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ENGLISH LANGUAGE ARTS CURRICULUM MAP 2012-13

First Grade Dual Language Immersion

Canyons School District elementary literacy maps are created by CSD elementary teachers and published by the CSD Office of Evidence-Based Learning

FIRST GRADE DUAL LANGUAGE IMMERSION ENGLISH LANGUAGE ARTS (ELA) CURRICULUM MAP CANYONS SCHOOL DISTRICT

2012 – 2013 Curriculum Mapping Purpose Canyons School District’s language arts curriculum maps are standards-based maps driven by the Common Core State Standards and implemented using Scott Foresman Reading Street ©2011. Student achievement is increased when both teachers and students know where they are going, why they are going there, and what is required of them to get there.

Curriculum Maps are a tool for:

• ALIGNMENT: Provides support and coordination between concepts, skills, standards, curriculum, and assessments

• COMMUNICATION: Articulates expectations and learning goals for students • PLANNING: Focuses instruction and targets critical information • COLLABORATION: Promotes professionalism and fosters dialogue between colleagues about best

practices pertaining to sequencing, unit emphasis and length, integration, and review strategies

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These maps were collaboratively developed and refined by teacher committees using feedback from classroom teachers, achievement coaches, building administrators, and the office of Evidence-Based Learning. It is with much appreciation that we recognize the many educators that collaborated in the effort to provide these maps for the teachers and students of CSD. Specific individuals that have assisted in the writing and editing of this document include:

Tana Allred Leigh Anstadt Paige Attridge Rachel Bingham Carolyn Brooks Melissa Brown Tiffany Bruett Natasha Buckner Madaline Chilcutt Shelly Christensen Stephanie Cobabe Tami Dautel Leighann Dohanos Lori Dragoo Casey Draper Sierra Eastmond Sheri Ebert Alana Farber Connie Farr Patricia Fenton Beth Ferguson Julie Fielding

Joni Gallacher LaNae Goates Jana Gold Laura Grzymkowski Sue Harris Lori Hatton Hawley Hawkins Susan Henrie Barbara Hopkins Alisa Hyer Sue Johnson KLynn Johnson Natalie Johnson Stacie King Susan LaDuke Jill Landes-Lee Michele Law Casandra Mackris Tina Mahon-Reynolds Libby McShinsky Senja Merrill Karen Millenbach

Monica Milovich Mary Jo Murray Katie Norris Jenny Olsen Rachel Ostvig Rachelle Pease Brooke Peters Piper Riddle Amber Roderick-Landward Valinda Rose Ann Marie Sherman Tiffany Smith Ellen Stone Amy Szymanski Kina Tua Deb VanGorder Cindy Wagstaff Sallianne Wakley Karrie Wilbur Julie Winfree Libby Woodworth

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TABLE OF CONTENTS

CSD RtI Framework to Promote Student Achievement page 1

Evidence-Based Instructional Priorities page 2

K-12 ELA Common Core Overview page 3

Key Points in the ELA Common Core pages 4-5

First Grade ELA Core Standards Overview page 6

CSD Dual Language Immersion Model pages 7-9

First Grade Literacy Block pages 10-11

First Grade Five-Day Plan for Instruction pages 12-17

First Grade ELA Year at a Glance page 18

First Grade ELA Map pages 19–23

First Grade Assessment Continuum page 24

First Grade Instructional Tune Ups page 25

Four Square Writing pages 26-29

First Grade Instructional Sort pages 30-32

First Grade Science and Social Studies Text Support pages 33-44

The K-2 ELA Core Standards pages 45-59

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RtI: Multi-Tiered System of Supports for Academics and Behavior RtI: Multi-Tiered System of Supports for Academics and Behavior RtI: Multi-Tiered System of Supports for Academics and Behavior RtI: Multi-Tiered System of Supports for Academics and Behavior RtI !"#providing high quality core instruction (and intervention)

matched to students’ needs(2) using data over time (i.e. rate of learning, level of performance, fidelity of implementation)

(3) to make important educational decisions.

CSD Student Achievement

Principles

• ALL CSD students and educators are part of ONE proactive educational system.

• Evidence-based instruction and interventions are aligned with rigorous content standards.

• Data are used to guide instructional decisions, align curriculum horizontally and vertically, and allocate resources.

• CSD educators use instructionally relevant assessments that are reliable and valid.

• CSD educators problem solve collaboratively to meet student needs.

CSD Student Achievement

Principles

• Quality professional development supports effective instruction for ALL students.• Leadership at all levels is vital.• Quality professional development supports effective instruction for ALL students.• Leadership at all levels is vital.• Quality professional development supports effective instruction for ALL students.• Leadership at all levels is vital.

Core Expectations for ALL students in the General Education Classrooms and Common AreasCore Expectations for ALL students in the General Education Classrooms and Common AreasCore Expectations for ALL students in the General Education Classrooms and Common AreasCore Expectations for ALL students in the General Education Classrooms and Common AreasCore Expectations for ALL students in the General Education Classrooms and Common AreasCore Expectations for ALL students in the General Education Classrooms and Common Areas

Curriculum(Standards and Materials)

Evidence-Based Instructional Priorities

Time Allocation Data Collection and Use Fidelity of Implementation Data-based Decision Making

• Big ideas, bodies of knowledge

• Content standards and expectations aligned with the Utah Core and Common Core State Standards

• World-Class Instructional Design and Assessment (WIDA)

• Schoolwide Positive Behavioral Interventions and Supports

• Prioritized Curriculum Maps

• Scientific, research-based programs

• Explicit instruction (I, We, Ya’ll, You)

• Maximizing opportunities to respond

• Feedback

• Vocabulary

• Differentiated instruction & grouping structures

• Acquisition, automaticity, then application

• Classroom Positive Behavioral Interventions and Supports

! Daily maximization of instructional time

• English Language Development (ELD) time

• Building Leadership Team (BLT) meetings

• Protected time for grade level and/or department team learning & planning

• Establish rules, routines, and arrangements to increase efficiency for adults and students

• Working smarter, not harder

• Consistent evaluation of Core instruction

• Districtwide screening of key academic and behavior skills

• Benchmark assessments

• Progress monitoring

• Formative assessment practices (CFAs)

• Summative assessment practices

• Early warning system for identification of risk (academic, social, and performance)

• Timely and consistent review of relevant data

• Monitoring and evaluating effectiveness of implementation using formalized protocols (e.g. Walk-Throughs, fidelity checks)

• Instructional and Peer Coaching supports

• Products to demonstrate evidence of implementation

Use problem solving protocol to:• Evaluate the

effectiveness of Core/Initial instruction (>80% proficiency) for all subgroups and maintain or adjust

• Analyze trends to inform decisions

• Evaluate and adjust CSIP

• Determine needs for supplemental instruction

On-going, targeted professional developmentOn-going, targeted professional developmentOn-going, targeted professional developmentOn-going, targeted professional developmentOn-going, targeted professional developmentOn-going, targeted professional development

Canyons School District Response to Intervention (RtI) Framework to Promote Student Achievement

December 2011 V.2.0

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Evidence-Based Instructional Priorities Applied to Literacy Instruction

Explicit Instruction I Do - We Do - Y’all Do - You Do Model - Guide Practice – Partner - Independent Systematic ! Focused on critical content ! Skills, strategies, and concepts are sequenced

logically ! Break down complex skills ! Lessons are organized and focused ! Instructional routines are used ! Examples and non-examples ! Step-by-step demonstrations

Relentless ! Adequate initial practice: ELA Literacy Block

NOTE: Students who struggle may require 10-30 more times as many practice opportunities than their peers.

! Distributed practice--frequent exposure to content/skill over time: Literacy Practice Stations

! Cumulative review: Skill Reviews, Monitor Progress ! Teach to mastery: Skill-Based Instruction, Unit Tests

Engaging ! Increasing Opportunities to Respond ! Feedback ! Instructional Grouping ! Classroom PBIS

Increasing Opportunities to Respond Explicit Vocabulary Instruction

Group Reading Strategies ! Model: All students track as the teacher reads the passage. Teacher emphasizes

reading in phrases with expression. “My turn to model. Everyone tracking.” - Choose this strategy when text contains dialogue, advanced punctuation or

other content that makes it more difficult for students. ! Echo Reading: The teacher reads a sentence fluently and immediately the students

read it back to the teacher. Keep the time between the model and test very short. All students must track as the teacher or peer reads. “My turn. Echo read. Everyone tracking.” (Model) “Tracking back. Your turn, read.”

! Choral: Students and teacher read together aloud as all students are tracking. This should be only on short sentences and title. Teacher sets pace. “Everyone…choral read.”

