, icons).Sample Objectives (I can):Ask questions to understand new words. Use text features to help me understand what I read.Performance Assessments Journeys Progress Monitoring, Lesson 4Journeys Grab-and-Go Assessments, Lesson 4Journey’s Cold Reads, Lesson 4Teacher-created Text Dependent QuestionsWho are the people Lucia meets on her walk home? (Key Details)How do the labels on the top of each page help you understand the story? (Text Structure)How does the picture on page 109 help you understand the phrase "You bet it is!" (Vocabulary)Do you think Lucia enjoyed her walk home? Give examples from the text to support your answer. (Opinion)Literacy Station ActivitiesComprehension Station: Journeys Comprehension flip chart, Lesson 4, complete t-chart of text features/purpose with partner, retelling cards, illustrate labels used in text, roll a response, see link, review previously taught skills: guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.Provides writing that is focused on a topic.Provides a response to questions and suggestions from peers.Adds details that strengthen writing as needed after review of drafts. Sample Objectives (I can):Write about a plete a sentence starter.Illustrate my work. Routine WritingWrite in response to text (p. T329)Writing TaskHave students complete the following sentence starters about the places Lucia visited.One place Lucia visited was the_____. Another place in the neighborhood was ____. Have students write an additional sentence telling what Lucia did at the places she visited. Students should illustrate and label the places. Speaking and ListeningSL1.6-Produce complete sentences when appropriate to a task and situation.Demonstrates ability to produce complete sentences when appropriate to a task and situation. Sample Objectives (I can):Speak using complete sentences.Performance AssessmentsJourneys Progress Monitoring, Lesson 4Journeys Grab-and-Go Assessments, Lesson 4Teacher-createdOpening Routines: Teacher’s Edition pp. T300, T322, T332, T344, T354Guided Summary: p. T319Classroom Conversation: p. T328LanguageL.1.1f-Use frequently occurring adjectives.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).Demonstrates the ability to use frequently occurring adjectives in speaking and writing.Demonstrates the ability to spell words phonetically.Demonstrates understanding of word relationships and nuances in word meanings by identifying real-life connections between words and their use.Sample Objectives (I can):Use what I have learned about letters to spell words.Use adjectives that tell about size and shape. VocabularyAlphabetical OrderDaily Vocabulary BoostEnrich Vocabulary (p. T340)Lesson Vocabularyease, street, neighborhood, duty, courteous, familiar Academic Vocabulary adjective, plant, goal, illustration, text feature, still Station ActivitiesVocabulary station: arrange words in ABC order, label vocabulary words with a description, review previously taught skills, additional optional activities:HYPERLINK "C:\\Users\\tiffany.mcdole.TNTP.000\\AppData\\Local\\Microsoft\\Windows\\INetCache\\Content.Outlook\\4NQKAF5C\\ELAGrade 1 Qtr 1 Curriculum Map WORKING DRAFT 16-17.docx" ArtsAdjectivesPerformance AssessmentsJourneys Progress Monitoring, Lesson 4Journeys Grab-and-Go Assessments, Lesson 4Journeys Reader’s Notebook, Lesson 4Teacher-createdWeek 6-Lesson 5Reading Selections:Gus Takes the Train (Lexile 120)City Zoo (Lexile 180)Essential Question: What does Gus do on a train?Reading Foundational SkillsRF.1.2d-Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).RF.1.3b-Decode regularly spelled one-syllable words.RF.1.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary.Demonstrates the ability to break apart single syllable words into their complete sequence or individual sounds.Demonstrates the ability to decode consonant vowel consonant words.Demonstrates the ability to read and use context to confirm or self-correct word recognition and understanding, rereading as necessary.Sample Objectives (I can):Segment the sounds in a word.Decode CVC words.Use clues from the text to help fix mistakes when Iread.Print concepts, phonemic awareness, phonics, fluency Phonemic Awareness: Final Sounds and Segment PhonemesDecode CVC wordsPhonics: Short u; Consonants qu, zFluency: Accuracy--Self-CorrectHigh Frequency Words: friend, hold, full, many, good, pullPerformance AssessmentsJourneys Progress Monitoring, Lesson 5 Journeys Grab-and-Go Assessments, Lesson 5Journeys Reader’s Notebook, Lesson 5Teacher-createdLiteracy Station ActivitiesPhonics/Word study station: Journeys Word Study flip chart, Lesson 5, build/read/write words, final sound mapping, review previously taught skills, additional optional activities: phonics skill 2Reading Literature and Informational TextRL.