1st grade curriculum map: literacy & integrated … 1st grade map 2016 2017.pdf1st grade...

1st Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 CLLG=HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide SB=Student Book SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS HMH= Houghton Mifflin Harcourt TE=Teacher’s Edition VR=Vocabulary Reader LRSD Elementary Literacy Department 1st Grade Curriculum: Literacy & Integrated Content Revised 2016

1

READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

REVIEW REVIEW

Anchor Lesson No Anchor Lesson this Week Review Skills and Strategies Introduce Classroom Library with books on Famous Americans. Selection of books should include a diversity of people and areas that people have been noted. They should include people associated with national and state holidays celebrated.(This can be done as part of the literacy block this week) i.e. inventors, artists, musicians, authors, athletes, scientists, presidents etc.) Arkansas Secretary of State—Order Classroom Materials--- Use link to order K-2 Arkansas State Symbols Book for students. These will be needed later in the nine weeks. Review Good Listening Skills SUW Tool B8-15. Students will be making presentations later in the quarter. At a later time, you may also introduce (or reintroduce) SUW tool B8-1a to prepare them for their individual presentations. http://www.sos.arkansas.gov/educational/teachers/Pages/orderingInfo.aspxhttp://www.sos.arkansas.gov/educational/teachers/Pages/orderingInfo.aspx

SOCIAL STUDIES


H.12.1.4 Retell stories of historical events, American legends, and people who played a role in history H.12.1.5 Explain the significance of national holidays and the achievement of people associated with them

Focus: Famous People/Holidays Essential Question(s): How do we honor famous Americans? Guiding Question(s): How would you define a hero or someone that is famous? 2.How did their contributions make a difference in our world, state, or community? 3. What holidays do we celebrate that honor people?

Our Country Lesson 2 PowerPoint There are ten national/federal U.S. holidays. A national holiday honors an important person or event in U.S. History. Students will be studying about holidays that honor our country and famous people in our country. There are many other holidays celebrated by people but we will be learning about those that honor famous Americans and events related to our country. We will focus on holidays honoring famous Americans for the next few weeks. Students can continue their discussion about any family traditions that are associated with these holidays that they began in

Have student complete the questions in the PowerPoint as you share and discuss famous Americans and holidays. Student Response: 1.________________ is a holiday.

http://www.sos.arkansas.gov/educational/teachers/Pages/orderingInfo.aspx

https://drive.google.com/file/d/0B2OxYfyPmeqgODdDUTFUa3RQSzA/view?usp=sharing



2 4. Why do we celebrate holidays in America?

December. Over the next few weeks, students will also be studying about other people that have made a difference in our country. Before Reading: As a class, brainstorm a list of holidays that we celebrate. Explain to students that we honor some famous Americans with holidays. Discuss the term hero. A person admired for his achievements is the Webster dictionary definition. The definition for famous is a person recognized for their achievements that is well known. During this unit students will be studying people that are admired for their achievements. Some of these are honored by national holidays. Other national holidays are celebrated to honor groups of people or events in history. After that, follow with the question “What makes someone famous”? Have students share their ideas of how someone becomes famous (or name some heroes). You may need to give the final definition of a hero---a person who does brave or good things. Create an anchor chart to display holidays that students will be learning about. You will add to the chart as holidays are introduced. Save this chart for reference as student’s study about people and events associated with holidays during this unit. Tell students that they going to learn about some of the holidays that recognize contributions people have made in our world. I wonder if these people can be considered heroes. Let's take a look. During Reading: Use the PowerPoint Unit 3 Lesson 2: OUR COUNTRY to discuss holidays and people associated with these holidays that we recognize for their contributions to our country. Our Country Lesson 2 PowerPoint National Holidays Youtube Video----Use to introduce different national holidays. After Reading: Create a chart of the holidays and the Americans discussed in the PowerPoint. Ask students if the Americans in the PowerPoint were/are heroes (according to the definition). Give them an opportunity to (tell why or why not) share their opinions.

2. I like to _________ and __________. Provide word bank (hero, president, and holiday) for the following fill-in-the-blank statements: 3. A _____ is a special day. 4. A _____ is a person who does brave or good things. 5. Our _____ is the leader of our country. These statements can be printed directly from the PowerPoint for students to complete.

https://drive.google.com/file/d/0B2OxYfyPmeqgODdDUTFUa3RQSzA/view?usp=sharing

http://www.bing.com/videos/search?q=youtube+video+national+holidays&&view=detail&mid=CC47A0CA6D2E525E55EFCC47A0CA6D2E525E55EF&rvsmid=E93A5C60010B2A81993FE93A5C60010B2A81993F&fsscr=0&FORM=VDQVAP



3 Discuss with students that someone can be a hero but not famous. This week you will put President’s Day and Martin Luther King, Jr. on the chart. Holidays associated with events will be reintroduced later in the unit.

SCIENCE


1-LS1-2 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

Unit:3 Lesson 2 What do animals need? Essential Question(s): What do animals need to survive?

Optional Tasks: Fusions Unit 3 Lesson 2 TE/SB pp.93-103 OR Think Central Digital Lesson: Unit 3 Lesson 2 Optional Resources: Trade Books-Animal Dads by Sneed B. Collard, Does An Kangaroo Have a Mother Too? By Eric Carle OR Technology Integration: Register for free account www.opened.com Includes videos for Next Generation Science Standard LOOKING AHEAD Week of January 30 (Contact Central Arkansas Regional Coordinator to schedule a presentation on Skins, Skulls, Tracks and Scat-Remember First Come First Serve

Computer Lab or Print-Digital Lesson Assessment Unit 3 Lesson 2

WORD STUDY


REVIEW VOCABULARY SOCIAL STUDIES: hero, famous, Labor Day, Memorial Day, Columbus Day, President’s Day, Martin Luther King, Jr. Day, Independence Day, holiday, achievement, Bald Eagle, Statue of Liberty, Flag Day, SCIENCE: gills, shelter

NO New Vocabulary Lessons This Week Review Skills and Strategies Social Studies---Use one of the following SUW Lessons Tools to define Famous Person: Word Map B3-7b B3-7c B3-7d B3-7e B3-7f Word Concept Map B3-8a B3-8b The Word Worm B3-7a Sentence Writing B3-6a B3-6b Use to reinforce how to write a meaningful sentence with a vocabulary word.

SPELLING/ENCODING REVIEW

SPELLING/ENCODING REVIEW

No Spelling Lessons This Week Review Skills and Strategies

http://www.openedu.com/



WRITING WORKSHOP


GRAMMAR Review

SKILL Review

No New Grammar Lessons This Week Review Skills and Strategies

PROCESS WRITING 1W1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, & provide some sense of closure. 1W5 With guidance & support from adults, focus on a topic, respond to questions & suggestions from peers, & add details to strengthen writing as needed.

WRITING TYPE Expository/Opinion

SUW LESSONS & TOOLS SUW 9-1 p. 365-366 Persuasive writing Use Tools 9-1a & Writing Prompt CD-persuading. U3L15 TE: T456-T457 Revising & Proofreading

WRITING PROMPT: National holidays recognize the achievements of people. Tell which holiday you think is most important and why. I think _______ is the most important holiday because _______.



READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING Lesson 15


CC1RI3 Describe the connection between 2 individuals, events, ideas, or pieces of information in a text. CC1RI2 Identify the main topic & retell key details of a text. CC1RI4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. CC1RF4a Read on-level text with purpose & understanding. CC1RF4b Read grade-level text orally with accuracy, appropriate rate, & expression. CC1SL1 Participate in collaborative conversations with diverse partners about 1 topics and texts with peers and adults in small and larger groups. CC1SL1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics & texts under discussion). CC1SL2 Ask & answer questions about key details in a text read aloud or information presented orally or through other media.

COMPREHENSION/FLUENCY SKILL: Compare and Contrast STRATEGY: Monitor and Clarify FLUENCY: Intonation GENRE: Informational Text

Anchor Lesson Compare and Contrast CLLG p. 69 UNIT 3 Lesson 15 Animal Groups, Read aloud from HMH Lesson 15 SB pp. 138-156, TE pp. T14-T427 U3L15 TE pp. T452 Read to Connect U3L15 TE: T436-437 CLLG p. 68 HMH The Dancing Wolves U3L15 TE: T398-T399 CLLG p. 69 WSG p. 130-131 Oral Vocabulary Development SUW 1-30 p. 43-44 Using graphic organizers Use Tool 1-30f CLLG p. 108 Informational Text EXT Unit 3, pp. C4-C5 “Compare & Contrast Texts” Students will read biographies about famous Americans this week. Use two books on Martin Luther King, Jr. from the Central Arkansas Library Bookflix. You will need a library card number to access the two books. Explain to students that both the book and video are nonfiction and explore the life and work of Dr. King. Tell students that often books about the same nonfiction topic can contain different information depending on what the author wanted to write about or thought was important. Tell students that books about the same nonfiction topic can contain different information depending on what the author wanted to write about or thought was important. Have students discuss the fact that both stories contain facts, and that some of the same facts appear in both stories, while other facts only appear in one story or the other. Use a graphic organizer to record the information.



