good habits, great readers ©...
TRANSCRIPT
GOOD HABITS, GREAT READERS © 2006
correlated to
HAWAII LANGUAGE ARTS STANDARDS
Grade 1
Hawaii’s First Grade English Language Arts Correlation of
Pearson Learning’s Good Habits, Great Readers
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First Grade Standards Good Habits Great Readers Program Evidence
STRAND: READING
Standard 1: Reading CONVENTIONS AND SKILLS: Use knowledge of the conventions of language and texts to construct meaning for a range of literary and informational texts for a variety of purposes.
Program Overview: • What the Research Says: pages 2-3 • The Five Domains of Reading: pages 6-
9 • The 7 Habits of Great Readers: pages
10-11 • Skills Covered in Celebration Press
Reading: pages 16-20 • Literacy Centers: pages 26-27
Assessment Handbook: • Setting Benchmark Expectations: pages
16-19 • Ongoing Assessment Tools: page 28-29
Assessment Card: • When Are My Readers Ready to Move Up
to the Next Guided Reading Group? Topic: Concepts of
Benchmark LA.1.1.1 Recognize the differences between letters, words, and sentences.
Shared Reading Teacher’s Guide: • Crabby Cat’s Shopping: Center
Activities: Word Study: page 29 • Shadows: Center Activities: Word
Study: page 83 • Eat Your Vegetables!: Center
Activities: Word Study: page 95 Guided Reading Teacher Plans:
• Guide to Growing: Guiding the Reading: After Reading: Phonics Mini-lesson: Plurals –s, -es
• A Tall, Tall Giant: Guiding the Reading: Options for Further Instruction: Writing: Write a Description
• Trouble: Guiding the Reading: Options for Further Instruction: Digging Deeper: Word Study: Compound Words
Hawaii’s First Grade English Language Arts Correlation of
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Topic: Concepts of Print
Benchmark LA.1.1.2 Recognize that specific sequences of letters represent spoken words.
Shared Reading Teacher’s Guide: • Gobble! Gobble! Munch!: Center
Activities: Word Study: page 53 • Life Cycles: Center Activities: Word
Study: page 65 • The Little Red Hen: Center
Activities: Word Study: page 191 Guided Reading Teacher Plans:
• Giraffes Grow Up: Guiding the Reading: After Reading: Phonics Mini-lesson: Phonemic Awareness: Generate Rhyming Words
• I Can Use the Computer: Guiding the Reading: After Reading: Phonics Mini-lesson: Phonics: Word Families –ad, -an
Topic: Concepts of
Benchmark LA.1.1.3 Recognize that capitalization and punctuation are used to distinguish sentences in print materials.
Shared Reading Teacher’s Guide: • The Purple People Eater: Day 4 –
Mini-lesson: Fluency: Using Punctuation: page 60
• Crabby Cat at School: Day 4 – Mini-lesson: Fluency: Punctuation: page 114
• Where Does the Rabbit Hop?: Day 4 – Mini-lesson: Fluency: Using Punctuation: page 156.
Guided Reading Teacher Plans: • A Healthful Meal: Guiding the
Reading: Options for Further Instruction: Writing: Write an Explanation
• I Can Do It, I Really Can: Guiding the Reading: Options for Further Instruction: Writing: Write a Description
• My Pet Zoo: Guiding the Reading: Options for Further Instruction: Writing: Write an Alternative Ending
Hawaii’s First Grade English Language Arts Correlation of
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Topic: Phonemic Awareness
Benchmark LA1.1.4 Segment and blend onset-rimes.
Shared Reading Teacher’s Guide: • Life Cycles: Day 2 – Mini-lesson:
Phonemic Awareness: Onset and Rime Blending: page 68
• Eat Your Vegetables: Day 2 – Mini-lesson: Phonemic Awareness: Onset and Rime: page 98
• Jamberry: Day 2 – Mini-lesson: Phonemic Awareness: Generate Rhyme: page 164
Guided Reading Teacher Plans: • The Market: Guiding the Reading:
After Reading: Phonics Mini-lesson: Phonemic Awareness: Onset and Rime Blending
• Wind and Rain: Guiding the Reading: After Reading: Phonics Mini-lesson: Phonemic Awareness: Onset and Rime
• My Gymnastics Class: Guiding the Reading: After Reading: Phonics Mini-lesson: Phonemic Awareness: Onset and Rime
Topic: Phonemic Awareness
Benchmark LA.1.1.5 Segment and blend individual phonemes. Benchmark LA.1.1.5 Segment and blend individual phonemes.