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.Provides a description of characters in a story using key details.Provides a description of the setting of a story using key details.Provides a description of the major events in a story using key details.Demonstrates use of the illustrations and details in a text to describe the characters in a story.Demonstrates use of the illustrations and details in a text to describe the setting of a story.Demonstrates use of the illustrations and details in a text to describe the events of the story.Sample Objectives (I can):Tell about the events of a story.Use illustrations to help me describe events.Performance Assessments Journeys Progress Monitoring, Lesson 5Journeys Grab-and-Go Assessments, Lesson 5Journey’s Cold Reads, Lesson 5Teacher-created Text Dependent QuestionsWhy is Gus running at the beginning of the story? How can you tell? (Key Details)What examples from the text show that Gus and Pam are friends? (Key Details)How do the illustrations help you understand what a conductor does? (Vocabulary)Reread page 137. What do you think Gus and Pam will do next? What in the text makes you think that? (Inference)Literacy Station ActivitiesComprehension station: Journeys Comprehension flip chart, Lesson 5, story map of characters, setting, plot, story sequence cards, retell the events to a partner, review previously taught skills, additional optional activities: 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.Recounts two or more appropriately sequenced events in a narrative writing.Includes details regarding what happened in a narrative writing.Uses temporal words to signal event order in a narrative writing.Provides some sense of closure in a narrative writing.Sample Objectives (I can):Write a story using words that tell the order of events.Routine WritingWrite in response to text (p. T425)Writing TasksAfter reading Gus Takes the Train, students will illustrate and write a summary about the events in the story, using the following paragraph frame: In the story, Gus takes the train. He goes on an adventure. First, _______________. Next, ______________. Then, _____________________. Finally, _______________. Have students illustrate their work.Speaking and ListeningSL.1.5-Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.Provides drawings or visual displays to clarify ideas, thoughts and feelings.Sample Objectives (I can):Add drawings to my story.Performance Assessments Journeys Progress Monitoring, Lesson 5Journeys Grab-and-Go Assessments, Lesson 5Teacher-createdOpening Routines: Teacher’s Edition pp. T396, T418, T428, T440, T450Guided Retelling: p. T415Classroom Conversation: p. T424LanguageL.1.1f-Use frequently occurring adjectives.L.1.4a-Use sentence-level context as a clue to the meaning of a word or phrase.Demonstrates the ability to use frequently occurring adjectives in speaking and writing.Demonstrates the ability to determine the meaning of unknown and multiple-meaning words and phrases, using sentence-level context as a clue to the meaning of a word or phrase. Sample Objectives (I can):Use adjectives to describe.Use clues from the text to help understand what I read.VocabularySynonymsDaily Vocabulary BoostEnrich Vocabulary (p. T436)Lesson Vocabularyconductor, train, ferry, rapidly, cheerful, arrivedAcademic Vocabulary Story structure, analyze, adjective, context, row Station ActivitiesVocabulary station: synonyms (matching, flip book, drawing), partners exchange words and describe to each other, review previously taught skills, additional optional activities: ArtsAdjectivesPerformance Assessments Journeys Progress Monitoring, Lesson 5Journeys Grab-and-Go Assessments, Lesson 5Journeys Reader’s Notebook, Lesson 5Teacher-createdWeek 7-Lesson 6Reading Selections:Jack and the Wolf (Lexile 210)The Three Little Pigs (Lexile 300)Essential Question: Why is it important to make good decisions in life?Reading Foundational SkillsRF.1.1a-Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).RF.1.2c-Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.RF.1.3a-Know the spelling-sound correspondences for common consonant digraphs.RF.1.4b-Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.Demonstrates understanding of the organization and basic features of print by recognizing the distinguishing features of a sentence (e.g., first word, capitalization, and ending punctuation).Demonstrates the ability to hear and pronounce the beginning, middle, and ending sounds in spoken single-syllable words.Demonstrates the ability to recognize and spell words with the digraph ck.Demonstrates the ability to fluently read grade level text with expression.Sample Objectives (I can):Identify complete sentences.Spell words with digraph ck.Read with expression.Print concepts, phonemic awareness, phonics, fluency Print Concepts: Complete SentencesPhonemic Awareness: Segment Phonemes, Identify and Match Final SoundsPhonics: Short a, Double Final Consonants, Digraph ckFluency: ExpressionPunctuationHigh Frequency Words: away, every, call, hear, come, saidPerformance AssessmentsJourneys Progress Monitoring, Lesson 6Journeys Grab-and-Go Assessments, Lesson 6Journeys Reader’s Notebook, Lesson 6Teacher-createdLiteracy Station ActivitiesPhonics/Word study station: Journeys Word Study flip chart, Lesson 6, sort/build/write words, phoneme-grapheme mapping using sounds that have been taught, elkonin boxes, review previously taught skills, additional optional activities: phonics skill 2 and 4 Literature and Informational TextRL.