Martin's Big Words By Doreen Rappaport Martin Luther King, Jr. By Wil Mara Martin Luther King, Jr. ReadWorks---Use to reinforce this week’s skill lesson.

SOCIAL STUDIES


H.12.1.4 Retell stories of historical events, American legends, and people who played a role in history H.12.1.5 Explain the significance of national holidays and the achievement of people associated with them

Unit: Famous People/Holidays Essential Question(s): How do we honor famous Americans? Guiding Question(s): 1.For what is the famous person known? 2.How did their contributions impact our world, state, or community? 3. What can we learn about famous people from biographies? 4. Why do we honor Dr. Martin Luther King, Jr.? Focus: Biographies Martin Luther King, Jr. Holiday

Resource for Introducing Biographies: ReadWorks Biography Unit ReadWorks.org—1st Grade Biography Unit (Create a free account to access the unit. After creating an account, click on “Lessons” and narrow the search to 1st Grade. Any biography can be substituted for the three lessons. Use lessons to establish criteria for a biography—Takes place during a real historical time period/Tells about a person’s life in chronological order/Tells about people that have made a contribution Lesson One – Biographies Take Place during a Real Historical Time Period Lesson Two – Biographies Tell About a Person’s Life in Chronological Order Lesson Three – Biographies Tell About People That Have Made a Significant Contribution to Our Community, State or Country (Society) BEFORE READING: What is a biography? (Biographies give true facts about a person’s life.) Biographies can be about famous people in history or about people who are alive today. They can even be about people they know, such as a friend, parent, or grandparent. Many times when reading biographies, we can tell what a person is like through their actions. Biographies center around the kind of person someone is/was and what the person has done. Create a Biographies of Famous Americans chart

Journal Writing: Complete this statement: Martin Luther King, Jr did/did not make a significant contribution to our country. Tell why or why not using evidence from what you read.

https://drive.google.com/open?id=0B2OxYfyPmeqgajVaWUhLMmhQWVE

https://drive.google.com/file/d/0B2OxYfyPmeqgOGNremtwT0FvU1E/view?usp=sharing

https://drive.google.com/file/d/0B2OxYfyPmeqgOGNremtwT0FvU1E/view?usp=sharing

http://www.readworks.org/



with the following headings: Name of Person and When They Lived and What Was Life Like During That Time/Important Events in Their Lives/Why We Remember This Person Choose a book on Martin Luther King from myON or classroom library to model how to complete the chart. DURING READING: Read a book on Martin Luther King, Jr. and stop at appropriate parts of the book to conduct a Think Aloud to model how to collect information to complete each section of the class chart on Biographies of Famous Americans. Continue this as you read other biographies during the week. AFTER READING: Refer back to the criteria for a biography and have students determine if the biography on Martin Luther King, Jr. met each criterion. After discussing as a class, have each student respond to questions asking for evidence that the biography they read about Martin Luther King, Jr. was a biography. They should read at least one additional biography during the week and answer the same questions to determine if it meets the requirements for a biography. B1-27f, SUW Tool—Compare and Contrast (Use the same topics that are on the biography chart) I Know This Book Is a Biography Because Use this form with other biographies students read over the next few weeks to reinforce what constitutes a biography. Note: Keep the chart posted and add names of the famous Americans you discuss as you continue reading about them during this unit.

https://drive.google.com/file/d/0B2OxYfyPmeqgbEJKOUFpVS1YeXM/view?usp=sharing



SCIENCE


1-LS1-2 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. CCRI3 Describe the connection between ideas or pieces of information in a text.

Essential Question(s): What do animals and people need to live and grow?

Technology Integration: myON: Read in Whole Group-Animal Group Behavior Whole Group: List the ways animals behave and compare to human behavior on a Venn Diagram Science Journal: Student will write in journal how an animal is like them. EX: I am like a penguin because I live with my family. OR Register for free account www.opened.com Includes videos for Next Generation Science Standard

Participation/Observation




WORD STUDY


1RL7 Use illustrations & details in a story to describe its characters, setting, or events. 1L4c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). 1L5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. 1L5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).

VOCABULARY STRATEGY: Suffixes –er, -est ACADEMIC: suffix SOCIAL STUDIES: holiday, famous person, hero, biography, significant, event, contribution, Dr. Martin Luther King, Jr. SCIENCE: shelter

U3L15 TE: T446-T447 Vocabulary Strategies: Suffixes –er & -est

SPELLING/ENCODING 1RF3c Know final -e & common vowel team conventions for representing long vowel sounds.

SPELLING/ENCODING Vowel pairs oa, ow Phonograms –ow, -oat Contractions ‘ve, ‘re

U4L19 will last 2 weeks WSG p. 76-77

WRITING WORKSHOP


GRAMMAR 1L1c Use singular & plural nouns with matching verbs in basic sentences. 1L1i Use frequently occurring prepositions.

SKILL The verb “be”

U3L15 TE: T406, T428, T438, T449, T454-T455 The Verb be U3L15 TE: T448 Spiral Review: Preposition

PROCESS WRITING 1W1 Write opinion pieces in which they intro. the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, & provide some sense of closure. 1W5 With guidance & support from adults, focus on a topic, respond to questions & suggestions from peers, & add details to strengthen writing as needed.


SUW LESSONS & TOOLS SUW 9-1 p. 365-366 Persuasive writing Use Tools 9-1a & Writing Prompt CD-persuading. U3L15 TE: T456-T457 Revising & Proofreading

WRITING PROMPT Complete this statement: Martin Luther King, Jr did/did not make a significant contribution to our country. Provide evidence to support your opinion.




Lesson 16


CC1RI2 Identify the main topic & retell key details of a text. CC1RI3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. CC1RI4 Ask & answer questions to help determine or clarify the meaning of words & phrases in a text. CC1RI5 Know & use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. CC1RI6 Distinguish between information provided by pictures or other illustrations & information provided by the words in a text CC1RI9 Identify basic similarities in & differences between 2 texts on the same topic

COMPREHENSION/FLUENCY Skill: Main and Idea Strategy: Question Genre: Informational Text, Biography

Anchor Lesson Main Idea CLLG p. 70 UNIT 4 Lesson 16 Let’s go to the Moon, Read Aloud from HMH Lesson 16 Students will be reading about the life and contributions of Cesar Chavez this week. Review what they learned about Martin Luther King, Jr. last week and compare and contrast their lives and their contributions. How were they alike and different? i.e. We celebrate Martin Luther King’s birthday as a national holiday. We don’t celebrate Cesar Chavez’s birthday. Both organized protest. Both fought for the rights of others using peaceful methods. Read two different biographies on the same person. After reading the first biography, identify key information about that person’s life and contributions. Chart these for students to refer back to as they read the second biography. As you read the second biography, look for new information not included on the first one read. Discuss how different authors may include different information on the same topic. Ask students why they might want to read different books about the same person or topic. Informational Text HMH Mae Jemison U4L16 TE pp. T62-T63 & SB: 36-38 – Use information from this text to support Social Studies topic on Famous People. CLLG p. 110 Biography – Use skill lesson to learn more about biographies. Students will continue to read biographies about famous people.



U4L16 TE T32-T43 & SB p.14-34 U4L16 TE p. T70, Read to Connect HMH One Giant Leap U4L16 TE pp. T14-T15 CLLG p. 71 WSG pp.132-133 Oral Vocabulary Development Café p. 165 Ready Reference Form U4L16 TE p. T52 Stress CLLG p. 108

SOCIAL STUDIES


H.12.1.4 Retell stories of historical events, American legends, and people who played a role in history H.12.1.5 Explain the significance of national holidays and the achievement of people associated with them H13.1.1 Compare different accounts of the same historical event H13.1.3 Draw conclusions about family or school life in the past using historical records and artifacts CC1RI3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Unit: Famous People/Holidays Essential Question(s): How can a person’s life change the world they live in? Guiding Question(s): 1. How was the life and contributions of Cesar Chavez’s life the same or different from that of Martin Luther King? 2. How do we learn about people that have made a difference in our community, state, or country? 3. Why is it important to read more than one account of a person’s life? Focus: Biographies Famous People Cesar Chavez Inauguration Day

Before Reading: Review discussion from earlier in the year of how we are all both unique but also are alike. What are some ways in which members of the class are alike? Ask students to think of ways they are unique or ways other classmates are unique or different. Discuss with students how people have characteristics and experiences that are alike and others that are different. When looking at the life of a person who lived before you, you may find similarities and differences between their lives. It does not matter when you lived or where you lived, we all have things in common. Cesar Chavez fought for the rights of farm workers and other people of Hispanic backgrounds. We have talked about other famous Americans who have fought for the rights of people. Who else has fought for the rights of others? (Martin Luther King, Jr.) Read a book from myON book or the classroom library on Cesar Chavez. During Reading: Review the class biography chart you began last week. As you read stop at different parts of the book and ask questions that help students understand the historical period during which the person lived, important events in their lives and the accomplishments and challenges of the person. After Reading: Work with students to add Cesar Chavez’s information to the biography chart they

