Unit 1



Kathy Sanderson, 1st Grade September 16-20, 2013

|Reading Whole Group Unit 1.2 Pig in a Wig |

|Focus on Common Core State Standards |

|CCSSLiterature1. Ask and answer questions about key details in a text. |CCSS Foundational Skills 2.b. Orally produce single-syllable words by blending sounds |

|CCSSLiterature3. Describe characters, settings, and major events in a story, using key details. |(phonemes), including consonant blends. |

|CCSS Language 1.j. Produce and expand complete simple and compound declarative, interrogative, and exclamatory |CCSS Foundational Skills 2.c. Isolate and pronounce initial, medial vowel, and final sounds |

|sentences in response to prompts. |(phonemes)in spoken single-syllable words. |

|CCSSL language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, nd |CCSS Foundational Skills 3.3. Know and apply grade-level phonics and word analysis skills in |

|spelling when writing. |decoding words. |

|CCSS Language 2.b. Use end punctuation for sentences. |CCSS Foundational Skills 3.a. Know the spelling-sound correspondences for common consonant |

|CCSS Language 2.d. Use conventional spelling of words with common spelling patterns and for frequently occurring |diagraphs. |

|irregular words. |CCSS Foundational Skills 3.b. Decode regularly spelled one-syllable words. |

|CCSS Language 2.e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. |CCSS Foundational Skills 3.g. Recognize and read grade-appropriate irregularly spelled words. |

|CCSS Language 5.c. Identify real-life connections between words and their use . |CCSS Foundational Skills 4. Read with sufficient accuracy and fluency to support comprehension. |

|CCSS Speaking/Listening 1.c. Ask questions to clear up any confusion about the topics and texts under discussion.|CCSS Writing 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. |

| |CCSS Writing 5. With guidance and support from adults, focus on a topic, respond to questions |

| |and suggestions from pees, and add details to strengthen writing as needed. |

|[pic]Targeted Skills for the Week : short i and final x, plot summarize |

|Tested Skills: short i, identify characters, final x, plot, character, summarize, high-frequency words, spelling words |

|Materials needed daily: Scott Foresman Teacher Manual, Charts, Songs, Activboard, Assessment Handbook and materials, Language! Teacher Manual |

|Assessment: weekly test |

|Monday |Tuesday |Wednesday |Thursday |Friday |

|Procedure: |Procedure: |Procedure: |Procedure: |Procedure: |

|QUESTION OF THE WEEK, |Content Knowledge 44a |Content Knowledge 58a |Content Knowledge 62a |Content Knowledge 64a |

|Who helps Animals? |Oral Vocabulary, scrub, sloppy |Oral Vocabulary: exercise |Oral Vocabulary: comfort, search |[pic] Oral Vocabulary |

|Content Knowledge 38j |Phonemic Awareness 44c |Phonemic Awareness 58c |Phonemic Awareness, 62c |Monitor Progress |

|Oral Vocabulary; career, service, tool |Segment and Blend |Rhyming Words |Distinguish /i/ |Check Oral Vocabulary |

|Phonemic Awareness 40-41 |Phonics/Spelling 44c |Phonics/ Spelling, 58d |Phonics/ Spelling 62d |Phonemic Awareness, 64c |

|Distinguish /i/ |[pic]Consonant x/ks/ |Build Words |[pic]Short a Spelled a |[pic] Segment and Count Phonemes |

|Phonics/Spelling 41a |[pic] Short a:a |Blend and Read |Consonant Digraph -ck |Phonics/Spelling 64c |

|[pic]Sort /i/ |[pic]Decodable Reader 2B |Spelling: Dictation |[pic]Decodable Reader 2C |[pic] [pic] Short I , consonantx/ks/ |

|[pic] Decodable Reader 2A |Reread for Fluency |Read and Comprehend |Spiral Review Fluent Word Reading |Spelling Test [pic] |

|Reread for Fluency |Spelling: Short Words |High-Frequency Words and Selection Words |Spelling: Short I Words |Read and Comprehend |

|Spelling Pretest |Monitor Progress |58g |Read and Comprehend |Listening and Speaking 64-65 |

|Monitor Progress |Check Word Reading |High-Frequency Words, she, take, up, what|Social Studies in Reading 62i |Vocabulary 65a |