- Choose this strategy with text that all students can read. ! Cloze: Teacher reads and pauses at a word (focused vocabulary words) and

students read the word. Continue for a paragraph or so. “My turn. Everyone tracking. Cloze read….”

! Partner: Partner A reads a sentence and Partner B reads a sentence. Students must track as their partners read.

! Introduce the word • Teacher says the word • All students repeat the word • Teacher gives a child-friendly definition • All students repeat the definition (with teacher guidance) • Repeat above steps as necessary

! Demonstrate • Provide an example • Provide a non-example • Repeat above steps as necessary

! Apply • Students turn to a partner and use the word in a sentence • Teacher shares a sentence using the word

Feedback Instructional Grouping Acquire – Auto – Apply Classroom PBIS ! Corrective and Affirmative ! Timely and Frequent ! Specific and Reinforcing

! Whole group, Small groups, Partners ! Fluid and flexible ! Skill-Based Small Group Instruction

! Learn (acquire) the skill ! Build the skill to automaticity ! Apply the skill

! Forming clear behavior expectations ! Explicitly teaching expectations to

students ! Reinforcing expectations with students ! Correcting of problem behaviors in a

systematic manner

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Common Core StandardsEnglish Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Access the ELA Core Standards at corestandards.org

College and Career Readiness Anchor Standards(found in each of the strands below)

READINGGrade Specific Standards

Key Ideas and DetailsCraft and Structure

Integration of Knowledge and IdeasRange of Reading &

Level of Text Complexity

WRITINGGrade Specific Standards

Text Types and PurposesProduction and Distribution of Writing

Research to Build and Present KnowledgeRange of Writing

SPEAKING & LISTENINGGrade Specific Standards

Comprehension and CollaborationPresentation of Knowledge and Ideas

LANGUAGEGrade Specific Standards

Conventions of Standard EnglishKnowledge of Language

Vocabulary Acquisition and Use

Foundational Skills

Grades K-5Print Concepts

Phonological AwarenessPhonics and Word Recognition

Fluency

Literacy in History/Social Studies, Science, and Technical Subjects

Grades 6-12Reading and Writing standards for content area

subjects

AppendicesA: Research behind the standards and glossary of the termsB: Text exemplars illustrating complexity, quality and range of reading appropriate and sample performance tasks for various grade levelsC: Annotated samples of students writing at various grades

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Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers ~ Title: Common Core State Standards English Language Arts Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. ~ Copyright Date: 2010

Key Points in English Language Arts Core Standards

Reading

• The standards establish a “staircase” of increasing complexity in what students must be able to read so that all students are ready for the demands of college- and career-level reading no later than the end of high school. The standards also require the progressive development of reading comprehension so that students advancing through the grades are able to gain more from whatever they read.

• Through reading a diverse array of classic and contemporary literature as well as challenging informational texts in a range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective. Because the standards are building blocks for successful classrooms, but recognize that teachers, school districts and states need to decide on appropriate curriculum, they intentionally do not offer a reading list. Instead, they offer numerous sample texts to help teachers prepare for the school year and allow parents and students to know what to expect at the beginning of the year.

• The standards mandate certain critical types of content for all students, including classic myths and stories from around the world, foundational U.S. documents, seminal works of American literature, and the writings of Shakespeare. The standards appropriately defer the many remaining decisions about what and how to teach to states, districts, and schools.

Writing

• The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is a cornerstone of the writing standards, with opinion writing—a basic form of argument—extending down into the earliest grades.

• Research—both short, focused projects (such as those commonly required in the workplace) and longer term in depth research —is emphasized throughout the standards but most prominently in the writing strand since a written analysis and presentation of findings is so often critical.

• Annotated samples of student writing accompany the standards and help establish adequate performance levels in writing arguments, informational/explanatory texts, and narratives in the various grades.

Speaking and Listening

• The standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media.

• An important focus of the speaking and listening standards is academic discussion in one-on-one, small-group, and whole-class settings. Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as students collaborate to answer questions, build understanding, and solve problems.

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Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers ~ Title: Common Core State Standards English Language Arts Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. ~ Copyright Date: 2010

Key Points in English Language Arts Core Standards (cont.)

Language

• The standards expect that students will grow their vocabularies through a mix of conversations, direct instruction, and reading. The standards will help students determine word meanings, appreciate the nuances of words, and steadily expand their repertoire of words and phrases.

• The standards help prepare students for real life experience at college and in 21st century careers. The standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language.

• Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading, writing, speaking, and listening.

Media and Technology

• Just as media and technology are integrated in school and life in the twenty-first century, skills related to media use (both critical analysis and production of media) are integrated throughout the standards.

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First Grade ELA Core Standards Overview

! Using phonemic awareness skills, phonics (matching letters and sounds), and word analysis skills to decode words when reading

and writing

! Reading grade-level text with understanding and fluency

! Learning from, enjoying, and getting facts from books he or she reads and listens to

! Describing characters, settings, and major events in a story, using key details

! Getting facts and information from different writings (texts)

! Writing about a topic, supplying some facts, and providing some sense of opening and closing

! Participating in shared research and writing projects

! Taking part in conversations about topics and texts being studied by responding to the comments of others and asking questions to

clear up any confusion

! Describing people, places, things, and events with relevant details, expressing ideas and feelings clearly and with complete

sentences

! Producing and expanding complete simple and compound statements, questions, commands, and exclamations

! Identifying the correct meaning for a word with multiple meanings, based on the sentence or paragraph in which the word is used

! Learning to think about finer distinctions in the meanings of near-synonyms (e.g., marching, prancing, strutting, strolling, walking)

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! ! !!!!!!!!!!!!!!!1st – 3rd grade Dual Language Immersion schedules: 2012-13

English Language Classroom:180 Minutes M-F

Mon Tues Wed Thurs Fri

Literacy 110-120 Canyons Literacy Block: • Reading (30 minutes)

• Language Arts (30 minutes)

• Skill-Based Instruction (30 minutes)

• Content Integration (20-30 minutes)

110-120 Canyons Literacy Block: • Reading (30 minutes)
















Math, Science, Social Studies Reinforcement

40 Math Reinforcement (20 minutes): • Spiral Review

• Vocabulary

• Fluency

• Re-teach or Practice worksheets


• Vocabulary

• Fluency



• Vocabulary

• Fluency



• Vocabulary

• Fluency



• Vocabulary

• Fluency


Art/Music/PE

TBD TBD TBD TBD TBD

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Target Language Classroom: 180 Minutes M-F

Mon Tues Wed Thurs Fri

Literacy 60 Implement Language-specific Literacy Program: Spanish-Estrellita and/or Calle de la –Lectura French-Super Gafi Program or A l'ecole des livres Program Chinese-Better Chinese or Singapore Literacy

60 Implement Language-specific Literacy Program:

Spanish-Estrellita and/or Calle de la Lectura French-Super Gafi Program or A l'ecole des livres Program Chinese-Better Chinese of Singapore Literacy


Spanish-Estrllita and/or Calle de la Lectura French-Super Gafi Program or A l'ecole des livres Program Chinese-Better Chinese of Singapore Literacy


Spanish-Estrellita and/or Calle de la Lectura French-Super Gafi Program or A l'ecole des livres Program Chinese-Better Chinese of Singapore Literacy


Spanish-Estrellita and/or Calle de la Lectura French--Super Gafi Program or A l'ecole des livres Program Chinese-Better Chinese of Singapore Literacy

Math 70 • Everyday Counts

Calendar • Canyons Math Block

(CRA Model): o Daily Review (5

minutes) o Vocabulary (10-15

minutes) o Concrete (15-20

minutes) o Representational

(20 Minutes)

70 • Everyday Counts


(CRA Model): • Daily Review (5

minutes) • Vocabulary (10-

15 minutes) • Concrete (15-20

minutes) • Representational

(20 Minutes)


Calendar • Canyons Math

Block (CRA Model): • Daily Review (5

minutes) • Vocabulary (10-15

minutes) • Concrete (15-20


(20 Minutes)







(20 Minutes)







(20 Minutes)

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Language 50 (Scripted language lessons derived from the Language-specific Framework)

50 (Scripted language lessons derived from the Language-specific Framework)

Science/Social Studies

50 (Scripted Language-specific Integrated Curriculum Lessons)



Art/ Music/ PE

TBD TBD TBD TBD TBD

!

Schools are free to determine the amount and time of instruction for Art, Music & P.E.