Shared Reading Teacher’s Guide: • The Little Red Hen: Day 2 – Mini-
Lesson: Phonemic Awareness: Phoneme Blending: page 194
• Way Out West Lives A Coyote Named Frank: Day 2 – Mini-lesson: Phonemic Awareness: Phoneme Blending: page 326
• Charlie Parker played be bop: Day 2 – Mini-lesson: Phonemic Awareness: Phoneme Blending: page 380
Guided Reading Teacher Plans:
• I Like Sign Language: Guiding the Reading: After Reading: Phonics Mini-Lesson: Phonemic Awareness: Phoneme Blending
• Start the Music!: Guiding the Reading: After Reading: Phonics Mini-
Hawaii’s First Grade English Language Arts Correlation of
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Lesson: Phonemic Awareness: Phoneme Blending
• Desert Dance: Guiding the Reading: After Reading: Phonics Mini-Lesson: Phonemic Awareness: Phoneme Segmentation
Topic: Phonemic Awareness
Benchmark LA.1.1.6 Orally substitute and manipulate phonemes.
Shared Reading Teacher’s Guide: • Dreams: Day 2 – Mini-lesson:
Phonemic Awareness: Phoneme Substitution: page 176
• Whistle for Willie: Day 2 – Mini-lesson: Phonemic Awareness: Phoneme Substitution: page 206
• The Dark House: Day 2 – Mini-lesson: Phonemic Awareness: Phoneme Manipulation: page 218
Guided Reading Teacher Plans: • Get Stronger!: Guiding the Reading:
After Reading: Phonics Mini-lesson: Phonemic Awareness: Phoneme Manipulation
• Good Soil: Guiding the Reading: After Reading: Phonics Mini-lesson: Phonemic Awareness: Phoneme Manipulation
• My Pet Zoo: Guiding the Reading: After Reading: Phonics Mini-lesson: Phonemic Awareness: Phoneme Substitution
Topic: Alphabetic Understanding
Benchmark La.1.1.7 Decode words with consonant blends and words with letter combinations.
Shared Reading Teacher’s Guide: • Where Does the Rabbit Hop?: Day 2 –
Mini-lesson: Phonics: l-blends: page 152
• Dreams: Day 2 – Mini-lesson: Phonics: r-blends: page 176
• The Little Red Hen: Day 2 – Mini-lesson: Phonics: s-blends: page 194
Guided Reading Teacher Plans: • Animal, Vegetable, or Mineral?:
Guiding the Reading: After Reading: Phonics Mini-lesson: Phonics: r-Blends br, gr
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• The Banana Monster: Guiding the Reading: After Reading: Phonics Mini-lesson: Phonics: l-blends bl, sl
• Down By the Swamp: Guiding the Reading: After Reading: Phonics Mini-lesson: Phonics: s-Blends sp, sw
Topic: Alphabetic Understanding
Benchmark LA.1.1.8 Use common word parts to decode new words.
Shared Reading Teacher’s Guide: • Eat Your Vegetables!: Day 2 –
Phonemic Awareness: Mini-lesson: Onset and Rime: page 94
• Crabby Cat at School: Day 2 – Mini-lesson: Phonemic Awareness: Phoneme Blending: page 110
• Dreams: Day 2 – Mini-lesson: Phonemic Awareness: Phoneme Substitution: page 176
Guided Reading Teacher Plans: • Hats: Focus for Instruction: DRA2 • The Market: Focus for Instruction:
DRA2 • Wind and Rain: Focus for Instruction:
DRA2 Topic: Alphabetic Understanding
Benchmark LA.1.1.9 Use meaning-based word recognition strategies to read words.
Shared Reading Teacher’s Guide: • Crabby Cat’s Shopping: Day 3 – Mini-
lesson: Vocabulary: Opposites: page 34
• Dee and Me: Day 3 – Mini-lesson: Vocabulary: House Words: page 46
• Life Cycles: Day 3 – Mini-lesson: Vocabulary: Family Words: page 70
Guided Reading Teacher Plans: • Down By the Swamp: Guiding the
Reading: During Reading • Freddy the Frog: Guiding the Reading:
During Reading • Games Around the World: Guiding the
Reading: During Reading
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Benchmark LA.1.1.10 Produce common letter combinations.
Shared Reading Teacher’s Guide: • Crabby Cat’s Shopping: Center
Activities: Word Study: page 29 • Shadows: Center Activities: Word
Study: page 83 • Eat Your Vegetables: Center
Activities: Word Study: page 95 Guided Reading Teacher Plans:
• Beatrix Potter: Options for Further Instruction: Digging Deeper: Word Study: Base Words
• The Reading Lesson: Options for Further Instruction: Writing: Write a Narrative
• Some Things Push and Some Things Pull: Options for Further Instruction: Digging Deeper: Nonfiction Feature: Picture Glossary
Topic: Vocabulary and Concept Development Benchmark LA.1.1.11 Recognize grade-appropriate categories of words. .
Shared Reading Teacher’s Guide: • Today Is Monday: Day 4 – Mini-lesson:
Vocabulary: Children’s Names: page 48 • What Is Green?: Mini-lesson: Vocabulary:
Categorizing: page 114 • Strega Nona Her Story: Day 4 – Mini-
lesson: Vocabulary: Describing Words: page 198
Guided Reading Teacher Plans: • Giraffe Grows Up: Guiding the Reading:
Before Reading: Focus Attention: Vocabulary
• Fireflies: Guiding the Reading: Options for Further Instruction: Digging Deeper: Word Study: Compound Words
• Look Up: Guiding the Reading: Options for Further Instruction: Digging Deeper: Phonemic Awareness: Rhyming Words
Topic: Vocabulary and Concept Development Benchmark LA.1.1.12 Use new grade-appropriate vocabulary introduced in stories and informational texts.