We know Martin Luther King had a dream. What do you think Cesar Chavez's dream was? Students will respond in their journal. Have them share their responses and discuss. Ask students to share evidence from what they learned to support their responses.



began last week. Use a graphic organizer to compare and contrast Cesar Chavez and Martin Luther King. What problems did the leaders face? How were the problems solved? In what ways do the leaders think alike? In what ways do they think differently? B1-27f SUW Tool—Compare and Contrast (Use the same topics that are on the biography chart) Inauguration Day: What is the difference between inauguration and election day? Imagine you are a reporter who has been invited to the White House to interview the new president. Brainstorm a list of five questions you would ask. Background Information: Inauguration Day Inauguration Day Overview Every four years on January 20, an important event occurs in the United States: A president takes the Oath of Office during an inauguration ceremony. Election Day It’s early in the morning and its Election Day. All across America, people are lined up at firehouses, schools, and other public buildings. They will come to these polling places to vote throughout the day. Voters have a chance, each year, to choose the leaders who will govern their cities and towns, their states, or their country. American citizens participate in their government by voting on Election Day. Famous Historical People Past and Present Website

https://kids.usa.gov/government/presidents/inauguration/index.shtml

http://www.kidinfo.com/american_history/famous_historical_people.htm

http://www.kidinfo.com/american_history/famous_historical_people.htm



SCIENCE


1 LS1-1 Use materials to design a solution to a human problem by mimicking how plants/or animals use their external parts to help them survive, grow, and meet their needs. 1-LS1-2 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. CCRI3 Describe the connection between ideas or pieces of information in a text.

Unit:3 Lesson 3 How are animals different? Essential Question(s): How are animals different?

Fusions Think Central Digital Lesson: Unit 3 Lesson 3 Create grid for each animal group: mammals, amphibians, reptiles, insects, fish and birds. List the following for each animal: movement, types of body coverings and size. Gather this information from text. Use animals previously read in digital books. Optional Resources: Journey- Story-Unit 3 Lesson 15 Animal Groups, Leveled Readers: Making a Home, All About Bats, Bald Eagles, Many Kinds of Bats, Vocabulary Reader: Animals Technology Integration: Register for free account www.opened.com Includes videos for Next Generation Science Standard

Option 1-Computer Lab or Print-Digital Lesson Assessment Unit 3 Lesson 3 Option 2: Fusions Apply Concepts-Draw or Write TE p. 118

WORD STUDY


VOCABULARY CC1RF3c Know final –e and common vowel team conventions for representing long vowel sounds. CC1RF3g Recognize & read grade-appropriate irregularly spelled words. CC1L4b Use frequently occurring affixes as a clue to the meaning of a word.

STRATEGY: Suffixes-y and -ful ACADEMIC: topic, main idea, supporting details SOCIAL STUDIES: similarities, differences, inauguration, boycott SCIENCE: amphibian, mammal, fish, insect, reptile, bird TARGETED CLUSTERS/CATEGORIES: Teacher’s Choice

HMH CLLG p. 71 U4L16 TE: T64-T65 Vocabulary Strategies: Suffixes –y & -ful

SPELLING/ENCODING 1RF3 Know and apply grade-level phonics and word analysis skills in decoding words. 1RF3c Know final -e & common vowel team conventions for representing long vowel sounds.

SPELLING/ENCODING Vowel pairs oa, ow Phonograms –ow, -oat Contractions ‘ve, ‘re

HMH U4L19 TE: Daily Phonemic Awareness/Phonics Lessons Days 1-4 WSG U4L19 p. 76-77




WRITING WORKSHOP


GRAMMAR CC1L1j Produce & expand complete simple & compound declarative, interrogative, imperative, & exclamatory sentences in response to prompts.

SKILL Questions Better Sentences

HMH U4L16 Grammar SUW 1.40 p. 62 Levels of Questioning SUW 3.8 p. 117 Kinds of Sentences Use Tool 3.8a SUW 3.9 p.118 Using Riddles Use Tools 3.9a, 3.9b SUW 3-10 p.119 My One Perfect Sentence Use Tool 3-10a

PROCESS WRITING 1W1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, & provide some sense of closure. 1W3 Write narratives in which they recount 2 or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, & provide some sense of closure. 1W5 With guidance & support from adults, focus on a topic, respond to questions & suggestions from peers, & add details to strengthen writing as needed.


SUW LESSONS & TOOLS SUW 9-2 p. 368-369 Supporting Opinions Use Tools 9-2a, b, & Writing Prompt CD-opinion pieces

Social Studies Prompt Complete this statement: Cesar Chavez Jr did/did not make a significant contribution to our country. Provide evidence to support your opinion.





CC1RI3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. CC1RL9 Compare & contrast the adventures & experiences of characters in stories. CC1RL1 Ask & answer questions about key details in a text. CC1RL2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. CC1RL7 Use illustrations & details in a story to describe its characters, setting, or events. CC1L6 Use words and phrases acquired through conversations, reading & being read to, & responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

COMPREHENSION/FLUENCY Skill: Compare and Contrast Strategy: Visualize Genre: Informational Text

Anchor Lesson Compare and Contrast, CLLG p. 72 UNIT 4 Lesson 17 The Big Trip Read Aloud from HMH Lesson 17 Student Book pp. 48-68 TE pp. T130-T142 The Story of Ruby Bridges by Robert Coles You Tube The Story of Ruby Bridges (If you don’t have a copy of the book use the YouTube read aloud. Another book on Ruby Bridges can be used. Tell students to listen for ways the author shows that things in the story such as characters, places, or things, are the same of different. After completing the Gallery Walk in social studies and providing background information on the photographs, have students identify one way in which the story of Ruby Bridges and the story of Elizabeth Eckert was alike and one way it was different. U4L17 TE: T152-153 Characters Use the biographies and informational text you read this week to reinforce the skill lesson. Use the story Dr. Seuss by Helen Lester in the Student Book: Lesson 9 Biography----Would you consider Dr. Seuss a famous person? As students analyze the photographs in the Gallery Walk, discuss how pictures and photographs help the reader visualize what is happening in a story they are reading. Discuss how an illustrator and photographers choose what they draw or take a picture of to convey a message. As students look at

Retelling Fiction: “Your Turn”: U4L17 TE: T143 Weekly Test: 17.6-17.8 U4L17 TE: T175

https://www.youtube.com/watch?v=Ypyp5ypJbsA






the illustrations in the book on Ruby Bridges, discuss what message the author was trying to convey. HMH A Rainy Trip U4L17 TE: T112-T113 CLLG p. 73 Café p.169 Ready Reference Form SUW 1-30 p. 43-44 Using graphic organizers Use Tool 1-30b U4L17 TE: T150 Phrasing & fluency HMH U4L17 TE: T130-T142 & SB: p. 48-68 CLLG p. 72

SOCIAL STUDIES


H.12.1.4 Retell stories of historical events, American legends, and people who played a role in history H13.1.3 Draw conclusions about family or school life in the past using historical records and artifacts H13.1.5 Formulate questions that relate to a family event, or family tradition H.12.1.1 Explain ways family and school have changed using chronological terms (e.g. yesterday/past, today/present, tomorrow/future) CC1SL1 Participate in collaborative conversations with diverse partners about 1 topics and texts with peers and adults in small and larger groups. CC1SL1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics & texts under discussion). CC1SL2 Ask & answer questions about key details in a text read aloud or information presented orally or through other media.

Unit: Famous People/Holidays Essential Question(s): How can a person’s life change the world they live in? Guiding Question(s): 1.What can we learn about the lives of people or an event in someone’s life from a photograph or a picture? 2.Why should we remember Ruby Bridges? Focus: Famous People Ruby Bridges Using Photographs and Illustrations to Learn about the Lives of People

BEFORE READING: Display the cover of the book, The Story of Ruby Bridges by Robert Coles You Tube The Story of Ruby Bridges (If you don’t have a copy of the book use the YouTube read aloud. Complete an analysis of the illustration on the cover of the book. Who is in the photo? What do you think the people are doing in the background? Why? Look at the girl's face. What do you suppose she is thinking? Where do you think this is happening? What do you think the illustrator’s purpose was in drawing the picture? What message was he/she wanting to convey? Discuss with students that one way we can learn about people’s lives by studying photographs and illustrations. If we ask who, what, when, where and why about a photo, we may be able to figure out some of the answers. After analyzing the illustration, ask students what questions they have about what is happening. Record these questions on a chart. Tell students that the book they are going to read may answer some of these questions. DURING READING: While reading the book,

Gallery Walk Sentences Provide students with a handout to record the following as they look at each picture. I see… (observe) I think… because… (reflect) I wonder… Who? What? Where? When? Why? How? (question) They won’t be able to answer all the questions. After they have rotated to each picture, display each picture one at a time. Provide background information and discuss what is happening in each picture/photograph. Students can answer questions they had not done. Have students complete the following: We should remember Ruby Bridges because __________.