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.Provides a retelling of a story, including key details. Provides an identification of the central message or lesson in a text.Provides a description of characters in a story using key details.Provides a description of the setting of a story using key details.Provides a description of the major events in a story using key details.Sample Objectives (I can):Retell a story.Describe the characters in a story.Performance Assessments Journeys Progress Monitoring, Lesson 6Journeys Grab-and-Go Assessments, Lesson 6Journey’s Cold Reads, Lesson 6Teacher-created Text Dependent QuestionsWhat did Jack's friends do when he yelled wolf the first two times? (Key Details)Why didn't Jack's friends come the last time he called wolf? (Key Details)Reread pages 27 & 28. How does the text help you understand the word trick? (Vocabulary)How did Jack feel about taking care of the sheep? How can you tell? (Inference)Literacy Station ActivitiesComprehension Station: Journeys Comprehension flip chart, Lesson 6, illustrate and describe characters, retell the story, story map, review previously taught skills, additional optional activities: informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.Names the topic they are writing about in an informational or explanatory writing.Includes some facts about a topic in an informational or explanatory writing. Provides some sense of closure in an informational or explanatory writing.Sample Objectives (I can):Write a concluding sentence.Routine WritingWrite in response to text (p. T43)Writing TasksHave students work in pairs to create the diagram of their choice that they will use to chart Jack and the negative decisions that he made in the story. After completing the chart, have them write a conclusion statement of what they thought Jack learned from his previous mistakes.Speaking and ListeningSL.1.2-Ask and answer questions about key details in a text read aloud or information presented orally or through other media.Demonstrates the ability to ask and answer questions about key details in text read aloud.Demonstrates the ability to ask and answer questions presented orally or through other media. Sample Objectives (I can):Ask and answer questions about a story.Performance AssessmentsJourneys Progress Monitoring, Lesson 6Journeys Grab-and-Go Assessments, Lesson 6Teacher-createdOpening Routines: Teacher’s Edition pp. T13, T37, T47, T59, T69Guided Retelling: p. T33Classroom Conversation: p. T42LanguageL.1.1j-Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.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.Demonstrates the ability to write and use simple question words (interrogatives) (e.g., who, what) in response to prompts.Provides a statement that defines the different shades of meaning among verbs differing in manner and by adjectives differing in intensity.Acts out the different shades of meaning among verbs differing in manner and/or by adjectives differing in intensity.Sample Objectives (I can):Write an asking sentence that includes a question word.VocabularyShades of MeaningDaily Vocabulary BoostEnrich Vocabulary (p. T54)Lesson Vocabularyworried, suddenly, trick, regret, doubt, consequenceAcademic Vocabularylesson, summarize, sentence, character, once upon a time Station ActivitiesVocabulary station: word sorts, draw pictures to show shades of meaning, review previously taught skills, additional optional activities: ArtsComplete SentencesPerformance AssessmentsJourneys Progress Monitoring, Lesson 6Journeys Grab-and-Go Assessments, Lesson 6Journeys Reader’s Notebook, Lesson 6Teacher-created Week 8-Lesson 7Reading Selections:How Animals Communicate (Lexile 290)Insect Messages (Lexile 570)Essential Question: How can we tell animals communicate with each other?Reading Foundational SkillsRF.1.2d-Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).RF.1.3b-Decode regularly spelled one-syllable words.RF.1.4b-Read on-level text with accuracy, appropriate rate, and expression on successive readings.Demonstrates the ability to break apart single syllable words into their complete sequence or individual sounds.Demonstrates the ability to decode consonant vowel consonant words.Demonstrates the ability to fluently read grade level text with an appropriate rate.Sample Objectives (I can):Say the beginning, middle, and ending sounds in one syllable words.Decode one syllable words.Read grade level text with an appropriate rate.Print concepts, phonemic awareness, phonics, fluencyPhonemic Awareness: Segment PhonemesPhonics: Short i; Blends with rFluency: RateHigh Frequency Words: animal, of, how, some, make, whyPerformance Assessments Journeys Progress Monitoring, Lesson 7Journeys Grab-and-Go Assessments, Lesson 7Journeys Reader’s Notebook, Lesson 7Teacher-createdLiteracy Station ActivitiesPhonics/Word Study Station: Journeys Word Study flip chart, Lesson 7, build words, write words, phoneme-grapheme mapping, review previously taught skills, additional optional activities: phonics skill 2 and 3Reading Literature and Informational TextRL.