The library provides teachers with effective, research ...



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 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 judgment 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. Additionally, qualitative evidence is provided in the textbooks for anchor texts and should be used to inform planning. In order to plan effective lessons that allow students to do the majority of the thinking, teachers should employ strategies found in our comprehensive plan for improving literacy and learning. Our plan advises that during the literacy block teachers should use the following times: Whole-Group Instruction (estimated time 20-25 minutes)-This time is used to engage all students in grade level information at the same time. The purpose of whole group is to introduce and/or reinforce new knowledge, skills, or concepts which often includes teacher modeling and practice.Small-Group Instruction (estimated time 45-60 minutes)- During this time students engage in either teacher-led small group or student workstations. Small group instruction is a time to solidify the concepts learned in the whole group setting. This time allows the teacher to support students in a differentiated manner, and allows students to practice new skills and build on skills previously learned. Whole-Group Closure (estimated time 5-10 minutes)-This time should be used to bring closure to the day’s lesson. This may include a quick assessment of students’ learning. The above represents guidelines, but professional judgment should always be used when planning and instructing. 5467350381000How 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 to planning interactive read alouds. can use this resource to learn about the components of a Balanced Literacy Program. Literacy Work Stations can learn about why literacy workstations are important for Balanced Literacy, and gain tips for setting up literacy workstations. library provides teachers with effective, research-based classroom strategies to help build and strengthen literacy skills in print awareness, phonological awareness, phonics, fluency, vocabulary, comprehension, and writing. Each strategy in the library includes instructions on how to use the strategy, downloadable templates, examples, recommended children's books to use with the strategy, differentiation for second language learners, students of varying reading skill, students with learning disabilities, younger learners and supporting research.Additional Phonemic Awareness/Phonics Resources each grapheme, this App offers the multisensory experience of: Hearing the corresponding phoneme and key word; Watching a video clip showing the articulation of the phoneme; Practicing the phoneme with a voice recording/playback option. this article, the authors provide guidelines for determining the accessibility phonics and word recognition programs. HYPERLINK "" \t "_blank" section provides information about how to teach children to sound out words, and what to do if a child is having difficulty linking letters and sounds.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. When planning keep in mind that foundational skills are taught both explicitly and implicitly. Also keep in mind that that the reading foundations strand includes print concepts, phonological awareness, phonics and word recognition and fluency. To help guide your instruction the maps include a weekly Reading Foundations section in all K-2 maps. This section contains a five-day plan for foundational skills instruction. For further support on foundational skills instructional practices see the following links: 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. SCS teachers and coaches in partnership developed TWAG outlines with Student Achievement Partners and other districts across the country. For further information regarding grade level TWAGs see the following: Texts WeeksIn further efforts to build knowledge in harmony with literacy shift 3, Extended Text Weeks have been added to the maps. Like the TWAG, Extended Text Weeks allow more time to dig deeply into a high-quality, complex anchor text from the Journeys series. In order to build student knowledge around the topic of the anchor text, links to a variety of text/media have been included. By studying a high-leverage topic over two weeks or more, students will have more opportunities to grow their knowledge and vocabulary, while simultaneously building their literacy skills.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 Foundational Skills are focused on developing students’ understanding and working-knowledge of print concepts, phonological awareness, phonics and word recognition and fluency. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. 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 support the crafting of objectives. 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.Skills Based and Meaning Based CompetenciesIn early grade classrooms especially, there is a need for both skills-based and meaning-based competencies. Both types of instruction are equally important– instruction focused on reading foundational skills and instruction focused on building knowledge and vocabulary. K-2 Foundational SkillsBeginning in the 2nd semester of the 2016-17 school year, the K-2 curriculum maps will include daily activities under the subheading Foundational Skills. This addition is meant to highlight the recommended daily phonemic awareness/phonic activities called out in the Journeys curriculum. Additionally, this new section outlines the importance of explicitly teaching foundational skills daily. The daily lessons noted in the maps contain the gist of the information found in the Journeys teacher edition. For more detailed information see the teacher’s edition pages referenced. It is important to note that foundational skills instruction requires differentiation and attention to students’ individual needs. For this reason it is often delivered in small groups, it may also be integrated across the literacy block, which would include whole group instruction. In the early grades, different types of texts are used for different purposes. The decodable texts align with skills based competencies and are meant to help students build automaticity. Complex texts align with meaning based competencies and support students in building knowledge. Both text types are outlined below:Our comprehensive plan for improving literacy suggests the use of the Gradual Release of Responsibility Learning Model (GRR). In the Our comprehensive plan for improving literacy suggests the use of the Gradual Release of Responsibility Learning Model (GRR). In the Gradual Release of Responsibility learning model, the responsibility for task completion shifts gradually over time from the teacher to the student. To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners. Teachers may find through checks for understanding that they need to revisit the ‘I do’ and/or ‘We do’ instructional phase before releasing the responsibility to the students. Therefore, it is not expected that teachers will move through all four stages during every single lesson.Reading Foundational SkillsWeeks 1&2 Lesson 16 : * See TWAG in AppendixAnchor Text: Let’s Go to the Moon (Lexile 440)Decodable Texts: Go Jones p.p.3-10; So Much Fun, p.p. 11-18; June’s Pictures, p.p.19-26; My Mule, Duke, p.p.27-34Reading Foundational Skills StandardsRF.1.2a-Distinguish long from short vowel sounds in spoken single-syllable words.RF.1.3c-Know final -e and common vowel team conventions for representing long vowel sounds.DAY 1DAY 2DAY3DAY 4DAY 5Opening RoutinesPhonemic AwarenessOpening Routines, T12-13Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T16Opening Routines, T40-41Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T42Opening Routines, T50-51Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T52Opening