choose one illustration to complete a photo analysis. Teacher models writing “better sentences” that describe the illustration. Questions to ask: Who is in the illustration? What is happening in the illustration? Why? When was the photograph/picture taking place? Where was the photograph/picture taking place? Review the criteria for a biography? Tell students to look for clues as you read that provide evidence that the book they are reading is/is not a biography. Also, tell students to listen for ways the author shows that things in the story such as characters, places, or things, are the same of different. AFTER READNG Display three photographs around the room for a gallery walk. Students will complete a photo analysis by answering who, what, when, where, and why questions about the photographs. Students will practice writing sentences to describe the photos. How do we know about people’ lives? (stories, interviews, primary source documents, letters, and photographs) Gallery Walk Photos Hero’s Choice—A Student Video Scholastic News—Ruby the Brave: Interactive Magazine After discussing the pictures/photographs and providing students with background information on each, use one of the SUW lessons to guide them in writing a sentence (caption) for each picture. SUW Tools (Choose one to use) B2-37b Better Sentences SUW B2-36b Creating Sentences with Pictures B2-34a Three Part Sentences B2-36b Four Part Sentences

Sentence captions for photographs/illustrations. Choose one of the following: Ruby Bridges We Should Poster Ruby Bridges Letter Writing Equality is ….

https://drive.google.com/open?id=0B2OxYfyPmeqgdno4SUdTb1dUc2s

https://drive.google.com/open?id=0B2OxYfyPmeqgdno4SUdTb1dUc2s

http://teacher.scholastic.com/activities/ruby-bridges/ruby-bridges-for-kids.htm




https://drive.google.com/file/d/0B2OxYfyPmeqgTHRlZGdROGd3Z0U/view?usp=sharing

https://drive.google.com/file/d/0B2OxYfyPmeqgTHRlZGdROGd3Z0U/view?usp=sharing

https://drive.google.com/file/d/0B2OxYfyPmeqgNUY4ZUc2QW9NN28/view?usp=sharing

https://drive.google.com/file/d/0B2OxYfyPmeqgWm9CaEZqbmR4TTQ/view?usp=sharing



Note: Add Ruby Bridges to your class chart of Famous Americans Homework: Students will bring a photo from home that tells about an event in their life or someone they know. What story does the photo tell us? Students will write a sentence caption for the photograph in class the next day.

SCIENCE


1 LS1-1 Use materials to design a solution to a human problem by mimicking how plants/or animals use their external parts to help them survive, grow, and meet their needs. 1-LS1-2 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. CCRI3 Describe the connection between ideas or pieces of information in a text.

Unit 3 Lesson 3 How are animals different? Essential Question(s): How are animals different?

Fusions Unit 3 Lesson 3 TE/SB pp. 107-116 Flipchart pg. 15-How Can We Group Animals? TE pp. 120-121 Optional Resources: Trade Books: Mammals by Susan Ring, Show Us Your Wings by Susan Ring Technology Integration: Register for free account www.opened.com Includes videos for Next Generation Science Standard

Fusions Unit 3 Lesson 3 p.121 Open Sort- Use picture cards to classify animals and be able to explain the sort

WORD STUDY


VOCABULARY CC1RI10 With prompting and support read informational texts appropriately complex for grade 1. CC1L4a Use sentence-level context as a clue to the meaning of a word or phrase. CC1RF3g Recognize & read grade-appropriate irregularly spelled words.

STRATEGY: Classify & Categorize Transportation Words ACADEMIC: Context SOCIAL STUDIES: photo analysis, primary sources, integration, equal, equality, fair, separate, include, exclude, bravery, courage SCIENCE: amphibian, reptile, insect, snake, fish, bird TARGETED CLUSTERS/CATEGORIES:

HMH Lewis & Clark’s Big Trip U4L17 TE: T160-T161 & SB: p. 70-72 CLLG p. 73 U4 TE: xvi-xvii Words/Senses

SPELLING/ENCODING CC1RF3 Know & apply grade-level

SPELLING/ENCODING Compound Words Short vowel /e/, ea

U4L20 Daily Phonemic Awareness/Phonics in TE: Days 1-4 U4L20 TE: T401, 413, 445, & 455 Daily




phonics & word analysis skills in decoding words. CC1RF3d Use knowledge that every syllable must have a vowel sound to determine the # of syllables in a printed word. CC1RF3e Decode 2-syllable words following basic patterns by breaking words into syllables.

Opening Routine Phonemic Awareness

WRITING WORKSHOP


GRAMMAR CC1L1j Produce and expand complete simple & compound declarative, interrogative, imperative, & exclamatory sentences in response to prompts.

SKILL Kinds of Sentences: Questions & Statements

U4L17 TE: T120 Day 1: Introduce Kinds of Sentences U4L17 TE: T144 Day 2: Kinds of Sentences

PROCESS WRITING CC1W5 With guidance & support from adults, focus on a topic, respond to questions & suggestions from peers, & add details to strengthen writing as needed. CC1L1j Produce & expand complete simple & compound declarative, interrogative, imperative, & exclamatory sentences in response to prompts.

WRITING TYPE "Better"/Compound Sentences

SUW LESSONS & TOOLS SUW 3-6 p. 114-116 Better Sentences Use Tool 3-6a. See additional ideas section also. SUW 3-7 p. 116 Sentence Structures Use Tools: 33-7a & b SUW 3-8 p. 118 Kinds of Sentences Use Tool: 3-8a

Social Studies Prompt: Student write a sentence for pictures/photographs they analyzed during the gallery walk or from the book on Ruby Bridges. They will also write a sentence about the photograph they brought from home about an event in their lives or an event in someone’s life they know.




Lesson 18


1RI4 Ask & answer questions to help determine or clarify the meaning of words & phrases in a text. 1RI7 Use the illustrations & details in a text to describe its key ideas. 1RI8 Identify the reasons an author gives to support points in a text. 1SL1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers & adults in small and larger groups. 1SL1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics & texts under discussion). 1SL2 Ask & answer questions about key details in a text read aloud or information presented orally or through other media. 1SL3 Ask & answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. 1RL1 Ask & answer questions about key details in a text.

COMPREHENSION/FLUENCY Skill: Author’s Purpose Strategy: Summarize Genre: Informational Text

Anchor Lesson Author’s Purpose CLLG p. 74 UNIT 4 LESSON 18 HMH Where Does Food Come From?, pp. T226-T240, SB pp. 77-95 CLLG p. 74 Tab & TE pp. T250-T251 Author’s Purpose TE pp. T266- 267 Read to Connect & Listening & Speaking Unit 4, EXT pp. C8-9 “Ask & Answer Questions” Café p. 166 Ready Reference Form HMH The Three Wishes, TE pp. T210-T211 CLLG p. 75 TE p. T248 Expression Unit 4, EXT p. C3 “Reading: Describe connections” Unit 4, EXT pp. C4-C5 “Compare & Contrast Texts” Have biographies and other informational text on famous African American in the classroom library. Use biographies on Famous African Americans to reinforce this week’s skill lesson. The author wrote to teach/tell us about the life of ________. Clues that support the idea that the author wrote to teach/tell us about the life of _________.

Summarizing Nonfiction “Your Turn”: U4L18 TE: T241 HMH Weekly Test 18.2-18.7& 18.12- 18.14 U4L18 TE: T273 Have students summarize what they learned from a biography or other information text about a famous African American. SUW

SOCIAL STUDIES


H.12.1.4 Retell stories of historical events, American legends, and people who played

Essential Question(s): How did African Americans' contributions better our future?

Before Reading: February is a month for observing important African Americans whose contributions

Biography Flipbook



a role in history H.12.1.5 Explain the significance of national holidays and the achievement of people associated with them

have impacted lives. Using chart paper, the class will brainstorm a list of African Americans who are well-known or famous. Tell students that they will be reading biographies about different African Americans and their accomplishments. They will also be choosing a person to research and complete a flipbook. (Teacher will review the Famous American anchor chart from the previous week’s lessons as a model of how to research information for the flipbook) During Reading: Students choose important African American and read a myON book or books from classroom library about the person. Students can work independently or with a partner to research and complete Biography Flipbook. After Reading: Students present Biography Flip book during oral presentation. African American World for Kids— African American Inventors and Scientist—Show segments of this video each day to share one or more African American Inventor and Scientist. You will need to watch and note the time on the video for the person(s) you want to share. After viewing, add the person to the class Famous American Chart. :37 Benjamin Banneker 1:53 George Crum 3:19 George Washington Carver 4:04 Garriet Morgan 5:35 Frederick McKinnley Jones 6:40 Dr. Charles Drew 9:17 James Edward West 9:54 Kenneth Dunkley 18:33—Lonnie D. Johnson African American Athletes Brief biographies and film clips of outstanding African American athletes. You can also follow links to legal and political figures, scientists and educators, activists,

http://pbskids.org/aaworld/

http://www.biography.com/search?query=african%20american%20athletes



artists and writers, entertainers, and musicians and singers. This site provides biographical information that the teacher can choose information to share and provide a picture of the person.