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.RI.1.5-Know and use text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate facts or information in a text.Related Science StandardGLE 0107.4.2-Describe ways in which animals closely resemble their parents.Provides a description of characters in a story using key details.Provides a description of the setting of a story using key details.Provides a description of the major events in a story using key details.Provides an explanation of the major differences between books that tell stories and books that give information.Demonstrates knowledge and use of text features to locate key facts or information in a text. (e.g., headings, table of contents, glossaries, electronic menus, icons).Sample Objectives (I can):Tell why a text is real or make believe and give evidence from the text.Use text features to help me understand a text.Performance Assessments Journeys Progress Monitoring, Lesson 7Journeys Grab-and-Go Assessments, Lesson 7Journey’s Cold Reads, Lesson 7Teacher-created Text Dependent QuestionsHow can animals use touch to communicate? Use examples from the passage to support your answer. (Key Details)How do bees communicate in the hive? (Key Details)How do the headings help organize the passage? (Text Structure)How does the text on page 53 help you understand the word call as it is used in this passage? (Vocabulary)What is the author's purpose for writing this selection? Give examples from the text to support your answer. (Author's Purpose)Reread page 60. Which types of communication from the story would the mom use with her baby? (Inference) Literacy Station ActivitiesComprehension Station: Journeys Comprehension flip chart, Lesson 7, graphic organizers, draw pictures, retell story, story scramble, review previously taught skills, additional optional activities: Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance Indicator for 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 textReadingLevel 1: Entering Match pictures of appropriate text features to words/phrases using an illustrated model.Level 2: Emerging Match phrases and short sentences to appropriate icons and headings within informational text with partner assistance. Level 3: Developing Categorize basic and compound written sentences with the appropriate heading or icon found within informational text with partner support.Level 4: Expanding Associate key facts from informational text to appropriate icons, subheadings, or other text features with small group support.Level 5: Bridging Associate key facts from informational text to appropriate icons, subheadings, or other text features with small group support.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsWriting/ResearchW.1.2-Write informative/explanatory text in which they name a topic, supply facts about the topic, and provide some sense of closure.Names the topic they are writing about in an informational or explanatory writing.Includes some facts about a topic in an informational or explanatory writing. Provides some sense of closure in an informational or explanatory writing.Sample Objectives (I can):Use facts to write about a topic.Routine WritingWrite in response to text (p. T141)Writing TasksHave students create a web diagram to show ways that each of the animals listed in the story were able to communicate, and chose one of the animals to write about how it communicates.Speaking and ListeningSL.1.4-Describe people, places, things, and events with details, express ideas and feelings clearly.Demonstrates the ability to describe people, places, things, and events with relevant details.Demonstrates the ability to express ideas and feelings clearly. Sample Objectives (I can):Use descriptive words when speaking. Performance Assessments Journeys Progress Monitoring, Lesson 7Journeys Grab-and-Go Assessments, Lesson 7Teacher-created Opening Routines: Teacher’s Edition pp. T111, T135, T145, T157, T167Guided Summary: p. T131Classroom Conversation: p. T140LanguageL1.2c-Use commas in dates and to separate words in a series.L1.5c-Identify real-life connections between words and their use.Demonstrates the ability to use commas in dates and to separate words in a series.Demonstrates understanding of word relationships and nuances in word meanings by identifying real-life connections between words and their use. Sample Objectives (I can):Use commas correctly. VocabularyUsing a GlossaryDaily Vocabulary BoostEnrich Vocabulary (p. T152)Lesson Vocabularywarn, creek, grab, tug, odor, nuzzle, inhabitAcademic Vocabulary main idea, details, nuzzle, communicate, infer, predict Language-Functions-toolkit.pdfLiteracy Station ActivitiesVocabulary station: dictionary/glossary, sort dates with correct comma use, review previously taught skills, additional optional activities: ArtsCommas in