Routines, T62-63Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T64Opening Routines, T72-73Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T73PhonicsFluencyPhonics, Words with Long o (CV, CVCe), T16-18FluencyModel Fluency Stress, T14Phonics, Words with Long o (CV, CVCe), T42FluencyPractice Fluency: Stress, T43PhonicsWords with Long u(CVCe)T52-53Fluency,Stress,T55PhonicsWords with Long o (CV, CVCe)T64Words with Long u (CVC3),T64FluencyStress, T55PhonicsWords with Long o (CV, CVCe)T80Words with Long u (CVC3),T80FluencyStress, T55Literacy Station Activities to Reinforce Foundational SkillsPhonics/word study station: build and write words with silent e, sort words with long o and long u sounds, phoneme-grapheme mapping using sounds that have been taught, Journeys Word Study flip chart, additional activities: station (optional)-read words and phrases; focus on stress, read decodable reader with a partner; read along with a recording: - Week 1-2 Lesson 16 *See TWAG in AppendixReading Selections Let’s Go to the Moon (Lexile 440) Mae Jemison (Lexile 480) Essential Questions:Week 1: What tools or special equipment are necessary for astronauts?Week 2: What types of experiences do astronauts have on a trip to the moon?StandardsEvidence StatementsContent & TasksReading Literature and Informational TextRI.1.2-Identify the main topic and retell key details of a text.RI 1.8 Identify the reasons an author gives to support points.RI.1.9-Identify basic similarities and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).Related WIDA StandardRI.1.2-Identify the main topic and retell key details of a text.Provides a retelling of a story, including key details. (1)Provides an identification of the central message or lesson in a text.Provides identification and reasons an author gives to support points in a text.Provides an identification of the similarities and differences between two texts on the same topic (e.g. in illustrations, descriptions or procedures).Sample Objectives (I can):Identify the main idea and details about a topic in the text Let’s Go to the Moon.Identify reasons the author gives to support points in the selection Let’s Go to the Moon. Compare and contrast text about space.Performance Assessments Journeys Grab-and-Go Assessments Lesson 16Teacher CreatedText-dependent QuestionsHow does the surface of the moon look? (key details)What does the word “light” mean on pp. 22 & 23, and how do you know? (vocabulary)Why is there so much dust on the moon? (inference)Based on the information in the caption on page 19, what is shown in the illustration? (general understanding)According to the author what is it like to be on the moon? (key detail)Leveled ReadersAdvanced: Living and Working in Space (Lexile 650)On-level: Seasons (Lexile 400)Struggling Readers: The Sun (Building Knowledge and Intervention)Vocabulary Reader: In the Sky (Lexile 120)English Language Support: The Seasons of the Year (Lexile 430) Literacy Station ActivitiesComprehension Station: Draw a picture of what the story was about, complete a main idea graphic organizer, Journeys flip chart -comprehension activities WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RI.1.2-Identify the main topic and retell key details of a text.Level 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingSequence a series of pictures to retell key details of informational text with a partner.Locate key details within illustrated informational text with a partner. Sequence key details written in simple sentences on sentence strips with a anize main topics and key details from informational text in a graphic organizer with a small group.Draw conclusions about key details written in complex language using a graphic organizer.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsStandardsEvidence StatementsContent & TasksWriting/ResearchW.1.3-Write 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.W.1.8-With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.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. Recalls information from experiences to answer questions in writing. Gathers information from provided sources toanswer a question in writing.Sample Objectives (I can):Write using temporal words (first, next, then, last).Write using ordinal numbers (first, second, third, fourth...). Use information gathered from the text to write an answer to a question. Routine WritingWrite in response to text (p. T49)Performance Task-Culminating*See TWAGSpeaking and ListeningSL.1.4-Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.Describe people, places, things, and events with relevant details.Performance Assessments Participating in discussions, read alouds and q/a sessionsSpeaking in complete sentencesGuided Summary: p. T36Classroom Conversation: p. T46StandardsEvidence StatementsContent & TasksLanguageL.1.1j-Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.L.1.4b-Use frequently occurring affixes as a clue to the meaning of a word. Demonstrates the ability to write and use simple and compound sentences in response to prompts.Demonstrates the ability to determine the meaning of unknown and multiple-meaning words and phrases, using frequently occurring affixes as a clue to the meaning of a word.Sample Objectives (I can):Write a variety of simple and compound interrogative sentences.VocabularySuffixes -y, -fulDaily Vocabulary BoostEnrich Vocabulary (p. T58)Lesson Vocabulary (taught within context)Before, because, around, light, show, carry (See TWAG for additional vocabulary)Academic VocabularySequencing, retelling, characters, realistic fiction, informational text Station ActivitiesVocabulary Station: illustrate words, build words with suffixes, sort words by suffixesJourneys Literacy and Language Guide-Vocabulary-Lesson 16This five day plan can be used for either teacher led small group or in some cases independent vocabulary workstation.Additional Vocabulary Activities: -Language ArtsQuestionsPerformance Assessments Journeys Grab-and-Go Assessments, Lesson 16Teacher CreatedReading Foundational SkillsWEEK 3- LESSON 17ANCHOR TEXT: The Big Trip (Lexile 490)Decodable Texts: At the Beach, pp.35-42; Who Will Teach Us? pp.43-50; Plunk, Plunk, pp.51-58; The King’s Song pp.59-66Reading Foundational Skills StandardsRF.1.2c-Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.RF.1.3c-Know final -e and common vowel team conventions for representing long vowel sounds.RF.1.4b-Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.DAY 1DAY 2DAY3DAY 4DAY 5Opening RoutinesPhonemic AwarenessOpening Routines, T114-115Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T118Opening Routines, T142-143Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T144Opening Routines, T152-153Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T154Opening Routines, T164-165Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T166Opening Routines, T174-175Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T175PhonicsFluencyPhonics, Base Words with Long e (Cv, CVCe) T118 FluencyModel Fluency: Phrasing, T121Phonics, Base Words with Long e (Cv, CVCe) T144Words with Vowel Pairs ee, ea, T144Fluency Practice Fluency: Phrasing, T145PhonicsWords Ending with ng, nk, T154-155FluencyPhrasing: Attention to Punctuation T157PhonicsWords Ending with ng, nk, T166Words with Phonogram ink, T166Fluency Phrasing, T167PhonicsWords with Long e, (CV, CVe) Words with Vowel Pairs ee, ea, Words with Final ng, nk, T182Words with Phonogram ink, T182Fluency Phrasing, T183Literacy Station Activities to Reinforce Foundational SkillsPhonics/word study station: Build and write words with silent e, sort words with long o and long u sounds, phoneme-grapheme mapping using sounds that have been taught, Journeys Word Study flip chart, additional activities: Fluency station (optional)-read words and phrases; read along with a recording, additional activities: -Week 