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 Lesson 24Anchor Text: A Tree is a Plant (Lexile 360)Decodable Texts: Moose’s Tooth, pp. 99-106; Moon News pp. 107-114; Boot’s Clues, pp. 115-122; Red Zed and Blue Stu pp. 123-130Reading Foundational Skills StandardsRF.1.2c-Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.RF.1.3.b-Decode regularly spelled one-syllable words.RF.1.4a-Read on-level text with purpose and understanding.DAY 1DAY 2DAY3DAY 4DAY 5Opening RoutinesPhonemic AwarenessOpening Routines, T312-313Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T316Opening 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, T375PhonicsFluencyPhonics, Words with Vowel Diagrahs/Spelling Patterns: oo, ou, ew, T316-318FluencyModel Expression, T314Phonics, Words with Vowel Diagrahs/Spelling Patterns: oo, ou, ew, T344FluencyPractice Expression, T345PhonicsWords with Vowel Diagraphs/Spelling Patterns ue, u, u_e, T354-355FluencyExpression, T357PhonicsWords with Vowel Diagraphs/Spelling Patters: oo, ou, ew, ue, u, u_e, T366PhonicsWords with Vowel Diagraphs/Spelling Patters: oo, ou, ew, ue, u, u_e, T382Literacy Station Activities to Reinforce Foundational SkillsPhonics/Word Study Station: Journeys Word Study flip chart Lesson 24, build, write, and sort words; phoneme-grapheme mapping using sounds that have been taught; review previously taught skills, additional optional activities: *phonics skill 7 Station: Journeys Cold Reads, read decodable reader with a partner; read along with a recording, other activities: - Week 1 Lesson 24 Reading Selections A Tree is a Plant (Lexile 360) Grow, Apples, Grow (Lexile 740) Text Complexity Measures, including qualitative information, can be found on page, T302. This information can be useful in planning for parts of the text that may be challenging to students. Instructional Resources for Building Knowledge OptionsThe Parts of a Tree (470L) is Apple Season (500L) Do Apples Grow (550L) ( Video) Questions: What happens to a tree as it grows?StandardsEvidence StatementsContent & TasksReading Literature and Informational TextRI.1.3-Describe the connection between two individuals, events, ideas, or pieces of information in a text.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 text.RI.1.7-Use the illustrations and details in a text to describe its key ideas.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 StandardRI.1.3-Describe the connection between two individuals, events, ideas, or pieces of information in a text.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 knowledge and use of text features to locate key facts or 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 similarities and differences between two texts on the same topic.Sample Objectives (I can):Describe the connection between trees, plants, and seeds using the text, A Tree is a Plant.Use the text features in the text, A Tree is a Plant, to locate key information.Use illustrations and details to describe key ideas in the text, A Tree is a Plant.Performance Assessments Journeys Progress Monitoring, Lesson 24Journeys Grab-and-Go Assessments, Lesson 24Teacher CreatedOption for ReteachingProgress monitor T382Scaffold Close Reading –T324(Teacher-led Small Group or Whole Group)First Read-Think Through the TextSecond Read-Analyze the TextIndependent ReadingText-dependent QuestionsWhat do the labels on pages 122-123 show? (key detail)Based on the text what is the connection between trees and plants? (inference)On p. 133, why do you think the author says that the tree’s bark is like a coat? (author’s purpose)How do the roots help the tree? (general understanding)On p. 139 how do the words in the sentences and the picture help you know what bare means? (vocabulary)The text says that apples grow all during the spring and the summer, how many months is that? (inference)Which part of an apple tree do you think is most important and why? Cite evidence from the text to support your opinion. (opinion)Leveled ReadersAdvanced: The Story of a Rose (Lexile 590)On-level: From Pit to Plum (Lexile 520)Struggling Readers: An Acorn Grows (Building Knowledge and Intervention)Vocabulary Reader: Worms (Lexile 460)English Language Support: A Plum Grows (Lexile 350) Literacy Station ActivitiesComprehension Station- Journeys Comprehension flip chart Lesson 24, complete a sequence of events flow chart, retell the story in sequential order, 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 1.3: 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 partner.Distinguish 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 & 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 a narrative using words that signal event order that tells how a tree changes each season.Use information gathered from the text, A Tree is a Plant, to write an answer to the question, how do trees grow from seeds? Routine WritingWrite in response to text (p. T349)Writing-Culminating Task OptionsBased on the text, A Tree is a Plant, describe and illustrate how the tree changes each season. Based on the texts read this week, write a paragraph answering the question, how do trees grow from seeds?Speaking 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. T339Classroom Conversation: p. T348StandardsEvidence StatementsContent & TasksLanguageL.1.1d-Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).L.1.4a-Use sentence-level context as a clue to the meaning of a word or phrase. Demonstrates the ability to use personal, possessive, and indefinite pronouns.Demonstrates the ability to use sentence-level context clues to determine meaning.Sample Objectives (I can):Use pronouns correctly.Use context clues to determine meaning.VocabularyMultiple-Meaning WordsDaily Vocabulary BoostEnrich Vocabulary (p. T360)Lesson Vocabulary (taught within context)Ready, country, soil, earth, covers, kinds, almost, warmsAcademic VocabularyFew, too, ground, under, over, among (Supplemental