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CSD First Grade Literacy Block: Fall (Dual Language Immersion: ENGLISH Classroom) Literacy Component Range of Time Class Configuration Focus of Instruction

Reading

30

minutes

Whole Group

Cooperative Groups & Partners

• Build Background • Oral Vocabulary • Phonemic Awareness • Phonics • Word Study

Language Arts

30

minutes

Whole Group


• PALS (Initial 20 weeks of instruction) • Comprehension • Grammar • Writing

Skill-Based Instruction Additional skill-based

instruction in small group setting with teacher. Other students engage in Practice

Stations that review, reinforce, or extend.

30

minutes

10 minutes per group

Teach and Model Practice Stations Small Groups Focus of Instruction Instructional Materials

Group 1 FALL: Adequate Phonemic Segmentation Fluency Adequate Nonsense Word Fluency

• Blending fluency at the word level • Accuracy and fluency in connected

text

• PALS • Reading Street decodable texts • Reading Street Leveled Readers • Literary and Informational Text • Reading Street Small Group: Advanced Level lessons (AL) • Writing Notebooks

Group 2 FALL: Low Phonemic Segmentation Fluency Adequate Nonsense Word Fluency

• Building automaticity with phoneme segmenting and blending

• Decoding • Sound by sound blending towards

recoding and unitization

• PALS • Reading Street decodable texts • Elkonin boxes with discs or pushing up sounds with fingers • Elkonin boxes with letter tiles • Phoneme segmentation activities • My Sidewalks materials • Reading Street Small Group: On-Level lessons (OL) • Reading Street Ready, Set, Read Unit materials (Unit R)

Group 3 FALL: Low Phonemic Segmentation Fluency Low Nonsense Word Fluency

• Identifying initial, final, and vowel phonemes

• Phoneme segmentation • Phoneme blending • Decoding and encoding regular 1-

syllable words (VC & CVC with short vowels)

• Consonant Diagraphs • Decoding and encoding consonant

blends (CVCC & CCVC)

• PALS • Reading Street decodable texts • Elkonin boxes with discs or pushing up sounds with fingers • Elkonin boxes with letter tiles • Phoneme segmentation activities • My Sidewalks materials • Reading Street Small Group: Strategic Intervention lessons (SI) • Reading Street Ready, Set, Read Unit materials

(Unit R)

Group 4 FALL: Adequate Phonemic Segmentation Fluency Low Nonsense Word Fluency

• Decoding regular 1-syllable words (VC & CVC with short vowels)



• PALS • Reading Street decodable texts • Elkonin boxes with letter tiles • My Sidewalks materials • Reading Street Small Group: Strategic Intervention lessons (SI) • Reading Street Ready, Set, Read Unit materials (Unit R)

Content Integration • Science core • Social Studies core • English Language Development

20-30

minutes

Whole Group Content Reading Groups

Research and Inquiry • Accessing informational and literary text in content areas • Writing in the content areas (application of reading) • Making meaning in the content areas (comprehension of concepts)

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CSD First Grade Literacy Block: Winter/Spring (Dual Language Immersion: ENGLISH Classroom) Literacy Component Range of

Time Class Configuration Focus of Instruction

Reading

30

minutes

Whole Group


• Build Background • Oral Vocabulary • Phonemic Awareness • Phonics • Word Study

Language Arts

30

minutes

Whole Group


• PALS (Initial 20 weeks of instruction) • Comprehension • Grammar • Writing

Skill-Based Instruction Additional skill-based

instruction in small group setting with teacher. Other students engage in Practice

Stations that review, reinforce, or extend.

30

minutes

10 minutes

per group

Teach and Model Practice Stations Small Groups Focus of Instruction Instructional Materials

Group 1 WINTER/SPRING: Accurate & Fluent Reader Met benchmark on R-CBM with at least 95% accuracy

• Maintaining accuracy and fluency with connected text

• Comprehension • Writing

• PALS • Reading Street Decodable Readers • Reading Street Leveled Readers • Literary and Informational Text • Reading Street Small Group: Advanced Level lessons (AL)

Group 2 WINTER/SPRING: Accurate & Slow Reader Below benchmark on R-CBM with at least 95% accuracy

• Fluency • Automaticity with high frequency words • Recoding and unitization

• PALS • Reading Street Decodable Readers

• Reading Street Leveled Readers

• Literary and Informational Text • Reading Street fluency passages • Reading Street Small Group: On-Level lessons (OL)

Group 3 WINTER/SPRING: Inaccurate & Slow Reader Below benchmark on R-CBM with less than 95% accuracy

• Missing phonemic awareness skills • Missing decoding skills • Missing high frequency words • Applying skills to connected text at instructional

level • Building fluency at independent level • Substantial practice applying phonics to new text

and writing

• PALS • Reading Street Decodable Readers • Elkonin boxes with discs or pushing up sounds with

fingers • Elkonin boxes with letter tiles • Phoneme segmentation activities • My Sidewalks materials • Reading Street Small Group: Strategic Intervention

lessons (SI) • Reading Street Ready, Set, Read Unit materials (Unit R)

Group 4 WINTER/SPRING: Inaccurate & Fluent Reader Met benchmark on R-CBM with less than 95% accuracy

• Explicit modeling of accurate reading • Self-monitoring—table tap when student makes

and error. This will help the student slow down and read more accurately.

• Challenge student to read a portion of the text with 2 or less errors

• Teach student to adjust rate of reading to type of text and purpose for reading

• PALS

• Reading Street Decodable Readers • Reading Street Leveled Readers

• Reading Street Small Group: Strategic Intervention lessons (SI)

Content Integration • Science core • Social Studies core • English Language Development

20-30

minutes

Whole Group Content Reading Groups

Research and Inquiry • Accessing informational and literary text in content areas • Writing in the content areas (application of reading) • Making meaning in the content areas (comprehension of concepts)

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Grade 1: Five-Day Plan for Reading Street !

Literacy Block Component Day 1 Day 2 Day 3 Day 4 Day 5

Application Day

Reading

45-60 minutes

*Instructional

Tune Up

(SE) = Student Edition (SR) = Student Reader

Build Background Concept Talk

• Big Question Video (beginning of each Unit) OR Concept Talk Video (Digital)

• Question of the Week • Routine: Activate Prior

Knowledge Anchored Talk

• Let’s Talk About (SE) • Concept Map • Writing on Demand • ELL Poster

Oral Vocabulary Amazing Words

• Sing With Me Big Book • Routine: Oral Vocabulary

Phonemic Awareness Phonemic Awareness Lesson

• Let’s Listen For (SE) • Interactive Sound-Spelling Cards

(Digital) Phonics Teach/Model Routine: Blending Strategy

• Use Sound-Spelling Cards* • Sound-by-Sound Blending*

Build Fluency • Envision It! (SE) • Blend and Read • Monitor Progress: Check Word

Reading Decodable Practice Reader (SR)

• Decodable Practice Reader* • Reread for Fluency Routine:

Oral Rereading Word Study Spelling

• Spelling Dictation* • Let’s Practice It!

High-Frequency Words • Routine: Non-decodable Words • Reader’s & Writer’s Notebook • High-Frequency Words (SE)


• Concept Talk Video • Question of the Week • Sing With Me Big Book • Big Book Read Aloud

Anchored Talk • Concept Map • ELL Poster


• Routine: Oral Vocabulary Phonemic/Phonological Awareness Phonemic Awareness Lesson

• Let’s Listen For (SE) • Interactive Sound-Spelling

Cards (Digital) Phonics Teach/Model Routine: Blending Strategy

• Use Sound-Spelling Cards*

• Sound-by-Sound Blending*

Build Fluency • Envision It! (SE) • Blend and Read • Monitor Progress: Check

Word Reading Decodable Practice Reader

• Decodable Practice Reader*

• Reread for Fluency Routine: Paired Reading

Phonics Review Word Study Spelling

• Spelling lesson • Reader’s & Writer’s

Notebook High-Frequency Words

• I Can Read (SE) • Let’s Practice It!


• Question of the Week

• Sing With Me Big Book

• Big Book Read Aloud



• Routine: Oral Vocabulary

Phonemic/Phonological Awareness Phonemic Awareness Lesson

• Let’s Listen For (SE)

• Interactive Sound-Spelling Cards (Digital)

Phonics Teach/Model



• Build Words • Fluent Word

Reading • Blend and Read

Word Study Spelling

• Spelling lesson • Reader’s &

Writer’s Notebook High-Frequency and Story Words

• Monitor Progress: Check High-Frequency Words



• Sing With Me Animations (digital)

• Story from the “Read Aloud Anthology”



• Routine: Oral Vocabulary

Phonemic/Phonological Awareness Phonemic Awareness Lesson

• Interactive Sound-Spelling Cards (Digital)

Phonics Review



• Let’s Practice It Decodable Practice Reader

• Decodable Practice Reader*

• Reread for Fluency Routine: Oral Rereading

Fluent Word Reading Word Study Spelling

• Spelling lesson • Reader’s & Writer’s

Notebook

Build Background Concept Wrap Up


• Story from the “Read Aloud Anthology”

• Concept Map • ELL Poster

Oral Vocabulary Amazing Ideas/Words

• Monitor Progress: Check Oral Vocabulary

Phonemic/Phonological Awareness

• Blend and Segment Syllables

Phonics • Target Phonics

Skills Word Study Spelling High Frequency Words

• Spelling Dictation*

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Application Day

Language Arts

30-45

minutes (SE) = Student Edition (SR) = Student Reader

Listening Comprehension • Envision It! (SE) • Envision It!