3 – Lesson 17Reading Selections The Big Trip (Lexile 490) Lewis and Clark’s Big Trip (Lexile 600) Instructional Resources for Building Knowledge Traveling on Water (680L) on Modes of Transportation/Traveling (460L-680L) Question What are some different ways to travel?StandardsEvidence StatementsContent & TaskReading Literature and Informational TextRL.1.6-Identify who is telling the story at various points in a text.RL.1.9-Compare and contrast the adventures and experiences of characters in stories.RI 1.9-Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).Related WIDA StandardRL.1.9-Compare and contrast the adventures and experiences of characters in stories.Related Social Studies Standards1.24 Summarize in their own words, that a map is a representation of a space, such as the classroom, the school, the neighborhood, town, city, state, country or world. Provides an identification of words and phrases in a story or a poem that suggests feelings or that appeal to the senses.Provides a comparison and contrast of the adventures and experiences of characters in two or more stories.Identifies basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Sample Objectives (I can):Identify the speaker throughout The Big pare Pig and Goat’s feelings towards traveling in the text The Big pare Pig’s Big Trip to Lewis and Clark’s Big Trip.Performance Assessments Journeys Grab-and-Go Assessments, Lesson 17Journeys Cold Reads, Lesson 17Teacher-createdOption for ReteachingProgress monitor T182Scaffold Close Reading –T126(Teacher-led Small Group or Whole Group)First Read-Think Through the TextSecond Read-Analyze the TextIndependent ReadingText-Dependent Questions:What is Pig holding in his hand on almost every page of the story? (Why do you think he is holding it? key details, opinion)On page 61, in The Big Trip, what does stubborn mean? (Vocabulary)This story is told using dialogue. Why do you think the author chose to tell it that way? (author’s craft and purpose)Why do you think Goat kept warning Pig about problems he might encounter on his trip? (inference)Why did the author write stop three times and in capital letters on pages 68 and 69? (author’s purpose)What does exclaimed mean in the last sentence? How do you know? (Vocabulary)Leveled ReadersAdvanced: The Mountain, (Lexile 320)On-level: Flying, (Lexile 390)Struggling Readers: Bear Swims( Building Knowledge and Intervention)Vocabulary Reader: Going to School, (Lexile 270)English Language Support: Flying in an Airplane, (Lexile 200)Literacy Station ActivitiesComprehension station: Venn diagram for compare/contrast, draw a picture of a character/characters, Journeys flip chartComprehension activities: -WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RL.1.9-Compare and contrast the adventures and experiences of characters in storiesLevel 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingMatch the characters and settings of illustrated familiar texts to appropriate words/phrases with a teacher/partner.Categorize labeled and illustrated characters, settings and major events of 2 versions of the same story with a graphic organizer and a partner. Compare and contrast the characters, settings and major events of 2 versions of a text by categorizing details written in basic sentences with a graphic organizer and a pare and contrast the characters, settings and major events of 2 versions of a text containing compound sentence structures with a graphic organizer. Compare and contrast the characters, settings and major events of 2 versions of a text containing compound and complex sentence structures. For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsStandardsEvidence StatementsContent & TaskWriting/ResearchW.1.3-Write 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.W.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.Recounts two or more appropriately sequenced events in a narrative writing.Includes details regarding that 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. Provides writing that is focused on a topic. Provides response to questions and suggestions from peers.Adds details that strengthen writing as needed after review of drafts. Sample Objectives (I can):Write using temporal words (first, next, then, last).Write using ordinal numbers (first, second, third, fourth). Write responses to questions.Routine WritingWrite in response to text (p. T151)Performance Tasks-Culminating Write a narrative describing how explaining how Pig’s feelings about going on a trip changed from the beginning of the story until the end of the story. Use time-order words that signal event order. Both The Big Trip and Lewis and Clark’s Big Trip tell about trips. Compare and contrast the two texts. Tell how the trips are alike and different by first completing a Venn diagram. Then use the information from the organizer to write a narrative comparing the trips.StandardsEvidence StatementsContent & TaskSpeaking and ListeningSL.1.1b-Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.Demonstrates the ability to build on others’ talk in conversation by responding to comments of others.Sample Objectives (I can):Add on to others responses.Performance Assessments Participating in discussions, read alouds and q/a sessionsSpeaking in complete sentencesGuided Retelling: p. T138Classroom Conversation: p. T148StandardsEvidence StatementsContent & TaskLanguageL.1.1g-Use frequently occurring conjunctions (e.g., and, but, or, so, because).L.1.1j-Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.L.1.5b-Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes)..Demonstrates the ability to use frequently occurring conjunctions.Demonstrates the ability to write complete simple and compound sentences.Demonstrates the ability to define words by category and by one or more key attributes. Demonstrates understandings of word relationships and nuances in word meanings by identifying real life connections between words and their use. Sample Objectives (I can):Use conjunctions correctly.Create simple and compound sentences.Use clues from text to read and understand unknown words. VocabularyDaily Vocabulary BoostEnrich Vocabulary (p. T160)Lesson Vocabulary (taught within context)There, by, sure, could, about, maybe, away, unless Academic Vocabularyhit (as in “big hit”), still, number (as in singular or plural), after, rhymes, discussBiography, poetry, text features (caption, bold face print, photograph), alliteration Station ActivitiesJourneys Literacy and Language Guide-Vocabulary-Lesson 17This five day plan can be used for either teacher led small group or in some cases independent vocabulary workstation.Additional Vocabulary Activities: -Language ArtsCompound SentencesPerformance Assessments Journeys Grab-and-Go Assessments, Lesson 17Journeys Reader’s Notebook, Lesson 17Teacher-createdReading Foundational SkillsWEEK 4- LESSON 18ANCHOR TEXT: Where Does Food Come From? (Lexile 450)Decodable Texts: Ray Trains Dex, pp.67-74; Sweet Treats, pp.75-82; What Will We Do? pp.83-90; Let’s Eat, pp.91-98Reading Foundational Skills StandardsRF.1.2c-Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.RF.1.3c-Know final -e and common vowel team conventions for representing long vowel sounds.RF.4.b-Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.DAY 1DAY 2DAY3DAY 4DAY 5Opening RoutinesPhonemic AwarenessOpening Routines, T216-217Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T220Opening Routines,T244-245Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T246Opening Routines, T254-255Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T256Opening Routines, T266-267Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T268Opening Routines, T276-277Phonemic AwarenessHigh Frequency wordsPhonemic Awareness,T277PhonicsFluencyPhonicsWords with ai, ay T220-222FluencyModel Fluency: Expression, T218PhonicsWords with ai, ay T246FluencyModel Fluency: Expression, T247PhonicsContractions ‘ll, ‘d, T256-257FluencyExpression, T259PhonicsWords with ai, ay,T268Phonograms ay, ain,T268Contractions ‘ll,’d,T268FluencyExpression T259PhonicsWords with ai, ay, T284Phonograms ay, ain, T284Contractions ‘ll,’d, T284FluencyExpression, T259Literacy Station Activities to Reinforce Foundational SkillsPhonics/word study station: build, write, and sort words with common vowel teams; phoneme-grapheme mapping using sounds that have been taught; Journeys Word Study flip chart, additional activities: station (optional)-read words and phrases; read along with a recording, focus on expression while reading to a partner, additional activities: -Week 4-Lesson 18Reading SelectionsWhere Does Food Come From (Lexile 450)Instructional Resources for Building KnowledgeApple Farm to Fork: Meet Bryan Howard (Video) From Tree to You Berries Visit to the Farmer’s Market Question: What are some foods that come from farms?StandardsEvidence StatementsContent & TaskReading Literature and Informational TextRL.1.2- Identify the main topic and retell key details.RI.1.8-Identify reasons an author gives to support points.Related Social Studies Standards1.10 Explain differences between goods and services and describe how people are consumers and producers of goods and services. Provides a description of characters, setting, or events from a story using illustrations and details from the story.Demonstrates use of the illustrations and details in a text to describe the key ideas in the text. Sample Objectives (I can):Determine the author’s purpose in the text Where Does Food Come From.Use the pictures and the text in the Where Does Food Come From, to describe how certain foods start out.Performance Assessments Journeys Grab-and-Go Assessments, Lesson 18Journeys Cold Reads, Lesson 18Teacher-createdOption for ReteachingProgress monitor T284Scaffold Close Reading –T228(Teacher-led Small Group or Whole Group)First Read-Think Through the TextSecond Read-Analyze the TextIndependent ReadingText-Dependent Questions The author uses the word “from” several times in this selection. What does “from” mean? (vocabulary)Based on the photos on pages 92 and 93, what is the author showing us? (inference)What does the plant on page 96 have to do with a French fry? (inference)How is corn like rice and wheat? (key detail)On page 107 why does the author show a bottle of ketchup by tomatoes? (general understanding)What foods mentioned in the text come from plants? come from animals? (general understanding)Leveled ReadersAdvanced: A World of Food (Lexile 580)On-level: Food for You (Lexile 440)Struggling Readers: Apples (Building Knowledge and Intervention)Vocabulary Reader: My Favorite Foods (Lexile 130)English Language Support: How We Get Food (Lexile 320)Literacy Station ActivitiesComprehension station: Summarizing (story map, story sequence cards, retelling), Journeys flip chartComprehension activities -StandardsEvidence StatementsContent & TaskWriting/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 for informational purposes regarding facts about foods.Routine WritingWrite in response to text (p. T251)Writing Tasks-Culminating Choose three foods mentioned in the text, Where Does Food Come From or other text from the week. Using words and illustrations found in the text, write informational sentences that tell more about your selected foods.Speaking and ListeningSL.1.1c-Ask questions to clear up any confusion about the topics and texts under discussion.Demonstrates the ability to ask questions to clear up confusion about the topics or textsunder discussion. Sample Objectives (I can):Ask questions about the topic and text.Performance Assessments Participating in discussions, read alouds and q/a sessionsSpeaking in complete sentencesGuided Summary: p. T240Classroom Conversation: p. T250StandardsEvidence StatementsContent & TaskLanguageL.1.2a-Capitalize date and names of people.L.1.2c-Use commas in dates and to separate single words in a series.L.1.4a-Use sentence-level context as a clue to the meaning of a word or phrase.Demonstrates the ability to use common, proper, and possessive nouns when speaking and writing.Demonstrates the ability to capitalize dates and the names of people.Demonstrate the use of commas in dates and words in a series.Demonstrate 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):Capitalize words that name nouns.Capitalize letters to start sentences.Use commas in a series and in dates.Use context clues to determine meaning of words and phrases.VocabularyMultiple-Meaning WordsDaily Vocabulary BoostEnrich Vocabulary (p. T262)Lesson Vocabulary (taught within context)Ground, sometimes, under, these, first, right your, from Academic Vocabularyportions, sort (as to classify), feet (measurement) Classify, categorize, compare and contrast, author's purpose Station ActivitiesJourneys Literacy and Language Guide-Vocabulary-Lesson 18This five day plan can be used for either teacher led small group or in some cases independent vocabulary workstation.Additional Vocabulary Activities: LanguageMonths, Days, HolidaysPerformance Assessments Journeys Grab-and-Go Assessments, Lesson 18Journeys Reader’s Notebook, Lesson 18Teacher-createdReading Foundational SkillsWEEK 5- LESSON 19ANCHOR TEXT: “Tomás Rivera” (Lexile Level 320)Decodable Texts: It Was Snow Fun, pp.99-106; Boat Rides, pp. 107-114; Fun With Gram, pp.115-122; Rex Knows, pp.123-130Reading Foundational Skills StandardsRF.1.2c-Isolate and pronounce initial, medial, vowel, and final sounds (phonemes) in spoken single-syllable words.RF.1.3c-Know final -e and common vowel team conventions for representing long vowel sounds.RF.1.4b-Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.DAY 1DAY 2DAY3DAY 4DAY 5Opening RoutinesPhonemic AwarenessOpening Routines T318-319Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T322Opening Routines T342-343Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T344Opening Routines, T352-353Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T354Opening Routines, T364-365Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T366Opening Routines, T374-375Phonemic AwarenessHigh Frequency WordsPhonemic Awareness T375PhonicsFluencyPhonicsWords with Vowel Pairs, oa, ow, T322-T324FluencyModel Fluency: Intonation, T320PhonicsWords with Vowel Pairs, oa, ow, T344FluencyPractice Fluency: Intonation, T345PhonicsContractions Ve, re, T354-355FluencyIntonation, T357PhonicsWords with Vowel Pairs oa, owWords with Phonograms ow, oa Words with Contractions ve, re, T366PhonicsWords with Vowel Pairs oa, ow, Words with Phonograms ow, oat, Words with Contractions ve, re, T382Literacy Station Activities to Reinforce Foundational SkillsPhonics/word study station: Build, write, and sort words with vowel teams; phoneme-grapheme mapping using sounds that have been taught; Journeys Word Study flip chart Lesson 19, additional activities: station (optional)-read words and phrases; read along with a recording, additional activities: -Week 5-Lesson 19Reading Selections“Tomás Rivera” (Lexile Level 320)“Life Then and Now” (Lexile Level 520)Instructional Resources for Building KnowledgeTomas and the Library Lady HYPERLINK "" Then and Now (650L) Then and Now (460L) How Has It Changed Question: What influence can people and things from the past have on the present?StandardsEvidence StatementsContent & TaskReading Literature and Informational TextRI.1.3-Describe the connection between two individuals, events, ideas, or pieces of information in a text.RI.1.4-Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.Related WIDA Standard RI.1.3-Describe the connection between two individuals, events, ideas, or pieces of information in a text.Related Social Studies Standards1.38 Compare ways individuals and groups in the local community and state lived in the past to how they live today, including forms of communication, types of clothing, types