Resources, click Vocabulary Quadrant)Vocabulary Station ActivitiesVocabulary station: illustrate words, illustrate/label pronouns, review previously taught skills, additional optional activities:Journeys Literacy and Language Guide-Vocabulary-Lesson 24This five day plan can be used for either teacher led small group or in some cases independent vocabulary workstation. -Language ArtsIndefinite PronounsPerformance Assessments Journeys Progress Monitoring, Lesson 24Journeys Grab-and-Go Assessments, Lesson 24Teacher Created Reading Foundational SkillsWEEK 2- LESSON 25ANCHOR TEXT: Symbols for Our Country (Lexile 430)Decodable Texts: Down on the Farm, pp.131-138; Scout and Count, pp. 139-146; Dawn’s Voice, pp. 147-154; Shawn’s Toys, pp. 155-162Reading Foundational Skills StandardsRF1.2d- Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).RF1.3.b-Decode regularly spelled one-syllable words.RF1.4a-Read on-level text with purpose and understanding.DAY 1DAY 2DAY3DAY 4DAY 5Opening RoutinesPhonemic AwarenessOpening Routines, T416-417Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T420Opening Routines, T442-443Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T444Opening Routines, T452-453Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T454Opening Routines, T464-465Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T466Opening Routines, T476-477Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T477PhonicsFluencyPhonicsWords with Vowel Combinations ou, ow, T420-T422 FluencyModel Phrasing, T418PhonicsWords with Vowel Combinations ou, ow, T444Fluency Practice Phrasing, T445PhonicsWords with Vowel Combinations oi, oy, au, aw, T454-T455FluencyPhrasing: Punctuation T457PhonicsWords with Vowel Combinations ou, ow, oi, oy, au, aw, T466PhonicsWords with Vowel Combinations ou, ow, oi, oy, au, aw, T484Literacy Station Activities to Reinforce Foundational SkillsPhonics/Word Study Station: Journeys Word Study flip chart Lesson 25, build, write, and sort words; phoneme-grapheme mapping using sounds that have been taught; additional optional activities: *phonics skill 7 Station: Journeys Cold Reads, read decodable reader with a partner; read along with a recording, other activities: -Week 2 – Lesson 25Reading Selections Symbols for Our Country (Lexile 430)**AnchorThe New Friend (Lexile 510)Text Complexity Measures, including qualitative information, can be found on page, T406. This information can be useful in planning for parts of the text that may be challenging to students. Instructional Resources for Building Knowledge OptionsAmerican Symbols (660L) Symbols of the United States (530L) of the United States (550L) American Bird (520L) . Symbols video Question: What can be learned from the symbols of our country?StandardsEvidence StatementsContent & TaskReading Literature and Informational TextRI.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 text.RI. 1.6-Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.RI.1.7-Use the illustrations and details in a text to describe its key ideas.Demonstrates knowledge and use of text features to locate key facts or information in a text.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):Use text features to locate key information in the text, Symbols of Our Country.Use illustrations to gain more information about the symbols mentioned in the text, Symbols of Our Country.Use illustrations and details in the text, Symbols of Our Country to describe key ideas.Performance Assessments Journeys Progress Monitoring, Lesson 25Journeys Grab-and-Go Assessments, Lesson 25Teacher CreatedText-Dependent Questions:What is the capital of the United States? (general understanding)What do the stripes and stars represent on the flag? (key details)What is the connection between George Washington the building pictured on page 188? (general understanding)What symbol is pictured on page 189? (inference)What information do the headings in the text, Symbols of Our Country provide?Which American symbol do you like best? Why? (opinion)Leveled ReadersAdvanced: Tag Along Tim, (Lexile 410)On-level: Ready for Second Grade, (Lexile 360)Struggling Readers: Molly’s New Team( Building Knowledge and Intervention)Vocabulary Reader: Moving, (Lexile 170)English Language Support: First Day of Second Grade, (Lexile 360)Literacy Station ActivitiesComprehension Station- Journeys Comprehension flip chart Lesson 25, complete character chart, summarize the story using retelling cards, write/draw a summary of the story, additional optional activities: 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 an informative piece about symbols of our Country using the text, Symbols of Our Country.Writing Tasks-Culminating Write an informative piece about symbols of the U.S. using the text, Symbols of Our Country as well as other texts/media shared during the week.StandardsEvidence StatementsContent & TaskSpeaking and ListeningSL.1.3-Ask and answer questions about what a speaker says to gather additional information or clarify something that is not understood.SL.1.4-Describe people, places, things, and events with relevant details, express ideas and feelings clearly.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.Demonstrate the ability to describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.Sample Objectives (I can):Ask and answer questions to gather and clarify information.Describe people, places, things and events with relevant details.Performance Assessments Participating in discussions, read alouds and q/a sessionsSpeaking in complete sentencesGuided Retelling: p. T438 -Based on The New FriendClassroom Conversation: p. T448 -Based on The New FriendStandardsEvidence StatementsContent & TaskLanguageL1.1j-Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.L1.4b-Use frequently occurring affixes as a clue to the meaning of a word.L.1.4c-identiy frequently occurring root words and their inflectional forms.L1.5d-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 complete simple and compound sentences.Demonstrate the ability to use frequently occurring affixes as a clue to the meaning of a word.Demonstrate frequently occurring root words and their inflectional forms.Show understandings of word relationships and nuances in word meanings by acting out the meanings verbs describing the same general action, thereby showing the ability to distinguish shades of meaning. 