Animations (Digital)

• Read Aloud • Graphic Organizer

Flip Chart • Reader’s &

Writer’s Notebook Grammar Conventions lesson

• Grammar Transparency (digital)

• Grammar Jammer (digital)

• Daily Fix It (digital) Writing Writing lesson

• Mini-lesson • Reader’s &

Writer’s Notebook (Digital)

• Routine: Quick Write for Fluency

Writing Process (Customize Writing)

• Plan & Prewrite • Draft • Revise • Edit • Publish & Present

Writing Strategy • Four-Square

Writing

Vocabulary Story Words

• Vocabulary Transparency (digital)

Vocabulary • Graphic Organizer Flip Chart

Build Background • Background Building Audio • Graphic Organizer Flip Chart • Connect to Selection (SE)

Main Selection First Read

• Envision It! (SE) • Guide Comprehension

Comprehension • Comprehension Check • Genre or Literary Text

Grammar Conventions lesson

• Reader’s & Writer’s Notebook • Grammar Transparency

(digital) • Daily Fix It (digital)

Writing Writing lesson

• Mini-lesson • Reader’s and Writer’s

Notebook • Routine: Quick Write for

Fluency Writing Process (Customize Writing)


Writing Strategy Four-Square Writing Handwriting Model, Practice, and Monitor within Word Study, Writing, or Conventions

Main Selection Second Read

• Extend Thinking (see Day 2 for “Double Day Read” in TE)

Comprehension Retelling

• Envision It! (SE) • Monitor Progress: Check

Retelling • Retell Cards • Story Sort (digital)

Think Critically Model Fluency

• Reread for Fluency Routine: Choral Reading


• Grammar Jammer (Digital)

• Reader’s & Writer’s Notebook

• Daily Fix It (digital) Writing Let’s Write It

• Let’s Write It! (SE) Writing lesson

• Mini-lesson • Routine: Quick Write for

Fluency Writing Process (Customize Writing)



Comprehension Genre lesson

• Read Together (SE)

• Guide Comprehension

Fluency • Routine: Paired

Reading • Monitor Progress:

Check Fluency WCPM


• Reader’s & Writer’s Notebook

• Grammar Jammer (digital)

• Daily Fix It (digital)


• Mini-lesson • Routine: Quick

Write for Fluency Writing Process (Customize Writing)



Comprehension Let’s Learn It (SE)

• Listening and Speaking/Media Literacy

• Vocabulary • Fluency

Comprehension lesson Vocabulary lesson Genre lesson Assessment

• Monitor Progress: Sentence Reading

• Monitor Progress: Fluency and Comprehension


• Let’s Practice It • Grammar Jammer

(digital) • Daily Fix It (digital)


• Mini-lesson • Writing

Transparency • Routine: Quick

Write for Fluency Writing Process (Customize Writing)



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Application Day

Skill-Based Instruction

Small Group

45-60

minutes

What are the other students

doing?

Practice Stations

• Social Studies and/or Science Connections

• Word Wise (Spelling Patterns)

• Word Work (Spelling Patterns)

• Words to Know (Vocabulary)

• Let’s Write! (Writing) or (Writing) or (Writing)

• Read for Meaning (Text Structures)

• Get Fluent (Fluency Practice)

Practice Stations








Practice Stations








Practice Stations








Practice Stations








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Literacy Block Component SMALL GROUPS for FALL

Skill-Based Instruction Small Group

45-60 minutes

Additional instruction with

Teacher while students engage in Practice Stations

and/or Independent Activities that preview,

review, reinforce, or extend

Fluid Skill Groups Focus of Instruction Instructional Resources

Group 1 FALL: Adequate Phonemic Segmentation Fluency Adequate Nonsense Word Fluency

• Blending fluency at the word level • Accuracy and fluency in connected

text

• PALS • Reading Street decodable texts • Reading Street Leveled Readers • Literary and Informational Text • Reading Street Small Group: Advanced Level lessons (AL) • Writing Notebooks

Group 2 FALL: Low Phonemic Segmentation Fluency Adequate Nonsense Word Fluency

• Building automaticity with phoneme segmenting and blending

• Decoding • Sound by sound blending towards

recoding and unitization

• PALS • Reading Street decodable texts • Elkonin boxes with discs or pushing up sounds with fingers • Elkonin boxes with letter tiles • Phoneme segmentation activities • My Sidewalks materials • Reading Street Small Group: On-Level lessons (OL) • Reading Street Ready, Set, Read Unit materials (Unit R)

Group 3

FALL: Low Phonemic Segmentation Fluency Low Nonsense Word Fluency

• Identifying initial, final, and vowel phonemes

• Phoneme segmentation • Phoneme blending • Decoding and encoding regular 1-

syllable words (VC & CVC with short vowels)



• PALS • Reading Street decodable texts • Elkonin boxes with discs or pushing up sounds with fingers • Elkonin boxes with letter tiles • Phoneme segmentation activities • My Sidewalks materials • Reading Street Small Group: Strategic Intervention lessons (SI) • Reading Street Ready, Set, Read Unit materials (Unit R)

Group 4 FALL: Adequate Phonemic Segmentation Fluency Low Nonsense Word Fluency

• Decoding regular 1-syllable words (VC & CVC with short vowels)



• PALS • Reading Street decodable texts • Elkonin boxes with letter tiles • My Sidewalks materials • Reading Street Small Group: Strategic Intervention lessons (SI) • Reading Street Ready, Set, Read Unit materials (Unit R)

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15


Literacy Block Component SMALL GROUPS for WINTER/SPRING

Skill-Based Instruction Small Group

45-60 minutes

Additional instruction with Teacher while students engage in Practice Stations and/or

Independent Activities that preview, review, reinforce, or extend

Fluid Skill Groups Focus of Instruction Instructional Resources

Group 1 WINTER/SPRING: Accurate & Fluent Reader Met benchmark on R-CBM with at least 95% accuracy

• Maintaining accuracy and fluency with connected text

• Comprehension • Writing

• PALS • Reading Street Decodable Readers • Reading Street Leveled Readers • Literary and Informational Text • Reading Street Small Group: Advanced Level lessons

(AL)

Group 2 WINTER/SPRING: Accurate & Slow Reader Below benchmark on R-CBM with at least 95% accuracy

• Fluency • Automaticity with high frequency

words • Recoding and unitization

• PALS • Reading Street Decodable Readers

• Reading Street Leveled Readers

• Literary and Informational Text • Reading Street fluency passages • Reading Street Small Group: On-Level lessons (OL)

Group 3 WINTER/SPRING: Inaccurate & Slow Reader Below benchmark on R-CBM with less than 95% accuracy

• Missing phonemic awareness skills

• Missing decoding skills

• Missing high frequency words • Applying skills to connected text at

instructional level • Building fluency at independent

level • Substantial practice applying

phonics to new text and writing

• PALS • Reading Street Decodable Readers • Elkonin boxes with discs or pushing up sounds with

fingers • Elkonin boxes with letter tiles • Phoneme segmentation activities • My Sidewalks materials • Reading Street Small Group: Strategic Intervention

lessons (SI) • Reading Street Ready, Set, Read Unit materials (Unit

R)

Group 4 WINTER/SPRING: Inaccurate & Fluent Reader Met benchmark on R-CBM with less than 95% accuracy

• Explicit modeling of accurate reading

• Self-monitoring—table tap when student makes and error. This will help the student slow down and read more accurately.

• Challenge student to read a portion of the text with 2 or less errors


• PALS • Reading Street Decodable Readers • Reading Street Leveled Readers • Reading Street Small Group: Strategic Intervention

lessons (SI)

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Application Day

Content Integration

Small Group Whole Group

15-25

minutes

Make Social Studies and/or Science Connections Small Group Time Reinforce/Expand/Extend the Concept

• Content Leveled Readers (SE)

• Before-During-After

• eSelection (digital)

• eReaders (digital)

Learning in Content Areas Research and Inquiry

• Identify and Focus Topic






Learning in Content Areas: Research and Inquiry

• Research Skill






Learning in Content Areas: Listening and Speaking Research and Inquiry

• Gather and Record Information






Learning in Content Areas: Research and Inquiry

• Review and Revise Topic






Learning in the Content Area: Research and Inquiry

• Communicate Science/Social Studies

• Lab or Activity

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!