of technology, modes of transportation, types of recreation and entertainment. Provides a description of the connection between two individuals in a text.Provides a description of the connections between two events in a text.Provides a description of the connections between two ideas or pieces of information in a text. Demonstrates the ability to ask or answer questions to determine the meaning of or clarify the meaning of words and phrases in a text.Sample Objectives (I can):Describe how grandpa’s sharing of stories with Tomas when he was a child led to him becoming an author as an adult.Use illustrations to understand the life of Tomas Rivera. Use illustrations to figure out the meaning of a word.Performance Assessments Journeys Grab-and-Go Assessments, Lesson 19Journeys Cold Reads, Lesson 19Teacher-createdOption for ReteachingProgress monitor T382Scaffold Close Reading –T330(Teacher-led Small Group or Whole Group)First Read-Think Through the TextSecond Read-Analyze the TextIndependent Reading Text-Dependent QuestionsWhen did Grandpa tell stories and how do you know? (key details)What does the phrase “picking crops” mean and how do you know? (vocabulary, author’s craft)What does Grandpa mean when he says ”we can get lots of stories for you Tomas”? (general understanding)Tomas “gasped” when he walked into the library. What clues in the words and pictures help you understand the meaning of the word? (Vocabulary)On page 141, how is Tomas writing his story then and how would he write his stories now? (general understanding/inference)How do you think Tomas’ grandfather felt when Tomas became a writer and what evidence in the text helped you decide this? Leveled ReadersAdvanced: What I Want to Be (Lexile 320)On-level: Our Bakery (Lexile 380)Struggling Readers: Working in the Park (Building Knowledge and Intervention)Vocabulary Reader: People in the Town (Lexile 140)English Language Support: Our Day at the Bakery (Lexile 210)Literacy Station ActivitiesComprehension station: Sequence (story map, story sequence cards, retelling), Journeys flip chart -comprehension activitiesWIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RI.1.3-Describe the connection between two individuals, events, ideas, or pieces of information in a text.Level 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingMatch pictures of main events to words from familiar informational text with the support of a teacher/partner.Sequence simple sentences representing main events in familiar informational text while working with a partner.Identify the cause /effect of a teacher-identified main event in informational text written in simple and compound sentence structures while working with a partner.Discover one main event and its cause/ effect in informational text written in compound sentence structures while working with a partnerDistinguish multiple main events and causes/effects in informational texts written in 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/ELAsStandardsEvidence StatementsContent & TaskWriting/ResearchW.1.3-Write 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 that retells the major events in the text Tomas Rivera.Include time/order words to indicate event order.Routine WritingWrite in response to text (p. T349)Writing Tasks-Culminating Write a narrative that tells about the life of Tomas Riveria. Include details about how grandpa influenced Tomas’s life. Based on the texts read this week, describe the connection between things from the past and present (then and now). RI.1.3StandardsEvidence StatementsContent & TaskSpeaking and ListeningSL1.1b-Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.Demonstrates ability to build on others’ talk in conversation by responding to comments of others.Sample Objectives (I can):Add on to others responsesPerformance Assessments Participating in discussions, read alouds and q/a sessionsSpeaking in complete sentencesGuided Summary: p. T339Classroom Conversation: p. T348StandardsEvidence StatementsContent & TaskLanguageL.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.1.5d-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 acting out the meanings.Provides verbs that covey past, present and future tense.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 adjectives differing in intensity. Sample Objectives (I can):Use verbs to show past, present and/or future.Use verbs that convey shades of meaning.VocabularySynonymsDaily Vocabulary BoostEnrich Vocabulary (p. T360)Lesson Vocabulary (taught within context)Done, soon, done, great, work, talk, now, then Academic Vocabulary Once upon a time, catch, tricked, stuck, such, glad, own, got setFolktale, homophones, shades of meaning, sequencing Station ActivitiesJourneys Literacy and Language Guide-Vocabulary-Lesson 19This five day plan can be used for either teacher led small group or in some cases independent vocabulary workstation.Additional Vocabulary Activities: - Language ArtsFuture TensePerformance Assessments Journeys Grab-and-Go Assessments, Lesson 19Journeys Readers Notebook, Lesson 19Teacher-createdReading Foundational SkillsExtended Text Week: REVIEW Previously taught Foundational SkillsWeek 6 - Extended Text, Unit 4, pp. T509-T518Reading SelectionAmazing Whales (supplementary trade book) (Lexile Level 650)Instructional Resources for Building KnowledgeNational Geographic Kids: Whales Kinds of Whales (410L) Takes a Trip (530L) Watch (680L) video Question: What makes a whale an amazing animal?StandardsEvidence StatementsContent & TaskReading Literature and Informational TextRI.1.3-Describe the connection between two individuals, events, ideas, or pieces of information in a text.RI.1.7-Use illustrations and details in a text to describe its key ideas.RI.1.8-Identify the reasons an author gives to support points in a text.Related WIDA StandardRI.1.8-Identify the reasons an author give to support points in a text.Related Science StandardsGLE 0107.5.1 Investigate how plants and animals can be grouped according to their habitats.Provides a description of the connection between two individuals in a text.Provides a description of the connections between two events in a text.Provides a description of the connections between two ideas or pieces of information in a text. Demonstrates use of the illustrations and details in a text to describe the key ideas in the text.Provides an identification of the reasons an author gives to support points in a text.Sample Objectives (I can):Describe a danger that whales are facing and how people can help. Describe how the words and illustrations in Amazing Whales give me information. Give reasons the author feels whales are amazing.Performance Assessments Journeys Grab-and-Go AssessmentsJourneys Cold ReadsTeacher-createdScaffold Close Reading –T511(Teacher-led Small Group or Whole Group)First Read-Think Through the TextSecond Read-Analyze the TextIndependent ReadingText-Dependent QuestionsTo what object does the author compare a blue whale’s eyes? (key details)How does the photo on p. 11 help you understand what a blowhole is? (author’s craft and purpose)Why do whales hold their breath when they go under water? (inference)Do you think the author believes that people should study whales? Why or why not? (opinion)Look at the picture on pages 18-19 and remember what the author told you about killer whales in the text. Do you think killer whales are toothed whales or baleen whales? Use details from the text to explain your answer. (inference)Literacy Station ActivitiesComprehension station: Compare/contrast graphic organizer, make notes about different types of whales, draw whales, write a summary of a portion of the text -Additional Resources for Teaching this Text: Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RI.1.8-Identify the reasons an author give to support points in a text.Level 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingMatch a picture that supports a point/fact in familiar informational illustrated text to appropriate word/ short phrases from a word bank while working with a partner.Locate a main point in familiar illustrated informational text from multiple choices while working with a partner.Identify one reason supporting a point in informational text written using simple compound sentence structures while working with a partnerDetermine multiple reasons to support a point in an informational text written using compound sentence structures with a graphic organizer.Determine multiple reasons to support different points in informational text written using compound and complex sentence structures.