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. T460) -Based on the New FriendAcademic VocabularyNext, after, before long, while, symbol, capitol (Supplemental Resources, click Vocabulary Quadrant)Vocabulary Station ActivitiesVocabulary Station: Journeys flip chart, illustrate words, create a personal dictionary, synonym word web, act out words with a partner, additional optional activities: Language ArtsContractionsPerformance Assessments Journeys Progress Monitoring, Lesson 25Journeys Grab-and-Go Assessments, Lesson 25Teacher Created Reading Foundational SkillsWEEK 3 LESSON 26- See TWAG in AppendixANCHOR TEXT: The Dot (Lexile 470)Decodable Texts: Bears, pp. 3-10; Hiding and Seeking, pp. 11-18; Henry and Dad Go Camping, pp. 19-26; Speedy and Chase, pp. 27-34Reading Foundational Skills StandardsRF.1.3c-Know final -e and common vowel team conventions for representing long vowel sounds.RF.1.3f-Read words with inflectional endings.RF1.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary.DAY 1DAY 2DAY3DAY 4DAY 5Opening RoutinesPhonemic AwarenessOpening Routines, T12-13Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T16Opening Routines,T38-39Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T40Opening Routines, T48-49Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T50Opening Routines, T60-61Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T62Opening Routines, T70-71Phonemic AwarenessHigh Frequency wordsPhonemic Awareness,T71PhonicsFluencyPhonicsBase Words with –ed, -ing Endings, T16-T18FluencyModel Accuracy, T14PhonicsBase Words with –ed, -ing Endings, T40FluencyPractice Accuracy, T41PhonicsWords with Long e Spelling Patterns y, ie, T50-51FluencyAccuracy, T53PhonicsBase Words with –ed, -ing, Endings, T62Words with Long e Spelling Patterns y, ie, T62PhonicsBase Words with –ed, -ing, Endings, T78Words with Long e Spelling Patterns y, ie, T78WEEK 4-Lesson 27Bases Words with inflections –er and –est (change y to i)Syllable -le (5 Day Planner found on pages T110 and T111)Literacy Station Activities to Reinforce Foundational SkillsPhonics/Word Study Station: Journeys Word Study flip chart, build, write, and sort words with inflected endings; phoneme-grapheme mapping using sounds that have been taught; additional optional activities: Station: Journeys Cold Reads, read decodable reader with a partner; read along with a recording, other activities: -Weeks 3 & 4-Lesson 26 - See TWAG in AppendixReading SelectionsThe Dot (Lexile 470)Text Complexity Measures, including qualitative information, can be found on page, T2. This information can be useful in planning for parts of the text that may be challenging to students.Essential Question: Week 1: How did the art teacher inspire Vashti about art to change?Week 2: How can we be inspired by the words and actions of others?StandardsEvidence StatementsContent & TaskReading Literature and Informational TextRL.1.3-Describe characters, settings, and major events in a story, using key details.RL.1.9-Compare and contrast the adventures and experiences of characters in stories.RI.1.3-Describe the connection between two individuals, events, ideas, or pieces of information in a text.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.Provides a description of characters, setting, or events from a story using illustrations and details from the story.Provides a statement or other expression that shows understanding of unknown words in a literary text.Asks questions about unknown words in a literary text.Provides a comparison and contrast of the adventures and experiences of characters in familiar stories.Provides 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.Provides an identification of the similarities and differences between two texts on the same topic.Sample Objectives (I can):Compare and contrast how Vashti changes from the beginning of the story to the end in the text, The Dot.Describe how Vashti and ‘the little boy’ are alike and different in the text, The pare the artwork in the text The Dot to the artwork in the text Artists Create Art. Performance Assessments Journeys Progress Monitoring, Lesson 26Journeys Grab-and-Go Assessments, Lesson 26Teacher CreatedOption for ReteachingProgress monitor T78Scaffold Close Reading –T24(Teacher-led Small Group or Whole Group)First Read-Think Through the TextSecond Read-Analyze the TextIndependent ReadingText-Dependent Questions What does Vashti do after she sees the framed dot hanging over the teacher’s desk? (key details)What does it mean when the text says that Vashti is “glued to her chair?” (vocabulary)Why is the word “can’t” in all capital letters on p. 17? (author’s craft)Why does Vashti ask the little boy to sign his squiggle? (inference)How does Vashti’s attitude about her art change throughout the story? Cite evidence from the text (key details)Why did the author choose “The Dot” as the title of the story? (author’s purpose)Why do you think the teacher wants Vashti to sign her work? (inference)Leveled ReadersAdvanced: A Surprise for Ms. Green (Lexile 300)On-level: Paco’s Snowman (Lexile 380)Struggling Readers: Our School (Building Knowledge and Intervention)Vocabulary Reader: Kamala’s Art (Lexile 430)English Language Support: The Bumpy Snowman (Lexile 370)Literacy Station ActivitiesComprehension station: Journeys Comprehension flip chart Lesson 26, compare/contrast, Venn Diagram, T-Chart, retelling, additional optional activities: 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.1.1-Write