!

First Grade English Language Arts

Scope and Sequence At-A-Glance 2012-13

Dates Small Group Instruction AUG 27 – OCT 23 OCT 24 – DEC 19 JAN 2 – FEB 22 FEB 25 – APR 19 APR 22 – JUN 6

Instructional Days 38 days 38 days 35 days 34 days 33 days

Unit Unit R Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

Big Question

What is all around me?

How are people

and animals important to one

another?

What is a

community?

What is changing in

our world?

What do we

treasure?

How are people

and animals important to one

another?

Phonics Skills

m, s, t, c, p, n, b, g, f, d, l, h, r, w, j, k, v, y, z, qu

short a, i, o, e, u

ck, x /ks/, plural -s, s /z/

inflected ending -s inflected ending -ing

initial and final consonant blends short a, i, o, e, u

sh, th, wh, ch, tch, ph

vowel sound in ball a_e, i_e, o_e, u_e,

long e, ee c /s/, g /j/

contractions -ed

syllables VC/CV

Vowel sounds-y Syllable pattern CV

Patterns -ng, -nk Compound words Ending

-es, Plural -es R-controlled vowels: or,

ore, ar, er, ir, ur Contractions ‘s, ‘ve, ‘re

Inflected endings Comparative endings

-er, -est, -dge

ai, ay, ea, oa, ow, ie, igh, ue, ew, ui, oo in

moon kn, wr

Compound words -ly, -ful

Adding Endings Singular & Plural Possessives

Three-Letter Consonant Blends

ow, ou, oo in foot, oi, oy, ie, aw, au

er, or un-, re-

long o, long i V/CV, VC/V

Inflected endings Syllable patterns

High Frequency

Words

a, green, I, see, like, the, one,

two, three, we, do, look, was,

yellow, you, are have, that, they, he, is, to, with,

for, go, me, here, where

come, in, on, my, way, she, take, up,

what, blue, get, from, help, little,

use, eat, five, four, her, this, too, saw, small, tree, your,

home, into, many, them

catch, good, no, put, said, want, be, could, horse, of, old, paper,

live, out, people, who, work, down, inside, now, there, together, around, find, food, grow, under, water,

also, family, new, other, some, their

always, become, day, everything, nothing, stays, things, any, enough, ever, every, own, sure, were,

away, car, friends, house, our, school, very, afraid,

again, few, how, read (both pronunciations), soon,

done, know, push, visit, wait, before, does, good-

bye, oh, right, won’t

about, enjoy, gives, surprise, worry, would,

colors, draw, drew, great, over, show, sign, found, mouth, once, took, wild,

above, eight, laugh, moon, touch, picture,

remember, room, stood, thought, across, because,

dance, only, opened, shoes, told

along, behind, eyes, never, pulling, toward,

door, loved, should, wood, among, another, instead, none, against,

goes, heavy, kinds, today, built, early,

learn, science, through, answered, carry, different, poor

!

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First Grade Reading Street Scope and Sequence

Unit One: August 27 – October 23 Flexible Pacing: 38 instructional days

Big Question: How are people and animals important to one another?

Unit Writing Projects: Trading Card and Personal Narrative

Week Question of the Week (Concept)

Main Selection Target Skills Read and Comprehend

Target Skills Phonics

Weekly Writing

1 What do pets need? Sam, Come Back! Character and Setting Monitor and Clarify

short a ck

Story

2 Who helps animals? Pig in a Wig Plot Summarize

short i x /ks/

Fantasy Story

3 How do animals help people?

The Big Blue Ox Character and Setting Visualize

short o plural -s, s /z/

Short Poem

4 How do wild animals take care of their babies?

A Fox and A Kit Main Idea and Details Important Ideas

inflecting ending -s inflected ending -ing

Personal Narrative

5 Which wild animals live in our neighborhood?

Get the Egg! Main Idea and Details Structure

short e initial consonant blends

Realistic Story

6 What can we learn about wild animals by watching

them?

Animal Park Cause and Effect Text Structures

short u final consonant blends

Writing for Tests

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Unit Two: October 24 – December 19 Flexible Pacing: 38 instructional days

Big Question: What is a community?

Unit Writing Projects: Pen Pal Email and Letter

Week

Question of the Week (Concept)



Weekly Writing

1 What does a family do together?

A Big Fish for Max Sequence Predict & Set Purpose

sh th

vowel sound in ball

Friendly Letter

2 How is a school a community?

The Framer in the Hat Cause and Effect Monitor and Clarify

a_e c/s/, g/j

Brief Composition

3 Who works to make our community a nice place?

Who Works Here? Author’s Purpose Important Ideas

i_e wh,ch,tch,ph

Explanation

4 How do animal communities work together

to survive?

The Big Circle Sequence Inferring

o_e contractions

Poem

5 How are plant and animal communities important to

each other?

Life in the Forest Author’s Purpose Background Knowledge

u_e -ed

Description

6 How is an insect community like a community of people?

Honey Bees Compare and Contrast Questioning

long e, ee syllables VC/CV

Writing for Tests

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Unit Three: January 2 – February 22 Flexible Pacing: 36 instructional days

Big Question: What is changing in our world?

Unit Writing Projects: Photo Essay and Expository Article




Weekly Writing

1 How do places change? A Place to Play Sequence Summarize

Vowel sounds-y Syllable pattern CV

Realistic Story

2 What do we learn a we grow and change?

Ruby in Her Own Time

Compare and Contrast Inferring

Patterns -ng, -nk Compound words

Comments About a Story

3 What can we learn about animals as they grow and change?

The Class Pet Fact and Opinion Monitor and Clarify

Ending -es, Plural -es R-controlled vowels: -or, -

ore

Writing for Tests

4 What changes happen in a garden?

Frog and Toad Together

Author’s Purpose Visualize

Inflected endings R-controlled vowels: –ar

Lists

5 What changes can be seen in nature?

I’m a Caterpillar Fact and Opinion Text Structure

R-controlled vowels: er, ir, ur,

Contractions ‘s, ‘ve, ‘re

Captions and Pictures

6 What do animals do when the seasons change?

Where Are My Animal Friends?

Draw Conclusions Background Knowledge

Comparative endings -er, -est

-dge

Play Scene

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Piper Riddle


Unit Four: February 25 – April 19 Flexible Pacing: 28 instructional days

Big Question: What do we treasure?

Unit Writing Projects: Story Exchange and Realistic Story




Weekly Writing

1 How can we surprise be a treasure?

Mama’s Birthday Present

Draw Conclusions Monitor and Clarify

ai, ay Singular and Plural

Possessives

Friendly Letter

2 How can a story be a treasure? Cinderella Theme Visualize

ea Adding Endings

Invitation

3 What treasures can we find in our country?

A Trip to Washington D.C.

Facts and Details Important Details

oa, ow Three-Letter Consonant

Blends

Descriptive Poem

4 Why do we treasure special places?

A Southern Ranch

Facts and Details Questioning

ie, igh kn, wr

Writing for Tests

5 What treasures can we share at home?

Peter’s Chair Theme Story Structure

Compound words ue, ew, ui

Thank You Note

6 What treasures can we share with neighbors?

Henry and Mudge and Mrs.

Hopper’s House

Cause and Effect Predict and Set Purposes

-ly, ful oo in moon

Directions

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Unit Five: April 22 – June 6 Flexible Pacing: 33 instructional days

Big Question: What difference can a great idea make?

Unit Writing Projects: E-Newsletter and Short Report




Weekly Writing

1 When does a problem need a clever solution?

Tippy-Toe Chick, Go!

Character, Setting, Plot Monitor and Clarify

ow, ou ie

Animal Fantasy

2 How can we look at things in a different way?

Mole and the Baby Bird

Draw Conclusions Background Knowledge

ow, ou V/CV, VC/V

Letter to a Character

3 How do we solve mysteries? Dot & Jabber Compare/Contrast Monitor and Clarify

oo in foot Inflected endings

Questions

4 How can a great idea make our lives easier?

Simple Machines Main Idea and Details Summarize

oi, oy er, or

Advertisement

5 How can a great idea change the way we live?

Alexander Graham Bell: A Great Inventor

Sequence Text Structure

aw, au Syllable patterns

Writing for Tests

6 What can happen when someone has a new idea?

The Stone Garden

Theme Inferring

un-, re- long o, long i

Poem

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First GradeEnglish Language Arts

Assessment Continuum2012-13

Fall CBMs

LNF, LSF, PSF, NWF

Spring CBMsNWF, RCBM

Winter CBMsNWF, RCBM

CFA Unit 1

CFA Unit 5

= Weekly Test/Progress Monitoring (optional assessments)

* Please submit Unit SuccessNet scores to your school principal by this date.