Shared Reading Teacher’s Guide: • Crabby Cat Goes Shopping: Center
Activities: Writing Center: page 29 • A House is a House for Me: Center
Activities: Writing Center: page 53 • Shadows: Center Activities: Writing
Center: page 83
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Guided Reading Teacher Plans: • A Dog Named Honey: Options for Further
Instruction: Writing: Write a Description
• My Favorite School Helper: Options for Further Instruction: Writing: Write a Description
• Barry and Bennie: Options for Further Instruction: Writing: Write a Fact Card
Topic: Vocabulary and Concept Development Benchmark LA.1.1.13 Use previous experiences to understand words in texts.
Shared Reading Teacher’s Guide: • Crabby Cat at School: Focus Lesson:
Using What You Know About Words: page 108
• Where Does the Rabbit Hop?: Focus Lesson: Thinking About What You Know During Reading: page 152
• Jamberry: Day 4 – Focus Lesson: Using What You Know to Figure Out Unfamiliar Words: page 168
Guided Reading Teacher Plans: • What Does Light Do?: Guiding the
Reading: Before Reading: Make Connections: After Reading: Make Connections
• Mr. Sun and Mr. Sea: Guiding the Reading: Before Reading: Make Connections: After Reading: Make Connection
• Shapes, Shapes, All Over the Place: Guiding the Reading: Before Reading: Make Connections: After Reading
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Topic: Fluency
Benchmark La.1.1.14 Read aloud with reasonable accuracy and at an appropriate rate while adhering to end punctuation.
Shared Reading Teacher’s Guide: • Crabby Cat’s Shopping: Day 4 – Mini-
lesson: Fluency: Choral Reading: page 36
• Crabby Cat at School: Day 4 – Mini-lesson: Fluency: Punctuation
• Once Upon a Time: Day 4 – Mini-lesson: Fluency: Repetition: page 126
Guided Reading Teacher Plans:
• Big Pig, Little Pig: Options for Further Instruction: Digging Deeper: Fluency: Partner/Paired Reading
• Keeping Fit: Options for Further Instruction: Digging Deeper: Fluency: Choral Reading
• The Crow and the Pitcher: Digging Deeper: Fluency: Partner/Paired Reading
Topic: Locating Sources/Gathering Information Benchmark LA.1.1.15 Recognize the specific information offered by different parts of a book.
Shared Reading Teacher’s Guide: • Shadows: Day 1 – Focus Lesson: Using
the Title and Cover to Make Predictions: page 84
• Nana Upstairs & Nana Downstairs: Day 1 – Focus Lesson: Using the Front and Back Covers to Preview and Predict: page 228
• Eva the Beekeeper: Day 4 – Focus Lesson: Using Boldface Words and a Glossary: page 276
Guided Reading Teacher Plans: • Let’s Make Music!: Guiding the
Reading: After Reading: Discuss the Text: Use Contents
• Welcome to the Island!: Guiding the Reading: Before Reading: Use Nonfiction Features
• This is the Way We Make Our Cookies: Guiding the Reading: After Reading: Discuss the Text: Use Table of Contents
Hawaii’s First Grade English Language Arts Correlation of
Pearson Learning’s Good Habits, Great Readers
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First Grade Standards Good Habits Great Readers Program Evidence
STRAND: READING
Standard 2: Reading READING COMPREHENSION: Use reading strategies to construct meaning from a variety of texts.
Program Overview: • What the Research Says: pages 2-3 • The Five Domains of Reading: pages 6-
9 • The 7 Habits of Great Readers: pages
10-11 • Skills Covered in Celebration Press
Reading: pages 16-20 • Literacy Centers: pages 26-27
Assessment Handbook: • Setting Benchmark Expectations: pages
16-19 • Ongoing Assessment Tools: page 28-29
Assessment Card: • When Are My Readers Ready to Move Up
to the Next Guided Reading Group? Comprehension
Topic: Understanding Text Structures
Benchmark LA.1.2.1 Explain how a title page, illustrations, and key words can convey information.
Shared Reading Teacher’s Guide: • Nana Upstairs and Nana Downstairs:
Day 2 – Focus Lesson: Using Illustrations to Understand the Story: page 230
• Eva the Beekeeper: Day 2 – Focus Lesson: Identifying and Using Headings: page 274
• Eat Your Vegetables!: Day 1 – Focus Lesson: Identifying and Using Italicized Words: page 282
Guided Reading Teacher Plans: • Giraffe Grows Up: Guiding the
Reading: After Reading: Discuss the Text: Use Photographs
• Hats: Guiding the Reading: After Reading: Discus the Text: Use Illustrations
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• A Healthful Meal: Guiding the Reading: After Reading: Discuss the Text: Use Illustrations: Make Judgments
Topic: Constructing Meaning
Benchmark LA.1.2.2 Make and confirm predictions about what will happen next or what will be learned from a text by previewing key words and illustrations. Benchmark LA.1.2.2 (continued) Make and confirm predictions about what will happen next or what will be learned from a text by previewing key words and illustrations.