opinion pieces in which they introduce a 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 and opinion piece comparing characters from The Dot and Ish.Routine WritingWrite in response to text (p. T45)Writing Tasks-Culminating See TWAG in the AppendixLeon, Marisol, from Ish, the art teacher from The Dot and Willow, all inspired change in other characters. Choose the character that you thought was most inspiring. Use evidence from the text to support your answer.Speaking and ListeningSL.1.1c-Ask questions to clear up any confusion about the topics and texts under discussion.SL.1.4-Describe people, places, things, and events with relevant details, express ideas and feelings clearly.Demonstrates the ability to ask questions to clear up confusion about the topics or textsunder discussion. Demonstrate the ability to describe people, places, things, and events.Sample Objectives (I can):Ask questions about the topic and text.Describe people, places things and events.Performance Assessments Participating in discussions, read alouds and q/a sessionsSpeaking in complete sentencesGuided Summary: p. T35Classroom Conversation: p. T44StandardsEvidence StatementsContent & TaskLanguageL1.1j-Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.L.1.4a-Use sentence-level context as a clue to the meaning of a word or phrase.Demonstrates the ability write simple and compound sentences.Demonstrates the ability to sentences in response to prompts.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):Write simple and compound sentences.Use context clues to determine meaning of words and phrases.VocabularyFigurative Language (Idioms)Daily Vocabulary BoostEnrich Vocabulary (p. T56)Lesson Vocabulary (taught within context)Studied, surprised, bear, even, toward, above, pushed Academic VocabularyToward, above, even, just, lots, splash (Supplemental Resources, click Vocabulary Quadrant)Vocabulary Station ActivitiesVocabulary Station- illustrate words, locate/highlight vocabulary words in new texts, additional optional activities:Journeys Literacy and Language Guide-Vocabulary-Lesson 26This five day plan can be used for either teacher led small group or in some cases independent vocabulary workstation. Assessments Journeys Progress Monitoring, Lesson 26Journeys Grab-and-Go Assessments, Lesson 26Teacher CreatedReading Foundational Skills *See TWAG in the AppendixWEEK 5- LESSON 28ANCHOR TEXT: The Kite from Days with Frog and Toad (Lexile Level 320)Decodable Texts: Sally Jane and Beth Ann, pp. 67-74; Ty and Big Gilly, pp. 75-82; Bird Watching, pp. 83-90; Benches, pp. 91-98Reading Foundational Skills StandardsRF1.2c-Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.RF1.2d-Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).RF1.3g-Recognize and read irregularly spelled words.DAY 1DAY 2DAY3DAY 4DAY 5Opening RoutinesPhonemic AwarenessOpening Routines T212-213Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T216Opening Routines T236-237Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T238Opening Routines, T246-247Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T248Opening Routines, T258-259Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T260Opening Routines, T268-269Phonemic AwarenessHigh Frequency WordsPhonemic Awareness T271PhonicsFluencyPhonicsLong i Spelling Patterns igh, y, ie, T216-T218FluencyModel Phrasing, T214PhonicsLong i Spelling Patterns igh, y, ie, T238FluencyPractice Phrasing, T239PhonicsBase Words/Inflections –ed, -ing, -er, -est, -es, T248-249FluencyNatural Pauses, T251PhonicsLong I Spelling Patterns igh, y, ie, T260Phonograms –ight, -y, T260Base Words/Inflections –ed, -ing, -er, -est, -es, T260PhonicsLong I Spelling Patterns igh, y, ie, T276Phonograms –ight, -y, T276Base Words/Inflections –ed, -ing, -er, -est, -es, T276WEEK 6- Lesson 29Suffixes –ful, -ly, -yLong Vowel Spelling Patterns (5 Day Planner found on pages T308 and T309-Hi Fly Guy)Literacy Station Activities to Reinforce Foundational SkillsPhonics/Word Study Station: Journeys Word Study flip chart, build, write, and sort words with vowel patterns: igh, y, ie; phoneme-grapheme mapping using sounds that have been taught, additional optional activities: Station: Journeys Cold Reads, read decodable reader with a partner; read along with a recording, other activities: -Week 5 & 6-Lesson 28 *See TWAG in AppendixReading SelectionsThe Kite from Days with Frog and Toad (Lexile Level 420)Text Complexity Measures, including qualitative information, can be found on page, T202. This information can be useful in planning for parts of the text that may be challenging to students.Essential Question: Week 1: How does Frog help Toad overcome the challenge of flying a kite?Week 2: How does friendship help characters overcome challenges?StandardsEvidence StatementsContent & TaskReading 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.RL.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 in a story using key details.Provides a description of the setting using key details.Provides a description of major events in a story using key details.Provides an explanation of major differences between books that tell stories and books that give information.Provides a description of characters, setting, or events from a story using illustrations and details from a story. Demonstrates knowledge and use of text features to locate key facts or information 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):Use a story map to tell about the characters, setting, and plot in the story, The Kite.Use illustrations and details in the story, The Kite to describe the characters and setting.Use illustrations to figure out the meaning of a word.Performance Assessments Journeys Progress Monitoring, Lesson 28Journeys Grab-and-Go Assessments, Lesson 28Teacher CreatedOption for ReteachingProgress monitor T276Scaffold Close Reading –T224(Teacher-led Small Group or Whole Group)First Read-Think Through the TextSecond Read-Analyze the TextIndependent Reading Text-Dependent QuestionsWhat problem do Frog and Toad have? (general understanding)What do the words and pictures tell you about the meadow? (vocabulary)Do you think a meadow is a good place to fly a kite? Why or why not? Cite evidence from the text to support your reason. (opinions)How do Frog and Toad solve their problem at the end of the story? (key details)How are Frog and Toad different when it comes to not quitting? (inference)What lesson does the author want us to learn about not giving up? (author’s purpose)What advice would you give Frog and Toad to help them fly the kite?