|Check Wod Reading |Read and Comprehend |Selection Words: play |[pic] “We Are Vets” –Paired Selection |Fluency 65a |

|Read and Comprehend |High-Frequency Words 45 |Monitor Progress Check etelling |Fluency 63b |Text-Based Comprehension 65b |

|High-Frequency Wods 43 |Sh, take, up, what |Fluency 58b |Accuracy |[pic][pic]Plot |

|She, take, up, what |Selection Vocabulary 46a |Accuracy |Monitor Progress Fluency Check |Vocabulary 65b |

|Text-Basd Comprehension 43a |Play |Language Arts |Language Arts |[pic]High-Frequency Words and Selection |

|[pic]Plot |Strategy: Alphabetize |Conventions 60a |Conventions 63c |Words |

|Language Arts |Text-Based Comprehension 46b |Subjects of Sentences |Subjects of Sentences |Genre 65c |

|Conventions 43c | |Writing 60- 61 |Writing 63d |Realism and Fantasy |

|Subjects of Sentences |[pic]Pig in a Wig – 1st Read |Fantasy Story |Fantasy Story |Assessment 65d |

|Writing 43d |Genre 57a |Listening and Speaking 61b |Research and Inquiry 63f |Monitor Progress \ |

|Fantasy Story |Animal Fantasy |Share Information About Caring |Synthesize |Language Arts |

|Research and Inquiry 43f |Language Arts |Research and Inquiry 61c | |Conventions 65g |

|Identify and Focus Topic |Conventions 57b |Gather and Record Information | |[pic] Subjects of Sentnces |

| |Subjects of Sentences | | |Writing 68h |

| |Writing 57c | | |Fantasy Story |

| |Fantasy Story | | |Research and Inquiry 65j |

| |Handwriting 57e | | |Communicate |

| |Letters/ and Xx Letter Spacing | | |Weap Up Your Week! 65k |

| |Research and Inquiry 57f | | | |

| |Media Center/Library | | | |

Kathy Sanderson, 1st Grade September 23-27, 2013

|Reading Unit 1.3 The Big Blue Ox |

|[pic]Targeted Skills for the Week Phonics: short o, -s plurals, Consonant s/z/ Comprehension: Character and setting Comprehension Strategy: Visualize |

|Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |

| Oral Language |Content Knowledge 72a |Content Knowledge 84a |Content Knowledge , 88a |Content Knowledge 92a |

|QUESTION OF THE WEEK, |Oral Vocabulary |Oral Vocabulary |Oral Vocabulary 88bc |[pic] Oral Vocabulary |

|How can animals help people? |Amazing Words danger, serve |Amazing Word snuggle |Phonemic Awareness, 68b |Monitor Progress |

|Content Knowledge 67a |Phonemic Awareness, 72c |Phonemic Awareness, 84c |Distinguish /o/ |Check Oral Vocabulary |

|Oral Vocabulary |Segment and Blend Phonemes |Rhyming Words |Phonics/ Spelling 88d |Phonemic Awareness 92c |

|Amazing Words past, present, |Phonics / Spelling 72d |Phonics/Spelling 84d |[pic]Short i and Final x |[pic]Segment and Count Phonemes |

|produce, transportation |[pic]Introduce -s Plurals ; Consonant |Build Words |[pic] Decodable Reader 3C |Phonics / Spelling 92c |

|Phonemic Awareness, 68 - 69 |s/z/[pic] |Blend and Read |[pic]Fluent Word Reading |[pic][pic]Short o , Plural –s; Consonant s|

|Distinguish //o/ |[pic] Short Vowels a, i |Spelling: Dictation |Spelling: Short o words |/z/ |

|Phonics /Spelling 69a |[pic]Decodable Reader 3B |Read and Comprehend |Read and Comprehend |Spelling Test [pic] |

|[pic] Introduce Short o [pic] |Reread for Fluency |High-Frequency Words and Selection Words |Social Studies in Reading 88i |Read and Comprehend |

|[pic]Decodable Reader 3A |Spelling: Short o Words |84g |[pic]"They Can Help,-Paired Selection |Listening and Speaking 92- 93 |

|Reread for Fluency |Monitor Progress |High-Frequency Words: blue, from, get, |[pic]Leveled Reader |Vocabulary 93a |

|Spelling Pretest |Check Word Reading |help, little, use |Fluency, 91a |Fluency 93a |