a SeriesPerformance AssessmentsJourneys Progress Monitoring, Lesson 7Journeys Grab-and-Go Assessments, Lesson 7Journeys Reader’s Notebook, Lesson 7Teacher-createdWeek 9-Unit 1 ReviewReading Selection:From Seed to Pumpkin (Lexile 640)Essential Question: What is the life cycle of a pumpkin?Reading Foundational SkillsRF.1.3b-Decode regularly spelled one-syllable words.RF1.4a-Read on-level text with purpose and understanding.Demonstrates the ability to decode consonant vowel consonant words.Demonstrates the ability to read and comprehend grade level texts.Sample Objectives (I can):Decode CVC words.Read grade level text with accuracy.Print concepts, phonemic awareness, phonics, fluency Review Unit 1 SkillsDecode one-syllable wordsRead grade level text with accuracyHigh Frequency Words: review Quarter One wordsPerformance Assessments Journeys Progress Monitoring, Extended Text Journeys Grab-and-Go Assessments, Extended TextJourneys Reader’s Notebook, Extended TextTeacher-createdLiteracy Station ActivitiesPhonics/Word study station: build words, write words, phoneme-grapheme mapping using sounds that have been taught, review previously taught skills, additional optional activities: phonics skill 2Reading Literature and Informational TextRI.1.6-Distinguish between information provided by pictures or other illustrations and information provided by the word in the text.RI.1.7-Use illustrations and details in a story to describe its characters, setting, or events.Related Science StandardGLE 0107.3.1-Recognize that plants and animals are living things that grow and change over time.Provides an identification of the difference between information provided by pictures or other illustrations and information provided by the words in a text.Demonstrates use of the illustrations and details in a text to describe the key ideas in the text.Sample Objectives (I can):Tell which information in a text comes from words, and which information comes from pictures and illustrations.Performance AssessmentsJourneys Progress Monitoring, Extended TextJourneys Grab-and-Go Assessments, Extended TextJourney’s Cold Reads, Extended Text Teacher-created Text Dependent QuestionsHow do bees play an important role in the life of a pumpkin? (Key Details) What does the text say is different in the way people and plants eat food? (Key Details)How do the text and illustrations on page 23 help you understand the word ripen? (Vocabulary)Reread pages 21-25. What details from the text help you understand why pumpkins grow on the ground instead of up in the air? (Inference)Literacy Station ActivitiesComprehension Station: use retelling cards to retell story; story summary using sentence or paragraph frame; additional optional activities: informative/explanatory text in which they name a topic, supply facts about the topic, and provide some sense of closure.Names the topic they are writing about in an informational or explanatory writing.Includes some facts about a topic in an informational or explanatory writing. Provides some sense of closure in an informational or explanatory writing.Sample Objectives (I can):Write an informative sentence about a topic. Use facts about a topic.Routine WritingReader’s Notebook Vol.1 pp. 148-149Writing TasksHave students illustrate and label the life cycle of a pumpkin. Based on the text, have students write an explanation of how a pumpkin seed becomes a pumpkin. Give details about how the seed changes and what the seed needs to grow.Speaking and ListeningSL1.1a-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).Demonstrates the ability to participate in collaborative conversations with diverse partners about grade 1 topics and texts.Demonstrates the ability to follow rules for discussion. Sample Objectives (I can):Follow rules for classroom discussions.Participate in discussions.Performance Assessment Journeys Progress Monitoring, Extended Text, Unit 2 Journeys Grab-and-Go Assessments, Extended Text, Unit 2Teacher-createdLanguageL.1.1f-Use frequently occurring adjectives.L1.5c-Identify real-life connections between words and their use (e.g., note places at home that are cozy).Demonstrates the ability to use frequently occurring adjectives in speaking and writing.Demonstrates understanding of word relationships and nuances in word meanings by identifying real-life connections between words and their use.Sample Objectives (I can):Learn and use new words from books.Use adjectives to describe an object.VocabularyContent Vocabulary (pp. T498, T500)Lesson Vocabulary moist, prickly, tends, wither, attractAcademic Vocabulary bare, shoots, adjective, sequence, summarize Station ActivitiesVocabulary station: review unit vocabulary strategies, write/sort/illustrate descriptive words, additional optional activities: Language ArtsAdjectivesPerformance AssessmentsJourneys Progress Monitoring, Extended Text, Unit 2Journeys Grab-and-Go Assessments, Extended Text, Unit 2Journeys Reader’s Notebook, Extended Text, Unit 2Teacher-created ................
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