(opinion)Leveled ReadersAdvanced: The Sand Castle (Lexile 370)On-level: The Sailboat Race (Lexile 330)Struggling Readers: A Chunk of Cheese (Building Knowledge and Intervention)Vocabulary Reader: Kite Flying (Lexile 140)English Language Support: The Boat Race (Lexile 380)Literacy Station ActivitiesComprehension station: Journeys Comprehension flip chart Lesson 28, illustrate details of a story, compare/contrast characters, review previously taught skills, additional optional activities: StatementsContent & TaskWriting/ResearchW.1.1-Write opinion pieces in which they introduce a 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 an opinion piece that includes text evidence to explaining why Frog is or is not a good friend.Routine WritingWrite in response to text (p. T243)Writing Tasks-Culminating *See TWAG in AppendixIs Frog a good friend? Using evidence from the text, explain how Frog was or was not a good friend. StandardsEvidence StatementsContent & TaskSpeaking and ListeningSL.1.1c-Ask questions to clear up any confusion about the topics and texts under discussion.SL.1.2-Ask and answer questions about key details in a text read aloud or information presented orally or through other media.Demonstrates ability to build on others’ talk in conversation by responding to comments of others.Demonstrate the ability to ask and answer questions about key details.Demonstrates the ability to ask and answer questions presented orally.Sample Objectives (I can):Ask questions to clarify information.Ask and answer question about key details.Performance Assessments Participating in discussions, read alouds and q/a sessionsSpeaking in complete sentencesGuided Retelling: p. T233Classroom Conversation: p. T242StandardsEvidence StatementsContent & TaskLanguageL1.1f-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.Demonstrates the ability to use context clues to identify meaning.Sample Objectives (I can):Use frequently occurring adjectives.Use context clues to identify the meaning of a word or phrase.VocabularyHomographsDaily Vocabulary BoostEnrich Vocabulary (p. T254)Lesson Vocabulary (taught within context)Second, ball, across, heard, cried, head, large, shouldAcademic Vocabulary homograph, describe, object, during, since (Supplemental Resources, click Vocabulary Quadrant)Vocabulary Station ActivitiesVocabulary Station: illustrate homographs, word web, review previously taught skills, additional optional activities: Journeys Literacy and Language Guide-Vocabulary-Lesson 28This five day plan can be used for either teacher led small group or in some cases independent vocabulary workstation. ArtsAdjectivesPerformance Assessments Journeys Progress Monitoring, Lesson 28Journeys Grab-and-Go Assessments, Lesson 28Teacher CreatedReading Foundational SkillsWEEK 7-LESSON 29 (Foundational Skills for this week come from Lesson 30 due to Lesson 29 being addressed in the previous TWAG outline)Anchor Text: Hi Fly Guy Decodable Texts: Amy Ant, pp. 131-138; Julie and Jason, pp. 139-146; Home at Last, pp. 147-154; Soccer, pp. 155-162Reading Foundational Skills StandardsRF.1.3d Use knowledge that every syllable must have vowel sound to determine number of syllables in a wordRF.1.3e Decode two-syllable words following basic patterns by breaking words into syllablesRF. 1.4a Read on-level text with purpose and understandingRF.1.4b Read on-level text orally with accuracy, appropriate rate and expressionDAY 1DAY 2DAY3DAY 4DAY 5Opening RoutinesPhonemic AwarenessOpening Routines, T412-T413Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T416Opening Routines, T438-439Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T440Opening Routines, T448-449Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T450Opening Routines, T460-461Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T462Opening Routines, T470-471Phonemic AwarenessHigh Frequency WordsPhonemic Awareness, T473PhonicsFluencyPhonicsWords with Syllable Pattern CV 416-418FluencyModel Rate, T414PhonicsWords with Syllable Pattern CV,T440FluencyPractice Rate, T441PhonicsWords with prefixes –un,-re, T450-451FluencyRate: Adjust to Purpose, 453PhonicsWords with Syllable Pattern CV, T462 Words with prefixes –un, -re, T462PhonicsWords with Syllable Pattern CV, T462 Words with prefixes –un, -re, Literacy Station Activities to Reinforce Foundational SkillsPhonics/Word Study Station: Journeys Word Study flip chart Lesson 29, build, write, and sort words into syllables; phoneme-grapheme mapping using sounds that have been taught; additional optional activities: Fluency Station: Journeys Cold Reads, read decodable reader with a partner; read along with a recording, other activities: -Week 7-Lesson 29Reading SelectionsHi Fly Guy (Lexile 240)Busy Bugs (Poetry)Text Complexity Measures, including qualitative information, can be found on page, T300. This information can be useful in planning for parts of the text that may be challenging to students.Instructional Resources for Building Knowledge OptionsBug Power (530L) on the Move (800L) Ants (480L) Grasshopper (620L) video/song Icky, Icky Insect Question: What are some things insects do?StandardsEvidence Statements Content & TasksReading 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.RL.1.4-Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.RL.1.7-Use illustrations and details in a story to describe its characters, setting, or events.RI. 1.9-Identify similarities in and differences between texts on the same topic.Related WIDA StandardsRL.1.2-Retell stories, including key details, and demonstrate understanding of their central message or lesson.