|Monitor Progress |Read and Comprehend |Selection Words: town |Read with Appropriate |Text-Based Comprehension 93b |

|Check Word Reading |High-Frequency Words 73 |Monitor Orogress |   Pace/Rate |[pic][pic] Character and Setting |

|Read and Comprehend |blue, from, get, help, little, use |Check High-Frequency Words |Monitor Progress Fluency Check |Vocabulary 93b |

|High-Frequency Words 71 |Selection Vocabulary 74a |Text-Based Comprehension 84h |Language Arts |[pic]High-Frequency Words and Selection |

|Blue, from, get, help, little, use |town |[pic]The Big Blue Ox -2nd Read |Conventions 91b |Words |

|Text-Based Comprehension 71a |Synonyms |Monitor Progress Check Retelling |Predicates of Sentences |Genre 93c |

|[pic]Character and Setting [pic] |Text-Based Comprehension 74b |Fluency 85b |Writing 91c |[pic] Photo Essay |

|Language Arts |[pic]The Big Blue Ox – 1st read |Rate |Short Poem |Assessment 93d |

|Conventions 71c |Genre 83b |Language Arts |Research and Inquiry 91b |Monitor Progress - Word and Sentence |

|Predicates of Sentences |Animal Fantasy |Conventions 86a |Synthesize |Reading |

|Writing 71d |Language Arts |Predicates of Sentences | |Language Arts |

|Short Poem |Conventions 83c |Writing 86-87 | |Conventions 93g |

|Research and Inquiry 71f |Predicates of Sentences |Short Poem | |[pic] Predicates of Sentences |

|Identify and Focus Topic |Writing 83d |Listening and Speaking 87b | |Writing 93h |

| |Short: Poem |Give Instructions | |Short Poem |

| |Handwriting 83f |Research and Inquiry 87c | |Research and Inquiry 93j |

| |Letter Oo/Left-to-Right Progression |Gather and Record Information | |Communicate |

| |Research and Inquiry 83g | | |Wrap Up Your Week ! 93k |

| |Picture Dictionary | | | |

| | | | | |

| | | | | |

| | | | | |

|Focus On the Common Core State Standards |

| |CCSS Language1.j. Produce and expand complete simple and compound declarative, interrogative, |

|CCSS Foundational Skills 2.b. Orally produce single-syllable words by blending sounds (phonemes), |imperative, and exclamatory sentences in response to prompts’. |

|including consonant blends. |CCSS Language 2.d. Use conventional spelling for words with common spelling patterns and for frequently |

|CCSS Foundational Skills 2.c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes)in |occurring irregular words. |

|spoken single-syllable words. |CCSS Language 5.. |

|CCSS Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding |CCSS Speaking/Listening 4. |

|words. |CCSS Writing 5With guidance and support from adults, focus on a topic, respond to questions and |

|CCSS Foundational Skills 3.b. Decode regularly spelled one-syllable words. |suggestions from peers and add details to strengthen writing as needed. |

|CCSS Foundational Skills 3.g. Recognize and read grade-appropriate irregularly spelled words. | |

|CCSS Foundational Skills 4.b. Read on-level text orally with accuracy appropriate rate, and expression on| |

|successive readings.. | |

|CCSSLiterature3. Describe characters, settings, and major events in a story, using key details. | |

|CCSS Literature 7. Use illustrations and details in a story to describe its characters, setting, or | |

|events. | |

Kathy Sanderson, 1st Grade September 30 – October 4, 2013

|Reading Unit 1.4 A Fox and a Kit |

|[pic]This Week’s Targeted Skills Phonics: inflectional endings –s; -ing Comprehension: Main Idea and Details: Important Ideas |

|Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |

| QUESTION OF THE WEEK, |Content Knowledge 100a |Content Knowledge 112a |Content Knowledge 116a |Content Knowledge 118a |

|What can we learn about animals by |Oral Vocabulary |Oral Vocabulary |Oral Vocabulary: native, reserve |[pic]Oral Vocabulary |

|watching them? |Amazing Word canopy, screech |Amazing Words million |Phonemic Awareness, 116c |Monitor Progress |

|Content Knowledge 94 |Phonemic Awareness, 100c |Phonemic Awareness, 112c |Segment and Blend Onset and Rime |Check Oral Vocabulary |