Shared Reading Teacher’s Guide: • Shadows: Day 1 – Focus Lesson: Using
the Title and Cover to Make Predictions: page 84
• Jamberry: Day 1 – Focus Lesson: Using Pictures to Predict Story Words: page 162
• Road Builders: Day 1 – Mini-lesson: Introduce the Book: Preview and Predict
Guided Reading Teacher Plans:
• Mrs. Sato’s Hens: Guiding the Reading: Before Reading: Make Predictions
• Who Laid These Eggs?: Guiding the Reading: Before Reading: Make Predictions
• Five Senses: Guiding the Reading: Before Reading: Make Predictions: After Reading: Make Predictions
Topic: Constructing Meaning
Benchmark LA.1.2.3 Use previous experiences to understand topics and concepts in texts.
Shared Reading Teacher’s Guide: • Where Does the Rabbit Hop?: Day 2 –
Focus Lesson: Thinking About What You Know During Reading: page 152
• Life Cycles: Day 2 – Focus Lesson: Making Text-to-Self Connections As You Read: page 260
• Eva the Beekeeper: Day 5 – Mini-lesson: Guided Retelling: Applying Prior Knowledge to Nonfiction Topics: Page 278
Hawaii’s First Grade English Language Arts Correlation of
Pearson Learning’s Good Habits, Great Readers
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Guided Reading Teacher Plans: • I Can Use the Computer: Guiding the
Reading: Before Reading: Make Connections
• Look Up: Guiding the Reading: Before Reading: Activate and Use Prior Knowledge: After Reading: Make Connections
• Mr. Sun and Mr. Sea: Guiding the Reading: Before Reading: Make Connections: After Reading: Make Connections
Topic: Constructing Meaning
Benchmark LA.1.2.4 Restate important information or ideas from a variety of texts.
Shared Reading Teacher’s Guide: • Once Upon A Time: Day 3 – Focus
Lesson: Thinking About Story Events As You Read: page 124
• Eat Your Vegetables! Day 5 – Focus Lesson: Asking “I Wonder” Questions: Talk Together: page 104
• Road Builders: Day 5 – Mini-Lesson: Independent Retelling: Details and Prior Knowledge: page 374
Guided Reading Teacher Plans: • The Wiggly, Jiggly, Joggly Tooth:
Guiding the Reading: Options for Further Instruction: Writing: Write An Alternative Ending
• A Dog Named Honey: Guiding the Reading: Options for Further Instruction: Writing: Write a Description
• The Market: Guiding the Reading: Options for Further Instruction: ESL/ELL Support
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Topic: Constructing Meaning
Benchmark LA.1.2.5 Ask and answer who, what, when, why, where, and how questions about what is read.
Shared Reading Teacher’s Guide: • Eat Your Vegetables!: Day 5 – Focus
Lesson: Asking “I Wonder” Questions: page 104
• Road Builders: Day 4 – Focus Lesson: Answering Questions As You Read: page 252
• Eva the Beekeeper: Day 1 – Mini-Lesson: Introduce the Book: Use What You Know: Preview and Predict: page 270
Guided Reading Teacher Plans: • What Is Rain?: Guiding the Reading:
Before Reading: Ask and Answer Questions
• Meet Tom Paxton: Guiding the Reading: Before Reading: Ask and Answer Questions: After Reading: Discuss the Text: Draw Conclusions
• The Letter: Guiding the Reading: Before Reading: Ask and Answer Questions: After Reading: Ask and Answer Questions
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First Grade Standards Good Habits Great Readers Program Evidence
STRAND: READING
Standard 3: Reading LITERARY RESPONSE AND ANALYSIS: Respond to literary texts from a range of stances: personal, interpretive, and critical.
Program Overview: • What the Research Says: pages 2-3 • The Five Domains of Reading: pages 6-
9 • The 7 Habits of Great Readers: pages
10-11 • Skills Covered in Celebration Press
Reading: pages 16-20 • Literacy Centers: pages 26-27
Assessment Handbook: • Setting Benchmark Expectations: pages
16-19 • Ongoing Assessment Tools: page 28-29
Assessment Card: • When Are My Readers Ready to Move Up
to the Next Guided Reading Group? Comprehension
Topic: Literary Elements
Benchmark LA.1.3.1 Identify the basis story elements of character and setting.