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsStandardsEvidence StatementsContent & TaskWriting/ResearchW.1.1-Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.States an opinion in writing.Includes the topic or name of the book they are writing about when sharing an opinion in writing.Includes a reason when sharing an opinion in writing.Provides some sense of closure when sharing an opinion in writing.Sample Objectives (I can):Write about my opinion of whales and supply reasons from the text to support my opinion.Routine WritingReader’s Notebook Vol. 2, pp. 76-77. Writing Tasks-Culminating Write a paragraph on the following prompt: After reading the book Amazing Whales, I think (do not think) that whales are amazing animals. Give three reasons why you feel as you do using evidence from the text to support your opinion. StandardsEvidence StatementsContent & TaskSpeaking 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 during classroom discussions.Performance Assessments Participating in discussions, read alouds and q/a sessionsSpeaking in complete sentencesStandardsEvidence StatementsContent & TaskLanguageL.1.4a-Use sentence-level context as a clue to the meaning of a word or phrase.Demonstrates the ability to determine the meaning ofunknown 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 context clues to determine the meaning of words and phrases. VocabularyContent Vocabulary (pp. T512, T514, T516)Lesson Vocabulary (taught within context)Destroy, scientist, pod, mile, softballsAcademic Vocabulary Blue whale, mammals, giant squid, baleen, humpback, right whaleLiteracy Station Activities -Language ArtsReview Unit 4 SkillsPerformance Assessments Teacher-createdReading Foundational SkillsWEEK 7-LESSON 21Anchor Text: The GardenDecodable Texts: Mark Shark pp.3-10; Clark’s Part pp.11-18; At the Shore pp.19-26; More Fun For Jake pp.27-34Reading Foundational Skills StandardsRF.1.2c-Isolate and pronounce initial, medial vowel, and final sounds (phonemes), including consonant blends.RF.1.3b-Decode regularly spelled one-syllable words.RF.1.4b-Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.DAY 1DAY 2DAY3DAY 4DAY 5Opening RoutinesPhonemic AwarenessOpening RoutinesT12-T13Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T16Opening Routines T36-37Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T38Opening Routines, T46-47Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T48Opening Routines, T58-59Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T60Opening Routines, T68-69Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T69PhonicsFluencyPhonicsWords with r controlled vowel ar, T16-18FluencyModel Phrasing, T14PhonicsWords with r controlled vowel ar, T38FluencyPractice Phrasing, T39PhonicsWords with r controlled vowels, T48-49FluencyNatural Pauses, T51PhonicsWords with r controlled words ar, Words with r Controlled vowels or , ore, Phonograms ar, ore,T60FluencyNatural Pauses, T51PhonicsWords with r controlled words ar, Words with r Controlled vowels or , ore, Phonograms ar, ore, T176FluencyNatural Pauses, T51Literacy Station Activities to Reinforce Foundational SkillsPhonics/word study station: build, write, and sort words with r-controlled vowels; phoneme-grapheme mapping using sounds that have been taught; Journeys flip chart, additional activities: Fluency station (optional)-read words and phrases; read along with a recording, focus on natural pausing, additional activities: -Week 7-Lesson 21Reading SelectionsThe Garden from Frog and Toad Together (Exile 420)Garden Good Guys (Exile 640)Instructional Resources for Building KnowledgeThe Magic School Bus Gets Planted (video) Guy Garden Creatures (interactive website) Do Plants Need? (440L) Make Their Own Food (520L) Question: What do plants need to help them grow?StandardsEvidence Statements Content & TasksReading 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.RI.1.3-Describe the connection between two individuals, events, ideas, or pieces of information in a text.RI.1.8-Identify the reasons an author give to support points in a text.Related WIDA StandardsRL.1.7-Use illustrations and details in a story to describe its characters, setting, or events.Provides a description of characters, setting and major event in a story using key details.Provides a description of characters, setting, or events from a story using illustrations and details from a story.Provides a description of the connection between two individuals in a text.Provides a description of the connections between two events in a text.Provides a description of the connections between two ideas or pieces of information in a text. Sample Objectives (I can):Identify Toad’s problem and discuss how he tries to solve it, in the story The Garden from Frog and Toad Together.Use illustrations and text to describe the setting in The Garden from Frog and Toad Together.Performance Assessments Journeys Grab-and-Go Assessments, Lesson 21Journeys Cold Reads, Lesson 21Teacher-createdOption for ReteachingProgress Monitor T76Scaffold Close Reading –T24(Teacher-led Small Group or Whole Group)First Read-Think Through the TextSecond Read-Analyze the TextIndependent ReadingText-Dependent QuestionsHow did it sound in Toad’s garden? (Key details)What does the word “quite” mean on p. 16? (Vocabulary)What problem is Toad having at the beginning of the story? (general understanding)What is toad doing on the picture on page 23 and why? (key detail)How do the labels in Garden Good Guy help you understand the text? (text structure)According to Frog what do gardens need to grow? (general understanding)Leveled ReadersAdvanced: Lena’s Garden (Lexile 520)On-level: Forest Stew (Lexile 390)Struggling Readers: A Seed for Sid (Building Knowledge and Intervention)Vocabulary Reader: Trees (Lexile 310)English Language Support: Skunks Cook Soup (Lexile 330)Literacy Station ActivitiesComprehension station: Story structure (story map, story sequence cards, retelling), Journeys flip chart -WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RL.1.7-Use illustrations and details in a story to describe its characters, setting, or events.Level 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingPoint to pictures of characters, settings, and major events in an illustrated, familiar text with modeled teacher support.Match illustrated descriptive words to illustrated characters and settings of familiar texts with answer key support. Categorize phrasal and basic sentence descriptions with the corresponding characters, settings, and events with illustrated word bank support. Interpret details about the characters, settings and major events from a text containing compound sentence structures while working with a partner. Infer 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 Live binder on Transformed MPIs/ELAsStandardsEvidence StatementsContent & TaskWriting/ResearchW.1.3-Write 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.W.1.8 Recall information from experiences or gather information from provided sources to answer a question. ??