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 and major event in a story using key details.Provides identification of words and phrases in a story or a poem that suggests feelings or that appeal to the senses.Provides a description of characters, setting, or events from a story using illustrations and details from a story.Sample Objectives (I can):Tell what happened at the beginning, middle and end in the story, Hi Fly Guy.Use illustrations to describe how the characters are reacting in the story, Hi Fly Guy.Performance Assessments Journeys Progress Monitoring, Lesson 29Journeys Grab-and-Go Assessments, Lesson 29Teacher CreatedOption for ReteachingProgress Monitor T378Scaffold Close Reading –T322(Teacher-led Small Group or Whole Group)First Read-Think Through the TextSecond Read-Analyze the TextIndependent ReadingText-Dependent QuestionsWhy does the boy want to catch something in “Hi Fly Guy?” (general understanding)How does the illustration on page 124 help you understand how the fly felt once he was caught? (inference)Based on the illustration on page 130, how does Buzz get Fly Guy back into the jar? (inference)What causes the judges to change their minds at the amazing pet show? (key detail)Based on the illustrations on pages 140-141, how does the fly feel at the end of the story?Is Fly Guy a good pet? Why or why not? Give reasons from the text to support your answer. (opinions)What are some of the things the insects are doing in the text, Busy Bugs? (general understanding)Leveled ReadersAdvanced: A Cat Trick (Lexile 490)On-level: More Than One Bird (Lexile 350)Struggling Readers: Let’s Play Ball (Building Knowledge and Intervention)Vocabulary Reader: Butterflies (Lexile 410)English Language Support: Birds (Lexile 260)Literacy Station ActivitiesComprehension Station-Journeys Comprehension flip chart Lesson 29, retelling cards, compare/contrast characters, 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 RL1.2: 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 a 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 an opinion piece supported by reasons from the text, Hi Fly Guy, regarding having ‘Fly Guy’ as a pet.Write a narrative regarding the events that take place in the story, Hi! Fly Guy.Routine WritingWrite in response to text (p. T354)Writing/Culminating Task OptionsWould you have Fly Guy as a pet? Why or why not ? Use evidence from the story to support your opinion.Write about the events that take place with Fly Guy at the beginning, middle and end of the story. (W.1.3)Compare the fictional insect Fly Guy to the insects discussed in other texts/media read and discussed this week (via the Instructional Resources to Build Knowledge options). Write about what is the same and different between Fly Guy and real insects.(RI.1.9)StandardsEvidence StatementsContent & TaskSpeaking and ListeningSL.1.5-Add drawings or visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.SL.1.6-Produce complete sentences when appropriate to task and situation.Provides drawings or visual displays to clarify ideas, thoughts and feelings.Demonstrates ability to produce complete sentences when appropriate to task and situation.Sample Objectives (I can):Add illustrations to written work. Speak clearly and understandably.Performance AssessmentsParticipating in discussions, read alouds and q/a sessionsSpeaking in complete sentencesGuided Retelling: p. T335Classroom conversation: p. 344StandardsEvidence StatementsContent & TaskLanguageL.1.4b-Use frequently occurring affixes as a clue to the meaning of a word.L.1.6-Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because.)Demonstrate the ability to use frequently occurring affixes. 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 affixes to help understand words. Build oral vocabulary through frequent read alouds and classroom conversations. VocabularyPrefix un-Daily Vocabulary BoostEnrich Vocabulary (p. T356)Lesson Vocabulary (taught within context)Few, night, loudly, window, noise, story, shall, worldAcademic Vocabularysigns, solve, compare, contrast, caption (Supplemental Resources, click Vocabulary Quadrant)Vocabulary Station ActivitiesVocabulary station: illustrate words, define new words with a partner, sort words, sentence matching, review previously taught skills, additional optional activities: Journeys Literacy and Language Guide-Vocabulary-Lesson 29This five day plan can be used for either teacher led small group or in some cases independent vocabulary workstation. Assessments Journeys Progress Monitoring, Lesson 29Journeys Grab-and-Go Assessments, Lesson 29Teacher Created Reading Foundational SkillsWeeks 8 & 9: Refer to Unit 6 –Extended Reading- Owl at HomeFoundational SkillsEnd of Year ReviewLiteracy Station Activities to Reinforce Foundational SkillsPhonics/Word Study Station: Build, write, and sort words into syllables; phoneme-grapheme mapping using sounds that have been taught; additional optional activities: Fluency Station: Read words and phrases; focus on stress; read decodable reader with a partner; read along with a recording: 8 & 9: Extended Reading-Trade Book Reading SelectionsOwl at Home (Lexile 370) Text Complexity Measures, including qualitative information, can be found on page, T505. This information can be useful in planning for parts of the text that may be challenging to students.Instructional Resources for Building Knowledge OptionsAn Owl is a Bird (380L) Some Owls Owls See (590L) At Home-video Knew? Amazing Owl Facts!