Shared Reading Teacher’s Guide: • Where Does the Rabbit Hop?: Day 5 –
Mini-lesson: Guided Retelling: Identifying Setting: page 158
• The Little Red Hen: Day 1 – Focus Lesson: Identifying the Main Character and Setting: page 192
• Whistle for Willie: Day 1 – Focus Lesson: Identifying the Character and Setting: page 204
Guided Reading Teacher Plans: • Smiling Stan, the Pedicab Man:
Guiding the Reading: Before Reading: Analyze Character: After Reading: Analyze Character
• Barry and Bennie: Guiding the Reading: Before Reading: Analyze Character: After Reading: Analyze Character
Hawaii’s First Grade English Language Arts Correlation of
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• Dear Mabel: Guiding the Reading: Before Reading: Analyze Setting: After Reading: Analyze Setting
Topic: Personal Connection
Benchmark LA.1.3.2 Relate personal experiences to what was read. Benchmark LA.1.3.2 (continued) Relate personal experiences to what was read.
Shared Reading Teacher’s Guide: • Time For Bed: Day 2 – Focus Lesson:
Using Connections to Understand the Text: page 140
• Life Cycles: Day 2 – Focus Lesson: Making Text-to-Self Connections As You Read: page 260
• Road Builders: Day 3 – Focus Lesson: Making Text-to—World Connections As You Read: page 250
Guided Reading Teacher Plans:
• Make A House: Guiding the Reading: Options for Further Instruction: ESL/ELL Support
• Mrs. Sato’s Hens: Guiding the Reading: Options for Further Instruction: Digging Deeper: Vocabulary: Time and Order Words
• What Does Light Do?: Guiding the Reading: Before Reading: Make Connections: After Reading: Make Connections
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First Grade Standards Good Habits Great Readers Program Evidence
STRAND: Writing
Standard 4: Writing CONVENTIONS AND SKILLS: Use the writing process and conventions of language and research to construct meaning and communicate effectively for a variety of purposes and audiences using a range of forms.
CORRELATOR’S NOTE: • The activities correlated do not
directly address the following standards; however they do provide natural opportunities to address those standards.
Program Overview: • What the Research Says: pages 2-3 • The Five Domains of Reading: pages 6-
9 • The 7 Habits of Great Readers: pages
10-11 • Skills Covered in Celebration Press
Reading: pages 16-20 • Literacy Centers: pages 26-27
Assessment Handbook: • Setting Benchmark Expectations: pages
16-19 • Ongoing Assessment Tools: page 28-29
Topic: Range of Writing
Benchmark LA.1.4.1 Write in a variety of grade-appropriate formats for a variety of purposes and audiences, such as:
• descriptions about familiar people, places, events, or experiences
• non-fiction formats that explain or give basic information about familiar topics
• reflections on learning.
Shared Reading Teacher’s Guide: • Jamberry: Center Activities: Writing
Center: page 161 • Dreams: Center Activities: Writing
Center: page 173 • If You Should Meet a Crocodile:
Center Activities: Writing Center: page 215
Guided Reading Teacher Plans: • The Longest Noodle in the World:
Guiding the Reading: Options for Further Instruction: Writing: Write an Alternative Ending
• When Grandma Visits Me: Guiding the Reading: Options for Further Instruction: Writing: Write a Description
Hawaii’s First Grade English Language Arts Correlation of
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• My Mom Is a TV News Anchor: Guiding the Reading: Options for Further Instruction: Writing: Write About a Job
Topic: Sentence Structure and Grammar Benchmark LA.1.4.2 Write complete sentences
Shared Reading Teacher’s Guide: • Once Upon A Time: Center Activities:
Response Center: page 119 • Dreams: Center Activities: Writing
Center: page 173 • The Dark House: Center Activities:
Writing Center: page 215 Guided Reading Teacher Plans:
• Ancient Times: Guiding the Reading: Options for Further Instruction: Writing: Write a News Story
• Splash!: Guiding the Reading: Options for Further Instruction: Writing: Write a Personal Narrative
• What Is It?: Write a Procedural Text/Directions
Topic: Punctuation, Capitalization, Spelling, and Handwriting Benchmark LA.1.4.3 Print legibly using correct spacing, capital letters, and end punctuation to distinguish words and sentences.
Shared Reading Teacher’s Guide: • Road Builders: Center Activities:
Writing Center: page 245 • Eat Your Vegetables! Center
Activities: Writing Center: page 281 • Nana Upstairs & Nana Downstairs:
Center Activities: Writing Center: page 353
Guided Reading Teacher Plans: • What Is It?: Guiding the Reading:
Options for Further Instruction: Writing: Write a Procedural Text/Directions
• Lift The Sky Up: Guiding the Reading: Options for Further Instruction: Writing: Write a Legend
• The Little Red Hen: Guiding the Reading: Options for Further Instruction: Writing: Write a Story
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Topic: Punctuation, Capitalization, Spelling, and Handwriting Benchmark LA.1.4.4 Use Letter-sound knowledge and segmenting strategies to spell unfamiliar words.