CFA Unit 2

CFA Unit 3

CFA Unit 4

Oct 23 Dec 19 Feb 22 Apr 19 Jun 6

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Instructional Tune-Ups provide additional, explicit support to “rev up” the Reading Street instructional routine.

Instructional Tune-Ups

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Piper Riddle

Four Square Writing Overview

!"#$%&'#($)%*$+,+-.%/),0"1%2"$%3$(1)4%567!"#$%&!'()*+',('--().!/01!!!"#$%&'#($)%*$+,+-.%/),0"1%2"$%3$(1)4%869!"'()*+',('-2(+.!!

/34!5367740!89!:;167<!$=!/01!>?/0!:/9!@A;B1=!

You can easily write properly structured paragraphs with a topic sentence and conclusion using a simple “four square” graphic organizer. With further practice, you will learn to write well-developed compositions of five or more paragraphs, complete with introductory and concluding paragraphs.

Step 1: Write your topic sentence based on your writing prompt or topic.

Divide an entire piece of notebook paper into equal quarters, leaving a large rectangle in the center (as illustrated below.) Once you have formulated your position into a main idea (K-1), topic sentence (2-3) or thesis statement (4-6), write your Main Idea or Topic Sentence in Box 1.

The main idea (topic sentence) is placed in the center box of the four square (box 1). Boxes 2, 3, and 4 are used for supporting ideas. The lower right box (box 5) is used to build a summary or concluding sentence. This "wrap-up" sentence encompasses all the ideas developed in the four square, and is the basis of developing good introductory and concluding paragraphs in the essay.

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Step 2: Write three supporting ideas and a concluding sentence.

Once you've written your topic or prompt in Box 1, BRAINSTORM three supporting ideas (Write these in Boxes 2, 3 and 4.) Finally, write a concluding sentence in Box #5. Now the center box will contain a complete sentence (topic sentence based on your prompt), and boxes 2, 3, and 4 will contain supporting ideas (reasons, examples, or explanations) that prove or support box 1. These ideas must be all different from one another, real, and not simple opinions.

Step 3: Develop your ideas in sentences/paragraph(s) on a separate sheet of paper. (Your sentences/paragraph(s) ideas are now taken off the organizer and put into sentences/paragraph(s) form on a separate sheet of paper, which will give you plenty of room to add to your sentences/paragraph(s).) Begin writing sentences/paragraph(s) using what you wrote in the Four Square (one sentences/paragraph(s) for each box).

Four Square and MORE:

4 Square + 3D: Adding more Details- Now these "supporting ideas" (reasons, examples, or explanations) need further development by adding supporting details in boxes 2, 3, and 4. Adding detail and support can be difficult since you may not be accustomed to elaborating. You will be challenged to " strain your brains." At this time it is important to remember that there may not be a repetition anywhere on the four-square.

4 Square + 3D + C: Adding Connecting words to provide transition between thoughts- By now you are developing your thesis statement (box 1) into three reasons, examples or explanations and supporting elaboration (boxes 2, 3, and 4). Connecting (transition) words are now needed to provide for smooth transition and reading between what will become paragraphs.

4 Square + 3D + C + V: Incorporating Vivid language into writing- This step helps you develop personal writing style by using carefully chosen specific words to provide sensory details and imagery for the reader. Your goal is to show the reader, not to just tell the reader. You can list several words under each detail in the organizer and later decide which ones to use. Addition of vivid language furthers elaboration and enhances maturity of writing. Building these descriptions prepares the writer for longer and more complex compositions.

Now all that is left is to take your paragraphs and develop the 5-paragraph essay; even your introduction and conclusion ideas are taken from your original four square organizer.

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Four Square Writing Organizer Four Square Writing Method for Grades 1-3 (ISBN 1-57310-188-5) and

Four Square Writing Method for Grades 4-6 (1-57310-189-3) are written by Judith S. and Evan Jay Gould.

Main Idea (becomes introductory sentence/paragraph)

(Connecting word)

First reason, example, or explanation

- Supporting detail- Supporting detail- Supporting detail

(Connecting word)

Third reason, example, or explanation


(Connecting word)

Second reason, example, or explanation


(Connecting word)

Final Wrap-up (becomes concluding sentence/paragraph)

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INSTR

UC

TION

AL SO

RT

First Grade

Refer to

the A

IMSw

eb In

structio

nal R

ecom

men

datio

n R

eports to

review T

ests of Early Literacy (T

EL) for fall.

Select criterion

report b

ased o

n C

SD b

ench

marks. T

he rep

ort w

ill pro

vide in

form

ation

on

studen

t perfo

rman

ce for alp

hab

et know

ledge (letter n

amin

g, letter soun

d), p

hon

emic aw

areness (p

ho

nem

e segm

entatio

n flu

ency), alp

hab

etic prin

ciple (n

on

sense w

ord

fluen

cy), and

readin

g ability (R

-CB

M). T

he R

-C

BM

measu

re will give an

indicatio

n o

f how

well a stu

den

t reads an

on

end o

f year grade level p

assage. Th

e R

-CB

M C

lass Distrib

utio

n R

eport w

ill pro

vide th

e rate and

accuracy o

f studen

ts’ oral read

ing an

d id

entify

wh

ether o

r not th

e ben

chm

ark has b

een m

et. Usin

g the criteria o

utlin

ed in

the tab

le belo

w, b

egin to

group

studen

ts accord

ingly. A

n ad

ditio

nal, b

lank so

rt is pro

vided

at the b

ack of th

is section

to reco

rd gro

up

s. Group 1:

FALL:

Adeq

uate P

hon

emic Segm

entatio

n Flu

ency

Adeq

uate N

on

sense W

ord

Fluen

cy W

INTER

/SPR

ING

: A

ccurate &

Fluen

t Read

er M

et ben

chm

ark on

R-C

BM

with

at least 95%

accuracy

Group 2:

FALL:

Low

Ph

on

emic Segm

entatio

n Flu

ency

Adeq

uate N

on

sense W

ord

Fluen

cy W

INTER

/SPR

ING

: A

ccurate &

Slow

Read

er B

elow

ben

chm

ark on

R-C

BM

with

at least 95%

accu

racy

Group 3:

FALL:

Low

Ph

on

emic Segm

entatio

n Flu

ency

Low

Non

sense W

ord

Fluen

cy W

INTER

/SPR

ING

: In

accurate &

Slow

Read

er B

elow

ben

chm

ark on

R-C

BM

with

less than

95%

accu

racy

Group 4:

FALL:

Adeq

uate P

hon

emic Segm

entatio

n Flu

ency

Low

Non

sense W

ord

Fluen

cy W

INTER

/SPR

ING

: In

accurate &

Fluen

t Read

er M

et ben

chm

ark on

R-C

BM

with

less than

95%

accu

racy

Piper Riddle

29

FALL First G

rade

Focu

s of In

structio

n &

Materials

Gro

up

1:

Adequate Phonem

ic Segmentation Fluency

Adequate N

onsense Word Fluency

Focu

s of In

structio

n:

• B

lending fluency at the word level

• A

ccuracy and fluency in connected text In

structio

nal M

aterials:

• PA

LS •

Reading Street decodable texts

• R

eading Street Leveled Readers

• Literary and Inform

ational Text •

Reading Street Sm

all Group: A

dvanced Level lessons (A

L)

• W

riting Notebooks

Gro

up

2:

Low Phonem


Adequate N


Focu

s of In

structio

n:

• B

uilding automaticity w

ith phoneme segm

enting and blending

• D

ecoding •

Sound by sound blending towards recoding and

unitization

Instru

ction

al Materials:

• PA

LS •


• Elkonin boxes w

ith discs or pushing up sounds w

ith fingers •

Elkonin boxes with letter tiles

• Phonem

e segmentation activities

• M

y Sidewalks m

aterials •

Reading Street Sm

all Group: O

n-Level lessons (O

L) •

Reading Street R

eady, Set, Read U

nit materials

(Unit R

) G

rou

p 3

: Low

Phonemic Segm

entation Fluency Low

Nonsense W

ord Fluency Fo

cus o

f Instru

ction

:

• Identifying initial, final, and vow

el phonemes

• Phonem

e segmentation

• Phonem

e blending •

Decoding and encoding regular 1-syllable w

ords (V

C &

CV

C w

ith short vowels)