|Oral Vocabulary |Blend and Segment Phonemes |Count Syllables |Phonics / Spelling, 116d |Phonemic Awareness 118c |

|Amazing Words observe, parent, wild |Phonics / Spelling, 100d |Phonics / Spelling, 112d |[pic]Short o and -s Plurals [pic] |[pic]Segment and Blend Onset and Rime. |

|Phonemic Awareness, 96-97 |[pic]Introduce Inflected Ending -ing |Build Words |[pic] Decodable Reader 4C |Phonics,/ Spelling, 118c |

|Segment and Blend Phonemes |[pic] |Blend and Read |[pic]Fluent Word Reading |[pic]Review Inflected Endings -s and –ing |

|Phonics,/Spelling, 97a |[pic] Inflected Ending -s |Spelling: Dictation |Spelling: Inflected Ending -s. |Spelling Test |

|[pic]Introduce Inflected Ending -s [pic] |[pic]Decodable Reader 4B |Read and Comprehend |Read and Comprehend |Read and Comprehend |

|[pic]Decodable Reader 4A |Review High-Frequency Words |High-Frequency |Science in Reading 116i |Listening and Speaking 118 – 119 |

|Reread for Fluency |Reread for Fluency |   Words and Selection Words 112g |[pic]"The Zoo in the Park," |Vocabulary 119a |

|Spelling Pretest |Spelling: Inflected Ending –s |eat, her, this, too [pic] |[pic]-Paired Selection |Fluency 119a |

|Monitor Progress |Monitor Progress |Selection Words: animals, dinner, watch |Fluency, 117b |Text-Based Comprehension 119b |

|Check Word Reading |Check Word Reading |Monitor Progress |Accuracy/ and Appropriate Rate |[pic] [pic]Main Idea and Details |

|Read and Comprehend |Read and Comprehend |Check High-Frequency Words | Monitor Progress Fluency Check |Vocabulary 119b |

|High-Frequency Words 99 |High-Frequency Words, 101 |Text-Based Comprehension 112h |Language Arts |[pic]High Frequency and Selection Words |

|Eat, five, four, her, this, too |Introduce eat, her, this, too |[pic]A Fox and a Kit, - 2nd Read |Conventions 117c |Genre 119c |

|Text – Based Comprehend 99a |Selection Vocabulary 102a |Monitor Progress |Declarative Sentences |[pic]Fable |

|Main Ideas and Details |Animals, dinner, watch |Check Retelling |Writing 117d |Assessment 119d |

|Language Arts |Strategy: Alphabetize to the Second |Fluency 113b |Personal Narrative |Monitor Pogress |

|Conventions 99c |Letter |Accuracy and Appropriate Rate |Research and Inquiry 117f |Word and Sentence Reading |

|Declarative Sentences |Text-Based Comprehension 102b |Language Arts |Synthesize |Language Arts |

|Writing 99d |[pic] A Fox and a Kit - 1st Read |Conventions 114a | |Conventions 119g |

|Personal Narrative |Genre 11b |Declarative Sentences | |[pic] Declarative Sentences |

|Research and Inquiry 99f |Literary Nonfiction |Writing 114-115 | |Writing 119h |

|Identify and Focus Topic |Language Arts |Personal Narrative | |Personal Narrative |

| |Conventions 111c |Listening and Speaking 115b | |Research and Inquiry 119j |

| |Declarative Sentences |Share Information and Ideas | |Communicate |

| |Writing 11d |Research and Inquiry 115c | |Wrap Up Your Week! 119k |

| |Personal Narrative |Gather and Record Information | | |

| |Handwriting 111f | | | |

| |Letters Nn and Gg / Letter Slant | | | |

| |Research and Inquiry 111g | | | |

| |How to Read a Chart | | | |

| | | | | |

|Focus on Common Core State Standards |

|CCSSLiterature3. Describe characters, settings, and major events in a story, using key details. |CCSS Language1.j. Produce and expand complete simple and compound declarative, interrogative, |

|CCSS Literature 7. Use illustrations and details in a story to describe its characters, setting, or |imperative, and exclamatory sentences in response to prompts’. |

|events. |CCSS Language 2.d. Use conventional spelling for words with common spelling patterns and for frequently |

|CCSS Foundational Skills 2.b. Orally produce single-syllable words by blending sounds (phonemes), |occurring irregular words. |