Shared Reading Teacher’s Guide: • Crabby Cat At School: Center
Activities: Writing Center: page 107 • Once Upon A Time: Center Activities:
Writing Center: page 119 • The Little Red Hen: Center
Activities: Writing Center: page 191 Guided Reading Teacher Plans:
• Matsumura’s Ice Sculpture: Guiding the Reading: Options for Further Instruction: Writing: Write a How-to Paragraph
• Keeping Fit: Guiding the Reading: Options for Further Instruction: Writing: Write a Description
• Lend A Hand: Guiding the Reading: Options for Further Instruction: Writing: Write a Description
Topic: Punctuation, Capitalization, Spelling, and Handwriting Benchmark LA.1.4.5 Edit writing to correct capitalization:
• The pronoun / and proper names.
Shared Reading Teacher’s Guide: • Way Out West Lives A Coyote Named
Frank: Center Activities: Writing Center: page 323
• Nana Upstairs & Nana Downstairs: Center Activities: Writing Center: page 353
• Charlie Parker played be bop: Center Activities: Writing Center: page 377
Guided Reading Teacher Plans: • Splash!: Guiding the Reading: Options
for Further Instruction: Writing: Write a Personal Narrative
• Trouble: Guiding the Reading: Options for Further Instruction: Writing: Write a Description
Topic: Punctuation, Capitalization, Spelling, and Handwriting Benchmark LA.1.4.6 Edit writing to correct use of the following punctuation:
• periods as end marks.
Shared Reading Teacher’s Guide: • Jamberry: Center Activities: Writing
Center: page 161 • The Dark House: Center Activities:
Writing Center: page 215 • Way Out West Lives A Coyote Named
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Frank: Center Activities: Writing Center: page 323
Guided Reading Teacher Plans: • Hands and Feet, Fingers and Toes:
Guiding the Reading: Options for Further Instruction: Writing: Write a Description
• The Big Crocodile: Guiding the Reading: Options for Further Instruction: Writing: Write a Story Extension
• On Top of Spaghetti: Guiding the Reading: Options for Further Instruction: Writing: Write a Humorous Story
First Grade Standards Good Habits Great Readers Program Evidence
STRAND: Writing
Standard 5: Writing Rhetoric: Use rhetorical devices to craft writing appropriate to audience and purpose.
CORRELATOR’S NOTE: • The activities correlated do not
directly address the following standards; however they do provide natural opportunities to address those standards.
Program Overview: • What the Research Says: pages 2-3 • The Five Domains of Reading: pages 6-
9 • The 7 Habits of Great Readers: pages
10-11 • Skills Covered in Celebration Press
Reading: pages 16-20 • Literacy Centers: pages 26-27
Assessment Handbook: • Setting Benchmark Expectations:
pages 16-19 • Ongoing Assessment Tools: page 28-29
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Topic: Meaning Benchmark LA.1.5.1 Focus on a single topic in a piece of writing.
Shared Reading Teacher’s Guide: • Nana Upstairs & Nana Downstairs:
Center Activities: Writing Center: page 227
• Roadbuilders: Center Activities: Writing Center: page 245
• Follow a River: Center Activities: Writing Center: page 311
Guided Reading Teacher Plans: • Hats: Guiding the Reading: Options
for Further Instruction: Writing: Write a Description
• Engelbert’s Exercise: Guiding the Reading: Options for Further Instruction: Writing: Write a Narrative
• The Two Ogres: Guiding the Reading: Options for Further Instruction: Writing: Write a Description
Topic: Meaning Benchmark LA.1.5.2 Add simple descriptions and details to develop a topic.
Shared Reading Teacher’s Guide: • Crabby Cat’s Shopping: Center
Activities: Writing Center: page 29 • Life Cycles: Center Activities:
Writing Center: page 65 • Eat Your Vegetables!: Center
Activities: Writing Center: page 95 Guided Reading Teacher Plans:
• Freddy the Frog: Guiding the Reading: Options for Further Instruction: Writing: Write Expository Text
• Guide to Growing: Guiding the Reading: Options for Further Instruction: Writing: Write a Description
Hawaii’s First Grade English Language Arts Correlation of
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Topic: Design
Benchmark LA.1.5.3 Add titles and sequence ideas to organize writing.
Shared Reading Teacher’s Guide: • Dee and Me: Center Activities:
Writing Center: page 41 • Where Does the Rabbit Hop?: Center
Activities: Writing Center: page 149 • The Little Red Hen: Center
Activities: Writing Center: page 191 Guided Reading Teacher Plans:
• David’s Cold: Guiding the Reading: Options for Further Instruction: Writing: Write a Description
• Fireflies: Guiding the Reading: Options for Further Instruction: Writing: Write a Caption
• Yesterday and Today: Guiding the Reading: Options for Further Instruction: Writing: Write Captions
Topic: Clarity Benchmark LA.1.5.4 Use descriptive words when writing about people, places, things, or events.