• C

onsonant Diagraphs

• D

ecoding and encoding consonant blends (CV

CC

&

CC

VC

) In

structio

nal M

aterials:

• PA

LS •


• Elkonin boxes w

ith discs or pushing up sounds with

fingers •

Elkonin boxes with letter tiles

• Phonem

e segmentation activities

• M

y Sidewalks m

aterials •

Reading Street Sm

all Group: Strategic Intervention

lessons (SI) •

Reading Street R

eady, Set, Read U

nit materials

(Unit R

)

Gro

up

4:

Adequate Phonem


Low N


Focu

s of In

structio

n:

• D

ecoding regular 1-syllable words (V

C &

CV

C

with short vow

els) •

Consonant D

iagraphs •

Decoding and encoding consonant blends (C

VC

C

& C

CV

C)

Instru

ction

al Materials:

• PA

LS •


• Elkonin boxes w

ith letter tiles •

My Sidew

alks materials

• R

eading Street Small G

roup: Strategic Intervention lessons (SI)

• R

eading Street Ready, Set, R

ead Unit m

aterials (U

nit R)

Piper Riddle

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28

Piper Riddle

30

W

INT

ER/SP

RIN

G First G

rade

Focu

s of In

structio

n &

Materials

G

roup 1: A

ccurate & Fluent R

eader (R-C

BM

) Fo

cus o

f Instru

ction:

• M

aintaining accuracy and fluency with

connected text •

Com

prehension •

Writing

In

structio

nal M

aterials: •

PALS

• R

eading Street Decodable R

eaders •

Reading Street Leveled R

eaders •

Literary and Informational Text

• R


roup: Advanced Level

lessons (AL)

Gro

up 2: A

ccurate & Slow

Reader (R

-CB

M)

Focu

s of In

structio

n:

• Fluency

• A

utomaticity w

ith high frequency words

• R

ecoding and unitization

Instru

ctional M

aterials: •

PALS

• R


eaders •


eaders •

Literary and Informational Text

• R

eading Street fluency passages •

Reading Street Sm

all Group: O

n-Level lessons (OL)

Gro

up 3: Inaccurate &

Slow R

eader (R-C

BM

) Fo

cus o

f Instru

ction:

• M

issing phonemic aw

areness skills •

Missing decoding skills

• M

issing high frequency words

• A

pplying skills to connected text at instructional level

• B

uilding fluency at independent level •

Substantial practice applying phonics to new

text and writing

Instru

ctional M

aterials: •

PALS

• R


eaders •

Elkonin boxes with discs or pushing up sounds

with fingers

• Elkonin boxes w

ith letter tiles •

Phoneme segm

entation activities •

My Sidew

alks materials

• R


roup: Strategic Intervention lessons (SI)

• R

eading Street Ready, Set, R

ead Unit m

aterials (U

nit R)

Gro

up 4: Inaccurate &

Fluent Reader (R

-CB

M)

Fo

cus o

f Instru

ction:

• Explicit m

odeling of accurate reading •

Self-monitoring—

table tap when student

makes and error. This w

ill help the student slow

down and read m

ore accurately. •

Challenge student to read a portion of the text

with 2 or less errors


Instru

ctional M

aterials: •

PALS

• R


eaders •


eaders •

Reading Street Sm

all Group: Strategic Intervention

lessons (SI)

Piper Riddle

31

M

y Class In

structio

nal So

rt First G

rade

G

rou

p 1

: FA

LL: A

deq

uate P

ho

nem

ic Segmen

tation

Fluen

cy A

deq

uate N

on

sense W

ord

Fluen

cy W

INT

ER/SP

RIN

G:

Accu

rate & Flu

ent R

eader

Met b

ench

mark o

n R

-CB

M w

ith at least 9

5%

accuracy.

Gro

up

2:

FALL:

Low

Ph

on

emic Segm

entatio

n Flu

ency

Ad

equ

ate No

nsen

se Wo

rd Flu

ency

WIN

TER

/SPR

ING

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Piper Riddle

First Grade Science & Social Studies Text Supports

Science Standards

Reading Street Student Texts (U = Unit; W = Week; D = Day)

Reading Street Leveled Readers L= Lexile

Book Title: (L #) G= Grade

Reading Street Science & Social Studies

Leveled Readers L= Lexile

Book Title: (L #)

REACH National

Geographic Readers

Standard 1 The Processes of Science, Communication of Science, and the Nature of Science. Students will be able to apply scientific processes, communicate scientific ideas effectively, and understand the nature of science.

U5 W3 Sing with Me: Every Little Riddle

A Different Way to See (G1)

Standard 2 Earth and Space Science. Students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather.

U3 W1 D2 Big Book: What Makes the Seasons I Can Read, Main Selection, Pg. 127 U5 W3 D2 Water-Main Selection U5 W 6 D2 The Stone Garden (Main Selection p.210-231/TE 210b)

A Garden for All (L420) Let’s Plant a Garden (L90) Cody’s Adventure (L580) Space Star (L260) The Moon Festival (L350) The Moon Lady and Her Festival (L480) To The Moon (Grade 1) All Kinds of Weather (L130) Changes in Nature (Grade 4)

Day and Night Sky (L20) The Sky (L120) The Sun (L480) Crystals & Gems (L590) Earth’s Weather and Seasons (L190) The Four Seasons (L300) Weather and Seasons (L160) Rocks and Soil (L590) The Rocks and Soil Beneath Us (L740)

Unit 6 Part 1 & 2 Up in the

Air

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Science Standards






Book Title: (L #)

REACH National

Geographic Readers

(Continued) Standard 2 Earth and Space Science. Students will gain an understanding of Earth and Space Science through the study of earth materials, celestial movement, and weather.

Glooskap and the First Summer: An Algonquin Tale (L360) Sensational Seasons (L640) Spring Rose, Winter Bear (L170) Grandpa’s Rock Kit (L390) I Collect Rocks (L290) On the Rocks (G1) Weather or Not (L540) In the Winter (L90) My Street (G1) All About the Weather (L340) Ready for Winter? (G1) Leaves (G4) Seasons Change (G1) The Seasons Change (L 220) Seasons Come and Go (L 170)

How is the Weather? (G2) What we Need (L400) Water (L440) Earth’s Land, Air and Water (G2) Land, Water, and Air (G1) Our Land, Air, and Water (L100) Weather and Seasons (L160)

Standard 3 Physical Science. Students will gain an understanding of Physical Science through the study of the forces of motion and the properties of

U5 W4 D1 Sing with Me: A Box of Gadgets U5 W4 D1 Decodable Text: Roy and Joyce Join In U5 W4 D2

Simple Machines (L190) The Inclined Plane (L380) Simple Machines at Work (G1) (L470) Simple Machines in Compound

Forces and Motion (G2)

How Things Work (GK)

Machines at Work (G1)

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materials.

Big Book: Orville and Wilber Wright U5 W4 D2 Main Selection: Simple Machines U5 W4 D5 Anthology: Mike Mulligan and His Steam Shovel

Machines (L 640) The Wonder of Wheels (G1) Ana and Her Bike (G1)

Science Standards






Book Title: (L #)

REACH National

Geographic Readers

Standard 4 Life Science. Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things.

U2 W4 D5 Advanced Selection: A Sweet Home U2 W5 D1 Read Aloud: The Life of an Oak Tree U2 W5 D2 Main Selection: Life in the Forest U2 W6 D2 Main Selection: Honey Bees

The Dog (L120) Carlos Picks A Pet (L300) Do Not Go Near (G1) Baby Animals in the Rain Forest (L390) We See Animals (L100) Which Fox? (G1) Who Lives Here (G1) At your Vet (L80) What Animals Can You See? (L90) Carry and the Wildlife Shelter (L360) Wild Animals (L70) Which Animals Will We See?(G1) Gardens Change (L100) In My Room (L110)

Plant and Animal Parts (L260) All Animals have Life Cycles (L480) How things Move (L300) Life Cycles (L160) How Living Things Grow and Change (L320) Egg to Owl (L530) Animal Groups (L510) Animal Eggs (L680) A Fantastic Field Trip (L700) Around the World (L 510)

Unit 4, Part 1

Changing & Growing

Unit 2, Part 1

Shoot for the Sun

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Science Standards





Leveled Readers

REACH National

Geographic Readers

(Continued) Standard 4 Life Science. Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things.