-video Calls of Owls Questions: How does the character Owl compare to real owls?StandardsEvidence StatementsContent & TasksReading 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.RL.1.7-Use illustrations and details in a story to describe its characters, setting, or events.RL.1.9-Compare and contrast adventures and experiences of characters in stories.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.Provides a description of characters, setting, or events from a story using illustrations and details from a story.Provides a comparison and contrast of the adventures and experiences of characters in two or more stories.Sample Objectives (I can):Describe the main character Owl in the text Owl at Home.Tell how books about the same subject are alike and different.Performance Assessments Journeys Unit Test, Unit 6Teacher CreatedScaffold Close Reading –T507(Teacher-led Small Group or Whole Group)First Read-Think Through the TextSecond Read-Analyze the TextIndependent ReadingText-Dependent QuestionsWhy does Owl think winter is at the door? (general understanding)Why didn’t Winter listen to Owl? (general understanding)How is owl feeling on page 21 and how can you tell? (inference)What are the bumps that owl is so worried about? (inference)What cause Owl causes Owl to ask winter to leave? (text structure)How would you describe Owl based on what you have read about him so far? (inferences)Do you think Owl is acting funny or is he lonely? (opinion)How is Owl in the book Owl at Home different from real owls read about over the past two weeks (via Instructional materials to Build Knowledge)? (text connections)Literacy Station ActivitiesComprehension Station: illustrate and summarize each chapter, main idea graphic organizer, review previously taught skills, additional optional activities: 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.1.3-With guidance and support from adults, recall 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.Sample Objectives (I can)Write about what takes place in the book, Owl at pare and contrast details in the stories Upstairs and Downstairs and Strange pare and contrast the character Owl in the stories The Guest and Owl and The pare the character Owl to real owls.Routine WritingWrite in response to text (p. T514) Writing Tasks-CulminatingWrite a narrative regarding the events that take place in the book Owl Moon. Use words that signal event pare the stories Upstairs and Downstairs and Strange Bumps taken from the book Owl at Home. How are the stories alike and different?Think about what Owl does in the stories The Guest and Owl and The Moon. How are the stories alike and different?How does the character Owl compare to real owls? (RL 1.5)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.SL.1.5-Add drawings or visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.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.Provides drawings or visual displays to clarify ideas, thoughts and feelings. 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 sentencesClassroom Collaboration: pp. T509, T511, T513, T514StandardsEvidence StatementsContent & TaskLanguage L1.1j-Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.L1.6- Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).Demonstrate the ability to write simple and compound sentences.Demonstrates the ability to use declarative, interrogative, imperative and exclamatory sentences.Uses words and phrases to respond to text.Sample Objectives (I can):Write simple and complex sentences.Write declarative, interrogative, imperative and exclamatory sentences.VocabularyContent Vocabulary (p. T512)Lesson Vocabulary Winter, whirled, whooshed, guest, pleasant, kettle, tear, tea, sobbed, following, sailed, shiningAcademic Vocabularytear, sobbed, explain, prompt, record (Supplemental Resources, click Vocabulary Quadrant)Vocabulary Station ActivitiesVocabulary Station: Illustrate words, build words, build sentences, act out silly words, review previously taught skills, additional optional activities:Journeys 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. Language ArtsKinds of SentencesPerformance Assessments Journeys Unit Test, Unit 6Teacher CreatedAPPENDIX - TWO WEEK AT A GLANCE OUTLINES-TWAGWeeks 3-4- The Dot, (Unit 6, Lesson 26)Week 1- The DotDAYSEssential Question: How did the art teacher inspire Vashti about art to change?12345Read AloudText based comprehensionText based discussionSource: Journeys The Art ContestPose listening comprehension questions that accompany the text. Using the classroom collaboration as a guide, discuss the text as a class guiding students to ask and answer each other’s questions. Remind students to use details and evidence from the story. Encourage students to follow classroom rules for discussion such as listen to the speakers and staying on topic.Main Selection (Read Aloud)Text based comprehensionText based discussion(Whole and Small Group)The DotUse Text X-Ray and Oral Re-telling Cards to guide questioning Use Thinking through Text questions 1-14Building KnowledgeRead AloudLeveled readersPaired Text (Read Together)Supplemental Materials(Whole and Small Group)Vocabulary- Drawn from the textsblank, gazing, notice, squiggle, straight, swirly, experimenting, encourage, retorted, persistent, superbFoundational SkillsPhonemic Awareness Concepts of PrintFluencyWord WorkPhonics and high frequency wordsDecoding/EncodingFollow the daily Phonics and Fluency sequence of activitiesWeek 1- The DotDAYSEssential Question: How did the art teacher inspire Vashti about art to change?12345Language/ SyntaxSpelling and GrammarFollow the daily Grammar and Spelling sequence of activitiesWritingResponse to textCulminating task Aligned with the EQ and topic What events inspired Vashti’s feelings and opinions about art to change? Cite evidence from the text.Graphic Organizer for the DotUse the graphic organizer on Read Works to track Vashti feeling throughout the story. Reading and Writing standards related to the texts, questions and tasks.Reading: LiteratureRL.1, RL.3, RL.10 WritingW.1.8 Week 2- The DotDAYSEssential Question: How can we be inspired by the words and actions of others?