Shared Reading Teacher’s Guide: • A House Is a House For Me: Center
Activities: Writing Center: page 53 • Shadows: Center Activities: Writing
Center: page 83 • Eat Your Vegetables!: Center
Activities: Writing Center: page 95 Guided Reading Teacher Plans:
• The Banana Monster: Guiding the Reading: Options for Further Instruction: Writing: Write a Description
• Down By the Swamp: Guiding the Reading: Options for Further Instruction: Writing: Write a Description
• The Changing Chameleon: Guiding the Reading: Options for Further Instruction: Writing: Write a Description
Hawaii’s First Grade English Language Arts Correlation of
Pearson Learning’s Good Habits, Great Readers
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First Grade Standards Good Habits Great Readers Program Evidence
STRAND: ORAL COMMUNICATION
Standard 6: Oral Communication
CONVENTIONS AND SKILLS: Apply knowledge of verbal and nonverbal language to communicate effectively in various situations: interpersonal, group, and public: for a variety of purposes.
CORRELATOR’S NOTE: • The activities correlated do not
directly address the following standards; however they do provide natural opportunities to address those standards.
Program Overview: • What the Research Says: pages 2-3 • The Five Domains of Reading: pages 6-
9 • The 7 Habits of Great Readers: pages
10-11 • Skills Covered in Celebration Press
Reading: pages 16-20 • Literacy Centers: pages 26-27
Assessment Handbook: • Setting Benchmark Expectations:
pages 16-19 • Ongoing Assessment Tools: page 28-29
Assessment Card: • When Are My Readers Ready to Move Up
to the Next Guided Reading Group?
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Topic: Discussion and Presentation
Benchmark LA.1.6.1 Express ideas through drama activities (e.g., sharing, role playing, puppetry, mime, choral reading).
Shared Reading Teacher’s Guide: • Time For Bed: Center Activities:
Response Center: page 137 • Dreams: Center Activities: Dramatic
Play: page 173 • Life Cycles: Center Activities:
Response Center: page 257 Guided Reading Teacher Plans:
• Down By the Swamp: Guiding the Reading: Options for Further Instruction: Digging Deeper: Fluency: Partner/Paired Reading
• I Can Do It, I Really Can: Guiding the Reading: Options for Further Instruction: Digging Deeper: Fluency: Reader’s Theater
• The Old Oak Tree: Guiding the Reading: Options for Further Instruction: Digging Deeper: Fluency: Choral Reading
Topic: Discussion and
Presentation
Benchmark LA.1.6.2 Use appropriate social conventions (e.g., waiting one’s turn, raising a hand, apologizing) in various large and small group situations.
Shared Reading Teacher’s Guide: • Dee and Me: Day 1 – Mini-lesson:
Introduce the Book: page 42 • Shadows: Center Activities: Audio
Center: page 83 • Dreams: Center Activities: Dramatic
Play: page 173 Guided Reading Teacher Plans:
• The Banana Monster: Guiding the Reading: Before Reading: Focus Attention
• Five Sense: Guiding the Reading: Before Reading: Focus Attention: After Reading: Make Predictions
• The Old Oak Tree: Guiding the Reading: Options for Further Instruction: Digging Deeper: Choral Reading
Hawaii’s First Grade English Language Arts Correlation of
Pearson Learning’s Good Habits, Great Readers
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Topic: Discussion and Presentation
Benchmark LA.1.6.3 Give and follow one- to three-step oral directions.
Shared Reading Teacher’s Guide: • Dee and Me: Center Activities:
Response Center: page 41 • A House Is a House For Me: Center
Activities: Response Center: page 53 • Life Cycles: Center Activities: Word
Study: page 65 Guided Reading Teacher Plans:
• The Home Run: Guiding the Reading: Options for Further Instruction: Digging Deeper: Vocabulary: Time and Order Words
• I Can Do It, I Really Can: Guiding the Reading: Options for Further Instruction: Digging Deeper: Fluency: Reader’s Theater
• Samuel’s Sprout: Guiding the Reading: Options for Further Instruction: Digging Deeper: Word Study: Contractions
Topic: Critical Listening
Benchmark LA.1.6.4 Ask questions for clarification.
Shared Reading Teacher’s Guide: • Eat Your Vegetables!: Center
Activities: Writing Center: page 95 • Crabby Cat at School: Center
Activities: Writing Center: page 107 • Time For Bed: Center Activities:
Response Center: page 137 Guided Reading Teacher Plans:
• The Ant’s Journey: Guiding the Reading: Options for Further Instruction: Writing: Write a Story
• Good Soil: Guiding the Reading: Options for Further Instruction: Digging Deeper: Vocabulary: Categorize and Classify
• Jenny’s Yellow Ribbon: Guiding the Reading: Options for Further Instruction: Writing: Write a Description of an Event
Hawaii’s First Grade English Language Arts Correlation of
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Topic: Critical Listening
Benchmark LA.1.6.5 Use basic listening skills to focus attention on speaker and respond to a message.