U3 W3 D2 Main Selection: The Class Pet U3 W4 D2 2b&c. 2b&c. 2b&c. Frog and Toad Together The Garden Main selection U3 W5 D2 I’m a Caterpillar (Main Selection) U3 W6 D2 2a. Where Are My Animal Friends? (SE) U4 W4 D2 Main Selection: A Southern Ranch

Gus the Pup (L210) Animals Change (L150) Big Wishes and Her Baby (G1) Britton Finds a Kitten (L500) Kittens Grow Up (G1) A Mighty Oak Tree (G1) Who Likes the Oak Tree? (L120) The Sunflower Questions (G1) A Dolphin’s Day (G1) Around the Forest (L220) People Help the Forest (G1) All About Food Chains (G1) In the Forest (L120) In the Lake (G1) My Apple Tree (G1) Animals Change and Grow (L120) Caterpillars Change (L90) Grow Tomatoes (G1) Changes in the Garden (L90) As White as Snow (G1) Ready for Winter? (G1) In the Winter (L90) Seasons Come and Go (L170) Monarchs Migrate South (L540) Let’s Visit a Butterfly Greenhouse (G1) Learn about Butterflies (L510) A Winter Bed (GK) A Garden for Everyone (G3) Silver and Stripes (G2) Mom Was a Baby Once (G1) The Baby Robins (G1) Animal Babies (G1)

Many Plants, Many Places (L740)

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Social Studies Standards






REACH National

Geographic Readers

(Continued) Standard 1 Culture: Students will recognize and describe how schools and neighborhoods are both similar and different.

U2 W3 D1 Read Aloud: Too Much Trash U2 W6 D2 Main Selection: Honey Bees U3 V1 W1 D2 Main Selection: A Place to Play U4 W1 D2 Main Selection: Mama’s Birthday Present U4 W3 D4 SE: My Fourth of July U5 W2 D5 Advanced Selection: Aunt Kate’s Farmhouse U5 W3 D5 Advanced Selection: A Good Idea for Streets U5 W4 D2 SE: I Can Read!

That Cat Needs Help! (L 470) Loni’s Town (L470) Cary and the Wildlife Shelter (L360) At School (G1) My School (L90) Around My Neighborhood (L100) My Neighborhood (L180) Animal Helpers (L810) Community Helpers (L600) Special Animal Helpers (L690) The Dog (L120) Alike, Different and Together (L510) At the Ballpark (L160) Birthdays Around the World (L580) Election Day (L210) Family Traditions & Celebrations (L770) Living in Seoul (L480) The Moon Festival (L350) Neighborhoods (BR)

My Neighborhood (L 120)

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REACH National

Geographic Readers

(Continued) Standard 1 Culture: Students will recognize and describe how schools and neighborhoods are both similar and different.

The New Park (L260) Pet Helpers (G1) The Sick Pets (L 120) Helping Pets (G1) (L80) We Can Help! (G1) Where They Live (L 200) Neighborhood Animals (L 120) Who Lives Here? (G1) At Your Vet (L80) Here in my Neighborhood (L180) In My Neighborhood (L190) Look at My Neighborhood (BR) Mom the Mayor (L410) Animals Work Together (L110) Let’s Build a Park! (BR) A New Library (L380) My Street (G1) A Party for Pedro (L260) Special Days, Special Food (L630) Cascarones Are Fun (ALR) What a Detective Does (L220)

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REACH National

Geographic Readers

Standard 2 Citizenship: Students will recognize their roles and responsibilities in the school and in the neighborhood.

U1 W1 D1 Sing With Me Big Book U2 W2 D1 Read Aloud: Jimmy’s Lesson U2 W2 D2 Main Selection: The Farmer in the Hat U2 W2 D4 SE: Helping Hands in 4H U2 W4 D2 SE: The Big Circle U3 W1 D2 Main Selection: A Place to Play U3 W2 D2 Main Selection Ruby in Her Own Time U4 W2 D2 Main Selection: Cinderella U4 W3 D1 If You Were a Tourist Sing With Me Big Book

A Garden for All (L420) Rules at School (L330) School Rules (L330) On Our Street (G1) My Friends (L110) At School (G1) My School (L90) At Home (G1) Racing to Clean (G1) Hank’s Song (L270) I Can Read (L190) Ana and Her Bike (G1) Cinderella Goes to the Ball (G1) Squirrel And Bear (L400) Grasshopper and Ant (L 630) The Farmer’s Hat (G1) Ways We Learn (L180) Fly Away Owl! (L180) Begin to Dance (G1) Special Stories (L220) The Art Show (L230)

I Follow the Rules (G2) People Help the Forest (G1) Why We Have Rules (L200) How Do Rules Get Made (G1) Making Rules (L190) Rules (GK) A Garden For All (L420) We Are a Family (L180) My Family (G1) It Is Time to Get In Line (G1) Bees and Beekeepers (L570) Fun in the Sun (L130) Wild Animals (L70) Ways to Be a Good Citizen (L620) Three Kind Birds (G1) Symbols (L270)

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REACH National

Geographic Readers

(Continued) Standard 2 Citizenship: Students will recognize their roles and responsibilities in the school and in the neighborhood.

U4 W4 D2&3 SE: A Southern Ranch U4 W5 D2 Main Selection: Peter’s Chair U4 W5 D2 Big Book: Wilfred Gordon McDonald Partridge U4 W6 D1 Read Aloud: The Cat Chase U5 W1 D4 SE: The Little Red Hen U5 W1 D5 Advanced Selection: Brown Cow Town U5 W1 D2 Main Selection: Tippy Toe Chick U5 W2 D1 Read Aloud: Robby Rabbit

How Beth Feels (L230) How I Feel (L180) Nobunny’s Perfect (G1) Taking Care of the Earth (L730) Bess Makes a Mess (G1) Carlos Picks a Pet (L300) Helping Our World (L300) Double Trouble Twins (L450) Hubert and Frankie (L290) I Follow the Rules (L140) Jun and Pepper Grow Up (L410) Lunchtime (G2) Marty’s Summer Job (L510) My Little Brother (G1) Neighbors help Neighbors (L90) Our Dog Buster (L280) Puppy Show (G2) Rose Flies Home (G2) Time For Bed (G1) Three Little Kittens Learn a Lesson (G2)

Special Buildings (L560) The Fourth of July (L390) Independence Day (L490) America’s Birthday (L430) Home of the Brave (L650) Living in a Democracy (L650)

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REACH National

Geographic Readers

(Continued) Standard 2 Citizenship: Students will recognize their roles and responsibilities in the school and in the neighborhood.

U5 W2 D2 Big Book: Digby Takes Charge U5 W2 D2 SE: I Can Read! U5 W2 D2 Main Selection: Mole and the Baby Bird U5 W5 D1 Sing with Me Big Book: Everyday Technology U5 W5 D2 Big Book: Orville and Wilbur Wright U5 W6 D1 Sing with Me Book: An Original Recipe

Who Helps on Your Street (L210) The Class Play (G1) At School (G1) A Class (30) Rules at School (330) Our Pet Snake (ALR) The Rook’s Farm (G1)

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REACH National

Geographic Readers

Standard 3 Geography: Students will use geographic tools to demonstrate how symbols and models are used to represent features of the school, the neighborhood, and the real world.

U2 W3 D4 Research and Inquiry: Research Skill, Maps p. 95g (TE) Student edition: Neighborhood Map U4 W3 D2 Main Selection: A Trip to Washington D.C. U5 W6 D4 Student Edition: A Map and a Dream

The Stars and Stripes (G2) Happy Birthday America

Look, a Flag (GK)

Unit 8, Part 1 and 2

Get Out the Map

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REACH National

Geographic Readers

Standard 4 Financial Literacy:

Students will describe the economic choices people make to meet their basic economic needs.

U5 W3 D5 TE 129f: A Good Idea U4 W4 D2 Main Selection: A Southern Ranch U5 W5 D1 Read Aloud: Earle Dickson and His Wonderful Invention U5 W5 D2 Big Book: Orville and Wilbur Wright U5 W5 D2 Main Selection: Alexander Graham Bell: A Great Inventor U5 W5 D4 Anthology/ Read a Loud: Boy Invents Toys U5 W5 D5 TE 201f: Dawn’s Gift

Puppy Raiser (L420) We Can Help! (G1) Lights Out! (G1) At the Market (G1)

A New Home (L630)

Unit 3, Parts 1 & 2

To Your Front Door

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REACH National

Geographic Readers

(Continued) Standard 4 Financial Literacy:

Students will describe the economic choices people make to meet their basic economic needs.

U5 W5 D5 Advanced Selection read

aloud: Applause for

Bendable Straws

U5 W6 D2 Main Selection: The Stone

Garden

U5 W6 D2 Transparency 30:Momoko’s

Secret

U5 W6 D5 Anthology/Read aloud:

Stone Soda Bread

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kinatua

K-2

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K-2

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kinatua

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kinatua

K-2

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K-2 standards

kinatua

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