|including consonant blends. |CCSS Language 2.d. Use conventional spelling for words with common spelling patterns and for frequently |

|CCSS Foundational Skills 2.c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes)in |occurring irregular words. |

|spoken single-syllable words. |CCSS Language 5.c. Identify real-life connections between words and their use. |

|CCSS Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding |CCSS Writing 5With guidance and support from adults, focus on a topic, respond to questions and |

|words. |suggestions from peers and add details to strengthen writing as needed. |

|CCSS Foundational Skills 3.b. Decode regularly spelled one-syllable words. |CCSS Speaking /Listening 4. Determine or clarify the meaning of unknown and multiple-meaning words and |

|CCSS Foundational Skills 3.g. Recognize and read grade-appropriate irregularly spelled words. |phrases based on grade 1 reading and content, choosing flexibly from all array of strategies. |

|CCSS Foundational Skills 4.b. Read on-level text orally with accuracy appropriate rate, and expression on| |

|successive readings.. | |

Kathy Sanderson, 1st Grade October 7 – 11, 2013

|Reading Unit 1.5 Get the Egg! |

|[pic]Targeted Skills for the Week Phonics: short e, initial consonant blends Comprehension Skill: Main Idea and Details Comprehension Strategy: Story Structure |

|Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |

| QUESTION OF THE WEEK, |Content Knowledge 126a |Content Knowledge 138a |Content Knowledge 142a |Concept Knowledge 144a |

|Which wild animals can we find in our |Oral Vocabulary |Oral Vocabulary |Oral Vocabulary; moist |[pic] Oral Vocabulary |

|    own neighborhood? |Amazing Words chirp |Amazing Words croak |Phonemic Awareness, 142c |Monitor Progress |

|Content Knowledge 120j |Phonemic Awareness, 126c |Phonemic Awareness, 138c |Distinguish /e/ |Check Oral Vocabulary |

|Oral Vocabulary |Segment and Blend Phonemes |Rhyming Words |Phonics / Spelling 142d |Phonemic Awareness 144c |

|Amazing Words habitat, hatch, survive |Phonics / Spelling, 126d |Phonics / Spelling, 138d |Inflected Endings -s and –ing |[pic] Segment and Blend Onset and Rime |

|Phonemic Awareness, 122-123 |[pic]Introduce Initial Blends [pic] |Build Words |[pic]"Decodable Reader 5C |Phonics/Spelling 144c |

|Distinguish /e/ |[pic] Shot Vowels |Blend and Read |Spiral[pic] Fluent Word Reading |[pic][pic]S short e and Initial Consonant|

|Phonics / Spelling, 123a |[pic]Decodable Reader 5B |Spelling: Dictation |Spelling: Short e Words |Blends |

|[pic]Introduce Short e [pic] |Reread for Fluency |Read and Comprehend |Read and Comprehend |Spelling Test |

|[pic]Decodable Reader 5A |Spelling Short e Words |High-Frequency Words and Selection Words |Science in Reading 142i |Read and Comprehend |

|Reread for Fluency |Monitor Progress |138g |[pic]”Help the Bids” |Listening and Speaking 144 - 145 |

|Spelling Pretest |Check Word Reading |High-Frequency Words: saw, small, tree, |-Paired Selection |Vocabulary 145a |

|Monitor Progress |Read and Comprehend |your |Fluency 143b |Fluency 145a |

|Check Word Reading |High-Frequency Words, 125 |Selection Word: bid |Appropriate Phrasing |Text-Based Comprehension 145b |

|Read and Comprehend |Introduce saw, small, tree, your [pic] |Monitor Pogess |Monitor Progress Fluency Check |[pic][pic]Main Ideas and Details |

|High-Frequency Words 125 |Selection Vocabulary 128a |Check High-Frequency Wods |Language Arts |Vocabulary 145b |

|saw, small, tree, your |Bird |Text-Based Comprehension 138h |Conventions 143c |[pic] |

|Text-Based Comprehension 125a |Strategy: Sort Words | |Interrogative Sentences |High-Frequency and Selection Words |

|[pic]Main Idea and Details [pic] |Text-Based Comprehension 125a |[pic]Get the Egg!, - 2nd Read |Writing 143d |Genre 145c |

|Language Arts |[pic]Get the Egg! – 1st Read |Monitor Progress |Realistic Story |[pic]How-to-Aticle |