Misty Copeland NEWSELA---Read Aloud— Misty Copeland—On Changing Ballet YouTube Video Which of Misty Copeland’s accomplishments do you think were most important? Why? What did you learn about Misty Copeland’s family and childhood? Why is this an important accomplishment for black artist? Additional Resources: Pippin’s Story---Horace Pippin—African American Artist—Great lesson to introduce students to the story of Horace Pippin and to examine one of his paintings.

SCIENCE

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS 1 LS1-1 Use materials to design a solution

to a human problem by mimicking how plants/or animals use their external parts to help them survive, grow, and meet their needs. 1-LS1-2 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. CCRI6 Distinguish between information provided by pictures or information provided by text

Unit: 3 Animals Essential Question(s): How are animals different?

Unit 3-Animals Animal Research Project: (Independent or Partner Activity) Model collecting information (to plan a piece of writing) using graphic organizer (SUW tool B4-5b or B4-5c) with several different books over the course of a few days. Key star ideas can be: How they look? What they do? Following the models that you have created as a class, students will conduct research on an animal. The students may use the library, computer, or iPad as resources. They will complete SUW Tool B4-5b or B4-5c (independently or with a partner) to plan a piece of writing about a particular animal. Optional Resources: myON Do frogs have fur? Whose Skin is This? Journeys: Unit 3 Lesson 3-Sea Animals, Leveled Readers-In the Sea, Coral Reefs, Amazing Octopus,


https://www.youtube.com/watch?v=ddarrb8u7p8

http://www.nga.gov/content/ngaweb/education/teachers/lessons-activities/counting-art/pippin.html



Life in the Coral Reef, Vocabulary Readers: Sharks, Unit 5 Lesson 22-Amazing Animals, Leveled Readers: Animal Homes, Baby Kangaroos, How Animals Move? Tiny Baby Kangaroos, Vocabulary Reader-Baby Birds, Unit 5 Lesson 24-A Butterfly Grows, Leveled Readers-Lady Bugs, Fireflies, Honeybees, All About Fireflies, Vocabulary Reader: All About Butterflies (Contact Central Arkansas Regional Coordinator to schedule a presentation on Skins, Skulls, Tracks and Scat-Remember First Come First Serve) Technology Integration: Register for free account www.opened.com Includes videos for Next Generation Science Standard



WORD STUDY


CC1RL4 Identify words & phrases in stories or poems that suggest feelings or appeal to the senses. CC1L5b Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes). CC1L6 Use words & phrases acquired through conversations, reading & being read to, & responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

VOCABULARY STRATEGY: Multiple Meaning Words ACADEMIC: author, author’s purpose, determine, photographer, research SOCIAL STUDIES: biography, SCIENCE: scales TARGETED CLUSTERS/CATEGORIES: Teacher’s choice

CLLG p. 75 TE pp. T260-T261 Vocabulary Strategies: Multiple Meaning words WSG p. 137 U4L18 Opening Routine Daily High Frequency Words, Days 1-4

SPELLING/ENCODING CC1RF2 Demonstrate understanding of spoken words, syllables, & sounds (phonemes). CC1RF2b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. CC1RF2c Isolate & pronounce initial, medial vowel, & final sounds (phonemes) in spoken single-syllable words. CC1RF2d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

SPELLING/ENCODING Words with r Controlled Vowel patterns ar, or, ore

U5L21 Opening Routines: Daily Phonemic Awareness Days 1-4 in TE WSG pp. 80-81 U5L21 Phonemic Awareness/Phonics Days 1-5 in TE

WRITING WORKSHOP


GRAMMAR CC1L2a Capitalize dates & names of people. CC1L2c Use commas in dates & to separate single words in a series.

SKILL Names of Months, Days, Holidays Commas in Dates

SUW LESSONS & TOOLS U4L18 TE: T242, T252, T268

WRITING PROMPT

PROCESS WRITING WRITING TYPE SUW 3-6 p. 114-116 Better Sentences Use Tool 3- SUW 10-10 Quick Checks for



CC1W5 With guidance & support from adults, focus on a topic, respond to questions & suggestions from peers, & add details to strengthen writing as needed. CC1L1j Produce & expand complete simple & compound declarative, interrogative, imperative, & exclamatory sentences in response to prompts.

"Better"/Compound Sentences 6a. See additional ideas section also. SUW 3-7 p. 116 Sentence Structures Use Tools: 33- 7a & b. SUW 3-8 p. 118 Kinds of Sentences Use Tool: 3-8a.

Sentences & Topic Sentences Use Tool 10-10a but modify for 1st grade.





CC1SL2 Ask and answer questions about key details in a text read aloud, information presented orally, or through other media. CC1RI4 Ask & answer questions to help determine or clarify the meaning of words & phrases in a text. CC1RL1 Ask & answer questions about key details in a text.

COMPREHENSION/FLUENCY Skill: Conclusions Strategy: Monitor/Clarify Genre: Biography

Anchor Lesson Conclusions CLLG p. 76 UNIT 4 Lesson 19 HMH Tomas Rivera U4L19 TE: T326-T335 & SB: p. 116-130 CLLG p. 76 U4L19 TE: T360-361 Read to Connect HMH Christina’s Work U4L19 TE: T308-T309 CLLG p. 77 WSG p. 138 SUW 1-30 p. 43-44 Using graphic organizers U4L19 TE: T342 Intonation

Retelling Fiction: “Your Turn”: U4L19 TE: T335 HMH Weekly Test 19.6-19.8 U4L19 TE: T367

SOCIAL STUDIES


H.12.1.4 Retell stories of historical events, American legends, and people who played a role in history H.12.1.5 Explain the significance of national holidays and the achievement of people associated with them CC1SL1 Participate in collaborative conversations with diverse partners about 1 topics and texts with peers and adults in small and larger groups. CC1SL1a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics & texts under discussion). CC1SL2 Ask & answer questions about key details in a text read aloud or information presented orally or through other media.

Essential Question(s): How did African Americans' contributions better our future?

Continue Biography Research Before Reading: February is a month for observing important African Americans who have impacted our lives. Review brainstorming list of African Americans. Students will choose another African American. Teacher will review example of Biographical Sketch using Tool B10-8a During Reading: Students choose an important African American and read a myON book about the person. Students can work independently or with a partner to research and create SUW Biographical Sketch Tool B10-8a After Reading: Students present Biographical Sketch during oral presentation.

Biographical Sketch Listen/Speaking Rubric SUW Tool B8-18a



SCIENCE


1 LS1-1 Use materials to design a solution to a human problem by mimicking how plants/or animals use their external parts to help them survive, grow, & meet their needs. 1-LS1-2 Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.

Unit: 3 Animals Essential Question(s): How does an animal's appearance help it survive?

Animal Research Project-Independent Practice/Partner Activity: myON- Short and Tall, Smooth and Rough Students will continue to conduct research on an animal. Recording information on graphic organizer. The students will use the library, computer, or iPad as resources. They will complete SUW Tool B4-5b or B4-5c (independently or with a partner) to plan a piece of writing about a particular animal.




WORD STUDY


CC1RI5 Know & use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. CC1RI10 With prompting & support, read informational texts appropriately complex for grade 1. CC1RF3g Recognize & read grade-appropriate irregularly spelled words. CC1L6 Use words & phrases acquired through conversations, reading & being read to, & responding to texts, including using frequently occurring conjunctions to signal simple relationships.

VOCABULARY STRATEGY: Synonyms ACADEMIC: conclusion, context SOCIAL STUDIES: hero, impact SCIENCE: scales, amphibian, reptile, insect, fish, bird, mammal TARGETED CLUSTERS/CATEGORIES: Teacher’s Choice

HMH Life, U4L19 Connect to Social Studies Informational Text TE pp. T352-T353 & SB: p. 132-134 CLLG p. 77 HMH VR People in the Town U4L19 TE: T310-T311 Word Cards 123-132 & SB: p. 112-113 U4L19 TE: T322-323 Words to Know WSG p. 138-139 U4L19 TE: T340-T341 Contractions U4L19 Opening Routines: Daily High Frequency Words & Vocabulary Boost Days 1-4 in TE

SPELLING/ENCODING CC1RF2 Demonstrate understanding of spoken words, syllables, & sounds (phonemes). CC1RF3b Decode regularly spelled one-syllable words. CC1L2d Use conventional spelling for words with common spelling patterns & for frequently occurring irregular words.

Words with r- Controlled Vowel: er, ir, ur

U5L22 will last for 2 weeks U5L22 Opening Routines: Daily Phonemic Awareness Days 1-4 in TE U5L22 Daily Phonemic Awareness/Phonics Lessons Days 1-4 in TE

WRITING WORKSHOP


GRAMMAR CC1L1e Use verbs to convey a sense of past, present, & future. CC1L5d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) & adjectives differing in intensity by defining or choosing them or by acting out the meanings.