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. Gathers information from provided sources to answer a question in writing.Sample Objectives (I can):Write about the problem and solution in the story The Garden using details and temporal words to signal event order.Use The Garden, Garden Good Guys and other text/media from this week to answer the question, what do plants need to help them grow?Routine WritingWrite in response to text (p. T53)Performance Task-CulminatingUse a story map to identify the characters, setting and important events in The Garden. Next use the information from the organizer to write about Toad’s problem and its solution. Use time-order words to signal event order.Based on the information gained from The Garden, Garden Good Guys and other text/media from this week, write about what helps gardens/plants grow. StandardsEvidence StatementsContent & TaskSpeaking and ListeningSL.1.4-Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.Demonstrates the ability to describe people, places, things and events with relevant details expressing ideas and feelings clearly.Sample Objectives (I can):Describe people, places, things, and events with relevant detail. Performance AssessmentsParticipating in discussions, read alouds and q/a sessionsSpeaking in complete sentencesGuided Retelling: p. T33Classroom conversation: p. T42StandardsEvidence StatementsContent & TaskLanguageL.1.1d-Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them their; anyone, everything).L.1.4b-Use frequently occurring affixes as a clue to the meaning of a word.Demonstrate the ability to correctly utilize personal, possessive and indefinite pronouns. Demonstrates the ability to determine the meaning of unknown and multiple-meaning words and phrases, using frequently occurring affixes as a clue to the meaning of a word. Sample Objectives (I can):Use the correct pronoun in the place of the noun. VocabularyPrefix re-Daily Vocabulary BoostEnrich Vocabulary (p. T54)Lesson Vocabulary (taught within context)Few, night, loudly, window, noise, story, shall, worldAcademic VocabularyCandles, frightened, poems, shouted, of courseVocabulary Station ActivitiesJourneys Literacy and Language Guide-Vocabulary-Lesson 21This five day plan can be used for either teacher led small group or in some cases independent vocabulary workstation.Additional Vocabulary Activities: PronounsPerformance Assessments Journeys Grab-and-Go Assessments, Lesson 21Journeys Reader’s Notebook, Lesson 21Teacher-createdReading Foundational SkillsWeeks 8&9-LESSON 22: See TWAG in AppendixANCHOR TEXT: Amazing AnimalsDecodable Texts: See the Birds pp. 35-42; A Bath for Mert pp. 43-50; Fox and Crow pp. 51-58; Meet Gert pp. 59-66Reading Foundational Skills StandardsRF.1.2b-Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.RF.1.3b-Decode regularly spelled one-syllable words.RF.1.4b-Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.DAY 1DAY 2DAY3DAY 4DAY 5Opening RoutinesPhonemic AwarenessOpening Routines T110-111Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T114Opening Routines T136-137Phonemic AwarenessHigh Frequency WordsPhonemic Awareness,T138Opening Routines, T146-147Phonemic AwarenessHigh Frequency WordsPhonemic Awareness,T148Opening Routines, T158-159Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T160Opening Routines, T168-169Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T169PhonicsFluencyPhonicsWords with r controlled vowels er, ir, ur, T114-116FluencyModel Fluency: Accuracy, T112PhonicsWords with r controlled vowels er, ir, ur, T138FluencyModel Fluency: Accuracy, T139PhonicsWords with r controlled vowels er, ir, ur, T148-149Fluency: Accuracy, Connected Text T151PhonicsWords with r controlled vowels er, ir, ur, T160Fluency: Accuracy, T139PhonicsWords with r controlled vowels er, ir, ur, T176Fluency Accuracy, Connected Text, T151Literacy Station Activities to Reinforce Foundational SkillsPhonics/word study station: build, write, and sort words with r-controlled vowels; phoneme-grapheme mapping using sounds that have been taught; Journeys Word Study flip chart, additional activities: Fluency station (optional)-read words and phrases; read along with a recording, read texts with accuracy, additional activities: -Weeks 8-9-Lesson 22 *See TWAG in AppendixReading SelectionsAmazing Animals (Lexile 500) *See TWAG in AppendixThe Ugly Duckling (Lexile 360)Essential Questions: Week 1: How do special animal body parts help them to survive? StandardsEvidence StatementsContent & TasksReading Literature and Informational TextRI.1.7-Use the illustrations and details in a text to describe its key ideas.RL.1.2-Retell stories, including key details, and demonstrate understanding of their central message or lesson.RL1.7-Use illustrations and details in a story to describe its characters, setting, or events.Related WIDA StandardRL.1.2-Retell stories, including key details, and demonstrate understanding of their central message or lesson.Demonstrates use of illustrations and details in a text to describe the key ideas in the text. 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, setting, or events from a story using illustrations and details from a story.Sample Objectives (I can):Use labels and headings to help me understand what I read.Tell how books about the same subject are alike and different.Performance Assessments Journeys Grab-and-Go Assessments, Lesson 22Journeys Cold Reads, Lesson 22Teacher-createdText-Dependent QuestionsWhy do giraffes have spots? (key details)How does a polar bear’s fur offer protection? (key detail)Based on the information in this text, why do you think there are so many different types of animals? (inference)Based on the information on pages 59 and 60 what are quills? (vocabulary)Looking at the illustrations, what differences are there between a polar bear’s environment and a camel’s environment? (inference)Leveled ReadersAdvanced: How Animals Move (Lexile 650)On-level: Baby Kangaroo (Lexile 540)Struggling Readers: Animal Homes (Building Knowledge and Intervention)Vocabulary Reader: Baby Birds (Lexile 270)English Language Support: Tiny Baby Kangaroos (Lexile 620)Literacy Station ActivitiesComprehension station: Sequence (story map, story sequence cards, retelling), Journeys flip chart -WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RL.1.2-Retell stories, including key details, and demonstrate understanding of their central message or lesson.Level 1 EnteringLevel 2 EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingMatch words to illustrated key details from familiar texts with partner support. Identify key details within an illustrated story written in basic sentence structures with a partner.Sequence key details/events written in simple sentences on sentence strips with peer support. Organize the events in a story (including the central message and key details as elaboration) from illustrated/non-illustrated texts using graphic organizers in small groups.Evaluate how the key details of a story support the central message in a text written in complex grammar structures using a graphic organizer.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsStandardsEvidence StatementsContent & TaskWriting/ResearchW. 1.1- Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.W.1.3-Write 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.States an opinion in writing.Includes the topic or name of the book they are writing about when sharing an opinion in writing.Includes a reason when sharing an opinion in writing.Provides some sense of closure when sharing an opinion in writing.