|Conventions 125c |Literary Text 137a |Check Retelling |Research and Inquiry 143f |Assessment 145d |

|Interrogative Sentences |Sensory Details |Fluency 139b |Synthesize |Monitor Progress |

|Writing, 125d |Language Arts |Appropriate Phrasing | |Word and Sentence Reading |

|Realistic Story |Conventions 137c |Language Arts | |Language Arts |

|Research and Inquiry 125f |Interrogative Sentences |Convention 140a | |Conventions 145g |

|Identify, and Focus Topic |Writing 137d |Interrogative Sentences | |[pic] Interrogative Sentences |

| |Realistic Story |Writing 140-141 | |Writing 145h |

| |Handwriting 137f |Realistic Story | |Realistic Story |

| |Letter Ee / Letter Size |Listening and Speaking 141b | |Research and Inquiry 145j |

| |Research and Inquiry 137g |Give Directions | |Communicate |

| |List |Research and Inquiry 141c | |Wrap Up Your Week! 145k |

| | |Gather and Record Information | | |

|Focus on Common Core State Standards |

|CCSSLiterature1. Ask and answer questions about key details in a text. |CCSS Language1.j. Produce and expand complete simple and compound declarative, interrogative, |

|CCSS Literature 2. |imperative, and exclamatory sentences in response to prompts’. |

|CCSS Foundational Skills 2.b. Orally produce single-syllable words by blending sounds (phonemes), |CCSS Language 2.d. Use conventional spelling for words with common spelling patterns and for frequently |

|including consonant blends. |occurring irregular words. |

|CCSS Foundational Skills 2.c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes)in |CCSS Language 5.c. Identify real-life connections between words and their use. |

|spoken single-syllable words. |CCSS Writing 3. Write Narratives in which they recount two or more appropriately sequenced events, |

|CCSS Language 2.d. Use conventional spelling of words with common spelling patterns and for frequently |include some details, regarding what happened, use temporal words to signal event order, and provide |

|occurring irregular words. |some sense of closure. |

|CCSS Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding |CCSS Writing 5. With guidance and support from adults, focus on a topic, respond to questions and |

|words. |suggestions from pees, and add details to strengthen writing as needed. |

|CCSS Foundational Skills 3.b. Decode regularly spelled one-syllable words. |CCSS Speaking /Listening 4. Determine or clarify the meaning of unknown and multiple-meaning words and |

|CCSS Foundational Skills 3.g. Recognize and read grade-appropriate irregularly spelled words. |phrases based on grade 1 reading and content, choosing flexibly from all array of strategies. |

|CCSS Foundational Skills 4.b. Read on-level text orally with accuracy appropriate rate, and expression on| |

|successive readings.. | |

Kathy Sanderson, 1st Grade October 14-18, 2013

|Reading Unit 1.6 Animal Park |

|[pic]Targeted Skills for the Week Phonics: Short u, Final Consonant Blends Comprehension Skill: Cause/Effect Comprehension Strategy: Text Structure |

|e |Day 2 |Day 3 |Day 4 |Day 5 |

| QUESTION OF THE WEEK |Content Knowledge 152a |Content Knowledge 164a |Content Knowledge 168a |Content Knowledge 170a |

|What can we learn about wild animals by |Oral Vocabulary |Oral Vocabulary |Oral Vocabulary |[pic]Oral Vocabulary |

|watching them? |Amazing Words; chatter, silent |Amazing Word: snort |Amazing Words medicine, poisonous |Monitor Progress |

|Content Knowledge 146j |Phonemic Awareness, 152c |Phonemic Awareness, 164c |Phonemic Awareness, 168c |Check Oral Vocabulary |

|Oral Vocabulary |Segment and Blend Phonemes |Rhyming Words |Distinguish /u/ |Phonemic Awareness 170c |

|Amazing Words desert, forest, world |Phonics /Spelling |Phonics/ Spelling 168d |Phonics / Spelling 168d |[pic]Review Segment and Blend Onset and |

|Phonemic Awareness, 148 - 149 |[pic]Introduce Final Blends [pic] |Build Words |[pic]Short e and Initial Consonant Blends|iRime |

|Distinguish /u/ |[pic] Short Vowels |Blend and Read |[pic] |Phonics/Spelling 170c |