SKILL Future Tense Future Using “will” Future Using “going to”

SUW LESSONS & TOOLS U4L19 TE: T346 Verbs: Future Tense U4L19 TE: T356 & 362 Verbs: Past & Future Tense U4 EXT C6 Verbs & Adjectives: Manner & Intensity

WRITING PROMPT



PROCESS WRITING CC1L1a Print all upper- & lowercase letters. CC1W2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, & provide some sense of closure. CC1W8 With guidance & support from adults, recall information from experiences or gather information from provided sources to answer a question.

WRITING TYPE How-To/Technical Explanatory

SUW 9-13 p. 398 Technical Writing (Modify for first grade “How-To” explanatory writing.) Use Examples 2 & 3 on Tool 9-13a. Review SUW 4-7 p.154-158 Planning Informal Outline Use Tool 4-5c. Review SUW 4-11 p. 166 Outlines of Various Lengths. Use Tools 4-9a, 4-11a, b, & c. Review SUW 10-14 p. 433-438 Definitions & Descriptions for Using Scoring Guides. Use Tools 10-14a & b.

SUW 10-15 p. 438-439 Information Paragraphs Scoring Guide. Use Tool: 10- 10a & on the rubric modify the statement “Strong reasons, details, or facts” to “Strong steps in the process.”





CC1RI3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. CC1SL2 Ask & answer questions about key details in a text read aloud or information presented orally or through other media. CC1RI4 Ask & answer questions to help determine or clarify the meaning of words & phrases in a text.

COMPREHENSION/FLUENCY Skill: Cause and Effect Strategy: Infer/Predict

Anchor Lesson Cause and Effect CLLG p. 78 UNIT 5 Lesson 20 HMH Chicken Little HMH Little Rabbit’s Tale U4L20 TE: pp. T418-T431 & SB: pp. 144-162 U4L20 TE: pp. T456-T457 Read to Connect CLLG p. 78 U4L20 TE: pp. T402-T403 WSG p. 140 Café p. 168 Ready Reference Form SUW 1-30 p. 43-44 Using graphic organizers U4L20 TE: T438 Rate Mr. Lincoln’s Whiskers by Karen Winnick – Use story to reinforce this week’s skill lesson.

Retelling Fiction: “Your Turn” U4L20 TE: T431

SOCIAL STUDIES


H.12.1.4 Retell stories of historical events, American legends, and people who played a role in history. H.12.1.5 Explain the significance of national holidays and the achievement of people associated with them

Essential Question(s): How and why do we honor our presidents?

President's Day Before Reading: Review holidays previously discussed in January (use chart created in January). when discussed how our nation recognizes famous Americans with holidays. Add one more holiday to the list if not already there, President's Day. Explain that Presidents' Day is a holiday that recognizes our past presidents. Then read the myON book President's Day (Pebbles). During Reading: Allow myON to read the book from the beginning to page 10 and stop. Create a list with the students of good traits a President should have. When finished, continue reading the book. After Reading: Review the list and discuss why the traits the students brainstormed are very important. Presidents have to make important decisions for our


http://foreverlearning.wikispaces.com/file/view/mrLincolnsWhiskers.pdf



country. Note: Add both George Washington and Abraham Lincoln to the Famous American chart.

SCIENCE


CC1W1.2 Write informative/explanatory texts in which they name a topic, supply some facts about topic, & provide some sense of closure. 1 LS1-1 Use materials to design a solution to a human problem by mimicking how plants/or animals use their external parts to help them survive, grow, & meet their needs. 1-LS1-2 Read texts & use media to determine patterns in behavior of parents & offspring that help offspring survive.


Unit 3-Animals Animal Research Project-Model writing paragraph using graphic organizer. Students write paragraph using graphic organizer.

SUW Writing Rubric Tool B4-34c



WORD STUDY


CC1L5a Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. CC1L6 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

VOCABULARY STRATEGY: Compound Words ACADEMIC: Compound Words SOCIAL STUDIES: holiday SCIENCE: animal groups TARGETED CLUSTERS/CATEGORIES: Teacher’s Choice

HMH Silly Poems U4L20 TE pp. T448-T449 CLLG p. 79 U4L20 TE: T450-T451 Vocabulary Strategies: Compound Words WSG pp. 140-141 U4L20 TE: Opening Routines: Daily High Frequency & Vocabulary Boost Days 1-4

SPELLING/ENCODING CC1RF3 Know & apply grade-level phonics & word analysis skills in decoding words. CC1L2d Use conventional spelling for words with common spelling patterns & for frequently occurring irregular words.

SPELLING/ENCODING Words with Vowel-r patterns: er, ir, ur

U5L22 2nd week of instruction WSG pp. 82-83 U5 EXT pp. C6-C7

WRITING WORKSHOP


GRAMMAR CC1L1d Use personal, possessive, & indefinite pronouns (e.g., I, me, my, they, them, their, anyone, everything). CC1L1i Use frequently occurring prepositions (e.g., during, beyond, toward).

SKILL Prepositions & Prepositional Phrases

SUW LESSONS & TOOLS Day 1 U4L20 TE: T410 Day 3 U4L20 TE: T442 Day 4 U4L20 TE: T452 Review: The verb be: is, are, was, & were Day 5 U4L20 TE: T459

PROCESS WRITING CC1W2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, & provide some sense of closure. CC1W8 With guidance & support from adults, recall information from experiences or gather information from provided sources to answer a question.

WRITING TYPE How-To/Technical Explanatory

SUW LESSONS & TOOLS Review SUW 9-13 p. 398 Technical Writing (Modify for first grade “How- To” explanatory writing.) Use Examples 2 & 3 on Tool 9-13a.

SUW 10-15 p. 438-439 Information Paragraphs Scoring Guide. Use Tool: 10- 10a & on the rubric modify the statement “Strong reasons, details, or facts” to “Strong steps in the process.”




Lesson 21


CC1RL1 Ask & answer questions about key details in a text. CC1RL3 Describe characters, settings, & major events in a story, using key details. CC1SL1c Ask questions to clear up any confusions about the topics & texts under discussion. CC1SL2 Ask & answer questions about key details in a text read aloud or information presented orally or through other media.

COMPREHENSION/FLUENCY Skill: Story Structure Strategy: Analyze and Evaluate Phrasing: Natural Pauses

Anchor Lesson Story Structure CLLG p. 80 UNIT 5 Lesson 21 HMH The Tree U5L21 TE: 32-41 & SB: p. 14-30 CLLG p. 80 HMH Grandpa’s Tree U5L21 TE: 14-15 CLLG p. 81 U5L21 TE: T68 Read to Connect Café p. 167 Ready Reference Form

SOCIAL STUDIES


C.2.1.1 Describe state and national symbols and patriotic songs. CC1RI6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Essential Question(s): How do we honor our country? Guiding Questions 1. What is the importance of different U.S. symbols to our country? 2. Why do we celebrate different national holidays? 3. What is the importance of different national monuments and landmarks to our country?

Symbols of the United States Library of Congress Primary Sources Youtube Flying Over America American Symbols Before Reading: Hold up or show a picture of the United States Flag. Ask the students "what is this?' Where have you seen it? What does it mean or represent? Then explain that this flag is a symbol that shows you are a citizen of the United States. There are patriotic symbols and there are other symbols in our country that stand for something. During Reading: Unit 3: Our Country, Lesson 3: What are Symbols of America? PowerPoint o read and discuss American symbols as a class (this PowerPoint may be read over two days). Stop on the pages that asks for student responses. You may even create a chart of their responses. Give students opportunities to talk about the landmarks featured

Harcourt Social Studies Homework and Practice Book p.24 National Symbols and p. 25 The Liberty Bell Additional Resources that can be used as practice or assessments for the week can be found at Readworks.org. Create a free account, then search (in blue search box upper right corner) "Nick Visits the Lincoln Memorial" and "The Washington Monument" (two different titles.

https://loc.gov/teachers/classroommaterials/primarysourcesets/symbols-us/?loclr=blogtea

https://loc.gov/teachers/classroommaterials/primarysourcesets/symbols-us/?loclr=blogtea

http://www.bing.com/videos/search?q=youtube+flying+over+america&view=detail&mid=03ABB55AA7939F80884D03ABB55AA7939F80884D&FORM=VIRE

http://www.bing.com/videos/search?q=American+Symbols+Video+by+Acuk12dli+on+Youtube&&view=detail&mid=13821EB1694E8AAD3E9913821EB1694E8AAD3E99&FORM=VRDGAR

https://drive.google.com/file/d/0B2OxYfyPmeqgenlYaDZ5a2REWVE/view?usp=sharing

https://drive.google.com/file/d/0B2OxYfyPmeqgenlYaDZ5a2REWVE/view?usp=sharing



(where they are located, what they stand for). Be sure to emphasize that the Lincoln Memorial and Washington Monument are two symbols that honor two of our past presidents that you've discussed previously. After Reading: Review the national symbols that you discussed from the PowerPoint. Complete Homework and Practice Book pp. 24 and/or 25.