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 levelFrom the Leveled Readers:A Surprise for Ms. Green by James Brissette Our School by Charla RinconThe Bumpy Snowman by Lisa TorresPaco’s Snowman by Lisa TorresSupplemental MaterialsWillow by Denise Brennan- Nelson and Rosemarie Brennan - Complete Main Characters and Changes in the Story Graphic Organizer at Review and discuss the independent practice set available at .Magic Trash: The Story of Tyree Guyton and his Art by J.H. Shapiro - to The Dot-----Ish by Peter H. Reynold and Drawn from the textabove, bear, even, pushed, studied, surprised, teacher, toward, decide, effort, performFoundational SkillsPhonemic Awareness Concepts of PrintFluencyWord WorkPhonics and high frequency wordsDecoding/EncodingFollow the daily Phonics and Fluency sequence of activitiesWeek 2-The DotDAYSEssential Question: How can we be inspired by the words and actions of others?12345Language/ SyntaxSpelling and GrammarFollow the daily Grammar and Spelling sequence of activitiesWritingResponse to textCulminating taskAligned with the EQ and topic Writing Task Options: WillowWhat inspired the change in Ms. Hawthorn’s character?Leon, Marisol, from Ish, the art teacher from The Dot and Willow, all inspired change in other characters. Choose the character that you thought was most inspiring. Use evidence from the text to support your answer.Think about the stories The Dot and Willow. Compare and contrast the changes that occurred in the main characters in both stories. Use evidence from the text to support your answer. StandardsList Reading and Writing standards related to the texts, questions and tasks. Reading: LiteratureRL.1, RL.3, RL.9, RL.10 WritingW.1.1 For further information regarding grade level TWAG information see the following link: - TWO WEEK AT A GLANCE OUTLINES-TWAGWeeks 5-6- The Kite, (Unit 6, Lesson 28)Week 1-The KiteDAYSEssential Question: How does Frog help Toad overcome the challenge of flying a kite?12345Read AloudText based comprehensionText based discussionMain Selection (Read Aloud)Text based comprehensionText based discussion(Whole and Small Group)“The Kite” from Days with Frog and Toad (fantasy, 420L)Use Zoom In on Key Ideas and Academic Language to guide questioning.TE 2 - On page 90: What do the words and pictures tell you about the meadow?TE (Closer Look): Is the meadow a good place for Frog and Toad to fly their kite? Why or why not?TE (Closer Look): How can you tell that Frog and Toad are friends?Building KnowledgeRead AloudLeveled readersPaired Text (Read Together)Supplemental Materials(Whole and Small Group)VocabularyDrawn from the textsacross, head, second, ball, heard, should, cried, large, meadow, thud, crashed, blustery, hopeless, asserted, triumphantly Foundational SkillsPhonemic Awareness Concepts of PrintFluencyWord WorkPhonics and high frequency wordsDecoding/EncodingFollow the daily Phonics and Fluency sequence of activitiesWeek 1-The KiteDAYSEssential Question: How does Frog help Toad overcome the challenge of flying a kite?12345Language/ SyntaxSpelling and GrammarFollow the daily Grammar and Spelling sequence of activitiesWritingResponse to textCulminating task Aligned with the EQ and topic Writing Options: Could be shared writing experience or independent1. Why was Toad successful in flying his kite? Cite examples from the text.2. Is Frog a good friend? Using evidence from the text, explain how Frog was or was not a good friend. (opinion)3. What made it difficult for Toad to fly the kite? Cite examples from the text.StandardsList Reading and Writing standards related to the texts, questions and tasks.Reading: LiteratureRL.1.2, RL1.4, RL.1.10WritingW1.1Speaking and ListeningSL.1.2Week 2-The KiteDAYSEssential Question: How does friendship help characters overcome challenges?12345Read AloudText based comprehensionText based discussionMain SelectionText based comprehensionText based discussionOptional: “The Kite” from Days with Frog and ToadBuilding KnowledgeRead AloudLeveled readersPaired Text (Read Together)Supplemental Materials(Whole/Small Group, Independent work)All students experience all texts and resources regardless of levelLeveled Readers:The Sand CastleThe Sailboat RaceA Chunk of CheeseOther Resources: – “Two Bobbies”“A Good Friend” – reading passage “A Ladybug Goes for a Walk” video - A Read-Aloud With Illustrations - Texts“Those Shoes” Written by Maribeth Boelts (AD680L)“Wilfrid Gordon McDonald Partridge” Written by Mem Fox (AD760L)Read Aloud Online: Drawn from the textsComplete Rolling Vocabulary ActivityFoundational SkillsPhonemic Awareness Concepts of PrintFluencyWord WorkPhonics and high frequency wordsDecoding/EncodingFollow the daily Phonics and Fluency sequence of activitiesWeek 2-The KiteDAYSEssential Question: How does friendship help characters overcome challenges?12345Language/ SyntaxSpelling and GrammarFollow the daily Grammar and Spelling sequence of activitiesWritingResponse to textCulminating taskAligned with the EQ and topic Complete the Writing Process (edit, revise, publish through technology) with the Culminating Task from previous weekExtension: Using one of the supplemental resources or texts, explain how friendship helped a character overcome a challenge.Editing Checklist (based on our district/school created)Rewrite a polished copy based on Editing Checklist Partner Edit/Read through for understandingType piece on computerORRewrite based on partner suggestionsIllustrate piece on computerOR Type piece on computerStandardsList Reading and Writing standards related to the texts, questions and tasks. Reading: Literature RL.1.2, RL.1.4, RL.1.10WritingW1.1Speaking and ListeningSL.1.2For further information regarding grade level TWAG information see the following link: ................
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