|Phonics / Spelling 149a |Decodable Reader 6B |Spelling: Dictation |[pic]Decodable Reader 6C |[pic][pic]Short u: u, Final Consonant |

|[pic]Introduce Short u [pic] |Reread for Fluency |Read and Comprehend |Spiral |Blends |

|[pic]Decodable Reader 9A |Spelling: Short u Words with Final |High-Frequency Words and Selection Words |[pic]Fluent Word Reading [pic] |Spelling Test |

|Reread for Fluency |Consonant Blends |164g |Spelling: Short u Words and Final |Read and Comprehend |

|Spelling Pretest |Monitor Progress |High-Frequency |Consonant Blends |Listening and Speaking 170 – 171 |

|Monitor ProgressLetter |Check Word Reading |   Words |Read and Comprehend |Vocabulary 171a |

|Check Word Reading |Read and Comprehend |home, into, many, them [pic] |Poetry in Reading 168i |Fluency 171a |

|Read and Comprehend | | |[pic] “Poetry Collection” |Text-Based Comprehension 171b |

|High-Frequency Words 151 |High-Frequency Words, 153 |Introduce Selection |-Paired Selection |[pic][pic]Cause and Effect |

|home, into, many, them |Introduce home, into, many, them [pic] |    Words |Fluency 169b |Vocabulary 171b |

|Text-Based Comprehension |Selection Vocabulary 135a |elephants, hippos, park, zebras |Appropriate-Phrasing |[pic]High-Frequency and Selection |

|[pic]Cause and Effect [pic] |Elephants, hippos, park, zebras, |Monitor Progress |Monitor Progrss Fluency Check |Words |

|Language Arts |Antonyms |Check High-Frequency Words |Language Arts |Genre 171c |

|Conventions 151c |Text-Based Comprehension 154b |Text-Based Comprehension 164h |Conventions 169c |[pic]Poetry |

|Exclamatory Sentences |[pic]”Animal Park” – 1st Read | |Exclamatory Sentences |Assessment 171d |

|Writing, 151d |Genre 163b |[pic]Animal Park, - 2nd Read |Writing 169d |Monitor Progress |

|Brief Composition |Literary Nonfiction | |Brief Composition |Word and Sentence Reading |

|Research and Inquiry 151f |Language Arts |Monitor Progress Check Retelling |Research and Inquiry 169f |Language Arts |

|Identify |Conventions 163c |Fluency, 165b |Synthesize |Conventions 171g |

| |Exclamatory Sentences |Appropriate Phrasing | |[pic]Exclamatory Sentences |

| |Writing 163c |[pic]Language Arts | |Writing 171h |

| |Brief Composition |Conventions 166a | |Brief Composition |

| |Handwriting 163f |Exclamatory Sentences | |Research and Inquiry 171j |

| |Letters Uu and Qq / Letter Spacing |Writing 169d | |Communicate |

| |Research and Inquiry 163g |Brief Composition | |Wrap Up Your Week! 171k |

| |Notes |Research and Inquiry 168f | | |

| | |Synthesize | | |

|Focus on Common Core State Standards |

|CCSS Foundational Skills 2.b. Orally produce single-syllable words by blending sounds (phonemes), |CCSS Language 5.c. Identify real-life connections between words and their use. |

|including consonant blends. |CCSS Informational Text 3. |

|CCSS Language 2.d. Use conventional spelling of words with common spelling patterns and for frequently |CCSS Informational Text 8. Identify the reasons an author gives to support points in a text. |

|occurring irregular words. |CCSS Speaking/Listening 1.b. Build on others talk in conversation by responding to the comments of |

|CCSS Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding |others though multiple exchange. |

|words. |CCSS Writing 2. Write informative/explanatory texts in which they name a topic, supply some facts about |

|CCSS Foundational Skills 3.b. Decode regularly spelled one-syllable words. |the topic, and provide some sense of closure. |

|CCSS Foundational Skills 3.g. Recognize and read grade-appropriate irregularly spelled words. | |

|CCSS Foundational Skills 4.b. Read on-level text orally with accuracy appropriate rate, and expression on| |

|successive readings.. | |

|CCSS Language1.j. Produce and expand complete simple and compound declarative, interrogative, imperative,| |

|and exclamatory sentences in response to prompts’. | |

|CCSS Language 2.d. Use conventional spelling for words with common spelling patterns and for frequently | |

|occurring irregular words. | |

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