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)State an opinion in writing and supply a reason for the opinion.Write using details and temporal words to signal event order.Routine WritingWrite in response to text (p. T143) (opinion writing)Writing Tasks*See TWAG StandardsEvidence StatementsContent & TaskSpeaking and ListeningSL.1.3-Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.Demonstrates the ability to ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Sample Objectives (I can):Ask questions to help me understand a topic.Speak in complete sentences.Performance Assessments Participating in discussions, read alouds and q/a sessionsSpeaking in complete sentencesGuided Summary p. T133Classroom conversation: p. T142 StandardsEvidence StatementsContent & TaskLanguage L.1.1d-Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them their; anyone, everything).L.1.5b-Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).Demonstrate the ability to correctly utilize personal, possessive and indefinite pronouns.Demonstrates understanding of word relationships and nuances in word meanings by defining words by category and by one or more key attributes.Sample Objectives (I can):Use the correct pronoun to replace nouns.Categorize words by one or more attributes. VocabularyUsing a Dictionary EntryDaily Vocabulary BoostLesson Vocabulary (taught within context)How, where, why, begins, until, trunk (see TWAG for additional vocabulary)Vocabulary Station ActivitiesJourneys Literacy and Language Guide-Vocabulary-Lesson 22This five day plan can be used for either teacher led small group or in some cases independent vocabulary workstation.Additional Vocabulary Activities: - Language ArtsPronouns I and mePerformance Assessments Journeys Grab-and-Go Assessments, Lesson 22Journeys Reader’s Notebook, Lesson 22Teacher-createdAPPENDIX - TWO WEEK AT A GLANCE OUTLINES-TWAGWeeks 1-2- Let’s Go to the Moon, (Unit 4, Lesson 16)Week 1 Let’s Go to the Moon,(Unit 4, Lesson 16)DAYSEssential Question: What tools or special equipment are necessary for astronauts?12345Language/ SyntaxSpelling and GrammarFollow the daily Grammar and Spelling sequence of activitiesQuestions; Proper Nouns; Word Sort(T38-T78)WritingResponse to textCulminating task Aligned with the EQ and topic What special tools and equipment do astronauts use on a trip to the moon? With prompting and support, students review and recall the special tools and equipment utilized by astronauts to help them do their job. Students will think, turn/talk, respond about the topic; illustrate and label at least three of these, and explain why each is important during a trip to the moon. (use included helpful vocabulary- astronaut, moon, gravity, spacesuit, spaceship, lunar rover, moon rock, pictures)StandardsList Reading and Writing standards related to the texts, questions and tasks.Reading: Informational TextRI.1.1, RI.1.2, RI.1.7WritingW.1.2, W.1.8Week 2Let’s Go to the Moon, (Unit 4, Lesson 16)DAYSEssential Question: What types of experiences do astronauts have on a trip to the moon?12345Read AloudText based comprehensionText based discussionMain SelectionText based comprehensionText based discussionBuilding KnowledgeRead AloudLeveled readersPaired Text (Read Together)Supplemental Materials(Whole/Small Group, Independent work)All students experience all texts and resources regardless of levelPaired Text- “Mae Jemison”Advanced leveled reader- “Living & Working in Space”Read Aloud: One Giant Leap (T14-T15)ELL Extra Support: Earth & Space Picture Cards (Picture Card Bank); Language Support Card #16; Building Background-Eileen Collins Video ClipSupplemental Materials:Paired Text- “Mae Jemison”Expert Pack: All Eyes on the Moon’s New Frontiers from the textsspace shuttle, company, science, doctor, astonishing, examine, explore, shadowy (T58)Week 2Let’s Go to the Moon, (Unit 4, Lesson 16)DAYSEssential Question: What types of experiences do astronauts have on a trip to the moon?12345Foundational SkillsPhonemic Awareness Concepts of PrintFluencyWord WorkPhonics and high frequency wordsDecoding/EncodingFollow the daily Phonics and Fluency sequence of activitiesLong /o/; Long /u/; CV, CVCe; High Frequency Words (T16-T80)Language/ SyntaxSpelling and GrammarFollow the daily Grammar and Spelling sequence of activitiesQuestions; Proper Nouns; Word Sort (T38-T78)WritingResponse to textCulminating taskAligned with the EQ and topic Edit piece from Week 1 With a partner, review & discuss the Essential Question. Support children to write in complete sentences and coach them to use text-based vocabulary, describing words, facts from the selection and other details to clearly describe their ideas as they write.StandardsList Reading and Writing standards related to the texts, questions and tasks. Reading: Informational TextRI.1.1, RI.1.2 Speaking and ListeningSL.1.1a, SL.1.1b WritingW.1.2, W.1.8For further information regarding grade level TWAG information see the following link: - TWO WEEK AT A GLANCE OUTLINES-TWAGWeeks 8-9- Amazing Animals, (Unit 5, Lesson 22)Week 1Amazing Animals, (Unit 5, Lesson 22)DAYSEssential Question: How do special animal body parts help them to survive?12345Read AloudText based comprehensionText based discussionMain Selection (Read Aloud)Text based comprehensionText based discussion(Whole and Small Group)Amazing Animals – Unit 5, Lesson 22All text discussion and activities should be driven by Text X-Ray (Zoom in on Key Ideas AND Zoom in on Academic Language). Building KnowledgeRead AloudLeveled readersPaired Text (Read Together)Supplemental Materials(Whole and Small Group)VocabularyDrawn from the textsThick, spray, herd, reach, tube, beak, tusk, trunk, hump, quill, young, follow, until, amazing, function, incredible Foundational SkillsPhonemic Awareness Concepts of PrintFluencyWord WorkPhonics and high frequency wordsDecoding/EncodingFollow the daily Phonics and Fluency sequence of activitiesWeek 1 Amazing Animals, (Unit 5, Lesson 22)DAYSEssential Question: How do special animal body parts help them to survive?12345Language/ SyntaxSpelling and GrammarFollow the daily Grammar and Spelling sequence of activitiesWritingResponse to textCulminating task Aligned with the EQ and topic Amazing animal contest! (Week 1) Looking for the winner of the “Most Amazing Animal Adaptations Award.” Select an animal from the text you think should win. Submit a picture and tell why it is the MOST amazing of all! StandardsList Reading and Writing standards related to the texts, questions and tasks.Reading: LiteratureRL.1.1, RL.1.3Reading: Informational TextRI.1.6WritingW1.2Week 2 Amazing Animals, (Unit 5, Lesson 22)DAYSEssential Question: How do special animal body parts help them to survive?12345Read AloudText based comprehensionText based discussionRead Aloud Project: National Geographic Kids Bird Guide of North America Main SelectionText based comprehensionText based discussionBuilding KnowledgeRead AloudLeveled readersPaired Text (Read Together)Supplemental Materials(Whole/Small Group, Independent work)All students experience all texts and resources regardless of levelLeveled Readers: How Animals Move Tiny Baby KangaroosBaby Kangaroos Additional resources: How Animals Stay Safe’s Talk About Insects : Camouflage What do you do with a tail like this? from the textsVocabulary from selected resources listed above Week 2 Amazing Animals, (Unit 5, Lesson 22)DAYSEssential Question: How do special animal body parts help them to survive?12345Foundational SkillsPhonemic Awareness Concepts of PrintFluencyWord WorkPhonics and high frequency wordsDecoding/EncodingFollow the daily Phonics and Fluency sequence of activitiesLanguage/ SyntaxSpelling and GrammarFollow the daily Grammar and Spelling sequence of activitiesWritingResponse to textCulminating taskAligned with the EQ and topic Zoo Tour (Week 2) Pretend you work at the zoo. You take a group of kids to visit different animal exhibits. Show them your favorite animal or animals from the text. What is this animal like? What body parts help it to survive in its habitat? StandardsList Reading and Writing standards related to the texts, questions and tasks.Reading: LiteratureRL.1.1, RL.1.3Reading: Informational TextRI.1.6WritingW.1.2For further information regarding grade level TWAG information see the following link: ................
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