SCIENCE


1 LS1-1 Use materials to design a solution to a human problem by mimicking how plants/or animals use their external parts to help them survive, grow, and meet their needs.


Unit 3 Create anchor chart: How do people and animals use external parts to help them survive and meet their needs? Example: Polar Bear uses fur to keep warm. How do we keep ourselves warm? (Coat) Turtle has a shell to protect its body. How do we protect ourselves? (Helmets) Search myON for books.




WORD STUDY


VOCABULARY 1L4b Use frequently occurring affixes as a clue to the meaning of a word. 1L5a Sort words into categories to gain a sense of the concepts the categories represent.

VOCABULARY STRATEGY: Prefix re- ACADEMIC: story structure SOCIAL STUDIES: symbols, landmarks, monuments, bald eagle, liberty bell, Washington Monument, White House SCIENCE: survive TARGETED CLUSTERS/CATEGORIES: Teacher’s Choice

HMH It Comes From Trees U5L21 TE: T60-T61 & SB: p. 32-35 CLLG p. 81 U5L21 TE pp. T62-T63 Vocabulary Strategy: Prefix re- WSG p. 142-143

SPELLING/ENCODING 1RF3d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. 1RF3e Decode 2-syllable words following basic patterns by breaking the words into syllables. 1L2d Use conventional spelling for words with common spelling patterns & for frequently occurring irregular words.

SPELLING/ENCODING Vowel Diagraph: /oo/ Syllable Pattern CVC

WSG p. 84-85 U5L23 Opening Routines: Phonemic Awareness Days 1-4 in TE U5L23 Phonemic Awareness/Phonics Lessons Days 1-4 in TE

WRITING WORKSHOP


GRAMMAR 1L1d Use personal, possessive, & indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

SKILL Subject Pronouns

SUW LESSONS & TOOLS Identify subject pronouns Day 1 U5L21 TE pp. T22 Days 2 & 3 U5L21 TE pp. T44 & T54 Day 5 U5L21 TE pp. T70

WRITING PROMPT

PROCESS WRITING 1W2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, & provide some sense of closure. 1W8 With guidance & support from adults, recall information from experiences or gather information from provided sources to answer a question.

WRITING TYPE How-to/Explanatory

SUW LESSONS & TOOLS Review SUW 9.13 p. 398 Technical Writing (Modify for first grade “How-To” explanatory writing.) Use Examples 2 & 3 on Tool 9-13a.

WRITING PROMPT




Lesson 22


1RI1 Ask & answer questions about key details in a text. 1SL2 Ask and answer questions about key details in a text read aloud, information presented orally, or through other media. 1RI2 Identify the main topic & retell key details of a text. 1RI4 Ask & answer questions to help determine or clarify the meaning of words & phrases in a text. 1RI5 Know & use various text features to locate key facts or information in a text. CC1RI9 Identify basic similarities in & differences between two texts on the same topic.

COMPREHENSION/FLUENCY Skill: Conclusions Strategy: Visualize Accuracy: Connected Text Genre: Informational Text

Anchor Lesson Conclusions CLLG p. 82 UNIT 5 Lesson 22 HMH Amazing Animals U5L22 TE: T128-T138 & SB p. 44-62 CLLG p. 82 HMH How Bat Learned to Fly U5L22 TE: T110 - T111 CLLG p. 83 WSG p. 144

HMH Weekly Tests 22.5-22.7 U5L22 TE: T171 Your Turn U5L22 TE: T139

SOCIAL STUDIES


E.5.1.1 Explain ways human resources earn income E.5.1.3 Recognize markets exist wherever buyers and sellers exchange goods and services. E.6.1.3 Identify examples of goods and services that governments provide.

Essential Question: 1.How do people in a community provide their needs and wants?

Before Reading (create a T-chart with wants and needs): Explain to students that in life there are things we want and things we need. For example, we need certain things in order to live, like food and water. Things we want aren't necessarily things we need, like video games and dolls. Introduce myON book, Wants Or Needs. During Reading: Allow the children time to listen to the book. You may stop to record the definitions of wants and needs after it is read in the book. After Reading: Review the definition of wants and needs and write the items the book identified as a want/need. As a class (or small groups/partners), sort needs/wants cards on the t-chart (https://moodle.galenaparkisd.com/pluginfile.php/13

Harcourt Social Studies Homework and Practice Book p.49

https://moodle.galenaparkisd.com/pluginfile.php/130999/course/section/42710/sort_it_out___needs_and_wants.pdf



0999/course/section/42710/sort_it_out___needs_and_wants.pdf) Will need to use tape or glue to adhere to the chart. After completing the sort, give students an opportunity to come up with their own want/need that you can add to the chart. Additional resources for the week: MyOn books—Making Money Choices, We Need Money, Earn Money Smart Exchange Lessons—Wants and Needs, Goods and Services YoutubeVideos—Goods and Services (After watching this video, create a t-chart and have students name goods we buy and services that we pay others to do in our community). Also discuss goods and services provided by the government and add them to the list (highways, public education, fire protection--firemen, public library, police, parks)

SCIENCE


1 LS1-1Use materials to design a solution to a human problem by mimicking how plants/or animals use their external parts to help them survive, grow, & meet their needs. 1-LS1-2 Read texts & use media to determine patterns in behavior of parents & offspring that help offspring survive.

Unit 5-Where do plants and animals live? Essential Question(s): How does an animal's environment meet its needs?

Fusions Unit 5 Lesson 1 Digital Lesson

Science Journal: What kind of shelter do you live in? Explain



https://www.youtube.com/watch?v=Jd4kD9TicbA

https://www.youtube.com/watch?v=Jd4kD9TicbA

3rd Grade Curriculum Map: Literacy & Integrated Content


WORD STUDY


1L6 Use words & phrases acquired through conversations, reading & being read to, & responding to texts, including using frequently occurring conjunctions to signal simple relationships 1RF3g Recognize & read grade-appropriate irregularly spelled words.

VOCABULARY STRATEGY: Using a Dictionary Entry ACADEMIC: Conclusions SOCIAL STUDIES: scarcity, decision-making SCIENCE: environment, food chain, shelter

CLLG p. 83 U5L22 TE: pp. T158-T159 Using a Dictionary WSG pp. 144-145

HMH Weekly Tests 22.8 – 22.10 U5L22 TE: T170

1RF2c Isolate & pronounce initial, medial vowel, & final sounds (phonemes) in spoken single-syllable words. 1RF3g Recognize & read grade-appropriate irregularly spelled words. 1L2d Use conventional spelling for words with common spelling patterns & for frequently occurring irregular words.

SPELLING/ENCODING Vowel Digraphs/Spelling Patterns: oo, ou, ew, ue, u, u_e

U5L24 will last 2 weeks U5L24 Opening Routines: Phonemic Awareness Days 1-4 in TE WSG pp. 86-87

WRITING WORKSHOP


GRAMMAR 1L1d Use personal, possessive, & indefinite pronouns (e.g., I, me, my, they, them, their, anyone, everything).

SKILL Focus Trait: Subject Pronouns

U5L22 Introduce the pronoun I Day 1 U5L22 TE: T118 Day 2 U5L22 TE: T140 Day 3 U5L22 TE: T150 Day 5 U5L22 TE: T167

PROCESS WRITING 1W3 Write narratives in which they recount 2 or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, & provide some sense of closure. 1W5 W/guidance & support from adults, focus on a topic, respond to questions & suggestions from peers, & add details to strengthen writing as needed.

WRITING TYPE Narrative: Story

SUW LESSONS & TOOLS Review SUW 6-6 p. 266-268 Six Steps for Planning & Writing a Story. Review SUW 6-7 p.268-271 Quick Sketch & Quick Note Planning Use Tools 6-7a, b, &c SUW 6-13 p. 280-281 Three-Step Strategy to Write the Beginning.

WRITING PROMPT:





CC1RI3Describe the connection between two individuals, events, ideas, or pieces of information in a text CC1RL1 Ask & answer questions about key details in a text. CC1RL2 Retell stories, including key details, & demonstrate, understanding of their central message or lesson. CC1RL3 Describe characters, settings, & major events in a story, using key details. CC1RL4 Identify words & phrases in stories or poems that suggest feelings or appeal to the senses. CC1RL7 Use illustrations & details in a story to describe its characters, setting, or events. CC1SL4 Describe people, places, things, & events with relevant details, expressing ideas & feelings clearly.