Shared Reading Teacher’s Guide: • Dreams: Day 1 - Mini-lesson: Introduce
the Book: page 174 • Whistle for Willie: Day 1 – Mini-
lesson: Introduce the Book: page 204 • The Dark House: Center Activities:
Response Center: page 215 Guided Reading Teacher Plans:
• Lend a Hand: Guiding the Reading: Before Reading: Focus Attention
• Look Up: Guiding the Reading: Options for Further Instruction: Digging Deeper: Phonemic Awareness: Rhyming Words
• Make a House: Guiding the Reading: Options for Further Instruction: Digging Deeper: Word Study: Compound Words
Topic: Delivery Benchmark LA.1.6.6 Adjust volume and intonation (e.g., falling for statements, rising for questions) as appropriate to content and purpose.
Shared Reading Teacher’s Guide: • Dee and Me: Center Activities: Audio
Center: page 41 • Shadows: Center Activities: page 83 • Crabby Cat at School: Center
Activities: page 107 Guided Reading Teacher Plans:
• A Wiggly, Jiggly, Joggly Tooth: Guiding the Reading: Options for Further Instruction: Fluency: Partner/Paired Reading
• Are You the New Principal?: Guiding the Reading: Options for Further Instruction: Digging Deeper: Partner/Paired Reading
• The Magic Pear Tree: Guiding the Reading: Options for Further Instruction: Digging Deeper: Fluency: Partner/Paired Reading
Hawaii’s First Grade English Language Arts Correlation of
Pearson Learning’s Good Habits, Great Readers
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First Grade Standards Good Habits Great Readers Program Evidence
STRAND: ORAL COMMUNICATION
Standard 7: Oral Communication
Rhetoric Adapt messages appropriately to address audience, purpose, and situation.
CORRELATOR’S NOTE: • The activities correlated do not
directly address the following standards; however they do provide natural opportunities to address those standards.
Program Overview: • What the Research Says: pages 2-3 • The Five Domains of Reading: pages 6-
9 • The 7 Habits of Great Readers: pages
10-11 • Skills Covered in Celebration Press
Reading: pages 16-20 • Literacy Centers: pages 26-27
Assessment Card: • When Are My Readers Ready to Move Up
to the Next Guided Reading Group? Topic: Meaning
Benchmark LA.1.7.1 Use personal examples and explanations to make ideas clearer in various speaking situations.
Shared Reading Teacher’s Guide: • Dee and Me: Center Activities:
Response Center: page 41 • Life Cycles: Center Activities:
Writing Center: page 65 • Once Upon a Time: Center Activities:
page 119 Guided Reading Teacher Plans:
• Engelbert The Hero: Guiding the Reading: Options for Further Instruction: Writing: Write a Personal Narrative
• Living In the Ocean: Guiding the Reading: Options for Further Instruction: Writing: Write a Description
• My Special Wish: Guiding the Reading: Options for Further Instruction: Writing: Write a Literary Response
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Topic: Design Benchmark LA.1.7.2 Present ideas in a logical order or sequence that is easy to follow.
Shared Reading Teacher’s Guide: • Once Upon a Time: Center Activities:
Response Center: page 119 • Whistle for Willie: Center
Activities: Response Center: page 203 • Life Cycles: Center Activities:
Writing Center: page 257 Guided Reading Teacher Plans:
• Make a House: Guiding the Reading: Options for Further Instruction: Writing: Write Procedural Text/Directions
• Mrs. Sato’s Hens: Guiding the Reading: Options for Further Instruction: Digging Deeper: Vocabulary: Time and Order Words
• How to Make Peanut Butter: Guiding the Reading: Options for Further Instruction: Writing: Write a Procedural Text/Recipe
Topic: Clarity Benchmark LA.1.7.3 Use clear and appropriate vocabulary when speaking.
Shared Reading Teacher’s Guide: • Once Upon a Time: Center Activities:
Audio Center: page 119 • Time for Bed: Center Activities:
Response Center: page 137 • Where Does the Rabbit Hop?: Center
Activities: page 149 Guided Reading Teacher Plans:
• Keeping Fit: Guiding the Reading: Options for Further Instruction: Digging Deeper: Fluency: Choral Reading
• The Longest Noodle in the World: Guiding the Reading: Options for Further Instruction: Digging Deeper: Literary Devices: Dialogue
• Engelbert’s Exercise: Guiding the Reading: Options for Further Instruction: Digging Deeper: Fluency: Paired/Partner Reading
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Topic: Clarity Benchmark LA.1.7.4 Use complete sentence when speaking.
Shared Reading Teacher’s Guide: • Dreams: Center Activities: Writing
Center: page 173 • The Little Red Hen: Center
Activities: Writing Center: page 191 • If You Should Meet a Crocodile:
Center Activities: Writing Center: page 215
Guided Reading Teacher Plans: • Sunny Days: Guiding the Reading:
Options for Further Instruction: Digging Deeper: Fluency: Repeated Reading
• I Like Sign Language: Guiding the Reading: Options for Further Instruction: Writing: Write a Personal Narrative
• Splash!: Guiding the Reading: Options for Further Instruction: Writing: Write a Personal Narrative