COMPREHENSION/FLUENCY Skill: Cause and Effect Strategy: Monitor and Clarify Accuracy: Connected Text Genre: Informational Text

Anchor Lesson Cause and Effect CLLG p. 84 UNIT 5 Lesson 23 HMH Whistle for Willie U5L23 TE: T224-T235 SB: p. 76-96 U5L23 TE: T262 Read to Connect CLLG p. 84 HMH Around the World in a Day U5L23 TE: T206-T207 CLLG p. 85 WSG p. 146 HMH Pet Poems U5L23 TE: T254-T255 & SB: p. 98-101 CLLG p. 85 Café p. 168 Ready Reference Form SUW 1-30 p. 43-44 Using graphic organizers

SOCIAL STUDIES


E.4.1.1 Explain ways scarcity necessitates decision making E.4.1.2 Identify benefits and costs of making a decision E.6.1.2 Identify places people save money

Essential Question(s): Why do we have to make choices when we spend money? Guiding Question(s): 1.How do people earn money? 2. Where and why do people save money? 3. What is scarcity?

Before Reading: Place the toys on a table in front of students. Do not say anything but allow students time to ponder what the purpose of the toys is for the lesson. 2. Ask students to predict what the lesson is about today. (Toys.) Challenge students to think about the toys in their room and ask: “Do you have a favorite? Do you have a few toys or would you say you have a lot of toys? Do you have only new toys or do you have toys you had when you were a baby? Do you play with every toy you own every day?” Explain the problem in book with students about the little boy Spencer that has too many toys. Explain the

Critical Thinking Skills Birthday Budget H Add Link for page SS Textbook



definition of wants and scarcity. During Reading: Stop after the page, Spencer's Mom had enough of the toys. Do you agree with Spencer’s mom? Do you think he needs those toys or wants the toys? Ask students if they think Spencer’s mom was upset. Challenge them to identify clues that led them to this conclusion. After Reading: Today we read about a boy named Spencer. We learned he had unlimited wants. What did he want? (Toys) Spencer faced a scarcity problem. What does scarcity mean? (There is not enough of something to satisfy everyone’s wants.) What was scarce? (Space for his toys) What did his mother suggest? (Make some choices to get rid of some toys and keep others.) Have you ever had a scarcity problem? (Allow students time to share.) Too Many Toys—Youtube Video

SCIENCE


1 LS1-1 Use materials to design a solution to a human problem by mimicking how plants/or animals use their external parts to help them survive, grow, & meet their needs. 1-LS1-2 Read texts and use media to determine patterns in behavior of parents & offspring that help offspring survive

Unit 5 Environments Essential Question(s): How does an animal’s environment meet its needs?

Fusions Unit 5 Lesson 1 TE pp. 175-181 Optional Resources: Summarize Ideas-TE p.179 OR Writing Connection-Write a postcard pg179

Summarize Ideas or Postcard

https://www.youtube.com/watch?v=cKPeXKwUi7c



WORD STUDY


VOCABULARY 1L4a Use sentence-level context as a clue to the meaning of a word or phrase. 1L5a Sort words into categories to gain a sense of the concepts the categories represent. 1L5b Define words by category & by one or more key attributes.

VOCABULARY STRATEGY: Classify and Categorize SOCIAL STUDIES: decision making, cost SCIENCE: food chain, shelter, environment TARGETED CLUSTERS/CATEGORIES: Teacher’s Choice

U5L23 TE: T256-T257 Vocabulary Strategy: Classify & Categorize WSG p. 147

SPELLING/ENCODING 1RF3b Decode regularly spelled 1-syllable words. 1RF3g Recognize & read grade-appropriate irregularly spelled words. 1L2d Use conventional spelling for words with common spelling patterns & for frequently occurring irregular words.

SPELLING/ENCODING Vowel Combinations: ou, ow, oi, oy, au, aw

U5L23 TE: T256-T257 Vocabulary Strategy: Classify & Categorize WSG p. 147

WRITING WORKSHOP


GRAMMAR 1L1d Use personal, possessive & indefinite pronouns. 1L2a Capitalize dates & names of people.

SKILL Possessive Pronouns

U5L23 TE: T238 Possessive Pronouns

PROCESS WRITING 1W3 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 & provide some sense of closure. 1W5 With guidance & support from adults, focus on a topic, respond to questions & suggestions from peers, & add details to strengthen writing as needed.


SUW 6-15 p. 282-283 Function & Variety of Story Transitions Use Tools 6-15a & b for instruction. SUW 6-16 p. 284-285 Recognizing Story Transitions Use Tools 6-16a, b, & c. SUW 6-17 p. 286-288 Options for Writing the End of a Story Use Tools 6-17a, b, & c.

SUW 10-18 p. 443-444 Stories Scoring Guide. Use Tools 10- 18a & 10-18b & c for scoring rubric & sample student work.





1RI1 Ask & answer questions about key details in a text. 1RI3 Describe the connection between 2 individuals, events, ideas, or pieces of info. in a text. 1RI9 Identify basic similarities in & differences between 2 texts on the same topic (e.g., in illustrations, descriptions, or procedures).

COMPREHENSION/FLUENCY Skill: Sequence of Events Strategy: Question Genre: Narrative Nonfiction

Anchor Lesson Sequence of Events CLLG p. 86 HMH A Butterfly Grows, TE pp. T322-T332 SB pp. 110-124 U5L24 TE p. T358 Read to Connect CLLG p. 86 HMH Visiting Butterflies TE pp. T304-T305 CLLG p. 87 WSG p. 148 Café p. 164 Ready Reference Form SUW 1-30 p. 43-44 Using graphic organizers Use Tool 1-30b

Your Turn: TE p. T333

SOCIAL STUDIES


E.4.1.1 Explain ways scarcity necessitates decision making E.4.1.2 Identify benefits & costs of making a decision

Essential Question(s): 1.Why do we have to make choices when we spend money? Guiding Question(s): 1.How do people gain money? 2. Where and why do people save money? 3. What is scarcity?

Before Reading: Anchor Chart-What do people use money for? Show students a $1 bill and discuss the following: Is $1 the same amount of money as 100 pennies? (Answers will vary, but some students will know that the two are equal.) If you wanted to buy a candy bar and the price was $1, could you buy it with a $1 bill? (Yes.) Show students $1 bill and 100 pennies. Which would you rather have, 100 pennies or a $1 bill? During Reading: Each time Alexander spends money have a student come up and remove that number pennies from the jar. After Reading: What did Alexander plan to do with his money when he first got it? (He planned to save it to buy a walkie-talkie.) Why wasn’t he able to save his money? (He spent some on little things, lost some, and had to pay fines.) Day 2: Review book to complete Alexander's Spending Bar Graph Alexander Who Used to Be Rich Last Sunday Lesson (St. Louis Federal Reserve) https://www.stlouisfed.org/~/media/Education/Lessons/pdf/Alexander-Who-Used-to-Be-Rich-Last-Sunday.pdf

Alexander's Bar Graph (Included in the lesson from the Federal Reserve)

https://www.stlouisfed.org/~/media/Education/Lessons/pdf/Alexander-Who-Used-to-Be-Rich-Last-Sunday.pdf

https://www.stlouisfed.org/~/media/Education/Lessons/pdf/Alexander-Who-Used-to-Be-Rich-Last-Sunday.pdf



SCIENCE


1 LS1-1 Use materials to design a solution to a human problem by mimicking how plants/or animals use their external parts to help them survive, grow, & meet their needs. 1-LS1-2 Read texts & use media to determine patterns in behavior of parents & offspring that help offspring survive

Essential Question(s): How does an animal's environment meet its needs?

A Place for Animals Fusions Unit 5 S.T.E.M Activity TE pp.191-192b

Unit 5 Review SB p.193

WORD STUDY


VOCABULARY 1L4 Determine or clarify the meaning of unknown & multiple-meaning words & phrases based on grade 1 reading & content, choosing flexibly from an array of strategies. 1L4a Use sentence-level context as a clue to the meaning of a word or phrase. 1L5c Identify real-life connections between words & their use.

VOCABULARY STRATEGY: Multiple-Meaning Words ACADEMIC: Academic Language: event, sequence of events, context, multiple-meaning words SOCIAL STUDIES: scarcity SCIENCE: food chain, shelter, environment TARGETED CATEGORIES: Teacher’s Choice

HMH Best Friends U5L24 TE: T350-T351 & SB: p. 129-131 HMH VR: Butterflies U5L24 TE: T306-T307 Word Cards 165-172 & SB: p. 106-107 U5L24 TE: T352-T53 Multiple Meaning words WSG p. 149

SPELLING/ENCODING 1RF3b Decode regularly spelled one-syllable words. 1L2d Use conventional spelling for words with common spelling patterns & for frequently occurring irregular words.

Words with ou, ow

U5L25 will last 2 weeks WSG p. 88-89 Phonemic awareness



WRITING WORKSHOP


GRAMMAR 1L1j Produce & expand complete simple & compound declarative, interrogative, imperative, & exclamatory sentences in response to prompts.

SKILL Exclamation

U5L24 TE: T334 Spiral Review: Pronouns & Verbs SUW Sentence Mastery 3-1 –3-17

PROCESS WRITING 1W3 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, & provide some sense of closure. 1W5 With guidance & support from adults, focus on a topic, respond to questions & suggestions from peers, & add details to strengthen writing as needed.


SUW 6-21 Story Writing Assessments. Use Tools 6-21a, b, & c.

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